Dane Court Grammar School

IB World School

International Baccalaureate Prospectus 2014

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The International Baccalaureate Diploma Programme (IBDP) is an internationally recognised post-16 course, which prepares students for entry to higher education. It is a world class qualification fit for the 21st Century. The course aims to educate the whole person, via its core components (please see below), and encourages students to reflect upon, and evaluate, actions critically.

The Curriculum

Group 1 Group 2 Group 3 Group 4 Group 5 Group 6

English

French

German

Italian

(ab initio)

Japanese (ab initio)

Spanish

Environmental

Systems and Societies

Geography

History

Philosophy

Psychology

Social and

Cultural Anthropology

Biology

Chemistry

Design

Technology

Environmental Systems and

Societies

Physics

Mathematics

Maths Studies

Film

Music

Performing

Arts

Visual Arts

The curriculum is made up of six subject groups together with a core comprising of three parts. This is illustrated by the hexagon with the three parts of the core at its centre. Students study six subjects selected from the subject groups. Three of these subjects are studied at higher level and the remaining three subjects are studied at standard level. Students must choose one subject from each of Groups 1-5. Instead of a Group 6 subject, a candidate may select an additional subject from Groups 2 to 4. The courses that we offer are listed below. For further guidance on how to configure your choices please see the appendix at the back of this prospectus.

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Head of Department: Mrs A Walsh Aims of the course The key aim is to foster the enjoyment of and the ability to fully understand and analyse a broad range of literary genres, moving the students far beyond their accustomed reading patterns. Texts integral to students’ literary heritage, plus a range of texts in translation are studied. Students will become confident, independent readers and interpreters of literature. They will be able to articulate in a clear and expressive way their personal response and to deconstruct skillfully authorial purposes and techniques, including comparative analysis of set texts and unseen material. At Higher Level, thirteen works of literature are studied, while ten texts are covered at Standard Level. Course Outline 5 LESSONS with TWO teachers for Higher level 3 LESSONS with ONE teacher for Standard Level

1. Texts In Translation Students study three texts in translation. One piece of written coursework must be completed

by Higher and Standard students on one of these texts. Assignments completed in Year 12. 2. Oral Presentation A fifteen minute talk on individual choice of topic from thematically linked texts studied in

class; there is an opportunity to be creative in response. This task will be completed in Year 12. 3. Oral Commentary Standard Level - A ten minute recorded discussion with a teacher on a passage from texts

studied in class. The students will not know in advance which extract they will be given but will have twenty minutes preparation time. This component will be assessed in the autumn term of Year 13.

Higher Level – A ten minute recorded discussion with a teacher on a poem studied in class. The student will not know in advance which poem they will have. They are given twenty minutes to prepare the extract for discussion. There is a discussion for ten minutes on another text. This component will be assessed during the autumn term of Year 13.

4. Exam Preparation A comparative essay on a selection of texts by a range of poets studied in class in Year 13. Unseen commentary – a choice between analysing poetry, prose or drama. Work on this paper

will be ongoing throughout the course but particularly emphasised in Year 13. Assessment

Internal assessment: 55% (coursework)

25% Texts in Translation 30% Oral Presentation and Oral Commentary

External Assessment: 45%

Paper 1 - Unseen Commentary 20% Paper 2 - Comparative Analysis of poetry 25%

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Head of Department: Mrs A Radix Aims of the course Language B courses are available in French, German and Spanish. Students following Language B Higher and Standard Level courses will be expected to have studied the relevant language successfully to GCSE level. Whereas the SL courses aim to equip students with the necessary skills to be successful in the target language in both social and professional contexts, the HL courses also aim to prepare students for the study of French, German and Spanish in Higher Education. Therefore, the aim of French B, German B and Spanish B courses at Dane Court is to equip students with the skills needed to communicate effectively, and spontaneously, in the target language. To promote this, the four skills of listening, speaking, reading and writing will be regularly practised so that students develop their ability to both understand, and use, the spoken and written word. Learning a language is intellectually stimulating and we aim to promote the enjoyment of language learning. We also aim to raise students’ awareness of the links between languages and different cultures. What skills will you gain? At the heart of the courses are the three central elements of language, texts and cultural awareness. Students will be able to recognize, understand and produce a number of different types of texts to suit specific social and linguistic purposes. Course Outline Core Topics: Communication and Media Optional topics: Cultural diversity Global Issues Customs and Traditions Social Relationships Health Leisure Science and Technology At Higher Level two works of literature are also studied. Assessment Students will be assessed on their understanding of three interrelated areas: language, cultural interaction and message. The SL and HL courses are differentiated in terms of the level of difficulty of the texts studied and produced (aural, oral and written texts), although many texts will be appropriate for both levels. Similarly, the marking criteria are adjusted accordingly to take account of the expected differences between the SL and HL student. Both SL and HL courses are assessed in the April / May of the second year of the course. Formal assessment includes external examinations and internal assessment, as follows:

External Assessment:

Paper 1: Text Handling (25%) Paper 2: Written Production (25%)

Internal Assessment:

Individual Oral (20%) Interactive Oral Activity (10%) Written Assignment (20%)

Special Features There is an established, successful Work Experience programme on offer in the Summer Term of Year 12 for those students who wish to participate.

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Head of Department: Mrs A Radix

Aims of the course The ab initio SL course is for the beginner who has no previous knowledge of Italian. The overall objective of the Italian ab initio course at Dane Court is for students to achieve communicative competence in a variety of everyday situations. To promote this, the four skills of listening, speaking, reading and writing will be regularly practised so that students develop their ability to both understand and use the written and spoken word. Learning a foreign language provides the opportunity for enjoyment, creativity and intellectual stimulation. We will encourage an awareness and appreciation of the different perspectives of people from other cultures. The aim of the ab initio Italian course is to promote the idea that Italian is more than a school subject and to encourage students to continue to learn the language independently after the course. Course Outline The course focuses on everyday situations and aspects of the culture related to them. This ensures that the appropriate emphasis is placed on communication. The course is organized into topic areas which provide the teacher and the student with a context in which communicative functions and grammatical structures and vocabulary can be practised. Topics studied include the following:

Assessment

External Assessment: Paper 1: Text Handling (25%) Paper 2: Written Production (25%)

Internal Assessment:

Oral Exam (30%) Written Assignment (20%)

This is an intensive language learning course which will enable committed students to achieve a very high standard of Italian by the end of the two years. Visiting Italy or an Italian-speaking country to practise language skills acquired is therefore highly recommended.

Individual and Society Leisure and Work Urban and Rural Environment Daily Routines Education Food & Drink Physical Health Relationships Shopping

Employment Entertainment Holidays Media Transport Technology Sport

Global Issues Environmental Concerns Neighbourhood Physical Geography Town & Services Weather

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Teacher in charge: Mrs F Gallantree

Aims of the course The main purpose of this course is to give students a coherent perspective on the interrelationships between environmental systems and societies. So what does this mean? It means that we won't just say "here is an environmental problem, isn't it terrible…..." To really understand the causes and effects of environmental problems, and how people try to manage them, we will need to look at the issues from many angles (e.g. scientific, ethical, historical, economic, cultural and socio-political). This is called taking a 'holistic' approach. By the end of this course students will be able to adopt an informed personal response to current environmental issues. They will also understand the impact of the choices and decisions we make in our own lives on the environment. Students will also gain an appreciation of the global diversity of environments and ecosystems, cultural and historical differences in attitudes to the environment, and differing perspectives on sustainability. Reflecting the trans-disciplinary nature of the subject, Environmental Systems and Societies (ESS) students will be well prepared for university degrees in a range of subjects from Politics to Biology, from Archaeology to Chemistry. It is very helpful for students who have chosen Sciences and Mathematics at HL and want to strengthen their science profile yet further, but also for students who understand the value of science in their overall profile but do not want to take a ‘traditional’ science subject. The skills of research and analysis that students will learn will support them in a large number of fields. Course outline (The ESS course is offered at Standard Level only) As a trans-disciplinary subject EES is designed to combine the techniques and knowledge associated with Group 4 (the experimental sciences) with those associated with Group 3 (individuals and societies). By choosing to study ESS, students are able to satisfy the requirements for both Groups 3 and 4 of the hexagon, thus allowing them to choose another subject from any hexagon group (including another Group 3 or 4). The topics that students will study come under the following headings:

• Systems and models • The ecosystem • Human population • Carrying capacity and resource use

Assessment The final level is made up of marks from external exams and internal assessment. Students are required to complete 30 hours of practical work during the course which will include the assessment of planning, data collection and processing, discussion, evaluation and conclusion and personal skills.

Assessment component Weighting External exam paper 1 (1 hr) 30% External exam paper 2 (2 hrs) 50% Internal practical assessments 20%

• Conservation and biodiversity • Pollution management • The issue of global warming • Environmental value systems

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Head of Department: Miss K Ash Aims of the course The Geography course has been designed to develop the themes of world interdependence and the interrelationship between people, place and the environment. There is a global perspective to the Core and Option topics which geographers will be familiar with, however there is no requirement to have studied Geography at GCSE level, although this would obviously be beneficial. Geography is recognised as being able to give students a wide range of choices in a variety of different career fields and any student with an interest in local and global issues be they a physical event, such as lithospheric (tectonic) hazard, or a human orientated event, such the growth of the world’s population, would be interested in this course. Course Outline (SL & HL) 1. Core Theme - Population, resources and development (compulsory) 2. Optional Themes - SL select two; HL to select three; HL also do Global Interactions as the HL extension paper.

Opportunities are given throughout the course to enable student learning through practical fieldwork via several one day trips and two residential visits. The HL course consists of 220 hours of externally assessed taught theory and 20 hours of fieldwork based investigation; the SL course consists of 130 hours of externally assessed taught theory and 20 hours of fieldwork based investigation. Assessment Higher Level External Assessment (80%)

Paper 1 (1 hr 30 mins) – three questions on Core structured & extended. 25% Paper 2 (2hrs) – questions on Options; students answer three. 35%

(Questions on Paper 2 are structured questions based on stimulus material with a choice of two questions on each theme from the Options section)

Paper 3 (1 hr) – higher level extension only – answer one from three essay questions. 20% Internal Assessment (to be externally moderated) 2,500 word fieldwork report 20%

Assessment Standard Level External Assessment (75%)

Paper 1 (1hr 30 mins) – Three questions on Core structured & extended. 40% Paper 2 (1hr 20 mins) – questions on Options; students answer two. 35%

(Questions on Paper 2 are structured questions based on stimulus material with a choice of two questions on each theme from the Options section)

Internal Assessment (to be externally moderated) 2,500 word fieldwork report 25%

Core Options HL Extension Populations in Transition Oceans and their coastal margins Measuring global

interactions Disparities in Wealth and Development

Extreme environments or freshwater issues and conflicts

Changing space – the shrinking world

Patterns in environmental quality and sustainability

Economic interactions and flow

Patterns in resource consumption Hazards & Disasters – risk assessment and response

Environmental change Sociological exchanges HL & SL compulsory

Political outcomes Global interactions at the local level

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Head of Department: Mr A Baker

Aims of the course We live in an increasingly globalized world and events in a completely different region will impact upon our lives significantly. As world citizens we need to be informed and unprejudiced. History at Dane Court aims to provide students with a broad knowledge and understanding of events of the 20th century with a particular emphasis upon developments in Russia and China – two superpowers that continue to have a major political and economic relevance. Students will have a fascinating opportunity to study very recent History that is, in many ways, still being written. We intend, by the end of the course, to have furnished students with a clear understanding of the origins and complexities of contemporary world politics within a wider framework. Students will be encouraged to think in a global context rather than seeing History from a solely Euro-centric viewpoint. They will be challenged to examine a variety of attitudes and perspectives to understand how cultural and geopolitical factors impact upon Historical enquiry. There is no need to have studied GCSE History, although this will obviously be of benefit. The most important quality you can bring to lessons is an open, enquiring mind. Course Outline Standard Level Paper 1: Communism in crisis 1976 – 89

Focusing on the USSR and China, including momentous events like Tiananmen Square and the fall of the Berlin Wall.

Paper 2: 20th Century World History Topics Topic 3 – Origins and Development of Authoritarian and Single Party States

Topics will include Hitler and Stalin in Europe, Mao in China and Castro in Cuba. Topic 5 – The Cold War

This will examine the origins, nature and developments of the Cold War, and as part of the study of two different regions we will be examining the impact of Communist China and the USA, and events such as the Arms race and Vietnam war.

Historical Investigation A 2,000 word essay on a topic of the students’ choice. This is a great opportunity for students to explore their own interests, either within a familiar topic or a totally new one. Higher Level In addition to the above: Paper 3: Aspects of the History of Europe and the Middle East

Topic 5 – Imperial Russia, revolutions and the emergence of the Soviet State 1853 – 1924 This will allow students to understand the context within which a Communist revolution altered the course of Russian history, and will afford one half of the study of an area across over a century.

Topic 8 – Interwar years: conflict and co-operation 1919-39 This will complement Topic 3 on paper 2 and will involve fascinating events like the Spanish Civil War and regime of Mussolini in Italy.

Topic 9 – The USSR and Eastern Europe 1924 – 2000 This will complete the picture for Russian History and will also complement the work done for Paper 1.

Assessment Written Papers – 5 hrs (HL), 2 hrs 30 mins (SL)

All students do Papers 1 & 2 and the Historical Investigation. To achieve the Higher Level, students will also take Paper 3.

Paper 1 – Source analysis – Four short-answer/ structured questions. 1 hr. Paper 2 - Two essays from a wide choice. 1 hr 30 mins. Historical Investigation – on the student’s choice, internally assessed and externally

moderated. Paper 3 – Three essays from a choice. 2 hrs 30 mins.

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Head of Department: Mr G Richardson

Aims of the course To enable students:

- to do philosophy and develop the skills of thinking independently and creatively - to study, develop and evaluate arguments about the human condition and the universe - to examine critically their own experience and ways of thinking - to apply philosophical understanding to the diverse world around us - to examine philosophical thinking and cultural perspectives from around the world

Course Outline: 1. Core theme: What is a human being? (SL & HL) – debates about the soul, personal identity, humans as machines, free will and determinism, importance of reason experience emotion, meaning of life, death, gender, existentialism. 2. Optional themes: a) Theories and problems of ethics (SL & HL): examining ethical theories – based on ideas from self-interest, God, duty to the greatest happiness; what is moral sense – natural/cultural? debates about the meaning of right and wrong; applied ethics – bio-medical and environmental issues, inequality. b) Philosophy of religion (HL): concepts of God, arguments for and against the existence of God, the problem of evil and suffering; religious language, ritual and symbol; religious experience – what is it? debates and interpretations; religion around the world – gender, politics, culture. (SL – one theme; HL – both themes) 3. Study of the French philosopher Simone de Beauvoir and her book, The Ethics of Ambiguity: reflecting on dilemmas of moral choices in the modern world. IB Philosophy is special because:

- It asks for and encourages personal engagement – “I think/feel……because…..” - It encourages creativity – you use cartoons, pop lyrics, movies, paintings as a starting point for

philosophical reflections – you choose and you do philosophy. - Its existential – it focuses on the real heart of philosophy by making the core theme address

questions about the nature and meaning of human life. - Its international – we study famous continental and British philosophical texts.

Assessment

Standard level Higher level Paper 1 - Exam on the Core and Optional themes HL – 2 hrs 30 mins SL – 1 hr 45 mins

a) What is a human being? One essay b) Optional theme: Ethics – One essay 40%

a) What is a human being? One essay b) Both optional themes – One essay on each 40%

Paper 2 - Exam on the text 1 hr One essay 30% One essay 20% Coursework A philosophical analysis of

non-philosophical material 1,600-2,000 words 30%

A philosophical analysis of non-philosophical material 1,600-2,000 words 20%

Paper 3 – Exam - Philosophical analysis 1 hr 30 mins

Response to an unseen text about philosophy 20%

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Head of Department: Mrs M Opperman

Psychology Is Life – Life Is Psychology

Aims of the course Psychology is the systematic study of behaviour and mental processes. It has its roots in both the natural and social science, leading to a variety of research designs and applications. It attempts a multi-dimensional analysis of human behaviour. Ethical concerns raised by past and present research are key considerations in IB Psychology. A student of Psychology is one who is OPEN-MINDED and INTERESTED in human behaviour and is thus ENQUIRING into causes of behaviour, THINKS about how to predict and control behaviour, and REFLECTS upon the factors related to both social and unsocial behaviour. The very nature of the subject enables its students to get insight into their own strengths and weaknesses of being human, by exploring those of others. What skills will you gain? Course outline

1. Both HL and SL students will study the three compulsory levels of analysis (biological, cognitive and socio-cultural). This will be examined in Paper 1 of the exam. 2. HL students study two options Abnormal Psychology, and the Psychology of Human

Relationships. SL students study Abnormal Psychology. This will be examined in Paper 2 of the exam. 3. HL students study Qualitative research methodology. This will be examined in Paper 3 of the

exam. 4. Internal assessment: HL and SL students conduct and report upon an experimental study. Inferential statistical analysis and a more in-depth approach is required of HL students but not required of SL students.

Assessment

Higher Level Standard Level Written paper: 5 hours Written Paper: 3 hours

Paper 1: 2 hrs Section A: Three short questions, one on each of the three Levels of Analysis. Section B: One extended response question on one of the levels of analysis. Students are given one question on each Level of Analysis – they choose one. Maximum Marks = 46 weighting = 35%

Paper 1: 2 hrs Section A: Three short questions, one on each of the three Levels of Analysis. Section B: One extended response question on one of the levels of analysis. Students choose any one question to answer out of a possible three. Maximum Marks = 46 weighting = 50%

Paper 2: 2 hrs Two essay questions from a choice of six possible questions on two of the seven options. Maximum Marks = 44 weighting = 25%

Paper 2 : 1 hr One essay question from three possible questions on one of the seven options. Maximum Marks = 22 weighting = 25%

Paper 3: 1 hr Three compulsory questions on an unseen text covering qualitative research methods. Maximum Marks = 30 weighting = 20%

No 3rd paper

Internal assessment Undertake replication or modification of an experimental study. Carry out in-depth background research. Provide hypotheses. Apply and analyse inferential statistical data. 40 hrs teaching time. Assessed by teacher, moderated externally. Maximum Marks = 28 weighting = 20%

Internal assessment Simple experimental study conducted by each student. 30 hrs teaching time. Assessed by teacher, moderated externally. Maximum Marks = 20 weighting = 25%

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Head of Department: Mr F Munday Aims of the Course Social and Cultural Anthropology is the comparative study of cultural and human societies. In broad terms anthropology attempts to ‘make familiar the unfamiliar and to make the unfamiliar the familiar’. This understanding is reached through the study of society and cultures and the exploration of the general principles of social and cultural life. Although Social and Cultural Anthropology shares much of the theory with other social sciences it is distinct in a number of ways; these include the tradition of participant observation and the study of urban as well as rural and modern societies. The study of anthropology offers critical insights into continuities, as well as social change and the development of societies, and challenges cultural assumptions. Course outline Both Standard Level (SL) and Higher Level (HL) students explore eight key themes which are explored through a range of cross comparative ethnographic studies. The themes are interconnected and emphasize patterns and processes of change in society and culture and capture the idea that the anthropological knowledge changes over time. Themes Individuals, groups and society Kinship as an organising principle Economic organisation and environment Belief system and practices

Societies and cultures in contact Political Organisations Systems of knowledge Moral systems

Higher Level (HL) At the higher level more emphasis is placed upon the theoretical aspects of Anthropology and students will:

Explore how theory frames analysis. Appreciate the ways in which theory influences the selection, presentation and interpretation of

ethnographic materials. Be able to identify and compare alternative theoretical interpretations of the same ethnographic

material. Assessment Standard Level Paper 1 (1 hr) Three compulsory questions based on an unseen text, covering aspects drawn from the whole syllabus. (20 marks). (30%)

Paper 2 (2 hrs) Ten questions based on part two of the syllabus. Students choose two questions to be answered in essay form. (44 marks) (50%)

Internal assessment Two compulsory activities to be internally assessed by the teacher and externally moderated by the IB. (20 marks). - A 1 hr observation followed by a written report of 600-700 words. - A critique of the initial report of 700-800 words. (20%)

Higher Level

Paper 1 (1 hr) Three compulsory questions based on an unseen text, covering aspects drawn from the whole syllabus. (20 marks) (20%)

Paper 2 (2 hrs) Ten questions based on part two of the syllabus. Students choose two questions to be answered in essay form. (44 marks) (35%)

Paper 3 (1 hr) Five questions based on theoretical perspectives in anthropology. Students choose one question to be answered in essay form. (20 marks) (20%)

Internal assessment A report of fieldwork conducted by a student to be internally assessed by the teacher and externally moderated by the IB. Maximum 2,000 words. (20 marks) (25%)

At both the Standard and Higher Levels there is a requirement to undertake field work studies and this is an important element of both courses.

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Head of Department: Mr J Butt

Aims of the course The Biology course will be open to all students who have appropriate GCSE qualifications. This course will be designed as a transition between the sciences learnt in Key Stage 4 and the demands of a course in Higher Education. Whether deciding on a career in medicine, genetics, forensics, pharmacy, veterinary medicine, biochemistry, journalism or any non-science career, studying Biology as part of their IB course will give students many skills and options allowing them to adapt to the changing world around them. Course outline Core Topics Additional Higher Topics

Cells Nucleic Acids and Proteins Chemistry of Life Cell Respiration and Photosynthesis Genetics I Plant Science Ecology and Evolution Genetics II Human Health and Physiology I Human Health and Physiology II

Options The two options most likely to be studied are Option D Evolution and Option H: Further Physiology Students will be expected to do some of their theoretical study outside normal timetabled hours so that the opportunities for learning by practical investigation is maximized. The HL course will consist of 180 hours of externally assessed taught theory and 60 hours of internally assessed lab based coursework. The SL course consists of 110 hours of externally assessed taught theory and 40 hours of internally assessed coursework. In addition all IB candidates will participate in an interdisciplinary Group 4 project. This project will encourage students to appreciate the environmental, social and ethical implications of science. It is also an opportunity for students to explore scientific solutions to global questions. Assessment External assessment: Standard Level Paper 1: (45 mins: 20%) - multiple choice questions testing knowledge of the Core. Paper 2: (1 hr 15 mins: 32%) - Section A – all compulsory data and short answer questions on

the Core. - Section B – choice of one extended response question from three.

Paper 3: (1 hr: 24%) - Option paper – short answer compulsory questions on the two options studied.

External assessment: Higher Level Paper 1: (1 hr: 20%) -multiple choice questions testing knowledge of the Core and

Additional Higher Learning material. Paper 2: (2 hrs 15 mins: 36%) - Section A – all compulsory data and short answer questions on

the Core and Additional Higher Learning material. - Section B – choice of two extended response question from four.

Paper 3: (1 hr 15 mins: 20%) - Option paper – short answer questions and one extended response question on each of the two options studied.

Internal Assessment: SL and HL = 24% Investigative work is carried out to cover the five assessment criteria – Design, Data Collection and Processing, Conclusion and Evaluation, Manipulative Skills (assessed summatively) and Personal Skills (Group 4 Project only).

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Head of Department: Mr R Clarke

Aims of the course This course is an introduction to modern Chemistry and its uses, for example in medicine. At Higher Level it teaches skills and concepts that will be needed for university-level study of Chemistry and related subjects. (Chemistry is important for many other courses in higher education, such as medicine, veterinary medicine, biological science, biochemistry and environmental science). If a student is to take two Science subjects, the Chemistry Department would recommend that both of them are taken at Higher Level. However many students will not take Chemistry any further, so at both Higher and Standard Level the course aims to provide an understanding of how chemical ideas can be used to explain the properties of the materials around us, and how new materials can be made, as well as aiming to develop skills in solving both qualitative and quantitative problems. Course outline The same topics are studied at both Standard and Higher level, but are taken further at Higher level. Topics include:

the structure of atoms chemical bonding patterns in the periodic table calculations in chemistry rates of reactions chemical reactions and energy equilibria organic chemistry acids and bases oxidation and reduction two optional topics

Chemical knowledge is ultimately based on experiments, so the acquisition of experimental and data-analysis skills is essential. Therefore about 20% of lesson time will be spent doing experiments and analyzing experimental data. Textbooks (Chemistry for the IB Diploma by C. Brown and M. Ford) will be provided. There is also an IB Study Guide, for which students are asked to contribute 50% of the cost. Assessment Assessment is by three examination papers at the end of the course (76%) and internally assessed practical work throughout the course (24%). Paper 1 is multiple choice while Paper 2 is a written paper consisting of compulsory short answer questions and a choice of questions requiring more extended writing. Paper 3 consists of compulsory written questions on the two optional topics studied. Practical work is assessed against five criteria: Design, Data Collection and Processing, Conclusion and Evaluation, Manipulative Skills and Personal Skills.

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Head of Department: Mr P Dean

Aims of the course The aims of Design and Technology at Higher and Standard Level are to enable students to:

• develop opportunities for scientific and creative thinking within global contexts. • provide a body of knowledge and techniques to develop experimental and investigative

technological capability. • develop abilities to analyse, evaluate and synthesise technological information. • raise awareness of moral, ethical, social, economic and environmental implications for

design and technology. All student activities are set against a background of problem solving, using skills and knowledge to propose solutions that can be tested against original intentions. The design cycle forms the framework for all work. Students will be expected to develop their understanding in Design and Technology through challenging practical activities, experimental task, focused investigations and project work in the workshop or classroom. Course Outline The main topics of study are: Standard Level and Higher Level

The Design Process, Product Innovation, Green Design, Materials, Product Development, Product Design, Evaluation and either Computer Aided Design and Manufacture or Human Factors Design.

Higher Level only

Energy, Structures, Mechanical Design, Advanced Manufacturing Techniques and Sustainable Development.

Assessment At Higher and Standard Levels, ongoing internal assessment will take the form of set tasks, focused investigations and project work. This assessment is worth 36% of the final mark awarded.

At Higher and Standard Levels all students sit three papers in addition to the internal assessment: Paper 1: consists of a multi-choice paper which covers the core elements of the course and is worth 20% of the final mark awarded. Paper 2: aims to examine the ability to analyse data and information to inform and devise solutions to problems and is worth 24% of the final mark awarded. Paper 3: examines understanding and knowledge relating to the option chosen and is with 20% of the final mark awarded.

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Teacher in charge: Mrs F Gallantree Aims of the course The main purpose of this course is to give students a coherent perspective on the interrelationships between environmental systems and societies. So what does this mean? It means that we won't just say "here is an environmental problem, isn't it terrible…..." To really understand the causes and effects of environmental problems, and how people try to manage them, we will need to look at the issues from many angles (e.g. scientific, ethical, historical, economic, cultural and socio-political). This is called taking a 'holistic' approach. By the end of this course students will be able to adopt an informed personal response to current environmental issues. They will also understand the impact of the choices and decisions we make in our own lives on the environment. Students will also gain an appreciation of the global diversity of environments and ecosystems, cultural and historical differences in attitudes to the environment, and differing perspectives on sustainability. Reflecting the trans-disciplinary nature of the subject, Environmental Systems and Societies (ESS) students will be well prepared for university degrees in a range of subjects from Politics to Biology, from Archaeology to Chemistry. It is very helpful for students who have chosen Sciences and Mathematics at HL and want to strengthen their science profile yet further, but also for students who understand the value of science in their overall profile but do not want to take a ‘traditional’ science subject. The skills of research and analysis that students will learn will support them in a large number of fields. Course outline (The ESS course is offered at Standard Level only) As a trans-disciplinary subject EES is designed to combine the techniques and knowledge associated with Group 4 (the experimental sciences) with those associated with Group 3 (individuals and societies). By choosing to study ESS, students are able to satisfy the requirements for both Groups 3 and 4 of the hexagon, thus allowing them to choose another subject from any hexagon group (including another Group 3 or 4). The topics that students will study come under the following headings:

• Systems and models • The ecosystem • Human population • Carrying capacity and resource use

Assessment The final level is made up of marks from external exams and internal assessment. Students are required to complete 30 hours of practical work during the course which will include the assessment of planning, data collection and processing, discussion, evaluation and conclusion and personal skills.

Assessment component Weighting External exam paper 1 (1 hr) 30% External exam paper 2 (2 hrs) 50% Internal practical assessments 20%

• Conservation and biodiversity • Pollution management • The issue of global warming • Environmental value systems

GGGrrrooouuuppp 444 ––– PPPhhhyyysssiiicccsss Head of Department: Mr P Votta

Aims of the course The course will encourage students to develop an interest in, and enthusiasm for, the subject, including developing an interest in further study and career in the subject. Students should appreciate how societies make decisions about scientific issues and how science contributes to the economy and society within a global context. They should develop a good understanding of how different areas of the subject relate to each other and how physics relates to other scientific disciplines within an overall scientific method. They should appreciate the possibilities and limitations of science and scientists, as well as the moral, social and ethical implications of science and technology. They should develop an ability to analyse, evaluate and synthesise information both individually and collectively. They should have an understanding of, and be able to use, scientific facts and concepts, terminology, methods and means of presentation. They should construct and evaluate hypotheses, predictions, scientific methods and techniques. They should demonstrate the personal qualities associated with successful scientific endeavour: integrity, cooperation, perseverance, responsibility and imagination. In addition they should gain sufficient practical and manipulative skills necessary to carry out scientific investigations. Course Outline All students follow the core course which comprises of: Physical measurement, Mechanics, Electricity, Atomic Physics, Thermal Physics, Waves, Fields and Forces, Energy, Power and Climate Change. Furthermore all Higher level students will study: Motion in fields, Thermodynamics, Wave phenomena, Electromagnetic induction, Quantum and Nuclear Physics, Digital technology. Additionally students will study two options. Astrophysics and either Electromagnetic waves or Particle Physics. In addition there will be approximately 8 hours practical work in each term for SL, and a further 4 hours per term for the HL students. Assessment IB terminal examinations: Standard Level Paper 1 - 45 mins multiple choice, Paper 2 - 1 hr 15 mins structured response, Paper 3 - 1 hr structured response on options Higher Level Paper 1 – 1 hr multiple choice, Paper 2 - 2 hrs 15 mins structured response, Paper 3 - 1 hr 15 mins structured response on options IB internal assessments

Standard Level Investigations: 30 hrs Higher Level Investigations: 60 hrs Both investigations will include assessment of design, data collection and processing, conclusion and evaluation, manipulative skills. These assessments will include ICT skills of datalogging, graph plotting, spreadsheet, use of a database, modelling and simulation. Group 4 project In both Standard Level and Higher Level a group project will be undertaken in conjunction with the other Group 4 subjects. In both cases it requires a commitment of 10 hours. School Assessments Students will also undergo regular formal assessment; this will enable their progress to be monitored and evaluated as well as meeting the needs of the internal grading and assessment criteria.

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Head of Department: Mr S Ballard

Aims of the course These courses are designed for students with a strong background in Mathematics who are competent in a range of analytical and technical skills and have demonstrated high achievement, i.e. having achieved at least a high A grade in Mathematics at GCSE level. Some students will study Mathematics because of its intrinsic interest and their enjoyment of meeting its challenges; others because they intend to follow future studies in Mathematics or subjects which use this subject, such as Engineering, Physics, Economics, etc and for these students Higher Level is a necessity. There should be only a very few students who need to study Mathematics Standard Level – Mathematical Studies is acceptable for most non-mathematical courses at university level. (Ask one of the Mathematics teachers if you are not sure.) We intend the course to be a rigorous pre-university qualification. It is strongly hoped that the Mathematics element of the diploma programme will be acknowledged as a good basis for students before they embark on their university or higher education courses. Course outline The Higher Level course consists of seven core topics and one option topic, whilst the Standard Level consists of the seven core topics with less breadth: Core topics: Option topic: 1. Number and Algebra Statistics 2. Functions and Equations 3. Circular functions and Trigonometry 4. Matrices and Transformations 5. Vector Geometry 6. Statistics and Probability 7. Calculus Assessment The Higher level course is assessed through: 80% external assessment: three written papers at the end of the two year course: Papers 1 and 2, each

being of 2 hrs duration on the Core topics and represent 60%; Paper 3 of 1 hr duration on the option topic and represents 20%.

20% internal assessment: a piece of self-chosen mathematical research. The Standard level course is assessed through: 80% external assessment: two written papers at the end of the two year course, each being of 1 hr 30

mins duration on the Core topics. 20% internal assessment: a piece of self-chosen mathematical research. Where will it lead: The course will challenge students to problem-solve as certain topics and elements of the course content will be introduced in an investigational way. It is intended that other topic areas will be used for “modelling” analytical thought: in other words we intend to explain clearly why we chose to tackle a certain problem or solution in that manner. Drawing links to TOK and discussing results and alternative solution paths will be essential. Students will then have the opportunity to use these new skills in their Mathematical project.

The sequence of course topics has been carefully chosen so that students will firstly encounter the graphics display calculator and thus will then have the skills and knowledge to use this piece of technology in all subsequent areas.

As each new area of Mathematics is introduced we intend to explain its historical development and trace its use within the world, flagging up cultural differences and needs for Mathematics. There is also scope to ask students to prepare a short presentation about famous Mathematicians and ask them to research original texts.

It is also our intention to enhance the course with visiting speakers and trips to university presentations and lectures within the field of Mathematics as we do now to Canterbury and Greenwich universities, for example.

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Head of Department: Mr S Ballard

Aims of the course The course is designed for students who will be taking their three higher-level subjects in other curriculum areas and who will not require Mathematics as a major component in their future studies/career plan. Students who intend to follow the Mathematics Studies course at Dane Court will be required to have attained a minimum of grade C at GCSE Mathematics. The Mathematical Studies course is intended to consolidate and extend the student’s knowledge and skills already acquired in their previous Mathematics courses. It is our intention to increase the student’s confidence in this subject and to develop an appreciation of Mathematics both as a useful tool and for its abstract beauty. We intend that Mathematical Studies will be excellent preparation for students who intend to follow a wide range of higher education courses – but we acknowledge that students who follow Mathematical Studies will be using the subject of Mathematics as a secondary or supportive level to their main chosen area of study. Nevertheless the course content of Mathematical Studies will be rigorous and comprehensive enough to support students who wish to follow career paths in applied sciences, business or financial sectors. Finally, we hope to develop inquiring students with the Mathematical knowledge, language and skills required to understand (or at least ask questions) about the world around them. This idea of Mathematics being an international language will also enable us to guide students in self-supported studies to trace the history and development of Mathematics across the world as it moves through the centuries and across the cultures. Course outline The course consists of eight compulsory topics:

1. Introduction to the graphics display calculator (GDC) 2. Number and Algebra 3. Sets Logic and Probability 4. Functions 5. Geometry and Trigonometry 6. Statistics 7. Introduction to differential calculus 8. Financial Mathematics

The course will challenge students to problem-solve as certain topics and elements of the course content will be introduced in an investigational way. It is intended that other topic areas will be used for “modelling” analytical thought: in other words we intend to explain clearly why we chose to tackle a certain problem or solution in that manner. Drawing links to TOK and discussing results and alternative solution paths will be essential. Students will then have the opportunity to use these new skills in their Mathematical project.

Assessment This Studies level course is assessed through: 80% external assessment: two written papers at the end of the two year course: Papers each being

of 1 hr 30 mins duration. Paper 1 being shorter questions, and Paper 2 being more demanding, multistep style problems.

20% internal assessment: a project involving the collection of information, or the generation of measurements, and the mathematical analysis and evaluation of the information or optimisation.

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Head of Department: Miss N Junaideen

Aims of the course

This is an exciting and varied course truly combining the academic with the practical. The aim of the film course is to create critically autonomous students who gain a wide range of skills in the study and production of film and truly make the transition from film fan to film student. They will be able to analyse a variety of film texts from different historical periods, genres and film traditions. Students will be able to apply academic approaches including concepts and theories relating to film to further enhance their interpretations and develop their theory of knowledge. Furthermore, their theoretical understanding of film will be applied to their practical work which will encourage research, creativity, practical and technical skills. Course Outline In order to develop students’ analytical and creative ability, they will be introduced to a wide range of films from across the globe. There is a focus on the application of film language through micro analysis, key concepts such as representation, ideology, audience, narrative and institution as well genre. Internationalism will be developed by examining films from other countries with an emphasis on movements such as French New Wave, British New Wave, the historical development of American Cinema, Contemporary Spanish Cinema and Japanese anime to Japanese horror. Students are also given the opportunity to study and present their own study of film from an international context so the course remains diverse and contemporary. Students should be able to communicate their understanding orally, through essay writing and their own practical work. They will present continuously throughout the course to the class so these crucial skills become second nature. Students will develop practical skills through a series of film making tasks related to their academic analysis. For example, they may be asked to produce a short film sequence in a Film Noir style, or produce an opening sequence for a Classical Hollywood style film. Through a series of workshops students will be taught scripting, storyboarding, filming and editing skills using industry standard software (Final Cut Pro) on Apple Mac. Assessment

External Assessment: Standard Level / Higher Level: An oral presentation of detailed textual analysis of an extract from a prescribed film for up to a maximum of 10/15 minutes. (25% of final mark) Standard Level / Higher Level: Independent Study: rationale, script and annotated list of sources for a documentary production of 8-10/12-14 pages. (25% of final mark) Internal Assessment: The Production Portfolio (50% of final mark) Standard Level 4-5 minute short film: students work in groups of 4 or less and undertake roles of director, writer, cinematographer, sound designer, editor to create the opening of a film of a clearly identifiable genre. Higher Level 6-7 minute film: students work in groups of 4 or less and undertake roles of director, writer, cinematographer, sound designer, editor to create the opening of a film of a clearly identifiable genre. In addition to this, at Higher Level, students create an individual trailer to support their short film.

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Head of Department: Mr P Mason Aims of the course This two year course is designed for students to develop skills in Music through the disciplines of listening, composing and performing alongside critical analysis and thinking. Students will explore musical ideas that are both familiar and unfamiliar and will have the chance to create links between different musical cultures. IB Music fits beautifully with the IB learner’s profile. Students at Dane Court intending to undertake this course must achieve a minimum of a grade B at GCSE level. Students will also be expected to continue their independent musical studies with a private teacher of their choice. Performance standards are expected to be at grade’s 6 – 8 for the final examination. The course is seen as a preparation for students to progress from Dane Court to one of the many universities and Music colleges, which prepare students for a musical career in one of its many guises or to make students understand music at a higher level. Course Outline Music Perception – This is compulsory for students at both SL and HL. They will have to create a

Musical Links Investigation which explores the similarities and differences between two completely different musical cultures. Students are encouraged to explore, analyse and examine pieces of music from these cultures and present it in a variety of formats. The students will also take a formal listening examination, answering questions on the prescribed works and questions on unfamiliar works.

Creating – This component is compulsory for HL and SLC students only. HL students will submit three pieces of coursework and SLC students submitting two. Each piece must be 3 – 6 minutes in length. The coursework is submitted as a score and a recording and can be a combination of composing, arranging, improvising and stylistic techniques.

Solo Performing – This component is compulsory for HL and SLS students only. Students should focus on one instrument/voice and show a selection of contrasting pieces. HL students have to perform for 20 minutes and SL students for 15 minutes.

Group Performing – This component is compulsory for SLG students only. A group can be as small as 2 people; however, the participating role of each performer must be of equal performance. A soloist being accompanied does not constitute as a group. Students can only perform in one group and must submit 20 – 30 minutes of contrasting Music.

Standard Level students must choose one of three options: Creating (SLC), Solo Performing (SLS) and Group Performing (SLG) Assessment

Standard Level student Higher Level student External:-

Listening paper (2 hrs 15 mins) – 30%

Musical Links Investigation – 20%

External:-

Listening paper (3 hrs) – 30 %

Musical Links Investigation – 20% Internal:-

Either – Creating, Solo Performing or Group Performing – 50%

Internal:-

Both - Creating – 25% and Solo Performing – 25%

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Head of Department: Mr D Brooks

Aims of the course Studying the IB Visual Arts course is to develop an artistic practice. We provide the setting in which a student can become an artist. IB Visual Arts at Dane Court produces creative individuals that have the skill and confidence to realise their ideas. Course outline Led by their own enquiry, students will over the 18 months of the course produce a substantial body of work building to an exhibition in March of Year 13. Working from a starting theme we teach students how to manage and develop an artistic practice that marries creative concepts, technical excellence and authoritative critical understanding. Set within the context of contemporary fine art practice, the Visual Arts IB encompasses an enormous range of technical disciplines and aesthetic styles. We encourage students to explore creative disciplines such as drawing, painting, sculpture, printmaking, illustration, textiles, ceramics, photography, film, video and installation. Given the autonomous nature of the subject a bespoke course is taught for each student. We tailor the course to the individuals needs with technical workshops, contextual and cultural studies and practical tutorials supporting the student’s independent studio work and artistic interests, be that the imagery of Gothic Romance, Belorussian folk traditions or sculptural engineering. Assessment The Assessment of the Visual Arts is twofold. Investigative Workbooks – The workbook documents the artistic process; we are looking to see preliminary studies with material investigations and observational studies. Students will show exploration of the social and political context of their work and have discussions and annotations that form the basis for more substantial studio works. Studio Work – This is assessed in an exhibition of between 8 (standard) and 18 (higher) pieces of work as culminations of experiments in the Investigative Workbooks. We help students to produce these pieces throughout the course with a greater number made in year 13 when students have the greatest command of their art. The work produced for the exhibition is reflective of the development of the students own visual language presented as would be expected of a professional contemporary artist.

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As well as the six subject groups, there are three core requirements. These are central to the philosophy of the Diploma Programme and are, therefore, compulsory. These elements of the Diploma Programme must be successfully completed by the student before (s)he can pass the Diploma. The three core requirements are the Extended Essay, Theory of Knowledge and Creativity, Action, Service.

Extended Essay

The Extended Essay has a prescribed limit of 4,000 words. It offers the opportunity to investigate a topic of individual interest, and acquaints students with the independent research and writing skills expected at university.

Theory of Knowledge (TOK)

The interdisciplinary TOK course is designed to provide coherence by exploring the nature of knowledge across disciplines, encouraging an appreciation of other cultural perspectives. Each student is expected to submit one essay between 1200 and 1600 words. They must also make a 10 minute presentation to the class and write a self-evaluation report.

Creativity, Action, Service (CAS)

Participation in the school’s CAS programme encourages students to be involved in artistic pursuits, sports and community service work, thus fostering students’ awareness and appreciation of life outside the academic arena. A minimum of 150 hours of participation over the two years is required.

The International Baccalaureate Diploma Programme is a demanding, but extremely exciting, programme of study. Students who are hard-working, self-motivated and committed should seriously consider applying.

For further information about the IB Diploma Programme around the world, visit http://www.ibo.org.

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All students complete an extended essay from one of their six chosen subjects. This is externally assessed and will be combined with their grade for the Theory of Knowledge. Details of Assignment

It will be an independent and self directed piece of research This will culminate in a 4,000 word paper On completion there will be a short interview, a viva voce, with a supervising teacher

Skills and Research It is anticipated that a student will undertake approximately 40 hours of work to complete the essay. Emphasis is placed on the research process with attention being paid to all stages:

Formulating the idea and appropriate area of research question Personal exploration of proposed topic Development and progression of ideas and argument Clarity of communication

The essay will therefore give students an opportunity to engage in an in-depth study on a topic which interests them and to analyse, synthesize and evaluate knowledge. These skills will provide students with a practical preparation for future academic research in higher education. Students will be given advice and help on how to undertake research and also on how to cite and reference work in line with academic standards. Our library will be the starting point from which they will continue their studies in other research institutions. In the Autumn term students will visit the library at the University of Kent where they will be given a tour and information on how to use the facilities for their own research.

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Head of Department: Mr F Munday Aims of the Course

To develop an awareness and understanding of how knowledge is constructed, examined

and evaluated. To give the diploma cohesion by drawing on areas of study and enabling students to make

links throughout their subjects. To encourage students to reflect on their own experiences and those of the international

community throughout the IB programme and to inspire them to adopt diverse ways of thinking and looking at the world.

To enable all students to learn valuable and transferable skills such as critical thinking, creativity and independence through looking at various knowledge issues.

Course Outline

Area 1 – “Knowers, Knowing and Knowledge Issues” - Looks at the students as knowers; what they know and how they know it (in brief). Examining concepts such as belief, truth, justification, reality, evidence, and diversity of knowledge through cultures. Students will then be introduced to the idea of knowledge issues. Area 2 – “Ways of Knowing” – This is a chance to explore the various ways in which people have or acquire knowledge. It will involve discussions on Emotion, Reason, Sense Perception and Language and how these help us to “know”. Practice Presentation – a chance for students to practice an exam style presentation in order to help them prepare for the final assessment. Area 3 – “Areas of Knowing” – During this part of the course students will move from the abstract to the more concrete. Students will examine different areas of study such as Natural Science, Arts, Ethics, Mathematics, Human Science, and History. Students will explore knowledge throughout these subject areas and ask questions about the type, certainty and existence of knowledge within these areas. They will also make links between all the areas of knowing and realise that knowledge falls into these categories and each area fills gaps left by other areas. Extras: In order to give cohesion to the course outside speakers and subject specialists will be invited to give lessons which link TOK to specific subject areas. Time will also be set aside in the second year for the students to complete the presentation and the essay. Course Assessment

1. External Assessment – Essay on a prescribed title (1,200 – 1,600 words) 2. Internal Assessment – Presentation (10 mins)

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What is it about? CAS stands for Creativity, Action and Service. For Creativity, you need to complete tasks which are seen to be creative, such as organising or advertising an event, writing reports or magazine articles, learning new musical skills etc. For Action you could take up a new sport/exercise or improve on skills, learn manual skills etc. (It is not enough to simply exercise). For Service you need to ascertain the needs of the community, local or otherwise, and aim to provide a service to meet those needs and improve ‘quality of life’ of the community. You must also include an international/intercultural element in at least one of your projects. What is the aim?

The aim of CAS is to develop the person as a whole – mind and body. Learning to reflect on experiences and improve is crucial to this development. CAS is about experiential learning (learning through your experiences) and should be a lifelong changing experience.

How will it be run?

Although the CAS hours will have to be completed in your own time, you will be given guidance at school in this aspect of the course. You will need to complete at least 50 hours in each element but quality counts over quantity. You should have a variety of activities, some long (at least 10 weeks) and some shorter projects (maybe a one-off activity). The best activities involve all three elements of CAS.

How will CAS be assessed

CAS is assessed by the CAS Co-ordinator and is based on how well you have met each of the eight CAS learning outcomes. Written reflections, comments in discussions and meetings, comments from activity supervisors, and Interim and Final Reviews will form the basis of assessment to determine whether you have developed in each of the required areas and grown mentally, physically and creatively as a person. As part of the IB core, you must meet the CAS requirements to gain your diploma.

Possible activities

Creativity Create events. Performing (Theatre? Choir? Band?) Learn a new instrument.

Action Assist in coaching school sports teams after school. Take up a new personal activity, such as sports, inside or outside school. Dance classes. Duke of Edinburgh Award activities.

Service Mentoring/Tutoring. Assisting in local primary schools. Helping in old people’s homes or hospitals. Working in a charity shop.

There are many other potential areas to explore. Of course, most ideas should come from you yourselves and will be incorporated if suitable.

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CCCaaarrreeeeeerrr --- rrreeelllaaattteeeddd CCCeeerrrtttiiifffiiicccaaattteee (((IIIBBBCCCCCC))) “We are currently preparing students for jobs that don’t yet exist, using technologies that haven’t been invented, in order to solve problems we don’t even know are problems yet.”

(Karl Fisch, “Did You Know”)

Today’s students need to be prepared for tomorrow’s rapidly changing and competitive jobs market; at Dane Court we want our students to become self-confident, internationally minded learners who can play an active part in this changing world. The International Baccalaureate Career-related Certificate (IBCC) aims to provide a curriculum for students that will equip them for further education and also the world of work.

What is the IBCC?

The IBCC is a new ‘package’ of qualifications that World Schools like Dane Court can deliver from 2012. It combines the academic rigour and principles of the IB with well-established vocational qualifications and a unique ‘core’ course. This means that our Sixth Form students will have the opportunity to participate in an IB education while following a career-related course that suits their talents and aspirations.

The aims of the IBCC

To develop students who are well equipped for the world of work

To encourage students to think creatively and independently and become lifelong learners

To provide a locally relevant education that develops in our students the capacity to make a positive difference

To remove the distinction that exists in many educational systems between knowledge skills and practical skills

How will the IBCC be taught?

A vocational course worth two A Levels

A ‘core’:

Approaches to Learning

Reflective Project

Community in Service

Basic language skills

Two IB subjects at standard level

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Head of Department: Miss C Diffley

Aims of the course The BTEC National Diplomas are broadly equivalent to two GCE A Levels. The programme aims to provide students with an in-depth understanding of the operations and structures of businesses and also to equip students with the skills required to succeed in employment or at university. The course will involve businesses in the public, private and voluntary sectors. Why choose the course? A 100% coursework based qualification that requires the learner to get right into the heart of a business in order to develop a comprehensive understanding of how businesses operate on a daily basis. This is an interesting course, giving practical insight into business and encouraging independence and ownership amongst the learners. Students that successfully complete their programme of study could progress onto a business related degree or may go directly into employment in areas of growth in finance, marketing, retail, administration and management. The course is made up of 12 units detailed in the table below: 4 Mandatory Units 8 Optional Units taken from a variety of topics such as:

The Business Environment

Accounting

International Business

Business Resources

Human Resources

Starting a Small Business

Introduction to Marketing

Internet Marketing Managing a Business Event

Business Communication

Retail

Market Research

Students will be provided with case studies and opportunities to visit Businesses in the UK to gain detailed evidence and information on a variety of Industries. There is also a potential opportunity to visit a European city. It would be beneficial to students to create links with other businesses and business people they know to give a ‘real life’ point of contact to help with studies.

Is this course for me?

This course is highly interactive with students taking on considerable responsibility for their own learning. They will develop research and analytical skills and, with guidance from the course team, they will rapidly become independent and active learners. This course will suit learners with real strengths in coursework, seeking a vocational element to their studies and have an interest in exploring the world of business in a highly practical way.

You will enjoy this course if you would like to:

develop an understanding of how business works in the real world discover the problems and opportunities faced by local, national and international businesses have an opportunity to organise an enterprise activity - learn about how business functions including

marketing, finance, human and physical resources and how they work together as part of a whole business

take part in practical activities such as planning and running a business, organising an event or planning and setting up a website.

You will be assessed continually through practical project work, coursework, written assignments, time constrained assignments and through giving presentations. A commitment to high attendance and punctuality is essential and submitting work within deadlines is a condition of the course. In addition to lessons, The BTEC National Business student is advised to spend an additional 4 - 10 hours a week studying independently – depending on the level of certificate taken. Students will need access to a computer and internet outside school to facilitate this. Keeping up to date with business related news in the media is also an expectation.

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Head of Department: Mrs J Baker Aims of the course If you like working with people and want to do something rewarding and worthwhile in your adult life, this course may open doors for you. Whether or not you have made up your mind about what you want to do or be when you leave school, Health and Social Care will give you the opportunity to make decisions, to explore the huge number of career options and possibly to rule out any areas that are not for you. We plan to make the course relevant to the working world and hope to enable you to get out to see Health and Social Care in action. We will draw upon the expertise of professionals such as a counsellor, police officer, social worker, playgroup leader and care home manager. You will be the next generation of highly qualified adults to enter the Health and Social Care Profession.

Course Outline This course is a vocational qualification leading to a Cambridge Technical Diploma in Health and Social Care (equivalent to two A Levels). The course provides a broad background in Health and Social Care which allows students flexible progression routes and a variety of pathways into various careers. Assessment

The course consists of coursework units which are internally assessed and externally moderated. There is no examination. A variety of methods may be used to present work for assessment. The focus will be upon high quality evidence which is well researched, referenced and professionally presented.

Over the two years students will gain a total of 120 credits, which is equivalent to a maximum of 280 UCAS points (50 credits worth of mandatory units and 70 credits worth of optional units).

Compulsory Units

Developing effective communication in health and social care (10 credits) Equality, diversity and rights in health and social care (10 credits) Health, safety and security in health and social care (10 credits) Development through the life stages (10 credits) Sociological perspectives for health and social care (5 credits) Psychological perspectives for health and social care (5 credits)

Optional Units Students will have some opportunity to select the optional units according to their interests and career preferences. Optional units may include some of the following:

Nutrition for health and social care (10 credits) Caring for older people (5 credits) Dementia care (5 credits) Promoting health education (10 credits) Dealing with challenging behaviour (10 credits) Physiology of fluid balance (10 credits) Physiological disorders (10credits) Anatomy and physiology for health and social care (10 credits)

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Head of Department: Mr D Stanley

Aims of the course This course offers students the opportunity to broaden and deepen their knowledge and skills of drama, dance and some aspects of music. The programme provides learners the opportunity to enter employment in the performing arts sector or to progress to vocational qualifications such as the BTEC Higher Nationals in Performing Arts. We aim to make the course creative and dynamic by using a variety of strategies to interest students in their studies. By going on theatre trips, welcoming different practitioners and through workshops, we aim to enlighten and engage active minds and bodies.

Course Outline The course consists of 12 units, 3 or 4 of which are compulsory:

Performing Workshop

Performing Arts Business

Performing to an Audience

Musical Theatre Performance

Optional units may include, amongst others, the study of:

Theatre in Education

Choreographing Dance

Singing Techniques and Performance

Assessment Assessment is through a combination of written and practical assignments including group productions and performance work. Over the two years students will potentially achieve a total of 120 credits, gaining up to 240 UCAS points. Students will be awarded a distinction, merit or pass; this qualification is equivalent to 2 A-levels.

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Head of Department: Mr A White Aims of the course The course is designed to give students the opportunity to gain an education and specific qualification to enter employment in the sport sector or to progress to higher education qualifications. The course has a range of opportunities to develop sport specific knowledge and understanding, as well as techniques, personal skills and attitudes essential for successful performance in working life. Course Outline Students will complete 12 units over the period of the course:

Unit Aim

Anatomy for Sport and Exercise Understand the structure and function of the human body.

Sport and Exercise Physiology Understand the body in action from a biological perspective.

Fitness Training Understand the fitness requirements, methods of training and plan, monitor and evaluate a fitness training programmes.

Fitness Testing for Sport and Exercise Understand, conduct and analyse a range of laboratory-based and field-based fitness tests.

Sports Nutrition Understand the concepts of nutrition and plan a diet appropriate for a selected sports activity.

Sport and Exercise Psychology Understand the effects of personality and motivation on sports performance the relationships between stress, anxiety, arousal and understand group dynamics in sports teams.

Research Methods for Sport and Exercise Understand how to carry out effective research and how it helps an athlete.

Research Project in Sport and Exercise Conduct studies & investigate sporting issues

Sports Coaching Be able to understand, plan and deliver a sports coaching session.

Current Issues in Sport Understand how contemporary issues, cultural influences and barriers affect participation in sports activities.

Sports Injuries Understand how common sports injuries can be prevented and their symptoms. Be able to plan and construct treatment and rehabilitation programmes for common sports injuries.

Analysis of Sports Performance Understand the performance profile, be able to analyse and provide feedback to athletes regarding performance.

Assessment Students will be assessed in a variety of situations, including practical performance, exams and coursework tasks. Each unit is marked individually with students gaining either a distinction, merit or pass. The first six units in year one create half of your score and the final six units in year two the other half. On completion of the course over two years the student would then achieve one of the following awards and resultant UCAS points; UCAS Points BTEC (D – Distinction / M – Merit / P – Pass): DD = 240 DM = 200 MM = 160 MP = 120 PP = 80

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What is ‘Approaches to Learning’? The Approaches to Learning (ATL) strand is part of the IBCC core. It is a course that emphasises the development of transferable life skills needed to operate successfully in a variety of contexts, now and in the future. It helps students to ask questions such as how do I learn best, how do I know and how do I communicate my understanding? Through approaches to learning, students are provided with the tools to enable them to take responsibility for their own learning. Central to this is "learning how to learn" and developing in individuals an awareness of how they learn best, of thought processes and of learning strategies.

What are the aims? The ATL course aims to encourage students to be:

confident and competent communicators

reflective, creative and critical thinkers

responsible for their own learning and development

problem solvers

aware of and sensitive to different cultures and perspectives

Topics covered in ATL lessons will include:

1. How to work as part of an effective team

2. Debating ethical issues

3. Interview skills

4. How to plan, organise and complete a project

5. Basic language skills (we can offer modern European languages and Braille)

How will it be taught? You will have timetabled ATL lessons but there will be considerable crossover between this, the reflective project and your vocational studies. How will it be assessed? Approaches to learning will be internally assessed by the school. A portfolio of evidence will be compiled by each student and submitted at the end of the course.

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What is the ‘Reflective Project’? This is an in-depth body of work produced over an extended period and submitted towards the end of the course. It should reflect the student’s experience of the IBCC, and in particular, the area of vocational study. The aims of the project are:

To produce an extended piece of work To engage in personal enquiry, action and reflection To develop research and communication skills To develop skills of critical and creative thinking

How does it work? Students will be required to:

Identify an issue of interest arising from their vocational study Then identify an ethical dilemma associated with it Research the issue Work with the local community Present the project using skills developed in the Approaches to Learning course. The format

could be a written essay of no more than 3,000 words, or it could take the form of a film, PowerPoint presentation or website.

Ideas might include:

Should school meals be sourced locally? Should the Government be required to fund lifeguard provision? What is the impact of tourism on the environment in Ramsgate?

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What is ‘Community in Service’? In this aspect of the IBCC core, students have to liaise with members of the local community and undertake unpaid and voluntary activities that help the community and also have a learning benefit for the student. 50 hours is the suggested time to be spent over two years. The course aims:

To provide a service that meets a community need. To develop working relationships with the community. To build on students’ existing skills while developing new ones. To develop key transferable skills for employment such as project management,

communication and organisational skills. How does it work? Students will be required to do the following: PLAN - Identify a community need. It may relate to your vocational study. Then find a community partner with whom you can draw up a plan for your project. DO - Lead and manage your project, solving problems and applying solutions REFLECT - During and after the ‘do’ stage, reflect upon what you have learned in terms of knowledge and skills. This could be a written journal, a news article or a film. Ideas could include:

Designing and creating an eco-friendly garden in a local school. (This would involve learning about ecosystems)

Raising awareness of health issues that are problematic in the local community. (e.g. learning about types 1 and 2 Diabetes)

Developing a website to increase awareness of a local facility (thereby learning and improving skills of web design)

Designing a youth development programme for the local area (e.g. learning about adolescent behavioural problems)

How is this assessed? The Community in Service element of the IBCC is internally assessed by the school.

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No of students entered Percentage achieving the Diploma

Average Diploma points score

16 (2013) 100 34.0

25 (2012) 100 34.0 21 (2011) 100 33.8

19 (2010) 100 32.0

UK/Worldwide average 78.5(2012) 29.8(2012)

Subject Results (7 is the highest grade)

Higher Level SUBJECT ENTRIES 7 6 5 4 3 2 1 Average

(School) Average (Worldwide)

English 10 1 8 1 5.0 4.8 German 2 1 1 6.5 5.8 History 5 1 4 5.4 4.8 Mathematics 3 1 1 1 4.0 4.4 Biology 8 4 2 2 5.3 4.3 Chemistry 5 2 1 1 1 5.2 4.5 Physics 5 2 1 1 1 5.8 4.7 Geography 4 2 2 5.5 5.1 Psychology 5 1 3 1 5.0 4.6 Visual Arts 1 1 7.0 4.8 TOTALS 48 7 10 22 7 2 5.5 4.8 % attaining each level

14.5

21.0

46.0

14.5

4.0

A level Grade equivalent A* A B C D Standard Level SUBJECT ENTRIES 7 6 5 4 3 2 1 Average

(School) Average (Worldwide)

English 6 1 2 3 5.7 5.0 French 3 1 2 5.3 4.9 German(Ab) 4 1 2 1 5.0 5.0 Italian (Ab) 3 1 2 4.7 5.2 Spanish (Ab) 4 2 2 5.5 5.1 History 2 1 1 5.5 4.6 Mathematics 1 1 6.0 4.5 Mathematics (Studies)

12 3 5 3 1 5.8 4.6

Biology 1 1 5.0 4.3 Chemistry 1 1 3.0 4.1 Geography 1 1 5.0 4.6 Psychology 6 3 3 5.5 4.4 Visual Arts 4 3 1 5.5 4.5 TOTALS 48 4 20 18 5 1 5.2 4.7 % attaining each level

8.0

42.0

38.0

10.0

2.0

A level Grade equivalent A* A B C D

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Subject A* A B C D E U Total

Art & Design 1 1 2 5 2 0 0 11

Biology 1 4 8 9 4 2 0 28

Business Studies 0 1 7 10 4 0 0 22

Chemistry 2 2 4 4 2 2 0 16

Computer Studies 0 0 1 1 0 0 0 2

D&T Food Technology 0 0 1 1 0 0 0 2

Design and Technology 0 1 2 3 3 0 0 9

Drama 0 0 3 4 3 0 0 10

English Literature 9 16 26 18 4 0 0 73

French 1 0 0 0 2 0 0 3

General Studies 7 16 27 39 27 11 9 136

Geography 1 6 4 7 4 0 0 22

German 0 1 0 2 1 0 0 4

History 1 4 11 7 1 1 0 25

Mathematics(Further) 0 4 2 0 0 0 1 7

Mathematics 3 6 4 2 6 1 1 23

Media Studies 0 2 18 12 3 0 0 35

Music 0 0 0 1 1 4 0 6

Physics 1 5 2 5 3 1 1 18

Politics 1 2 3 3 0 1 0 10

Psychology 1 4 15 18 10 3 1 52

Religious Studies 0 0 2 2 0 0 0 4

Sociology 1 2 1 4 2 0 0 10

Spanish 0 0 0 0 2 2 0 4

Sport/PE Studies 1 1 4 2 2 1 1 12

Totals 31 78 147 159 86 29 14 544

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Our students have achieved their IB and A level examination results and have now gone onto a variety of destinations.

80% achieved their first choice university and 10% went to their insurance choice

7% are taking a gap year and the other students are in employment

The vast majority of our students take up places at university: some examples are Chemistry, Medicine, Modern Languages at Cambridge, Mathematics at Exeter, Physics at Bath, Physiotherapy at Kings, London, Veterinary Science at Liverpool, Nursing at Christ Church, Art at University of the Creative Arts. The table below shows the IB results and offers in September 2013

Course Firm university

Offer

Insurance university

Offer IB Results

Mod Lang Manchester 33 (655 at higher)

Exeter 32 34

Geography Kings 36 (665 at HL)

Queen Mary 32 (5 geog) 29

Psychology UCL 38 (18 at higher-no less than 5, 6 in Psychology and Biology)

Exeter 34 (With at least a 6 in a Science)

35

Journalism Sheffield 34 Bournemouth 32 (555 in higher)

33

Dentistry Bristol

37, (666 at HL) UEA 32 (55 bio. and ch em.)

37

Marine Bio Liverpool 33 (6 in Biology, 5 in Psychology,

Swansea 33 34

Law Exeter 34 Kent 33 37

Law Nottingham 38 Reading 35 39

Geography Nottingham 34 with 6 in geography

Southampton 32 with 16 at higher

30

Speech Therapy

Portsmouth 160 ucas points 25

Law Kingston 27 points (664 at higher)

Kingston 27 points 26

English Exeter 34 Brunel 35 27

Psychology Exeter 34 6 at HL Psych

Kent 33 33

Modern Languages and Business

Nottingham 32, 5 in german Reading 30 points 41

Physics Bath (6 in Maths and Physics)

36 Sussex (6 5 in Maths or Physics, either way)

35 41

Biology Manchester 35 Liverpool 33 36

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International Baccalaureate at Dane Court Grammar School

March 2011 This document was a report commissioned by Her Majesty’s Inspectorate on the IB, written in response to their visit to Dane Court. Context Dane Court Grammar is a larger-than-average sized selective 11-18 school with specialist status for languages. It serves a mixed socio-economic area, which relies heavily on part-time employment. The large majority of students are from White British backgrounds, but the proportion from minority ethnic backgrounds is increasing. The proportion of students entitled to free school meals is below the national average but 50% of students who enter the sixth form are entitled to the EMA grant. The International Baccalaureate (IB) is offered as an alternative option to A’ Level in the sixth form. Fifty of the 330 students in the sixth form take the IB programme. The school intends to adopt the Middle Years Programme in the near future. Results 2010 In 2010 the first cohort of 19 students took the IB diploma. All students were successful in gaining the diploma and their results ranged from 27 points to 40. Achievement for this group of students was impressive. The school average for the higher level subjects in the IB exceeded the international average in five subjects, English, History, Philosophy, Biology and Film. English results were particularly strong, with two students gaining seven points, the top grade. The school total across all higher level subjects matched the international average. All students in this cohort were of above average ability, though only two students were classed as high ability as indicated by school data. Students’ progress was outstanding. All gained a place at a university of their choice or in employment. Eighty-five percent of these students were first generation university candidates. One boy gained a place at Cambridge and he explained the positive impact of the IB on his success, writing ‘You have to do tough things on the IB. For me, the main lesson was perseverance’. Independent Learning HMI interviewed nine students from Year 12 and 13. All enthused about the IB and spoke effusively about their independent study which includes the Extended Essay, Creativity, Action and Service (CAS) and the Theory of Knowledge (TOK) elements of the course. The Year 13 students said the 4000 word Extended Essay was ‘very challenging, probably the hardest part of the IB’ but all valued the experience and felt this aspect prepared them exceptionally well for university. They chose the essay titles in conjunction with their tutor and all were original. Titles such as ‘Do organic fruits contain more vitamin C than their counterparts?’ demonstrated the range of subject matter studied and students’ inquisitiveness. Students appreciated the opportunity to learn about the Harvard referencing system and visiting university libraries to carry out research for the extended essay. All agreed ‘it gives us a greater independence, we are thinking for ourselves’. They commented with irony that although the essay is only worth 1.5 points it holds the key to the diploma. Without exception, the students were proud of their achievements in this aspect. Theory of Knowledge Students described the Theory of Knowledge as ‘Challenging’. One student said ‘it makes your brain melt’ explaining the questioning, critical thinking and discussion elements of the Theory of Knowledge course. Another explained that he saw things in everyday life that previously he would take for granted, ‘questioning things more readily’. This learning attribute was evident in lessons. High quality debate and questioning of presented information was an intrinsic feature in the English, Physics and Geography lessons observed.

Students’ knowledge of the learner profile was strong, but they explained that learning the skills was implicit. As one student said ‘we don’t focus specifically on it, but it is ingrained in all we do’. Teaching Teachers demonstrated excellent subject knowledge and were highly skilled at planning lessons which developed students’ understanding and skills. All lessons involved activities which matched the students’ needs exceptionally well. Teachers adapted their teaching style effectively to lead, challenge or support the students throughout the lesson. Staff and students enthused about the holistic nature of the course and linking subjects together. An example of this was the joint work between the English, History and Language department in studying World War 1. Teachers appreciated the flexibility in the curriculum. They said the ‘latitude is lovely, but terrifying’, describing how ‘not setting parameters’ and ‘relying on students independent study’ was much better for students, but more difficult for teachers, though ‘invigorating’. They described the curriculum as ‘something refreshing because if empowers teachers to be creative’. Teachers spoke of being taken ‘out of their comfort zone’, particularly with regard to assessment. However, this led in turn to imaginative ways to assess work. For example, the staff assessed an ‘interactive oral’ by filming it. In addition, the English department built on the experience of the Language department to teach students to excel in the English oral, as previously this was not a discrete area of study. Range of Courses on the IB Programme Students on the IB felt it provided more flexibility over future career choices than the A’ level route. Two thirds of the Year 12 students spoken to chose the IB because they were undecided about career paths and wanted to keep their options open. They said the number of subjects studied (six) was ‘not much of a change from GCSE in terms of workload, though higher level subjects were more difficult than standard’. Three students said it would ‘give them an edge for getting into university’. They appreciated studying a language and two students said this would enable them to work internationally and to gain a place at a university abroad. However, from the seven Year 11 students spoken to, only three were certain they would take the IB. Those expressing doubts cited studying more subjects than required at A’ level, resulting in a higher workload, as a potential barrier. IB and IBCC training Staff teaching on and leading the IB were highly motivated by the programme and likened it to receiving a ‘massive injection of adrenaline’. They were excellent ambassadors for the IB and were passionate about the need to deliver ‘internationalism’ to their students. Such is their drive that they are running a pilot IB project with eight local non-selective schools to link the IB with vocational studies as part of the IBCC. They regarded the IB training as ‘some of the highest quality experienced’ and cited the ongoing support received from online forums, collaboration with colleagues internationally and from the IBSCA as excellent. Members of staff were excited by discussing their subject with colleagues from Africa, Europe and the Middle East. They described the IB programme itself as ‘liberating to teach’ and explained how they were ‘taken out of their comfort zones’, being introduced to subject matter they had not considered since university. Teachers were highly motivated, attending training during holidays and weekends. All considered the progress made by students in their emotional and social development in particular as exceptional. Progress they felt was immeasurable in terms of students’ future potential at university, in the workplace and in their contribution to society in general. Gill Jones HMI

TTThhheee IIIBBBDDDPPP CCChhhoooiiiccceeesss Choose one from each group, unless other choices are indicated below. Choose three at Higher Level and three at Standard Level (or an ab initio language or Mathematics Studies).

Group Name Description Subject Notes

1 Language A1 The study of literature is designed to develop a student’s written and analytical skills.

English

2 Language B We offer a range of languages from higher, standard and beginner levels. You may wish to opt for two of these and need not select from Group 6

French (all levels) German (all levels) Spanish (all levels) Italian (ab initio only) Japanese (ab initio only)

1. You must have A*/A at GCSE for HL 2. With B/C you might choose SL Or 3. Continue your GCSE language at beginner’s level Or 4. Choose a new language at beginner’s level

3 Individuals and Societies

Subjects included in this group are humanities subjects. You may wish to opt for two of these and need not select from Group 6.

Geography History Philosophy Psychology Social and Cultural Anthropology Environmental Systems (if you choose this subject it can count as a Group 4 as well and so you may choose two from Groups 2, 3 or 6)

This is offered at Standard level only

4 Experimental Sciences

You may wish to opt for two of these and need not select from Group 6.

Biology Chemistry Design Technology Physics Environmental Systems (if you choose this subject it can count as a Group 3 as well and so you may choose two from Groups 2,4 or 6)

This is offered at Standard level only

5 Mathematics All students must study Mathematics and there are three different levels to choose from.

Mathematics Higher Level Mathematics Standard Level Mathematics Studies

1. You must have A*/A at GCSE to choose HL

6 The Arts This group encourages student to consider an Arts subject but it allows a second choice to be made from Groups 2, 3 or 4 above.

Film Music Visual Arts

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be: Inquirers: They develop their natural curiosity. They acquire

the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable: They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Caring: They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development..

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Dane Court Grammar School Broadstairs Road

Broadstairs Kent

CT10 2RT Tel: 01843 864941

www.danecourt.kent.sch.uk