the abc international schooltheabcis.com/booklet/alevel booklet 2015.pdf · · 2016-04-09that you...
TRANSCRIPT
The ABC
International
School
Providing The British
National Curriculum For
An International Future WWW.THEABCIS.COM
INTERNATIONAL
AS & A LEVELS OPTION BOOKLET
SECONDARY SCHOOL
Contents
Message ………………………… 5
Why do A –Levels Matter? ………………………… 6
Recognition of Cambridge IGCSEs and A Levels ………………………… 7
Subjects available at the ABCIS ………………………… 8
Grading System ………………………… 9
Choosing the right subject combinations ………………………… 9
Art and Design ………………………… 10
Biology ………………………… 12
Business Studies ………………………… 14
Chemistry ………………………… 16
Computer Science ………………………… 18
Critical Thinking (Year 12 only) ………………………… 20
Design Technology ………………………… 22
Economics ………………………… 24
English Literature ………………………… 26
French ………………………… 28
Further Mathematics ………………………… 30
General Studies (Year 12 only) ………………………… 32
Geography ………………………… 34
History ………………………… 36
Information and Communication Technology ………………………… 38
Mathematics ………………………… 40
Music ………………………… 42
Physical Education ………………………… 44
Physics ………………………… 46
Psychology ………………………… 48
Sociology ………………………… 50
The AQA Baccalaureate ………………………… 52
IELTS and Compulsory Physical Education ………………………… 54
Additional Info. – PSHE / Tutorials / Head of Students ………………………… 56
Additional Info. - Prefect Duties / Service Opportunities ………………………… 57
Additional Info. - Sixth Form Facilities / Careers / Universities ………………………… 58
Additional Info. – Entry to World Class Universities ………………………… 60
Additional Info. – International Award ………………………… 62
Additional Info. - Secondary Assessment Tests (SATs) ………………………… 64
Additional Info. - Student Voice ………………………… 66
Additional Info. - Model United Nations (MUN) ………………………… 67
Additional Info. – Scholarship Grant ………………………… 68
Message Mr. Steve Shaw - Head of Secondary
Welcome to the Options booklet for Key Stage 5. Inside
this brochure you will find information about the subjects
that you can study at the ABC International School as well
as get a flavour of the other opportunities that are availa-
ble in Years 12 and 13.
Entering Year 12 marks an important point in the
development of our students because it is the point at
which they embark on a new and exciting phase on their
educational journey. It is also the time when they make
decisions which could have a direct influence on their
future careers.
This is therefore an important point in your child‘s education and so it is important
to ask as many questions as you need before making your decision about subject
choices. Staff are available to both you and your parents at the Options Information
Evening and if you contact them through the school office. In addition to this Mr.
Paul Rispin is available to provide careers guidance information both on the
Options Information Evening and during individual interviews.
5
The end of Year 11 marks a turning point in the life of all
young people. It is a time when they can embark upon a
new journey to study the subjects that they really enjoy
in more depth through A Levels. Students at the ABC
International School are afforded the opportunity to
work with like minded students in the pursuit of academ-
ic excellence. As a result of this many of our students go
on to study at some of the world‘s top Universities.
A Level qualifications have a long history and are accept-
ed by universities across the globe. One benefit of A Lev-
els is that they can be accepted as credits by universities
in America, Canada, the UK and many other countries. They are highly regarded
qualifications which prepare students extremely well for further study. As Head of
Key Stage Five I will ensure that every student in year 12 and 13 gets the best guid-
ance and support possible when making the decision as to where to go on to next.
I hope that you find the information contained in this brochure useful and
informative. Should you have any questions, feel free to get in contact with me
through the school office.
Mr. Paul Rispin - Head of Sixth Form
A Levels
The ABC International
School offers a broad
curriculum at A levels.
The school is a accredited
by the University of
Cambridge International
Examinations Board (CIE),
which is the world’s
largest provider of
international qualifications
for 14–19 year olds.
Some subjects also offer
AQA A level examinations.
Why do A Levels Matter?
In order to secure a place at university
students must follow a post-16 course
of study. The AQA A level and CIE
International A level fulfills this
requirement.
As part of the application process to
university students must declare both
IGCSE and AS Level grades. In addition
to this there is an opportunity to
secure university course credit and
advanced standing from universities in
countries such as America and Canada.
Good grades in carefully chosen A
Level subjects can result in up to one
full year of credit. Many universities in
other countries recognize Cambridge
International A/AS Levels for
matriculation purposes and often grant
exceptions.
6
7
Recognition of Cambridge IGCSEs and A Levels
Cambridge IGCSEs and International A Levels are designed for international students. They are
recognised worldwide by both universities and by employers.
Cambridge international qualifications are recognised and welcomed by universities in the UK,
America, Europe, Australia, Canada, Singapore and Hong Kong. The list below is of countries where
their universities have published their recognition of CIE qualifications, but many more individual
institutions accept Cambridge qualifications on an individual basis:
To find out whether the university that students wish to apply to accept CIE qualifications, students
should contact the university admissions office.
It is also possible to look up specific universities on the CIE recognitions database. The database is
online at www.cie.org.uk/qualifications/recognition
Albania Czech Republic Jordan Norway Switzerland
Argentina Denmark Kazakhstan Pakistan Tajikistan
Armenia Egypt Latvia Portugal Trinidad & Tobago
Australia Estonia Lebanon Romania Turkey
Azerbayan Finland Lichtenstein Russia UAE
Bahrain France Lithuania Republic of Macedonia Ukraine
Bangladesh Georgia Luxembourg Serbia United Kingdom
Belarus Germany Malawi Singapore United States of America
Belgium Guyana Mauritius Slovakia Vietnam
Botswana Hong Kong Moldova Slovenia Zimbabwe
Bulgaria Hungary Montenegro South Africa
Canada Iceland Nepal South Korea
Croatia India Netherlands Swaziland
Cyprus Israel New Zealand Sweden
A Levels
CIE International A/AS
Levels are taken in
over 125 countries by
approximately 170,000
students every year.
Students at The ABC
International School
choose 4 or 5 AS Lev-
els and then in Year 13
they usually progress
to A2 with three of
those subjects.
Subjects available at A Level with CIE
or AQA examinations at
The ABC International School:
Art and Design
Biology
Business Studies
Chemistry
Computer Science
Critical Thinking
Design Technology
Economics
English Literature
French
Further Mathematics
General Studies
Geography
History
ICT
Mandarin Chinese
Mathematics
Music
Physical Education
Physics
Psychology
Sociology
8
Choosing the right subject combination
More than with IGCSEs, subject choice at A Level is crucial. For many university courses there
are specific subjects that must be studied at A Level, it is therefore important to research
before choosing your subjects. If students are unsure of the exact course that they would like
to study at university, but they know what field it is going to be in, for example Science, this
should guide their choices. If students are completely unclear as to their future direction they
should focus on subjects that they enjoy and can do well in.
At The ABC International School students have a reasonably free choice in their subject
choices. Students are required to select four subjects from the five option groups. In
exceptional circumstances students will be allowed to select a fifth subject which could
replace the Thinking Skills or General studies component below. In Year 13 students are
given the choice as to whether to drop one of their subjects in order to focus on their main 3
subjects.
Compulsory components of Sixth Form study
In Year 12 and 13 as well as studying their main option choices students will also be expected
to do the following.
PSHE (1 period per week)
Physical Education (1 period per week)
Service in the lower school (1 period per week)
Grading System
Passing grades on the Cambridge International (and other examination boards) at AS level
are A to E, with A being the highest. AS Levels grades are submitted to university applications
and are the basis for predicted grades for the final A Levels which are also submitted by the
school
Passing grades at A level are A* to E with the A* being the highest. These grades are
submitted to admissions officers at the universities that students have applied to. Many
universities will give provisional offers so it is these final grades that determine whether a
student is accepted or rejected by their chosen university.
9
Why Study Art and Design?
At AS/A Level, Art students develop their
skills further when analysing Art, using a
broad range of materials, whilst focussing
within a particular Art specialism—Fine Art,
Illustration, Photography, Graphics, Fashion,
Printing or Textiles. The Art and Design
course considers expression and
communication. Students learn about the
ways in which art and design creates a lan-
guage of its own.
Most of the work for this syllabus is practical,
so that students can develop their abilities of
observation and analysis of the visual world,
sensitivity, skill, personal expression and
imagination. They also learn how to relate
their skills to an enhanced knowledge of
their own cultures, past and present, as well
as an appreciation of practical design
problems.
Year 12 Year 13
Up to 2 projects/ themes
Drawings, paintings, printmaking, photography
ICT work including Photoshop
Sketchbook work
Large scale work
Developing ideas
Experimenting with materials
Visits to galleries
Artist research
Exam project at end of year 12
2 projects/ themes in each year
Drawings, paintings, printmaking, photography
ICT work including Photoshop
Sketchbook work
Large scale work
Extensive development of ideas
Experimenting with relevant materials
Visits to galleries
Extensive artist research
Thorough visual and written analysis
Curriculum Contents:
Year 12 Year 13
Year 12 (AS Level)
40% coursework
60% controlled test (up to 7 weeks preparation time,
and 15 hours to complete final piece)
Year 13 (A Level)
60% coursework
40% related study (up to 10 weeks preparation time
and 15 hours to complete final piece)
How is the subject assessed?
10
Art and Design
How the subject could be used in
the future (Careers)
Fine Art, Creative advisor, Architecture,
Photography, Graphic Design,
Illustration, Animation, Interior Design,
Industrial Design, Art Education, Art
Therapy, Art History, Gallery Direction,
Museum Curator, Art Conservation,
Product Design, Fashion Design,
Professional painter, Printmaker,
Professional Sculptor, Professional
Photographer, Installation Artist,
Performance Artist, Artist in residence.
11
Why Study Biology?
Biology is the scientific exploration of the vast
and diverse world of living organisms. It strives
to tell us about the natural world around us.
Biology can tell us about the physical makeup of
our bodies and those of other animals and plants.
It enables us to produce cures and treatments for
many diseases. The study of Biology has an
immediate relevance to our daily lives. Are you
intrigued with the incredible variety of organisms
that inhabit our planet?
Have you wondered about their origin and how
they have evolved? Have you asked yourself if we
can reverse the destruction of ecosystems? Do
you wonder where genetic engineering will lead?
Are you interested in how the human brain
functions to articulate, comprehend and pursue
these problems? Then Biology is the subject for
you.
Remember: the continual pursuit of biological
understanding is essential if societies are to make
informed choices to safeguard the future of the
human race.
Year 12 Year 13
Cell structure; Cellular transport; Biological molecules;
Cell division; Genetic control; Transport; Gas Exchange
Immunity and Ecology
Energy and Respiration; Photosynthesis; Regulation
and control; Inherited change; Selection and
evolution; Biodiversity and conservation; Gene
technology; Biotechnology; Crops and plants;
Aspects of human reproduction
Curriculum Contents:
How is the subject assessed?
Year 12 Year 13
Paper 1: Multiple choice questions
(31% of AS level; 15% of A level)
Paper 2: Structured questions
(46% of AS level; 23% of A level)
Paper 3: Advanced practical skills
(23% of AS level; 12 % of A level
Paper 4: Structured questions
(38% of A level)
Paper 5: Planning, analysis and evaluation
(12% of A level)
12
Biology
How the subject could be used in
the future (Careers)
One of the major growth industries is
Biotechnology; some industrialists even refer
to this as the Biotechnological Age.
Knowledge of Biology can lead to careers in
the following areas: Research; Health care;
Environmental management and
conservation; Education; Biotechnology;
Forensic science; Politics and policy; Business
and industry; Economics; Mathematics;
Science writing and communication; Art.
For more details see:
http://www.aibs.org/careers/
13
Why Study Business Studies?
Students generally study AS in Year 12 and
build on knowledge and skills in Year 13 by
studying Business Studies at A2. Students
develop a key understanding of the
economic, environmental, legal, social and
technological issues faced by businesses,
consumers and other stakeholders. In
addressing these issues they develop
critical thinking, problem solving and
decision-making skills in the context of
dynamic business environments, while
increasing their knowledge of international
issues and factors.
What are the aims and purpose of Business
Studies?
The aims of the AS/A2 course are to:
Understand the nature and scope of
international business and its role in society.
Develop critical understanding of
organisations, markets and the process of
adding value
Become aware that business behaviour can
be studied from a variety of stakeholder
perspectives
Evaluate external factors such as the
Year 12 Year 13
Business and the business
environment
Marketing
Operations management
Finance and accounting
Topic areas remain the same in Year 13 with the addition
of strategic management and an enhanced focus on:
Evaluation and analysis
Critical awareness of methodology and limitations
Problem solving and advice in a complex business
context
Curriculum Contents:
Students will study different business concepts
and strategies wherever possible in relation to
their own country and in an international context.
The skills and theory of strategic management
will be thoroughly explored as will motivational
theories, economic activities and operations and
project management. Financial information will
be analysed and used in the decision making
process. The AS course builds on the work done
at IGCSE and the A2 course builds on the work
done at AS Level. The curriculum is outlined
below:
14
How is the subject assessed?
How the subject could be used in
the future (Careers)
The course provides an introduction to
studying business or any related subject such as
marketing, accountancy and economics at
university level. It is an effective preparation for
work in any professional or commercial field
ranging from hospitality management, business
reporting, organisational or functional
management, entrepreneurship, banking,
investment and indeed, any area which requires
management, planning and critical thinking .
Paper AS A
Paper 1 Based on the Core topics
1 hour 15 mins
Section A:
4 short answer questions
Section B:
Essay on Core curriculum (1 of a
choice of 3 questions)
20%
20%
10%
10%
Paper 2 Based on the Core topics
1 hour 30 minutes
Date response questions varying in
number based on two case studies.
60% 30%
Paper 3 Based on the Core and
Extension topics 3 hours
Case study: 5 questions and 1 essay
from a choice of 2
n/a 50%
15
Business Studies
Chemistry provides important understanding of
our world and how it works. It is an extremely
practical science that greatly impacts our daily
living. Realise it or not, deep down we are all
chemists. Every time we light a match, boil an egg
or simply breathe in and out, we perform a
chemical reaction. Our bodies grow, develop and
function as a result of chemical processes.
Our clothes and nearly all the objects of our
everyday life are manufactured by the chemical
transformation of raw materials like oil or iron
ore, or by the chemical treatment of natural
products like wood or wool.
If we are to protect the planet from the harmful
effects of human activity, we need to understand
as clearly as possible the complex chemical
systems which make up our environment of land,
sea and air.
Have you ever wondered why leaves turn colours
in the fall and how a battery generates electricity?
Year 12 Year 13
Atoms, molecules and stoichiometry; Atomic struc-
ture; Chemical bonding; States of matter; Chemical
energetics; Electrochemistry; Equilibria ; Reaction
kinetics; Inorganic chemistry; Organic chemistry
Chemical energetics; Electrochemistry; Equalibria;
Reaction kinetics; Inorganic chemistry; Organic
chemistry; Applications of chemistry
Curriculum Contents:
How is the subject assessed?
Year 12 Year 13
Paper 1: Multiple choice questions
(31% of AS level; 15% of A level)
Paper 2: Structured questions
(46% of AS level; 23% of A level)
Paper 3: Advanced practical skills
(23% of AS level; 12 % of A level)
Paper 4: Structured questions
(38% of A level)
Paper 5: Planning, analysis and evaluation
(12% of A level)
Why Study Chemistry?
16
Chemistry
How the subject could be used in
the future (Careers)
Knowledge of Chemistry can lead to careers
in the following fields: Education; Finance;
Forensics; Health and Safety; Finance;
Laboratory work; Law; Consultancy; Media;
Sales and marketing.
For more details see:
http://www.rsc.org/Education/
SchoolStudents/profiles/index.asp
1717
Chemistry Chemistry
It is envisaged that learners will use the skills and knowledge of computer science acquired through
this course in one of three ways; to provide a general understanding and perspective of the
development of computer technology and systems, which will inform their decisions and support
their participation in an increasingly technologically dependent society, to provide the necessary
skills and knowledge to seek employment in areas that use computer science and to develop their
knowledge and understanding of computer science through entry to higher education
How is the subject assessed?
Why Study Computer Science ?
Year 12 + 13
You will be externally assessed at the end of each year by the use of TWO written examination, one
for each section studied. Both theory papers (Paper 1 & 3) are 1 hour and 30 minutes in duration.
Both programming papers (Paper 2 & 4) are 2 hours in duration. All four papers contain
short-answer and structured questions.
There is a wide range of internal assessments which include written tests, quizzes, project work,
presentations and practical work.
18
Year 12 Year 13
Section 1- Theory Fundamentals
Information representation, Communication and
Internet technologies, Hardware, Processor
fundamentals, System software, Security Privacy
and data integrity, Ethics and ownership and
Database and data modeling.
Section 2 - Fundamental Problem-solving
and Programming
Algorithm design and problem-solving,
Programming and Software Development
Section 3 - Advanced Theory
Data representation, Communication and
Internet technologies, System software, Security
and Monitoring and control systems
Section 4 - Further Problem-solving and
Programming skills
Computational thinking and problem-solving,
Algori thm des ign methods , Further
programming and Software development
Curriculum Contents:
Computer Science
How the subject could be used in
the future (Careers)
Database administrator,
Games developer,
Information systems manager,
IT consultant.
Multimedia programmer,
Network engineer,
Systems analyst,
Systems developer
19
Computer Science
Critical Thinking is a subject which enhances the ability of students to make reasoned
and critical arguments and conclusions about the world around them. It is intended to
provide students with transferable skills and so enhance their performance across the
curriculum. In addition to this students can be entered for the AS Level examination.
Curriculum Contents:
Why Study Critical Thinking?
Critical Thinking
Recognising reasoned arguments Identifying conclusions Drawing conclusions Recognising implicit assumptions Assessing the impact of further evidence Recognising flaws in reasoning Selecting believable explanations Recognising the logical functions of key elements of an argument Understanding and clarifying key terms and expressions Being able to infer and deduce Analysing and evaluating evidence and argument Further argument.
Critical Thinking
Extracting relevant data
Processing data
Finding procedures for solving problems
Searching for solutions
Identifying similar data
Suggesting hypothesis for variations
Using spatial reasoning
Identifying necessary and sufficient data
Choosing appropriate models
Making choices and decisions
20
Year 12 Critical Thinking
Assessment Method:
Paper 1 – 1 ½ hours
‘Problem Solving’
30 multiple choice questions Maximum mark 30
Weighted at 50% of total
Paper 2 – 1 ¾ hours
‘Critical Thinking’
30 structured answer questions Maximum mark 45
Weighted at 50% of total
21
Design Technology involves everything around
us. From the phone that you ring your friends on
to the television that you watch your favourite
soap on to the food that you eat and the
packaging around it. Without technology life
would be dull. Computers, games consoles, DVD
players, clothes, cars, websites and motorbikes
would all not have been developed into the great
products that so many people use everyday.
The AQA 3D Product Design course provides a
fantastic opportunity to develop your design and
making skills in a variety of areas. You will
develop design ideas for products through
sketches, working drawings and CAD designs
using software such as Photoshop, Google
Sketchup, Solidworks and Corel draw. You will
have the opportunity to make high quality fully
functional products from, woods, metals, plastics,
cards and composites using exciting
manufacturing techniques such as CAD/CAM
laser cutter.
Design Technology encourages you to develop
your capacity to design and make products and
to appreciate the complex relations between
design, materials, manufacture and marketing.
Year 12 Year 13
Unit 1: Materials, Components and Application
Materials and Components, Design and Market
Influences, Processes and Manufacture
Unit 2: Learning Through Designing and Making
A portfolio of work consisting of design ideas,
working drawings, CAD designs, modeling, photos
of the products which you make and evaluations
Unit 3: Design and Manufacture
Section A: Materials and Components
Section B: Design and Market Influences
Section C: Processes and Manufacture
Unit 4: Design and Making Practice
One major design and make project of a high
quality product
Curriculum Contents:
How is the subject assessed?
Year 12 Year 13
Unit 1: Materials, Components and Application
2 hour written paper 80 marks
(50% of AS level; 25% of A level)
Unit 2: Learning Through Designing and Making
Coursework – approximately 50 hours, 80 marks
(50% of AS level; 25% of A level)
Unit 3: Design and Manufacture
2 hour written paper, 84 marks
(25% of A level)
Unit 4: Design and Making Practice
Coursework – approximately 60 hours
(25% of A level)
Why Study Design Technology?
22
How the subject could be used in
the future (Careers)
Design and Technology can lead to careers in
the following fields: Graphic Design,
Engineering, Website Design, Product
Design, Architecture, Landscaping,
Manufacture, CAD Design, Education, Health
and Safety, Furniture Design, Packaging
Analyst, Media, Sales and Marketing.
23
Design Technology
22
Through the medium of the Economics curriculum
it is hoped that students will develop effective
study skills, be able to exercise critical, coherent
and independent thought. It is also intended that
students will develop the capacity to solve
problems effectively and make decisions.
Economics is a subject which encourages students
to form reasoned arguments and to present them
clearly. By working both independently and
cooperatively students develop research skills,
learn to organize their work effectively, and to use
a variety of media and technologies to research
and to present data.
Year 12 Year 13
Basic economic ideas
The price system
Government intervention in the price system
Measurement in the Macro economy
International Trade
Macroeconomic problems and policies
Economic Efficiency
Consumer Theory
Theory of the Firm
Labour Market Economics
Microeconomic and macro Economic Problems
and Policy
International Economic Problems and Policy
Development economics
Curriculum Contents:
Students will study different economic concepts and relate them to the real world. The course looks at
government strategies to control economic variable such as inflation, interest rates and employment. In
addition, the basic economic problem of resource allocation supply, demand ,economic development and
international trade. The AS course builds on the work done at IGCSE and the A2 course builds on the work
done at AS Level. The curriculum is outlined below:
Why Study Economics?
What are the aims and purpose of Economics?
The aims of the AS/A2 course are to:
Provide students with a core of knowledge of
Economics.
Encourage students to think critically about
Economics.
Promote an awareness and understanding
of international ism in Economics.
Encourage students‘ development as
independent learners.
Enable students to distinguish between
positive and normative Economics.
Enable students to recognize their own
tendencies for bias
How the subject could be used in the future (Careers)
An AS/A2 in Economics provides a firm foundation for further study in the subject and can move you
towards careers in the following areas, business management; government; economic and market
research; banking and finance; management consultancy; teaching and retailing
24
How is the subject assessed?
At the end of Year 12 students sit the AS
examinations. Details of papers and weighting of
papers is shown below.
If desired, students can progress to the A2 during
Year 13. At the end of this year they take additional
examinations which will help to convert their AS level
into a full A Level. Details of papers and weighting of
papers is shown below.
Paper Weighting
Paper 1 (1 hour) 30 multiple choice
questions (Core)
20%
Paper 2 (1 hour 30 mins.) Section
A: Data response (Core) 1 question
Section B: Structured essay (Core) 1
from a choice of 3
15%
15%
Paper 3 (1 hour) 30 multiple choice
questions (Supplement)
15%
Paper 4 (2 hours 15 mins) Section
A: Data response (Supplement) 1
question
Section B: (b) Essays (Supplement) 2
from a choice of 6
10%
25%
TOTAL 100%
Papers 1 and 2 are the same as for the AS level.
Therefore it is not necessary to re-sit them as the
marks are carried forward from Year 12.
Paper Weighting
Paper 1 (1 hour) 30 multiple choice
questions (Core)
40%
Paper 2 (1 hour 30 mins.) Section
A: Data response (Core) 1 question. Section B Structured essay (Core) 1
from a choice of 3
30%
30%
TOTAL 100%
25
Economics
Successful students of English Literature develop
an understanding and enjoyment of literary texts
that is a pleasure for life, and in addition gain
skills for life, including:
• the ability to write clearly and effectively;
• skills in developing arguments;
• skills in researching and managing information;
• the ability to analyse complex texts in different
forms and styles.
What are the aims of
A– Level English Literature?
The aims of this A Level course are to encourage
and develop students‘ ability to:
A critical and informed response to writing in
range of forms, styles and context.
The interdependent skills of reading, analysis
and communication.
Effective and appropriate communication.
Year 12 Year 13
Term 1: Paper 3: Prose
Term 2: Paper 3 : Prose
Term 3: Drama
Term 4: Drama
Term 5: Poetry
Term 1: Paper5: Shakespeare and other pre-20th
century texts Term 2: Paper 5
Term 3: Paper 6: 20th Century Writing
Term 4: Paper 6 and revision
Term 5: Revision
Curriculum Contents:
Throughout all courses, students will continue to
develop their core skills in all three areas of
English assessment: reading, writing and speaking
and listening while exploring, analyzing and
evaluating a wide variety of increasingly
challenging texts.
Literature can be further divided into three key
areas: poetry, prose and drama.
However, wider reading is essential to fully
appreciate and evaluate both a writer‘s craft and a
text‘s context.
Why Study English Literature?
How is the subject assessed?
Paper Duration: Weighting for AS Weighting for A2 Paper 3: Poetry & Prose 2 hours 50% 25% Paper 4: Drama 2 hours 50% 25% Paper5: Shakespeare and other pre-20th century texts
2 hours n/a 25%
Paper 6: 20th Century Writing 2 hours n/a 25% TOTAL 100% 100%
26
English Literature
How the subject could be used in
the future (Careers)
English Literature allows students to benefit from
a range of perspectives, strategies and key
transferable skills; all of which can enhance
performance and progress across the range of
subjects selected.
As an important subject at A Level, Literature
effectively combines creativity with an
appreciation of research, analysis and context.
Indeed, students are actively enabled and
encouraged to research and review a texts‘
impact and significance on history, culture and
the wider world. Ultimately, Literature is the key
to becoming a successful and independent
lifelong learner.
27
Why Study French?
Advanced qualifications in modern languages
are a huge plus in our increasingly international
world. They are an enormously useful tool in
themselves, or as add-ons to a very wide range
of other subjects, and open many doors to you.
Advanced GCE languages build on what was
studied at IGCSE. Languages do not get more
difficult the further you take them; you just learn
more of them, spread your wings and enjoy
being able to cope in a bigger range of
situations.
What are the aims and purpose of French?
The aims of the AS/A2 course are to:
• develop and build on the skills acquired at
GCSE.
• enhance employment prospects.
• facilitate foreign travel.
• provide an insight into another culture and
society.
• develop a sound basis for further study.
Year 12 Year 13
Media
Television
Advertising
Communication technology
Popular culture
Cinema
Music
Fashion/trends
Healthy living / lifestyle
Sport/exercise
Health and well-being
Holidays
Family / relationships
Relationships within the family
Friendships
Marriage/partnerships
Environment
Pollution
Energy
Protecting the planet
The multicultural society
Immigration
Integration
Racism
Contemporary social issues
Wealth and poverty
Law and order
Impact of scientific and technological progress
Cultural topic – choice of two of the following
topics:
A target language-speaking:
Region/community
Period of 20th century history author
Dramatist or poet
Director, architect, musician or painter
Curriculum Contents:
28
How the subject could be used
in the future (Careers) In a world where economy depends on global
communication, universities and employers tend
to prefer people who can speak more than one
language and have a broad spectrum of
qualifications. Studying French offers a wide
range of career opportunities.
Here is a list of jobs which will require the
knowledge of at least one language:
Foreign Language Teacher
Translator/Interpreter
Editor/Proofreader
French is also used in a variety of branches,
such as:
Travel and Tourism
International organizations
(governmental, nonprofit charitable,
non-governmental)
Foreign/Diplomatic Service
How is the subject assessed?
Year 12
Unit 1 – Listening, Reading and Writing
70% of AS, 35% of A Level
2 hour written examination
110 marks
Unit 2 – Speaking Test
30% of AS, 15% of A Level
35 minutes speaking test (including 20 minutes
preparation)
50 marks
Year 13
Unit 3 – Listening, Reading and Writing
35% of A Level
2 hours 30 minutes written examination
110 marks
Unit 4 – Speaking Test
15% of A Level
35 minutes speaking test (including 20 minutes
preparation)
50 marks
French
29
This syllabus is intended for candidates who
have already chosen the A Level Mathematics
course, have achieved a high grade in their
IGCSE Mathematics and have probably studied
the Level 2 Certificate in Further Mathematics in
Year 11. The A Level Further Mathematics sylla-
bus enables students to extend the mathemati-
cal skills, knowledge and understanding devel-
oped in the A Level Mathematics course.
The content of the syllabus allows students to go
deeper into Pure Mathematics, and also allows
students to experience a greater breadth of ap-
plied Mathematics including Statistics, Mechan-
ics and Decision Mathematics.
Year 12 Year 13
Topics covered in Pure Mathematics include
complex numbers, matrices and further
trigonometry and calculus. Students also take a
unit of Mechanics involving forces and motion
and a unit of Decision Mathematics involving
the study of algorithms and optimization prob-
lems.
The Pure Mathematics covered here includes
proof by induction, further complex numbers,
hyperbolic functions, first and second order
differential equations. The applied Mathematics
units studied can be flexible but are likely to in-
clude further modules in Mechanics and Statis-
tics.
Curriculum Contents:
Why Study Further Mathematics?
How is the subject assessed?
30
Year 12 Year 13
Students take three examination papers –
Further Pure Mathematics 1 (FP1), Mechanics 1
(M1) and Decision Mathematics 1 (D1) Each
module carries equal weighting,
Students take three examination papers -
Further Pure Mathematics 2 (FP2), Mechanics 2
(M2) and either Further Pure Mathematics 3 or 4
(FP3 or FP4) or Mechanics 3 (M3). Each module
carries equal weighting,
How the subject could be used in
the future (Careers)
Completing this course offers students the op-
tion of gaining a double A level in Mathematics.
This option should be considered by students
intending to study Mathematics or a closely re-
lated subject at university.
Further Mathematics
31
Further Mathematics Further Mathematics
General Studies is a complimentary subject which allows students to explore real world issues
from different perspectives. It combines skills from many different subjects such as sociology,
psychology and science. As a result it broadens the perspective of students so that they
consider issues from different points of view.
Curriculum Contents:
Why Study General Studies?
Unit 1 - Culture and Society
Unit 2 - Science and Society
32
Arts
What is Art
Aesthetic Judgments & Criteria
The Place of Art in Education
Media
Stereotypes
Censorship and Bias in Media
Media and IT
Values, Rights and Freedoms
Protection of Rights and Freedoms
Religion
Main World Religions
Religion and War
British Political System
Structure
Changing Roles
Law and Society
Ethics and Law in International Relations
Punishment: Prison and Alternatives
Human Behaviour in Society
Class & Discrimination
Healthy Society
Obesity, Balanced Diet & Fitness
Waste & its Disposal
Socioeconomic Trends
Changing Patterns of Unemployment
Education
Poverty, Cause and Effect
Research in Science and Social Science
Scientific Method and Objectivity
Origins of the Universe and Life Forms
Big Bang
Evolution, Creationism & Intelligent Design
Energy Sources Britain‘s Power Supply
Comparison of Usefulness, Consumption and
Efficiency of Different sources
Impact of Scientific Progress on Society
Sport and Leisure
Moral Responsibility of Scientists
WMD/Biological/Chemical Weapons
Genetic Engineering
General Studies
Assessment Method:
Unit 1 - Culture and Society (50%)
1 hour 30 minutes written examination
65 marks
Objective test questions and docu-
mentary source analysis questions.
Unit II - Science and Society (50%)
1 hour 30 minutes written examination
65 marks
Objective test questions and source
based questions.
33
‘Geography occupies a pivotal position
in the understanding and interpretation
of social, economic, political and
environmental conditions and change,
both spatial and temporal. The syllabus
encourages geographers to become
aware of the specific contribution which
they can make to the understanding of
contemporary issues and to the
understanding of the complexity of
natural systems, their linkages and their
impact upon the human race. Equally
important is an understanding of the
impact of the human race upon the
environment and how this impact can
be managed in achieving sustainable
development. The study of
environments is rooted in an
understanding of physical processes,
whilst throughout the syllabus the
emphasis is on the study of real
examples to illustrate the variety and
complexity of human and physical
environments.
Why Study Geography?
What are the aims and purpose of Geography?
The aims of the AS/A2 course are to:
develop awareness of the relevance of geographical analysis
to understanding and solving contemporary human and
environmental problems;
introduce students to the main components of Physical and
Human Geography and the interrelationships between these
components;
encourage an understanding of the principal processes
operating at different scales within Physical and Human
Geography;
develop a sense of relative location, including an appreciation
of the complexity and variety of natural and human environments;
demonstrate and explain the causes and effects of change
over space and time on the natural and human environment;
demonstrate the importance of scale in understanding
Physical and Human Geography; make students aware of the
problems of explanation (including data collection and
processing) in Physical and Human Geography, and to give them
an appreciation of the nature, value, limitations and importance
of different approaches to analysis and explanation in Geography.
Year 12 Year 13
Hydrology and fluvial geomorphology
Rocks and weathering
Atmosphere and weather
Settlement dynamics
Population
Migration
Global interdependence
Hazardous environments
Environmental management
Coastal environments
Curriculum Contents:
Students will study a variety of interrelated Human and Physical Geography topics and show progress in the
following competencies: 1. KNOWLEDGE, 2. UNDERSTANDING AND APPLICATION, 3. SKILLS AND ENQUIRY,
4. EVALUATION AND DECISION-MAKING
34
Geography
How the subject could be used in
the future (Careers) Geography graduates have one of the highest rates
of graduate employment and studying geography
can provide you with good skills and a firm base for
life-long learning.
Possible career paths with geography include: Town
and transport planning, chartered surveying, land
and water management, environmental consultancy,
development, tourism, conservation, demography,
housing and social welfare, information technology,
administration and management, the financial sec-
tor, marketing, research, industry and manufacturing
and many more.
At the end of Year 12 students sit the AS examina-
tions. Details of papers and weighting of papers is
shown below.
If desired, students can progress to the A2 during
Year 13. At the end of this year they take additional
examinations which will help to convert their AS level
into a full A Level. Details of papers and weighting of
papers is shown below.
Paper Weighting
Paper 1 Core Geography (3 hours)
Section A: Physical and Human Core
Section B: Physical Core
Section C: Human Core
100%
TOTAL 100%
Paper Weighting
Paper 1 Core Geography (3 hours) The
paper will be split into three sections
which will assess the Physical and Hu-
man Core topics.
Section A: Physical and Human Core
Section B: Physical Core topics.
Section C: Human Core topics.
50%
Paper 2 Advanced Physical Options (1
hour 30 mins) 25%
Paper 3 Advanced Human Options (1
hour 30 mins) 25%
TOTAL 100%
How is the subject assessed?
35
In a rapidly changing world, Advanced Level History
gives students the opportunity not only of studying
aspects of the past, but also of developing an un-
derstanding of the complexity of human societies
and of acquiring a range of skills which are useful in
everyday life.
For the full Advanced Level, students study two dif-
ferent areas and periods of History, thus encourag-
ing them to identify patterns in, and connections be-
tween, apparently contrasting events and develop-
ments. It includes source-based studies through
which students will develop their skills of interpreting
and evaluating evidence.
Both Advanced Level and Advanced Subsidiary His-
tory encourage students to use independent study
skills, to read widely, write fluently, and to develop
the capacity to formulate and justify their own ideas
about the past.
Why Study History?
What are the aims and purpose of History?
The aims of the syllabus are to:
• develop an interest in the past and an appre-
ciation of human endeavour;
• gain an understanding and a sound knowledge of
selected periods or themes;
• gain an awareness of historical concepts such as
change and continuity, cause and effect;
• appreciate the nature and diversity of histori-
cal sources and methods used by historians;
• grasp a variety of approaches to aspects and peri-
ods of History and differing interpretations of par-
ticular historical issues;
• think independently and make informed judg-
ments of issues;
• cultivate empathy with people living in diverse
places and at different times.
Curriculum Contents:
36
Year 12 Year 13
The Tudors: England, 1485–1603
Consolidation of the Tudor Dynasty: England, 1485–1547
Henry VII, 1485–1509
Henry VIII, 1509–1547
Revolution and dictatorship: Russia, 1917–1953
The Russian Revolution and the Rise of Stalin, 1917–1929
Dissent and Revolution, 1917
Bolshevik consolidation, 1918–1924
Stalin‘s rise to power, 1924–1929
Historical Investigation
Preparation for the coursework personal study unit will take
place.
The Tudors: England, 1485–1603
England: turmoil and triumph, 1547–1603
Instability and consolidation: 'the Mid-Tudor Crisis', 1547
–1563
The triumph of Elizabeth, 1563–1603
Revolution and dictatorship: Russia, 1917–1953
Stalin‘s Rule, 1929–1953
Economy and society, 1929–1941
Stalinism, politics and control, 1929–1941
The Great Patriotic War and Stalin‘s Dictatorship, 1941–
1953
Historical Investigation
A personal study based on a topic of student's choice. This
should take the form of a question in the context of approxi-
mately 100 years.
37
How the subject could be used in the
future (Careers)
An Advanced level qualification in History
provides a firm foundation for further
study in the subject and can move you
towards careers in a wide range of areas
including law, diplomacy, journalism,
government; the media, management
and teaching.
How is the subject assessed?
History
Year 13
Breadth Study:
The Tudors: England, 1485–1603
2 hour 30 minute exam..
Worth 40% of A-Level
Depth Study:
Revolution and Dictatorship: Russia and the
Soviet Union, 1917–1953
2 hour 30 minute exam.
Worth 40% of A-Level
Coursework:
A personal study which produces a 3,000
word essay.
Worth 20% of A-Level.
Both ICT courses aim to help you extend and develop your knowledge and understanding
of IT. It allows you to become a confident and autonomous user of IT and encourages
further development of practical skills which allow you to enhance your work in a variety of
subjects. In addition the courses allow you to analyse the impact of IT use on individuals
and societies with respect to social, economic and moral issues.
Curriculum Contents:
How is the subject assessed?
Why Study Information & Communication Technology (ICT)?
Year 12 + 13
You will be externally assessed at the end of each year by the use of ONE theory
examination together with ONE practical paper. Theory paper (1) is 1 hour 15
minutes in duration. Practical papers are 2 hours and 30 minutes in duration. There is a wide range of internal assessments which include written tests, quizzes,
project work, presentations and practical work.
Year 12 + 13
The functions and uses of the main hardware and software components of ICT
systems including portable communication systems The ways in which organizations use ICT The impact on society of the use of ICT in the home The stages of the systems life cycle and the methods used within each of these
stages The ways in which an extensive range of organizations use information and
communication technology The impact on society of the use of a wide range of ICT online applications The networking of information-processing systems and the use of online services
38
ICT
How the subject could be used in
the future (Careers)
Systems Analyst,
Project Management,
Business Administration,
Business Analyst,
Systems Manager,
ICT Manager
ICT Administration,
Information Management
39
Why Study Mandarin Chinese
How is the subject assessed?
中文班
40
Advanced qualifications in modern languages
are a huge plus in our increasingly internation-
al world. They are an enormously useful tool in
themselves, or as add-ons to a very wide range
of other subjects, and open many doors to you.
A Level languages build on what was studied at
IGCSE. Languages do not get more difficult the
further you take them; you just learn more of
them, spread your wings and enjoy being able
to cope in a bigger range of situations.
What are the aims and purpose of Chinese?
The aims of the AS/A2 course are to:
• develop and build on the skills acquired at
GCSE.
• enhance employment prospects.
• facilitate foreign travel.
Curriculum Contents:
Year 13 Year 12
Component 2 – Reading and Writing
38%
1 hour 45 minutes
70 marks
Component 3 – Essay
22%
1 hour 30 minutes
40 marks
Component 4 – Texts
40%
2 hour 30 minutes
75 marks
Component 2 – Reading and Writing
70%
1 hour 45 minutes
70 marks
Component 3 – Essay
30%
1 hour 30 minutes
40 marks
Year 12 Year 13
Human Relationships
Patterns of daily life
Urban and rural life
The media
Food and drink
Law and order
Philosophy and belief
Health and fitness
Work and leisure
Equality of opportunity
Employment and unemployment
Sport and free time activities
Travel and tourism
Education
Culture life/ heritage
War and peace
Social and economic development
Scientific and medical advances
Technological innovation
Environment, conservation and pollution
Contemporary aspects of the country or coun-
tries where the language spoken
Mandarin Chinese
How the subject could be used in
the future (Careers) In a world where economy depends on global
communication, universities and employers tend
to prefer people who can speak more than one
language and have a broad spectrum of qualifi-
cations. Studying Madarin Chinese offers a wide
range of career opportunities.
Here is a list of jobs which will require the
knowledge of at least one language:
Foreign Language Teacher
Translator/Interpreter
Editor/Proofreader
Chinese is also used in a variety of areas of busi-
ness, such as:
Travel and Tourism
International organizations
(governmental, nonprofit charitable, non
-governmental)
Foreign/Diplomatic Service
41
The courses offered at Key Stage 5 are intend-
ed to provide continuity from the IGCSE Math-
ematics courses. In addition to studying Pure
Mathematics, students are introduced to Sta-
tistics in Year 12 and either further Statistics or
Decision Mathematics in Year 13.
For students wishing to study a subject directly
related to Mathematics at university, we also
offer an A level in Further Mathematics.
Year 12 Year 13
Topics covered in AS Pure Mathematics include
functions and graphs, quadratics and
inequalities, differentiation, integration,
sequences, the binomial theorem, vectors and
trigonometry.
The AS Statistics course covers probability,
binomial and normal distributions and
representation of data.
Topics covered in A2 Pure Mathematics
include modular functions, exponentials and
logrithms, parametric equations, further calcu-
lus methods and advanced trigonometry.
Topics covered in the A2 Statistics module
include discrete random variables, the Pois-
son distribution, continuous random varia-
bles, estimation and hypothesis testing and
the chi-squared contingency tests.. Topics
covered in the Decision Mathematics module
include algorithms, matchings and
linear programming.
Curriculum Contents:
Why Study Mathematics?
How is the subject assessed?
Year 12 Year 13
AS Mathematics
Students take three examination papers –
Pure Core Mathematics 1 (C1), Pure Core
Mathematics 2 (C2) and Statistics 1 (S1).
Each module carries equal weighting.
A2 Mathematics
Students take three examination papers –
Pure Core Mathematics 3 (C3), Pure Core Mathemat-
ics 4 (C4) and either Statistics 2 (S2) or Decision 1
(D1).
Each module carries equal weighting.
42
How the subject could be used in
the future (Careers)
Mathematics is widely taken in Key Stage 5
and is a requirement for many university
courses with a high level of Mathematics ex-
pected. The problem solving skills developed
by studying mathematical techniques are
transferable across many subject areas espe-
cially science, engineering, business and eco-
nomics.
Mathematics
43
A and AS Level Music students develop an
appreciation of, and an informed critical
response to, music of the Western tradition from
at least two genres and periods. Students learn
how to listen attentively and responsively in
order to better understand the musical processes
at work; they also learn how to communicate this
understanding, supporting their judgments by
evidence-based argument.
As part of the course, students are encouraged
to develop their own creative and interpretative
skills through the disciplines of composing and
performing in Western and/or non-Western
traditions. This leads, in turn, to a deeper
understanding of music in its wider cultural
context.
Year 12 Year 13
Students will sit two Component parts:
Component 1 - Listening. Students will be examined
on three areas. Section A is based on prescribed set
works. Section B is topic based. Section C gives
students an opportunity to display a wider
understanding of contextual and cultural issues in the
music studied in Sections A and B.
Component 2 - practical musician coursework.
Students play or sing three or four short pieces of
music in order to demonstrate a range of musical
skills.
Students will choose two additional
Components from Component 3, 4, or 5.
Component 3 - students will be recorded
performing music in front of a live audience.
Component 4 – students will compose music
for any instrument, voice, or combination.
Component 5 – students will submit an
investigation and report that must be linked to
either Component 3 or 4.
Curriculum Contents:
Why Study Music?
How is the subject assessed?
Year 12 Year 13
Students undertake CIE formal assessments in
Components 1 and 2 in Year 12.
Students undertake CIE formal assessments in a
choice of two Components chosen from
Components 3, 4, or 5 in Year 13.
44
How the subject could be used in
the future (Careers)
Today music is a major industry with a wide
range of opportunities, employing an estimated
130,000 full-time in the UK alone. Students may
want to study music for the love of it, or to
pursue a career as a singer, instrumentalist, or
composer, but the possibilities don't stop there.
There are numerous career paths open, with a
range of jobs in teaching or music therapy,
production, promotion, management, as well as
performance.
43
Music
45
Students study both the theoretical and practical
aspects of physical education in this course.
Students learn about anatomy and physiology,
movement skills and contemporary studies in
sport. They are also encouraged to try out a
range of physical activities, including team and
individual sports, games, and outdoor activities;
students then apply the theoretical knowledge
they have gained in order to analyse and improve
their own physical performance.
Year 12 Year 13
Theory - Component 1; Applied Anatomy and
Physiology, Acquiring, Developing and
Performing Movement Skills, Contemporary
Studies in Physical Education and Sport
Practical- Two activities chosen from a broad
range of categories
Theory - Component 3; Exercise and Sport
Physiology, Psychology of sport performance
and Olympic Games: a global perspective
Practical– One activity chosen from a broad
range of categories
Curriculum Contents:
How is the subject assessed?
Why Study Physical Education (PE)?
Year 12 Year 13
Theory
End of unit tests related to; Applied Anatomy and
Physiology, Acquiring, Developing and Performing
Movement Skills, Contemporary Studies in Physical
Education and Sport
Students sit paper one Unit 1 exam paper at the end of the
AS component
Practical
Students choose 2 activities from a list of activities on offer.
Assessment takes place in conditioned, competitive
situations. Students‘ skills, knowledge and understanding
of the activity and their own performance are assessed
against AQA assessment guidelines.
Students are assessed on the following objectives;
knowledge and understanding of physical activity, the
ability to apply skills, knowledge and understanding in
physical activity and the ability to analyse and critically
evaluate physical activity.
Theory
End of unit tests related to; Exercise and Sport Physiology,
Psychology of sport performance and Olympic Games: a
global perspective
Students sit one Unit 3 exam paper at the end of the A2
component
Practical
Students choose 1 activity form the list of activities on
offer. Assessment takes place in an open environment.
Students‘ skills, knowledge and understanding of the
activity and their own performance are assessed against
AQA assessment guidelines.
Students are assessed on the following objectives;
knowledge and understanding of physical activity, the
ability to apply skills, knowledge and understanding in
physical activity and the ability to analyse and critically
evaluate physical activity
Attendance of at least 2 additional sports clubs is a compulsory part of the course
46
Physical Education
How the subject could be used in
the future (Careers)
Post A-Level - Employment or Degree Study:
Sports Science, Sports Development, Sport
and Recreation Management, Physiotherapy
Post Degree - Sports Management,
Professional Coach, Physiotherapist, Sports
Development, Sports Psychologist, Personal
Trainer, Dietician or even a Physical
Education Teacher
47
A deeper knowledge and understanding of Physics
does not only benefit future careers in Physics, en-
gineering, computing, electronics, architecture,
medicine and medical imaging, it is now widely rec-
ognized as a major benefit to any
career in finance or economics where the ability to
use mathematical formulae and modeling is now
considered essential.
Physics is at the root of everything and it‘s science
is crucial to understanding the world around us,
imaging function inside us, and investigating the
world beyond us. It is the most basic and funda-
mental science. Physics challenges our imagina-
tions with concepts like Special Relativity and
Q u a n -
tum Mechanics, and it leads to great discoveries
such as computers and lasers which have changed
our lives.
Physics encompasses the study of the universe from
the largest galaxies to the smallest subatomic parti-
cles. It explores questions such as: How did the uni-
verse begin? How will it end? What is a black hole?
Is time travel possible? If you have an enquiring
mind, and enjoy discovering why things happen,
then Physics will help you find the answers. Physics
forms the basis of most modern technologies and
holds the future to sustainable global development
in an increasingly diverse and automated society.
Year 12 Year 13
Newtonian mechanics; Matter; Waves; Electricity
and Electric Fields; Nuclear decay and subatomic
Physics.
Applying AS level Newtonian mechanics; Circu-
lar and Simple Harmonic Motion; Electricity and
Electromagnetism; Gravitational fields and plan-
etary orbits; Wave-Particle duality; Medical Im-
aging techniques; Electronic devices including
operational amplifiers; Gathering and communi-
cating information
Curriculum Contents:
How is the subject assessed?
Why Study Physics?
Year 12 Year 13
Paper 1: Multiple choice questions
(31% of AS level; 15% of A level)
Paper 2: Structured questions
(46% of AS level; 23% of A level)
Paper 3: Advanced practical skills
(23% of AS level; 12 % of A level)
Paper 4: Structured questions
(38% of A level)
Paper 5: Planning, analysis and evaluation
(12% of A level)
48
How the subject could be used in
the future (Careers)
Knowledge of Physics can lead to careers in
the following fields: Astronomy;
Meteorology; Education; Research; Leisure;
IT; Industry; Engineering; Finance; Marketing.
For more details see:
http://www.physics.org/article-careers.asp?
contentid=404.
Physics
49
Why Study Psychology?
Psychology is a combination of science and
practice. Psychologists are interested in how
people act, react and interact as individuals and
in groups. The practice of psychology is
supported by the teaching and research of
academic psychologists. Think of any question
about how and why humans do the things they
do and the chances are that a psychologist
somewhere will be researching it too. Researchers
construct questions about, and look for answers
to, a wide range of issues relating to human
behaviour in a variety of contexts, taking both
biological and social factors into account. The
knowledge gained is used by applied
psychologists and other professionals in almost
every setting.
What are the aims and purpose of Psychology?
Psychology offers an opportunity to develop the
critical skills of analysis and interpretation, and
appreciation of the contribution of psychology to
social and individual issues. The aim of the course
is to allow students to open their minds and
produce questions and answers, about
themselves and others that most may never think
of. This course has been designed to provide a
Year 12 Year 13
Unit 1: Cognitive Psychology (Memory):
Developmental Psychology (Early Social Develop-
ment) and Research methods
Unit 2: Biological Psychology (Stress), Social
Psychology (Conformity) and individual differences
(Abnormality)
Unit 3: Topics in Psychology, which includes looking
at psychological issues such as Sleep and Dreaming,
Aggression and Relationships and Gender.
Unit 4: Psychopathology, Psychology in Action, and
Research Methods
Curriculum Contents:
A wide range of teaching methods are used
in order to ensure that all students learn
effectively. These methods include
presentations by both staff and students;
group and individual work; independent
learning; research assignments; use of the
internet; and discussion and debate.
50
How is the subject assessed?
Year 12 (AS Level)
PSY1 1hour 30 minutes
Structured questions and essay question
PSY2 1 hour 30 minutes
Structured questions and essay questions
Year 13 (A Level)
PSY3 2 hours
Structured questions and essay questions
PSY4 2 hours
Essay questions
How the subject could be used in
the future (Careers)
Psychologists work all around you. Clinical
psychologists, neuropsychologists, counselling
and health psychologists work in health and
social care. Their aim is to prevent illness and
improve health. Educational psychologists work
within schools and with families and
communities to ensure that children and young
people make the most of their potential.
Occupational psychologists aim to improve
organizational effectiveness and well-being in
the workplace. Forensic psychologists work in
various ‗legal‘ settings - prisons, courts
and with the police - striving for a fair and
effective legal system. In addition, Psychology is
a recognised and well-established A Level and
as such is valuable for entrance into Higher and
Further Education on a wide range of degree
courses. Psychology is also very useful for those
who wish to enter directly into employment
after A-level.
Psychology
51
Why Study Sociology?
Sociology is the study of social life, social
change, and the social causes and
consequences of human behavior. Sociologists
investigate the structure of groups,
organizations, and societies, and how people
interact within these contexts.
Since all human behaviour is social, the subject
matter of sociology ranges from the intimate
family to the hostile mob; from organized
crime to religious cults; from the divisions of
52
Curriculum Contents:
Year 12 and 13
Students will be required to:
•Acquire knowledge and a critical understanding of contemporary social processes and
social changes
• Appreciate the significance of theoretical and conceptual issues in sociological debate
• Understand and evaluate sociological methodology and a range of research methods
through active involvement in the research process
• Develop skills that enable individuals to focus on their personal identity, roles and
responsibilities within society
• Develop a lifelong interest in social issues.
Year 12 Year 13
Unit 1 – SCLY1
Culture and Identity; Families and Households;
Wealth, Poverty and Welfare
40% of AS, 20% of A Level
Unit 3 – SCLY3
Beliefs in Society; Global Development; Mass
Media; Power and Politics
20% of A Level
Unit 2 – SCLY2
Education with Research Methods;
Health with Research Methods
60% of AS, 30% of A Level
Written paper, 2 hours
Unit 4 – SCLY4
Crime and Deviance with Theory and Methods;
Stratification and Differentiation with Theory
and Methods
30% of A Level
How is the subject assessed?
How the subject could be used in
the future (Careers)
While many sociology graduates enter
work in the public sector in a social or
welfare role, others go into a variety of
jobs throughout the public and private
sector. Some employers include local and
central government, industry, commerce,
education authorities, further and higher
education, and charitable, counselling and
voluntary organisations.
Sociology
53
The AQA Baccalaureate is an extra qualification students can gain if they have met all of
the criteria below. These are Depth of Study, Broader Study, Extended Project and
Enrichment Activities.
What is the AQA Baccalaureate?
54
Depth of study
Any three A-level subjects (excluding the subject used for broader study) to provide
in-depth academic study and to test knowledge, understanding and application. Our
students will normally be doing this anyway.
Broader study
Students must complete
one extra AS level from
either General Studies or
Critical Thinking - to
develop analytical
thinking and learning
skills.
This could be done in
Year 12 or 13. These two
subjects are already
available on our curricu-
lum and are amongst the
Options available to our
students. They are also
stand alone qualifica-
tions like any other AS
subject.
Extended Project
D e v e l o p m e n t o f
independent learning,
self-managing and
research ability through
completion of a 5000
word extended essay or
project. This is also a
stand alone qualification.
As part of the project you
have to do a presentation
to other students.
Students at ABCIS already
get a ―flavour‖ of what
the Extended Project
might involve when they
do a smaller scale
Personal Project at the
end of Year 11.
Enrichment activities
This must total at least 100
hours from at least two of the
three elements below.
Work Related Learning (This
can include the work experi-
ence completed in Year 11)
Community Participation
This can include the sixth
form service or voluntary
work such as the wishing
tree activity.
Personal Development
Activities.—This can include
time spent in ECAs, e.g.
Sports, Music, Arts, Drama. It
can also include time spent
in debating societies such as
MUN.
Very rarely will a University offer insist on
the AQA Baccalaureate - normally 3 full A
Levels is sufficient without the extra
elements here, however completion of
this qualification will ensure that a
student has a well rounded education
and it may give you the edge over other
University applicants. Also if you have a
University interview it will be an excellent
opportunity to talk about your Extended
Project and how you have already had to
use research skills often needed at
undergraduate level and beyond.
Will my University Require the
AQA Baccalaureate?
54
The AQA Baccalaureate
At the ABC International School we offer students in Year 13 the chance to have IELTS tuition through
an Extra Curricular Class. It is a highly recommended for students who are non-native English speakers.
Students can then decide whether to register for the IELTS test at the British Council, and this is
therefore their responsibility.
IELTS is the International English Language Testing System
which tests English proficiency. IELTS is the most popular test
of English with 1.4 million test being conducted annually.
IELTS does not have any cultural bias and so is accessible to
all students. IELTS tests all four language skills – listening,
reading, writing and speaking. The Speaking test is a face-to-
face interview with a certified Examiner.
IELTS is designed to assess English language skills at all lev-
els. There is no such thing as a pass or fail in IELTS. Results
are reported as band scores on a scale from 1 (the lowest) to
9 (the highest). A score of around 7.0 is usually required for
top Universities in English speaking countries.
Curriculum Contents:
Why Study International English Language Testing System (IELTS)?
The Test Report Form
You will receive a Test Report Form which reports a score for each of the four skills (listening, reading,
writing and speaking), as well as an overall band score. Half band scores may be awarded to indicate a
strong performance within a particular band. You can find more information on score processing and
score interpretation at www.ielts.org/researchers/score_processing_and_reporting.aspx
Results are issued 13 days after the test. At some test centres candidates may collect their results on the
13th day; at others, results are mailed on the 13th day. Test centres are not permitted to give results over
the phone or by fax or email. You will receive only one copy of the Test Report Form. It‘s important that
you keep it safe as replacement Test Report Forms cannot be issued. Test centres will send copies of the
Test Report Form to up to five recognising organisations free of charge.
Test Report Form validity
Recognizing organizations will not usually accept a Test Report Form that is more than two years old
unless you provide evidence that you have actively maintained or tried to improve your English since
taking the test. The IELTS Test Partners cannot confirm the validity of test results that are more than
two years old.
9 Expert user
8 Very good user
7 Good user
6 Competent user
5 Modest user
4 Limited user
3 Extremely limited user
2 Intermittent user
1 Non user
0 Did not attempt the test
56
Year 13 IELTS Physical Education
Physical Education is compulsory in year 12
and 13. Students take part in a number of
different sports throughout the course. They
are encouraged to develop teamwork,
leadership and communication skills as well
as improve their performance and skills for
the sport. The activities that are chosen are
very much driven by the student and there is
a large emphasis on student voice within the
course. The group will develop relevant skills
and compete in a particular sport for 6
weeks when the activity will change. This is a
non-examined course although students
may also choose A level Physical Education.
Year 12 and 13
Physical Education
57
Ad
dit
ion
al I
nfo
rmat
ion
Personal, Social and Health Education (PSHE)
All students in Years 12 and 13 have one period of PSHE a week. As part
of this students explore issues such as:
Study Skills, Personal Development and Responsibility, Careers, Health,
Human Rights, Economic well being, Life at University.
The subjects that are covered are intended to help students to prepare
for life beyond school. In the case of study skills it is hoped that
students will refer back to them as they move on to advanced studies,
becoming life long learners.
PSHE / Tutorials H ead of School
Tutorials
As part of the Sixth Form programme of study students are involved in
one-to-one meetings with their form tutor. These meetings take place at
least once per term. They will also have an interview at least once per
year with the Head of Sixth Form. This is likely to be a careers based
interview. The interviews take between around 10 minutes in which time
students have the opportunity to discuss any problems, their progress at
school and university applications. This is an important part of the
pastoral care of our students because it provides students with a more
individual approach to their studies and well being.
58
Head and Deputy Head Students
Year 13 students are invited to make applications to be Head Student
and Deputy Head Student. This is a very important role in which students
act as the figure heads for the student body. They are often called upon
to attend school functions and to give speeches on behalf of both the
Sixth Form and the students as a whole. The Head and Deputy Head of
School will only be appointed if there are suitable candidates because it
is such a key appointment within the school. The Head and Deputy Head
of School are also responsible for chairing the school council. There may
also be a Year 13 Head Prefect who coordinates the Form Prefect
Program where Year 12 students lead activities with their Year 7-11 form.
Service Opportunity
When students join the Sixth Form it is important that they act as role mod-
els for younger students. This is achieved at The ABC International School
through students being involved in the life of the school community. All stu-
dents in Years 12 and 13 are expected to act as prefects at break and
lunchtime. supporting teaching staff and assisting younger students.
In addition to this, students also help pupils in the lower school. They are
given responsibility for working with individual pupils or groups from Early
Years right through to Key Stage 4. Through this experience Sixth Form
students learn to take greater responsibility and they also get to work with
members of staff as part of a team.
Overall, this is an important part of the Sixth Form course of study because it
prepares students for the greater independence which comes when they go
to university.
Prefect Duties and Service in the lower school
59
As part of their weekly routine, all Sixth Formers are asked to undertake one period of service. The service
can be in one of the Key areas of Numeracy, Literacy or ICT or it can be in an area where the sixth form stu-
dent is confident. For example they can help with Music lessons or Art lessons for primary students or PE les-
sons if they have a particular skill in Music, Arts or Sports.
The work that members of the Sixth Form do, in different areas of the school, provides them with an oppor-
tunity to develop their skills and also to work with experienced teachers. It also builds the confidence of older
students because they are able to take on a role of responsibility within the school. Students are expected to
be proactive in these sessions and give support to the teacher who they assist. They are also expected to in-
form the teacher if they are due to have any absence. Students track their attendance via a Service Record
card which will provide evidence at the end of the year which can go towards the required voluntary hours
needed to qualify for the AQA Baccalaureate.
Ad
dit
ion
al I
nfo
rmat
ion
Sixth Forms Facilities
The Sixth Form is housed in Senior School Campus 3. They have a
common room and a private study room, both of which have
wireless internet access. All students in the Sixth Form are expected
to use their non-contact periods for additional study, and this can
be completed in either room.
All students in Years 12 and 13 are provided with laptops and are
encouraged to bring them in so that they can work as effectively as
possible. In addition to this, students have access to university
prospectuses and study materials.
Sixth Form Facilities
Careers Interview
As part of the programme to help students make decisions about
their future courses of study, the school offers all students in Year
9 and Year 11 careers interviews. These are intended to give
students valuable one to one time discussing their subject
choices at IGCSE or A Level. The interviews allow students to
discuss their ambitions, where they would like to go to university
and how to get there. For those students who are unsure as to
their future direction, it gives them a chance to talk through their
interests and what they enjoy.
The careers interviews are an important part of the process of
making option choices and so parents are always welcome to
attend. The involvement of parents in their son or daughter‘s
option choices means that all three parties – parents, students
and the staff of The ABC International School are united to find
the right path for each and every individual student.
Careers
60
University Application As part of the PSHE programme, students are given advice and guidance on their university
applications. Students are expected to produce a personal statement as part of the
application process, which is one of the key component of any university application. To
help them write their own personal statement students are shown examples of statements
written by students and they are then asked to critique them. In addition to this, students
are provided with on-going advice as they work on their own personal statement. This
process starts in Term 5 of Year 12 and it should be completed by Term 2 of Year 13.
With regard to making applications to the United Kingdom, the United States of America
and Canada, all should be submitted by the end of Term 2 of Year 13. In the case of
applications to the UK for Medicine, Veterinary Science, Dentistry and Law applications
must be sent before October 15th
in the year of application. This deadline also applies to
application to either Oxford or Cambridge. In the case of Australia some applications
should be completed by the end of Year 13 but others will continue after the student has
left ABCIS. In this situation we will, of course, continue to provide transcripts, references or
letters of recommendation to assist with the application process.
61
Ad
dit
ion
al I
nfo
rmat
ion
Gateway to World Class Universities
Cambridge Assessment- Gateway to World Class Universities
For many university courses and universities in Britain it is necessary to sit an entrance
examination. Many of these are administered by Cambridge Assessment, a branch of
the Cambridge International Examination Group. The assessments that are now
offered at the ABC International School are:
BMAT
The Biomedical Admissions Test (BMAT) is a subject-specific admissions test taken by
applicants to certain medicine, veterinary medicine and related courses at the
institutions listed below. Students who wish to apply for these courses must complete
the test in Year 13. They must register by approximately the end of September.
Courses Requiring BMAT
University of Cambridge (I50)
A100 Medicine
A101 Graduate Course in Medi-
cine (not essential)
D100 Veterinary Medicine
Imperial College London (I50)
A100 Medicine
B900 Biomedical Science (3 year
course)
University of Oxford (O33)
A100 Medicine
BC98 Biomedical Sciences
UCL (U80)
A100 Medicine
Royal Veterinary College (R84)
D100 Veterinary Medicine
D101 Combined Degree Pro-
gramme
D102 Graduate Accelerated Veter-
inary Medicine Programme
ELAT
The ELAT is a pre-interview admissions
test for applicants to undergraduate
courses in English at the University of
Oxford. The test is designed to enable
applicants to show their ability in the key
skill of close reading, paying attention to
such elements as the language, imagery,
allusion, syntax, form and structure of the
passages set for comment.
62
Cambridge Thinking Skills Assessment The University of Cambridge has been using the TSA (designed, developed and extensively researched by
Cambridge Assessment) since 2001. The TSA is a 90 minute multiple choice test consisting of 50 questions.
These measure an applicant's critical thinking and problem solving skills.
Colleges have their own policies on which courses require the TSA. Please refer to the University of Cam-
bridge's website for each college's requirements.
Courses Requiring TSA Cambridge - University of Cambridge (C05) G400 Computer Science
L100 Economics
H100 Engineering
KL41 Land Economy
BCF0 Natural Sciences (Physical and Biological)
L0C8 Politics, Psychology and Sociology (PPS)
Oxford Thinking Skills Assessment Home The TSA (University of Oxford) is a pre-interview admissions test for applicants to undergraduate courses in
PPE, E&M, EP and Psychology and Philosophy at the University of Oxford. Admissions decisions are
complex because candidates come from a wide variety of subject backgrounds, and the study of PPE, E&M,
EP or Psychology and Philosophy requires a range of abilities. The Thinking Skills Assessment (TSA) will help
tutors to assess whether candidates have the skills and aptitudes that are required to study PPE, E&M, EP or
Psychology and Philosophy.
Courses Requiring TSA Oxford - University of Oxford (O33) CV85 Psychology and Philosophy
C830 Experimental Psychology (EP)
LN12 Economics and Management (E&M)
L0V0 Philosophy, Politics and Economics (PPE)
STEP STEP is a Mathematics examination required by Cambridge and a small number of other Russel Group Uni-
versities for studying Mathematics at University.
TSA UCL Admissions Test Home The TSA is a 90 minute multiple choice test consisting of 50 questions. These measure an applicant's critical
thinking and problem solving skills.
Courses Requiring TSA UCL - UCL (U80)
R990 European Social and Political Studies
.
63
Ad
dit
ion
al I
nfo
rmat
ion
International Award
What is it?
The Award is known by different names in different countries around
the world. In England it is the Duke of Edinburgh‘s Award. Whatever
the name, though, the purpose is the same – to develop, challenge
and motivate young people everywhere to be the best they can be
and to achieve more, both for and by themselves, than they thought
possible. Over 6 million young people from over 120 countries have
already undertaken the Award. It helps equip young people with life
skills to make a difference to themselves and others.
It is a very prestigious Award and is held in very high esteem by
universities and colleges around the world and also by top
international employers.
What does it do?
Through a non-competitive scheme, participants are helped to plan
and develop their own programme of activities to develop mentally,
physically, emotionally and spiritually. The Award helps young people
become more motivated, disciplined and balanced and helps provide
important skills for use in later life. These include reliability,
independence, teamwork, responsibility, self-confidence and time
management.
64
International Award
How does work?
At each level of the Award, Bronze, Silver and Gold, students have to make a regular time
commitment to taking part in each of four specific areas – Service, Skills, Physical Recreation
and Adventurous Journey. Participants must spend a minimum of one hour a week working
on each area. The purpose of these sections is to challenge the individual personally and as
a member of the greater community, whether school, neighbourhood etc.
Service – The aim is to give useful service to others, whether through community service
projects, conservation work voluntary service or more specialised training.
Skills – This aims to encourage the development of personal interests and practical skills.
There is an unlimited choice but the requirement is sustained effort over a period of time.
Physical Recreation – This aims to encourage participation and improvement of perfor-
mance. Participants should enjoy the experience, regardless of physical ability.
Adventurous Journey – This aims to encourage a spirit of adventure and discovery. It pro-
vides a unique, challenging and memorable experience whilst undertaking a journey in a
group. Other important skills such as First Aid, are taught as part of the training.
At Gold level, there is an additional requirement, a Residential Project, which aims to broaden
experiences by working with new people, in a residential setting.
How long does it take?
The minimum time requirement for Bronze level is six months.
For Silver, the minimum time required is one year and for Gold, the minimum is eighteen
months.
Who can do it?
The Award is open to all, regardless of background, physical fitness, ability or existing skill
levels. The only requirement is that participants must be aged between 14-25. However,
although everyone can do it, not everyone will, as it‘s a challenge and like all challenges, it
can be tough. If it was easy, it wouldn‘t be worth doing. What you do need is commitment
and determination.
What do I get out of it?
Fun, enjoyment, new friends, new activities and new challenges! Confidence, self-esteem, self
-respect and the satisfaction of knowing you have challenged yourself and have done more
than you thought you could. It also shows that you can manage your time well and it will
really help you stand out from the crowd when you apply to universities or for jobs.
65
Ad
dit
ion
al I
nfo
rmat
ion
S ATs
The SAT Reasoning Test
The SAT is a prerequisite for all students applying to study at American Universities.
As part of the ECA programme students in Years 10 to 13 have the opportunity to
gain practical experience of all components of SAT 1.
The SAT consists of three sections and when students sit the exam it last for 3 hours
and 45 minutes.
Critical Reading Section – 70 minutes
The Critical Reading Section consists of 67 questions in three sections. There are
two 25 minute sections and one 20 minutes section.
These sections measure the students‘ ability to identify genre, relationships
among parts of a text, cause and effect, rhetorical devices and comparative
arguments.
Questions assess such reading skills as identifying main and supporting ideas,
determining the meaning of words, understanding authors‘ purposes, and
understanding the structure and function of sentences.
Reading passages are taken from different fields, including Natural Sciences,
Humanities, Social Sciences and Literary Fiction.
Maths Section – 70 minutes
This consists of 54 questions in two 25-minute sections and one 20 minute
section. It includes topics such as numbers and operations; Algebra and
functions; Geometry and measurement; and data analysis, statistics and
probability and it places emphasis on topics such as linear functions,
manipulations with exponents, and properties of tangent lines. Students are
asked to apply concepts they have learned to solve problems in flexible ways,
often in real world applications.
Writing Section – 60 minutes
The writing section consists of one essay question (25 minutes) and 49 multiple
choice questions (2 parts totalling 35 minutes). It measures a student‘s mastery
of developing and expressing ideas effectively. The essay, which is always the
first question on the SAT, measures a student‘s skill in developing a point of
view on an issue. The multiple choice section assesses a student‘s ability to use
language in a clear, consistent manner and to improve a piece of writing
through revision and editing. Questions ask students to recognise sentence
errors, to choose the best version of a piece of writing and to improve
paragraphs.
66
SATs Subject Tests
Depending upon the college that students wish to apply to they will have to sit SAT subject tests. Some colleges do
not require a subject test, however colleges such as Harvard requires three subject tests.
Tests are available in:
Literature German
US History German with Listening
World History Spanish
Math Level 1 Spanish with Listening
Math Level 2 Modern Hebrew
Biology/EM Italian
Chemistry Latin
Physics Chinese with Listening
French Japanese with Listening
French with Listening Korean with Listening
Choosing SAT Subjects
Many colleges use the SAT Subject Tests for admissions, for course placement, and to advise students about course
selection. Some colleges specify the SAT Subject Tests that they require for admission or placement, others allow
applicants to choose which tests to take.
Student should consider taking Subject Tests in subjects that they are interested in and have completed course work
for, particularly if students are thinking they might concentrate on in college. The best way to decide whether
students need to sit SAT Subject Tests and which ones to sit is by checking the individual college requirements.
Registering for SATs
To register for any SAT Exam it is quickest to do so online. Through this method students can choose their test date
and centre, getting immediate confirmation. This is something that students must do themselves and credit card
payment will be required.
When registering for the SAT students can also agree to becoming part of the student search service. By doing this,
students allow college board to send information to colleges, universities, scholarship programs and non profit
educational opportunity organisation, giving them the opportunity to reach out to a potential new student.
Scoring
Once they have sat the SAT 1 or Subject Tests students will receive their scores in about 5 weeks. It is possible to
reset SATs as often as the student wishes and they can elect which colleges receive them. Most colleges and
universities consider a students best score when assessing applications.
SATs scores are reported on a scale from 200-800 with additional sub-scores reported for the essay (ranging from 2-
12) and for the multiple choice writing questions on a scale of 20-80. The scores achieved tell the admissions staff
how an individual student compares with other students who took the test. The average score is about 50 on the SAT
Critical Reading and 500 on SAT Mathematics.
SAT Subject Test scores are reported on a scale of 200-800.
67
Ad
dit
ion
al I
nfo
rmat
ion
Student Voice
S
As students move into Years 10 to Year 13 there are an increasing
number of opportunities to take on leadership roles. The two main
areas where there are leadership opportunities are as part of the
student council and as either a House Captain or Vice House Captain.
The Student Council
All Forms in the Senior School are represented on the Student Council
by a Form Representative. As part of the Student Council various
positions are available, they are:
President of the Student Council
Vice President
Treasurer
Secretary
Within these positions students get to help develop their ideas in
consultation with the other members of the council. They are also able
to improve on their organisation skills through putting on various
events, such as a school disco.
The House System
The school has four houses, the Hanoi Hornets, the Mekong Delta, the
Dalat Dragons and the Saigon Serpents. Each of the houses has an
elected Captain and Vice Captain. Any member of the student body can
stand for election, although it is usually students in Key Stages 4 and 5
who secure these positions.
As a House Captain or Vice Captain students develop both their
leadership and team working skills. The main focus of the work is on
fostering a team spirit and organising the House for competitive events,
such as Sports Day.
Involvement in both the Student Council and the House system offer
students the chance to develop their inter-personal and intra-personal
skills. Also, by taking up roles of responsibility within the school
community students are able to make stronger university applications.
68
S
MUN Model United Nations
Model United Nations (MUN) is part of The ABC International School‘s ECA programme.
It is a simulation in which students assume the roles of countries and organisation
represented in the United Nations in specific committees and debate about issues
concerning the world. Through the MUN ECA and attending conferences it is intended
that students can engage in debate about world issues. Students from different schools
and countries can share their views of what they perceive to be the important issues of
the day. The ultimate aim of the MUN and the associated conferences is to promote
awareness of international relations and issues in young people; to inspire global
mindedness and an understanding of the problems of the world and how to combat
them.
The MUN can provide students with opportunities to improve their communication skills
and their ability to work with others to find solutions to important issues. Involvement in
MUN is something which is highly thought of by admissions tutors because it develops
many of the key characteristics that they hold in high regard – leadership and team
working skills, an analytical approach to problem solving and debating skills.
69
Ad
dit
ion
al I
nfo
rmat
ion
Scholarship Grant
The ABC International School believes in promoting and
rewarding success. Consequently there are a number of scholarships
that students can apply for. There are up to three awards made for
tuition fee remission during Years 12 and 13, and there is also a
scholarship available for students who leave the ABC International
School to attend university after completing their A Levels. The
information below sets out the criteria for the scholarships that we
offer.
Sixth Form scholarships (for entry into the Sixth Form)
Three awards will be available to those students who get the best
grade totals at IGCSE in a minimum of at least eight subjects:
Award 1 (equivalent to 50% of the tuition fees in Years 12 & 13) will
afford the recipient full tuition fee remission during their course of
study in Year 13 at the school.
Award 2 (equivalent to 33.33% of the tuition fees in Years 12 & 13)
will afford the recipient full tuition fee remission during the final two
terms of their Year 13 study at the school.
Award 3 (equivalent to 16.66% of the tuition fees in Years 12 & 13)
will afford the recipient full tuition fee remission during the final
term of their Year 13 study at the school.
70
Conditions;
1. To qualify for an award a student must have studied at the ABC International School for the two
successive previous years, before entering the Sixth Form.
2. In the event of two or more students achieving the same points totals then the school reserves the
right to amalgamate and divide the awards in the manner that it considers to be most fair to the
families concerned.
3. Throughout their course of their Sixth Form study, the recipients of awards will be expected to
maintain a grade average that is equivalent to two A grades and two B grades in their chosen subjects.
In the event of a student‘s performance falling below this standard then the school reserves the right,
after due warning, to withhold the award.
4. The recipients of awards will be expected to be good ambassadors for the school and to uphold and
promote its‘ good name at all times. This may include being available for future public relations events
or activities. In the unlikely event of a recipient being involved in a serious breach of school rules or
any other act which brings the school into disrepute then the school reserves the right to withhold the
award.
5. The school retains the right to be the sole arbiter in judgments about the granting of any award and
expects all applicants to respect the confidentiality of such information. Any breach in confidentiality
may result in an award being withheld.
Sixth Form Graduation Grants for Travel and Equipment expenses at College or University
Two awards will be available to those students who get the best grade totals in the A2 pre-university
examinations and successfully gain entry to a leading university or college of their choice.
Award 1 which will repay to the student or their family the equivalent of US$5,000.00 upon the
submission of receipts for travel and/or purchases related to the recipients tertiary education during their
first year of study after leaving the ABC IS.
Award 2 which will repay to the student or their family the equivalent of US$3,000.00 upon the
submission of receipts for travel and/or purchases related to the recipients tertiary education during their
first year of study after leaving the ABC IS.
Conditions:
Conditions 1-5 as for the above awards.
The recipient is to be a full-time member of the existing Sixth Form and have gained a confirmed place
at a recognized and leading University or College.
Recipients will be expected to furnish the school with documentary evidence endorsed by their
personal tutor that evidences their continued application and attainment.
Recipients of these grants may only claim payment upon the submission of accredited receipts for
travel or purchases which are clearly linked to their further education
71
Notes
_________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________
#2, 1E Street, Khu Dan Cu Trung Son Binh Hung, Binh Chanh District Ho Chi Minh City, Vietnam Tel: (84) 8 5431 1833 Fax: (84) 8 5431 7214 Email: [email protected]
#4, 1E Street, Khu Dan Cu Trung Son Binh Hung, Binh Chanh District Ho Chi Minh City, Vietnam Tel: (84) 8 5431 8050 Fax: (84) 8 5431 8051 Email: [email protected]
Saigon South Campus 1 Primary & Secondary (Year 3 – Year 13)
Saigon South Campus 2 Foundation Stage & Early Primary
Printed: October 2014
the ABC International School