sha tin collegeenews-shatincollege.esf.edu.hk/sites/shatincollege/files/... · 2012. 9. 17. ·...

Year 12 and 13 Curriculum


2013-2015

2013-2015

ESF Centre25/F, 1063 King's RoadQuarry Bay, Hong Kong

Tel: (852) 2574 2351Fax: (852) 2818 5690

No 3 Lai Wo LaneFo Tan, Sha Tin,

New Territories, Hong KongTel: (852) 2699 1811Fax: (852) 2695 0592

Email: [email protected]: http://www.shatincollege.edu.hk

Sha Tin College is a member of the English Schools Foundation

Sha Tin College

Sha Tin College

Publication Coordinator : Jane Yao • Design & Printing : The Green Pagoda Press Ltd. www.gpp.com.hk

1Year 12 and 13 Curriculum 2013-2015

Contents

Page

Sha Tin College Year 12 and 13 Programmes ............................ 20

Mission Statement ...............................................................3

Values Statements ................................................................3

Sha Tin College Aims.............................................................3

Welcome Messages ..............................................................4

Key dates in the Post-16 Options Process .............................8

An Introduction to Year 12 and 13 ........................................9

Extended Leadership Team ................................................. 15

The Senior School Team ...................................................... 17

The IB Diploma and Applied Learning Team ........................18

Student Support Team ........................................................ 18

Administration and Technical Support ............................... 19

Applied Learning Programme (BTEC Level 3) ..............................................................................21

Edexcel BTEC Extended Diploma in Business ............................................................................... 25

Edexcel BTEC Level 3 Diploma in Art & Design (3D Design) ......................................................... 27

Edexcel BTEC Extended Diploma in Performing Arts ................................................................... 29

Edexcel BTEC Extended Diploma in Sport (Development, Coaching & Fitness) .......................... 31

Edexecel BTEC Extended Diploma in Art & Design (Media) ........................................................ 33

Assessment of all Programmes .................................................................................................... 34

The IB Diploma Programme ......................................................................................................35

IB Diploma Core CurriculumCAS .............................................................................................................................................. 41Extend Essay ................................................................................................................................ 45ToK ............................................................................................................................................... 46

IB Diploma Programme Courses ................................................................................................48

Additional SubjectsPhysical Education ....................................................................................................................... 49IPSE .............................................................................................................................................. 50

Sha Tin College

2 Year 12 and 13 Curriculum 2013-2015

Group 3

Group 4

Group 5

Group 6

Group 2

IB Subjects informationGroup 1

Contents

Language A : First Language .......................... 52

Language A (English): Literature .................. 54

Language A (Chinese): Literature ................ 56

Language A (English): Language and Literature .............................. 58

Language A (Chinese): Language and Literature .............................. 61

Language A (English):

Literature and Performance ......................... 64

Language A:

Self-Taught Literature Option (Standard Level) ..... 66

English for Academic Purposes .................... 66

Second Language ........................................... 67

Language B ....................................................68

Language Ab Initio (Standard Level) ..............70

Individuals and Society .................................. 71

Business and Management ...........................72

Economics .....................................................74

Environmental Systems and Societies .........76

Geography .....................................................78

History ...........................................................80

INFORMATION Technology

in a Global Society (ITGS) ..............................82

Philosophy .....................................................84

Psychology .....................................................86

EXPERIMENTAL Sciences ................................ 88

Biology .......................................................... 90

Chemistry ..................................................... 92

Computer Science ........................................ 94

Design Technology ........................................ 96

Environmental Systems and Societies ........ 98

Physics ........................................................ 100

Sports, Exercise and Health Science ........... 102

Mathematics .............................................. 104

The Arts ........................................................107

Film ..............................................................108

Language A (English): Literature and Performance ........................110

Music ...........................................................112

Theatre ........................................................114

Visual Arts ...................................................117


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 StatementsAt Sha Tin College we value :

• Holistic learning • Positive relationships • Curiosity and passion • Persistence and resilience • Creativity • Integrity• Community

Sha Tin College AimsA 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, action 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.

Sha Tin College


Welcome Messages

FROM THE PRINCIPAL

Welcome to Year 12 & 13 curriculum brochure for students studying from 2013 to 2015 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, action 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 MorrisPrincipal


FROM THE CuRRICuLuM VICE PRINCIPAL

I would like to welcome all students to the Senior School and invite you to spend some time reading through this brochure which outlines in detail the programmes available as you prepare for Higher Education in the final stage of your school career. You have done extremely well to get this far but now have to make some important decisions which will determine your future development.

We will be offering three distinct pathways in the Senior School, all preparing you for a future university or college education. You must read this brochure carefully, talk with your teachers, parents and counsellors and decide on a pathway which is right for you. The IB Diploma Programme is a rigorous, academic and World renowned qualification. It is very challenging and uses a range of assessments including examinations. It is broad and balanced and involves a compulsory core of CAS, (Creativity, Action and Service), Theory of Knowledge and an Extended Essay. The IB Courses programme involves elements of the full diploma and is suitable for a student who has specific subject strengths, but perhaps not across the whole curriculum. Our Applied Learning pathway will be in its 3rd year and provides an alternative route to higher education. It suits students with an applied learning style and is firmly based in the world of work. It develops a range of life and specific subject skills and there are no examinations; although it may be possible to combine a BTEC with up to two IB courses. Students create a portfolio of work throughout the course and are assessed by their own teachers. This is an exciting development for Sha Tin College and we hope it will provide a relevant and useful pathway for some of our students.

It is important that you start now to think about your future but please remember there are lots of people to help and guide you along every step of the way. I wish you all the best in your Senior School studies.

Neil HodgsonVice Principal

Email: [email protected]

Sha Tin College


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.

Whichever course 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 whether you are studying the IB Diploma, IB Courses or the Applied Learning programme.

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 Form Tutor will be a great support to you and the HE Counselors 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 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]

Chris TaylorHead of Senior School


Sha Tin College

FROM THE APPLIED LEARNINg COORDINATOR

As the Applied Learning Coordinator, I am delighted that you may be considering applying for a place at Sha Tin College and that you may be interested in our Applied Learning Pathway. We will be offering in August 2013 Edexcel Level 3 BTEC qualifications, IB Diploma Programme Courses and a combination of these.

Many of you will know Sha Tin College by its reputation as one of the best performing 11-18 schools in the Hong Kong SAR, yet we pride ourselves most in the way each individual student is valued and encouraged to achieve their potential. Our mission statement is integral to all that we do at Post 16 as we want to see our students complete their courses successfully whilst developing into happy, confident young people with wide-ranging interests and high aspirations.

Whilst the majority of our yearly cohort of Post 16 students have stayed on here after completing their IGCSE/GCSEs with us in Year 11, we warmly welcome applications from external students and I would strongly encourage you to come to our Open Evening where you will get the opportunity to speak to staff and students about your own particular needs.

We recognise that the needs of students at Post 16 are different from that lower down the school and we provide facilities which are for the exclusive use of our Post 16 students, including offering a newly refurbished, modern well-equipped Senior School Centre and well stocked Library along with smaller classrooms/ study rooms. We also foster relationships which are based on mutual respect and treat each other as adults.

I hope that you will find this prospectus useful and informative. If you have any further questions then please do not hesitate to contact the school: [email protected]

Jutka CzirokApplied Learning Coordinator

Email: [email protected]

Phone: 2699 1811 ext: 131


Key Dates in the Post-16 Options Process AIMSTo outline to students an overview of studying in the Senior School including the IB and Applied Learning programmes as well as the options process. The Year 11 IPSE programme will support students in making appropriate options choices suitable for their future higher educational requirements.

1. Tuesday, September 11th – Long Break , 11:10 am – 12 pm, SSC

Whole year assembly in the hall – presentation on an introduction to the IB and advanced diploma programmes including entry requirements.

Parents are informed about entry requirements and a summary of the programme details (on a flier).

2. Friday, September 14th – Long Break 11:10 am – 12 pm, SSC

Whole year assembly to deliver information about the new IB courses. (Literature and Performance, Psychology, Film, SEHS, Environmental Systems and Society). The assembly will also explain Maths levels, Language A and B, Self-taught A and Group 6 subjects.

3. Friday, September 21st – Long break 11:10 am – 12 pm, SSC

Whole year assembly to deliver information about the new applied learning courses (Business and Product Design, Art, Performing Arts, Sport) and the core subjects.

Brochure is delivered to Year 11 students this week.

4. Monday 24th September – Post 16 Exhibition – 11:10 am – 12:00 pm

Year 11 students meet Year 13 subject ambassadors in the hall, long break.

5. Monday 24th September – Post 16 Exhibition – 6:30 – 8:30 pm

All students and parents are expected to attend this important function. SLT, Heads of faculty/subject, BTEC teachers, heads of year, higher education counselors, department heads are available along with Senior school students. Break-out sessions will be held on appropriate levels of Chinese, Mathematics and will include something on entry level expectations.

6. Friday 28th September (CPD Day)

Year 11 students complete Morrisby testing etc.

7. Week of October 1st - Option/application forms sent out

8. October 3rd – Applied Learning evening 6:30 – 8:30 pm

This is an important evening for parents and students to find out more about our Applied Learning programmes.

9. Weeks of 29th October to 9th November

Year 11 tutor 1:1 interviews with students about post 16 choices.

10. Week starting Monday, 5th November – Higher education briefing

11. Tuesday 6th November – Year 11 Parents’ Consultation Evening

To include breakout presentations on Higher Education in 231.

12. Monday 19th November – Final date for applications and options choices

Option forms and applications are returned to tutors.

13. Post-16 final interviews; Mon Nov 26th – Fri 7th Dec

Tutors hold extra 1:1 interviews with students who have not made appropriate choices and pass on any needing resolution to senior post 16 team.


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 or Applied Learning 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 energet ic , 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.

Sha Tin College


LEADERSHIP OPPORTuNITIESAll 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 LEADERSThe 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.

Student Leaders hold office from November of Year 12 until November of Year 13. They are directly responsible to the CAS Coordinator and Head of Senior School and will liaise closely with form tutors, younger students and their peers.

There are eight Student Leaders in each house (one Head of House, two Heads of Action, two Heads of Service, two Heads of Creativity and one Head of Environmental Action).

HEADS OF HOuSEThe Head of each House will serve to take the lead in co-ordinating all House activities. They will be expected to liaise with Student Leaders in their House, the College CAS Co-ordinator and Head of Senior School on a regular basis.

HEADS OF CREATIVITY, ACTION, SERVICE AND ENVIRONMENTAL ACTIONYear 12 & 13 students selected to be student leaders, assigned to specific house groups, will have the opportunity to work closely with the College CAS Co-ordinator, 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 PROgRAMMEAfter 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 IPSE programme from Years 9 through 13.


COLLEgE AND uNIVERSITY VISITSWe 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 advice on how best to arrange a programme of visits.

WORK EXPERIENCEWork 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 Library and Learning Centre.

PRIVILEgESA number of privileges are available to Year 12 and 13 students.

DRESS CODEStudents 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.

PRIVATE STuDYAll 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 and Learning Centre.

Sha Tin College


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 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.

LIBRARY AND LEARNINg CENTRE (LLC)Sha Tin College has a well equipped Library and Learning Centre and qualified Library staff to support Senior School students through all curriculum areas of the IB and BTEC programmes. 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 o n p l a g i a r i s m a n d w r i t i n g b i b l i o g ra p h i e s . A d d i t i o n a l re s o u rc e s a n d o u r l i b ra r y databases can be accessed via the library page on SMART.


STuDENT SuPPORT SERVICESEvery 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 School Counsellor 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. Pushpa Gurung is our School Health Professional Officer, who 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.

Dear Student,

Welcome to year 12 and what is we hope an enriching, challenging, and above all memorable time of your life. It is 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. The counsellor provides a CONFIDENTIAL place that you can go to, to talk about any worry, decision or concern you have. Some of the issues students have spoken of in recent years include:-

• Fear of failure• Concerns about friendship or relationships• Feeling depressed or too stressed• Family conflict or pressures at home that affect school life

Many students who seek help find enormous relief from counselling. The counsellor 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 Larissa Kirpichnikov -

To make an appointment speak with your Head of Year or email directly to [email protected]

Counselling is on WEDNESDAYS in H11A. Appointment advisable – as the counsellor gets booked up. Drop in time (no appointment needed) will be available at 1.15pm on a Wednesday, so please feel welcome to walk in and have a chat.

THE SCHOOL COuNSELLOR

Sha Tin College


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 105 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 Office: Room H11B

Tel: 2699 1811 (ext.118) Email: [email protected]

Agency Office: Podium Level, Hip Wo House, Wo Che Estate, Sha Tin, N.T.

Tel: 2698 3008 / 2691 9170


Extended Leadership Team

THE SENIOR LEADERSHIP TEAM

Marc MorrisPrincipal

geoff LofthouseVice Principal

Tim CarrellVice Principal

Christine RowlandsVice Principal

Neil HodgsonVice Principal

Shwan LawBusiness and

Administration Manager

Sha Tin College

Jane ParryFaculty of Arts &

Physical Education


HEADS OF FACuLTY

David HooperFaculty of English

Paul HoangFaculty of Humanities

Nigel WilsonFaculty of Mathematics

Sarah PrestonFaculty of Science

Lee O'LearyFaculty of Modern Foreign

Languages

Paul ClarkeFaculty of Technology & ICT


Elaine MeighHead of Year 13

Chris TaylorHead of Senior School

and EE Coordinator

Caroline WongDeputy Head of Year 12

Mo DevlinHead of Year 12

Sian MayDeputy Head of Year 13

David StottCareers/HE Counsellor

Patrick CampbellHead of Careers/HE

The Senior School Team

Sha Tin College


The IB Diploma and Applied Learning Team

Student Support Team

Wendy HoCAS Coordinator

Neil HodgsonVice Principal IB Coordinator

Jutka CzirokApplied Learning

Coordinator

Sonia HansenLibrarian

Lucy OgilvieToK Coordinator

Roseman TsimSocial Worker

Larissa KirpichnikovSchool Counsellor

Julie SlaterSenior School Administrator(Years 12 and 13)


Octopus/Reports/Credit Awards (Room 238)

Jane YaoExecutive Officer Publications and Communications

Publication/Website/Communications (General Office)


Jamie TanICT Development Officer

ICT Initiative and Development/Classroom Application of ICT Technology/Gateway/Website/SMART (General Office)

Kin HoangSenior School Administrator(Years 12 and 13)

Pushpa gurungMedical OfficerInjury & Sickness

Medical Room (General Office)


Lorna gomesPrincipal's Secretary

Vivian WongCommunication Officer

Admission/Leaving/School Transfer/Principal's Commendation (General Office)

General Inquiries (Reception Desk)

Administration and Technical Support STAFF ROLES AND LOCATIONS



Sha Tin College

Adrian ManSenior ICT Office Administrator

Gateway/MUSE/Timetable/ SC Domain/Website (General Office)

Sha Tin College Year 12 and 13 Programmes

You can choose from one of three programmes at Sha Tin College

1. The Applied Learning - BTEC programme and a combination of BTEC & (IB) Diploma Programme Courses (P.21)

2. The International Baccalaureate (IB) Diploma programme (p.35)

3. The International Baccalaureate (IB) Diploma Programme Courses (p.48)

All our programmes embrace holistic learning but are suited to different learning styles.

MINIMuM REquIREMENTS FOR ENTRYWe 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 with a good behavior and attendance record.

1. Applied Learning Programme - BTEC Courses, and BTEC & (IB) Diploma Programme Courses

Some (I)GCSEs or equivalent with at least 2 at grade C or above, in English Language and your chosen specialism is desirable.

IBO MYP with at least an overall point score of 30 points and a Level 4 or above in English Language A 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.

Other qualifications will be considered on an individual basis.

2. 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 certif icates would not be able to study more than one Group 4 experimental Science subject at HL.

3. 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


Applied Learning Programme(BTEC Level 3)

WHAT IS APPLIED LEARNINg?The Applied Learning pathway is focused on vocational and experiential learning; this approach offers our students a choice of new subjects to study (such as Sport - Development, Coaching and Fitness; Business & Product Design) and a different style of learning as BTECs are based on coursework modules and ongoing assessment rather than examinations.

The courses are for students who prefer an applied, more practically oriented style of learning. It is also suitable for students who have a very clear idea of their future career and who want to specialise and focus on one subject area. The students we are encouraging to consider BTEC courses may have strong aspirations in specialist disciplines such as Art or Sport and Performing Arts. The BTEC courses offered are career orientated and are designed to allow students to follow an alternative pathway to university entry or to employment.

Applied Learning is a process of integrating one or more topic areas into authentic learning experiences, it provides opportunities in the problem solving process, the manipulative use of tools, equipment, materials and related techniques, and personal skills, occupational awareness and safety, and employment literacy.

Applied Learning provides learners with tasks and situations that require higher-order thinking, and include applications of knowledge, elements of career awareness, career exploration, and the integration of industrial knowledge and practices into their work, and provides multiple ways for students to demonstrate their knowledge and skills.

APPLIED LEARNINg COuRSES TO SuIT YOuR PERSONAL NEEDSThere are a variety of applied learning courses for you to choose from at Post 16 to suit your strengths and career goals. Try to choose a subject that you enjoy and which supports any career you may have in mind.

All these courses offer students the opportunity to learn in a practical way and offer hands-on experiences for students. The courses are assessed through practical activities, coursework and ongoing assessment which means that there is no examination at the end of the course.

Students can achieve excellent results and learn in a situation that puts them into a real-life scenario. All BTEC courses require students’ learning to be put into a vocational context which means students are able to see the relevance of what they are studying.

Here at Sha Tin College from August 2013 we hope to offer a range of different Level 3 BTEC qualifications and these include:

BTEC Extended - BTEC Extended Diploma (18 units) equivalent to 3 A levels

BTEC Major - BTEC Diploma (12 units) equivalent to 2 A levels

BTEC Minor - BTEC Subsidiary Diploma (6 units) equivalent to 1 A level.

The BTEC subjects will be complemented with a choice of 1 or 2 SL (IB) Diploma Programme Courses where appropriate and suitable. Students will be taught IB Subjects alongside students on the full IB Diploma program. (These options are subject to availability)

21

Sha Tin College

Year 12 and 13 Curriculum 2013-2015

Below is a table of the possible Learning Pathways which may be available including subject choices for the BTECs:Normally a student would choose one option from each of column A, B and C. All courses are at Shatin College unless otherwise stated.


Column A Column B Column C

Routes BTEC Level 3 BTEC Level 3 (IB) Diploma Programme Course

Route 1 BTEC Extended Diploma Sport plus 1 x SL (optional) (Taught at STC & KGV) BTEC Extended Diploma Art & Media (Taught at KGV only) BTEC Extended Diploma Performing Arts (Taught at KGV only) BTEC Extended Diploma Business & ICT (Taught at KGV only)

Route 2 BTEC Major Business up to 2 x SL BTEC Major Sport up to 2 x SL BTEC Major Art & Design (3D) up to 2 x SL

Route 3 BTEC Major Business BTEC Minor Business plus 1 or 2 x SL BTEC Major Sport BTEC Minor Sport plus 1 or 2 x SL BTEC Major Art & Design (3D) BTEC Minor Performing plus 1 or 2 x SL Arts BTEC Minor Art & Design plus 1 or 2 x SL (3D) BTEC Minor Art & Design plus 1 or 2 x SL

Route 4 BTEC Minor Business BTEC Minor Business up to 2 x SL BTEC Minor Sport BTEC Minor Sport up to 2 x SL BTEC Minor Performing Arts BTEC Minor Performing up to 2 x SL BTEC Minor Art & Design (3D) Arts BTEC Minor Art & Design BTEC Minor Art & Design up to 2 x SL (3D) BTEC Minor Art & Design up to 2 x SL

By tailoring the subject options, and allowing our students of all capabilities a broader range of subject choice with a mix of vocational and academic subjects, who for a range of reasons have opted to study BTECs, may be enrolled onto the Applied Learning Pathway in order to broaden and extend their curriculum.

All students who choose the Applied Learning Pathway will see that it occupies most of their timetable and students will undertake additional courses which enhance their learning, providing essential skills for their holistic development.

The IB Careers related Certificate (IBCC)This may be available from August 2013 for suitable students. The IBCC includes a BTEC Level 3 qualification (either minor or major) and at least 2 IB standard level courses. The core includes community and service (CAS), approaches to learning (ATL) course, language development and a reflective project blended together to enhance individual critical thinking and intercultural understanding.

BTEC AND (IB) DIPLOMA PROgRAMME COuRSESBTEC courses are designed to provide vocational qualifications and cover a wide range of sectors. They give students the knowledge, understanding and skills that they need to prepare them for further study or employment, by providing vocational reference and practical emphasis. There are a range of qualification options available at Level 3 - we aim to offer all students the opportunity to complete their chosen BTEC Pathway covering 18 units of study (or 12 units or two 6 unit courses) and are equivalent to three (or two) GCE A Level qualifications, plus their chosen Standard Level (IB) Diploma Programme Courses.

All BTEC and (IB) Diploma Programme Courses take two years to complete. Assessment of BTEC qualifications is through a series of coursework assignments which are internally marked and externally moderated by Edexcel. There are no examinations.

Assessment of (IB) Diploma Programme Courses is through both Internal and External Assessments and Examinations (see p.48)

Many universities worldwide accept the Level 3 BTEC Extended Diploma, Level 3 BTEC Diploma, Level 3 BTEC Subsidiary Diploma and (IB) Diploma Programme Courses as qualifications for admission.

‘For them to survive and thrive in this increasingly complex world, we must equip our youngsters with a broad knowledge base... and the readiness to venture into new frontiers of knowledge.’ Michael Suen, Secretary for Education, Hong Kong, May 2010

}

23

Sha Tin College


The International Diploma (ID)This is only available for BTEC courses through the Kowloon Consortium (see p.24), and may be available for some students if suitable.

The ID includes the BTEC Level 3 Extended Diploma and a further 3 separate qualifications,

i. Work skills plus assessment based

ii. Extended project

iii. Global development AS Level

These are taught by specialist teachers.

WHAT WE ARE OFFERInGCentral to choosing the Applied Learning Pathway are the students. Having examined the university choices that students make, the BTEC course options have been chosen to suit our students here at Sha Tin College and the Hong Kong environment.

From August 2013 (subject to availability) all of these options will be available with additional (IB) Diploma Programme Courses.

The Pathways fall into two categories:1. The first is to be taught at Sha Tin College by its own staff for existing Sha Tin College students and

any new entrants.

2. The second would be taught through a consortium of Kowloon-side schools (Sha Tin College and King George V).

This enables the ESF to offer a greater number of courses and opportunities for students to participate in an Applied Learning programme of study.

All the courses offered are Level 3 BTEC Extended Diploma, BTEC Diploma, and BTEC Subsidiary Diploma.

Subjects Offered:• Business (Sha Tin College)

• Art & Design (3D Design) (Sha Tin College)

• Performing Arts (Sha Tin College and KGV)

• Sport (Development, Coaching and Fitness) (Sha Tin College and KGV)

• Art & Design (Media) (KGV and Sha Tin College)

For all (IB) Diploma Programme Course subject details please refer to the individual subject in this guide from page 48.

global DevelopmentThe Global Development programme allows students to explore what it means to be a ‘global citizen’ in the 21st century by considering issues such as global identity, meeting the climate challenge, dealing with conflict and resolution and related areas. An IGCSE or AS qualification may be available in this course.

CAS - Creativity Action & Service (see P.41)

PE - Physical Education (see P.49)

IgCSE Re-SitsIGCSE English and Mathematics may be available if you want to improve your grades in these subjects.


Edexcel BTEC Extended Diploma in Business (18 Units) STCEdexcel BTEC Level 3 Diploma (12 Units) STC

Edexcel BTEC Level 3 Subsidiary Diploma (6 Units) STC

WHAT ARE THE AIMS OF THE COuRSE?The BTEC Business course aims to give students an understanding of how businesses are managed and their relationship with the social, economic and political environments in which they operate. Students will acquire the necessary skills to apply this knowledge to unfamiliar situations through a series of assignments which are based in a real-world context.

The course is designed to give students an applied learning experience and allows them to present their work in a variety of ways, for example: verbal presentations, written work, podcasts, video, organisation of an event or creation of an artefact.

WHO IS THE COuRSE SuITABLE FOR?The course is suitable for students who prefer a personalised style of learning and who enjoy completing extended projects. Each assignment is assessed internally and there are no exams at the end of the programme. The course is therefore suitable for those who prefer continuous assessment over examinations.

BTEC in Business is suitable for students who wish to learn about business in an applied context. Each assignment has a practical element whilst at the same time is rigorous from an academic perspective. Students must enjoy working both independently and as a member of a team.

BTEC Subjects

25

Sha Tin College


WHAT TOPICS WILL BE STuDIED?All BTEC Business courses involve the study of the following: accounting, marketing, human resource management, the business environment and communications. The number of units studied over the 2-year period depends upon the course chosen.

BTEC Extended Diploma in Business (18 units)

BTEC Level 3 Diploma (12 units) - Major

BTEC Level 3 Subsidiary Diploma (6 units) - Minor

Students will engage in a range of authentic learning experiences which could include: planning and running a business event, starting a small business and designing a promotional campaign for a real organisation. There will be regular field trips, contact with people from the business world, outside speakers and a work experience placement.

HOW WILL STuDENTS BE ASSESSED?They create a portfolio of assignments which are internally assessed and moderated, and subsequently verified by an external verifier who visits the College at least once per year to ensure that standards meet international guidelines.

Throughout the course students receive regular feedback on their work and guidance about how to make further progress.


WHAT ARE THE AIMS OF THE COuRSE?This course in 3D Design covers a wide range of different design areas and disciplines, literally everything that is designed for, and in, three dimensions from electronic goods to cars and bikes, from architecture and interior design to packaging, from handmade craft goods to exhibition and museum design. The course will also give students the opportunity to appreciate the work of other artists and designers and to learn about associated professional practice.

WHO IS THE COuRSE FOR?The Level 3 course in 3D Design is an ideal route for students looking for places at universities and colleges, or careers in product/industrial design, automotive design, furniture design, theatre design, architecture, interior design and model making. It provides a wide base of skills in all areas providing entry into other design areas. Alternatively, you could expect to be employed at a junior level in a design or design related job. You will have access to a range of career and further/higher education opportunities. Students progress on to specialist art and design courses at Degree, Higher National Diploma, or Foundation Degree level.

This course will give you a wide knowledge of technology, materials and manufacturing processes, an understanding of business and marketing as well as the creative skills to develop attractive and innovative concepts. The 3D designer works and develops ideas using two dimensional materials, computer aided design and visualisation techniques including the development of web sites and animated computer presentation, and three dimensional development models and final facsimile prototypes.

Edexcel BTEC Level 3 Diploma in Art & Design (3D Design) (12 Units) STC


27

Sha Tin College


WHAT TOPICS WILL BE STuDIED?An organised timetable of units throughout the programme allows lectures and demonstrations to introduce skills and disciplines. Practical projects and exercises are set to ensure understanding and learning.

The 3D Design element which encompasses the development of true project management skills in live design scenarios incorporating but not restricted to elements of: Human Scale Design, Developing & Releasing Design Ideas, Large Scale Design. These and other topics will include areas of small and larger product design, ergonomics, architectural / space design and mechanisms including Computer Aided Design (CAD) and Computer Aided Manufacture (CAM).

HOW WILL STuDENTS BE ASSESSED?Students will be continually assessed throughout the course, there are no examinations however working to strict deadlines and assignment briefs is part of the course. Written and verbal feedback is given during the assignments, and as the students complete unit assignments and tasks, the teacher will provide a final assessment grade and feedback. The students will create a portfolio of work over the 2-year period which is internally assessed and moderated, and subsequently verified by an external verifier who visits the college at least once a year to ensure standards meet international guidelines.


THE AIMS OF THE COuRSE:The BTEC in Performing Arts aims to give students an understanding of the discipline and necessary skills to apply knowledge gained in the course to real-life situations. Students study aspects of performing arts through a series of assignments which are based in a real-world context.

Course OutlineThe BTEC Performing Arts course consists of a range of units, 6 mandatory units that are common to all students, plus 12 others that are chosen by the school to meet the needs and skills of the students as well as the areas of specialism of the teaching staff.

The course combines both practical assignments and the study of a variety of performing arts disciplines leading to a series of production projects in the drama studios and at external venues.

What exactly will students do? You will work on group projects as well as individual assignments. You will be learning a wide range of performance skills and techniques and you will be involved in all aspects of production from backstage to front-of-house. In the second year you will produce a major project as a final assessment.

Edexcel BTEC Extended Diploma in Performing Arts (18 Units) KGV


In each year of your course you will complete 9 units. Over the two-year period the range of subjects studied include:

• Drama, Dance and Singing workshops • Acting techniques • Voice and speech • Production projects • Production technology • Script writing• Being a healthy performer

The first year provides a good practical basis in the major disciplines. Some units will also provide a more academic approach to the performing arts.

The WHOLE course is taught practically, underpinned of course with relevant drama theory. The qualification is equivalent in value to three A Levels.

80% of your time in school will be spent on this course, while the remaining 20% will be spent on core components of the International Diploma.

The course will be wholly delivered on site at KGV and taught by Drama, Music and Dance teachers of both KGV and Sha Tin College. We will also be bringing in specialists to teach in some of the units and students will regularly find themselves working with performing arts professionals.

29

Sha Tin College


AssessmentThroughout the course students receive regular feedback on their work and guidance about how to make further progress.

As with all BTEC courses, the assessment is continuous throughout the course, with students either gaining a Pass, Merit, or Distinction at the end of each Unit.

The assessment is evidence based and you will keep a portfolio that demonstrates your learning. Evidence can be submitted in a range of forms, not just written assignments, but also video, scripts, sound recordings, and production notes. This evidence is internally assessed and moderated, and subsequently verified by an external verifier who visits the College at least once per year to ensure that standards meet international guidelines.

Entry RequirementsThe course is almost wholly practical in nature, with the theory being delivered through practice.

However, students should be aiming to achieve a good grade in English to be considered for the course, as some the assessment evidence will be written.

Previous Drama, Music or Dance experience is highly desirable and students without such qualifications would need to demonstrate their interest and skills in the Performing Arts before admittance to the course.

Career opportunitiesThe BTEC Extended Diploma is internationally recognized as an entry qualification for university.

Students who undertake this course will probably be looking for a career in the creative industries.

The course is suitable for students who prefer continuous assessment over examinations. Students must enjoy working both independently and as a member of a team.

Whilst the BTEC is primarily a course about Theatre production the units have been chosen to give a wide experience right across a wide spectrum of creative jobs from administration, management, fundraising and technical areas to direction and choreography.


WHO IS THIS COuRSE FOR?The BTEC Level 3 Extended Diploma in Sports Development, Coaching and Fitness course deals with the principles and practices within the sport and coaching industry and is equivalent to 3 A-levels.

This pathway is designed for those students who are interested in a sport or fitness related career, and provides a springboard to a Sports Studies university degree.

HOW AND WHAT WILL I LEARN?This course offers you the chance to develop your experience and knowledge in the different areas of sport. It is taught through a combination of theoretical and practical study that analyses many aspects of sport and is delivered through a variety of methods, within the classroom, physiology lab, all-weather pitch, the sports hall and the fitness gym.

Edexcel BTEC Extended Diploma in Sport (Development, Coaching & Fitness) (18 Units) STC & KGV

Edexcel BTEC Level 3 Diploma (12 Units) STCEdexcel BTEC Level 3 Subsidiary Diploma (6 Units) STC

The course consists of a variety of units including:• Principals of anatomy and physiology in sport

• The physiology of fitness

• Fitness training and programming

• Sport as a Business

• Individual & Team Sport

• Sports coaching

• Sports development

• Work experience in sport.

The course aims to answer questions such as:• How does the body work in sport?

• How do I test an athlete’s fitness levels?

• How do athletes train to for different events?

• How do I improve my fitness for my sport?

• What are the techniques and tactics of different sports?

• How can sport be developed in society?

• Which skills do I need to work in the sports industry?

• What sports organizations are there and what is their role?

• How do I become qualified as a sports coach?

31

Sha Tin College


WHAT WILL THIS COuRSE PREPARE ME FOR? Upon successful completion of the diploma it is possible to progress into higher education. Typical career paths include:

• Physical Education Teaching (both primary and secondary)

• Sport and Exercise Studies

• Sport Therapy

• Coaching Science

• Health, Sports Performance and Nutrition

• Recreation/Sports Management

• Leisure Management

• Sport Development

There are also opportunities to apply for the armed forces, or to seek employment within health clubs or sport coaching within Hong Kong or abroad. Past HK BTEC students have gone onto higher education to study on one of the many sports degree courses available, or have obtained employment within the sports and fitness industry, sports development, or community sports instructors.

HOW IS THE COuRSE ASSESSED?You will be assessed on an ongoing basis through assignments, presentations, projects, interviews and practical observations.

WHAT’S gREAT ABOuT THIS COuRSE? Sha Tin College and KGV have exceptional facilities and highly experienced staff who have played sport at a high level, represented their country and coached sport in HK and overseas. Furthermore, the sports departments within both schools enjoy huge success in many sports including: Rugby Union, Football, Hockey, Basketball, Swimming and Netball.

Studying on the Sports Development, Coaching and Fitness course, students work towards sports leadership and coaching awards and take part in outdoor pursuits. There is a work experience unit in which students gain a valuable insight into the sports environment. Furthermore, the schools have gained links with universities who have a large number of BTEC students who have successfully gained admittance to a variety of undergraduate degree courses at a number of reputable universities.

This course is very popular within other ESF schools and has enjoyed 100% pass rates since it was set up, and high levels of students achieve high grades. This Level 3 Diploma has been structured for students who have a real interest in the wider aspects of sports development, coaching and fitness. It is particularly suitable for students who have a preference for continuous, on-going, non-exam based assessment. The course is structured for you to confidently build upon knowledge and enable you to successfully progress through the course.


WHAT ARE THE AIMS OF THE COuRSE?The qualification builds and develops the necessary skills, techniques and attitudes to begin a successful career in art and design. It gives an understanding of employment opportunities available in the art and design world so that students can progress into a specific area of work, identifies job responsibilities and promotion prospects within the industry.

WHO IS THE COuRSE FOR?Students who do not want to follow an academic route but still want to work towards achieving the equivalent of 3 ‘A’ level qualifications leading towards a career or a higher education course in art at university. University courses and careers in art and design are many and varied. This course provides in-depth knowledge from a wide selection of areas in the creative field. The course structure can allow the qualification to be flexible to meet the interests abilities and aspirations of the students.

WHAT TOPIC WILL BE STuDIED?Year 1Projects will involve the main areas of art and design activity, including Painting, Visual Communication, Ceramics, Art/Design History, Drawing, Graphics and 3D Design.

Year 2Increasing specialism in chosen areas with tutorial discussion and support regarding career progression.

HOW WILL STuDENTS BE ASSESSED?Experimental solutions to a wide range of briefs are encouraged. Work is project based and as the students progress through the course, they will be expected to rely more on their own initiative. They will work with skilled and experienced teachers who will be supporting and guiding the students throughout the two years. A range of assessment methods are used. Certain aspects involve external projects and assessments. The students are encouraged to evaluate their own progress using their own initiative and through tutorials. Formative and summative assessments provide the opportunity for detailed feedback.

Edexcel BTEC Extended Diploma in Art & Design (Media) (18 Units) KGV

Edexcel BTEC Level 3 Subsidiary Diploma Art & Design (6 Units) STC

33

Sha Tin College


Assessment of all BTEC Level 3 courses is through coursework and continual assessment. Each unit is assessed as Pass, Merit or Distinction and for:

• Extended Diploma 18 unit courses this is the equivalent to 3 GCE A Levels.

• Diploma (Major) 12 unit courses this is the equivalent to 2 GCE A Levels.

• Subsidiary (Minor) diploma 6 unit courses this is the equivalent to 1 GCE A Levels.

• The Extended Project and Work Skills Plus are both assessed through coursework, each qualification is worth an AS Level.

The Global Development is an exam based AS Level qualification taken at the end of Year 13.

What qualifications Do I Need to Start on Post 16 Courses?All students will be considered for an Applied learning programme and must meet certain expectations such as an appropriate standard of written and spoken English and a good record of behaviour.

BTEC Courses, and BTEC & (IB) Diploma Programme Courses requirements:

• Some (I)GCSEs or equivalent with at least 2 at grade C or above, in English Language and your chosen specialism is desirable.

• IBO MYP with at least an overall point score of 30 points and a Level 4 or above in English Language A is desirable.

• Students should be aiming to achieve a good grade in English to be considered for these courses as some the assessment evidence will be written.

• Other qualifications will be considered on an individual basis.

How to Find Out More

For further information about the available and other BTEC programmes visit the Edexcel site at :

http://www.edexcel.com/quals/btec/Pages/default.aspx

Edexcel BTEC home page.

Contact :Applied Learning Coordinator: Jutka CzirokEmail : [email protected] : 2699 1811 ext: 131

Head of Senior School: Chris TaylorEmail : [email protected] : 2699 1811 ext: 166

Assessment of all Programmes

Vice Principal (Curriculum) Neil HodgsonEmail : [email protected] : 2607 9115

Head of Year 12: Mo DevlinEmail : [email protected] : 2699 1811 ext: 166

We look forward to hearing from you


THE IB DIPLOMA PROgRAMME 1

The 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.

Students learn more than a collection of facts. The Diploma Programme 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 currently not offered in College.

IBO MISSION STATEMENTThe 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 Diploma Programme

1 http://www.ibo.org/diploma

35

Sha Tin College


THE IB LEARNER PROFILEThe aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

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. In so doing, they acquire in-depth knowledge and develop 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 are willing to 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.


This is illustrated by a hexagon with the three parts of the core at its centre.

The educational philosophy of the IB is simple: to provide a balanced academic programme, which avoids over-specialisation but does not sacrifice depth for breadth. Students study six subjects selected from each of the subject groups. Normally three subjects are studied at higher level (courses representing 240 teaching hours), and the remaining three subjects are studied at standard level (courses representing 150 teaching hours).

All three parts of the core — Extended essay, Theory of Knowledge and Creativity, Action, Service — are compulsory and are central to the philosophy of the Diploma Programme.

Language A (First Language/s) and Second Language(s)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.

Individuals and Societies • Business and management• Economics• Environmental Systems and Societies• Geography

• History• Information technology in a global society

• Philosophy• Psychology

Experimental Sciences • Biology• Chemistry• Computer Science• Design Technology• Environmental Systems and Societies• Physics• Sports, Exercise and Health Science

The Arts• Film• Literature and performance• Music• Theatre• Visual Arts

Mathematics • Mathematical Studies• Mathematics

Group 1 & 2

Group 4

Group 3

Group 5

Group 6

THE CuRRICuLuM CONTAINS SIX SuBJECT gROuPS TOgETHER WITH A CORE MADE uP OF THREE SEPARATE PARTS.

37

Sha Tin College


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.

Students are encouraged to consider an Arts subject in Group 6 unless their higher education plans require an elective to be studied.

Students 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 marks to count towards their final score from the Theory of Knowledge Course and the Extended Essay. The maximum Diploma score is therefore 45 points.

You cannot study two Ab Initio language.

Literature and Performance and Environmental Systems and Societies are interdisciplinary subjects.

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.

Environmental Systems and Societies may be studied in Group 3, 4 or both. If you take this course you may select two Arts subjects in Group 6.

What are the core requirements?The core requirements of the IB Diploma are:

1. Creativity, Action, Service 2. Extended Essay 3. Theory of Knowledge

All Sha Tin College students are also required to follow courses in Physical Education and IPSE.

group 1 group 2 group 3 group 4 group 5 group 6 First Second Individuals in Science Mathematics Arts Language* Language* Society

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)

JapaneseItalian

(Different Ab Initio languages may be available in August 2013)

Mathematics

Mathematical Studies (SL only)

Film

Literature and performance (English A-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.

Business andManagement

Economics

Environmental Systems and Societies (SL only)

Geography

History

InformationTechnology ina Global Society

Philosophy

Psychology

Biology

Chemistry

Computer Science

Design Technology

Environmental Systems and Societies(SL only)

Physics

Sports, Exercise and Health Science(SL only)

SuBJECTS OFFERED AT SHA TIN COLLEgE


CREATIVITY, ACTION AND SERVICE (CAS) p.41

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.45 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.46

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 p.49

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.

INTERNATIONAL PERSONAL AND SOCIAL EDuCATION (IPSE) p.50

In Years 12 and 13 IPSE 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.

We hope to enhance the knowledge, skills and understanding, which will allow them to play an effective role in society at local, national and international levels.

HOW ARE STuDENTS ASSESSED?At the end of the two-year programme, students are assessed both internally and externally in ways that measure individual performance against stated objectives for each subject.

Internal assessmentIn 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, projects, student portfolios, class presentations, practical laboratory work, mathematical investigations and artistic performances.

39

Sha Tin College


External assessment• Some assessment tasks are conducted and overseen by teachers without the restrictions of examination

conditions, but are then marked externally by examiners. Examples include world literature assignments and written tasks for language A, essays for theory of knowledge and extended essays.

• 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.

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 Diploma Programme’s assessment strategy.

DO uNIVERSITIES RECOgNIzE THE IB DIPLOMA?The IB diploma is widely recognized by the world’s leading universities.

The IB works 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 IB diploma students in making appropriate choices, the organization 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.


CREATIVITY, ACTION, SERVICE (CAS)

IB DiplomaCore Curriculum

Within the Diploma programme, CAS provides the main opportunity to develop many of the attributes described in the IB learner profile. (see p.36)

• 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 separate from ordinary curriculum work i.e. it is not possible to claim work done in an IB Visual Arts class as CAS.

Action 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’.

Learning Outcomes of CASAs a result of their CAS experience as a whole, including their reflections, students should have:

• Increased their awareness of their own strengths and areas of growth

• Undertaken new challenges

• Planned and initiated activities

• Worked collaboratively with others

• Shown perseverance and commitment in their activities

• Engaged with issues of global importance

• Considered the ethical implications of their actions

• Developed new skills

For the completion of CAS at Sha Tin Collegestudents 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 al l 8 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

41

Sha Tin College


FAQs in CAS1. How much CAS do I have to do?

The requirement 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 8 learning outcomes of CAS (see p.41).

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. (The school is investigating if in future it may be possible for most students to complete their CAS activities by the end of term 1 in year 13)

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 a time and involves a weekly or regular participation. They should show a significant level of personal involvement, initiative and commitment and should fulfill 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 fulfill 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.

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 or room 331)


8. How do I know whether an activity can be counted as CAS?As long as you can justify that it can fulfill some of the CAS learning outcomes and the commitment can meet the four criteria below:

• Real purposeful activities with significant outcomes

• Personally challenging tasks, must extend the student and be achievable in scope

• Thoughtful consideration such as planning, reviewing progress

• Reflection on outcomes and personal learning

However it is NOT C.A.S if it:

• is a Repetitive, Passive, Tedious task

• is anything related to your family, home and religious beliefs

• brings any financial benefit/gain

• is anything related to your IB Diploma at school that will assist you in gaining a higher level or contributes towards your coursework/requirement for your IB subject.

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/fulfill the CAS requirements leads to the withholding of the IB diploma.

11. What are some examples of CAS activities

CREATIVITY - (initiative and expression)

Orchestra

ChoirDebatingPhotography Club

VOICE Editorial TeamStudent Leader/Council

Learning a musical instrumentPreparing and teaching lessonsPlanning and laying out displays

ACTION - (physical activity, training and sports)

Helping to coach a school or community sports teamHKAYP participation

Walk-a-thonsHikes

Sports Day/Swimming GalaClimbing

Training/Playing on inter-house teamsTraining/Playing on community sports teamsTraining/Playing on inter-school teams

SERVICE – (charity work, volunteering and helping others)

Helping to coach a school or community sports teamPlaystation with Ms TsimStudent mentoring programVisiting/volunteering at hospitals/elderly homesTutoring new-immigrants/refugeesOrganizing an event that raises awareness/funds for a charity Running a student led activity

Crossroads volunteer

Sha Tin College EAG

43

Sha Tin College


* 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 tutor 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 action. If you aren’t sure, discuss it with your form tutor and your CAS Co-ordinator. The school is currently investigating if 1 lesson a week can be devoted entirely to work in CAS.

ACTIVITY

Stacking books in the library.

Collecting money on a ‘Flag Day’.

Helping a teacher to photocopy and staple worksheets, to do filing, etc..

Lessons / Commitment in expressive Arts, Music, Drama, Speech, etc..

Y12/13 Games participation

Recreational swimming, hiking, jogging, etc..

WHY IT MAY NOT BE APPROPRIATE

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.

If you do not know or are not interested in what the money you are helping collect will be used for, you are not actually committing to help a cause.

As with the above example, there is no meaningful contact with an identifiable person who is being helped, nor are you creating anything new.

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.

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.

Since you are doing these types of activities on your own and for your own pleasure, 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.

HOW TO MAKE IT MORE SuITABLE

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. 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. 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. 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.

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.

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.

12. What activities aren’t recognised as appropriate CAS activities?As almost any genuine commitment can be recognised, it is difficult to say what is not CAS. The following are some activities which may be inappropriate with comments on how to make them more meaningful.



EXTENDED ESSAYThe 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.

Example Extended Essay Titles

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 • The empowerment of the feminine in JRR Tolkien’s The Lord of the Rings.

(Language A) • What is the literary function of the dialogue between language and nature in David Malouf’s an Imaginary Life?

French • La perception de la mort dans L’Étranger et La Peste.(Language B)

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?

45

Sha Tin College



THEORY OF KNOWLEDgE

WHAT ARE THE AIMS OF THE IB THEORY OF KNOWLEDgE COuRSE?The revolution in digital technology has given us access to more information and more competing perspectives than ever before. This has had an immeasurable impact on the world. Theory of Knowledge prepares students to navigate this new landscape successfully.

As a compulsory part of the IB Diploma, the course asks students to think critically about knowledge itself. Students have spent their lives, in school and out, acquiring a great deal of knowledge in a vast array of areas; they are now asked to step back from what they have learned and reflect upon it. Amongst many questions fundamental to the course, we ask:

• What counts as knowledge?

• How does it grow?

• What are its limits?

• Who owns knowledge?

Students and staff are challenged to discuss the value, limitations and implications of the knowledge we have, as well as the responsibilities that accompany knowledge and our search for it.

WHAT TOPICS WILL BE STuDIED?The course centres around the student as a ‘knower’. They are asked to consider how we form knowledge and how the ‘Ways of Knowing’: Emotion, Language, Reason and Sensory Perception mediate our understanding of the world.


Theory of Knowledge also focuses on the academic disciplines that students are familiar with from their IB studies. In each ‘Area of Knowledge’ students are asked to consider the different methods used by experts to create new knowledge. This leads to comparisons between the 6 disciplines considered –

Human Sciences, Natural Sciences, Mathematics, The Arts, History and Ethics. What constitutes ‘knowledge’ in each? Are the divisions drawn between these subjects really valid?

HOW WILL STuDENTS BE ASSESSED?Throughout the course students will be assessed on their contributions to activities and discussions, and the recording of their reflections within their ToK Journal. Their final grade will be determined by two pieces of work:

The ToK Presentation (33%), completed at the beginning of Year 13, requires students to apply the skills they have learned to a real life issue. Examples of titles have included:

• How can we decide whether the impact of Genetically Modified foods will be positive?

• Who should decide, and on what grounds, what knowledge should be protected by patents?

• Is it possible for the IBO to accurately assess students’ appreciation of the Arts?

In the second term of Year 13 students complete an essay of 1200-1600 words on one of ten titles supplied by the IBO. This forms 67% of their final grade. For example:

• In areas of knowledge such as the arts and the sciences, do we learn more from work that follows or that breaks with accepted conventions? (May 2008)

• Are reason and emotion equally necessary in justifying moral decisions? (May 2008)

• Knowledge is generated through the interaction of critical and creative thinking. Evaluate this statement in two areas of knowledge. (May 2012)

• When mathematicians, historians and scientists say that they have explained something, are they using the word 'explain' in the same way? (May 2007)

By the end of the course, students should have an understanding of how knowledge is created, evaluated, critically examined and renewed – more than ever an essential skill for all ‘knowers’ the world today.

47

Sha Tin College


IB Diploma Programme Courses

The full IB Diploma is not suitable for all students. The IB Diploma Programme Courses (DP Courses) is designed for students who may be particularly strong in some subject areas but not across all IB groups. You may opt to do a DP Courses Programme that is composed of some IB subjects, including Mathematics and Literature or Language and Literature (language A) at either Standard Level or a combination of levels around a core of CAS, components of TOK and an Extended Project. You may also take a module in Information and Communication Technology. Students will also participate in the PE and IPSE subjects (p.49-50).

DP 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.


ADDITIONAL SUBJECTSPhysical Education

The Physical Education programme is run on an option basis where students select the activities of their choice. During the academic year students will select four activities from a wide variety of sports, some which will be new to many of them such as Yoga, Martial Arts and Ice skating as well as the more traditional sports such as Netball, Basketball and Football. 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 are expected to join a team for the following sports, Netball, Basketball, Volleyball, Rounders and Tag Rugby.

49

Sha Tin College


ADDITIONAL SUBJECTSInternational Personal and Social Education

Globalisation has created a world where cultures interact more than ever before. The internet and other information technologies give us access to a greater wealth of information than at any time in human history. But not everyone agrees on what is right or true. IPSE challenges students to engage with these issues and equips them to form coherent and well-justified perspectives, as well as teaching them to think critically and creatively to find solutions to a range of problems and become active members of the community.

WHAT ARE THE AIMS OF IPSE?• Help students to deal with difficult personal, social and global questions• Give students the knowledge, skills and understanding to play an effective role in society at local,

national and international levels• Develop intercultural awareness• Increase creative thinking• Develop critical thinking skills • Enhance students capacity for problem solving and decision making in

both the present and future• Guide reflection and lead from knowledge to thoughtful action• Develop a healthy perspective on personal, social and global difficulties• Support students in developing an understanding of how critical thinking a b o u t

knowledge can benefit them

HOW WILL STuDENTS BE ASSESSED

Assessment is:• Skills based • Includes peer and self-evaluation

Assessment takes place throughout the programme, allowing students to demonstrate achievement. School assessment for IPSE plays a role in the development of the student’s skills, knowledge and understanding in dealing with issues.

Assessment tasks will be varied. These include:

• open-ended, problem-solving activities • investigations • organized debates • presentations • film • plays• analysis and reflection • Community projects


WHAT TOPICS WILL BE STuDIED?global Issues globalisation

De Bono’s Six Thinking Hats Local and global citizenship

Stress Management Critical Thinking Skills

Problem Solving Influence and Persuasion (Media, Marketing and Propaganda)

Group 1Language A: First Language

WHAT ARE THE AIMS OF THE 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, French and Korean. However, other languages are available.

THE BILINguAL DIPLOMA TAKINg TWO LANguAgE A COuRSESAlthough 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.

• Many employers insist on fluency in two languages. For example, in Hong Kong, many employers 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 Language and Literature in English.

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.

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 Studies and Leisure and Tourism as well as more obviously linked subjects like Journalism, Advertising, Public Relations and Human Resources.

53

Sha Tin College


Language A (English): Literature

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 CourseThis 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 TranslationThis 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 a World Literature essay of 1200 - 1500 words, which is externally assessed. The essay will be completed by the end of Year 12.

Part 2: Detailed StudyThis is a close study and analysis of three works, each of a different genre, one of which is poetry. You may study, for example, Blake, Keats, Byron or Wordsworth. 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 plays, which will be assessed by a final 2hr examination. We will usually be studying ‘The Crucible’, ‘A Streetcar Named Desire’, ‘Macbeth’ and ‘Oleanna’. 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 2hr examination.


Part 4: School’s Free ChoiceThere 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 Peter Jackson’s film version of Tolkien’s ‘The Lord of the Rings’ relates to the original text.

The Standard Level CourseThis 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 TranslationStandard level students study two translated texts, rather than three.

Part 2: Detailed StudyStandard Level students study two texts, rather than three and poetry is optional. The assessment lasts 10 minutes instead of 20.

Part 3: Literary genresStandard 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 ChoiceThis is exactly the same as the Higher Level course.

Course Summary for HL and SL

Part 1 25% (HL 3 texts, SL 2)




Paper 1 20%

Total number of texts: HL 13 SL 10

55

Sha Tin College


Language A (Chinese): Literature

The programme is a course in literature, which focuses 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.

The Standard Level CourseThis 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 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.

Part 1: Works in TranslationThis part of the course is a literary study of two 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. 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 1200 - 1500 words, which is externally assessed. The essay will be completed by the end of Year 12.

Part 2: Detailed StudyThis is a close study and analysis of two works, each of a different genre, one of which is poetry. For example, the students will study the famous Romantic poets, Shu Ting(舒婷), Ai Qing(艾青), Bei Dao(北島). This part of the course is assessed by an Individual Oral Commentary lasting 10 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.


Part 3: Literary genres (Assessed in Paper 2 of the final examinations)This is a literary study of three plays, which will be assessed by a final 1hr 30 minutes examination. In the past, favourite texts have included ‘The Family(家), The Bordertown and Other Stories(边城) and ‘Besieged City(圍城), Jane Eyre(簡愛). 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.

Part 4: School’s Free ChoiceThere 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.

The Higher Level CourseThis is designed for students who enjoy reading and literature. You should have at least a Grade B in Chinese 1st Language to fully benefit from the level of study undertaken in this course. However, it is common for students who choose Higher Level to be extremely talented students of literature. The framework of the course is identical to the Standard Level programme with these differences:

Part 1: Works in TranslationHigher level students study three translated texts, rather than two.

Part 2: Detailed StudyHigher Level students study three texts, rather than two. The assessment lasts 20 minutes instead of 10.

Part 3: Literary genresHigher level students study four drama texts not three. The examination papers (Papers 1 and Paper 2) are 2hrs, rather than 1hr 30 minutes.

Part 4: School’s Free ChoiceThis is the same as the Standard Level course.

Course Summary






Paper 1 20%

57

Sha Tin College


Language A (English): Language and Literature Language A: Language and Literature is a 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 of a text is combined with an exploration of the way the use of formal elements and our understanding of their meaning is affected by reading practices that are culturally defined.

The Higher Level CourseThis 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: OverviewIn 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.

• Electronic texts, such as video sharing websites.

• 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 contextIn 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 will take place primarily within the context of Language and Gender. For example, you may study the language of gender and hierarchy in extracts from a Shakespeare play, such as ‘The Tempest’, and consider changing attitudes and values across different time periods; you may study developments in, and reactions to, political correctness in the media – both in Britain and elsewhere – or you may examine how different advertisements appeal to different audiences. The choices depend on your teacher and what is topical throughout the year.


Part 2: Language and mass communicationThis 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 George Bush 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. The focus will be on studying the delivery of these forms (Speeches, Newspapers and Advertising) and their influences.

Part 3: Literature — texts and contextsStudents 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. Our chosen texts for this part of the course are: ‘The Crucible’, ‘Medea’, and ‘A Doll’s House’, 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 poetic language.

Students are assessed in Paper 2 at the end of the course, which lasts for 2hrs. 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 2hrs, which involves a comparative analysis; however, Paper 1 is based on two unseen, non-literary texts to reflect the language component of the course. This is different to Paper 1 in the Literature course, which focuses on literary texts only.

Part 4: Literature — critical studyStudents 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. Our chosen texts are: the poetry of Wordsworth, Keats or Byron, Orwell’s ‘Down and Out in Paris and London’, and David Malouf’s ‘Remembering Babylon’. 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.

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 AssessmentsStudents complete two oral activities, one on Part 1 and one on Part 2. One is used for assessment.

59

Sha Tin College


The Standard Level CourseThis 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:

Parts 1 and 2 are identical to Higher Level

Part 3: Literature — texts and contextsStandard Level students study 2, rather than 3 literary texts. Students are allowed 1hr 30 minutes in Paper 1 and Paper 2.

Part 4: Literature — critical studyStudents study two literary works, rather than three.

The Written TasksStandard Level students complete 3 rather than 4 written tasks. Only 1 task is submitted for external assessment.

Further Oral AssessmentsThe process is identical to Higher Level

Course Summary for HL and SL Language and Literature

Part 1+2 Further Oral Activities 15%

Part 3 - 25% (HL 3 texts, SL 2)

Part 4 - 15% (HL 3 texts, SL 2)

Paper 1 - 25%

Written Tasks - 20%

Total number of literary texts: HL 6, SL 4 (+ numerous texts 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 to get through. Workloads across the courses should be the same, even if the types of reading material are somewhat different.


Language A (Chinese): Language and Literature Language A: Language and Literature 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 two to the study of literature.

The course develops skills of textual analysis and understanding of texts, both literary and non-literary. A study of the formal structures of a text is combined with an exploration of the way the use of formal elements and our understanding of their meaning is affected by reading practices that are culturally defined.

The Standard Level CourseThis course requires a general interest in reading and develops the skills acquired in the study of IGCSE Chinese Language. It is a requirement that you have gained a B grade in IGCSE 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.

Parts 1 and 2: OverviewIn 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, literary and non-literary written texts and extracts:

• media texts, for example newspapers, magazines, films, radio and television programmes and their scripts.

• electronic texts, for instance video sharing websites.

• web pages, SMS messages, blogs.

• 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.

Students complete two oral activities, one on Part 1 and one on Part 2.

Part 1: Language in cultural contextIn 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,

61

Sha Tin College


translation, language and social relations, language and religious belief, and language and political correctness. For example, you may explore the benefits and difficulties of learning two languages and experiencing two cultures through the reading of several materials. You may also 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 communicationStudents 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 (for example regarding Tibet riot in China) 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.

There is a huge 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. For example, through the study of the various reports of the same news from the different point of reporter, the students will reflect on the moral responsibility of the public media to the public. Through the study of different TV broadcasting and advertisements, the students will find out how the government should make the laws to prevent the negative influence on young people from TV programme.

Part 3: Literature — texts and contextsStudents study two literary works, one of which is 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 course may include authors such as, Cao Yu ( 曹禺 ), Ba Jin (巴金 ) Lao She (老舍 ) 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.

Students are assessed in Paper 2 at the end of the course, which lasts for 1hr 30 minutes. They are expected to write an essay on one of six questions based on the works studied. Students are assessed in Paper 1, also of 1hr 30 minutes, which involves an analysis based on one of two unseen, non-literary texts to reflect the language component of the course.


Part 4: Literature — critical studyStudents study two literary works. 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 (魯迅散文選 ) and more modern choices, such as Long Ying Tai《龍應臺散文選》. Equally, poems and novels such as (余光中詩歌選 ), The Border town and Other Stories (邊城 ) 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. For this part of the course, there is a 15 minute Oral Commentary based on one of the literary texts.

The Written Tasks (based on all parts)Standard Level students also have to complete 3 written tasks, of 800 - 1000 words each, with one being submitted for external assessment.

The Higher Level CourseThis is designed for students who enjoy reading and literature. You should have at least a Grade B Chinese Language to fully benefit from the level of study undertaken in this course. The model for Language and Literature is the same at SL and HL, but there are significant quantitative and qualitative differences between the levels. The framework of the course is identical to the Standard Level programme with these differences.

Part 3: Literature—texts and contextsHigher Level students study 3, rather than 2 literary texts. Students are allowed 2hrs in Paper 1 and Paper 2.

Part 4: Literature—critical studyStudents study three literary works, rather than two.

The Written TasksHigher Level students complete 4 rather than 3 written tasks. Two tasks are submitted for external assessment.

Course SummaryPart 3 25% (HL 3 texts, SL 2)

Part 4 (Individual Oral) 15% (HL 3 texts, SL 2)


Paper 1 25% (Standard Level students write an analysis of one of two unseen texts; Higher Level students write a comparative analysis of one pair of texts.)

Written Tasks 20% (For Higher level student, one of the tasks submitted for external assessment must be a critical response to one of the prescribed questions for the HL additional study.)

Part 1+2 Further Oral Activity 15%

63

Sha Tin College


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 AIMSThis 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 Group1 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.

Language A (English):Literature and Performance


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) 60%

Paper 1: Prose and performance (1 hour 30 minutes) 20%Students answer one essay question from a choice of three concerned with issues involved in dramatizing a novel.

Paper 2: Poetry (1 hour 30 minutes) 20%Students answer one comparative essay question from a choice of six.

Written coursework: Major playwrights in performance 20%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.

Internal assessment (20 minutes) 40%This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. 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.

65

Sha Tin College


Language A: Self-Taught Literature Option (Standard Level)

• This is available for the Literature course only. It is not available for Language and Literature or Literature and Performance; it is only available at Standard 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 some 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 Mr McMahon 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.

English for Academic PurposesEnglish for Academic Purposes is now offered for students in the International Baccalaureate Programme, for those who need help to achieve their potential at IB. These lessons focus on improving academic writing skills and providing support for written assignments in all subject areas. Time management and organizational skills are targeted as needed. 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. One weekly class with the support teacher is timetabled in one of the student’s study periods. This is a required class for those who are identified as being suitable for support.


Group 2Second Language

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 ObjectivesStudents 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 ObjectivesStudents 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 ObjectivesStudents 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.

67

Sha Tin College


Second LanguageLanguage B

WHAT ARE THE AIMS OF THE COuRSE?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 word of work.

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.

The Standard Level course follows the same course outline as the Higher Level, but with reduced content. Students need to have completed a 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.

(Mandarin, French, Japanese, Spanish)


SL assessment component Weighting

External assessment 70%Paper 1 (1 hour 30 minutes): Receptive skills 25%Text-handling exercises on 4 written texts from the Core.

Paper 2 (1 hour 30 minutes): Written productive skills 25%One writing exercise from a choice of five, based on the options.

Written assignment: Receptive and written productive skills 20%Inter-textual reading of three sources followed by a written exercise of300-400 words and a 100-word rationale, based on the Core.

Internal assessment oral: Interactive skills 30%This component is internally assessed by the teacher and externally moderatedby the IB towards the end of the course.

Individual oral 20%Based on the options. 15 minute preparation time and a 10 minute presentationand discussion with teacher.

Interactive oral activities 10%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.

HL assessment component Weighting

External assessment 70%Paper 1 (1 hour 30 minutes): Receptive skills 25%Text-handling exercises on 5 written texts from the Core.

Paper 2 (1 hour 30 minutes): Written productive skills 25%Two compulsory writing exercises- Section A: One task of 250-400 words, based on the options, to be selected from a choice of five.- Section B: 150-200 word personal response to a stimulus text (e.g. statement or article), based on the core.

Written assignment: Receptive and written productive skills 20%Creative writing of 500-600 words, with a 100-word rationale, based on one of theliterary texts studied.

Internal assessment oral: Interactive skills 30%

This component is internally assessed by the teacher and externally moderated by the IB towards the end of the course.

Individual oral 20% Based on the options. 15 minute preparation time and a 10 minute presentationand discussion with teacher.

Interactive oral activities 10%Based on the Core. Three classroom activities are assessed by the teacher; themoderation factor of the Individual oral is applied to the mark submitted by theteacher for assessment.

HOW WILL STuDENTS BE ASSESSED?

69

Sha Tin College


Second LanguageLanguage Ab Initio (Standard Level)

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.

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.

WHAT ARE THE AIMS OF THE COuRSE?• 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 and are therefore unable to fulfill IB Diploma requirements for Group 2.

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 SLPaper 1 Paper 2Receptive skills Written productive skills1 hour: questions on four texts 1 hour: two short written responses

Written assignment Internal assessment SL Receptive and written productive skills 2 hours: Individual interview 200–300 words: guided writing

Dictionary is allowed /can be written in pencil Interactive skills About 10 minutes: individual oral presentation followed by questions and interview

[currently offered in Italian and Japanese, different

languages may be available]


Group 3Individuals and Society

All IB Diploma students must study at least one subject from this group.

The following subjects are on offer in this group:

Business and Management Higher and Standard Levels

Economics Higher and Standard Levels

Environmental Systems and Societies (transdisciplinary) Standard Level Only

Geography 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 OBJECTIVESIt is the intention of all Individuals and Society programmes that students should be able to:

• 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 one 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

All subjects in this group 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 tertiary institutions throughout the world for a broad range of higher education 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.

“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)

71

Sha Tin College


Business and Management

Business and Management is a Group 3 subject, but it can also be studied as a Group 6 option. It is offered at both Higher Level (HL) and Standard Level (SL).

WHAT ARE THE AIMS OF THE COuRSE?Business and Management (B&M) is the rigorous and 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 and management decisions are made. B&M provides students with the skills to make sense of the circumstances that drive change in an interdependent and multicultural business world. The course provides students with a wide range of practical and transferable skills and can, therefore, be very useful in a wide range of careers in the future.

The aims of course include:

• To promote the importance of exploring business and management issues from different cultural perspectives

• To encourage a holistic view of the world of business and management

• To enhance each student’s ability to make informed decisions and solve business related problems

• To enable each student to appreciate the pace, nature and significance of change in organisations and society

• To enable students to develop the capacity to think critically.

WHO IS THE COuRSE SuITABLE FOR?Both the SL and HL courses are designed for students who have an interest in management and the real business world.

No previous knowledge of Business and Management 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 the accounting and finance unit and the other quantitative components of the course. It is also recommended that students who have studied IGCSE Business Studies and/or IGCSE Economics students have obtained a Grade C or above, although all students will be considered on their own merits.


WHAT TOPICS WILL BE STuDIED?The course involves a study of:

• Topic 1: Business organisation and environment: the different types of business organisations, their objectives and the global environments in which they operate.

• Topic 2: Human resources: the way people influence, and are influenced by, business organisations in order to achieve organisational objectives.

• Topic 3: Accounts and finance: how business organisations manage their finances and the strengths/limitations of various tools for financial management and analysis.

• Topic 4: Marketing: marketing strategies such as e-commerce and international marketing to achieve organisational objectives.

• Topic 5: Operations management: production planning, including issues of quality assurance.

• Topic 6: Business strategy (HL only): strategic analysis, decision-making and implementation to achieve organisational objectives.

HOW WILL STuDENTS BE ASSESSED?External AssessmentPaper 1 Examination: Pre-issued case study

Level Total Marks Weighting (%) Timing (hours)

SL 50 35 1 1/4

HL 80 40 2 1/4

Paper 2 Examination: Structured questions

Level Total Marks Weighting (%) Timing (hours)

SL 60 40 1 3/4

HL 75 35 2 1/4

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 of the students' choice. 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 137) for further advice or information.

73

Sha Tin College


Economics

Economics is a Group 3 subject, but it can also be studied as a Group 6 option. 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 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


HOW WILL STuDENTS BE ASSESSED?External AssessmentYou will be required to complete the following examination papers at the end of the two-year course:

Internal Assessment (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 137) for further advice or information.

75

Sha Tin College


Paper Style of assessment Syllabus Section Weighting Timing

1 2 essays 1 & 2 40% SL/30% HL 1 1/2 hours 2 2 data response questions 3 & 4 40% SL/30% HL 1 1/2 hours 3 2 quantitative questions 1-4 20% HL only 1 hour IA Portfolio of 3 commentaries 20% SL & HL

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.

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 seven major topics covered are highlighted in the diagram on the left.

HOW WILL STuDENTS BE ASSESSED?The internal assessment (IA) consists of fieldwork and lab-based practical work and 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.

77

Sha Tin College


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, meteorology, town planning, landscape 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.

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


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)


Fieldwork (HL and SL) – one piece of coursework

Standard Level assessment outline:Paper 1 1 hour 20 mins Questions on the core themes 40%

Paper 2 1 hour 20 mins Questions on two optional units 35%

Fieldwork 1 piece of coursework on any topic from the syllabus 25%

Higher Level assessment outline:Paper 1 1 hour 20 mins Questions on the core themes 25%

Paper 2 2 ½ 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%

79

Sha Tin College


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

History

WHAT ARE THE AIMS OF THE COuRSE?IB History is about uncovering the story of the past 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 decide on 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 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.

“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

WHO IS THE COuRSE SuITABLE FOR?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: 20th Century Prescribed Topic: Communism in crisis 1976-1989This topic addresses the social, political and economic challenges facing the leading Communist states from 1976-89. Beginning with the power struggles that followed the death of Mao, this unit traces the drive to modernization and reform under Deng Xiaoping and the crisis that culminated in the Tiananmen Square Massacre of 1989. Students will also learn how similar challenges were addressed in the USSR; by Brezhnev; as well as Michael Gorbachev, the leader who was instrumental in bringing the Cold War to an end.

Paper 2: SL and HL: 20th Century World History Topics:

1. The origins and development of authoritarian and single-party states Hitler said that ‘the broad mass of a population are more likely to believe a big lie than a small one’ so students will have the opportunity to decide whether he was right by examining the dictatorships of Mao and Hitler in-depth. Students uncover the factors that explain their rise to power, their domestic policies and the impact of these regimes. HL students will also have the opportunity to study Castro and Peron.

“If you would understand anything, observe its beginning and its development.”

Aristotle


2. The Cold War The tensions between the USA and USSR in the second half of the Twentieth Century dominated global affairs from the end of the second world war to the 1990s. Students examine the origins and development of the Cold War, the impact of the superpower rivalry and the reasons for the ‘thaw’ in the 1980s.

Historical InvestigationStudents spend about five weeks of the course on a (historically-based) problem-solving activity. They have the opportunity to choose a topic of personal interest (which need not be related to the syllabus) and pose a key question for investigation. Topics in the past have covered the Japanese invasion of Hong Kong, the assassination of Julius Caesar and the sinking of the Titanic. You are encouraged to follow a topic of genuine interest to you.

Paper 3: HL: Aspects of the history of the AmericasStudents study the domestic concerns and political developments in the Americas (US, Canada, Argentina and Cuba) after the Second World War up until 1979. In addition they study the impact of the Cold War on the Americas, 1945-81. Finally, students learn about Civil Rights movements in the Americas after 1945. This topic examines the origins, tactics and organisations of the Native Americans and African Americans, as well as the feminist movements and the characteristics of the counterculture.

HOW WILL STuDENTS BE ASSESSED?All students complete exam papers 1 and 2 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.

“History cannot give us a program for the future, but it can give us a fuller understanding of ourselves, and of our common humanity, so that we can better face the future.”

Robert Penn Warren

81

Sha Tin College


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 medic ine i s 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?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? 3G telephones, 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.

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?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%.

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.

• 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.

83

Sha Tin College


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 civic 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. No previous qualifications are needed for either course.

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 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?

ESF IB Philosophy Conference.


Students debating the problem of evil and suffering.

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 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.

Standard Level: Students are required to study the Core Theme, one Optional Theme, and one prescribed text.

HOW WILL STuDENTS BE ASSESSED?Higher Level Assessment

External Assessment

Paper 1: 2½ hours 40% One essay question on the Core Theme One essay question on each of the Optional Themes

Paper 2: 1 hour 20% One essay question on the prescribed text

Paper 3: 1 ½ hours 20%

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.

Internal Assessment 1600-2000 words 20%A critical analysis of non-philosophical material.

Standard Level Assessment

External Assessment

Paper 1: 1¾ hours 40% One essay question on the core theme One essay question on the chosen optional theme

Paper 2: 1 hour 30% One essay question on the prescribed text

Internal Assessment (See Higher Level Description) 30%

85

Sha Tin College


Psychology

Psychology is a Group 3 subject, but it can also be studied as a Group 6 option. It 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 designed for students who wish to develop an 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.

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 humans suffering from

psychological disorders such as depression and eating disorders.

• Health Psychology – this promotes an understanding of behaviour that leads to a healthier lifestyle, including specific focus on obesity, stress, substance abuse, addictive behavior.


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 reportStudents are expected to design, carry out, analyse and report on an experimental study (1500-2000 words) 20%

Standard LevelAssessment 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 1: Core 2-hour examination: 3 short questions, 1 essay 50%

Paper 2: Options 1-hour examination: one essay question 25%

Internal Assessment: experimental study and reportStudents are expected to design, carry out analyse and report a simple experimental study (1000-1500 words)

87

Sha Tin College


Students who are considering a career in a scientific, medical, engineering or a technological field are strongly advised to research degree course requirements very 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, Computer Science, Physics and Design Technology.

The Sciences available only at standard level include Sports, Exercise and Health Science and Environmental Systems and Societies - an inter-disciplinary 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 COuRSEThese 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 HL courses 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 an 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 MODELA common curriculum model applies to the following Diploma Programme Group 4 subjects: Biology, Chemistry, Physics, Sports Exercise and Health Science and Design Technology. (There are some differences in this model for Design Technology and these arise from the design project, which is a unique feature of this subject.) Computer Science is a little different, see pages 94-95. 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.

Group 4EXPERIMENTAL Sciences

Standard Level/Higher Level group 4 curriculum model (outline)Component Teaching Hours

SL HL

Core topics 80 135

Options 30 45

Practical Investigations 40* 60*

TOTAL 150 240


Duration (Hours)

SL- HL-1

SL-1

HL-1

SL-1HL-1

Paper

1

2

3

What % does this contribute to the

final grade?

20

24

20

What are the styles of questions?

HL and SL have 40/30 multiple-choice questions respectively.

Section A:One data based question, which requires you to analyse a given set of data and several short answer questions on the core and the AHL (all compulsory).Section B:Consists of questions that require extended responses.

Paper which examines the options studied and includes several short answer and data analysis style questions.

Paper

1

2

3

What % does this contribute to the

final grade?

20

36

20

Duration (Hours)

1

2

1

What are the styles of questions?

HL and SL have 40/30 multiple-choice questions respectively.

Section A:One data based question, which requires you to analyse a given set of data and several short answer questions on the core and the AHL (all compulsory).Section B:Consists of questions that require extended responses.

Paper which examines the options studied and includes several short answer and data analysis style questions.

* Includes 10 hours spent on the Group 4 project

ASSESSMENT OF THE gROuP 4 SuBJECTSAssessment is both internal and external. (See pages 94-95 for Computer Science.)

External assessment takes place at the end of the two-year course and consists of three written papers that contribute 76% to the final examination grade. The external assessment for Design Technology, which consists of three written papers, contributes 64% to the final examination grade.

Internal assessment (IA) takes place continuously over the 2-year course. It consists of an interdisciplinary project (an investigation undertaken with scientists of different disciplines) and various practical tasks and short and long term investigations.

It contributes 24% to the final examination grade. The internal assessments and design project for Design Technology contributes 36% to the final examination grade.

It is internally assessed by the teacher and then sent off to be moderated by the IBO.

External Assessment for Sciences (not Computer Science)

External Assessment for Design Technology

Standard Level/Higher Level for Design Technology (outline)Component Teaching Hours

SL HL

Core topics 65 114

Options 30 45

Practical Investigations + design project 55* 81*

TOTAL 150 240

89

Sha Tin College


Biology is a Group 4 subject, but it can also be studied as a Group 6 option. It is offered at both Higher and Standard Levels.

WHAT ARE THE AIMS OF THE COuRSE?• To provide you with a wide body of biological knowledge so that you

have a greater 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 self-study 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.

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 find this an enjoyable course.

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 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.

Biology


WHAT TOPICS WILL BE STuDIED? There is a subject specific core common to both levels. The major topics in this core are cells, chemistry of life, genetics, ecology and evolution and human health and 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.

There is also the extra topic of plant science in the Higher Level course. As well as the subject specific core, a number of options can be studied. In the Standard Level Course, two options are studied (15 hours each) and in the Higher Level course two options are studied (22½ hours each). Some options are only available to Standard or Higher Level students whilst others are available to both; the teaching staff will make the final option choices.

91

Sha Tin College


Chemistry is a Group 4 subject, but it can also be studied as a Group 6 option. 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, and to allow you to apply these areas of knowledge and techniques.

• To develop your ability to analyse, evaluate and synthesise 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 associated with science.

• To encourage you to understand the relationships between scientific disciplines and the overarching nature of scientific method.

WHO IS THE COuRSE SuITABLE FOR?This course is designed for students who have a keen interest in, and an appreciation of Chemistry and who wish to study the subject in more depth. 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.

To have a good chance of success on the Higher Level course we recommend you achieve at least a grade BB at IGCSE Science. However, if you achieve a CC the Head of Department will consider your application based on performance in Chemistry in Years 10 and 11 (equivalent qualifications are acceptable from other examination bodies). Alternatively, perhaps the Standard Level course might be more suitable for your skills and abilities.

Both levels of the Chemistry course are very demanding and require 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.

Chemistry


WHAT TOPICS WILL BE STuDIED?• Stoichiometry,

• Atomic Theory,

• Bonding,

• Periodicity,

• Energetics,

• Kinetics,

• Equilibrium,

• Acids and Bases,

• Redox,

• Organic Chemistry,

There are also two Option topics.The material covered is a blend of inorganic, organic and physical Chemistry and will prepare you well for further courses of study in Chemistry and related subjects in Higher Education.

HOW WILL YOu BE ASSESSED?At the end of the course, you will sit three examination papers – a multiple choice paper, a short/extended answer paper and an options paper.

Throughout the course you will also be assessed on your practical manipulative skills and upon your ability to write up investigations. The latter will be assessed by submitting 6 practical Internal Assessment pieces.

93

Sha Tin College


WHAT ARE THE AIMS OF THE COuRSEComputer Science involves creating new possibilities and solving problems using the power of computers. The SL and HL Computer Science courses cater for students who wish to develop an understanding of:

• the principles and nature of computer science,

• how computers work and how they can be used,

• methods of analysing problems,

• writing and developing software,

• planning and implementation of solutions using computers,

• range and organisation of computer systems.

At Sha Tin College we have a web focus to our Computer Science course. Programming and development technologies related to the Internet and web development will be used to explore the key Computer Science concepts in this course.

WHO IS THE COuRSE SuITABLE FORThe course is suited to students who have an interest in problem-solving, understanding how computers work and those looking for opportunities in the high-tech sector. After you have completed the IB Computer Science course you may choose to continue your study full time at a Further Education Institution in any Computer related discipline; Computer Science, Computer Engineering, Information Technology, Information and Business Management, Artificial intelligence and more. You may choose to develop your own software as a hobby or business, or you might seek employment in the ever growing Computing related industries.

WHAT TOPICS WILL BE STuDIED

HL & SL TOPICSTopic 1: System fundamentals (20 hours)Systems in organisations, System design basics

Topic 2: Computer organization (6 hours)

Topic 3: Networks (9 hours)

Topic 4: Computational thinking, problem-solving and programming (45 hours)General principles, Connecting computational thinking and program design

Option C: Web ScienceCreating the Web, Searching the Web, Distributed approaches to the Web, The evolving Web.

Analysing the Web, The intelligent Web

HL TOPICSTopic 5: Abstract data structures (23 hours)

Topic 6: Resource management (8 hours)

Topic 7: Control (14 hours)

Case studyAdditional subject content introduced by the annually issued case study

Computer Science


HOW WILL STuDENTS BE ASSESSEDComputer Science is assessed through two externally marked written examinations and an internal assessment project.

Standard Level:Written Paper 1, 1.5hrs (External 45%)Written Paper 2, 1hr (External 25%)Internal Assesment & Group 4 Project (Internal 30%)

Higher Level:Written Paper 1, 2hrs 10mins (External 40%)Written Paper 2, 1hr 20mins (External 20%)Written Paper 3, 1hr (External 20%)Internal Assessment & Group 4 Project (Internal 20%)

Internal AssessmentStudents must individually develop a solution for a specified client to a specified problem or an unanswered question.

The solution is assessed using five criteria.

• Planning

• Solution overview

• Development

• Functionality and extensibility of product

• Evaluation

Students can select any topic that interests them. It does not have to be directly related to the specified themes in the syllabus or to the option studied. Students should undertake a challenging task using appropriate techniques to showcase their algorithmic thinking and organisational skills.

The solution could take, but is not restricted to, one of these forms:

• Creating a new system, such as an OOP program, a relational database, a simulation or a stand-alone/web-based application

• Adding functionality to an existing system, such as connecting a webpage(s) to a database, writing a function for Moodle, writing a plug-in, or developing a stand-alone application

95

Sha Tin College


AIMS OF THE DESIgN TECHNOLOgY COuRSE.The IB course in Design Technology provides an opportunity for students to develop their skills from GCSE level by designing and making products and understanding the theory that underpins technological practice. The course is dynamic, challenging and practical, suitable for any student with a proven interest in creative and practical problem solving. The course provides a strong foundation in a range of Design Technology theory and practical skills. It also offers an opportunity to specialize in a selected area through its option choices (see next page).

The world needs creative thinkers and problem solvers and Design Technology provides the first stepping stone into a wide range of related careers. The demand for creative designers has never been greater, especially as the world faces up to the challenge of managing its resources in a sustainable and ethical way. The course is diverse and can cater for your personal interests and career ambitions, allowing you to focus some aspects of your studies in areas that interest you through your project work and option choice. You can build up a portfolio throughout the course which may assist you in gaining a place at University or when seeking employment. The qualification provides a foundation for entry into a broad range of University courses:

Engineering, Architecture, Industrial Design, Graphic Design, Medical Technology, Manufacturing, Robotics, Control Systems, Craft, Fashion design, Jewellery, Furniture and Interior design, Landscaping, Environmental Design, Sports Science and Technology, Education, Food science, Food Technology, Nutrition, Aeronautics, Computer Aided Design, Computer Aided Manufacture, Catering and Management…plus many more.

Studying Design Technology adds breadth and balance to the IB Diploma learning experience. If you like learning by doing and using your creative potential, this could be the course for you.

COuRSE SuITABILITY.The only requirement to start the course is that you have a proven, genuine interest in the subject and a desire to learn. However, you also need to be realistic in your expectations: students who have achieved a grade B or higher at GCSE will be suited to Higher Level courses. Students who have not studied a Technology related course will find it more challenging, so would be wise to consider the Standard Level option.

Don’t worry if you haven’t done a Technology course at GCSE; you may still be able to start the IB course. All you need to do is to show that you have a proven, genuine interest in the subject and a desire to learn as explained above. Staff here can advise you on the best option, please speak to a member of the Design and Technology Department for further guidance.

Topics studied.

Standard Level (SL): Additional Higher Level (AHL):

Topic 1: Design process Topic 8: EnergyTopic 2: Product innovation Topic 9: StructuresTopic 3: Green design Topic 10: Mechanical DesignTopic 4: Materials Topic 11: Advanced manufacturing techniquesTopic 5: Product development Topic 12: Sustainable developmentTopic 6: Product design Topic 7: Evaluation

Design Technology


Options.This course has THREE options, which broadly match the GCSE D&T subjects you may have been studying in Years 10 and 11. They are formally assessed only in paper 3 of the written exam but will provide your focus for all of your minor projects (‘Internal Assessments’) and your major project in Year 12+13. The options are

1. CAD/CAM (best matches gCSE Resistant Materials & Electronic Products)

2. Food (best matches gCSE Food Technology)

3. Human Factors (best matches gCSE graphic Products)

This means that whatever GCSE course you have studied, a match is available at IB level to allow you to continue your chosen specialism if you wish. You may choose 1 option. This will form the focus of your work in much of the core and will be assessed in your final exam. Select your option carefully and please feel free to talk to the staff in the Department at any time if you are having problems making up your mind.

Assessment.• Paper 1: 20%: Multiple choice paper- MCQ

• Paper 2: 24%: Data based questions and short answer questions on all topics

• Paper 3: 20%: Short answer questions and one extended response question based on your chosen option.

• Internal Assessments (coursework) 18%: A range of investigations and project work set by the teacher and conducted throughout the course. These will form the basis of your portfolio.

• Major project 18%: A project of your choice which represents the full design and make process, started during Year 12 and concluded around January of Year 13.

Need any more help? You are welcome to speak to any member of the D&T Department – we are here to help you make the right choice and to look over the materials for the course on SMART.

97

Sha Tin College


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.

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 seven major topics covered are highlighted in the diagram on the left.

HOW WILL STuDENTS BE ASSESSED?The internal assessment (IA) consists of fieldwork and lab-based practical work and 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.

99

Sha Tin College


Physics is a Group 4 subject, but it can also be studied as a Group 6 option. 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 characterise 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 associated with 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 LevelThis course is designed for students with a deep and keen interest in Physics who wish to pursue a related subject at university. The course assumes a considerable amount of background knowledge and a basic understanding as provided by IGCSE Science. To have a good chance of success on the course the Physics Department recommends 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 your performance in Physics in Years 10 and 11. A grade B is recommended in Mathematics. The course is demanding and requires a large amount of self-study in addition to time-tabled lessons. It is important that you consult your Physics teacher when considering this subject.

Standard LevelThis course is designed for the non-science specialist who needs to study a Group 4 subject to obtain the breadth and balance required of the IB. You should have a keen interest in the Physics aspects covered in your IGCSE Science course in order to get full value from this programme. Some mathematical ability is also required.

Physics


WHAT TOPICS WILL BE STuDIED?The course consists of eight core areas studied at Standard and Higher level.

• Physics and Physical Measurement • Mechanics

• Thermal Physics • Oscillations and Waves

• Electric Currents • Fields and Forces

• Atomic and nuclear physics • Energy, Power, and Climate Change

• Global Environmental Physics

In addition, at Higher Level (HL), the following areas are studied:

• Motion in fields • Electromagnetic Induction

• Thermodynamics • Quantum and Nuclear Physics

• Wave Phenomena • Digital Technology

At HL, in addition you will be expected to study two options for about 45 hours duration. The material covered at HL, Relativity and Astrophysics, is a blend of traditional and modern Physics.

At SL you will be required to study the two Physics option topics of Astrophysics and Sight & Wave Phenomena.

You will be required to spend at least 10 hours completing a Group 4 project.

HOW WILL STuDENTS BE ASSESSED?Coursework accounts for approximately a quarter 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.

101

Sha Tin College


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 SL only. 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 analyze 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 that enjoy science

• Those 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 become:

• Nutritionists

• Sports Psychologist

• Podiatrists

• Physiotherapists

• Teacher’s

• Involved in the Health Care Profession

In fact, anything relating to the body and many things that are not!

WHAT TOPICS WILL BE STuDIED?Core Topics 80 hrs• Anatomy

• Exercise Physiology

• Energy Systems

• Movement Analysis

• Skill in Sport

• Measurement and Evaluation of Human Performance

Sports, Exercise and Health Science


Option Topics 30 hrs• Optimizing Physiological Performance

• Psychology of Sport

• Physical Activity and Health

• Nutrition for Sport, Exercise and Health

Practical Investigations 30 hrsgroup 4 Project 10 hrs

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)Criteria aspects: Design Data collection & processing Conclusion & evaluation Manipulative skills Personal skills

103

Sha Tin College


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 AIMSMathematics 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 StudiesThis 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

Group 5Mathematics

Possible options in MathematicsMathematical Studies (Standard Level)

Mathematics (Standard Level)Mathematics (Higher Level)


consult with the Careers Staff to determine the suitability of this course for entrance to your selected tertiary institution.

Standard Level - MathematicsThis 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. 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 Chemistry, Economics, Geography, Psychology and Business Administration.

Higher Level – MathematicsMathematics 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 select 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.

105

Sha Tin College


WHAT TOPICS WILL BE STuDIED?Mathematical Studies – Standard Level

Number & Algebra Graphs & Linear Equations Logic & Probability

Statistics Trigonometry Calculus

Sequences & Series Functions Financial Mathematics

Mathematics – Standard and Higher Level

Algebra Vectors

Functions and Equations Statistics and Probability

Trigonometry Calculus

Both courses offer the same topics, but each topic is studied to a greater depth in the Higher Level course. 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).



Standard Level – Mathematical StudiesThe 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 – MathematicsThe 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 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 – MathematicsThe 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.

The Arts are a popular and well established area of the curriculum at Sha Tin College. They are fundamental to an individual’s intellectual, aesthetic and perceptual development. They develop, inform, sustain and extend the human spirit thus providing that breadth and balance essential to a school’s curriculum. They enrich and enliven people’s lives and studying the Arts as part of the IB will bring benefits which will last a lifetime. In addition to encouraging specific skills in the discrete areas of Visual Arts, Theatre, Music and Film, the Arts foster skills in personal and social development, and help to develop an understanding and appreciation of other cultures.

Studying the Arts can also benefit the individual by encouraging academic improvement in other areas. American research shows that participation by young people in the Arts improves their attitudes towards learning. This research, together with studies undertaken in Switzerland, reveals that high exposure to arts training results in, for example, improved performance in Mathematics (http://aep-arts.org/publications/info.htm?publication_id=19)

By choosing an Arts subject, you will be developing academically, socially and aesthetically.

In order to gain the broadest education possible, you should choose one subject from each of the six groups.

Your Group 6 choice may be any one of the following subjects:

Arts subjects

Film Literature and Performance (SL only)MusicTheatreVisual Arts

Group 6The Arts

107

Sha Tin College


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 film more accessible 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 by the student and by others

• a knowledge of film-making traditions in more than one country.

WHO IS THE COuRSE SuITED FOR?If you have an interest in film and you want to develop or be considering a career in media or film, 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 well-rounded 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 Art, 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.

Film


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 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 analysisYou 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 historyYou 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 organizationYou 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.

HOW ARE STuDENTS ASSESSED? Higher Standard

External Assessment

Independent Study (Part 1) 25% 12-15 page script for a documentary 8-10 page script for a documentary on film theory/film history on film theory/film history

Presentation (Part 2) 25% Oral presentation of a detailed Oral presentation of a detailed critical analysis of a continuous critical analysis of a continuous extract from a prescribed film extract from a prescribed film lasting no longer than 5 minutes. lasting no longer than 5 minutes. 15 minute presentation 10 minute presentation

Internal AssessmentProduction Portfolio (Part 3) 50% 6-7 minute film 4-5 minute film 40-60 second trailer Portfolio write-up and reflection Portfolio write-up and reflection (1,200 words) (1,750 words)

109

Sha Tin College


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 AIMSThis 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 Group1 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.

Language A (English):Literature and Performance


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) 60%

Paper 1: Prose and performance (1 hour 30 minutes) 20%Students answer one essay question from a choice of three concerned with issues involved in dramatizing a novel.

Paper 2: Poetry (1 hour 30 minutes) 20%Students answer one comparative essay question from a choice of six.

Written coursework: Major playwrights in performance 20%

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.

Internal assessment (20 minutes) 40%This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. 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.

111

Sha Tin College


WHAT ARE THE AIMS OF THE MuSIC COuRSEMusic 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.

• You love music in all forms and styles.

WHAT TOPICS WILL BE STuDIED?• 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.


Performance Any instrument, voice or style of music is permitted. You will perform in two or more solo recitals during the 2 year course.

The Higher Level recital is 20 minutes in total duration (25% of the course) and the Standard Level recital is 15 minutes in total duration (50% of the course).

Music


Composition You have the opportunity to compose pieces of music using any style and instruments you wish. 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 requires 3 compositions (25% of the course) and Standard level requires 2 compositions (50% of the course)

ListeningYou 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 1500 words based on the comparison of 2 pieces of your own choice from different musical cultures. (20% of the course at both levels)

The Standard Level CourseThis 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.

113

Sha Tin College


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 and drama.

The course also aims to help students to do the following:

a) to understand that directing and designing for the theatre is an integral part of stage production.

b) to be able to research into Theatrical styles and practitioners and apply their research to practical work.

c) to work independently, to take responsibility within a group and to communicate ideas with skill and precision.

WHO IS THE COuRSE SuITABLE FOR?Although the course is open to all, students who have studied GCSE Drama will find their prior knowledge of practical work an advantage. If a student has come from another schooling system then we would expect them to have had some production experiences prior to their arrival at Sha Tin College and we would need to discuss these with them in advance.

WHAT TOPICS WILL BE STuDIED?Please note that these topics are not to be viewed as being discrete from each other; the learning in one area will have an impact on the student’s skills and performance in all topics.

Topic 1 Performance Skills An introduction to ensemble work, performance techniques, and acting and characterization.

This will include three major theatre production experiences plus workshops and lesson experience. This practical element is recorded in the student’s Theatre journal, a document which is used as resource material for the examined units of the course. (see next page)

Theatre


Topic 2 World Theatre Studies 25% A study of plays and traditions from around the world.

The focus for this element of the course might involve discussion and practical exploration of such elements of drama as:

• theatrical conventions, traditions and practices from around the world

• the political, social and intellectual contexts in which world drama is created

• the critical skills needed to evaluate performances seen

• research skills and wider reading

This component is externally assessed by a written Research Investigation (a coursework assignment of 2500 words at HL, 1500-1750 words at SL).

Topic 3 Practical Performance Proposal 25% This part of the course requires an active, practical exploration of texts or other stimuli from the

point of view of a director of a theatrical production.

This will include the following:

• devising their own theatre.

• 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 production elements (lighting, sound, costume, make-up).

• the intended impact of the production on an audience.

This skill is assessed by a written ‘pitch’ of 250 words that outlines the candidate’s directorial vision for a stage production. This pitch is supported by written and visual materials and, at HL, a written Rationale of 1000-1500 words explaining their ideas in detail.

115

Sha Tin College



Component Title Assessment

World Theatre Studies Research Investigation (coursework 25% Marked externally assignment of 2500 words at HL, 1500-1750 words at SL)

Practical Performance Proposal Written ‘pitch’ of 250 words, supported by 25% Marked externally written and visual materials and, at HL, a written Rationale of 1000-1500 words.

Theatre Production Theatre performance and production 25% Internally assessed presentation. An oral talk of between 20 and externally and 30 minutes in length. moderated

Independent Project A practical project documented through 25% Internally assessed an Independent Project portfolio. and externally HL 3000 words. moderated SL 2000 words.

Topic 4 Theatre performance and production presentation 25% This final, summative unit of work involves students drawing on their journal entries over the two

years and preparing an oral presentation in which they describe the significant moments of their journey of learning. This oral presentation is supported by a selection of images and photographs which serve to synthesize and exemplify their learning over two years.

HL students will speak for 30 minutes and SL students for 20 minutes.

Topic 5 Independent Project 25% A project that is chosen by the candidate, on a specific aspect of Theatre which interests them

particularly.

Students may choose to:

• devise and present a performance

• write dialogue

• design lighting/sound for a production

• design costumes/set for a production

• direct a scene for performance

• stage manage a production

This is assessed through an Independent Project portfolio which explains the connection between this project and the rest of the course.

HL 3000 words.

SL 2000 words.


Visual Arts is a Group 6 subject and is offered at both Higher and Standard Levels.

Visual Arts

• Interest

• Commitment

• Motivation

• Persistence

• Self understanding

• Insight and inquiry

• Discrimination

• Appreciation

• Observational skills

• Decision making abilities

• Organisational skills

• Problem solving abilities

• Independent thinking

• Multicultural awareness

WHAT ARE THE AIMS OF THE IB VISuAL ARTS COuRSE?• To provide you with the opportunity to develop your appreciation of art and aesthetics, as well as your

imaginative and creative skills.

• To stimulate and train your visual awareness, perception and criticism of the arts of various cultures.

• To enable you to discover, develop and enjoy creative visual expression in the studio and elsewhere, which suits your temperament and ability.

• To encourage you to have a lively, enquiring and informed attitude towards art and design in all its forms, both past and present.

• To prepare you for entry into the most competitive colleges of Art, Design and Architecture.

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.

The qualities needed for the course are:

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

117

Sha Tin College


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.

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.

Stimulated by a knowledge of the rich artistic heritage of many cultures, you will become aware that through this subject these can create an intensely personal view of the world 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 themes will be designed to allow you the opportunity to explore your own and other cultures. They will be open-ended to allow personal interpretation and exploration of ideas with guidance, direction and tuition from staff, as and where appropriate. You will play a prominent role in determining the complete programme.

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?The course consists of two components which are assessed as follows:

1. Part A Studio Work 60%

2. Part B Investigation Workbooks 40%

1. Studio work refers to the actual completed final pieces of Art that you produce in class. Higher Level students are expected to produce around 15 to 18 of these over the two-year course, whilst Standard level students usually produce 10 to 12 works.

2. The Investigation Workbook (IWB) element of your studies is designed to encourage adventurous research and critical Investigations. During the course, your workbooks will become a highly personal record of your research into the appreciation of Art and Design. The IWBs will contain both visual and verbal information and will have the appearance of working journals. The research must have some relationship to, and should naturally complement, your studio work. (If you have completed Art GCSE at Sha Tin College before starting your IB course you will already be familiar with this manner of working.)

At the end of the course you will have to mount an exhibition of your Art work. Your teachers will assess all your Art work which will be externally moderated. You will be given an interview of about 30-40 minutes with your teacher, who will give you an opportunity to discuss your exhibition and your Workbook.

The very specific Assessment Criteria for both Studio work and Investigation work 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 study Art at this level.

119

Sha Tin College


Notes




2013-2015

2013-2015

ESF Centre25/F, 1063 King's RoadQuarry Bay, Hong Kong

Tel: (852) 2574 2351Fax: (852) 2818 5690

No 3 Lai Wo LaneFo Tan, Sha Tin,

New Territories, Hong KongTel: (852) 2699 1811Fax: (852) 2695 0592

Email: [email protected]: http://www.shatincollege.edu.hk

Sha Tin College is a member of the English Schools Foundation

Sha Tin College

Sha Tin College

Publication Coordinator : Jane Yao • Design & Printing : The Green Pagoda Press Ltd. www.gpp.com.hk

sha tin collegeenews-shatincollege.esf.edu.hk/sites/shatincollege/files/... · 2012. 9. 17. ·...

Documents