Dartford Grammar School Subject Choices - 2015 and pupil... · Dartford Grammar School Subject Choices - 2015 [TYPE THE DOCUMENT TITLE] [Pick the date] ... (individual oral, group

Dartford Grammar School

Subject Choices - 2015

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Group 3 - Global Politics

Higher and Standard Level

Course Content:

Part 1: Works in translation SL 2 works, HL 3 works. These may be novels, plays or a selection of poetry.

Part 2: Detailed study SL 2 works, HL 3 works. This will include a Shakespeare play and a selection of poetry.

Part 3: Literary genres SL 3 works, HL 4 works. These are a set of novels or a set of plays.

Part 4: Options SL 3 works, HL 3 works. Options to be chosen by teachers.

Literary Commentary (HL) Guided Literary Analysis (SL): Lessons in this unit will help students to develop their analytical skills and enable them to construct critical responses to literature of different genres, periods and places.

Assessment by:

Part 1: Coursework (25%)

Part 2: Oral Commentary and Discussion (15%)

Part 3: Closed Text Examination (25%)

Part 4: Oral Presentation (15%)

Literary Commentary/ Guided Literary Analysis: Examination (20%) What skills you will gain:

The ability to analyse literature

Reading of different genres of literature

Essay writing skills, including enhanced writing style

Oral communication of complex ideas Why do this subject?

Enjoyment of literature

It is culturally important

Discussions of literary works are enjoyable and stimulating

It supplements any study in the sciences or humanities Where will it lead?

Any course that requires a student to be articulate both verbally and on paper

The study of English Literature at university

A possible career in journalism (written or verbally presented)

A lifelong knowledge of literature and how to read it

Group 1 - English Literature


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Standard Level only

Outline of the Course This course is a synthesis of English Literature and Performance. It incorporates the essential elements of literature and performance and seeks to explore the dynamic relationship between the two.

At the heart of the course is the interaction between (i) a conventional literary emphasis on close reading, critical writing and discussion and (ii) the practical, aesthetic and symbolic elements of performance. Performance in this subject emphasizes collaborative, ensemble work and performing, rather than technical aspects of theatre. The course as a whole examines literary and dramatic texts and seeks to develop intellect, imagination and creativity. It encourages intercultural awareness through an insistence on texts from different cultures and traditions. About the Course:

This course achieved an average grade of 5.7 in its last examinations. English Literature & Performance is available at Standard Level only. It is an alternative to Standard Level English in group 1 of the IB hexagon. Although an alternative to SL English, it is not easier.

What skills will you gain?

Skills to explore texts critically and imaginatively. An understanding of the principles and practices of the theatre. Communication skills A range of performance skills

Reasons for choosing L&P:

I haven’t studied Drama before, but I’d like to give it a go. I’d like a change from straight English. I’ve found out about the course and it sounds interesting and enjoyable.

Group 1 – English Literature &

Performance


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Higher Level

French, German, Japanese, Spanish

Standard Level

French, German, Japanese, Mandarin Chinese,

Russian, Spanish

Course Outline: The Language B course is designed for students with previous experience of a language, for example a GCSE or equivalent. Students have the opportunity to reach a high degree of competence, and to explore the cultures of countries in which the language is spoken. Building on the vocabulary and language structures they have already acquired, students will develop confidence in the use of the language, an ability to communicate their ideas in a clear and structured way, and to express themselves appropriately according to the audience and context (e.g. formal letter, newspaper articles, reports, diaries, web pages). In addition, Higher Level students will study a range of literary texts and extracts, read texts at a more demanding level and complete writing tasks that are longer and at a higher level.

Assessment comprises:

a reading/text-handling paper

a writing paper

a written assignment

two speaking activities (individual oral, group discussion). Listening skills are assessed in the context of the group discussion (there is no specific listening exam). Writing is assessed in a final written exam and the written assignment. Students will need a genuine interest in extending their study of a modern language, the curiosity to find out about other ways of life and thinking, and the capacity for learning new ideas and information. Successful students will need a high level of self-motivation and will enjoy the challenge of developing a broad view of international culture along with a good level of linguistic fluency. They will enjoy studying a variety of texts, concepts and topics, and discussing them at a high level.

Group 2 – Language B Group 2 – Language B


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Standard Level only

ab initio – French, German, Japanese, Mandarin

Chinese, Russian, Spanish

Course Outline:

The ab initio course is designed to enable students to start learning a new language from

scratch. The aim of the course is to prepare them to use the language in a range of everyday

situations and contexts. They will also learn about the culture of the country where the

language is spoken.

By the end of the course, students will be able to communicate effectively (in both a spoken

and written context) allowing them to deal with familiar and practical situations. They

should expect to attain a level well beyond GCSE, providing them with a sound foundation

for further study of the language.

Assessment comprises:

a reading/text-handling paper

a writing paper

a written assignment

an individual speaking activity

Listening skills are assessed in the context of interactive and receptive skills within the

individual speaking activity (there is no specific listening exam). Writing is assessed in a final

written exam and the written assignment.

ab initio students will need the skills and motivation to acquire a very high level of

proficiency in a relatively short time – students should expect to be at a level equivalent to

GCSE early in their first year of study. A successful student will need a genuine interest in

learning languages, a very high level of self-motivation, and the organisational skills and

determination to learn a large amount of new information quickly but thoroughly.

Language B – ab initio courses


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the ability to read, speak and write a foreign language to a high level of competence

improved literacy generally

increased verbal and written communication skills; a high level of adaptability and mental agility; independence and maturity gained during trips and extended stays abroad

a greater understanding of other countries / cultures

Why do this subject?

The ability to speak a foreign language has never been more important.

Choosing to learn a language in Key Stage 5 is one of the most important investment decisions you can make for your future o as the world of employment becomes ever more international o as universities use language qualifications to distinguish the able from the very able o as global travel opportunities allow more and more of us to live, holiday and work

abroad.

Where will it lead?

any career you care to mention can be practised in an international arena more than half of modern language graduates go into business, services, manufacturing

and finance-related jobs languages are an asset for any potential recruit as British graduates are competing in a

global jobs market in competition with multi-lingual people from other countries any graduate recruit to a multi-national company will find that a language allows them to

move more freely through the ranks translators are most in demand in the finance, IT and law professions, reflecting the

international reach of those sectors languages are useful for any job that involves communicating with the public, e.g. sales

and marketing, customer service

Language B – Why it’s a MUST


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Did you know?

More than 60% of British trade is with non-English-speaking countries.

75% of the world's population doesn't speak English. Over a third of British businesses hire people for their language skills. Modern languages are one of the most vocationally relevant subjects in the

curriculum. If you're a student with a language in KS5, that's good news for university

entrance. Knowledge of modern foreign languages is vital to the UK. Some prestigious universities require candidates to have a language GCSE,

no matter what degree they are taking. More than one in four adults now regrets dropping a language at school. 2 million adults in the UK are currently learning a foreign language.

Language B - Facts


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Higher and Standard

Students may choose Latin as their one language for the IB diploma, or in addition to a modern language. They may also, if they wish, take Classical Civilisation. Course Content: At this stage, almost all of the grammar has been studied already, so students will concentrate on various texts from the rich literature of classical Rome. They will find that they are able to extend their knowledge of Roman civilisation through close reading and discussion of this literature. The language paper (35%) will build on translation skills developed at GCSE, but a dictionary is allowed at IB Level. Coursework (20%) will consist of a short “research dossier” on any topic of Roman Life. In addition, as extra-curricular activities within the CAS programme, students may choose to start Ancient Greek or teach Latin in a primary school using the ‘Minimus’ course. Trips to Italy and Greece have become regular opportunities to extend their knowledge of

the classical world.

Assessment by: Exam Paper 1 - Language - 35% of total Exam Paper 2- Literature - 45% of total Coursework - 20% of total What skills will you gain?

The ability to understand a foreign language to a high level of competence

Improved literacy generally

Increased written communication skills

A high level of adaptability and mental agility

Where will this lead? A qualification in Latin at this level is highly regarded at university. Generally it demonstrates an ability to see things in perspective and to analyse them, before making any hasty judgements- abilities much in demand in most professions today. IB Latin can lead to one of the many university courses in Latin, Classics (with Ancient Greek), Ancient History and Classical Studies. In recent years, fewer classical students have failed to get jobs at the

end of their courses than graduates of any other discipline.

Group 2 - Latin


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Standard Level only

Course Content:

Classical Civilisation involves a study in English of the societies of ancient Greece and Rome

– there is no Latin or Greek to translate. It examines the legacy we have inherited from

these ancient civilisations. Topics are: Epic (Homer’s ‘Iliad’ and Virgil’s ‘Aeneid’), Greek and

Roman Drama, Athens’ war against Sparta, and the reign of the Emperor Augustus. Students

may choose Latin as well as Classical Civilisation but this is not a requirement. The

coursework element of the course is a Research Dossier: candidates choose any topic of

Greek or Roman life and compile a collection of primary sources with 800 words of

commentary explaining how these help us understand the topic. No previous knowledge is

assumed, but students should have an interest in the Ancient World and good essay writing

skills.

Trips to Italy and Greece have become regular opportunities to extend their knowledge of

the classical world.

Assessment by:

Exam Paper 1 - Essays 40% of total

Exam Paper 2 - Document Questions 40% of total

Coursework - 20% of total

Where will this lead?

Classical Civilisation is a varied course, which can lead to a wide range of degrees and jobs,

from law and politics to high finance and computer programming. There are numerous

degree courses in classical subjects including Ancient History and Archaeology.

Group 3 – Classical Civilisation


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Higher Level Only Course Content: Topic 1: Business Organisation and Environment Topic 2: Human Resources Topic 3: Accounts and Finance Topic 4: Marketing Topic 5: Operations Management Assessment by: Higher level: - Exam Paper 1 – 35% of total - Exam Paper 2 – 40% of total - Coursework – 25% of total - A 2000 word research project investigating, analysing and

solving a real business problem. What skills you will gain:

The ability to analyse and apply business theories

The ability to make business decisions based on the analysis of information and the application of business tools

The ability to evaluate information critically

The ability to communicate key business information in writing Why do this subject? Business & Management is an interesting, demanding and up-to-date subject which seeks to explain and to evaluate business activity in the real world. Students are encouraged to think critically, to debate and arrive at substantiated judgments; they are expected to research and investigate real business case studies and are encouraged to develop as independent learners. It is a diverse and fascinating subject providing an opportunity to develop skills valued by both universities and employers. It allows students to gain a real insight into the business world. Where will it lead?

Any course that requires a student to understand and analyse information and apply that

analysis to given situations

More specifically, a course of any type that involves Business, Finance or Marketing

A possible career in any sort of journalism (written or verbally presented)

To greater employability in a range of professions

Group 3 – Business & Management Group 3 – Business & Management


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Higher and Standard Level Course Content: Topic 1: Microeconomics - seeks to identify and explain the importance of markets and the role played by demand and supply. Students will explore the roles played by consumers, producers and the government in different market structures. The failures of a market system are identified and possible solutions are examined. Topic 2: Macroeconomics - provides students with the opportunity for a detailed examination of the major macroeconomic issues facing countries’ economic growth, economic development, unemployment, inflation and income distribution. Topic 3: International Economics - encourages students to understand why countries trade, the problems involved and how these problems are addressed. Topic 4: Development Economics - provides students with the opportunity to understand the problems faced by developing countries, and to develop an awareness of possible solutions to these problems. Assessed by: Higher Course: - 3 exam papers worth 80%. - Coursework – 20% of total – Students complete three 750 word commentaries

analysing and evaluating real world economic issues found in popular media. Standard Course: - 2 exam papers worth 80%. - Coursework –20% of total – Students complete three 750 word commentaries analysing

and evaluating real world economic issues found in popular media What skills you will gain:

The ability to think logically

A strong understanding of economic principles

The ability to apply influential economic theories

The ability to understand key economic statistics and information

The ability to critically evaluate information

The ability to communicate evaluative reasoning in a structured and coherent manner

Why do this subject?

Economics is fundamental to our understanding of the modern world. Through studying and

applying the key concepts, students are able to gain insight into the interactions of citizens,

governments, firms and money. It is an interesting, diverse and applied subject that is

valued very highly by universities. It incorporates elements of history, geography,

psychology, political studies, business studies and many other related fields of study. The

study of economics also aims to encourage students’ development as independent learners.

Group 3 - Economics


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Standard Level only Course content outline: Includes 8 topics-

Systems and models - Concepts and characteristics of systems and their interactions.

The ecosystem - The structure of ecosystems, measuring components of the system, biomes, changes and measuring changes.

Human populations, carrying capacity and resource use - Population dynamics, resources use and environmental demands of humans populations.

Conservation and biodiversity - Biodiversity in ecosystems, its vulnerability, evaluation and conservation.

Pollution management - The types and nature of pollution, its management, detecting and monitoring.

The issue of global warming - The greenhouse effect.

Environmental value systems and philosophies - Development of modern environmental philosophies, with comparisons of different approaches.

Theory of knowledge - Holistic overview of all topics using case studies of various topics.

Assessment: At the end of the course there will be 2 papers and an internal assessment during the course: Paper 1: a short answer and data-response questions. (30%). Paper 2: section A, a case study; section B, two structured essay questions (from a choice) (50%). During the course there will be an internal assessment on practical work completed according to internal assessment criteria. (20%). Throughout the two years there will also be a range of material set that will be used to assess students’ understanding and progress through each topic studied. What skills you will gain? There is a vast range of practical skills that will be learnt throughout the course, these range from sampling techniques and field work investigation strategies to the statistical analysis of data collected. Students will learn how to evaluate evidence from a range of sources and use it to make informed decisions, create structured discussions and balanced arguments. Students will encounter many decisions in their later life related to the environment and issues surrounding it. Why do this subject? Environmental systems and societies cover many of the most important topics that face future generations with regards to the protection and conservation of our environment. It will provide you with a critical awareness of the diversity of approaches to the environment and its protection or maintenance. Where will it lead? It will give you a range of skills that will be useful in undergraduate fields of Science and Ecology.

Group 3 – Environmental Systems

& Societies


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Higher and Standard Level Course content: All students study a core topic on population, development, environmental sustainability and resource consumption. There are three option topics; freshwater, food and health and extreme environments. Standard Level students will do two of these, while Higher Level students will study all three. In addition to this Higher Level students will take an extension paper on global interactions. Assessment: There are three papers. Paper 1 is the core paper which is a mixture of structured questions and an essay. This is for both HL and SL students. Paper 2 is the options paper. Each option has a choice of questions, each with a mixture of structured questions and a short essay. Paper 3 is an essay paper where students write two essays. Skills: The course expects a high level of student interest and motivation in the topics covered. Students develop transferable skills such as analysing information, data collection, IT, communication, decision making and teamwork skills, based on the content and design of the course. Much of this will be built upon on the fieldwork trip in Year 12. Why do this subject? A geographical education is an education for life. It develops enthusiasm and enjoyment in our environments, and improves our understanding of environmental and cultural challenges that face the world. The study of geography helps to create environmentally responsible citizens who are aware of the need to create sustainable development. A particularly wide range of skills relevant to employment is developed through the learning of geography and its stimulating use of contemporary issues and real world examples. In short, geographical knowledge is essential for the decision-makers of tomorrow, and a useful aid in understanding the changes and complexities of the 21st Century. Where will it lead? Whether you enjoy learning about societies, environments, landscapes or locations around the world, you will find that the knowledge and skills that Geographers gain are highly regarded by employers. Geographers go into a wide variety of careers within a number of different sectors including environmental consultants, advertising executives, financial risk assessors, lawyers, surveyors, diplomats and television researchers. What the students say: “I chose to do IB geography as it has always been of interest to me and is a relevant subject. I prefer to do the IB as it allows me to take a wider range of subjects that will benefit my education, and in terms of geography I think it will link well into marine biology which I wish to study at Southampton University.” Bradley Richards, Year 12 Geographer. Higher and Standard Level

Group 3 – Geography Group 3 - Geography


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The aims of the global politics course at SL and HL are to enable students to:

-Understand key political concepts and issues, in a range of contexts and at a number of levels

-Develop an understanding of the local, national, international and global dimensions of political activity

-Understand and critically engage with a variety of perspectives and approaches in global politics

-Appreciate the complex and interconnected nature of many political issues, and develop the capacity to interpret competing and contestable claims regarding those issues

Topics Covered

Core topics for SL and HL courses: people, power and politics There are four compulsory units: 1. Power, sovereignty and international relations 2. Human rights 3. Development 4. Peace and conflict

HL extension: global political challenges Two further global political challenges must be studied. 5. Culture and identity 6. International security In addition, all students complete an Internal Assessment based on a political engagement activity of their choice. SL Assessment

- Stimulus based paper 30%

- X2 Essay Paper 45%

- Report on Political Engagement Activity (internally assessed) 25%

HL Assessment

- Stimulus based paper 20%

- X3 Essay paper 40%

- Report on Political Engagement Activity (internally assessed) 20%

- 20 minute oral presentation on two topics of choice from units 5 and 6 above. 20%

Comment and future careers

The Global Politics course is particularly relevant to students thinking about International Relations,

Politics, PPE, Law and any other Humanities based degree. It carries great weight in an increasingly

globalised careers market, from international businesses to the UN.


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Course content outline:

Standard Level: Twentieth Century World History: Paper 1: Peacemaking, Peacekeeping—International Relations 1918–36; Paper 2: focusing on two topics: Causes, Practices and Effects of War and Origins and Development of Authoritarian and Single-party States.

Higher Level: The Standard Level Course on Twentieth Century World History, and, in addition, Aspects of the history of Europe and the Middle East 1815-1924 focusing on three topics: Unification and consolidation of Germany and Italy 1815-90; Imperial Russia, revolutions and emergence of Soviet State 1853-1924; European diplomacy and the First World War 1870-1923. In addition, all students complete one piece of written coursework.

Assessment

Higher Level Standard Level

Paper 1* 1 hour source-based written paper. Four questions to be answered. Worth 20% of the final level.

1 hour source-based written paper. Four questions to be answered. Worth 30% of the final level.

Paper 2* 1.5 hour written paper. Two essay questions to be answered. Worth 25% of the final level.

1.5 hour written paper. Two essay questions to be answered. Worth 45% of the final level.

Paper 3 2.5 hours. Three essay questions to be answered. Worth 35% of the final level.

N/A

Course-work

One piece of coursework of 1500-2000 words. Worth 20% of the final level.

One piece of coursework of 1500-2000 words. Worth 25% of the final level.

* Papers 1 and 2 are common papers to both Standard and Higher Level.


Students of History will learn to analyse complex events and to understand them. They will learn not only what happened but how and why it happened and will be taught to read evidence critically, learning how to identify significant facts and issues from the mass of details. Through written work students will be able to develop clarity and persuasiveness in communication. They will be encouraged to play an active part in discussion, to research topics and present their findings.

Why study this subject?

‘History combines the excitement of exploration and discovery with the sense of reward born of successfully confronting and making sense of complex and challenging problems.’ [Professor Frank Luttmer, 1996]

Gathering up facts about the past is quite easy but making sense of them is more of a challenge. History is about people, students of this subject learn to understand what has shaped the time we live in. While learning about the past students will acquire a range of useful and valuable analytical skills, the ability to identify what is important in a complex situation and to distinguish reasoned argument from prejudice and propaganda. The coursework element is an important opportunity to develop research skills that will be useful both at university and in employment.

Where will it lead?

The wide variety of transferable skills are much sought after by employers; many business leaders studied History at university. The study of history leads to the university study of, for example, Law, Journalism, Education, Management and Politics.

Group 3 – History


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Higher and Standard Level “Philosophy is a bridge-building subject. It will help [students] to be more reflective about their other subjects

and how all their education fits together."

Dr. Gary Kemp, Glasgow University

Course Content Outline: What is a Human Being? - This theme tackles the key questions of the meaning, purpose and identity of Humanity. It includes such issues as whether we are merely animals, the existence of a soul and the possibility of knowing ourselves and others. Ethics - In this module, students evaluate the key questions of ethics and apply them to medicine, the environment and animal rights. Philosophy of Religion (Higher Level only) - This theme tackles some of the oldest questions known to humanity, such as ‘How convincing are the arguments for the existence of God?’ and ‘Why is there evil and suffering?’ Plato’s “Republic” - This important work on politics, philosophy and the origin of knowledge is as relevant and controversial today as it was nearly 2500 years ago. Coursework - An essay of 1600-2000 words. Assessment: Higher Standard

Paper 1 2 ½ hours. Worth 40% of final level. 1 ¾ hours. Worth 50% of final level.

Paper 2 1 hour. Worth 20% of final level. 1 hour. Worth 25% of final level.

Paper 3 1 hour. Worth 20% of final level. N/A

Coursework Worth 20% of final level. A 1600-2000 word essay. Worth 25% of final level. A 1600-2000 word essay.

What skills will you gain? By the end of the course, students should be able to: analyse problems, think creatively and independently, evaluate opposing perspectives, identify weaknesses in arguments, assess debates and arguments critically. Why do this subject? It prepares students for university through the critical thinking, abstract ideas and textual

study that they will have to be engaged in. Philosophy is held in high esteem by universities

and will be a formidable addition to anyone’s qualifications.

Where will it lead? Employers value the transferable skills that philosophy teaches. Philosophy is ideal for any student wishing to take up careers within law, journalism, education, business, management, publishing and politics.

Group 3 – Philosophy


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Higher Level Only

Course Content Outline PART ONE Biological Psychology – Students will investigate whether patterns of behaviour can be inherited, and to what extent the anatomy and physiology of our nervous system may influence behaviour. Cognitive Psychology – In this module, topics such as memory, perception, artificial intelligence, amnesia and social cognition are studied. Sociocultural Psychology – Students research how human behaviour and experience are affected by social context such as in groups and relationships. PART TWO Health Psychology- focuses on various aspects of the role health plays in our behaviour, including stress, substance abuse, addiction and obesity, and the way in which it is promoted to people. Abnormal Psychology – This module focuses on the diagnosis, explanation and treatment of humans suffering from psychological disorders, including major depressive disorder and bulimia. PART THREE Qualitative Research Methodology – This module covers the mechanics behind qualitative research methods within Psychology investigations. Assessment

Paper 1 2 Hours. Worth 35% of final mark 4 questions on part one of the syllabus- 46 marks

Paper 2 2 Hours. Worth 25% of final mark 2 essay questions on part two of the syllabus

Paper 3 1 Hour, worth 20% of final mark 3 questions on part three.

Coursework Worth 20% of final mark Simple Experiment Study


Critical thinking, independent learning, reasoning and problem-solving skills.

Research skills and an ability to interpret data.

A strong understanding of key Psychological principles.

The ability to identify and evaluate general patterns of behaviour.

Why do this subject? Psychology is a diverse subject, covering scientific principles (abnormal, biological and cognitive psychology), mathematics (research methods and internal assessment) and humanities (sociocultural psychology). Most excitingly, this course will give students an opportunity to explore the mechanics and underlying influences on behaviour, memory, psychological disorders and patterns of social interaction. Where will it lead? Psychology graduates are highly regarded by employers. About 20% of Psychology graduates will work as professional psychologists. However, students of psychology are well placed for careers in: Education, Public Sector Work, Management and Human Resources, Health and Social Care, Finance, Journalism and Marketing / Public Relations.

Group 3 – Psychology


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Higher and Standard Level Course Content: Biology is the study of living organisms applying the techniques and approach of the experimental sciences. The study is undertaken at a variety of levels from the molecular to that of the biosphere, each with its own distinctive approaches and methods. Students are expected to develop an appreciation of the interactions between these levels, and of organisms as functioning entities within the biosphere. Biology students at Standard Level and Higher Level undertake a common core syllabus, a common internal assessment scheme and have some overlapping elements in the options studied. While the skills and activities of group 4 science subjects are common to students at both SL and HL, students at HL are required to study some topics in greater depth, to study additional topics and to study extension material of a more demanding nature in the common options. The distinction between SL and HL is one of breadth and depth. Assessment: Standard Level

Component Overall (%)

Duration Format and syllabus coverage

Paper 1 20 0.75 30 multiple-choice questions on the core

Paper 2 36 1.25 Section A: One data-based question and several short-answer questions on the core (all compulsory) Section B: One extended –response question on the core (from a choice)

Paper 3 24 1 Several short-answer questions on the compulsory practical work and then additional short-answer and extended response questions on the studied option (all compulsory)

Assessment: Higher Level

Component Overall (%)

Duration Format and syllabus coverage

Paper 1 20 1 40 multiple-choice questions (15 common to SL plus around five more on the core and about 20 more on the Higher level syllabus)

Paper 2 36 2.25 Section A: One data-based question and several short-answer questions on the core and AHL (all compulsory). Section B: TWO extended –response question on the core and AHL (from a choice of four)

Paper 3 24 1.25 Several short-answer questions on the compulsory practical work and then additional short-answer and extended response questions on the studied option (all compulsory)

Practical work is an integral part of IB Biology: it is internally assessed and this accounts for 20% of the examination. Through studying Biology, 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 distinguishes the group 4 subjects from other disciplines and characterises each of the subjects within group 4. Many of the students who study Biology at Higher Level go on to study a Biology related course at university. These include Medicine, Dentistry, Veterinary Science, Biochemistry, Genetics, Physiotherapy and many others. Standard level students are enriching their scientific general knowledge for life.

Group 4 – Biology


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Higher and Standard Level “If all of scientific knowledge were to be destroyed and only one sentence passed on to the next generation it would be – all things are made of atoms” Richard Feynman. Course Content: This course comprises wide-ranging material from the three main areas of Chemistry – physical, inorganic and organic with options in Biochemistry, Energy, Materials or Medicinal chemistry. There is a common core which is taught at both Standard Level and Higher Level. This introduces students to the basic concepts of post-16 Chemistry. Higher Level students’ work on additional material, which takes them up to first year university standard. Assessment by:

Standard Overall (%) Duration Format and syllabus coverage

Paper 1 20 0.75 Multiple-choice questions on the core

Paper 2 40 1.25 Short and long answer questions with some choice.

Paper 3 20 1 Questions on the compulsory practical’s and on the Option.

Higher Overall (%) Duration Format and syllabus coverage

Paper 1 20 1 Multiple-choice questions.


Paper 3 24 1.25 Questions on the compulsory practical’s and on the Option.

What skills will you gain? The ability to analyse and apply scientific theories, to communicate key principles in writing, to evaluate and solve problems, to work as a team and to perform practical assignments safely. Why do this subject? IB Chemistry is a challenging, interesting and practical based course which seeks to explain the material world around us. Students are encouraged to think independently, question scientific data and collaborate with other students. This wide ranging and up- to- date course provides an opportunity for students to develop skills valued by both universities and employers. Where will it lead? Chemistry related jobs: Analytical chemist, atmospheric chemist, chemical engineer, cosmetic scientist, marine chemist, environmental chemist, forensic chemist. Chemistry/Physics: Materials scientist, nuclear scientist. Chemistry/Biology: Biochemist, food scientist, molecular biologist. General: Doctor, dentist, veterinary scientist, science teacher, university lecturer, technical sales executive, physiotherapist, pharmacist, toxicologist, science writer.

Group 4 – Chemistry


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Higher and Standard Level Course Content Outline: The Computer Science Standard Level (SL) programme focuses on software development in Java, fundamentals of computer systems and the relationship between computing systems and society. The Higher Level (HL) programme encompasses all these but is extended to include: computer mathematics and logic, advanced data structures, objects and their use in problem solutions, further system fundamentals, the system life cycle and file organisation. Both courses have a strong scientific slant and require a sound grasp of Mathematics – previous Computing experience (GCSE/CiDA) is not required. Assessment: Standard Level, students have to complete:

Paper 1 (General Computing) – 45% Paper 2 (Object Programming) – 25%

Internal Assessment (Coursework) – 30%

Higher Level, students have to complete:

Paper 1 (General Computing) – 40% Paper 2 (Object Programming) – 20% Paper 3 (Scenario based) – 20%

Internal Assessment (Coursework) – 20%

What skills will you gain? You will learn how computers work together in building networks like the internet, how teams of people build systems worth hundreds of millions of pounds, and how computers can be made to behave like people, among many other topics. You will also learn about how to work together in groups, and what your professional responsibilities are to your classmates, clients, and society. Why do this subject? Computer science teaches you how to use computers to make the world work as it does. You will learn how to make a computer behave how you want -- this might be making a robot move something from one end of a room to another, it might be making a calculation which saves someone's life in a medical ward, or it could be creating a whole new world through building pictures or sound or building a computer system so that other people can do this. Where will it lead? At the end of the course you will be equipped with life-long skills that you can use in a whole variety of areas: from management to consulting, from programming to information systems administration, from IT degrees to any degree.

Group 4 – Design Technology Group 5– Mathematics Group 4 – Computer Science


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Course Content The course focuses on how product designers and engineers produce innovative changes in the world. Materials and manufacturing techniques are studied with frequent practical assignments undertaken, to enhance understanding and develop constructional skills. Human Factors and Ergonomics, Resource Management and Sustainable Production, Modelling, Raw Material to Final Product, Innovation and Design, and Classic Design are the core units studied at both levels; User Centred Design (UCD), Sustainability, Innovation and Markets, and Commercial Production are the additional units studied at higher level. Assessment Assessment for the subject at higher level is divided between three written exams (two at standard level) weighted at 60% and coursework at 40%. The exams include multiple choice and open ended questions. The practical work consists of several mini-projects (investigations) undertaken during Year 12 and a full ‘design and make’ project of the student’s choice, as coursework in Year 13. What skills will I gain? The ability to use a range of graphical techniques, including CAD, to communicate design ideas, the skills to manufacture artefacts in a range of different materials, using a variety of tools and equipment and the ability to solve problems in a range of contexts. You will also learn how to analyse collected data and present it in a logical and engaging manner. Where will it lead? Studying the subject adds to the breadth of the knowledge you will gain in the subject. You will have an excellent understanding of the design process undertaken by designers in engineering and product design, and how the advancement in technology and materials is being used to develop an ever increasing range of exciting products for the benefit of everyone. The DT Higher Level course will be of great benefit to those students with a career interest in engineering, product design, architecture or other careers that involve a combination of creativity, and sound analytical thinking. Both Standard and Higher Level courses will also enable students to develop a wide variety of transferable skills useful in many other occupations.

Group 4 – Design Technology


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Standard Level only Course Content: Environmental Systems and Society includes 8 topics:

Systems and models - Concepts and characteristics of systems and their interactions.

The ecosystem - The structure of ecosystems; measuring components of the system, biomes, changes and measuring changes.

Human populations, carrying capacity and resource use - Population dynamics, resources use and environmental demands of human populations.

Conservation and biodiversity - Biodiversity in ecosystems, its vulnerability, evaluation and conservation.

Pollution management - The types and nature of pollution, its management, detecting and monitoring.

The issue of global warming - The greenhouse effect.

Environmental value systems and philosophies - Development of modern environmental philosophies, with comparisons of different society approaches.

Theory of knowledge - Holistic overview of all topics using case studies of various topics.

Assessment: At the end of the course there will be 2 papers: Paper 1: a short answer and data-response questions (30%). Paper 2: Section A, a case study; section B two structured essay questions (50%). During the course there will be an internal assessment on practical work completed according to internal assessment criteria (20%). Throughout the two years there will also be a range of material set that will be used to assess students understanding and progress through each topic studied. What skills I will gain? There is a vast range of practical skills that will be learnt throughout the course, these range from sampling techniques, field work investigation strategies to statistical analysis of data collected. Students will learn how to evaluate evidence from a range of sources and use it to make informed decisions, create structured discussions and balanced arguments. These skills will be important as they will encounter many decisions in their later life related to the environment and issues surrounding it. Why do this subject and where will it lead? Environmental systems and societies cover many of the most important topics that face future generations with regards to the protection and conservation of our environment. It will provide you with a critical awareness of the diversity of approaches to the environment and its protection or maintenance. It will give you a range of skills that will be useful in undergraduate fields of Science and Ecology.

Group 4 – Environmental Systems &

Societies


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Higher and Standard Level Course Content: Physics is a tortured assembly of contrary qualities: of scepticism and rationality, of freedom

and revolution, of passion and aesthetics, and of soaring imagination and trained common

sense. (Leon M Lederman (Nobel Prize for Physics, 1988)

Standard and Higher Physics students study eight core topics; measurements and uncertainties, mechanics, thermal physics, waves, electricity and magnetism, circular motion and gravitation, atomic, nuclear and particle physics and energy production. In addition the Higher course includes more advanced, in depth and mathematical studies of wave phenomena, fields, electromagnetic induction and quantum and nuclear physics. Students also study one option. The option that is currently being taught is astrophysics at both standard and higher levels. Studying Physics enables students to develop a passion for a subject that will seriously develop their analytical, communication, problem-solving and practical skills. This unique combination provides an outstanding opportunity for students who want to go into engineering, research, mathematics, banking, business, economics, law, or any profession that requires deep thinkers, leaders, problem solvers or analysts.

Assessment: Standard Level Component Overall (%) Duration Format and syllabus coverage.

Paper 1 20 0.75 30 multiple-choice questions on the core


Paper 3 20 1 Questions on the compulsory practical’s and on the Option.

Assessment: Higher Level Component Overall (%) Duration Format and syllabus coverage

Paper 1 20 1 Multiple-choice questions


Paper 3 24 1.25 Questions on the compulsory practical’s and on the Option.

In addition 20% of the marks are awarded for a ten hour individual practical investigation, using five criteria to assess the final report. These criteria, Personal Engagement, Exploration, Analysis, Evaluation and Communication are taught throughout the course. Many of the students who study Physics participate in a wide variety of activities provided by the department and join in at least one of the scientific trips we make to CERN, the Diamond Light facility in Oxford, Physics and Engineering departments in Oxford and Cambridge and relevant and exciting lectures in London and elsewhere. There is an option to attend a group preparing for Russell Group university entrance for science and engineering as well as opportunities to enter competitions including the prestigious International Physics Olympiad.

Group 4 – Physics


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Standard Level Only

Course Outline

For many years sport, exercise and health have been a focus of scientific inquiry. A range of scientific

disciplines have contributed to the understanding of health and human performance in relation to

sport and exercise. Sports, Exercise & Health Science focuses on the science that underpins physical

activity. The course incorporates the core topics of anatomy, exercise physiology, energy systems,

movement analysis, skill in sport, measurement and evaluation of human performance, and two

option topics, one nutrition and one chosen as a cohort Students will carry out practical

investigations, both in the laboratory and in the field, to develop the skills necessary for

experimental sciences. This will provide an opportunity to acquire the knowledge and

understanding necessary to apply scientific principles and analyse human performance.

Assessment

Paper Weighting

(%) Duration

(hr) Format and syllabus coverage

1 20 3/4 30 item MCQ

2 32 1 1/4 Section A: 1 data-based question + several compulsory short

answer questions on Core topics. Section B: 1 extended response question on Core topics (from a

choice of 3).

3 24 1 Several short-answer questions in each of the 2 options studied

(all compulsory)

24% is internal assessment (IA). The IA component consists of an interdisciplinary Group 4 Project, as

well as a mixture of short-term & long-term practical or subject-specific projects. Students work is

internally assessed by the teacher & externally moderated by the IBO.

Why do the subject?

Sport, Exercise & Health Science will appeal to:

Students who wish to reflect a strong focus on sports in their academic studies.

Science students with an interest in sports science at university level, physiology,

physiotherapy, sports psychology, or professions allied to medicine (PAMs) such as

physiotherapy.

Arts/humanities students looking for an applied alternative to a pure science

discipline at Standard Level.

Any student looking for an applied 2nd science option.

Group 4 – Sport, Exercise & Health Science


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Course Content Outline: All students studying for the IB Diploma must take a course in Mathematics. The three different courses offered reflect the differing needs of the student. There is one course at Higher Level (Mathematics HL) and two at standard level (Mathematics SL and Mathematical Studies SL). Mathematics HL contains algebra, functions, equations, trigonometry, 2D and 3D vectors, statistics, probability, calculus, differential equations and complex numbers. There is also a discrete option that contains both number theory and graph theory. Mathematics SL is a subset of the higher level course covering all the same topics but not in as much depth. It does not contain the discrete option. Students opting for Mathematics SL cover far more mathematics and in much greater depth than those opting for Mathematical Studies SL- for the same number of Diploma points. Mathematical Studies SL contains number and algebra, functions, sets, logic, statistics and probability, geometry, trigonometry, financial mathematics and a basic introduction to differential calculus. Assessment Mathematics HL is assessed by three examination papers and two pieces of internally assessed coursework. The examination papers account for 80% of the final marks. Paper 1 is non-calculator and contains compulsory short and extended response questions on the core content of the course (30%). Paper 2 is similar but a graphical calculator is allowed (30%). Paper 3 is the discrete option paper (20%). The coursework (20%) comprises one project based task in an area of Mathematics that is of interest to the student. Mathematics SL is assessed by two examination papers and one piece of internally assessed coursework. Paper 1 is non-calculator and contains compulsory short and extended response questions (40%). Paper 2 is similar but a graphical calculator is allowed (40%). The coursework (20%) comprises one project based task in an area of Mathematics that is of interest to the student. Mathematical Studies SL is assessed by two examination papers and one piece of internally assessed coursework. A calculator is allowed in both papers and they are worth 40% each. The coursework is a project based task set by the students that would usually involve collection, interpretation and evaluation of a set of data that is of interest to the individual student (20%).

Group 5 – Mathematics & Mathematical

Studies


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What skills you will gain? The Mathematics HL course places a large emphasis on the ability to write a mathematically rigorous proof. This is a vital skill should you choose to study any mathematics based subject in further education. The Higher Level course focuses on different branches of mathematics not found in the A level course. You will be encouraged to use the characteristics that are common to all mathematical thinking, independent of the topic you are currently studying. You will gain the confidence to discuss mathematical findings and report your findings to a variety of audiences. Why do this subject at Higher Level? You should only consider Mathematics HL if you expect to achieve an A* at GCSE. You should consider carefully the combinations of subjects you are taking at Higher Level and combine this with the entry requirements for different universities. Some university courses state that Mathematics HL is a necessary condition for application so careful consideration should be given by those students aiming for the very best universities to study Economics or Physics based courses. Where will it lead? By the end of the course you will be equipped with a variety of skills that you will be able to apply to many situations. Your mathematical problem solving skills will be hugely advantageous in any engineering field. Your ability to understand mathematical situations quickly and explain them will benefit any future employment in the financial sector. Above all you will finish the IB Diploma with the ability to show that you are extremely competent in dealing with numbers but also own the necessary skills to communicate them in written or verbal form. You are also able to communicate your mathematics in a foreign language. These are skills that every university and employer are looking for. Calculators: All students opting for the IB will need a Texas Ti84 graphical display calculator (or the Casio equivalent). These are compulsory for the examinations and can be purchased through the sixth form reception.

Group 5 – Mathematics


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The IB music programme is designed for students who have a general interest in music.

Listening Examination Paper (2 hours 15 mins) 30% Section A: Students at Higher Level answer two questions on set works and Standard Level answer one. Section B: Higher Level Students answer four questions (Standard Level answer three) Question 4 (20 marks) analyse & examine question: western art music Question 5 (20 marks) analyse & examine question: western art music Question 6 (20 marks) analyse & examine question: jazz/pop, world music Question 7 (20 marks) analyse & examine question: jazz/pop, world music Section C (Higher Level Students only - answer one question) Compare & contrast question: two extracts from Section B Musical Links Investigation (both Higher and Standard Levels) 20% You must explore, analyse and examine two or more significant musical links between the pieces e.g. melody, harmony, structure, rhythm (20 marks) You must produce:

Media script e.g. magazine article, radio show script, website screenshots etc.

Bibliography & Discography You should use both primary and secondary sources Standard Level Students choose performance or composition: (50%) Higher Level Solo Performance - A recording of a 20 minute programme 25% Standard Level Solo or Ensemble – A recording of a 15 minute programme 50%

The programme should consist of contrasting pieces in any musical style

The recording should represent the student’s best work from public performances

You may use any instrument and/or voice, or the computer as a musical instrument

Composition 25% Higher Level Students must submit three pieces of coursework (Standard Level students submits two if choosing this option from 5-15 mins). The following options are available:

Composing 3–6 mins recording, reflective statement

Music tech. composing 3–6 mins recording, reflective statement

Arranging 3–6 mins recording, score, reflective statement

Improvising 3-6 mins recording, reflective statement

Stylistic techniques 16 bars 2 scores, 2 reflective statements Expectations: The course is suited to students who have completed Music GCSE or an equivalent. It is expected that students will be Grade 6+ in performance at the beginning of the course, and will have an ability to read music. Music technology will be used for composition purposes, primarily using Sibelius and Cubase.

Group 6 – Music


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Higher and Standard Level Course Content: Why study IB Theatre Arts?

The IB Theatre Arts course examines theatre from around the world. This is an exciting and creative

new syllabus that provides its students with a significant degree of creative freedom. The course

balances the mixture of a rigorous academic programme with a dynamic and imaginative set of

tasks.

All students studying the course will complete the following;

Collaborative Project – (25% H, 35% S)

Students research a theatrical company that devise original work and then create their own original

piece of theatre based upon a stimulus. Each student takes individual responsibility for a specific

aspect of the performance. This is filmed and assessed. A written report on the process of creati8ng

the performance is also submitted and assessed.

Research Presentation – (20% H, 30% S)

Students independently research an unfamiliar theatre practice from around the world. A list is

provided for these. They deliver a 15 minute practical presentation, including demonstrations, of

how the theatre practice works. This is filmed and assessed.

Directors Notebook – (20% H, 35% S)

Students choose any published play text that they wish to explore and produce a notebook

containing all of their directorial ideas for how the play could be presented. This includes things like

set designs, costume designs, sound and lighting, directions for actors and storyboards.

Solo Piece – (Higher only 35%)

Students select a theatre practitioner that they have not explored in detail and create a solo

performance based around the practitioner’s theories. The play can be on any topic they choose.

This is filmed and assessed.

University Opportunities

This course is excellent preparation for University, and will teach students how to research, apply

theoretical concepts practically, reflect, analyse and evaluate their work. There is no written exam,

and the course is assessed on the 4 pieces of coursework. There is a large emphasis on practical

application in this subject and students are able to take complete ownership of their work as there

are no set texts that need to be followed. The course has a track record of excellence with 92% of

students achieving 6 or above. 38% of these students have achieved a 7.

Extra-Curricular Opportunities

There are a wide variety of exciting opportunities for extra-curricular involvement; Shakespeare

Schools Festival, Splendid Theatre Productions workshops, The School Musical and frequent theatre

visits to London. Previous trips have consisted of; War Horse, Ghost Stories, Charlie and the

Chocolate Factory, and One Man Two Governors. We were able to take some students to work with

the Kevin Spacey Foundation in 2014 and in 2015 students will get to work with Steven Berkoff.

Group 6 – Theatre Arts


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Higher and Standard Level Option A

‘Imagination is more important than Knowledge’- Albert Einstein

Course content outline

Visual Arts offers students a course of study that aims to extend practical, perceptual and analytical skills,

by creating opportunities for studio practice, investigation and development of ideas and written work.

Local resources such as London galleries and museums will be used for investigations and image-making.

In addition, students will be required to investigate art in its broadest sense, encompassing European and

non- European contexts. The structure of the course is the same for both Standard and Higher levels.

Assessment At the end of the course students produce an electronic Candidate Record Booklet with evidence of the Investigation Books and Studio Work, and an exhibition of their work. Investigation Books are assessed internally and constitute 40% of the overall mark, while the Studio Work/Exhibition is assessed by the external moderator and constitutes 60% of the overall marks. What skills will you gain?

Research skills

Technical skills for a range of practical applications

Time Management skills

Organisational skills

Critical thinking skills

Independence

Why take this subject (at Higher Level)

This subject will suit versatile, open-minded students who are keen to explore a range of issues. The

Creative Industries are one of the fastest growing areas of the economy and job opportunities are globally

based.

Where will it lead?

Architecture, Interior Design, Advertising, Illustration, Publishing, Film Making, Television, Teaching, Art

History, Fashion, Furniture and Product Design, Artist, Stylist, Costume Design, Theatrical Make-up,

Graphic Designer, Model-Making, Curator, Photographer, Marketing……

Group 6 – Visual Arts

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