Year 12 and 13 Curriculum
Transcription
Year 12 and 13 Curriculum
2016-2018 Year 12 and 13 Curriculum Sha Tin College Sha Tin College Contents Mission Statement................................................................3 Values Statements.................................................................3 Sha Tin College Aims.............................................................3 Welcome Messages...............................................................4 An Introduction to Year 12 and 13.........................................7 Senior Leadership Team....................................................... 12 The Senior School Team....................................................... 13 The IB Diploma Team........................................................... 14 Student Support Team......................................................... 14 Administrative and Technical Support ................................. 15 The IB Diploma Programmes .....................................................................................................16 IB Core Curriculum CAS............................................................................................................................................... 23 Extend Essay................................................................................................................................. 28 TOK............................................................................................................................................... 29 IB Courses Programme .............................................................................................................31 Additional Subjects Physical Education.................. 32 Global Thinking Skills.............. 33 Year 12 and 13 Curriculum 2016 - 2018 1 Contents IB Subject information Group 1 Group 4 Studies in Language & Literature ................... 34 Experimental Sciences.................................... 72 Literature (English)........................................ 36 Biology........................................................... 76 Literature (Chinese) ...................................... 38 Chemistry...................................................... 78 Language and Literature (English)................. 40 Design Technology......................................... 80 Language and Literature (Chinese)................ 43 Environmental Systems and Societies......... 82 Literature and Performance (English)............ 45 Physics........................................................... 84 Self-Taught Literature Option ............................... 47 Sports, Exercise and Health Science.............. 86 Student Support English for Academic Purposes..................... 47 Group 2 Language Acquisition...................................... 48 Mathematics ................................................. 88 Language B.....................................................49 Group 6 Language Ab Initio (Standard Level)...............51 The Arts.......................................................... 92 Film.................................................................94 Group 3 Literature and Performance...........................96 Individuals and Society................................... 53 Music..............................................................98 Business and Management............................54 Theatre.........................................................100 Economics......................................................56 Visual Arts....................................................102 Environmental Systems and Societies..........58 Geography......................................................60 Global Politics ................................................62 History............................................................64 Information Technology in a Global Society (ITGS).............................66 Philosophy......................................................68 Psychology......................................................70 2 Group 5 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College Mission Statement ‘Ours is a culture where we take responsibility for fulfilling our own potential and that of others for the good of humanity at all levels.’ Values Statements At Sha Tin College we value- Holistic learning Positive relationships Curiosity and passion Persistence and resilience Creativity Integrity Community Sha Tin College Aims A love of learning will permeate everything we do, uniting all members of the community. At Sha Tin College we aim to: 1. Foster a spirit of inquiry, a sense of adventure and develop self-confidence and self-esteem in all members of our community. 2. Develop and consolidate a balanced, rigorous and relevant curriculum adaptive to the needs of all students. 3. Form and maintain meaningful communication with parents, partner schools and the wider community. 4. Maintain an English speaking and learning environment which embraces our multilingual community. 5. Induct all those new to our school in accordance with our values and beliefs so they are encouraged to feel part of our enterprise and mission, and embrace our culture. 6. Promote the ethos of creativity, activities and service throughout school life and all curricula. 7. Facilitate opportunities for leadership, in its myriad forms, at every level. 8. Adopt an active, socially conscious and informed approach to both our own environment and the world around us so we can live in a safe, clean and sustainable world. 9. Work individually and in collaborative, interdisciplinary teams. 10.Listen to, and value, all voices, so we are a truly inclusive school. 11.Optimise relevant research about intelligence, thinking, the brain and the ways we learn, in order to reflect upon, and continually evaluate, what we do. This way every individual will flourish. 12.Enjoy life and nurture in everyone the feeling that their time at Sha Tin College is pleasurable and rewarding. 13.Encourage each individual to exceed their best in a culture where excellence is recognized in its multiple facets. 14.Prepare students to achieve ambitions beyond school: in further education, careers and in balanced ways for life-long learning, inspired by the values of the people at Sha Tin College. Year 12 and 13 Curriculum 2016 - 2018 3 WELCOME MESSAGE FROM THE PRINCIPAL Welcome to Year 12 & 13 curriculum brochure for students studying from 2016 to 2018 at Sha Tin College. I trust that you will find this booklet informative and helpful in making the right choices for your studies in the last two years of our Senior School. As you will gather from the brochure, student life in Years 12 and 13 is very exciting, varied and focused on encouraging students to “fulfill their own potential and that of others.” This happens through a high standard of individual study, group work and participation in a range of activities linked to creativity, activities and service. Although a considerable and consistent effort must be made throughout their two years of study, students will find their time memorable, enjoyable and rewarding. Sha Tin College prides itself in a very high level of student achievement and subsequent placements in prestigious universities and colleges around the world. It is our aim to ensure that students leave as well-rounded young adults with a sense of self-esteem and self-awareness. I look forward to welcoming you to Sha Tin College and working with you over the next two years. Good luck with all your endeavours. Marc Morris Principal 4 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College WELCOME MESSAGE FROM THE Vice pRINCIPAL “Excellence is never an accident. It is always the result of high intention, sincere effort, and intelligent execution; it represents the wise choice of many alternatives - choice, not chance, determines your destiny.” - Aristotle Welcome to the final stage of your education at Sha Tin College. Your learning so far has been leading you towards the pinnacle of the IB Diploma Programme (IBDP) and associated courses. It is a challenging programme yet one that will give you countless opportunities to thrive and to further your academic skills, knowledge and understanding. Your time in the Senior School will allow you to identify your strengths and the interests you would like to pursue in the future. The IBDP uses a range of assessments including internal assessments and external examinations. It is broad and balanced and involves a compulsory core of Creativity, Activity and Service (CAS), Theory of Knowledge (TOK) and an Extended Essay (EE). Balancing your studies with your whole school contributions and private life is key to the successful completion of the IBDP. Some of you may prefer an alternative curriculum pathway which provides another route to higher education. For students with specific subject strengths but perhaps not across the whole curriculum, the IB Courses Programme involves elements of, but not the full, IB Diploma Programme. It also includes a core of CAS and other areas of holistic development tailored to the individual needs of the enrolled student. Please see Ms. Jutka Czirok, the Alternative Curriculum Coordinator, if you are interested in following this alternative curriculum pathway. Please spend time reading through this brochure, and talk with your teachers, parents and counsellors before deciding on an academic route which is right for you and your life ahead. The information in the brochure is intended to be a starting point for your consideration and should complement other available information. Aristotle may not have had to elect six subjects to study as part of his Senior School life, but he did understand the importance of thinking carefully about choosing wisely. It is important that you now start to think carefully about your future. It is an exciting time of possibilities, choices and opportunities. I wish you all the best in the Senior School. Paul Hoang Vice Principal IBDP Coordinator Year 12 and 13 Curriculum 2016 - 2018 5 WELCOME MESSAGE FROM THE HEAD OF SENIOR SCHOOL Dear Students Let me congratulate you on entering the Senior School of Sha Tin College where I believe you will experience a challenging, vibrant and exciting two years. The course that you are about to embark on will test your time management and motivation and will also be intellectually challenging. You will be taught to question accepted viewpoints, to research and consider a wide range of opinions and to analyse and structure your answers in depth, all of which will prepare you thoroughly for the new challenges of higher education after Sha Tin. There is a strong team of Heads of Year and Deputy Heads of Year in the Senior School to help and guide you through the two years. In addition, your Tutor will be a great support to you and the HE Counsellors and Heads of TOK, Extended Essay and CAS will be on hand to give help and advice with every aspect of the requirements of your course. Our academic results are excellent but life in the Senior School is about much more than just success in the classroom. I hope that you will become fully involved in a variety of performance, sports, charity work and student leadership roles since it is these things that students often remember most fondly about life in the Senior School. Albert Einstein said “Numerous and large are the lecture halls, but far from numerous the young people who genuinely thirst for truth and knowledge”. I hope that even when you find the going tough, you will continue to thirst for truth and knowledge and that your two years in the Senior School will be the start of a lifelong journey of curiosity and the love of learning. I look forward to meeting you all in the coming months. If you have any questions please contact me at [email protected] Jane Parry Head of Senior School 6 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College AN INTRODUCTION to Year 12 & Year 13 Sha Tin College has approximately 1200 students with over 300 students in the Senior School. We fully embrace the mission of the International Baccalaureate Organisation (IBO) and offer a broad IB and Applied Learning curriculum, with a choice of over 30 subjects, to cater for the needs of the individual student. The curriculum encourages students to become creative and critical thinkers and its international base enables students to explore their own as well as other cultures. We provide opportunities for students to take intellectual risks by facilitating independent learning and encouraging debate and discussion in formal and informal settings. Sha Tin College has developed excellent working relationships between students and staff. Students can access staff outside of lessons and during the wealth of co-curricular activities that are on offer during and after school. All teachers are committed to the IB philosophy of nurturing lifelong learners and encourage students to take responsibility for their own learning through a wide variety of teaching styles and methodologies. Sha Tin College offers a diverse range of co-curricular activities and there are also many opportunities for leadership and teamwork. Students are encouraged to keep abreast of current world affairs and participate in the varied social life that Sha Tin College has developed. An emphasis is placed on helping and caring for others through fundraising and charitable activities and students are encouraged to work together to organise these events. Sha Tin College aims to support the whole student and there is a well developed system of support and guidance for students that takes care of their personal, social and emotional needs as well as their academic welfare and higher education and career aspirations. We have a dedicated team of higher education and careers counsellors who deliver a comprehensive programme of guidance and counselling to ensure that students make informed choices about their future. Sha Tin College welcomes students of all abilities and interests and seeks to provide a stimulating and purposeful environment in which all individuals are challenged to realise their full potential. Each student receives personal guidance to ensure that they are placed on an IB programme that will lead to individual success, whilst providing a suitable level of academic rigour and enable access to higher education and career opportunities in the future. Each student is assessed on a regular basis and progress throughout the Senior School is monitored closely and communicated to parents. Contact with parents is given a high priority. Sha Tin College offers a wide range of opportunities for energetic, young people to enjoy and demonstrate their talents. Staff are willing to help and support; but ultimately the beginnings of a successful future depend on the motivation of each individual. To achieve their full potential, each student must be prepared to rise to the challenge that Sha Tin College Senior School has to offer them. Leadership Opportunities All Year 12 & 13 students are expected to act in a mature, responsible manner and as role models for younger students. There are opportunities for students to undertake specific leadership roles and organise events and activities. STUDENT LEADERS The role of student leaders is vital to Sha Tin College. These students assist staff in the planning and implementation of whole-school, community-based and fundraising events. Student leaders have a degree of autonomy in their role and are encouraged to introduce new ideas and work collaboratively to bring them to fruition. Individuals who can demonstrate maturity, enthusiasm and a commitment to the aims of the College are invited to apply to be Student Leaders. Staff will interview suitable candidates and those selected will be provided with appropriate training. Year 12 and 13 Curriculum 2016 - 2018 7 Student Leaders hold office from October of Year 12 until December of Year 13. They are directly responsible to the Head of Senior School and will liaise closely with form tutors, younger students and their peers. Year 12 & 13 students selected to be student leaders, assigned to specific house groups, will have the opportunity to work closely with the staff and students in that house group to develop opportunities for students to face challenging situations that will recognize and encourage commitment both inside and outside school. CAREERS and HIGHER EDUCATION PROGRAMME After leaving Sha Tin College, our students move on to Higher Education throughout the world. Whatever their destination, we aim to equip them to make the best possible choice of both what and where to study based on their own personal interests, talents and backgrounds. While most of our students attend university in one of our five major destination countries (U.K., Canada, U.S.A., H.K. and Australia), Sha Tin College graduates have enrolled in universities in over 25 countries in the past 5 years. Preparation for Careers choices, potential Higher Education paths and related school subject choices is an integral part of the Global Thinking Skills (GTS) programme from Years 9 through 13. COLLEGE AND UNIVERSITY VISITS We highly recommend that students try to arrange visits to institutions which they are considering for their future Higher Education. The best time to arrange these is during the summer holidays after Year 12, so that they are ready to make their applications in Year 13. The Library and Learning Centre or Careers Office will give support and advise on how best to arrange a programme of visits. WORK EXPERIENCE Work Experience is widely regarded as an essential part of preparation for Higher Education and future employment. We recommend that students arrange and complete a placement of at least one week before they start Year 13. The Higher Education and Careers counsellors can help students in the procedure of how and where to look, and how to make requests as they are organising their placements. Please note that while these placements are very useful for all students, they are especially important for competitive higher education paths in fields such as Medicine, Law, Engineering, Architecture and Design, as students must have evidence of understanding what is involved in the professions that these university courses/programmes prepare them for. Privileges A number of privileges are available to Year 12 and 13 students. DRESS CODE Students in the Year 12 and 13 are expected to dress appropriately for a place of learning. The following guidelines should be adhered to: • • • • • • Clothing may be casual but must always be practical, well presented and clean. Clothing should not contain any provocative or offensive slogans or designs. Footwear should be unobtrusive and appropriate for climbing stairs. Footwear must always be appropriate for practical Art, Science & DT lessons. Skirts and shorts must be of a reasonable length. All jewellery must be discreet and suitable for the school environment. One facial piercing (a discreet stud only and excluding ear piercing) is allowed but prior approval must be obtained from a member of the Senior School Team. The Senior School Team are arbiters of what is acceptable and inappropriately dressed students may be sent home to change. 8 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College PRIVATE STUDY All Year 12 students will have some private study periods per two-week period. Private study periods are designed to provide additional time for work and research, allow access to the Senior School Centre and Library and Learning Centre and enable critical discussion between students. It is imperative that students manage this time productively and learn to work independently. Internal assessment (coursework) deadlines must be met. During this time, students are free to study in the Senior School Centre, Seminar Rooms (Rooms 233 to 236) if available, and the Library. STUDY AFTERNOONS In recognition of the heavy workload of Year 12 and Year 13 students, and as part of the Senior School privileges, students may have one or two study afternoons per week when they can study at home, timetable permitting. This privilege is only extended to those students who abide by the student contract and who display a mature, responsible attitude to their studies. Study afternoons will be awarded to responsible Year 12 students in November of Year 12 and from the beginning of Year 13. THE SENIOR SCHOOL CENTRE This room is for the use of Year 12 & 13 students. It contains a suite of laptops, with internet access and there is also a resources section which has relevant periodicals, reference books and newspapers for student use. All resources must remain in the Senior School Centre, unless the Manager has given permission for them to be removed. The room should be a quiet work area during lesson time but it can also be used for relaxation during breaks. No food or drink may be consumed in the room at any time. SENIOR SCHOOL SEMINAR ROOMS (233-6) The Senior School corridor contains five seminar rooms which are for the exclusive use of Year 12 and 13 students. These rooms can be used for private study when they are not being used for Senior School lessons. They may also be used for relaxation or discussion at break or lunchtime. Student Support Services Every student in Years 12 and 13 belongs to a tutor group consisting of approximately 18 students. They meet with their tutor every morning for registration and later in the day, for an additional 15 minutes, four times per week. Tutors act as CAS Advisors, monitor academic progress, contribute to the higher education reference and get to know the students well over the two year period. Tutors and students are supported by the Head of Year, Deputy Head of Year and the Head of Senior School (who is responsible for students in Years 11, 12 and 13). Sha Tin College has a psychologist who is available to meet with students for personal and school related issues, on a referral or self-referral basis, once per week. Roseman Tsim is the School Social Worker who is based in school for four days per week. She meets with students and families and is extremely proactive in organising locally based community service. The School Health Professional Officer deals with any health issues which may arise. All members of the Sha Tin College community work together to support students and achieve the school mission statement and aims. Year 12 and 13 Curriculum 2016 - 2018 9 SCHOOL LIBRARY AND LEARNING SUPPORT Creativity, innovation, critical thinking and problem solving are named by global executives as the top skills they seek in potential employee. All of these skills require excellent research and information retrieval abilities. The Library and Learning Centre (LLC) at Sha Tin College is well-equipped with resources and qualified library staff to assist Senior School students master “21st Century” information literacy skills that are critical for academic success while at STC and provides a sound foundation as they explore and pursue their professional goals later in life. In our commitment to expanding a comprehensive collection of world literature and non-fiction, in both print and digital format, the LLC works closely with subject areas to ensure students have access to resources that are aligned with the IB curriculum. Our goal is to provide a balanced and differentiated collection that suits the needs of all our students. Through the LLC students are given support and guidance on information retrieval, effective use of databases and writing and researching extended essays and personal projects. The Librarian also delivers dedicated sessions to all Senior School students on plagiarism and writing bibliographies and is available to offer personal assistance to individual students as they research for their assignments. The library has a dedicated IB Resource website to help direct students to valuable information resources and provide them with hints and tips on efficient and effective research skills. The library is a vibrant learning centre which provides students with a quiet and comfortable environment conducive to effective study and reflection. It is a place where inquiring minds are able to image, create, inspire and connect. Sonia Hansen Librarian SCHOOL COUNSELLING SERVICE Welcome to Year 12! I hope you find the experience enriching and above all memorable time of your life. It can be a time of great change and possibility, however it can also be stressful, as you have probably heard from your Year 13 peers! You may find this time of your life is also marked by other events that make you feel you need someone to talk to. Seeing a psychologist provides a CONFIDENTIAL place that you can go to, to talk about any worry, decision or concern you have. No issue or concern is too small or big for the school psychologist. Some students have come to see us to talk about: • Fear of failure • Concerns about friendship or relationships • Feeling depressed or too stressed • Life decisions • Family conflict or pressures at home that affect school life 10 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College Many students who seek help find enormous relief from seeing a counsellor or psychologist. The counsellor and psychologist will not judge you, they will do their best to help you, navigate through these important years. Don’t be afraid to get help. Your school counsellor is Joanna Day and psychologist, Larissa Kirpichnikov, both from PsychCentral. To make an appointment, speak with your Head of Year or email directly to [email protected] or [email protected] Appointment is advisable as we tend to get booked up. Joanna Day Counsellor Larissa Kirpichnikov Psychologist SCHOOL SOCIAL WORK SERVICE Our School Social Worker, Ms Roseman Tsim from Hong Kong Young Women’s Christian Association Sha Tin Integrated Social Service Centre is based in the school four days a week except Wednesdays. She can be found in Room H11B and is also contactable via telephone and email during school term. Roseman meets with students and their families to deal with potential difficulties such as parent-child relationship, school adjustment, peer relationships, coping with stress and other personal issues. She sets up links with outside agencies to enable a range of placements and projects to be undertaken by students of all ages. These include work with local charities, the elderly and other ‘at risk’ groups in the society. Many students have found these community service experience meaningful and insightful apart from fulfilling their CAS activity requirements. School Telephone: Room H11B Tel: 2699 1811 (ext.118) Email: [email protected] Agency Telephone: Podium Level, Hip Wo House, Wo Che Estate, Sha Tin, N.T. Tel: 2698 3008 / 2691 9170 Roseman Tsim School Social Worker Year 12 and 13 Curriculum 2016 - 2018 11 The Senior Leadership Team Marc Morris Principal Paul Hoang Christine Rowlands Vice Principal Lucie Purves Senior Leader Head of Lower School 12 Vice Principal Sian May Senior Leader Head of Middle School Year 12 and 13 Curriculum 2016 - 2018 Jane Parry Greg Thornton Vice Principal Senior Leader Head of Senior School Lee O’Leary Senior Leader Shwan Law Business and Administration Manager Gareth Morgan Senior Leader Sha Tin College The Senior School Team 2016 Paul Hoang Vice Principal IB Coordinator Carlos Ortega Head of Year 12 Kin Hoang Senior School Administrator Jane Parry Head of Senior School Senior Leader Victoria Harvey Jonathan Barton Julie Slater Patrick Campbell Deputy Head of Year 12 Senior School Administrator Head of Year 13 Head of Careers/HE Ariana Findlay Deputy Head of Year 13 David Stott Careers/HE Counsellor Year 12 and 13 Curriculum 2016 - 2018 13 The IB Diploma Team Paul Hoang Vice Principal IBDP Coordinator Richard Overens CAS Coordinator Lucy Ogilvie Coordinator of TOK and GTS Chris Taylor Jutka Czirok EE Coordinator Alternative Curriculum Coordinator Sonia Hansen Student Support Team 14 Joanna Day Larissa Kirpichnikov Roseman Tsim Counsellor Psychologist Social Worker Year 12 and 13 Curriculum 2016 - 2018 Librarian Sha Tin College Administrative and Technical Support staff roles and locations Julie Slater Lorna Gomes Principal's Secretary Admission/Leaving/ School Transfer/Principal's Commendation (General Office) Senior School Administrator (Years 12 and 13) Octopus/Reports/Credit Awards (Room 238) Kin Hoang Vivian Wong Communication Officer General Inquiries (Reception Desk) Jane Yao Executive Officer Publications and Communications Senior School Administrator (Years 12 and 13) Octopus/Reports/Credit Awards (Room 238) Iris Wan Examinations and Data Manager Publication/Website/ Communications (General Office) Examination administration, scheduling, exam results Keith Lam Yee Boon Choo Data Administrator Senior Administrator (Cover, HR and Exams) Gateway/MUSE/ Timetable (Room 335) Year 12 and 13 Curriculum 2016 - 2018 15 Sha Tin College Year 12 and 13 programmes You can choose from one of two programmes at Sha Tin College The International Baccalaureate (IB) Diploma programme (p.18) The International Baccalaureate (IB) Diploma Programme Courses (p.31) Both our programmes embrace holistic learning but are suited to different learning styles. At the time of writing, the College is seeking accreditation to offer the IB Career-related Programme (IBCP). For more details about this alternative curriculum pathway, contact Ms. Jutka Czirok (Alternative Curriculum Coordinator) or Mr. Paul Hoang (Vice Principal). Minimum requirements for entry We aim to deliver a range of programmes suitable for nearly all abilities. Students are required to meet certain expectations such as an appropriate standard of written and spoken English, a demonstrated commitment to learning, and a record of good behavior and attendance record. 1. The IB Diploma programme At least 5 (I)GCSEs at grade C or above, one of which will normally be in English Language, with grade B or above in Higher Level subjects. In addition, students with less than (i) a C in (I)GCSE Maths (or equivalent) should take Mathematical Studies SL and (ii) a B average in Double award Science (I)GCSE or two separate Science certificates would not be able to study more than one Group 4 experimental Science subject at HL. In addition, students are expected to study a language acquisition course which provides a suitable level of challenge. 2. IB Diploma Programme Courses Some (I)GCSEs or equivalent with at least 2 at grade C or above. Other qualifications will be considered on an individual basis. An (I)GCSE at grade C in English Language and your chosen specialism is desirable. Students should be aiming to achieve a good grade in English to be considered for these courses as some of the assessment evidence will be written. 16 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College THE IB DIPLOMA PROGRAMMES IBO mission statement The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. The IB Learner Profile The aim of all IB programmes is to develop internationally minded people who help to create a better and more peaceful world. Thus IB learners strive to be: Inquirers. They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable. They explore concepts, ideas and issues that have local and global significance acquiring in-depth knowledge and understanding across a broad and balanced range of disciplines. Thinkers. They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators. They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled. They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-minded. They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view and grow from the experience. Caring. They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers. They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced. They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective. They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. Year 12 and 13 Curriculum 2016 - 2018 17 The IB Programmes The IB Diploma Programme 1 The IB Diploma Programme is a challenging two-year programme of international education for students aged 16 to 19. It is regarded as a highly prestigious entry qualification by Higher Education institutions and universities throughout the world. The IBDP prepares students for university and encourages them to: • • • • ask challenging questions learn how to learn develop a strong sense of their own identity and culture develop the ability to communicate with and understand people from other countries and cultures. At Sha Tin College the programme is taught in English. The Diploma Programme is one of three programmes offered by the IBO. The Primary Years Programme (PYP) is designed for primary age students and is followed by all ESF primary schools including Sha Tin Junior School, our main feeder school. The Middle Years Programme (MYP) is for students aged 11 – 16; this is not offered at the College, which offers (I)GCSE courses instead. 1 18 Year 12 and 13 Curriculum 2016 - 2018 http://www.ibo.org/diploma Sha Tin College The ib diploma programme curriculum The IBDP contains six subject groups together with a core made up of three separate parts. The educational philosophy of the IBDP is to provide a balanced academic programme, which avoids over-specialisation but does not sacrifice depth for breadth. Normally 3 of the 6 subjects are studied at higher level (a recommended 240 teaching hours per course), and the remaining 3 subjects are studied at standard level (150 teaching hours per course). All three parts of the core — Extended essay, Theory of Knowledge and Creativity, Activity, Service — are compulsory and are central to the philosophy of the Diploma Programme. Group 1 & 2 Studies in Language & Literature and Language acquisition Students select two languages: one from Group 1 and an additional language from Group 1 or 2. Group 1 Language is in English or Chinese (Putonghua) which is usually the students’ best language and the students may choose from three courses; (i) Literature (ii) Language and Literature course (iii) Literature and Performance. Students may study in their best language, if not English or Chinese, on a self taught course. Group 2 is designed for students learning a second language. There are two levels; language B for students with some experience and ab initio for beginners. Students select the language courses based on their language proficiency. Group 3 Individuals and Societies • Business Management • Economics • Environmental Systems and Societies • Geography • Global Politics • History • Information technology in a global society • Philosophy • Psychology Group 4 Sciences • Biology • Chemistry • Design Technology • Environmental Systems and Societies • Physics • Sports, Exercise and Health Science Group 5 Mathematics • Mathematical Studies • Mathematics • Further Mathematics Group 6 The Arts • Film • Literature and performance • Music • Theatre • Visual Arts Year 12 and 13 Curriculum 2016 - 2018 19 Subjects Offered Group 2 Group 1 Language Studies in Acquisition* Language & Literature* Literature (English A) Language and literature (English A) Literature and performance (English A-SL only) Literature (Chinese A) Language and literature (Chinese A) Self taught Literature (SL only) Mandarin B French B Spanish B Japanese B (SL only) Ab Initio Language: (SL only) Japanese Italian (Different Ab Initio languages may be available in August 2016) at Group Sha Tin College Group 4 3 Individuals in Society Science Group 5 Mathematics Group 6 Arts Business and Management Biology Mathematics Film Chemistry Mathematical Studies (SL only) Literature and performance (English A-SL only) Economics Environmental Systems and Societies (SL only) Design Technology Geography Environmental Systems and Societies (SL only) Global Politics Physics History Information Technology in a Global Society Philosophy Sports, Exercise and Health Science (SL only) Music Theatre Arts Visual Arts Students are strongly encouraged to take a Group 6 Subject. If your higher education requirements need an elective subject from Groups 2-5 instead of a Group 6 subject then this must be justified in your application. Psychology * Students must study at least two languages, one must be from Group 1. The second can be from Group 1 or 2. If two Group 1 subjects are chosen, they must be in different languages. Studying two Group 1 languages leads to a Bilingual Diploma. You cannot study two Ab Initio languages. You are encouraged to consider an Arts subject in Group 6 unless your higher education plans require an elective (from Groups 1-5) to be studied. You will receive a grade for each of the six subjects, ranging from 7 (highest) to 1 (lowest). A minimum of 24 points is required to obtain a Diploma. They can also gain up to three bonus points to count towards your final score from the Theory of Knowledge Course and the Extended Essay. The maximum Diploma score is therefore 45 points. Environmental Systems and Societies (ESS) and Literature and Performance are interdisciplinary subjects. • ESS may be studied in Group 3, 4 or both. If you take this course you may select two Arts subjects in Group 6. • Literature and Performance may be studied in Group 1, 6 or both. If you take this course you may select another Arts subject in Group 6, but you cannot study Theatre. You may take another Group 1 subject but not in English. 20 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College What are the core requirements? The core requirements of the IB Diploma are: 1. Creativity, Activity, Service 2. Extended Essay 3. Theory of Knowledge All Senior School students are also required to follow courses in PE and GTS. Creativity, Activity and Service (CAS) p. 23 Participation in the school’s CAS programme encourages students to be involved in artistic pursuits, sports and community service work, thus fostering students’ awareness and appreciation of life outside the academic arena. Extended Essay (EE) p. 28 The extended essay has a prescribed limit of 4,000 words. It offers the opportunity to investigate a topic of individual interest, and acquaints students with the independent research and writing skills expected at university. Theory of Knowledge (TOK) p. 29 The interdisciplinary TOK course is designed to provide coherence by exploring the nature of knowledge across disciplines, encouraging an appreciation of other cultural perspectives. Physical Education (PE) p. 32 All Year 12 and 13 students have one timetabled period a week in which they undertake some form of physical activity. There are a wide range of options available including swimming (Bronze Medallion Award) and yoga. Students can take up to 4 different activities each academic year. Global and Social Thinking Skills (GTS) p. 33 In Years 12 and 13 GTS deals with difficult personal, social and global questions that arise in students’ lives. We give particular focus to creative and critical thinking skills, and developing capacity for problem solving in society at local, national and international levels. How are students assessed? Students are assessed both internally and externally in ways that measure individual performance against stated objectives for each subject in IBDP. Internal assessment (IA) In nearly all subjects at least some of the assessment is carried out internally by teachers, who mark individual pieces of work produced as part of a course of study. Examples include oral exercises in language subjects, market research in Business Management, practical laboratory work and projects in Science, mathematical investigations and artistic performances. External assessment • Some assessment tasks are facilitated and overseen by teachers without the restrictions of examination conditions, but are then marked externally by examiners. Examples include world literature assignments, essays for theory of knowledge, written tasks for Language A, and the EE. • Because of the greater degree of objectivity and reliability provided by the standard examination environment, externally marked examinations form the greatest share of the assessment for most subjects in IBDP. Year 12 and 13 Curriculum 2016 - 2018 21 The grading system is criterion based (results are determined by performance against set standards, not by each student’s position in the overall rank order); validity, reliability and fairness are the watchwords of the IBDP assessment strategy. Do universities recognize the IB diploma? The IBDP is widely recognized by the universities around the world. The IB contineus to work closely with universities in all regions of the world to gain recognition for the IB Diploma. To aid this process, university admissions officers and government officials have direct online access to all syllabuses and recent examinations. To assist IBDP students in making appropriate choices, the IB holds a database containing contact details of universities around the world together with up-to-date information about their requirements for admission. Students applying to a particular university may also grant permission for their grades to be accessed directly from the IB’s secure website. 22 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College IB DIPLOMA Core Curriculum CREATIVITY, ACTIVITY, SERVICE (CAS) The CAS programme aims to develop students who: • enjoy and find significance in a range of CAS experiences • purposefully reflect upon their experiences • identify goals, develop strategies and determine further actions for personal growth • explore new possibilities, embrace new challenges and adapt to new roles • actively participate in planned, sustained, and collaborative CAS projects • understand they are members of local and global communities with responsibilities towards each other and the environment. CAS also provides the main opportunity to develop many of the attributes described in the IB learner profile. (see p. 17) • Reflective thinkers; they understand their own strengths and limitations, identify goals and devise strategies for personal growth • Willing to accept new challenges and new roles • Aware of themselves as members of communities with responsibilities towards each other and the environment • Active participants in sustained, collaborative projects • Balanced; they enjoy and find significance in a range of activities involving intellectual, physical, creative and emotional experiences. Creativity. covers activities which challenge students to be creative and expressive. This aspect of CAS is often realised by a student through participation in areas of the Arts, Music, Drama, Dance, Debate, Photography, Film, learning a new language and Model United Nations. Creativity can also include ‘creating’ things through personal initiative and drive, such as designing and carrying out a community service project. Note that any creative activity done for CAS must be separated from ordinary curriculum work i.e. it is not possible to claim work done in an IB Visual Arts class as CAS. Activity. covers activities which challenge students to participate through physical involvement. This aspect of CAS can be realised through participation in various team and individual sports (not merely ‘passive’ involvement, but involvement with a clear goal in sight), both at competitive and non-competitive levels, as well as other activities such as expeditions, outings and physical labour for a community service or environmental project. Service. covers activities which challenge students to participate in projects and activities with the aim of helping others. An identifiable individual, group or cause should be overtly helped if the activity is truly ‘service’. This is perhaps the most important aspect of the CAS programme since involvement in service can do much to help students to develop the key characteristics which will make them positive and contributing ‘global citizens’. Seven Learning Outcomes of CAS Through meaningful and purposeful CAS experiences, students develop the necessary skills, attributes and understandings to achieve the seven CAS learning outcomes: Year 12 and 13 Curriculum 2016 - 2018 23 LO 1 Descriptor LO 2 Descriptor LO 3 Descriptor LO 4 Descriptor LO 5 Descriptor LO 6 Descriptor LO 7 Descriptor Identify own strengths and develop areas for growth Students are able to see themselves as individuals with various abilities and skills, of which some are more developed than others. Demonstrate that challenges have been undertaken, developing new skills in the process A new challenge may be an unfamiliar experience or an extension of an existing one. The newly acquired or developed skills may be shown through experiences that the student has not previously undertaken or through increased expertise in an established area. Demonstrate how to initiate and plan a CAS experience Students can articulate the stages from conceiving an idea to executing a plan for a CAS experience or series of CAS experiences. This may be accomplished in collaboration with other participants. Students may show their knowledge and awareness by building on a previous experience, or by launching a new idea or process. Show commitment to and perseverance in CAS experiences Students demonstrate regular involvement and active engagement in CAS. Demonstrate the skills and recognize the benefits of working collaboratively Students are able to identify, demonstrate and critically discuss the benefits and challenges of collaboration gained through CAS experiences. Demonstrate engagement with issues of global significance Students are able to identify and demonstrate their understanding of global issues, make responsible decisions, and take appropriate action in response to the issue either locally, nationally or internationally. Recognize and consider the ethics of choices and actions Students show awareness of the consequences of choices sand actions in planning and carrying out CAS experiences. For the completion of CAS at Sha Tin College students need to complete: • 4 major commitments (one in each area C, A & S plus one other) • 1 major CAS project • 6 minor commitments (a balance in all 3 areas of C, A & S) • 1 CAS week activity • Evidence of achievement of all 7 Learning outcomes Students must record evidence of CAS completion and keep track of all their CAS progress in the Sha Tin College CAS Gateway online system. FAQs in CAS 1. How much CAS do I have to do? The requirement at STC is that you complete 4 Major commitments (one must be a project based) 6 minor commitments and 1 CAS week activity. You need to have evidence of the achievement of all of the CAS learning outcomes of CAS (see p.23). It is stipulated in the IBO guide that students should be participating in CAS on a weekly basis over an 18 month period of their IB Diploma program with a balance in each of the areas. 24 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College 2. Can I complete all of my CAS requirements in Year 12? No! CAS is not something that a student is encouraged to get out of the way at the earliest opportunity. In fact that option would defeat the entire philosophy of CAS and this is why hour counting is not encouraged. The IBO expects students to participate in CAS activities during a MINIMUM of 18 months of their Diploma programme. 3.What is the difference between a major and minor commitment? Major commitments equate to an activity/event/ project lasting for a minimum of 12 hours that is taken over a block of time and involves a weekly or regular participation. They should show a significant level of personal involvement, initiative and commitment and should fulfil several of the CAS learning outcomes. Major commitments have no upper limit some can last the duration of the school year or a term. Examples include: speech festival competition, hip hop dance lessons, musical instrumental lessons, HKAYP, student leadership position, writers for the school newspaper or working on the school’s ICT team. Minor commitments are one-off events and are generally of short duration. Examples include: Helping a charity organization paint an art mural, flag days, taking part in dance competition during the school fair, running a stall in the school fair, beach clean ups. Minor commitment generally do not involve you committing a lot of time or effort in planning the event/activity and may only achieve one/two of the CAS learning outcomes. 4. Can I count serving refreshments in parents/award evening or timing for swimming gala/sports day as minor commitments? Any commitments or activities you do for CAS have to fulfil the CAS learning outcomes, you need to justify how some of them can be achieved in taking part or assisting in the activity. If they cannot be achieved then NO, it cannot contribute towards your CAS requirements. You need to ask yourself the question “what have I learned?” instead of does it count as CAS? It does not mean you should not help out during these events just because you can’t count them as CAS! You are contributing to the school and the wider school community by assisting in such events. 5. I have been playing basketball since Year 10, can I still count it as CAS as I have continued to play in Year 12? Yes, however you are encouraged to move out of your comfort zone and try something new for CAS, you will be able to achieve different CAS learning outcomes. Remember CAS is not more of the same, challenge yourself and do something new. 6. Can I use my PE time as CAS? NO! It’s not self-initiated/planned and PE is compulsory as a student here at Sha Tin College. There are some cases where it is allowed, speak to the CAS coordinator/CAS Advisor. 7.Do all CAS commitments have to be validated by a supervisor? YES, your supervisor or teacher needs to complete a form to validate that you have completed that activity/commitment. (Forms are available in SSC) 8. How do I know whether an activity can be counted as CAS? A CAS experience must: • fit within one or more of the CAS strands • be based on a personal interest, skill, talent or opportunity for growth • provide opportunities to develop the attributes of the IB learner profile Year 12 and 13 Curriculum 2016 - 2018 25 • not be used or included in the student’s Diploma course requirements To further assist students in deciding on a CAS experience, the following questions may be useful for students to consider. • Will the experience be enjoyable? • Does the experience allow for development of personal interests, skills and/or talents? • What new possibilities or challenges could the experience provide? • What might be the possible consequences of your CAS experience for you, others and the environment? • Which CAS learning outcomes may be addressed? 9. Can I start my CAS during the summer before the start of Year 12? No! It takes time at the beginning of the CAS program to work with the students and guide them in understanding the Learning Outcomes of the CAS program as well as the philosophy and purpose. Students need guidance in setting personal goals, appropriate Learning Outcomes, reflecting during the process of the activity and Learning Outcome evidence. Facilitation and guidance of students is given at the start of the Diploma programme therefore students should begin their CAS commitments at the beginning of Year 12 and not the summer preceding the programme. 10. Can I fail CAS? YES! CAS is one of the core components of the IB Diploma programme failing to complete it/fulfil the CAS requirements leads to the withholding of the IB Diploma. 11. What are some examples of CAS activities? 26 CREATIVITY - (initiative and expression) ACTIVITIES - (physical activity, training and sports) SERVICE – (charity work, volunteering and helping others) Orchestra Helping to coach a school or community sports team Helping to coach a school or community sports team Choir HKAYP participation English Playstation with Ms Tsim Debating Walk-a-thons Student mentoring program Photography Club Hikes Visiting/volunteering at hospitals/ elderly homes VOiCE Editorial Team Sports Day/ Swimming Gala Tutoring new-immigrants/refugees Student Leader/Council Climbing Organizing an event that raises awareness/funds for a charity Learning a musical instrument Training/Playing on inter-house teams Running a student led activity Preparing and teaching lessons Training/Playing on community sports teams Crossroads volunteer Planning and laying out displays Training/Playing on inter-school teams Sha Tin College EAG Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College 12. What activities aren’t recognised as appropriate CAS activities? As almost any genuine commitment can be recognised, it is difficult to say what not CAS is. The following are some activities which may be inappropriate with comments on how to make them more meaningful. Activity Why it may not be appropriate. How to make it more suitable. Stacking books in the library. Since there is no identifiable person or cause being helped, this is not really community service. You probably are not meaningfully committing yourself to helping someone if all you are doing is putting books on shelves. Why not spend some of your time in the library with younger students who don’t like to read, who need help choosing books or doing research, who struggle to make a good use of their time in the Library? This could be done during library lessons or during lunch times. Commit to helping them find suitable books and even to reading with them – commit to helping them enjoy their times in the Library. Collecting money on a ‘Flag Day’. If you do not know or are not interested in what the money you are helping to collect will be used for, you are not actually committing to help a cause. Why not spend some time to find out what the charitable organisation is involved in and if you want to commit to help them, then great! In addition to fundraising through ‘flag day’, spend some time considering other ways you can help. Helping a teacher to photocopy and staple worksheets, to do filing, etc. As with the above example, there is no meaningful contact with an identifiable person who is being helped, nor are you creating anything new. Why not spend time in a lesson with a teacher – you can get to know some of the students in the class and possibly create a new worksheet that is more attractive or interesting. You might also help to tutor some students who struggle to understand what is being taught. Commit to creating something new and interesting or commit to helping some students in their studies. Lessons / Commitment in expressive Arts, Music, Drama, Speech, etc. If you are gaining curriculum credit for involvement in any performing / expressive arts activities, you cannot gain further recognition for those particular activities. They are not new to you – you are not pushing yourself into something challenging. Why not expand your commitment to ‘The Arts’ to other areas outside what is required by your school workload and recognised through your grades. This could include involvement in community competitions or exhibitions, public performances, etc. which are not linked to your courses. Y12/13 Games participation If you are involved in the same sport for several sessions, or are committed to a sport or activity outside of the Games programme, then your commitment to that sport or activity is not being expanded or strengthened. The PE/Games format aims to allow you to commit to learning a variety of sports and activities at a mildly competitive level. Why not try activities and sports that you are less comfortable with or which you don’t know anything about. Challenge yourself to be involved in different things that require different skills. Commit to learning other sports and to being active in a variety of ways. Recreational Since you are doing these types of activities swimming, hiking, on your own and for your own pleasure, jogging, etc. relaxation and enjoyment (i.e. not training in order to improve and refine skills, etc.), then you are not challenging yourself in the area of physical involvement. Why not raise your level of commitment to this activity or sport to include a more formal training programme? You may even decide to gain some help from a coach (this can be a peer with approval/guidance of the CAS Coordinator). This would allow you to develop your skills and ability in a sport or activity that interests you. *PLEASE NOTE: As mentioned above, the important issue regarding recognition of commitment is your attitude and level of involvement. Recognition can be gained for things that may not seem appropriate because of individual circumstances. This can only be done through discussing things with your CAS Advisor and making special arrangements with your CAS Co-ordinator. For example, if a student who is usually not physically active, decides to become more active and fit and commits to push himself or herself to exercise regularly (for example, swimming 15 lengths, three times a week for 4 months), then this should be recognised as a major commitment in the area of activities. If you aren’t sure, discuss it with your CAS Advisor and your CAS Coordinator. Year 12 and 13 Curriculum 2016 - 2018 27 IB DIPLOMA Core Curriculum Extended Essay (EE) The extended essay is at the centre of the IB Diploma Diagram along with CAS and TOK. The aim of the extended essay is to provide students with the opportunity to pursue independent research on a topic of their choice. A student completing an extended essay will develop their ability to research, analyse and draw conclusions. They will also need to communicate ideas clearly in an extended piece of written work. It is a learning experience that is designed to give students a chance to study a topic in depth and is therefore excellent preparation for the approach taken at university. The Extended Essay is graded on an A-E scale. Students must achieve at least a grade D to be awarded a Diploma. Students will be allocated an Extended Essay Supervisor who will encourage and support the students by providing advice and guidance. Due to the depth of study required, most students are recommended to complete an extended essay in a subject they are completing at higher level. The exception to this is the transdisciplinary World Studies EE which provides students with an opportunity to undertake an in-depth, interdisciplinary study of an issue of contemporary global significance. World studies extended essays may examine issues such as the global food crisis, climate change, terrorism, energy security, migration, and global health, technology and cultural exchange. Example Extended Essay Titles 28 Biology • The effect of age and gender on the photoreceptor cells in the human retina. Design Technology • Is the practice of recycling plastic bottles for the manufacture of polyester fleece less damaging to the environment and society than the production of virgin polyester fleece made directly from oil? English (Language A) • The empowerment of the feminine in JRR Tolkien’s The Lord of the Rings • What is the literary function of the dialogue between language and nature in David Malouf’s an Imaginary Life? French (Language B) • La perception de la mort dans L’Étranger et La Peste History • Continuity and change in Japanese policy towards Jewish refugees in Shanghai, 1938-1943 ITGS • An analysis and comparison of the use of RFID tags for monitoring in Schools and Hospitals: do the benefits outweigh the risks? Psychology • Applied Behaviour Analysis and Early Intervention: The Extent of Recovery from Autism Mathematics • Alhazen’s Billiard Problem • Does Queuing Theory adequately predict the performance, measures of a single server queue? Music • To what extent do the recordings of Andres Segovia’s performances and transcriptions of his guitar transcriptions retain the original flavour of its source (Asturias by Albeniz and Chaconne from Violin Partita No.2 in D minor by Bach)? Visual Arts • Can Luc Tuymans be classified as a political painter? Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College IB DIPLOMA Core Curriculum Theory of Knowledge (TOK) What are the aims of the IB TOK Course? Specifically, the aims of the TOK course are for students to: 1. make connections between a critical approach to the construction of knowledge, the academic disciplines and the wider world 2. develop an awareness of how individuals and communities construct knowledge and how this is critically examined 3. develop an interest in the diversity and richness of cultural perspectives and an awareness of personal and ideological assumptions 4. critically reflect on their own beliefs and assumptions, leading to more thoughtful, responsible and purposeful lives 5. understand that knowledge brings responsibility which leads to commitment and action Who is the course suitable for? All students take the IB TOK course as it is a compulsory core part of the IB Diploma programme. What topics will be studied? TOK explores language, sense perception, emotion, reason, imagination, faith, intuition and memory as ways of knowing. Since these things rarely work in isolation the TOK course explores how they work together both in the context of different areas of knowledge and in relation to the individual knower. Areas of knowledge are specific branches of knowledge each of which has a distinct nature and different methods of gaining knowledge. The TOK course looks at eight areas of knowledge which are: mathematics, the natural sciences, the human sciences, the arts, history, ethics, religious knowledge systems and indigenous knowledge systems. These areas are compared and contrasted in order to allow a deeper exploration of the relationship between areas of knowledge and ways of knowing. Year 12 and 13 Curriculum 2016 - 2018 29 How will students be assessed? It is expected that by the end of the TOK course, students will be able to: 1. identify and analyse the various kinds of justifications used to support knowledge claims 2. formulate, evaluate and attempt to answer knowledge questions 3. examine how academic disciplines/areas of knowledge generate and shape knowledge 4. understand the roles played by ways of knowing in the construction of shared and personal knowledge 5. explore links between knowledge claims, knowledge questions, ways of knowing and areas of knowledge 6. demonstrate an awareness and understanding of different perspectives and be able to relate these to one’s own perspective 7. explore a real-life/contemporary situation from a TOK perspective in the presentation. There are two assessment tasks in the TOK course: an essay and a presentation. The presentation can be done individually or in a group and must be based on a real life situation. The essay is externally assessed by the IB and must be on any one of six titles issued by the IB. Recent titles include: 1. “There is no such thing as a neutral question.” Evaluate this statement with reference to two areas of knowledge. 2. “There are only two ways in which mankind can produce knowledge: through passive observation or through active experiment.” To what extent do you agree with this statement?” 3. “There is no reason why we cannot link facts and theories across disciplines and create a common groundwork of explanation.” To what extent do you agree with this statement? 4. With reference to two areas of knowledge discuss the way in which shared knowledge can shape personal knowledge. 5. “Ways of knowing are a check on our instinctive judgments.” To what extent do yo agree with this statement? 6. “The whole point of knowledge is to produce both meaning and purpose in our personal lives.” To what extent do you agree with this statement? 30 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College IB Courses Programme Curriculum The IB Courses Programme provides an alternative pathway to the full IB Diploma programme and is more suitable for some students. It allows students who have interests or ability in specific areas of the curriculum to focus on certain academic disciplines. You may opt to do a Courses Programme that is composed of any IB subjects at either Standard or Higher level. You are not restrained by the Diploma requirements so you could specialise in the Arts, Humanities and Technology or the Sciences etc. depending on your strengths, interests and future career plans. Students would normally also include Mathematical Studies and a Language A course (e.g. English Literature). To ensure that IB Courses Programme is holistic there will be a core consisting of • Creativity, Activity and Service (CAS) • Senior school PE • Global Thinking Skills (GTS) if this fits into the timetable. The IB Courses Programme is very flexible and is adjusted to the needs of individual students. Most combinations of subjects will be possible but this depends on the timetable constraints. Please speak with Ms. Czirok, our Alternative Curriculum Coordinator, for further information about the IB Courses Programme. IB Courses students have been successful in gaining places on suitable Higher Educational programmes and are advised to discuss this further with our counsellors, Mr Campbell or Mr Stott. Year 12 and 13 Curriculum 2016 - 2018 31 ADDITIONAL SUBJECTS Physical Education A fit body leads to a fit mind. Evidence from studies show that memory retention is actually improved when physical movement takes place on a regular basis. The Physical Education programme in years 12 and 13 is designed to provide the students with the opportunity to expand their current interests and explore new ones. Students select activities on an option basis. In the following category areas: • • • • Competitive sport Health and well being Active leisure Coached courses Among the activities on offer, some will be new to them, such as Yoga, Ultimate Frisbee, Geocaching, Canoeing, Climbing, Flag Football, Tennis and Golf. Others will be existing favourites, Basketball, Rugby, Volleyball, Table Tennis and Badminton. Many activities take place off site at local facilities such as HKIED, Ma On Shan Golf Driving Range and Elements Ice Rink. Also included in the programme are a series of Inter-House Competitions in which all students have the chance to represent their house. These take place in the following sports, Netball, Basketball, Volleyball, Rounders and Tag Rugby. 32 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College ADDITIONAL SUBJECTS Global and Social Thinking Skills (GTS) What are the aims of the GTS Course? The aims of this course are to: • support all other academic subjects by teaching transferable critical thinking skills • to foster international mindedness • to develop self-awareness and a sense of identity • explore a topic of interest that has global significance This is in line with the IB’s mission statement to ‘develop inquiring, knowledgeable and caring young people who help create a better and more peaceful world through intercultural understanding and respect’ and to ‘encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right’ (IB mission statement). Who is the course suitable for? All students take the GTS course as it is a core part of their international education. What topics will be studied? • • • • • • • • Globalisation and definitions Government and Society Global organisation e.g. UN, IMF, World Bank Sustainable development and indigenous people Conflict, Peace Population and Food Religion, Cults and Sects Higher Education future thinking How will students be assessed? Students will be assessed once a term. They will be asked to research and present their ideas showing that they have knowledge and understanding of concepts. Key to this will be understanding that concepts can be powerful ideas (e.g. Justice, equality, globalization, interconnectedness) and having knowledge of issues which challenge these concepts. Other skills that will be assessed are: Enquiry skills which enable pupils to ask relevant questions, pose and define problems, plan what to do and how to research and improve ideas. Information – processing skills which enables students: to locate and collect relevant information, to sort, classify, sequence, and to analyse part/whole relationships. Evaluation skills which enable pupils to: evaluate information, judge the value of what they read, hear and do, develop criteria for judging the value of their own and others’ work or ideas and have confidence in their judgments. Creative thinking skills which enable pupils to: generate and extend ideas, suggest possible hypotheses, apply imagination to their thinking and look for alternative innovative outcomes. Students also need to develop the ability to organize and present information and ideas in order to be able to demonstrate their grasp of knowledge, concepts and skills. Year 12 and 13 Curriculum 2016 - 2018 33 Group 1 Studies in Language & Literature WHAT ARE THE AIMS OF THE GROUP A COURSES? • All students must study a Group 1 course. Students will experience using a language in which they have a high level of competency. It is recognized that students have language backgrounds that vary significantly. There are some students for whom the target language is their only proficient language, whereas other students have complex language profiles and are competent in more than one language. • Group 1 courses are designed to support future academic study by developing high levels of language competence and communication skills, as well as social, aesthetic and cultural literacy. The courses introduce students to a range of literary works and other texts from different periods, genres, styles and contexts. • Literature plays a central role in the courses, which aim to support lifelong learning through engaging students as actively as possible with the texts they study. • The student will develop the ability to engage in close, detailed analysis of written text. The courses encourage a personal appreciation of literature and develop an understanding of the techniques involved in literary criticism and language analysis. • The courses are designed to develop the student’s powers of expression in both oral and written communication, and provide the opportunity for practising and developing the skills involved in writing and speaking in a variety of styles and situations. WHAT COURSES ARE ON OFFER? • • • • • • Language A: Literature at Higher Level. Language A: Literature at Standard Level. Language A: Language and Literature at Higher Level. Language A: Language and Literature at Standard Level. Language A: Literature and Performance (Standard Level only). Language A: Self-Taught Literature option at Standard Level (various Language options). It is anticipated that most students will follow an English or Chinese Language A course. However, students may choose to take a Self-Taught course at Standard Level in a language other than English or Chinese. This option may be of interest to students who do not speak English or Chinese at home and /or who have previously attended a school where the medium of study was not English; or it may be a route, when taken in conjunction with a taught Language A course in another language, to the Bilingual Diploma. In recent years students have studied Self-Taught Literature in the following languages: Dutch, Danish, Hindi, Japanese, German, French, Hebrew and Korean. However, other languages are available. THE BILINGUAL DIPLOMA TAKING TWO LANGUAGE A COURSES Although most students opt to study one Language A course, completing two courses (in two languages) leads to a ‘Bilingual Diploma’. This is considered very prestigious and can improve a student’s profile on application to university. Some reasons to consider a bilingual diploma: • You might be considering studying at a university that does not teach exclusively through the medium of English. For example, you may decide to study self-taught German because you want to study at a university in Germany. 34 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College GROUP 1 • Many employers insist on fluency in two languages. For example, many employers in Hong Kong expect fluency in Chinese and English. • You may want to study a certain language at university. For example, your first language may be English, but you may want to study French Language and/or Literature at degree level. • You want to develop fluency in two languages because you want to keep your options open in terms of where you study, live or work. • You understand that the world is a competitive place and being able to prove fluency in two languages will help you to stand out. Please note that the bilingual option should only be attempted by students who are fluent in the relevant languages (an IGCSE in Spanish is not proof of fluency in Spanish!) and who have obvious strengths in the study of literature and language. So, if you struggled in any part of the IGCSE Language or Literature course, this option is probably not for you. Some examples of course combinations are listed below: • Self-Taught Literature in French and Literature in English. • Literature in Chinese and Self-Taught Literature in Korean. • Language and Literature in Chinese and Literature in English. • Literature and Performance in English and Self-Taught Russian. If you choose to do a self-taught course, there are obviously many other combinations of languages. However, please remember that the self-taught option is only available for Language A: Literature at Standard Level. It is not available for Language and Literature or Literature and Performance. AND FINALLY… There are a wide range of career and Higher Education opportunities made available through the study of Literature, Language, and Performance. At university, Language and Literature courses may be combined with other subjects such as Linguistics, History, Media, Philosophy, Law, Politics, Foreign Languages, Economics, Business Management and Leisure and Tourism as well as more obviously linked subjects like Journalism, Advertising, Public Relations and Human Resources. Year 12 and 13 Curriculum 2016 - 2018 35 Literature (English) The programme is a course in literature, which builds on the skills and understanding you have gained in your previous five years of study. Through literature, you will be provided with an insight into the experiences, ideas and feelings of others living at other times and in other cultures. This process can develop our sympathy, understanding and tolerance of others as well as facilitating a greater understanding and appreciation of our own lives and cultures. The focus is also directed towards developing an understanding of the techniques involved in literary criticism and promoting the ability to form independent literary judgments. The Higher Level Course This is designed for students who enjoy reading and literature. It is a requirement that you have gained a B grade in IGCSE English Language and IGCSE English Literature as this is an indication that you have the potential to fully benefit from the course and manage the work load and academic demands. Part 1: Works in Translation This part of the course is a literary study of three works in translation. Through this study, students are encouraged to appreciate different perspectives of people from other cultures and to consider the role that culture plays in making sense of literary works. Previously, students have read works by authors such as Zola, Balzac, Marquez, Primo Levi, Lermontov, Solzhenitsyn, Maupassant, Esquivel, Euripides, Sophocles and many more. This area of study will lead to an essay of 1200 - 1500 words, which is externally assessed. The essay will be completed by the end of Year 12. Part 2: Detailed Study This is a close study and analysis of three works, each of a different genre, one of which is poetry. Poets studied in the past include Blake, Keats, Byron, Wordsworth and others. This part of the course is assessed in October of the first term of Year 13 by an Individual Oral Commentary lasting 20 minutes, during which time the student is expected to discuss two of the texts. The focus of this aspect of the course is to consider how particular effects are achieved through language use and literary features. Part 3: Literary Genres (Assessed in Paper 2 of the final examinations) This is a literary study of four drama texts, which will be assessed by a final 2 hour examination. Texts studied in the past include ‘The Crucible’, ‘A Streetcar Named Desire’, ‘Macbeth’, ‘Oleanna’ and others. As with the IGCSE course, no texts are allowed into the examination. The grouping of works by genre is designed to provide a framework for comparative study between two texts. There is also a Paper 1 examination, which will test the students’ ability to respond to an unseen and unprepared text. This involves the same skills as those developed in Part 2 of the course, except this time the assessment is in written essay form. Paper 1 is also a 2 hour examination. Part 4: School’s Free Choice There are three texts selected by teachers, which are assessed by an Individual Oral Presentation of 10 to 15 minutes. This part of the programme is designed to give teachers an opportunity to teach works which reflect their particular interests. As well as being able to study classic literature, you may instead study prose other than fiction, such as travel writing, autobiography, letters, essays, and speeches. There is also the option to explore texts such as graphic novels and film adaptations of literary texts. You might, for example, look at how the 1946 film noir adaptation of Chandler’s ‘The Big Sleep’ relates to the original text. 36 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College The Standard Level Course GROUP 1 This course requires a general interest in reading and develops the skills acquired in the study of IGCSE English Literature. You should have at least a Grade C in English Language and English Literature to fully benefit from the level of study undertaken in this course. However, it is common for students who choose Standard Level to be extremely talented students of literature. Although the Standard Level course is slightly less demanding it is by no means an inferior course. Depending on the aptitude of the class, the texts studied may or not be the same as those studied at Higher Level. The emphasis is on fewer rather than less challenging texts. The actual framework of the course is identical to the Higher Level programme with these differences: Part 1: Works in Translation Standard Level students study two translated texts, rather than three. Part 2: Detailed Study Standard Level students study two texts, rather than three and poetry is optional. Orwell’s ‘Down and Out in Paris and London’ and ‘Burmese Days’ are new favourites. The assessment lasts 10 minutes instead of 20. Part 3: Literary Genres Standard Level students study three drama texts not four. The examination papers (Paper 1 and Paper 2) are 1hr 30 minutes, rather than 2. Part 4: School’s Free Choice This is exactly the same as the Higher Level course. COURSE SUMMARY FOR HL AND SL Part 1 25% (HL 3 texts, SL 2) Part 2 15% (HL 3 texts, SL 2) Part 3 25% (HL 4 texts, SL 3) Part 4 15% (HL 3 texts, SL 3) Paper 1 20% Total number of texts: HL 13 SL 10 Year 12 and 13 Curriculum 2016 - 2018 37 Literature (Chinese) LEARNING AIMS: The aims of this course are to: • develop in students an understanding of the techniques involved in literary criticism • develop the students’ ability to form independent literary judgments and to support those ideas • develop in students the ability to engage in close, detailed analysis of individual texts and make relevant connections • develop the students’ powers of expression, both in oral and written communication • promote in students an enjoyment of, and lifelong interest in, language and literature WHO IS THE COURSE SUITABLE FOR? The programme is a course in literature, which focus on developing an understanding of the techniques involved in literary criticism and promoting the ability to form independent literary judgments. Through literature, you will be provided with an insight into the experiences, ideas and feelings of others living at other times and in other cultures. This process can develop our sympathy, understanding and tolerance of others as well as facilitating a greater understanding and appreciation of our own lives and cultures. The focus is also directed towards developing an understanding of the techniques involved in literary criticism and promoting the ability to form independent literary judgments. This course requires a general interest in reading and develops the skills acquired in the study of Literature. It is a requirement that you have gained a B grade in IGCSE Chinese 1st Language as this is an indication that you have the potential to fully benefit from the course and manage the work load and academic demands. WHAT TOPICS WILL BE STUDIED? Standard and Higher Level Part 1: Works in Translation This part of the course is a literary study of two works in translation (Standard Level), three works in translation (Higher Level). Through this study, students are encouraged to appreciate different perspectives of people from other cultures and to consider the role that culture plays in making sense of literary works. Students study the works by authors such as Emily Bronte, Ernest Hemingway, O’Henry and many more. This area of study will lead to a World Literature essay of 1400 - 1800 words, which is externally assessed. Part 2: Detailed Study This is a close study and analysis of two works (Standard Level), three works (Higher Level), each of a different genre, one of which is poetry. For example, the students will study the famous Romantic poets, Shu Ting ( ), Ai Qing ( ), Bei Dao ( ). This part of the course is assessed by an Individual Oral Commentary lasting 10 minutes (Standard Level), 20 minutes (Higher Level), during which time the student is expected to discuss two of the texts. The focus of this aspect of the course is to consider how particular effects are achieved through language use. 38 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College Part 3: Literary Genres GROUP 1 This is a literary study of three works (Standard Level), four works (Higher Level), which will be assessed by a final 1hr 30 minutes examination (Standard Level), 2hr (Higher Level). In the past, favourite texts have included ‘The Family ( ), The Bordertown and Other Stories ( ) and Besieged City ( ). As with the IGCSE course, no texts are allowed into the examination. The grouping of works by genre is designed to provide a framework for comparative study between at least two texts. There is also a Paper 1 examination, which will test the students’ ability to respond to an unseen and unprepared text. This involves the same skills as those developed in part 2 of the course, except this time the assessment is in written essay form. Paper 1 is also a 1hr 30 minutes examination (Standard Level), 2hr examination (Higher Level). Part 4: School’s Free Choice There are three texts selected by teachers (Standard Level is the same as Higher Level), which are assessed by an Individual Oral Presentation of 10 to 15 minutes. This part of the programme is designed to give teachers an opportunity to teach works which reflect their particular interests. As well as being able to study classic literature, you may instead study prose other than fiction, such as travel writing, autobiography, letters, essays, and speeches. There is also the option to explore texts such as graphic novels and film adaptations of literary texts. ASSESSMENT Paper 1 – Literary analysis (2hrs HL, 1.5hr SL) 20% Paper 2 – Essay (2hrs HL, 1.5hr SL) 25% Written assignment – Reflective statement and literary essay on one work studied 25% Oral work – Individual oral commentary (20mins HL, 10mins SL) 15% Individual oral presentation (10-15mins, HL & SL) 15% Year 12 and 13 Curriculum 2016 - 2018 39 Language and Literature (English) Language A: Language and Literature is a relatively new course, introduced into Group 1 to provide greater choice and with a particular focus on developing an understanding of the constructed nature of meanings generated by language. There should be no expectation that compared to the Language A: Literature course this is an easier course. It is not. Two parts of the course relate to the study of language and two to the study of literature. The course develops skills of textual analysis. A study of the formal structures and language of a text is combined with an exploration of their meaning and how this is affected by reading practices that are culturally defined. The Higher Level Course This is designed for students who enjoy reading and literature. It is a requirement that you have gained a B grade in IGCSE English Language and IGCSE English Literature as this is an indication that you have the potential to fully benefit from the course and manage the work load and academic demands. Parts 1 and 2: Overview In Parts 1 and 2, students will study a wide range of texts covering oral, written and visual materials. This range will include single and multiple images with or without text, and literary and non-literary written texts and extracts. For example: • Media texts, such as films, radio and television programmes and their scripts. • Web pages, blogs, wikis and tweets. • Oral texts, which might include readings, speeches, broadcasts and transcriptions of recorded conversation. The nature of the texts used will be determined, in part, by current affairs, which should inspire lively and topical debate. Part 1: Language in cultural context In this part of the course students are given the opportunity to explore how language develops in specific cultural contexts, how it impacts on the world and the ways in which language shapes both individual and group identity. These explorations may take place within contexts such as Language and Identity or Language and Gender and so forth. For example, you may study the language of gender and hierarchy in a range of extracts from different time periods and consider changing attitudes and values; or you may focus on the way in which different stereotypes are portrayed in a range of James Bond films through language, sound and images and how these portrayals reinforce or subvert cultural attitudes; or you may study the developments in, and reactions to, political correctness in the media – both in Britain and elsewhere; or you may examine how different advertisements for the same product show cultural sensitivity and appeal to different audiences from around the world. The choices depend on your teacher, the interest of the class and what is topical throughout the year. Part 2: Language and mass communication This part of the course is divided into The Language of Advertising, The Language of Persuasion and The Language of Newspapers. Students consider the way language is used in the media and how it informs, persuades and entertains. The focus is also on how the media influences politics and ideology. You may, for example, examine the speeches of Martin Luther King, Winston Churchill and Barak Obama and consider the power of language to influence. There is a range of topics for study and discussion. However, the emphasis will be on choosing thought-provoking and challenging material that is not only topical but also encourages the student to reflect on the changes around them. 40 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College Part 3: Literature — texts and contexts GROUP 1 Students study three literary works, at least one of which must be a work in translation. Through the close reading of literary texts, students are able to consider the relationship of literature to issues at large such as gender, power and identity. The compulsory study of translated texts encourages students to reflect on their own cultural assumptions through an examination of work produced in other languages and cultures. This aspect of the course is very similar to Part 3 of the Language A: Literature course although the focus is more on context. Our chosen texts for this part of the course are drama texts and often include: ‘Medea’, ‘A Doll’s House’, ‘ The Crucible’ and ‘A Streetcar Named Desire’ although there will occasionally be some variation depending on your teacher. As well as considering the historical, cultural and social contexts in which these texts are written and received, students will also study narrative technique, characterization, style and structure, and language. Students are assessed in Paper 2 at the end of the course, which lasts for 2 hours. They are expected to write an essay on one of six questions based on the works studied. As with the Literature course, there is a Paper 1, also of 2 hours, which, unlike the Literature course, involves a comparative analysis of two unseen texts. Part 4: Literature — critical study Students study three literary works. By looking closely at the detail of literary texts, students develop an awareness of their rich complexities and the intricacies of their construction. Texts studied in the past have included: the poetry of Wordsworth, Keats or Byron; Orwell’s ‘Down and Out in Paris and London’ and ‘Burmese Days’; and David Malouf’s ‘Remembering Babylon’, Fitzgerald’s ‘The Great Gatsby’, or Roy’s ‘The God of Small Things’. Students will be taught to understand the explicit and implicit meanings in a text and to understand and make appropriate use of literary terms such as imagery, persona, tone, metaphor and irony. For this part of the course, there is a 15 minute Oral Commentary based on one of the literary texts. This part of the course is almost identical to Part 2 of the Language A: Literature course, although the oral is based on one text not two. The Written Tasks (based on all parts) Higher Level students also have to complete 4 written tasks of 800 - 1000 words each, with two being submitted for external assessment. One of the tasks submitted for external assessment must be based on a literary text studied in Part 3 or Part 4 of the course. The other must be based on material studied in Part 1 or Part 2 of the course. Further Oral Assessments Students complete two oral activities, one on Part 1 and one on Part 2. One is submitted for assessment. The Standard Level Course This course requires a general interest in reading and develops the skills acquired in the study of IGCSE English Language and IGCSE English Literature. You should have at least a Grade C in English Language and English Literature to fully benefit from the level of study undertaken in this course. Although the Standard Level course is slightly less demanding, it is by no means an inferior course. The choice of texts will vary between classes but texts will not necessarily be easier at Standard Level. The framework of the course is identical to the Higher Level programme with these differences: Year 12 and 13 Curriculum 2016 - 2018 41 Parts 1 and 2 are identical to Higher Level Part 3: Literature — texts and contexts Standard Level students study two, rather than three literary texts, one of which must be a text in translation. Students are allowed 1hr 30 minutes for both Paper 1 and Paper 2. Part 4: Literature — critical study Students study two literary works, rather than three. The Written Tasks Standard Level students complete three rather than four written tasks. Only one task is submitted for external assessment. Further Oral Assessments The process is identical to Higher Level. Course Summary for HL and SL Language and Literature Part 1 + 2 Part 3 Part 4 Paper 1 Written Tasks Further Oral Activities - 15% - 25% (HL 3 texts, SL 2) - 15% (HL 3 texts, SL 2) - 25% - 20% Total number of literary texts: HL 6, SL 4 (+ numerous texts and extracts from other sources for Parts 1 and 2) Note: Please remember that although the number of texts seems small compared to the Language A Literature courses, this number does not include the texts for Part 1 and 2, which will include numerous and varied extracts. Students should not choose this course simply because they think there will be less material and fewer texts to read and study. Workloads across the courses should roughly be the same, even if the types of reading material are somewhat different. It is essential that students consider their future plans before choosing a particular course. Ultimately, their choices should be based on sensible and thoughtful consideration, rather than on what course appears to be the least demanding. 42 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College LEARNING AIMS The aims of this course are to: • develop in students an understanding of how language, culture and context determine the ways in which meaning is constructed in texts • encourage students to think critically about the different interactions between text, audience and purpose • develop in students the ability to engage in close, detailed analysis of individual texts and make relevant connections • develop the students’ powers of expression, both in oral and written communication • promote in students an enjoyment of, and lifelong interest in, language and literature GROUP 1 Language and Literature (Chinese) WHO IS THE COURSE SUITABLE FOR? Language A: Language and Literature (Chinese) is a course designed for students who have experience of using the language of the course in an academic context. The focus of this course is to develop an understanding of the constructed nature of meanings generated by language and the function of context in this process. Two parts of the course relate to the study of language and to the study of literature. This course requires a general interest in reading and develops the skills acquired in the study of IGCSE First Language Chinese. It is a requirement that you have gained a B grade in IGCSE First Chinese Language as this is an indication that you have the potential to fully benefit from the course and manage the work load and academic demands. WHAT TOPICS WILL BE STUDIED? Standard and Higher Level Part 1: Language in cultural context In this part of the course students are given the opportunity to explore how language develops in specific cultural contexts, and how it impacts on the world and the ways in which language shapes both individual and group identity. Topics may include: gender, language and power, history and evolution of the language, translation, language and social relations, language and religious belief, and language and political correctness. For example, you may investigate the popularity of using foreign words in Chinese reading and find out the advantages and disadvantages behind it. The choices depend on your teacher and what is topical throughout the year. Part 2: Language and mass communication Students consider the way language is used in the media and how it informs, persuades and entertains. The focus is also on how the media influences politics and ideology. Mass media includes: • Newspapers • Magazines • The Internet • Radio • Film Topics might include textual bias in news reporting and sports coverage, popular culture (comics and soap operas); persuasive language in advertising and appeals (for example speech delivered by Hong Kong Chief Executive Election candidates); Language and the state (Public information, legislation); Role of editing; and documentaries. Students complete two oral activities, one on Part 1 and one on Part 2. Year 12 and 13 Curriculum 2016 - 2018 43 Part 3: Literature — texts and contexts Through the close reading of literary texts, students are able to consider the relationship of literature to issues at large such as gender, power and identity. The compulsory study of translated texts encourages students to reflect on their own cultural assumptions through an examination of work produced in other languages and cultures. This course may include authors such as Cao Yu ( ), Yu Hua ( ) as well as works in translation such as those by Emily Bronte, Ernest Hemingway. As well as considering the historical, cultural and social contexts in which texts are written and received, students will also study narrative technique, characterization, style and structure and poetic language. For Standard Level, students study two literary works, one of which is a work in translation. For Higher Level, students study three literary works, one of which is a work in translation. Students are assessed in Paper 2 at the end of the course, which lasts for 1 hour 30 minutes (Standard Level) or 2 hours (Higher Level). They are expected to write an essay on one of six questions based on the works studied. Part 4: Literature — critical study By looking closely at the detail of literary texts, students develop awareness of their rich complexities and the intricacies of their construction. Texts that may be used include traditional choices like the Selected proses from author Lu Xun ( ) and more modern choices, such as Long Ying Tai ( ). Equally, poems and novels such as ( ), The Border Town and Other Stories ( ) which encourage close analysis of language, may be chosen. Students will be taught to understand the explicit and implicit meanings in a text and to understand and make appropriate use of literary terms such as imagery, tone, metaphor and irony. Students study two literary works (Standard Level); three literary works (Higher Level). For this part of the course, there is a 15 minute Oral Commentary based on one of the literary texts. The Written Task (based on all parts) Students have to complete 3 written tasks (Standard Level), 4 written tasks (Higher Level) of 960 - 1200 words each, with one (Standard Level), two (Higher Level) being submitted for external assessment. ASSESSMENT Paper 1 – Literary analysis (2hrs HL, 1.5hr SL) 25% Paper 2 – Essay (2hrs HL, 1.5hr SL) 25% Written Task – Reflective statement and literary essay on one work studied 20% Oral work – Further oral activity 15% 44 Individual oral presentation (15 minutes for both HL and SL) 15% Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College Standard Level only This is an exciting new interdisciplinary course in Group 1 and Group 6 of the IB Diploma Programme. As such it may count as your Group 1 course, your Group 6 course or both, allowing you to take an additional Group 6 Arts course. It is offered at Standard Level only. GROUP 1 Literature and Performance (English) Course Aims This course is an interdisciplinary synthesis of Language A and Theatre. It incorporates essential elements of literature and performance and aims to explore the dynamic relationship between the two. At the heart of the course is this interaction between (i) a conventional literary emphasis on close reading, critical writing and discussion and (ii) the practical, aesthetic and symbolic elements of performance. A distinctive outcome of this “marriage” is the performance of a piece transformed from poetry or prose. In this exciting, creative process text is viewed from different angles in a way that goes beyond what is characteristic of either literary or theatre studies as single disciplines. The course as a whole examines literary and dramatic texts and seeks to develop intellect, imagination and creativity. It encourages intercultural awareness through a study of texts from more than one culture. The specific aims of the text and performance course are to: 1. equip students with the skills to explore critically and imaginatively a range of literary texts and performance possibilities 2. develop in students the ability to articulate their responses to text and performance in a variety of styles and contexts 3. introduce students to a range of performance skills 4. broaden the perspectives of students through the exploration of texts from differing cultures, periods and genres 5. foster a personal and passionate engagement with text and performance, and by so doing guide students towards a better understanding of themselves and the world. Who is the course suitable for? The course is for students who have a passion for all genres of literature and enjoy presenting texts through the medium of theatre and performance. The course will develop your use of English yet will allow you to use your strengths in performance to express texts. This is a challenging course as it looks at literature through a different “lens” from the literature and language and literature courses with the focus on performance. You may not take Theatre in Group 6 if you chose to study this course nor can you study another Group 1 subject in English; however you may take either Chinese A Literature or Chinese A Language and Literature to achieve the prestigious Bilingual Diploma. All students who opt for this course will have to be approved by the relevant teacher. Year 12 and 13 Curriculum 2016 - 2018 45 What will be studied? Part 1: Critical study of texts • A range of literary texts are studied. • Students develop the skills to identify meaning and make viable interpretations. • Students analyse the effect of literary features. • Students write and speak appropriately about literature. Part 2: Exploration of the chosen approach to the text • Texts are explored in terms of their performance potential. • Students generate ideas for the transformation of prose and poetry texts into dramatic form. • Students speak and write appropriately about their ideas. Part 3: Realization of texts in performance • Students develop the skills to make their own pieces for performance, and to perform scripted drama. • Students perform to an audience. • Students analyse and evaluate performance through appropriate speech and writing. Assessment External assessment (3 hours) Paper 1: Prose and performance (1 hour 30 minutes) 60% 20% Paper 2: Poetry (1 hour 30 minutes) 20% Written coursework: Major playwrights in performance 20% Internal assessment (20 minutes) 40% Students answer one essay question from a choice of three concerned with issues involved in dramatizing a novel. Students answer one comparative essay question from a choice of six. Students produce one piece of writing that incorporates critical analysis of the realization of an extract or a series of linked extracts from a play by a playwright listed on the prescribed list of authors, as well as reflection on the student’s performance in a staged interpretation of it. The written coursework must be 1,500–2,000 words in length. The internal assessment component has two compulsory parts. Performance (5 minutes) and individual oral presentation (15 minutes) Students present one performance during the course. This must be a transformation based on one or more of the poetry and prose texts studied in class. It must not be based on the texts studied for Papers 1 and 2. The individual oral is a structured presentation about this performance. 46 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College • This is available for the Literature course only. It is not available for Language and Literature or Literature and Performance; nor is it available at Higher Level. • You will be timetabled once a week with the school’s self-taught supervisor. This will often function like an ordinary class as you will study two of your chosen texts in English, and then ‘re-study’ the same text in your chosen language at home and/or with your tutor. • It is a requirement that each self-taught student finds a tutor. While ultimate responsibility for this rests with the student, the ESF Language Centre may be able to arrange a tutor for you. It depends on your chosen language. Please ask Ms Alex Daw about this. Online tutors are acceptable, although they should have appropriate qualifications. • Tutors may be teachers who work at the ESF Language Centre; they may be teachers from other schools; they may be university students who have expertise in literary studies; they may be teachers from abroad - for example, from the country where your mother tongue is spoken; they may even be your own parents if they have experience in teaching or some level of expertise or experience in studying literature. • Although the idea of ‘self-taught’ sounds daunting, remember that you will have the support of your supervisor, tutor, and parents. In the past, self-taught students have been very successful. However, it is not enough that you speak the language fluently. You must be able to read and write fluently in your chosen language. GROUP 1 Self-Taught Literature Option (Standard Level) English for Academic Purposes (EAP) What is it? English for Academic Purposes is offered for students in the International Baccalaureate programme to improve their academic writing skills and provide support for written assignments in all subject areas. Who is it for? Students are identified either in Year 11 by their English or subject teacher or, early on in the IB Programme, by their Year 12 English teacher. This is a required class for those who are recommended for it. When is it? One weekly class with the EAP specialist is timetabled in one of the student’s study/free periods. Please speak with Mrs Nandita Tewari in the EAP Department if you require further information. Year 12 and 13 Curriculum 2016 - 2018 47 Group 2 Language Acquisition Language B is a second language programme for students who have had previous experience of learning the language. In most cases, students will have studied their chosen language at IGCSE level (or equivalent) immediately prior to the beginning of their IB course. Ab Initio (Standard Level Only) is a second language programme for students who have no previous second language experience or who wish to study a new language ‘from scratch’ in the Senior School. Students may study one language in Group 1 and one in Group 2 or two different languages in Group 1. The last option leads to a Bilingual Diploma. The Group Objectives Social Objectives Students should be able to: • obtain information from written and oral sources • communicate with other speakers of the foreign language both formally and informally • express views and opinions on issues of general interest Academic Objectives Students should be able to: • demonstrate accuracy in their use of the spoken and written language • demonstrate understanding of both the spoken and written language • enter into discussions and debates and defend opinions Cultural Objectives Students should be able to: • demonstrate, through the study of a variety of texts and through social interaction, an awareness and appreciation of the different perspectives of people from other cultures. Why are IB Languages valuable for higher education? The IB foreign language programme is a challenging course which is highly valued by institutions of Higher Education for its intellectual stimulation and sound linguistic base for further study, work and leisure. Many university courses in virtually every conceivable discipline can now be combined with a foreign language element. Those students who have followed a broad programme in their education and who are able to communicate effectively in a number of foreign languages are essential personnel in many branches of industry and commerce, in research and the academic world and, perhaps especially, in the travel and tourism industries. 48 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College Language B (Mandarin, French, Spanish) WHAT ARE THE AIMS OF THE COURSE? WHO IS THE COURSE SUITABLE FOR? The Higher Level course is suitable for those students who have been very successful at IGCSE level (or the equivalent) and who are happy to pursue their second language education to a much more sophisticated level. Higher level is both challenging and rewarding for those students who attain a B grade or above at IGCSE, and who may wish to pursue their language studies at University. GROUP 2 The aims of the IB course are to develop the ability to communicate accurately and effectively in both speech and writing in a variety of contexts. The course provides students an awareness into the culture of the countries where the language is spoken, and encourages students to see language learning as an integral part of the modern world, either in a social or recreational context or as an essential tool for the world of work. The Standard Level course follows the same course outline as the Higher Level, but with reduced content. Students need to have completed an IGCSE level course (or equivalent) in their chosen language to a Grade C or above and should feel happy to continue improving their foreign language skills beyond the everyday approach of the IGCSE. The Standard Level group will be taught separately from the Higher Level. At both Standard and Higher level there is focus on the use of language and language manipulation skills. Students who have found their IGCSE language very challenging, or who wish to broaden their languages having achieved highly at IGCSE should consider Ab Initio as the IB option. WHAT TOPICS WILL BE STUDIED? The course consists of five topics, three of which are core topics and are obligatory: social relationships, communication and media, and global issues. In addition two optional topics can be chosen by the teacher to be studied from a list of the following: cultural diversity, customs and traditions, health, leisure, science and technology. Higher students will study the same topics as standard as well as two literature texts. Students will engage frequently in oral and listening activities throughout the course with particular emphasis on the discussion of issues arising from the three themes. Written work will be of a varied nature and will, for example, include letters, imagined conversations, reports, discursive essays and for higher level creative writing. Year 12 and 13 Curriculum 2016 - 2018 49 HOW WILL STUDENTS BE ASSESSED? SL assessment component External assessment Paper 1 (1 hour 30 minutes): Receptive skills Text-handling exercises on 4 written texts from the Core. 70% 25% Paper 2 (1 hour 30 minutes): Written productive skills One writing exercise from a choice of 5 based on the options. 25% Written assignment: Receptive and written productive skills Inter-textual reading of three sources chosen by the student followed by a written exercise of 300-400 words (360-480 Chinese characters) and a 200 word (180-240 Chinese characters) rationale, based on the core. 20% Internal assessment oral: Interactive skills This component is internally assessed by the teacher and externally moderated by the IB towards the end of the course. 30% Individual oral Based on the Options. 15-minute preparation time and a 10-minute presentation and discussion with teacher. 20% Interactive oral activities Based on the Core. Three classroom activities are assessed by the teacher; the moderation factor of the Individual oral is applied to the mark submitted by the teacher for assessment. 10% HL assessment component 50 Weighting Weighting External assessment Paper 1 (1 hour 30 minutes): Receptive skills Text-handling exercises on 5 written texts from the Core. 70% 25% Paper 2 (1 hour 30 minutes): Written productive skills Two compulsory writing exercises - Section A: One task of 250-400 words (300-480 Chinese characters), based on the options, to be selected from a choice of five. - Section B: 150-200 word (180-300 Chinese characters) personal response to a stimulus text (e.g. statement or article), based on the Core. Written assignment: Receptive and written productive skills Creative writing of 500-600 words (600-720 Chinese characters), with a 100 word (180-300 Chinese characters) rationale, based on one of the literary texts studied. 25% Internal assessment oral: Interactive skills This component is internally assessed by the teacher and externally moderated by the IB towards the end of the course. 30% Individual oral Based on the Options. 15-minute preparation time and a 10-minute presentation and discussion with teacher. 20% Interactive oral activities Based on the Core. Three classroom activities are assessed by the teacher; the moderation factor of the Individual oral is applied to the mark submitted by the teacher for assessment. 10% Year 12 and 13 Curriculum 2016 - 2018 20% Sha Tin College Language Ab Initio (Standard Level) currently offered in Italian and Japanese, different languages may be available The Ab Initio programme is a second language learning programme designed to be studied over 2 years at standard level by students who have no previous experience of learning the target language. Currently, the following languages are offered at Ab Initio: Japanese and Italian. It is therefore designed to meet the needs of those IB students who have had no opportunity for foreign language study in their earlier education and therefore are unable to fulfil IB Diploma requirements for Group 2. WHAT ARE THE AIMS OF THE COURSE? GROUP 2 It is an ideal programme for those students wishing to diversify their already proven linguistic skills and achieve a high level of proficiency in a new language. It can also be tailored to meet the needs of those who would find the depth of a continuation of their GCSE course too challenging and difficult. Students may choose to study a language at this level if they have studied it for a maximum of one year in the middle school. • develop students’ ability to communicate in speech and in writing in order to enable them to deal adequately with familiar and practical needs • introduce students to the culture of the country/ countries where the language is spoken, through the study of the target language • provide students with a foundation for further study of the target language • provide enjoyment and intellectual stimulation • encourage positive attitudes to the learning of other languages and to their speakers and countries WHO IS THE COURSE SUITABLE FOR? The course is suitable for those who have had little or no opportunity for second language study in their previous education so they can fulfil IB Diploma requirements for Group 2 or for students who wish to expand their language acquisition into a new language. WHAT TOPICS WILL BE STUDIED? Having followed the Ab Initio language programme, students will be expected to demonstrate, through the use of authentic material, the skills of listening, speaking, reading and writing in everyday situations. As a standard level subject, students should be aware that the level of work and commitment involved in attaining a high score is equal to that demanded by other standard subjects. HOW WILL STUDENTS BE ASSESSED? External assessment SL Paper 1 Receptive skills 1.5 hours: questions on four texts Paper 2 Written productive skills 1 hour: two written responses Question A, at least 100 words Question B, at least 200 words Written assignment Receptive and written productive skills 400–700 words for Japanese: guided writing Dictionary is allowed /to be done at home /electronic copy should be submitted Individual interview Interactive skills About 10 minutes: individual oral presentation followed by questions and interview Year 12 and 13 Curriculum 2016 - 2018 51 52 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College Group 3 Individuals and Society Geography has made us neighbours. History has made us friends. Economics has made us partners, and necessity has made us allies. Those whom God has so joined together, let no man put asunder.” John Fitzgerald Kennedy, American 35th US President (1961-63) All IB Diploma students must study at least one subject from this group. The following subjects are on offer in Group 3: Higher and Standard Levels Economics Higher and Standard Levels Environmental Systems and Societies (transdisciplinary) Standard Level Only Geography Higher and Standard Levels Global Politics Higher and Standard Levels History Higher and Standard Levels Information Technology in a Global Society Higher and Standard Levels Philosophy Higher and Standard Levels Psychology Higher and Standard Levels The Group Objectives It is the intention of all Individuals and Society (Humanities) courses that students should be able to: GROUP 3 Business Management • • • • understand and appreciate the global context in which they live identify, evaluate and analyse theories, ideas and arguments about the world around them understand various methods of gaining data and how this information is then interpreted appreciate the importance of their own cultural background and how it relates to other cultures and societies • recognise that human attitudes and opinions are widely different • accept that there is often no single answer to a question, but that many different lines of approach may be useful. WHY ARE IB INDIVIDUAL AND SOCIETY SUBJECTS VALUABLE FOR HIGHER EDUCATION? “The humanities provide fantastic training in building an argument, understanding how it is people who create outcomes and how relationships underpin all forms of human activity. 60 per cent of the UK’s leaders have humanities, arts or social science degrees - the biggest segment is people with humanities degrees” – The Guardian, 19 January 2012 This is also the case for the English Schools Foundation, with over 25% of all graduating students opting to study a humanities-related degree at university level. All subjects in Group 3 provide excellent preparation for undergraduate study in a wide variety of fields as they equip students with the skills of analysis, evaluation and critical thinking. They also develop students’ ability to present their conclusions in a logical and clear manner in both written and oral situations. All courses will be relevant to your experiences and situation, as they are designed to be international in character, drawing on examples from around the world. The subjects are highly regarded by higher education establishments throughout the world for a broad range of courses. In particular, they are very valuable for the following careers: Accountancy, Administration, Banking, Business, Civil Service, Diplomatic Service, Education, Insurance, Journalism, Law, Management, Media and Publishing, Personnel, and Social Work. Year 12 and 13 Curriculum 2016 - 2018 53 BUSINESS MANAGEMENT Business Management is a Group 3 subject and it is offered at both Higher Level (HL) and Standard Level (SL). What are the Aims of the Course? Business Management (BM) is the critical study of the ways in which individuals and groups interact in a dynamic and international business environment. It is an academic discipline that examines how real business management decisions are made. BM provides students with the skills to make sense of the circumstances that drive change in an interdependent and multicultural business world and provides students with a wide range of practical and transferable skills. The aims of course are to: 1. 2. 3. 4. encourage a holistic view of the world of business empower students to think critically and strategically about individual and organisational behaviour promote the importance of exploring business issues from different cultural perspectives enable the student to appreciate the nature and significance of change in a local, regional and global context 5. promote awareness of the importance of environmental, social and ethical factors in the actions of individuals and organisations 6. develop an understanding of the importance of innovation in a business environment. Who is the course suitable for? Both the SL and HL courses are designed for students who have an interest in the real business world. No previous knowledge of BM is presumed and therefore there are no special course requirements, although it is recommended that students will have achieved at least a Grade C in IGCSE Mathematics (or equivalent) to cope with finance and accounting and other quantitative components of the course. What is the course content? The BM course is underpinned by 6 concepts which are explored through the use of case studies and real-world examples and will add context to learning the course content. The 6 concepts are: • Change (C) • Ethics (E) • Culture (U) • Globalisation (G) • Innovation (I) • Strategy (S) The course involves a study of: • Unit 1: • Unit 2: • Unit 3: 54 Business organisation and environment: the different types of business organisations, their objectives and the global environments in which they operate. Human resources: the way people influence, and are influenced by, business organisations in order to achieve organisational objectives. Finance and accounts: how business organisations manage their finances and the strengths/ limitations of tools for financial management and analysis. Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College • Unit 4: • Unit 5: Marketing: the role of marketing, market research and marketing strategies to achieve organisational objectives. Operations management: methods of production and strategies for successful operations management, including quality assurance. How will students be assessed? External Assessment Paper 1 Examination: Based upon a pre-issued case study Total Marks Weighting (%) Timing (hours) SL 50 35 1¼ HL 80 35 2¼ Paper 2 Examination: Structured questions Level Total Marks Weighting (%) Timing (hours) SL 60 40 1¾ HL 75 40 2¼ GROUP 3 Level Internal Assessment HL IA: Written Report 2,700 words 25% This consists of a research project based on issues/problems faced by a real business organisation. Students make recommendations to aid management decision-making. SL IA: Commentary 1,500 words 25% This consists of written commentary based on three to five supporting documents about a real issue or problem facing a particular organisation. Please see any member of the Business Education Department (Room 157A) for further advice or information. Year 12 and 13 Curriculum 2016 - 2018 55 Economics Economics is a Group 3 subject and it is offered at both Higher Level (HL) and Standard Level (SL). What are the Aims of the Course? The study of Economics involves finding a solution to the basic problem of satisfying the unlimited and competing wants of society with the limited resources available. You will study how the decisions of individuals, firms and governments affect their own economic well-being as well as that of other members of society. There is an emphasis placed upon the economics of developing countries in the belief that the study of development issues helps to provide part of the solution to the economic problem. The aims of the course include: • • • • To develop skills of economic reasoning To develop an ability to use economic tools to analyse and explain past and contemporary issues To evaluate theories and real-life situations in an unbiased and rational manner To cultivate a respect for and knowledge of the interdependence and diversity of economic realities in which the international community operates • To develop critical thinking skills. Who is the course suitable for? Both the SL and HL courses are designed for students who have an interest in real world economic issues and those who wish to study the discipline in depth. No previous knowledge of Economics is presumed and therefore there are no special course requirements. However, it is recommended that HL students have obtained a Grade C or above in IGCSE Maths (or equivalent), although all students will be considered on their own merits. The SL Economics course does not have a quantitative component and therefore there are no recommended prerequisites. What topics will be studied? The course involves a study of: • Microeconomics: the basic economic problem, market systems, market failure and theory of the firm • Macroeconomics: national income accounting, government policy and macroeconomic objectives • International economics: international trade, balance of payments, exchange rates and economic integration • Economic development: development strategies, barriers to development and sustainable development 56 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College How will students be assessed? External Assessment You will be required to complete the following examination papers at the end of the two-year course: Style of assessment 2 essays 2 data response questions 2 quantitative questions Portfolio of 3 commentaries Syllabus Section 1&2 3&4 1-4 Weighting 40% SL/30% HL 40% SL/30% HL 20% HL only 20% SL & HL Timing 1 ½ hours 1 ½ hours 1 hour Internal Assessment (IA) GROUP 3 Paper 1 2 3 IA Both HL and SL students are required to compile a portfolio of three economic commentaries (maximum 750 words each) on contemporary issues reported in published news media sources. The commentaries are completed at intervals throughout the course. Please see any member of the Business Education Department (Room 157A) for further advice or information. Year 12 and 13 Curriculum 2016 - 2018 57 Environmental Systems and Societies Environmental Systems and Societies is an interdisciplinary course that meets the requirements of both Group 3 and Group 4 subjects. This means that it can count as your option in either or both option groups. It is only offered at Standard Level. WHAT ARE THE AIMS OF THE COURSE? • To promote the understanding of environmental processes at a variety of scales, from local to global • To provide students with a body of knowledge and skills that can be used in the analysis of environmental issues • To promote critical awareness of a diversity of cultural perspectives • To enable students to recognise the extent to which technology plays a role in both causing and solving environmental problems • To allow students to appreciate that environmental issues may be controversial, and may provoke a variety of responses • To allow students to appreciate the value of local as well as international collaboration in resolving environmental problems. WHO IS THE COURSE SUITABLE FOR? As an interdisciplinary course, Environmental Systems and Societies is designed to combine the techniques and knowledge associated with Group 4 (the Experimental Sciences) with those associated with Group 3 (Individuals and Societies). The course is suitable for students who are interested in gaining an informed personal response to a wide range of pressing environmental issues. Environmental Systems and Societies is a varied and active course with numerous debates and analytical activities as well as fieldwork/educational visits and laboratory activities. It is useful for students interested in both Biology and Geography and/or as a means to broadening their choices in other areas of the IB Diploma. The course content is relevant to today’s world in terms of current affairs and the relevance of environmental issues to different communities. Links to other subject areas such as Economics, Business, History, Philosophy and TOK are also evident throughout the course and many links can be made between students’ other option choices. The Environmental Systems and Societies course provides an excellent general preparation for study at university. It develops skills that will prove invaluable in many higher education courses such as the ability to articulate and make reasoned and balanced judgments by integrating information from a range of different disciplinary sources. Global environmental awareness is very important in this day and age, not only in terms of scientific research and the development of new technology, but also in the fields of business, environmental law and politics where it is becoming increasingly important. 58 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College Environmental Systems and Societies is a course for the future! As humans become more aware of the global environmental issues affecting the planet, students with a working knowledge of these issues will be vital in working towards solutions. WHAT TOPICS WILL BE STUDIED? The systems approach provides the core methodology of this course. GROUP 3 It is amplified by other sources, such as economical, historical, socio-political and scientific, to provide a holistic perspective on environmental issues. The course revolves around the following subject areas:• • • • • • • • Foundations of Environmental Systems & Societies Ecosystems and Ecology Biodiversity and Conservation Water and aquatic food production systems and society Soil systems and terrestrial food production systems and society Atmospheric systems and society Climate change and energy production Human systems and resource use HOW WILL STUDENTS BE ASSESSED? The internal assessment (IA) consists of one longer investigation / exploration complimented by several fieldwork and lab-based practical pieces. It is worth 20% of the final assessment. The external assessment consists of two written papers. Paper 1 contributes 30% to the final assessment and is made up of short answer and data-based questions. Paper 2 contributes 50% to the final assessment and is made up of a case study and two structured essay questions. Year 12 and 13 Curriculum 2016 - 2018 59 Geography “Geography got me thinking about everything around me so much that I grew an insatiable thirst to travel and explore. I lived in Chile for a year and travelled across the continent for another 4 months. I wandered through the mountains and high plains, 3,000 miles up the Amazon River, and into the rainforests of Brazil, Peru, Columbia, and Ecuador. Every day I remembered at least one or two classes from my Geography studies at Sha Tin College.” Ben Evans, ex-Sha Tin College student. Geography examines the manner in which people live and interact with their environment. The questions “where?” and “why?” are central to Geography. In contemporary society issues such as overuse of resources, global warming, and falling fertility are increasingly important. It also has an applied dimension; through critical analysis, decision-making, planning and development at a variety of geographical scales. It also plays a crucial role in fostering international understanding and a respect for different cultures. What are the aims of the course? • To develop an understanding of the interrelationship between people, place and environment. • To develop a concern for human welfare and the quality of the environment, and an understanding of the need for planning and sustainable management. • To appreciate the relevance of geography in analysing contemporary issues and challenges, and develop a global perspective of diversity and change. Who is the course suitable for? Both courses are designed for students who have an interest in Geography and who wish to study it in depth. It is likely that candidates will have gained a grade C or above in GCSE Geography or the equivalent for either of the courses, but no specific prior learning is required. The study of Geography keeps your employment options open, since geographers go into a very wide range of jobs. These range from business fields, such as management and financial work, to sales, marketing and buying. Information and communications technology and organisational skills, acquired on a Geography course can be very useful in the civil service, local government, commerce and industry. Careers which directly use geographical skills and knowledge would include cartography, m e t e o ro l o g y, t o w n p l a n n i n g , l a n d s c a p e architecture, environmental work, marketing, surveying, oceanography, teaching, transport, travel and tourism, amongst others. Employers like Geography qualifications because they indicate a wide range of skills. The subject occupies a central position in the curriculum, overlapping and linking effectively with both arts and science subjects. 60 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College WHAT TOPICS WILL BE STUDIED? Part 1: Core Theme (HL and SL): Patterns and change: Populations in transition Disparities in wealth and development Patterns in environmental quality and sustainability Patterns in resource consumption GROUP 3 • • • • Part 2: Optional Themes: HL will study 3 and SL will study 2: • Oceans and their coastal margins • Hazards and disasters – risk assessment and response • Extreme environments Part 3: Global interactions (HL only) How will students be assessed? Fieldwork (HL and SL) – one piece of coursework Standard Level assessment outline: Paper 1 1 hour 30 minutes Questions on the core themes 40% Paper 2 1 hour 20 minutes Questions on two optional units 35% Fieldwork 1 piece of coursework on any topic from the syllabus Higher Level assessment outline: 25% Paper 1 1 hour 30 minutes Questions on the core themes 25% Paper 2 2 hours Questions on three optional units 35% Paper 3 1 hour One of three essay questions 20% Fieldwork 1 piece of coursework on any topic from the syllabus 20% Geography and TOK: “Geography covers a wide range of topics, helping me to understand landforms and processes, the causes and consequences of human action and the way humans interact with their environment. It is not only extremely interesting, but is also an integration of several other subjects, allowing me to apply skills in other subjects and giving me different perspectives on the same topic. Although every subject will add to my knowledge, I believe that Geography is the subject that is most likely to help me learn the truth.” Jennie Ng, IB Diploma student Year 12 and 13 Curriculum 2016 - 2018 61 Global Politics The 21 st Century is characterised by rapid change and increasing interconnectedness, impacting people in unprecedented ways and creating complex global political challenges. The study of Global Politics enables you to critically engage with new perspectives and approaches to politics, in order to better make sense of this changing world and your role in it as active citizens. The IB Diploma Programme Global Politics course is an exciting addition to Group 3. The course explores fundamental political concepts such as power, rights, liberty and equality. It allows you to develop an understanding of the local, national, international Bring your attention to the tragic and global dimensions of political activity, as well as disappearance of Flight MH370. allowing the opportunity to explore political issues affecting your own lives. Who was affected by that tragedy on a personal level, a community level, a Global politics and the national and an international level? international dimension The Global Politics course develops international mindedness in students through an examination of fundamental political concepts and debates which have global significance, and through an exploration of key contemporary global challenges. The course 62 Year 12 and 13 Curriculum 2016 - 2018 What themes of power, rights or equality are involved? How has interconnectedness impacted on this issue in the way that the story has developed and been reported? Sha Tin College considers contemporary examples and case studies at a variety of levels, from local to global, as well as encouraging comparison between such examples and case studies. The inclusion of an engagement activity in the course reflects the importance given to not only appreciating and understanding the complex issues facing the world today, but also of engaging with them in an active and personal way. Prior Learning The Global Politics course requires no specific prior learning. No particular background in terms of specific subjects studied for national or international qualifications is expected or required. The skills needed for the Global Politics course are developed within the context of the course itself Students of Global Politics at Standard Level (SL) and Higher Level (HL) are presented with a syllabus that has a common core. The central unifying theme of the core is “People, Power and Politics”. • Unit 1: Power, Sovereignty and International Relations • Unit 2: Human Rights • Unit 3: Development • Unit 4: Peace and Conflict • interviewing local policymaker or community group on a development theme • conducting an investigation into the food miles of products at a local store • organising an awareness raising campaign on human rights • taking part in an simulation event such as the Model United Nations. Higher Level Extension: Global Political Challenges H i g h e r L e ve l st u d e nt s a l s o exa m i n e t wo contemporary global political challenges through self-selected case studies. Two challenges must be studied from the following six options: • • • • • • Environment Poverty Health Identity Borders Security SL Weighting HL Weighting Paper 1 30% Duration: 1 hr 15 min 20% Duration: 1 hr 15 min Paper 2 45% Duration: 1 hr 45 min 40% Duration: 2 hr 45 min Engagement activity 25% Duration: 20 hrs 20% Duration: 20 hrs HL extension task --------- GROUP 3 Distinction between SL and HL All Standard and Higher Level students complete a common internal assessment task which gives them the opportunity to explore these themes in practice. This engagement activity is assessed through a written report. Examples of engagement activities include: 20% Oral analysis of two case studies Year 12 and 13 Curriculum 2016 - 2018 63 History What are the Aims of the Course? IB History is about uncovering the story of the past, which allows us to understand the world that we live in today. Students of History have the opportunity to develop their skills of critical thinking; to reflect upon the past and discuss the lessons that we can learn to shape the future. In this sense, History has a natural affinity with the demands of TOK which forms an integral part of the IB Diploma course. The international dimension of the course allows students to investigate the experiences of past societies from a global and regional perspective, and provides a useful framework for shaping the identity and attitudes of informed global citizens. “If you would understand anything, observe its beginning and its development.” Aristotle Who is the course suitable for? “An individual stripped of memory finds the world a confusing place; a society with no sense of history is unaware where it has come from or where it is going”. Russell Tarr Nikita Khrushchev said that ‘historians are dangerous people’ and the study of History at IB level will develop precisely the skills he feared. Students will learn to assess information critically, to draw their own conclusions and to construct a logical and convincing oral or written argument. These skills are all transferable to a wide range of courses and careers, including Law, Management, Journalism, Finance, Business, Civil Service and Education. If you have a genuine sense of curiosity about the past, then IB history is a suitable subject to choose. Ideally, students opting for Higher History should have gained a grade B or above in the History and / or English iGCSE course. WHAT TOPICS WILL BE STUDIED? Paper 1: SL and HL: The move to global war This unit focuses on military expansion from 1931 to 1941. Both SL and HL students will study two case studies: Japanese expansionism from 1931 to 1941 and German and Italian expansionism from 1933 to 1940. The focus of this unit is on the causes of expansion, key events, and international responses to that expansion. Paper 2: SL and HL: 20th Century World History Topics: Authoritarian states (20th Century) This topic explores the conditions that facilitated the rise of authoritarian states in the 20th Century, as well as the methods used by parties and leaders to take and maintain power. Students will explore the emergence, consolidation and maintenance of power, including the impact of the leaders’ policies, both domestic and foreign, upon the maintenance of power. Students will study Mao and Hitler. 2. The Cold War: Superpower tensions and rivalries (20th Century) The Cold War dominated global affairs from the end of the Second World War to the early 1990s. Students will learn how superpower rivalries did not remain static but changed according to styles of leadership, strength of ideological beliefs, economic factors and crises involving client states. Students will also develop an international perspective on the Cold War by studying Cold War leaders, countries and crises from more than one region of the world. 64 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College Historical Investigation The internal assessment enables students to pursue their own personal interests, as they have the opportunity to choose a topic (which does not need to be related to the syllabus) and pose a key question for investigation. Students then spend about 20 hours of the course researching and writing up their internal assessment. Topics in the past have covered resistance to the Japanese in Hong Kong, the assassination of Julius Caesar and the Cultural Revolution. You are encouraged to follow a topic of genuine interest to you. Paper 3: HL students only: History of Europe GROUP 3 HL students will study three units. 14: European states in the inter-war years (1918–1939) This section deals with domestic developments between the two world wars. Students will study four European countries: Germany, Italy, Spain and Russia / Soviet Union. They will consider the impact of the end of the First World War, and examine the economic, social and cultural changes in each country during the 1920s and 1930s. 15: Versailles to Berlin: Diplomacy in Europe (1919–1945) This section addresses international relations in Europe from 1919 to 1945 with an initial emphasis on the Paris Peace Settlement: its goals, impact and the problems relating to its enforcement. Students will study attempts to promote collective security and international cooperation through the League of Nations and multilateral agreements (outside the League mechanism), arms reduction and the pursuit of foreign policy goals without “History cannot give resort to violence. They will also address the individual foreign policies of Italy, u s a p r o g r a m fo r Germany, France, Britain and Russia/Soviet Union, looking at the aims, issues t h e f u t u r e , b u t i t and success of each one. Finally, they will study the Second World War looking, can give us a fuller in particular, at the impact of the war and the reasons for German defeat and u n d e r sta n d i n g o f ourselves, and of our Allied victory. common humanity, 16: The Soviet Union and post-Soviet Russia (1924–2000) so that we can better This section examines the consolidation of the Soviet state from 1924 and face the future.” the methods applied to ensure its survival, growth and expansion inside and Robert Penn Warren outside the borders of the Soviet Union. Students will explore the rise and nature of the rule of Stalin, Khrushchev, Brezhnev and their policies. They will also consider East-West relations post-1945 in relation to Soviet aims and leadership. Finally, they will study the decline and collapse of the Soviet Union, as well as political and economic developments in post-Soviet Russia. How will students be assessed? All students complete exam papers 1 and 2 as well as well as the coursework component. Higher Level students also take Paper 3. Paper 1 (1 hour) - weighting: SL = 30% and HL = 20% Format: This is a document paper. Students will be given a variety of sources to study. Paper 2 (1 hour 30 minutes) - weighting: SL = 45%, HL = 25% Format: This is an essay paper. Historical investigation: SL = 25%, HL = 20% Coursework Paper 3 (2 hours 30 minutes) Higher Level only - weighting: HL = 35% Format: This is an essay paper. Year 12 and 13 Curriculum 2016 - 2018 65 Information Technology in a Global Society (ITGS) This is an exciting, forward-looking course that investigates how ICT is actually used in the modern world. Everything from online banking to state-of-the-art medicine is considered, to find out how you will be affected in the future. A survey in the “New York Times” found out that 94% of the jobs it looked at required more than a passing knowledge of ICT and “quite alarmingly” that a large number of people involved in those jobs had no idea of the consequences of using those systems. Do you want to be one of those people? Who is the course suitable for? Inside the Cathay Filght simulator ITGS is really for anyone that wants to be in control of his or her future career and life as a whole. If you want to be able to question how decisions are made and actions taken in business or how technology will inevitably shape the future of the environment, the world of work, even your everyday life, then ITGS is for you. WHAT TOPICS WILL BE STUDIED? Can you imagine your everyday life without the internet? Have you noticed how communications and the media have started to converge? 4G phones, world-wide internet radio, special effects in films are all taken for granted these days, but how will all this develop in the future? How do people in authority use technology to shape the lives of others and even the global economy? What are the consequences of using all these technology based tools on the environment and the people who live there? In ITGS you will consider all of these topics and more and have the chance to develop the skills to be able to analyse what is going on, to have the inside knowledge and control to put you in charge in the future. 66 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College Modern technology is drastically changing how individuals and groups of people work, play, develop relationships and live their lives. ITGS supports any course looking towards the development of 21st Century society, thus complementing almost any area of study in higher education. By the time you leave university and start work, developments in technology will have led to huge advances in Communications, Medicine, Law and Business, Industry and Education. Every course you take will involve the use of ICT and you will need to know how to make decisions on its appropriate and effective use; ITGS will help you do just this. Think of almost any career you wish to pursue after university and you will find ICT pushing it forward into, as yet, unexplored avenues. The people in charge are the ones with the vision to develop the future using these new opportunities rather than those that just know how to use a computer. It’s the difference between being an innovator and a simple technician and ITGS can help guide you to the leadership opportunities of the future. How will students be assessed? Written Papers Higher Level: 3 papers (80%) Paper 1 (2 hours 15 minutes) 35% Seven structured questions in three sections that assess in an integrated way the three strands of the syllabus. GROUP 3 For both Higher and Standard Level, there is a coursework element based around a practical ICT project, defined by you for a real client. This can be based around any of your practical ICT strengths and will take approximately 30 hours of work. For Standard Level, the coursework represents 30% of the final marks and for Higher Level 20%. • Social and ethical significance • Application to specific scenarios • IT systems Paper 2 (1 hour 15 minutes) 20% This paper consists of one unseen article. Students are required to write a response to this article. Paper 3 (1 hour 15 minutes) 25% Four questions based on a pre-seen case study. Standard Level: 2 papers (70%) Paper 1 (1 hour 45 minutes) 40% Five structured questions that assess, in an integrated way, the three strands of the syllabus. • Social and ethical significance • Application to specific scenarios • IT systems Students answer three of five structured questions Paper 2 (1 hour 15 minutes) 30% This paper consists of one unseen article. Students are required to write a response to this article. Year 12 and 13 Curriculum 2016 - 2018 67 Philosophy What are the Aims of the Course? • To develop an intellectually independent and creative way of thinking. • To enhance your ability to formulate arguments in a rational and logical way. • To develop a way of thinking that draws on personal reflection and knowledge of a plurality of philosophical traditions. • To enable you to relate philosophical understanding to other disciplines, and to personal and professional life. Who is the course suitable for? Both the Higher and the Standard level courses are designed for students who have a keen interest in analysing how and why they develop opinions and beliefs about the world around them. Students should accept a degree of uncertainty in their opinions and wish to develop their coherence in presenting a rational argument. You do not need to have completed the IGCSE PRS course to opt for IB Philosophy. Studying Philosophy develops critical and analytical skills, which gives the subject relevance to every field of academic study and every professional vocation. WHAT TOPICS WILL BE STUDIED? The syllabus consists of two compulsory parts. Part 1: Core Theme: What is a ‘Human’ Being? One of the reasons we study philosophy is to search for a better understanding of ourselves. The Core Theme questions are: what is the nature of self, and in defining the self; how do we define our relationship with the world around us? Should robots be given personhood? Is the mind separate from the body? Does life have meaning? Optional Theme 1: Ethics. This theme is concerned with practical decision-making and the way people should conduct their lives. Ethics explores the possible grounds for making moral decisions and examines notions such as freedom, values, responsibility and virtue. A study of applied ethics explores approaches to important issues, some of which may be of global concern. This theme allows students to explore philosophically such questions as: Are there fundamental moral ESF IB Philosophy Conference with Dr Peter Vardy principles that apply in every situation? How do we decide if a particular action is right or wrong? How should we treat people? Are moral decisions culturally influenced? Optional Theme 2: Philosophy of Religion. This theme seeks to analyse the nature of religion, to examine the rational arguments for and against various religious views and to analyse the nature of religious language. The debate between science and religion is examined as well as sociological and psychological theories of religion. Part 2: Prescribed Text. Students study the Tao Te Ching by Lao Tzu. This is one of the most influential books in history and gives 68 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College students an insight into eastern philosophy and the principles of wu-wei (non-doing), wu (emptiness), and fu (return). Students are expected to critically analyse the text. Higher Level: Students are required to study the Core Theme, both Optional Themes, and one prescribed text. Higher Level students also study ‘Paper 3’ which allows students to demonstrate an understanding of philosophy as an activity by means of a holistic application of the philosophical skills, knowledge and ideas they have developed throughout the course. I think therefore I am. Standard Level: Students are required to study the Core Theme, one Optional Theme, and one prescribed text. How will students be assessed? External Assessment Paper 1: 2½ hours One essay question on the Core Theme One essay question on each of the Optional Themes. 40% Paper 2: 1 hour One essay question on the prescribed text 20% Paper 3: 1¼ hours Unseen text — exploring philosophical activity Students are required to develop a philosophical response to an unseen text that demonstrates what doing philosophy means, and show a holistic appreciation of the skills, material and ideas developed throughout the course. 20% GROUP 3 Higher Level Assessment Internal Assessment 1600-2000 words 20% A critical analysis of non-philosophical material. Standard Level Assessment External Assessment Paper 1: 1¾ hours One essay question on the core theme One essay question on the chosen optional theme 50% Paper 2: 1 hour One essay question on the prescribed text 25% Internal Assessment (See Higher Level Description) 25% How you will learn? The team of Philosophy teachers are all specialists in their field and are committed to delivering dynamic lessons with leading edge learning techniques for the 21st Century. IB Philosophers will also have the opportunity to attend the ESF IB Philosophy Conference with a globally acclaimed academic. Year 12 and 13 Curriculum 2016 - 2018 69 Psychology Psychology is a Group 3 subject and is offered at both Higher and Standard Levels. “Understanding how Psychological knowledge is generated, developed and applied enables students to achieve a greater understanding of themselves, and appreciate the diversity of human behaviour.” What are the Aims of the Course? • • • • • Develop an awareness of how psychological research can be applied for the benefit of human beings Ensure that ethical principles are upheld in psychological inquiry Develop an understanding of the biological, cognitive and sociocultural influences on human behaviour Develop an understanding of alternative explanations of behaviour Understand and use diverse methods of psychological inquiry Who is the course suitable for? The Higher Level course is designed for students who wish to develop in-depth understanding of the foundations of Psychology. Ideally you should have gained at least a B in GCSE English and Mathematics or the equivalent. There is a significant emphasis on extended essay writing and a small but important statistical element to the course. The Standard Level course is similar to the HL course with less breadth in the topics studied. Ideally you should have gained at least a B in GCSE English and Mathematics or the equivalent. There is a significant emphasis on extended essay writing. You do not need to have studied GCSE Psychology to study IB Psychology. What topics will be studied The Core • Biological level of analysis – At our most basic level of analysis, human beings are biological systems. This component looks at how cognitions, emotions and behaviours are products of our biological make up such as genes, our nervous system and our endocrine system. • Cognitive level of analysis – Explore how our cognitive system guides our behaviour (such as memory and emotion) and how such cognitions are affected by social and cultural factors. • Sociocultural level of analysis – the biological and cognitive systems that make up the individual are embedded in an even larger system of interrelationships with other individuals and their cultures. Study such things as Social Identity, Stereotypes, Conformity, Compliance and Cultural Dimensions. Options • Abnormal Psychology – deals with explaining, diagnosing and treating human suffering from psychological disorders such as depression and eating disorders, with particular emphasis on cultural and gender considerations. • Health Psychology – this promotes an understanding of behaviour that leads to a healthier lifestyle, including specific focus on causes and treatments for obesity, stress, addiction and general heatlh promotion. 70 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College how will students be assessed? Higher Level Assessment takes the form of three externally assessed examinations and one piece of internally assessed but externally moderated coursework. Paper 1: Core 2-hour examination: 3 short questions, 1 essay 35% Paper 2: Options 2-hour examination: two essay questions 25% Paper 3: Qualitative Research Methods 1-hour exam: short answer questions 20% Internal Assessment: experimental study and report Students are expected to design, carry out, analyse and report on an experimental study (1500-2000 words) 20% Standard Level Assessment takes the form of two externally assessed examinations (same Core as for Higher Level but with only 1 option from paper 2, Abnormal Psychology) and one piece of internally assessed but externally moderated coursework. Paper 2: Options 1-hour examination: one essay question 25% Internal Assessment: experimental study and report Students are expected to design, carry out analyse and report a simple experimental study (1000-1500 words) 25%. Year 12 and 13 Curriculum 2016 - 2018 GROUP 3 Paper 1: Core 2-hour examination: 3 short questions, 1 essay 50% 71 Group 4 Experimental Sciences Students who are considering a career in a scientific, medical, engineering or a technological field are strongly advised to research degree course requirements carefully. It can be advantageous and, in certain courses, necessary to have studied two sciences at higher level in seeking admission to certain degree courses. The second Science option would be an elective from Group 6. The Sciences available at both Higher and Standard Level are Biology, Chemistry, Physics and Design Technology. The Sciences available only at standard level include Sports, Exercise and Health Science and Environmental Systems and Societies – an interdisciplinary subject which counts as a humanities option (Group 3) and a science option (Group 4), or both. Students who select this may choose two of the Arts subjects available in Group 6. Taking a Higher Level Course These courses are designed for students who have a keen interest in, and an appreciation of, Science or Design Technology and who wish to study a subject in depth. To have a good chance of success on the course we recommend you achieve at least a grade B at IGCSE Science and Mathematics. WHY ARE EXPERIMENTAL SCIENCES VALUABLE FOR HIGHER EDUCATION? All the Experimental Science programmes are excellent preparation for university studies, developing skills that will prove invaluable in higher education courses, such as an ability to analyse information and present ideas clearly. In addition to the separate ‘pure’ science subjects at university level, there are a great many other courses that require a good background in the Experimental Sciences. Below are a list of some of the subjects that would require a Science background: Medicine, Dentistry, Physiotherapy, Occupational Therapy, Nursing, Nutrition, Engineering, Architecture, Industrial Design (the design of products), Graphic Design, Medical Technology, Manufacturing Systems Engineering, Robotics and Cybernetics, Systems Analysis and Education. Curriculum Model Through studying biology, chemistry or physics and within an overarching theme of the Nature of Science, students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes these subjects. Through the studying of design technology and with the collaboration of the pure sciences, students will be able to exercise their understanding for the Nature of Design. The Group 4 project will enable students to appreciate the environmental, social and ethical implications of science, design and technology. Please note that Environmental Systems and Societies will differ significantly as it is an inter-disciplinary subject; please look at the section on this subject in the curriculum brochure for details. 72 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College Standard Level/Higher Level Group 4 curriculum model (outline) Component Teaching Hours SL HL Core topics 95 155 Options 15 25 Practical Investigations 40* 60* TOTAL 150 240 Standard Level/Higher Level for Design Technology (outline) Component Core topics Teaching Hours SL HL 90 90 Additional Higher Level [AHL] 54 Design project 40 60 TOTAL 130 204 * Includes 10 hours spent on the Group 4 project Assessment of the Group 4 Subjects External assessment takes place at the end of the two-year course and consists of three written papers that contribute 80% to the final examination grade. External assessment for Design Technology, consists of two written papers for SL and three written papers for AHL, contributing 60% to the final examination grade. Internal assessment (IA) in Physics, Chemistry and Biology takes place in Year 13. Students will undertake an individual project which contributes 20% to the final examination grade. The internal assessment, the design project, for Design Technology contributes 40% to the final examination grade. The design project is internally assessed by the student’s teacher and then sent off to be moderated by the IBO. Year 12 and 13 Curriculum 2016 - 2018 GROUP 4 Assessment is both internal and external. 73 External Assessment for Sciences Paper What % does this contribute to the final grade? Duration (Hours) 1 20 1 HL (¾ SL) 2 36 HL (40 SL) 3 24 HL (20 SL) What are the styles of questions? Multiple choice questions 2 ¼ HL (1 ¼ SL) Short and long questions on core and AHL material 1 ¼ HL (1 SL) One data based question, several short questions on experimental work together with long and short questions on the option studied. External Assessment for Design Technology – Standard Level Paper What % does this contribute to the final grade? Duration (Hours) 1 30 ¾ hr 30 multiple-choice questions and address objectives 1 and 2. 1 ½ hr Section A: one data based question and a series of shortanswer questions on the core material. [all compulsory]. Maximum of 30 marks. Section B: one extended-response question on the core material [from a choice of three]. Maximum of 20 marks 2 74 30 Year 12 and 13 Curriculum 2016 - 2018 What are the styles of questions? Sha Tin College Paper What % does this contribute to the final grade? Duration (Hours) 1 20 1 hr 40 multiple-choice questions on the core and AHL extension material. The questions on the paper test assessment objectives 1 and 2. 1 ½ hr Section A: one data based question and several shortanswer questions on the core material [all compulsory]. Maximum of 30 marks. Section B: one extended-response question on the core material [from a choice of three]. Maximum of 20 marks. 2 3 20 20 1 ½ hr What are the styles of questions? GROUP 4 EXTERNAL ASSESSMENT FOR DESIGN TECHNOLOGY – ADDITIONAL HIGHER LEVEL Section A: two structured questions on the AHL extension material, both compulsory and each worth a maximum of 10 marks. Section B: one structured question on the AHL extension material based on a case study. Maximum of 20 marks. Year 12 and 13 Curriculum 2016 - 2018 75 Biology Biology is a Group 4 subject and is offered at both Higher and Standard Levels. WHAT ARE THE AIMS OF THE COURSE? • To provide you with a wide body of biological k n o w l e d g e s o t h a t yo u h av e a g re a te r understanding of living organisms. • To develop your experimental and investigative scientific skills. • To increase your awareness of the interplay between theory and experimental work. • To develop your ability to analyse, evaluate and apply biological information. • To raise your awareness of the ethical, social, economic and environmental implications of Biology in the world today and develop an appreciation of the possibilities and limitations of modern Biology. • To enhance your ability to work collaboratively and communicate clearly. • To raise your awareness of how the different scientific disciplines are linked. WHO IS THE COURSE SUITABLE FOR? The Higher Level course is designed for students who wish to study the subject in depth and who may also need Biology for a particular course at university. The course is very demanding and requires a large amount of selfstudy in addition to the work done in lessons. To have a good chance of success on the course we recommend you achieve at least a grade BB at IGCSE Science on the supplementary paper (or equivalent). However, if you achieve a CC on the core or supplementary papers, the Head of Department will consider your application based on performance in Biology in Years 10 and 11. find this an enjoyable course. The Standard Level course tackles a broadly similar range of topics to the Higher Level course but in far less detail. Anyone with an interest in the study of living organisms and a basic Science background provided by an IGCSE course or equivalent will Some use is made of statistics and other mathematical manipulations in both courses. IB Biology at either Higher or Standard Level provides an excellent general preparation for study at university. It develops skills that will prove invaluable in many higher education courses such as the ability to critically analyse 76 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College information and present ideas clearly. In addition to Biological Science courses there are also a wide range of other courses at university level that require a good background in Biology including Medicine, Dentistry, Physiotherapy, Nursing, Nutrition and Sport Science. WHAT TOPICS WILL BE STUDIED? There is a subject specific core common to both levels. The major topics in this core are cell biology, molecular biology, genetics, ecology, evolution & biodiversity and human physiology. In the Higher Level course additional material means that these same topics are dealt with in greater depth and breadth than in the Standard Level course. GROUP 4 There is also the extra topic of plant biology in the Higher Level course. As well as the subject specific core, a number of options can be studied. In the Standard and Higher Level Courses, one option will be studied (15 hours for SL and 25 hours for HL) which is a unit on further human physiology which compliments the work previously covered during the first year. N.B. If you are thinking of studying Biology at HL please discuss this choice with your teacher as soon as possible. Year 12 and 13 Curriculum 2016 - 2018 77 CHEMISTRY Chemistry is a Group 4 subject and it is offered at both Higher and Standard Levels. What Are the AIMS of the IB chemistry course? • To provide you with the opportunity for scientific study and creativity in a global context • To provide you with a body of knowledge and techniques which characterize science • To allow you to apply your knowledge and techniques • To develop your ability to analyse, evaluate and synthesize scientific information • To raise your awareness of the need for effective collaboration and communication during scientific activities • To develop your experimental and investigative skills • To raise your awareness of the wider implications of science and technology • To develop your appreciation of possibilities and limitations of science • To encourage you to understand the relationships between scientific disciplines and the overarching nature of the scientific method. Who IS the course suitable for? Higher Level This course is designed for students who enjoy Chemistry and are interested in exploring the topics covered at IGCSE level in considerably more depth. There is perhaps no other course at IB level which covers such fascinating and challenging material as IB HL Chemistry. From tiny atoms to the Chemistry behind our bodies and the food which we eat, Chemistry covers a huge range of material. It is also for students who see a future for themselves in Medicine, Engineering or one of the wide range of physical and biological sciences that require a functional understanding of Chemistry. The Higher Level Chemistry course is very demanding and requires a large amount of self-study in addition to time-tabled lessons. It is very important that you consult your Chemistry teacher when considering this option. Please discuss the possibility of studying HL Chemistry with the Head of Chemistry, Miss Davies, as soon as possible. The Standard Level course might be more suitable for your skills and abilities if you do not do quite so well at IGCSE Science. As we express a lot of our ideas through the language of mathematics (for example moles, equations and graphs) we do recommend that students have also scored a good grade at IGCSE Mathematics. 78 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College Standard Level Like its HL counterpart this course is suitable for students who are keen to explore Chemistry beyond the level offered at IGCSE. Whilst retaining the excitement and wonder of the HL course it is pitched at a slightly less challenging level. Many students who are not as confident mathematically tend to prefer this option. If you are unsure as to which level to study your Chemistry teacher will be happy to advise you. What topics will be studied? The course consists of the following core areas studied at both Standard (SL) and Higher level (AHL). • • • • • • • Stoichiometric Relationships Atomic Structure Periodicity Bonding and Structure Energetics/ Thermochemistry Kinetics Equilibria • • • • • Acids and Bases Redox Process Organic Chemistry Measurement, Data Processing and Analysis Biochemistry How will students be assessed? Year 12 and 13 Curriculum 2016 - 2018 GROUP 4 Students are assessed through a combination of practical coursework and examinations. 79 Design Technology [New syllabus for 2014] Product Design, Textiles + Engineering Aims of the new Design Technology course The new course in Design Technology provides an opportunity for students to develop and extend their learning from the GCSE level by designing and making products relating to their area of interest, whether that be product design, textiles or engineering. Each of the subjects within the design and technology course is dynamic, challenging and practical, and suitable for all students who are interested in being creative, innovative and have a spirit of socially responsibility. The world needs creative thinkers and problem solvers and design develops the type of academic and emotional intelligences that the world needs right now so as to face up to the challenge of managing its resources in a sustainable and ethical way. The design-based courses are diverse and can cater for personal interests and career ambitions, allowing you to focus on areas and ideas that interest you, through your coursework and project work. One of the great strengths of the design courses is that it enables you to build a design portfolio, which is an essential and highly regarding element of your university application. Design naturally flows into a number of university/tertiary courses but it is interesting to know that the product management skills and the emotional intelligences that you acquire and refine in design-based learning, are sought-after attributes that all employers in the 21st Century hold with high regard. Course suitability The only requirement to start the course is that you have a genuine interest in design and designing and are passionate that you can use design learning to make a difference. If you have not studied a design-based course before but maybe have studied a course with a strong element of creativity or you consider yourself to be a creative person then the Standard Course would be suitable — as the theory is manageable, contextual to your studio work, and internal assessment and coursework all link well to some of your previous studies in art, science, business and GTS. The Higher course is best suited for students who have studied a design-based course at GCSE as the concepts and theories in the Higher Level are academically more challenging simply than just more. Design courses available Design Technology has Three options for you to consider, and your class will use these options to view the world of design. Naturally your GCSE choice may well have an influence on your decision of pathway but you can cross your pathway if you desire - see table below. 80 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College Options Product Design Fashion + Textiles Engineering GCSE studied Resistant Materials, Graphic Products, Textiles*, Engineering* Graphic Products, Resistant Materials, Textiles* Resistant Materials, Graphic Products New GCSE courses introduced in 2013 Content of the Course Each of the options will study the topics below through the context of its discipline and with that, it will be unique. The outcome that you design and develop will reflect the option and therefore enable you to build your portfolio towards and in character of the option. Standard Level [SL] Core Human Factors & Ergonomics Resource Management Modelling Raw material to final products Innovation & design Classic design Topics covered Additional Higher Level [HL] User centred design [UCD] Sustainability Innovation & markets Commercial production Internal Assessment SL IA - Design project Duration: 40 hours. Weighting: 40%. GROUP 4 The design project is assessed against the 4 common criteria: - Criterion A: Analysis of a design opportunity - Criterion B: Conceptual design - Criterion C: Development of a detailed design - Criterion D: Testing and evaluation HL IA - Design project Duration: 60 hours Weighting: 40% The design project is assessed against the 4 common criteria and 2 HL only criteria: - Criterion A: Analysis of a design opportunity - Criterion B: Conceptual design - Criterion C: Development of a detailed design - Criterion D: Testing and evaluation - Criterion E: Commercial production - Criterion F: Marketing strategies Need any more help? You are welcome to speak to a member of the Design department about this information. If you need more details about the portfolio, assessment of Internal Assessment or design projects then just ask or contact: [email protected] Year 12 and 13 Curriculum 2016 - 2018 81 Environmental Systems and Societies Environmental Systems and Societies is an interdisciplinary course that meets the requirements of both Group 3 and Group 4 subjects. This means that it can count as your option in either or both option groups. It is only offered at Standard Level. WHAT ARE THE AIMS OF THE COURSE? • To promote the understanding of environmental processes at a variety of scales, from local to global • To provide students with a body of knowledge and skills that can be used in the analysis of environmental issues • To promote critical awareness of a diversity of cultural perspectives • To enable students to recognise the extent to which technology plays a role in both causing and solving environmental problems • To allow students to appreciate that environmental issues may be controversial, and may provoke a variety of responses • To allow students to appreciate the value of local as well as international collaboration in resolving environmental problems. WHO IS THE COURSE SUITABLE FOR? As an i nterdi scipl inar y course, Environmental Systems and Societies is designed to combine the techniques and knowledge associated with Group 4 (the Experimental Sciences) with those associated with Group 3 (Individuals and Societies). The course is suitable for students who are interested in gaining an informed personal response to a wide range of pressing environmental issues. Environmental Systems and Societies is a varied and active course with numerous debates and analytical activities as well as fieldwork/educational visits and laboratory activities. It is useful for students interested in both Biology and Geography and/or as a means to broadening their choices in other areas of the IB Diploma. The course content is relevant to today’s world in terms of current affairs and the relevance of environmental issues to different communities. Links to other subject areas such as Economics, Business, History, Philosophy and TOK are also evident throughout the course and many links can be made between students’ other option choices. The Environmental Systems and Societies course provides an excellent general preparation for study at university. It develops skills that will prove invaluable in many higher education courses such as the ability to articulate and make reasoned and balanced judgments by integrating information from a range of different disciplinary sources. Global environmental awareness is very important in this day and age, not only in terms of scientific research and the development of new technology, but also in the fields of business, environmental law and politics where it is becoming increasingly important. 82 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College Environmental Systems and Societies is a course for the future! As humans become more aware of the global environmental issues affecting the planet, students with a working knowledge of these issues will be vital in working towards solutions. WHAT TOPICS WILL BE STUDIED? The systems approach provides the core methodology of this course. It is amplified by other sources, such as economical, historical, socio-political and scientific, to provide a holistic perspective on environmental issues. The course revolves around the following subject areas:Foundations of Environmental Systems & Societies Ecosystems and Ecology Biodiversity and Conservation Water and aquatic food production systems and society Soil systems and terrestrial food production systems and society Atmospheric systems and society Climate change and energy production Human systems and resource use GROUP 4 • • • • • • • • HOW WILL STUDENTS BE ASSESSED? The internal assessment (IA) consists of one longer investigation / exploration complimented by several fieldwork and lab-based practical pieces. It is worth 20% of the final assessment. The external assessment consists of two written papers. Paper 1 contributes 30% to the final assessment and is made up of short answer and data-based questions. Paper 2 contributes 50% to the final assessment and is made up of a case study and two structured essay questions. Year 12 and 13 Curriculum 2016 - 2018 83 PHYSICS Physics is a Group 4 subject and it is offered at both Higher and Standard Levels. What are the aims of the IB Physics course? • To provide you with the opportunity for scientific study and creativity in a global context. • To provide you with a body of knowledge and techniques which characterize science • To allow you to apply your knowledge and techniques • To develop your ability to analyze, evaluate and synthesize scientific information • To raise your awareness of the need for effective collaboration and communication during scientific activities • To develop your experimental and investigative skills • To raise your awareness of the wider implications of science and technology • To develop your appreciation of possibilities and limitations of science • To encourage you to understand the relationships between scientific disciplines and the overarching nature of the scientific method. Who is the course suitable for? Higher Level This course is designed for students who enjoy Physics and are interested in exploring the topics covered at IGCSE level in considerably more depth. There is perhaps no other course at IB level which covers as broad a range of material as IB HL Physics. From the tiniest particles in existence to phenomena as majestic as the continuing expansion of the universe, Physics has it all. As we express a lot of our ideas through the language of mathematics (equations, graphs etc.) we do recommend that students have scored a minimum of Grade B at GCSE Mathematics before starting. In addition, prior to opting for HL Physics you must speak to your Physics teacher or Mr George, the head of Physics first. HL Physics is certainly a challenging course but one that will broaden your horizons and leave you wanting to find out more! 84 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College Standard Level Like its HL counterpart this course is suitable for students who are keen to explore Physics beyond the level offered at IGCSE. Whilst retaining the excitement and wonder of the HL course it is pitched at a slightly less challenging level. Many students who are not as confident mathematically tend to prefer this option. If you are unsure as to which level to study your Physics teacher will be happy to advise you. WHAT TOPICS WILL BE STUDIED? The course consists of eight core areas studied at Standard and Higher level. • Measurements and uncertainties • Mechanics • • • • • • Thermal Physics Waves Electricity and magnetism Circular motion and gravitation Atomic, nuclear and particle physics Energy production • Fields • Wave Phenomena • Electromagnetic Induction • Quantum and Nuclear Physics Both HL and SL students will have the opportunity to study Astrophysics as an option topic. You will also be required to spend at least 10 hours completing a Group 4 Project. GROUP 4 In addition, at Higher Level (AHL), the following areas are studied: HOW WILL STUDENTS BE ASSESSED? Coursework accounts for 20% of the work that will be assessed. The rest is assessed in examinations which include multiple choice questions as well as questions that require longer answers. Year 12 and 13 Curriculum 2016 - 2018 85 Sports, Exercise and Health Science What are the Aims of the Course? The course incorporates the traditional disciplines of Anatomy, Physiology, Biomechanics, Psychology and Nutrition and will be studied in the contexts of Sport, Exercise and Health. The course is available at both higher and standard level. Students will study a range of core and option topics. They will undertake practical (experimental) investigations in both laboratory and field settings. This will provide an opportunity to acquire the knowledge and understanding necessary to apply scientific principles and critically analyse human performance. Where relevant, the course will address issues of internationalism and ethics by considering Sport, Exercise and Health relative to the individual and in a global context. Who is the course suitable for? • • • • Those who enjoy science Those who enjoy sport, exercise and understanding human performance Those who wish to complete some work in a practical or laboratory setting Those who want to work towards a worldwide recognized qualification in a number of health related fields • Those who wish to work in the following fields: - Nutrition - Sports Psychology - Podiatry - Physiotherapy - Teaching - Health Care - Kinesiology - Science - Human movement In fact, anything relating to the body and many things that are not! WHAT TOPICS WILL BE STUDIED? THE STANDARD LEVEL COURSE CONSISTS OF SIX CORE AND FOUR OPTION MODULES: Core Topics 80 hrs Option Topics 30 hrs • Anatomy • Exercise Physiology • Energy Systems • Movement Analysis • Skill in Sport • M e a s u r e m e n t a n d Eva l u a t i o n o f H u m a n Performance • • • • 86 Optimizing Physiological Performance Psychology of Sport Physical Activity and Health Nutrition for Sport, Exercise and Health THE HIGHER LEVEL COURSE CONSISTS OF A FURTHER SEVEN CORE AND GIVES STUDENTS THE OPPORTUNITY TO REALLY EXPLORE SPORTS EXERCISE AND HEALTH SCIENCE IN GREAT DETAIL: Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College Additional Core Topics • • • • • • • Further Anatomy The Endocrine System Fatigue Friction and Drag Skill Acquisition and Analysis Genetics and Athletic Performance Exercise and Immunity In addition to this, the four option topics are expanded and studied in great depth. For both Higher and Standard level courses students will conduct 30 hours of Practical Investigations and a Group 4 Project which is completed in conjunction with other science students from different disciplines. How will students be assessed? External Exam (76%) • • • Paper 1 - 45 mins multiple choice on core topics 20% Paper 2 - 1 Hr 15mins 32% Section A - One data based question and several short answer questions. Section B - One extended response question. Both on core topics. Paper 3 - 1 Hr short answer questions on two options. 24% Internal Assessment (24%) through a practical scheme of work (PSOW) Design Data collection & processing Conclusion & evaluation Manipulative skills GROUP 4 Criteria aspects: Year 12 and 13 Curriculum 2016 - 2018 87 Group 5 Mathematics Possible options in Mathematics Mathematical Studies (Standard Level) Mathematics (Standard Level) Mathematics (Higher Level) What are the Aims of the Course? In all the levels of Mathematics, it is the intention that students will: • • • • know and use mathematical concepts and principles know and use appropriate notation and terminology understand the significance of results recognise patterns and structures and make generalisations • use appropriate technological devices as mathematical tools. Three different courses with three different aims Mathematics is a compulsory part of the International Baccalaureate, but since individual students have different needs, interests and abilities, a number of different programmes are offered. You can study Mathematics at either Standard Level or Higher Level. At Standard Level there are two different options, Mathematical Studies and Mathematics. Each programme is designed to meet the needs of a particular group of students and therefore great care should be exercised in selecting the one which is most appropriate. It is important to discuss this selection with a Mathematics teacher in order to make the correct decision. The IB Mathematics courses are designed to be challenging and interesting. They build on work you will have met at IGCSE, but also introduce you to new ideas that some of the greatest minds of the millennium have produced. They serve as a very useful support for many other qualifications as well as being a sought after qualification for the workplace and courses in higher education. Who is the course suitable for? Standard Level – Mathematical Studies This course caters for students of varied backgrounds and abilities. It reinforces work done at IGCSE level and concentrates on the type of Mathematics which can be applied to a variety of contexts, including general world occurrences and topics that relate to home, work and leisure situations. More specifically, the course is designed to build confidence and encourage an appreciation of Mathematics in students who probably do not anticipate a need for Mathematics in their future studies. However, many universities do consider it an advantage to have studied Mathematics throughout Years 12 and 13, and this course includes introductory Calculus which satisfies the mathematical requirements for some tertiary courses. Please consult with the Careers Staff to determine the suitability of this course for entrance to your selected tertiary institution. Standard Level – Mathematics This course is considerably more demanding than Mathematical Studies. You will need at least a Grade B in Mathematics at IGCSE (or equivalent) as the course relies on a good knowledge and understanding of all the algebraic skills learned previously and builds upon these by developing new techniques to provide an insight into how the world of mathematics is constructed. As the maximum grade for core IGCSE is a 88 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College C, Extended is essential for those students wishing to undertake Mathematics Standed Level. Students will be encouraged to apply the mathematical knowledge they have learned to solve meaningful problems set in an appropriate context. It caters for students who anticipate a need for a sound mathematical background in preparation for their future studies. Students most likely to select this course will be those who expect to go on to study subjects which have a significant mathematical content, for example C h e m i st r y, Ec o n o m i c s , G e o g ra p hy, Psychology and Business Administration. Higher Level – Mathematics Mathematics Higher Level caters for students with a strong background in Mathematics who are highly competent in a range of analytical and technical skills. Students will be expected to have previously gained a Grade A or A* (or equivalent) for Mathematics at IGCSE. Please note that a high grade at IGCSE does not guarantee success on this demanding course. The course focuses on developing important mathematical concepts in a comprehensive and coherent way. Students are encouraged to apply their mathematical knowledge to solving problems set in a variety of meaningful contexts whilst, at the same time, being introduced to the important concepts of rigour and proof. The majority of students who select this course will be expecting to include Mathematics as a major component of their university studies, either as a subject in its own right or within courses such as Physics, Engineering and Technology. Others may take this course because they have a strong interest in Mathematics and enjoy meeting its challenges and engaging its problems. The HL syllabus is very demanding; acceptance onto this course is fully at the discretion of the Mathematics Department. There is the possibility of an extra course called Further Mathematics HL being offered to selected students. This would involve students taking 2 HL Maths courses (Mathematics and Further Mathematics). This would be by invitation only, and may involve combining classes with other ESF schools. Further details will follow as available. Mathematical Studies – Standard Level Number & Algebra Statistics Sequences & Series Graphs & Linear Equations Trigonometry Functions Logic & Probability Calculus GROUP 5 What Topics will be studied? Mathematics – Standard and Higher Level Algebra Functions and Equations Trigonometry Vectors Statistics and Probability Calculus Both courses offer the same topics, but each topic is studied to a greater depth in the Higher Level course. Year 12 and 13 Curriculum 2016 - 2018 89 In addition, students of Higher Level Mathematics study an additional option topic which is usually Statistics. This is examined by an additional paper for Higher Level only (see below). How will students be assessed? Standard Level – Mathematical Studies The final examination is worth 80% of your grade. There are 2 papers, each of length 1½ hours. The first contains shorter questions and the other more extended problems. The papers are equally weighted (40% each) and both require you to effectively use a graphical calculator. Mathematical Studies also contains a project worth 20%. In the project, students are encouraged to choose a topic of personal interest and to undertake a mathematical investigation using skills learned before and during the course. This allows you to achieve a significant part of your grade before the end of the course. Students will learn about this coursework during the course of Year 12, and will look at previous projects as well as the criteria for assessment. It is likely that the project itself will be completed towards the end of Year 12, when students can demonstrate understanding and application of the skills and knowledge they have gained from this course, particularly in Statistics. The project is marked by your Mathematics teacher and moderated by the IBO. Students who fail to submit a completed project will automatically fail this course, as stipulated by IBO. Failing this course will prevent Diploma students from achieving their Diploma, and it is therefore very important that all students submit a completed project. Standard Level – Mathematics The final examination is worth 80% of your grade, divided equally between two papers of 1½ hours each. No calculator of any type is permitted for the first paper, and the second requires extensive use of a graphical calculator. The course will also include an ‘exploration’ which is an independent piece of mathematical work and it is worth 20% of the final grade. Students are expected to undertake work of an independent nature, providing an opportunity to demonstrate ability without the constraints of a written examination. The ‘exploration’ will be marked by your Mathematics teacher and moderated by IBO. Students who fail to submit an ‘exploration’ will automatically fail this course, as stipulated by the IBO. Failing this course will prevent students from achieving their Diploma, and it is therefore very important that all students submit a completed ‘exploration’. Higher Level – Mathematics The assessment for this course is very similar to Standard Level (above). The only difference is an additional Paper 3 (Statistics option). This affects the weighting of examination papers so that Paper 1 (2 hours, no calculator) and Paper 2 (2 hours, graphical calculator required) are each worth 30% and Paper 3 (1 hour) is worth 20%. The remaining 20% comes from internal assessment in the form of an ‘exploration’ as described for Standard Level above. Further Mathematics HL This is a new course, it is available only at higher level and by invitation only. 90 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College The course caters for a small group of students with a very strong background in mathematics who have attained a high degree of competence in a range of analytical and technical skills, and who display considerable interest in the subject. These students will expect to study mathematics at university, either as a subject in its own right or as a major component of a related subject. Students doing HL Further Mathematics will also need to do HL Mathematics This course aims to build on the skills and knowledge gained at Mathematics HL with a strong emphasis on rigour and depth of understanding. Teaching logistics: As very few students may take this course, it is taught outside of school for two hours per week, and there will be a strong expectation of self-study. There will be a teaching group on Hong Kong Island and if numbers allow, there will also be a teaching group on the Kowloon side for all ESF IB students on the course. Note: HL Further Maths is included in the selection of three Highers and cannot be taken as a fourth Higher. Students taking this course will need to be recommended by Sha Tin College’s Mathematics faculty. Outline and assessment: 2 x two and a half hour exams. • • • • • • Topic 1—Linear algebra Topic 2—Geometry Topic 3—Statistics and probability Topic 4—Sets, relations and groups Topic 5—Calculus Topic 6—Discrete mathematics GROUP 5 Year 12 and 13 Curriculum 2016 - 2018 91 Group 6 The Arts Film, Literature and Performance, Music, Theatre and Visual Arts. The Arts are a popular and well established area of the curriculum at Sha Tin College. But why should an IB student take an Arts subject, and how will they benefit from doing so? Firstly, Arts subjects provide the breadth and balance essential to our school’s curriculum and it is this ‘all rounded’ nature of an IB Diploma which includes learning through the Arts that we feel is needed for the modern and fast changing workplace. In order to gain the broadest education possible, you should choose one subject from each of the six groups. Secondly, studying the Arts as part of the IB will bring benefits which will last a lifetime. In addition to fostering expertise in the discrete areas of Visual Arts, Theatre, Music, Literature and Performance and Film, the Arts foster interpersonal and group work skills, whilst helping to develop an understanding of other cultures. Lastly, and perhaps most importantly, the Arts can lead to gainful and satisfying employment. Every year, many students at the College go on to Tertiary education in Arts subjects and many return to Hong Kong to pursue successful careers in media, design, music and Drama education. In conclusion, by choosing an Arts subject, you will be developing academically, socially and aesthetically, and preparing yourself for the workplace! Your Group 6 choice may be any one of the following: Arts subjects- Film / Literature and Performance / Music / Theatre / Visual Arts. Below are some quotes from former students about choosing Arts subjects. Sarah Fung: Former editor of HK magazine, publisher of Liv magazine, a wellness magazine for Hong Kong “Studying the arts at a higher level teaches us more than just to memorise formulas and regurgitate facts. We learn valuable skills that serve us well throughout our lives - yes, not every drama or art student becomes a struggling artist! If you want to learn about leadership skills, teamwork, collaboration and public speaking, studying drama will give you confidence and interpersonal skills in spades. For fine arts, a good eye for composition, taste and creative flair will serve you well when designing presentations, branding a company or creating a logo for your startup. As more young people seek to define success on their own terms, the arts teach us how to think creatively, seek outof-the-box solutions, work flexibly and improvise. Other subjects may prepare us for more study; the arts prepare us for life.” Keon Lee: Faust International. Hong Kong’s largest drama and education company “Learning about the arts gives you the tools, craft and skills in expressing ideas in vivid and powerful ways. It’s where you get to sift through the works of master artists and be inspired and inspire others.” 92 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College Jonathan Jay Lee: Professional artist in Hong Kong “My teachers encouraged me to take arts subjects, and thinking back those classes were definitely the highlight of my time at Sha Tin college. The humanities and sciences were useful, sure. But the arts changed my life. “ Adrian Silva: Musician Specializing in a certain field is great, but studying any of the arts will teach you things you will never otherwise learn. Self confidence, public speaking and thinking out of the box are just some of the skills you’ll learn that will benefit every aspect of your life! Janette Slack: Sha Tin College Alumni and an international DJ “The arts teach you to be confident, to think outside the box, on your feet and working well under pressure alone or in a team. Improvising with what you have in front of you and honing on your skills. You constantly evolve and develop as an individual organically. Being creative is important to keeping the mind fresh, active and fun.” Katie Kenny: Freelance writer and digital branding manager “I went to Rome a few years back and while most people can appreciate the beautiful works of art at the Vatican only a few walked around with an air of excitement. I took art throughout my time at secondary school and a few art history classes in university, and because of this I knew of the symbolism behind not only the pieces of art I learned about in class but could relate them to the other works made during the same time periods. What I took away was a completely different (eye opening even) experience those who missed out on such an educational opportunity could have had. Holidays abroad aside, today in my personal life and career I have found that subjects such as drama, Eng Lit, design, film and art have made me a more interesting and interested person. Imagine the excitement between strangers when they discover they have either a deep love or disdain for an artistic subject: a bond is created through discussion, a passion even. And that’s what we live for right? “ Of course, many other students go on to follow non-arts based careers but find their study of the Arts at Sha Tin help foster a wider understanding of many of the elements required for success in their careers. Good luck with your choices! GROUP 6 Year 12 and 13 Curriculum 2016 - 2018 93 Film What are the aims of IB Film? IB Film is a gateway to the most dynamic and creative cultural force of the last one hundred years. Recent developments in technology have made both creating and viewing films so much easier than ever before and future developments will see media of this nature become even more embedded in our everyday lives. IB Film’s fundamental aim is to transform students from passive receivers of media into active interpreters and creators, fluent in the language of film and visual media. The other aims are to promote: • an appreciation and understanding of film as a complex art form • an ability to formulate stories and ideas in film terms • the practical and technical skills of production • critical evaluation of film productions • a knowledge of film-making traditions from around the world. Who is the course suited for? If you have an interest in film, television, the media or any other modern communication fields and you are considering a career in any of these areas, then Film is the course for you. You could be interested in how people form images of themselves and how those images can go on to shape them and future generations. Perhaps you are interested in learning the workings of the money-making powerhouse that is Hollywood, or maybe you are fascinated by the anti-establishment potential of counter-cinema. Film’s appeal is in part due to its endless diversity and power to influence, involve and entertain. The main requirement for the course is a genuine love of film and related media and an avid curiosity into their workings. Film is suited to wellrounded students who combine both creativity and analytical skill. Technical wizardry is not essential and no specific prior knowledge is required. If you have done well in English, Art, PRS, Drama, Music, ICT or other subjects with a significant analytical component at IGCSE level, you will be well-equipped to begin the course. Organisational skills and the ability to work effectively in groups are also key to success on the Film course. The course places equal weight on creativity, practical skills, reflection and analytical work. There will be support throughout the course from visiting, working professionals from film and television to help develop both technical and creative skills. Students who took Film at IB have gone on to study a wide range of subjects at university, including literature at Cambridge and as one former Film student said “I was offered Astrophysics at Berkley, but I went with my heart and chose Film”. Another former Film student, who is now a Director for CNN said “Studying Film at Sha Tin helped give me the insight into creating hard-hitting news reports”. Other students are currently active in the fields 94 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College of television production and independent film making. What Topics will be studied? Both Higher and Standard components involve the same three areas of study: Part 1: textual analysis You will learn how films communicate meaning and how directors use a range of techniques to tell stories. You will find out how films are affected by culture, world events and social pressures to be used as entertainment and even propaganda. Part 2: Film theory and history You will be introduced to films from around the world and to styles you may have never even seen before to help you understand how film has developed with technology and world-wide opinion. You will learn about the history of film and how it has developed into one of the dominant art-forms of the 21st Century. Part 3: Creative process—techniques and organization You will find out how to make films and experience the different roles and demands required in the production of movies. Films are much more than just a record of events and you will find out how artists and technicians come together to create an expression of their ideas and passions, making powerful and entertaining statements to their audience. You will have the opportunity to work with Film professionals who will run a series of workshops on everything from advanced cinematography and lighting, to screenwriting and pitching your film. How are Students Assessed? External Assessment Independent Study 25% (Part 1) Presentation (Part 2) 25% Standard 12-15 page script for a documentary on film theory/film history 15 minute presentation Oral presentation of a detailed critical analysis of a continuous extract from a prescribed film lasting no longer than 5 minutes. 8-10 page script for a documentary on film theory/film history 6-7 minute film 40-60 second trailer Portfolio write-up and reflection (1,750 words) 10 minute presentation Oral presentation of a detailed critical analysis of a continuous extract from a prescribed film lasting no longer than 5 minutes. 4-5 minute film Portfolio write-up and reflection (1,200 words) Year 12 and 13 Curriculum 2016 - 2018 GROUP 6 Internal Assessment Production Portfolio 50% (Part 3) Higher 95 Literature and Performance (English) Standard Level only This is an exciting new interdisciplinary course in Group 1 and Group 6 of the IB Diploma Programme. As such it may count as your Group 1 course, your Group 6 course or both, allowing you to take an additional Group 6 Arts course. It is offered at Standard Level only. Course Aims This course is an interdisciplinary synthesis of Language A and Theatre. It incorporates essential elements of literature and performance and aims to explore the dynamic relationship between the two. At the heart of the course is this interaction between (i) a conventional literary emphasis on close reading, critical writing and discussion and (ii) the practical, aesthetic and symbolic elements of performance. A distinctive outcome of this “marriage” is the performance of a piece transformed from poetry or prose. In this exciting, creative process text is viewed from different angles in a way that goes beyond what is characteristic of either literary or theatre studies as single disciplines. The course as a whole examines literary and dramatic texts and seeks to develop intellect, imagination and creativity. It encourages intercultural awareness through a study of texts from more than one culture. The specific aims of the text and performance course are to: 1. equip students with the skills to explore critically and imaginatively a range of literary texts and performance possibilities 2. develop in students the ability to articulate their responses to text and performance in a variety of styles and contexts 3. introduce students to a range of performance skills 4. broaden the perspectives of students through the exploration of texts from differing cultures, periods and genres 5. foster a personal and passionate engagement with text and performance, and by so doing guide students towards a better understanding of themselves and the world. Who is the course suitable for? The course is for students who have a passion for all genres of literature and enjoy presenting texts through the medium of theatre and performance. The course will develop your use of English yet will allow you to use your strengths in performance to express texts. This is a challenging course as it looks at literature through a different “lens” from the literature and language and literature courses with the focus on performance. You may not take Theatre in Group 6 if you chose to study this course nor can you study another Group 1 subject in English; however you may take either Chinese A Literature or Chinese A Language and Literature to achieve the prestigious Bilingual Diploma. All students who opt for this course will have to be approved by the relevant teacher. 96 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College What will be studied? Part 1: Critical study of texts • A range of literary texts are studied. • Students develop the skills to identify meaning and make viable interpretations. • Students analyse the effect of literary features. • Students write and speak appropriately about literature. Part 2: Exploration of the chosen approach to the text • Texts are explored in terms of their performance potential. • Students generate ideas for the transformation of prose and poetry texts into dramatic form. • Students speak and write appropriately about their ideas. Part 3: Realization of texts in performance • Students develop the skills to make their own pieces for performance, and to perform scripted drama. • Students perform to an audience. • Students analyse and evaluate performance through appropriate speech and writing. Assessment External assessment (3 hours) Paper 1: Prose and performance (1 hour 30 minutes) 60% 20% Paper 2: Poetry (1 hour 30 minutes) 20% Written coursework: Major playwrights in performance 20% Internal assessment (20 minutes) 40% Students answer one essay question from a choice of three concerned with issues involved in dramatizing a novel. Students answer one comparative essay question from a choice of six. Students produce one piece of writing that incorporates critical analysis of the realization of an extract or a series of linked extracts from a play by a playwright listed on the prescribed list of authors, as well as reflection on the student’s performance in a staged interpretation of it. The written coursework must be 1,500–2,000 words in length. The internal assessment component has two compulsory parts. GROUP 6 Performance (5 minutes) and individual oral presentation (15 minutes) Students present one performance during the course. This must be a transformation based on one or more of the poetry and prose texts studied in class. It must not be based on the texts studied for Papers 1 and 2. The individual oral is a structured presentation about this performance. Year 12 and 13 Curriculum 2016 - 2018 97 Music What are the Aims of the Music Course Music is a Group 6 subject and is offered at both Higher and Standard Levels. The course aims to develop performing, composing, listening and analysis skills in Music. Who is the course suitable for? The course is suitable if: • You are an able performer or composer. • You have an interest in exploring a broad range of musical styles through performing, composing and listening. • You enjoy participating in musical performances and supporting others in their musical development. • You have an active interest in Music Technology. • You have gained a Grade B or above in GCSE Music or achieved a minimum of grade 5 Associated Board of the Royal Schools of Music in theory and practical. Any other qualifications or lower grades may be considered, but you would need to have a discussion with the Music Department staff before opting to study IB Music. • You love music in all forms and styles. What topics will be studied? • • • • • • • 98 Solo Performance on your instrument/voice (Higher Level) Solo or Group Performance on your instrument/voice (Standard Level) Improvisation and use of Music Technology Composing or arranging for a range of styles and instruments – your choice! Listening to and discussing a wide range of music across time and cultures Analysing set pieces of music in depth Musical Links Investigation which is a comparative study between two pieces of your own choice. Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College How will students be assessed? Performance Any instrument, voice or style of music is permitted. You will perform in several recitals during the 2 year course. The Higher Level recital is a compulsory component of the course and you have to give a recital of 20 minutes in total duration (25% of the course). The Standard Level recital is an optional component, which is 15 minutes in total duration (50% of the course). Creating You have the opportunity to compose or arrange pieces in any style and using any instruments you choose. All compositions should contrast with each other. You can also choose to specialise in the use of Music Technology and Studio Production of your piece. Higher Level Creating is a compulsory component of the course and requires 3 pieces of coursework to be submitted (25% of the course), each lasting a minimum of 3 minutes, notated or with a detailed performance plan, a recording and a written statement. Standard Level Creating is an option component of the course which requires 2 compositions (50% of the course). Listening You will explore a wide range of music through history and different cultures to include Western Art Music, World Music and Popular Music and study 2 prescribed pieces of music in detail. At the end of the course you will be examined in a 3 hour listening examination at Higher Level and a 2 hour listening examination at Standard Level (30% of the course at both levels). You will also complete a Musical Links Investigation as a written script of 2000 words based on the comparison of 2 pieces of your own choice from different musical cultures, completed as coursework. (20% of the course at both levels). The Standard Level Course This is essentially the same as the Higher Level course but you choose either Composition or Performance and there is also a reduced amount of questions to answer in the final Listening examination. GROUP 6 Year 12 and 13 Curriculum 2016 - 2018 99 Theatre: New syllabus ACT ● DIRECT ● BROADEN YOUR KNOWLEDGE OF DRAMA AND THEATRE WHAT ARE THE AIMS OF THE COURSE? ● This exciting course aims to help young adults understand the dynamic nature of theatre. Students will explore theatre through performance and through studying texts and practitioners; they will investigate the wide variety of theatrical forms across cultures and through this, have a better understanding of themselves, society and the world of theatre. WHO IS THE COURSE SUITABLE FOR? The course is open to all. Students who have studied IGCSE Drama will find their prior knowledge and experience of working practically an advantage. WHAT TOPICS WILL BE STUDIED AND HOW WILL THEY BE ASSESSED? Task 1 35% Solo Theatre piece (HL only) Task 2 20% Director’s notebook Students at HL research a theatre theorist that they have not previously studied, identify an aspect of their theory and create and present a solo theatre piece (4-8 mins) based on this aspect of theory. This video is accompanied by a 3000 word report. Students choose a published play text that they have not previously studied and develop ideas regarding how it could be staged for an audience. This will include the following: ˙the realization of a text on stage, taking the playwrights’ words and ideas and making them work practically and imaginatively. Students will be taught about directorial concepts and will test their own concepts throughout the course. ˙rehearsal techniques and consideration of production elements (lighting, sound, costume, make-up) ˙the intended impact of the production on an audience This skill is assessed by a notebook of ideas that outlines the candidate’s directorial vision for a stage production. This will include both written and visual materials up to 20 pages maximum. 100 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College Task 3 20% Research presentation A study of traditions from around the world. Leading to a solo performed presentation. This element of the course might involve discussion and practical exploration of such aspects of drama such as: ˙conventions from Theatre traditions around the world ˙the social and theoretical contexts in which world theatre is created ˙research skills, wider reading and the application of these skills to performance This component is externally assessed by an individual performed presentation about their researched Theatre tradition (max. 15mins). Task 4 25% (Internal assessment) Collaborative project Students collaboratively create and present an original piece of theatre lasting 13 to 15 minutes for and to a specified target audience, created from a starting point of their choice. Each student submits a video and a process portfolio of 15 pages maximum. GROUP 6 Year 12 and 13 Curriculum 2016 - 2018 101 Visual Arts Visual Arts is a Group 6 subject and is offered at both Higher and Standard Levels. What are the aims of the IB Visual Arts course? • • • • • • • • • Enjoy lifelong engagement with the Arts Become informed, reflective and critical practitioners in the Arts Understand the dynamic and changing nature of the Arts Explore and value the diversity of the Arts across Time, Place and Cultures Express ideas with confidence Develop perceptual and analytical skills Make Artwork that is influenced by personal and cultural contexts Become informed critical observers and makers of Visual Culture and media Develop skills, techniques and processes in order to communicate concepts and ideas Who is the course suitable for? The IB Visual Arts course is designed for students who have a keen appreciation of the Visual Arts and who want to study them in depth. You are expected to have passed your GCSE Art course, however, we do consider students who have not completed the GCSE in Art, but who clearly have the ability and commitment required to succeed at this level. There are many university courses which require an advanced knowledge of Art and Design and evidence of a mature practical ability. Good Architectural courses will always request a Portfolio of work that displays evidence of your creative ability. Work carried out for Higher or Standard level Visual Arts will be most suitable for these purposes. Entry to Art and Design college is an essential step towards training in the Fine Arts, Graphic Design, Textiles and Fashion, Product Design, Photography and many other courses related to the Visual Arts. APPLYING FOR ART FURTHER EDUCATION A portfolio of work that demonstrates your creativity and level of practical ability is necessary for entry into the most competitive of these. The work produced in IB Higher or Standard Visual Arts is also very suitable for this type of folio. For those who do not wish to pursue Architecture or Art and Design at university, it is important to realise that this subject is widely respected by all universities (UK, Hong Kong, Australia and North America) and the skills acquired can complement many diverse careers. If you follow the Art IB course you will learn that art is not only for entertainment or pleasure. The inspiration engendered by creative activity often becomes a driving force in other studies and throughout life. 102 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College Through Art, you will learn independence of thought, persistence, problem-solving skills, multi-cultural awareness, discrimination, appreciation and a wealth of other skills, which will stand you in good stead no matter which path you choose in life. What topics will be studied? The course will be taught with a thematic approach and will give you the opportunity to develop your artistic skills, understanding and expression through techniques such as Painting, Drawing, Print Making, Mixed Media, Graphics, Photography, Sculpture, Textiles/Fashion and Digital Media. The open-ended themes will be designed to allow you the opportunity to explore your own and other cultures. We tend to start with themes such as “Mixed Media and Surface Texture” / “Urban Culture”, which are teacher-led, however by Easter of Year 12, you actually determine your own theme(s) and the media that you wish to focus on. From this point, you are able to work in an extremely independent manner. How will the students be assessed? For SL and HL students the three areas for assessment are the same although the SL course has less content and is less demanding of time: This is a body of research work that compares artists work to your own work. Any former GCSE Art student will find this very straightforward. Externally 20% of assessed Marks Part 2: Process Portfolio This is a selection of practical work from the Journal and trials and experiments similar to the Folder work at GCSE level Externally 40% of assessed Marks Part 3: Exhibition Each student exhibits the best of their final studio works and writes an artist’s statement to accompany this work. Internally assessed 40% of Marks In addition, each student produces a Visual Arts Journal Year 12 and 13 Curriculum 2016 - 2018 GROUP 6 Part 1: Comparative study 103 The Visual Arts Journal The Art Journal serves the same purpose as the current GCSE workbook and should contain Drawings, studies, research, Critical written work, studies of Artists, Planning and development work. The Journal is used to assist students with all 3 areas of the course. There is no mark for the Journal, but sections of the journal may be used as part of the Process portfolio and good working practises in the Journal will ensure success in each of the three assessed areas. • The aim of the visual arts journal is to support and nurture the acquisition of skills and ideas, to record developments, and to critique challenges and successes. • Although sections of the journal will be selected, adapted and presented for assessment, the journal itself is not directly assessed or moderated. It is, however, regarded as a fundamental activity of the course. At the end of the course you will all mount an exhibition of your Art work and present your Comparative Studies and Process Portfolios in digital format to the IBO for assessment. The very specific Assessment Criteria for all three components will be explained to you in great detail throughout the course and will be referred to on a regular basis. This is a course that is certainly challenging (as it should be) but also personally satisfying for all students who decide to study Art at this level. 104 Year 12 and 13 Curriculum 2016 - 2018 Sha Tin College Notes GROUP 6 Year 12 and 13 Curriculum 2016 - 2018 105 Sha Tin College No 3 Lai Wo Lane Fo Tan, Sha Tin, New Territories, Hong Kong Tel: (852) 2699 1811 Fax: (852) 2695 0592 Email: [email protected] Website: http://www.shatincollege.edu.hk Sha Tin College is a member of the English Schools Foundation ESF Centre 25/F, 1063 King's Road Quarry Bay, Hong Kong Tel: (852) 2574 2351 Fax: (852) 2818 5690 Publication Coordinator : Jane Yao • Design & Printing : The Green Pagoda Press Ltd. www.gpp.com.hk
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