Year10 Curriculum - English Schools...

Sha Tin College

Year10 Curriculum2013-2015

Table of Contents

Mission Values and Aims

Welcome and Introduction

Meet the Staff Senior Leadership Team Heads of Faculty Year 9 Team Support Teams

Core Subjects

English Language and English Literature English Language English Literature

Mathematics

Science

Physical Education

IPSE

Optional Subjects

Art and Design

Business Studies

Design and Technology

Food Technology Graphic Products Resistant Materials Technology Engineering Textiles Technology

Drama

Economics

Geography

History

Information Communication Technology

Modern Languages

French Spanish Chinese

English for Academic Purposes (Support Programme)

Music

Philosophy and Religious Studies

Options Form

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2829303132

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Mission, Values and Aims

Mission Statement'Ours is a culture where we take responsibility for fulfilling our own potential and that of others for the good of humanity at all levels.’

Values StatementsAt Sha Tin College we value:

• Holisticlearning • Positiverelationships • Curiosityandpassion • Persistenceandresilience • Creativity • Integrity • Community

Sha Tin College AimsA love of learning will permeate everything we do, uniting all members of the community.

At Sha Tin College we aim to:

1. Foster a spirit of inquiry, a sense of adventure and develop self-confidence and self-esteem in all members of our community.

2. Develop and consolidate a balanced, rigorous and relevant curriculum adaptive to the needs of all students.

3. Form and mainta in meaningful communication with parents, partner schools and the wider community.

4. Maintain an English speaking and learning environment which embraces our multilingual community.

5. Inductall thosenewtoourschool inaccordance with our values and beliefs so they are encouraged to feel part of our enterprise and mission, and embrace our culture.

6. Promote the ethos of creativity, action and service throughout school life and all curricula.

7. Facilitate opportunities for leadership, in its myriad forms, at every level.

8. Adopt an active, socially conscious and informed approach to both our own environment and the world around us so we can live in a safe, clean and sustainable world.

9. Work individually and in collaborative, interdisciplinary teams.

10. Listen to, and value, all voices, so we are a truly inclusive school.

11. Optimise relevant research about intelligence, thinking, the brain and the ways we learn, in order to reflect upon, and continually evaluate, what we do. This way every individual will flourish.

12. Enjoy life and nurture in everyone the feeling that their time at Sha Tin College is pleasurable and rewarding.

13. Encourage each individual to exceed their best in a culture where excellence is recognized in its multiple facets.

14. Prepare students to achieve ambitions beyond school: in further education, careers and in balanced ways for life-long learning, inspired by the values of the people at Sha Tin College.

Missio

n, Value

s and

Aim

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Welcome and IntroductionW

elc

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e a

nd Intro

duc

tion

Welcome to the new edition of the Year 10 curriculum brochure. We hope it will provide you with a really useful source of information as you prepare to make some important decisions about your future.

The curriculum offered in Years 10 and 11 builds on the skills, knowledge and understanding that you gained in the younger years and prepares you for the challengesofeither the InternationalBaccalaureateprogrammesoranappliedlearningprogramme,which leads to theawardofBTECs,whicharevocationalqualifications. The programme culminates at the end of Year 11 in external examinations which lead to the award of prestigious, internationally recognized certificatesfromeitherCambridgeInternationalExaminations(CIE),AQA,AsdanorEdexcel. FollowingcompletionoftheInternationalBaccalaureateDiplomainYear13, or a suitable applied learning programme, you will be well qualified to enter universities and colleges around the world.

InYears7 -9youall followedthesamecurriculum,designedtoprovideabroadeducationalexperience. Inyear10agreaterelementofchoice is introducedsothat you can develop your individual talents and interests. The programme offered ensures that you will all continue to follow a broad and balanced formal curriculum aswellasawiderangeofextra-curricularactivitiesbasedontheIBcoreofCAS-creativity, action and service. This will ensure that you will continue to develop as a well-rounded and internationally minded student.

The Formal CurriculumThe curriculum is divided into two areas; the core and options.

InboththeseareastherearepublicexaminationswhichleadtoatotalofnineortenI/GCSEcertificatesformoststudentsattheendofYear11.TheIGCSE(InternationalGeneralCertificateof SecondaryEducation) is an internationally recognizedqualification which prepares students for more advanced study in the Years 12 and 13.InsomesubjectstheGCSE(aU.K.qualification)willbeachieved.ThisisthesamestandardastheIGCSEandhasequalacademicstatusworldwide.

TheICTcourseleadstotheawardofaCambridgeInternationalExaminations(CIE)DiplomawhichisequivalenttoIGCSE.

TheIGCSEandGCSEgradingsystemrangesfromA*toG,whereanA*isachievedbythemostexceptionalcandidates.GradesA*,A,BandCarerecognizedasqualifyingyou for advanced study and ultimately for university entrance.

Core Everyone will continue to study a core of compulsory subjects, leading to GCSE or IGCSEcertificatesinMathematics,EnglishLanguage,EnglishLiteratureandScience(DualAward).PhysicalEducation isalsopartofthecoreandstudentscantakeaGCSEqualificationiftheywish.PersonalandSocialEducation(IPSE)remainsaspartof the core, but does not lead to a GCSE qualification.

OptionsStudents must choose four additional subjects, one from each of Groups 1-4.

Group 1: English for Academic Purposes, French, Spanish, Chinese as a First Language, Chinese as a Second Language

Group2: BusinessStudies,Economics,Geography,History,ReligiousStudies

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Group3: Art and Design, Design and Technology (Food Technology, GraphicsProducts,ResistantMaterialsTechnology,Engineering,TextilesTechnology),Drama,InformationTechnology,Music.

Group4: ArtandDesign,BusinessStudies,DesignandTechnology(FoodTechnology,Graphics Products, Resistant Materials Technology, Engineering, Textiles Technology),Drama,EnglishforAcademicPurposes,Economics,French,Geography,History, InformationandCommunicationTechnology,Music,Religious Studies, Spanish.

English for Academic Purposes must be taken in Group 1 or 4 by students who need additional support in English.

Lesson Schedule (Timetable)SomesubjectshavetobetaughtatthesametimeandaregroupedintoBLOCKSonthe timetable. Since it is only possible to take one subject from each block, there is a possibility that a small number of students may not be able to take their first choice subjects. We will, however, do our best to meet everyone’s needs.

We reserve the right not to run a subject which only attracts a small number of students.

Making the ChoiceFew students will know exactly what they want to do when they leave school, and decisionsyoumakenowmaywell change in thenext fewyears. It is thereforeimportant that you make the choices now which will keep open as many career pathsaspossible.Itisforthisreasonthatwerequireyoutochoosefromthefixedgroupsofsubjects.YouwillbeabletogainnineortenGCSEorIGCSEcertificates,which is more than sufficient to meet university and career requirements anywhere in the world.

Examination FeesExamination fees forGCSEand IGCSEexamsvarydependingon the choiceofsubjects.ThesecouldrangefromHK$500-1,600persubject.Asaguide,feesforninesubjectswereapproximatelyHK$8,000in2012.

Information for StudentsWhat You Must do Now

Details of all subjects on offer are in this brochure.

Read it carefully

Think about the courses you would like to take

Talk to your subject teachers to find out more about the courses

Visit the Careers Library to find out about careers, colleges and qualifications

Discuss your ideas with your parents and Form Tutor.

Making the Decision

If you change your mind at a laterstage, we will not be able to guarantee availability, so please think carefully before making your decision.

When you are sure about your choices, fill intheOptionForm(anexampleisshownatthebackofthisbooklet)andaskyourparents to sign it and return it to tutors by Monday 4th February 2013 at the latest. Please select a reserve subject for Groups 2and3andwritethisontheform.Ifyouchoose a technology option in Group 3, please also select a reserve technology option. Please return the Option sheet handed out separately from this brochure.

Senior Leadership Team

05

Marc MorrisPrincipal

Christine RowlandsVice Principal

Tim CarrellVice Principal

Shwan LawBusinessand

Administration Manager

Neil HodgsonVice Principal

Geoff LofthouseVice Principal

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Heads of Faculty

Paul HoangFaculty of Humanities

Paul ClarkeFacultyofTechnology&ICT

David HooperFaculty of English

Sarah PrestonFaculty of Science

Lee O'LearyFaculty of ModernForeign Languages

Jane ParryFaculty of Arts &

Physical Education

Nigel WilsonFaculty of Mathematics

Year 9 Team

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Bryan TurnerHead of

Middle School

Alexa MassinghamTutor 9A

Anthony FlynnTutor9K

Patrick CampbellHeadofCareers/HE

Meiling TsangTutor 9D

Nigel WilsonTutor 9S

David StottCareers/

HE Counsellor

Jonathan BartonHead of Year 9

Joseph KoszaryTutor 9H

Alan DicksonTutor 9T

Bryan CoultonDeputy Head

of Year 9

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General Office (GroundFloor)

Support Teams

Stationery Supplies (nexttocoveredplayground)

Hidy Cheung- Administrator/ResourcesStationery/Diary

Daniel Wong- Administrator/Procurement

Anita Law - Office Assistant

Back Row(fromlefttoright):

Patricia Lai - Administrator, Activities

Vivian Wong - Communication Officer

General Enquiries (ReceptionDesk)

Adrian Man- SeniorICTOfficeAdministrator

Gateway/MUSE/Timetable/SCDomain/Website

Jasmine Chan - Administrator

StudentIDcard,etc

Front Row(fromlefttoright):

Jamie Tan- ICTDevelopmentOfficer

ICTInitiativeandDevelopment

ClassroomApplicationofICTTechnology/Gateway/SMART/Website

Lorna Gomes - Principal’s secretary

Admission/Leaving/SchoolTransfer/Principal’scommendation

Jane Yao- ExecutiveOfficer(PublicationsandCommunications)

Bulletin/Website/SchoolBrochures/ElectronicHome-School Communications

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Counselling SupportLarissa Kirpichnikov - School Counsellor Room H11A

Roseman Tsim - Social Worker RoomH11B

Middle School Office (Room321)

Allie Cho - Middle School Administrator (Year9,10,11)

Octopus/Reports/CreditAwards/MiddleschoolAdmin

Elaine Cheuk - Middle School Administrator (Year7,8)

Octopus/Reports/CreditAwards/MiddleschoolAdmin

Library and Learning Support(2/F,Block2)

Sonia Hansen - Librarian Reading/Research/SelfStudy

Issac Lai - Library Assistant Reading/Research/SelfStudy

Medical Service (MedicalRoom,nexttoReception)

Pushpa Gurung - School Health Professional

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English

Science

IPSE

Maths

PE

Core Subjects

11

English Language and LiteratureEng

lish

Overview of the CoursesThe English language is at the core of the study you undertake at Sha Tin College. Itisthemediumthroughwhichyouareeducatedanddevelopyourunderstandingofthewiderworld. It isalso,ofcourse,aworld languagethroughwhichpeoplecommunicate and conduct business on a global scale.

Therefore, it goes without saying that a high level of competence in English is becoming increasingly essential for a person to participate fully and successfully in a rapidly changing world. Apart from the very practical functions of the English Language, it is also a treasure trove of many rich and fine literary traditions and works.

StudentsinYears10and11studyIGCSEEnglishandIGCSEEnglishLiterature.Whilsteach of these is a subject in its own right leading to a separate qualification, the courses are taught alongside each other and are inter-dependent. A very small numberofstudentswill, inadditiontotheabove,undertaketheCambridgeIGCSEEnglishasaSecondLanguageattheendofYear10(seep.51).BothIGCSEEnglishand IGCSEEnglishLiteratureareassessedthroughcourseworkandendofcourseexaminations.

Learning AimsThe aims of the IGCSE courses in English and English Literature are to:

• developyourskillsinspeakingandlistening,readingandwriting;

• provideyouwithqualificationsthatareessential foruniversityentranceandemployment;

• prepareyoufortheEnglishcomponentoftheInternationalBaccalaureatethatyou will study in Years 12 and 13.

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English

English Language

Learning Aims

Assessment

The specific aims of this course are to:

• develop students’understandingof the spokenwordand the capacity toparticipate effectively as speakers and listeners;

• developtheabilitytoread,understandandrespondtomaterialfromavarietyofsources and the ways in which writers create their effects;

• develop theability to constructandconveymeaning inwritten language,matching style to audience and purpose.

Course ContentThe examination is designed as a two-year course requiring students to undertake a breadth of reading and writing activities, a range of specific oral and written courseworkassignmentsandpreparationforawrittenexamination.Integraltotheabove is the study of an Anthology related to both coursework and the examination.

BothIGCSEEnglishandIGCSEEnglishLiteratureareassessedthroughcourseworkand an end of course examination.

IGCSE English Language (Specification A) (Edexcel 4EAO)

Coursework (30% of the Total Assessment)

TheIGCSEEnglishLanguagecourseworkcomponentcomprises:

Reading and Writing

One written response based on the compulsory study of an IGCSE English Anthology text andrelated texts.

One written response that is personal or imaginative writing.

Speaking and Listening

An individual talk given before the class and your teacher.

Participation in a formal Group Discussion.

Participation in a paired oral activity.

Examination (70% of the Total Assessment)

Duration: 2 hours 15 minutes.

Structure: 3 sections.

Section A. Written answers to comprehension type questions on an unseen passage.

SectionB.AwrittenresponsetooneoftheIGCSEEnglishAnthologypassages.Oneadditional writing task.

Section C. A written response requiring a specific style and format.

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English

English Language English Literature

Learning Aims

Course Content

The specific aims of this course are that students’ language and critical skills are developed through having the opportunity to:

• engagewithandrespondtoliterarytextsfromaroundtheworld;

• developacriticalappreciationofthewriter’scraftthroughclosetextualstudyand wide reading;

• explorethroughliteraturetheirownandothers’culturesandsocieties;

• enjoy reading literature and understand and appreciate its influence onindividuals and societies;

• exploreliteratureasameansofemotionalandintellectualgrowth.

This requires the study of prose, drama and poetry. The literature derives from a range of different cultures and the nature of the course and the examination allows students to make informed but personal responses to the texts studied. The course encourages the reading of literature from different social, historical and cultural backgrounds; allows for the study of world literature in translation and offers a variety of question types in the examination.

Similar to IGCSEEnglish Language,you will be assessed through both coursework and an end of course examination.

AssessmentIGCSE English Literature (Edexcel 4ETO)

Coursework (30% of the Total Assessment)

OnewrittenassignmentbasedonastudyofpoetryfromtheIGCSEEnglishLiteratureAnthology.

Examination (70% of the Total Assessment)

Duration: 1 hour 30 minutes.

Structure: 2 questions:

1questiononaspecifiednovel/anthologyofshortstories(Prose)studiedduring the course.

1questiononaspecifiedplay(Drama)studiedduringthecourse.

This is a "closed" book examination which means that you will not able to take the texts into the examination with you.

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Ma

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Mathematics

Learning AimsThis course will develop your ability to recognize and appreciate patterns and relationships, and to investigate and explore different areas of mathematics. You will be expected to create, read and understand mathematics and then write and discuss what you have discoveredwithotherstudents. Insolving problems you will also be expected to present your solutions clearly, showing full working, and to check and interpret results.

You will develop your ability to reason logically, to classify, to generalize and to prove. As you gain knowledge you will learn how to apply your skills to solving practical problems in a variety of contexts. The course will also show you how mathematics can be used in your other subjects, particularly science and technology, as a tool for solving many different types of problems.

The course is also intended to provide you with the appropriate foundation so that you will have the necessary mathematical skills for future studies and employment.

Course ContentThe IGCSE course is divided into twelve modules covering a range of topics including:

NumberAlgebraGeometryTrigonometryStatistics & Probability

TheIGCSEcoursewillbechallengingbutenjoyableandrewarding as well.

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AssessmentIGCSE International Mathematics (CIE 0607)

AttheendoftheIGCSEmathematicscourseyouwillsitthreeexaminationpapers,ateither theCoreorExtended level.Paper1(2)willbeanon-calculatorpaper,Paper3(4)willrequiretheuseofagraphingcalculator,andPaper5(6)willinvolvesolvingoneortwolongproblemsbyusinganinvestigativeapproachand/orbyusingmathematicalmodelling.GraphicalcalculatorsarealsorequiredforPaper5(6).

Level Papers Grades Available

Core

Extended

Paper1(45minutes)

Paper3(1hour45minutes)

Paper5(1hour)C, D, E, F, G

Paper2(45minutes)

Paper4(2hours15minutes)

Paper6(1hour30minutes)A*,A,B,C,D,E


25%

60%

15%

20%

60%

20%

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Scie

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Science

Learning AimsAdoubleaward,earningtwogrades, IGCSECo-ordinatedSciencesgivesstudentstheopportunitytostudyBiology,ChemistryandPhysicswithinacross-referenced,scientifically coherent syllabus. Students learn about the basic principles of each subject through a mix of theoretical and practical studies, whilst also developing an understanding of the scientific skills essential for further study. Students learn how science is studied and practised, and become aware that the results of scientific research can have both good and bad effects on individuals, communities and the environment. As well as focusing on the individual sciences, the syllabus therefore enables students to better understand the technological world in which they live, and take an informed interest in science and scientific developments.

Course ContentBriefly,Physics isaboutexplainingprocesses intherealworld,Chemistry isaboutthematerialsusedandBiology isabout livingthings.Physicscoversmatter,forceand motion, energy, electricity and waves. Chemistry covers raw materials, use of materials, chemicals in the home, energy changes, soil and agriculture, and the periodictable.Biologycoversthevarietyoforganisms,theprocessesof life, livingorganisms and their environment and the continuity of life.

The pursuit of Science is essentially a practical subject with scientific investigations being the deciding factor between what is accepted as truth and what is rejected. Therefore the course is based, as far as possible, on practical work. Practical work, however, cannot proceed without a sound theoretical framework and there will be a considerable increase in the amount of homework set compared to your present work load in Year 9. There is also an increase in the amount of theoretical work required in Years 10 and 11.

Students are expected not only to complete work set but also to read text books and magazines on their own without prompting from staff. Students are also expected to become more self-reliant, independent and collaborative in their approach to work as their Scientific understanding develops.

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Scie

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Who is the Course Suitable for?ThedoubleawardatIGCSEisacceptedbythemajorprofessionalbodiesand by most places of higher education as a qualification for admission. Thecourseprovidesavery solid foundationforprogressiononto IBScience courses in Year 12.

This particular course has three advantages:

A) ItallowsstudentstocontinuestudyingallthreeSciencesinsteadofhaving to drop one of them at the end of Year 9. This allows students afullrangeofchoiceforIB.

B) StudentscontinuedcontactwiththreemajorareasofSciencedoesnot cause an imbalance in the rest of their studies.

C) CareeroptionsconcerningScienceareallkeptopenuntiltheendofYear 11, thus delaying any decisions until a more appropriate time.

Core

Extended

Paper1(45minutes)

Paper2(2hours)

Paper4(labcoursework)

30%

50%

20%CC, DD, EE, FF, GG

Paper1(45minutes)

Paper3(2hours)

Paper4(labcoursework)

30%

50%

20%

A*A*,AA,BB,CC,DD,EE, FF, GG


AssessmentIGCSE Sciences - Co-ordinated (CIE 0654 Double Award)

Coursework (20%)

Throughout the course students will be assessed at regular intervals through laboratory investigations on the four practical skill areas developed throughout the KS3course:

1. Usetechniques,apparatusandmaterials(includingthe following of a sequence of instructions where appropriate),

2. Make and record observations, measurements and estimates,

3. Interpretandevaluateexperimentalobservationsand data,

4. Plan investigationsand/orevaluatemethodsandsuggest possible improvements (including theselectionoftechniques,apparatusandmaterials).

Examination (80%)

At the end of the course students will sit two examination papers, at either the Core or Extended level. The examinations will take place at the end of Year 11.

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Physical Education

Learning AimsThe Physical Education course combines both practical and theoretical aspects of the subject.The basic aims of the course are to develop a greater understanding of human performance through participation in a range of physical activities. You will develop an understanding and appreciation of the relationship between physical activity and health. You will also look at the anatomical, physiological and sociological aspects of the subject.

You will be expected to perform and study sports from the following list:

Choice of four from:

Badminton Basketball Hockey Netball Dance Fitness

Volleyball Swimming Football Table Tennis Trampolining

All Year 10 students follow the GCSE course. You can be entered for the GCSE Examination,ifyouwish,inAugustofYear11.Ifyouopttodoso,regularhomeworkwill be set to cover the theoretical part of the course, and time will need to be spent working to improve your personal performance in the various sports.

AssessmentGCSE Physical Education (Edexcel 2PE01)

Theory Assessment - Paper 1

Written 1 ¾ hrs.

A. Anatomy and PhysiologyB. FactorsaffectingparticipationinPhysicalActivityC. Safety aspects of Physical Activity

40% of total assessment

Practical Assessment

50% Individualskills Skills and use of tactics in a game situation or performance10% Analysis of performance

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IPSEIPSE

International Social and Personal Education

Online relationships Critical Thinking Skills

Learning AimsiPSE Aims to:

• helpstudentstodealwithdifficultpersonal, social and global questions

• give students the knowledge,skills and understanding to play an effective role in society at local, national and international levels

• developinterculturalawareness

• increasecreativethinking

• developcriticalthinkingskills

• enhancestudentscapacityforproblemsolvinganddecisionmakinginboththepresent and future

• guidereflectionandleadfromknowledgetothoughtfulaction.

• developahealthyperspectiveonpersonal,socialandglobaldifficulties

• preparestudents for thechallengesof the IBextendedessayandTheoryofKnowledge

Course Contents

Global and Social Issues:

Life in a connected culture Media analysis

Managing Stress and time Political Systems

Sexual Health and relationships Globalisation

Work Experience and career choices Fair Trade

Practiceextendedessay IntroductiontoTheoryofKnowledge

DrugEducation Globalinstitutions,IMF,UN

Personal Development:

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Assessment allows students to demonstrate achievement. School assessment and reporting for iPSE plays a major role in the development of the student’s skills, knowledge and understanding in dealing with issues. Italsobenefitscurriculumdevelopmentwhichiscontinuousandresponsive.

Assessment tasks will be varied. These include:

• open-ended,problem-solvingactivities

• investigations

• organizeddebates

• presentations

• film

• analysisandreflection

Assessment• isskillsbased

• isinformedbytheIBmiddleyearscriteriabasedmodel

• includespeerandself-evaluation

• takesplaceoverthecourseoftheprogramme

IPSE

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Art and Design

History

Food Technology

Drama

Optional Subjects

French

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Art a

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Art and Design

At Sha Tin College, we offer the EDEXCEL UnendorsedGCSEinArtandDesign(specificationnumber 2AD01) we prefer this option as itmeans the students can work in a variety of media rather than specialise in any one form of expression.

Learning Aims The Aims of the Curriculum are to develop:

• creativeand Imaginativepowersand thepractical skills for communicating and expressing ideas, feelings and meanings in art, craft and design.

• investigative, analytical, experimentaland interpretative capabilities, aesthetic understanding and critical skills.

• anunderstandingofcodesandconventionsofart,craftanddesignandawareness of the contexts in which they operate.

• knowledgeandunderstandingofart,craftanddesign incontemporarysocieties and in other times and cultures.

Overall, the course aims to develop enjoyment of the subject and promote confidenceinproducingArt. It isanexcellentpreparationfortheIBVisualArts course.

Who is the Course Suitable for?Any student with a keen interest in any aspect of Art and Design is a suitable candidate for this GCSE. Good drawing skills, hand skills, visual awareness, imagination, creativity and problem-solving skills do help but the course will ensure that you acquire these skills provided you are interested in the subject and committedtoyourstudies. IfyouhavebeensuccessfulinthissubjectandenjoyedArt throughout Years 7, 8 & 9, then it follows that you should cope very well with the GCSE.

This GCSE course gives you a qualification that is ultimately useful for a variety of careers. People who have been trained in Art choose to work in such diverse fields as Architecture,Interiordesign,Fashiondesign,ProductDesign,FineArt,ArtTherapy,Advertising, Graphics, Digital Media, Teaching and many more. Obviously anyone whoisseriousaboutsuchacareerwouldstudythesecoursesatUniversity,buttheGCSEcomesfirst! (Pleasenotethatagoodpass inGCSEArtisneededinordertostudyIBVisualArtsatHigherLevelinYear12).

AssessmentGCSE Art & Design (Edexcel 2AD01)

GCSE Art and Design has two papers.Paper 1 is the “Personal Portfolio” (coursework) and paper 2 i s an externally set assignment which leads to the final examination.

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Personal Portfolio (Coursework)The Personal portfolio is produced over an 18 month period and includes research drawings, critical studies, experiments with media, developmental work and final outcomes produced through several units of work. Outcomes will be in a variety of media selected from painting, printmaking, fashion and textiles, digital Media, photography, sculpture, ceramics and mixed media.

ThePersonalPortfolio(coursework)isworth60%ofyourfinalmarks.

ExaminationThe externally set assignment is provided by the exam board and takes the form of a broad-based theme. Previous themes have included “journeys” or “structures”. You will have ten school weeks in which to researchanddevelopyourideainpreparationforatwo-day(10hour)examination. During the preparatory period, you should explore the theme in your workbook and experiment in order to prepare your final work in your chosen media. The examination is intended to enable you to produce your best standard of work, it is a very interesting process.

The externally set examination is worth 40% of your final marks.

Above all, the GCSE Art course is an exciting and enjoyable way in which to develop your own personal creativity and will equip you with skills and knowledge that will remain with you throughout your life.

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Business Stud

ies

Business Studies

Learning Aims

1

2

Businessandtheenvironment in which it operates

1.1Businessactivity

1.2. The organisation

1.3 Changing business environment

1.4 Economic environment

Businessstructure,organisation and control

2.1 Ownership and internal organisation

2.2 Financing business activity

3

Section Module Content

Businessactivitytoachieve objectives

3.1 Marketing

3.2Production(OperationsManagement)

3.3 Financial information and decision making

4.1 Human needs and rewards

4.2 Manpower

5.1 Reasons for regulations

5.2Influencesonbusinessactivity

People in business

Regulating and controlling business activity

4

5

Course ContentThe curriculum is divided into five main sections (areas of study):

• distinguishbetweenfactsandopinionandevaluatequalitativeandquantitativedata, to help build arguments and make informed judgements

• appreciate the perspectives of a range of stakeholders in relation to theenvironment, individuals, society, government and enterprise

• have an understanding of the dynamics of business activity, rooted incurrent business theory and practice and reflecting the integrated nature of organisations and their decision-making processes.

A successful business person must be able to understand the many competing and changing demands of suppliers, customers, employees, shareholders and governments. TheIGCSEBusinessStudiescourse aims to give students opportunities to:

• makeeffectiveuseofrelevantbusinessterminology, concepts and methods and recognise the strengths and limitations of the ideas used

• apply their knowledge and criticalunderstanding to current business issues and problems in a wide range of appropriate international contexts

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Who is the Course Suitable for?TheIGCSEBusinessStudiescourseis intendedforstudentswhohaveaninterest inhow the real world of business operates. Students studying the course should ideally be internationally minded and have an interest in current affairs.

The subject requires students to study actual problems faced by real businesses. This helps to develop students’ analytical and evaluative abilities to make well-informed decisions.SuchskillsareinvaluabletothestudyofIBBusiness&ManagementandIBEconomics and are readily transferable to other subjects.

AssessmentPaper 2: 1 ¾ hours 50% total marksQuestionsarisingfromagivencasestudy(not pre-released). All questions arecompulsory.

There is no coursework element in the IGCSEBusinessStudiescourse.

IGCSE Business Studies (Cambridge 0450)There is a single tier of entry in this subject.

Theassessmentof IGCSEBusinessStudiesis through two examination papers, set and marked by Cambridge.

Paper 1: 1 ¾ hours 50% total marksShort answer questions and structured data response questions. All questions are compulsory.

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Learning AimsDesigning and making quality solutions, objects and products are common to all of the design based courses that are offered in design and technology. Design & Technology as a subject is unique - as it provides excellent opportunities for students to express their creativity, work experientially as well as providing opportunities for personal, authentic and contextual learning. A significant motivating factor for students in D&T is the opportunity and challenge of developing a designed object that is creative, innovative, and has personal relevance and application.

Students will learn to think and work like real designers and in doing so develop a fantastic portfolio that demonstrates their creativity and design capabilities. The portfolio is an incredibly useful document as it can be used in conjunction with their application to university, not only for design-based courses but as proof that they have developed the skills of working with human and non-human resources.

All the courses teach important transferable knowledge and skills that include: design thinking, design philosophy, design modelling, manufacturing quality products to exacting standards, research methodology, project management, collaboration, resilience, and resourcefulness.

ICT is widely integrated throughout the courses both in the production ofcoursework and as a tool for designing, making and carrying out investigations.

Design thinking is responsible for the products, systems and environment that we interact with every day and are increasingly recognized for the important role they play in enhancing the quality of our society. They have a key part to play in shaping our environment, our attitudes and values as well as being the driving force behind innovation and economic development.

Theworldhasneverneededdesignmorethan itdoesnow. Internationalcareerprospects have never been better and the breadth of university courses available is ever expanding. This is a great time to consider what difference you could make.

AQA* GCSE courses in Design and Technology

• FoodTechnology(AQA 4545) • GraphicProducts(AQA 4550) • ResistantMaterials(AQA 4560) • Engineering(AQA 4850) • TextilesTechnology(AQA 4570)

The courses all provide an excellent foundationfortheIBDesign&Technologyand the BTEC Product Design coursesoffered in Yr12 and13 as well as providing an internationally recognized and valued qualification*intheirownright.

*AQA - examination board

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Course ContentEach of the courses provides each student with the information about the learning and experiences that take place under each discipline. The learning is about authentic experiences, making connections and links with the design world throughout the course.

Who is the Course Suitable for?Students with a genuine interest in design, and enjoy working in a creative and innovative environment. All the courses enable students to think and work like real designers and every opportunity is taken to develop products that have a real commercial application in that they deal with a real human need. Further details are listed under each subject.

AssessmentAll five D&T courses are assessed in exactly the same way:

Coursework (60%): A project started around the middle of Year 10 and completed in January of Year 11, consisting of a portfolio of design work and a final product. This componentismarkedinternally(byyourteacher)andmoderated(checked)bytheexaminationboardintheU.K.

Written paper (40%): A single 120-minute paper that investigates your knowledge of each subject area.

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Food Technology


Course ContentFood Technology involves testing and evaluating existing food products and creating designs for new food products. Scientific knowledge is applied to designing and making in order to understand the physical and chemical composition of food. Students learn about the food industry and the importance of quality assurance. A range of techniques are used to make a wide variety of high quality food products. Throughout the course information technology is used to design, plan and manufacture food products that have genuine market potential.

This course combines a scientific, technological and practical approach to understanding the principles that underpin the multi-million dollar food product development and manufacture industry. Students are taught the necessary design and technology skills to manufacture quality food products. The carefully structured modules help students to research, analyse, plan and evaluate; skills which they will find are easily transferable to other areas of learning.

InkeepingwiththenatureofthefoodindustrythereisaverystrongICTelementto the course. Students will be taught to use a variety of multimedia and software packages when researching, designing and manufacturing.

Who is the Course Suitable for?Anyone with a genuine interest in designing and making food products and who likes to learn in a practical, ‘hands-on’ environment. Food Technology can befollowedbythe IBDesign&Technologycourseofferedhereat theCollege.The course offers a specialist option in Food Technology for students who wish to pursue their interest in the area. This can lead to a wide variety of related degree courses such as Food Science, Food Technology, Consumer Science and Management, Hospitality and Catering.

The food and beverage industry is a major employer worldwide and offers a wide range of career opportunities. These include advertising and marketing, food design, production management, health promotion, public relations, food journalism, retailing, education, hospitality and catering.

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Graphic Products


Course ContentGraphic Products course aims to develop the following knowledge, skills and understanding in all students;

• Understandingandapplying thedesignprocess throughdesigningandmaking.

• UnderstandingandapplyingawidevarietyoftechnicalgraphicsusinghanddrawnandComputerAidedDesign(‘CAD’)systemstoahighstandard.

• Learnhowtoproduceawidevarietyofproductswithastrongvisualelementand to develop their creative talents to produce exciting product concepts with real market potential.

• Use a variety of materials and manufacturing techniques to produce 2dimensional & 3 dimensional models and products.

• Industrialmodelingandbrandingpractices.

• Useof ICTin industrialcontextsandtheapplicationofCAD/CAM(computeraideddesign&manufacture).

• Understandingandapplicationoftechnologicalsystems&controlconcepts;energy, structures, mechanisms, electronics and force.

Who is the Course Suitable for?Anyone with a genuine interest in visual designing and making (graphics,drawing,model-making,CAD,etc),andwholikestolearninapractical,‘hands-on’environment. The course offers students the opportunity to study the exciting world of graphic design using a combination of traditional and computer based drawing and manufacturing techniques. The course focuses on applying skills and concepts to real design problems and students are given a variety of challenging projects throughoutthecourse.StudentswillbeabletoapplyanddeveloptheirexistingICTskills by using specialized Computer Aided Design software including Photoshop, 2-D Designer, Sketch-up and Solid Works.

GraphicProductscanbefollowedbyIBDesign&TechnologyHLorSL.Thiscoursescan lead to a variety of university degree courses including, Arts Foundation, Graphic Design,Architecture, InteriorDesign, IndustrialDesign,Education,ComputerGraphics and Art & Design.

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Course ContentResistant Materials Technology aims to develop the following knowledge, skills and understanding in all students;

• Tounderstandandapplythedesignprocessthroughdesigningandmakingtasks.

• Useofawiderangeofbothhandproducedandcomputergeneratedgraphicaltechniques

• Toknowaboutpropertiesandapplicationsofmaterialsandcomponentsandappropriate manufacturing processes.

• TounderstandICTin industrialcontextsandtoapplythatunderstandingbyusingCAD/CAM(ComputerAidedDesign&Manufacture).

• Tobeabletoapplyknowledgeoftechnologicalsystems&controlconcepts;energy, structures, mechanisms, electronics and forces.

• Tounderstandandexperience industrialmanufacturingandmarketingpractices.

Who is the Course Suitable for?Resistant Materials is ideal for students who like designing and making products from the conception of an idea through to its final manufacture. Students get the opportunity to design and make a variety of products including furniture, storage systems and household products. The course focuses on the use of ‘Resistant Materials’ including wood, metal and plastic and all students use these to create innovative products that have real market potential.

ResistantMaterialTechnologycanbe followedby the IBDesign&TechnologycoursetaughthereattheCollege.Itprovidesastrongfoundationforfurtherstudy,especially for students who wish to study the subject at Higher level. The course can leadtoavarietyofuniversitydegreecourses includingEngineering(eg.Electrical,aeronautical,mechanical,structural),IndustrialDesign,MedicalTechnology,SystemsAnalysis, InteriorDesign,Education,MaterialsScience,ArtsFoundation,GraphicDesign,Architecture, InteriorDesign, IndustrialDesign,Education,ComputerGraphics and Art & Design.

Resistant Materials Technology


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Engineering


Course ContentEngineering aims to develop the following knowledge, skills and understanding in all students;

• Tounderstandingandapplythedesignprocessthroughdesignandmaketaskswith a strong emphasis on design and manufacture.

• Toincreaseknowledgeandunderstandingofengineeringandmanufacturebybuilding working products.

• Toincreaseknowledge,understanding&applicationofmechanical,hydraulicand pneumatic systems, especially with regard to mass-production technology and product development.

• Useofawiderangeofbothhanddrawnandcomputergeneratedgraphicaltechniques, including ‘CAD’ (computeraideddesign)and ‘CAM’ (computeraidedmanufacture).

• Understandandapplyknowledgeofpropertiesandapplicationofmaterials,processes components and appropriate manufacturing techniques to produce working products with real market potential.

• ToapplyvarioussoftwaretoindustrialcontextsandtouseCAD/CAMinbatchand volume production.

• Tounderstandtheimpactofengineeringtechnologiesonsociety.

Who is the Course Suitable for?This new course is ideally suited for those students who want to learn more about designingandmakinguseofengineering/scientificprinciplesandprocessesandwho like to apply their knowledge by design and making a variety of 3-D products. This exciting course will allow you to design and build a range of fully functioning products with a view to transfer them into commercial production.

EngineeringcanbefollowedbyIBDesign&Technology(HLorSL).This innovativecourse can lead to a variety of university degree courses including, Product Design, Product Engineering, Manufacturing Systems Engineering, Mechanical Engineering, Aeronautical Engineering, Automotive Engineering, & Mechatronics.

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Course ContentTextiles Technology course aims to develop the following knowledge, skills and understanding in all students;

• Tounderstandingandapplythedesignprocessthroughdesignandmaketaskswith a strong emphasis on textiles, fashion and accessories.

• To increaseknowledgeandunderstandingoffashionandclothingandthemanufacturing techniques used to design make fully function prototypes.

• To increaseknowledge,understanding&applicationof fibreandfabrics,especially with regard to mass-production technology and product development.

• Useofawiderangeofbothhanddrawnandcomputergeneratedgraphicaltechniques, including ‘CAD’ (computeraideddesign)and ‘CAM’ (computeraidedmanufacture).

• Understandandapplyknowledgeofpropertiesandapplicationofmaterials,printing techniques, joining processes and enhancements to produce products with real market potential.

• ToapplyvariousIT-basedsystemsinindustrialcontextsandtouseCAD/CAMinbatch and volume production.

• Tounderstandtheimpactoftextilesfashionandclothingonsociety.

Who is the Course Suitable for?This new course is ideally suited for those students who want to learn more about designing and making using textiles, fashion and clothing. This innovative course will allow you to design and build a range of textiles based products and make them into fully functioning and wearable items. There is plenty of opportunity to learn how to design and make your own fashion, clothing and accessories using the latest production methods and software.

TextilesTechnologycanbefollowedby IBDesign&Technology (HLorSL).Thiscourse can lead to a variety of university degree courses including, Fashion, Fashion &Clothing,TextilesDesign,ProductDesign,InteriorDesign,Design/ArtHistory,Retail& Marketing, and Advertising.

Textiles Technology


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Syllabus Aims and Objectives1. To develop candidates’ understanding of Drama through practical and theoretical

study.

2. To enable candidates to realise the performance possibilities of text and other stimuli.

3. To encourage the use of dramatic forms and structures to communicate feelings and ideas to an audience.

4. To help candidates to acquire and develop skills in Drama, both individually and in groups.

5. To develop understanding of the processes leading to performance and the elements involved in creating a performance; to be able to evaluate the various stages of performance work.

6. To encourage enjoyment of drama.

Assessment ObjectivesA. Understanding

Candidates will be assessed on their ability to demonstrate understanding of:

• theperformancepossibilitiesof textand other stimuli, and

• thedifferingrolesofactor,director,stage manager and technician in its realisation.

B. Devising

Candidates will be assessed on their ability to devise dramatic material and reflect on its effectiveness.

C. Performing skills

Candidates will be assessed on their performing skills in Drama.

DramaCambridge Board IGCSE in Drama a brand new course for Sha Tin College

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Description of Written Exam PapersPaper 1: Written examination

2½ hours, 80 marks

Candidates answer questions based on the pre-release material which is issued to Centres in the December preceding the examination. See the Cambridge Administrative Guide for details.

The pre-release material consists of:

• three stimuliwhichareeither short titles,phrases, scenariosorquotations.Candidates must create drama based on all three stimuli, and are advised to work in groups of between two and six candidates.

Each piece should ideally last around 10–15 minutes. In the examinationcandidates will be required to reflect on, and evaluate, the practical work.

Note: the stimuli may notbeusedasabasisforthedevisedpiece(s)onPaper2(Coursework).

• anextendedextract fromaplay.Thiswillbe takenfromrepertoire fromavariety of cultures and times. Candidates should study the extract with a view tounderstandingboththetextandthepracticalaspectsofproduction. It isrecommended that they perform it, at least informally.

The question paper is structured as follows:

Section A (30 marks) Candidates answer 8–10 short-answer questions on all of the pre-release material.

Candidates must answer all questions in this Section.

Section B (25 marks) Candidates answer one from a choice of three longer-answer questions on the pre-release extract.

Section C (25 marks) Candidates answer one from a choice of three longer-answer questions on the three stimuli.

Candidates are advised to split their time equally between the three sections.

Questions on the exam paper will cover a variety of aspects of drama, e.g.characterisation, role,pacing/contrast/dynamics, spatialawareness,physicality,tension. This list is not exhaustive.

Candidates should also be familiar with other dramatic features as appropriate.

Candidates are also expected to understand the role of set, lighting, sound, costume and make-up, and to appreciate the issues facing directors and stage managers.

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Paper 2: Coursework

Internally assessed and externally moderated

*Guidance on original devised pieces

Original devised pieces must be based on any one of the options listed under the headings below.

A different option should be used for each piece. All are viewed equally and different options may be offered from year to year. The options for 2014 are:

Dramatic styles and techniques

• Theatre of the Absurd• comedyofmanners• documentarytheatre• musical theatre• children’sdrama

Issues

• anissueofconscience• an issue in your community• anenvironmentalissue

Other options

• apieceofmusic• apoem• asculpture• ahistoricalfigurefromthelastcentury

Each candidate submits a total of three pieces of practical work: one individual piece and two group pieces. All work must be intended for performance to a live audience.

One individual piece:

• either an original devised piece

• or a performance of an extract from a piece of repertoire

The individual piece must last no longer than 5 minutes.

Two group pieces:

• one original devised piece

• and one performance of an extract from a piece of repertoire

Each group piece must last no longer than 15 minutes and must allow each candidate broadly equal exposure. The prescribed group size is between two and six candidates.

Candidates must have the opportunity to produce more than three pieces of practical work during the course, so that there is a choice of pieces to submit and their best work may be selected.

Candidates take part in the planning, rehearsal, performance and evaluation of drama and are assessed on their individual practical contributions.

Candidates are assessed on their skills in working towards performance, their ability to devise performance material and their practical ability in performing to an audience.

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Economics

Learning AimsAll societies have resources that are scarce and cannot meet the many competing needs of their citizens. The IGCSE Economics course strives to encourage students to:

• developanunderstandingofeconomicconcepts and be able to apply these concepts to real life situations

• interpretandevaluateeconomicdatain order to make reasoned arguments and informed judgements

• develop an awareness of economicchange and its impact on developing and developed economies

• understandeconomicissues,problemsand possible solutions that affect our economies

• participate effectively in society ascitizens, producers and consumers.

Course ContentA. The Market System

• Demandandsupply • The role of the market in solving the economic problem • Thelabourmarket

B. Business Economics

• Production • Competition • Publicandprivatesectors

C. Government and the Economy

• Macroeconomicobjectives • Policies • Relationshipbetweenobjectivesandpolicies

D. The Global Economy

• Exchangerates • Internationaltrade • Globalisation

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Who is the Course Suitable for?The IGCSEEconomics course is intended for studentswhohaveaninterest in how real life economics operates on a local, national and global scale. Students should ideally be internationally minded and have an interest in current affairs.

This subject develops students’ ability to form reasoned opinions and make judgements based on a wide range of evidence. These skills form goodfoundationstostudyIBEconomicsor IBBusiness&Managementand are readily transferable to other subjects.

AssessmentIGCSE Economics (Edexcel 4EC0)

There is one tier of entry in this subject.

Theassessmentofthe IGCSEEconomicscourse is througha2½hourexamination paper, set and marked by Edexcel.

The exam paper consists of four compulsory questions, each worth 30 marks. The style of questions includes a mixture of structured, data response, short-answer, multiple-choice and open-ended questions.

ThereisnocourseworkelementintheIGCSEEconomicscourse.

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Geography

Learning Aims Geography is the study of where places are, what they are like, what life is like in themandhowandwhytheyarechanging.TheEdexcelIGCSEinGeographyenablesstudents to:

• actively engage in the process of geography to develop as effective andindependent learners and as critical and reflective thinkers with enquiring minds

• develop theirknowledgeandunderstandingofgeographical conceptsandappreciate the relevance of these concepts to our changing world

• developaframeworkofspatialawarenessinwhichtoappreciatetheimportanceof the location of places and environments from a local to global

• appreciatethedifferencesandsimilaritiesbetweenpeople’sviewsoftheworld,its environments, societies and cultures

• understandthesignificanceofvaluesandattitudestothedevelopmentandresolution of issues

• developtheir responsibilitiesasglobal citizensandrecognisehowtheycancontribute to a future that is sustainable and inclusive

• developandapplytheirlearningtotherealworldthroughfieldworkandotherout-of-classroom learning

• usegeographicalskills,appropriatetechnologies,enquiryandanalysis

Course ContentRiver environments:

The world’s water supply and the hydrological cycle. Features of the drainage basin and hydrographs. The influence of running water on landforms. The availability of water to people, water quality and the management of water supplies.

Hazardous environments:

The global distribution of hazards. The impact of hazards on people and the environment in different countries. Managing, predicting, preparing and responding to different types of hazards.

Economic activity and energy:

The classification and importance of employment structure in different countries. Why do employment patterns vary between places and change over time? How does the location of industry change over time? The rising demand for energy and the issues involved.

Urban environments:

The nature of urbanization and its associated problems. The segregation of land uses and people in urban areas. Changes in urban environments and the role of managers in those changes.

Fragile environments:

T h e c a u s e s a n d c o n s e q u e n c e s o f environmental abuse. The concept of sustainability. Managing the causes and adapting to some of the consequences of environmental changes.

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Who is the Course Suitable for?Students choose to study geography for a lot of different reasons. For many it satisfies their curiosity about the world, how it looks, how it is arranged and how it works. Geography is very much a part of everyday life, connecting knowledge and putting phenomena, people and places incontext. Italsoshows linksandinterrelationships within and between physical and human systems. Geography deepens our spatial understanding, dealing with complexity and uncertainty and nurturing a culture of argument, rather than straightforward answers.

Topics of interest will vary from the local scale, such as traffic problems or shopping inKowloonTong,uptoglobalissues,suchas the impact of mass tourism and global warming.

Studying geography will widen your horizons and help you to become a better world citizen.

The world in which we live is likely to change more in the next 50 years than it has ever done before. Our role in that change is more important than ever. Geography gives a balanced viewpoint

Ability to manage themselves Numeracy and literacy

Good communication skills Ability to work as a team

Ability to solve problems Computer literacy

Spatial awareness Environmental and social awareness

AssessmentGeography (Edexcel 4GEO)

Assessment will be in the form of a written examination paper covering course content and practical skills acquired through “out-of-classroom learning and practical skills”. Specifically, students should be able to:

• undertakefieldworkinvestigationsandotherformsofout-of-classroomlearning

• usearangeofmaterials(includingstatisticaldata,maps,diagrams,photographs,satelliteimages)

• depictinformationinvariousforms(sketches,simplemaps,diagrams,tables)

• useappropriategeographicalvocabularyintheirwrittenwork

The assessment of this qualification is through a 3 hour examination paper.

• Thesingletierofentrywillcontainavarietyofquestionstypes,suchasmultiple-choice questions, short and extended answer questions, graphical and data questions and fieldwork questions

• Thepaperwillbeaquestionandanswerbookletandstudentshavetoanswerone question on each topic studied and two questions on practical geographical enquiry

which is good preparation for the world of higher education and work. Employers want people with the following attributes, which are all key aspects of geography teaching and learning:

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History

Learning Aims

In order to understand the world we live in, it is necessary to be aware of the events of the last 100 years. The IGCSE History syllabus will help you to appreciate the complex political and social changes of the twentieth century and how they have shaped society today. You will study key events and personalities from around the world.

The Edexcel International GCSE in History qualification will enable students to:

• acquireknowledgeandunderstandingof selectedperiodsand/oraspectsofhistory, exploring the significance of historical events, people, changes and issues

• usehistoricalsourcescritically, incontext,recordingsignificantinformationandreaching conclusions

• organiseandcommunicatetheirknowledgeandunderstandingofhistory

• drawconclusionsandmakehistoricaljudgements.

• Sourceanalysis:makinginferences,cross-referencingsourcesandevaluationofhistorical claims.

“Those who cannot remember the past are condemned to repeat it”.

George Santayana

Course ContentThe IGCSE course is challenging and stimulating in terms of the topics it covers and the skills it develops in students. By the end of the course you will have a rounded grasp of key events, issues and developments from within the twentieth century.

Two depth studies:

Development of dictatorship: Germany, 1918-45 25%

The constitution of the Weimar Republic, the attempts to overthrow it and the “Golden era” of Stresemann. The events that led to Hitler becoming Chancellor, how he consolidated power and what life was like in Nazi Germany.

Dictatorship and conflict in Russia, 1924-53 25%

The power struggle that followed Lenin’s death. Stalin’s domestic policies and the methods he used to keep power. How the Second World War affected Stalin’s rule and the USSR.

One historical investigation:

The origins and course of the First World War, 1905-18 25%

The causes of the First World War, what it was like to be a soldier in the Western Front and the key battles of the Somme and Gallipoli.

One breadth study in change:

Conflict, crisis and change: The Middle East, c1919-c1995 25%

Why Israel was created in 1948 and how this has affected the region. The conflicts of 1948 – 49, the Suez Crisis, the Six Day War and the Yom Kippur War. The involvement of the Superpowers in the Middle East.

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Who is the Course Suitable for?“History is a people’s memory, and without memory man is demoted to the lower animals”.

Malcolm X, Black Rights Campaigner

Any student with a keen interest in History is a suitable candidate for this IGCSE.Good skills in written communication (extended wri t ing, descr ib ing andexplaining…)willassistyouinyourstudyofHistory. If youhavebeen successfulin this subject and enjoyed History throughout Years 7, 8 & 9, then it follows that you should cope very well with the IGCSE.

This GCSE course gives you a qualification that is ultimately useful for a variety of careers. People who have been trained in History choose to work in such diverse fields as law, journalism, politician, teaching, museum curator, administration, leisure and tourism…

“Not to know what happened in former times is to continue always a child”.

Cicero

AssessmentIGCSE HISTORY (Edexcel 4H10)

Assessment will be in the form of TWO examinations each lasting 1hour 30 minutes.

Paper 1:

The two depth studies will be examined:

Development of dictatorship: Germany, 1918-45

Dictatorship and conflict in Russia, 1924-53

This paper consists of a chronology question, a short answer and two mini-essays.

Paper 2:

Section A: historical investigation

The origins and course of the First World War, 1905-18

This section consists of source-based questions on the Depth Study

Section B: breadth study in change

Conflict, crisis and change: The Middle East, c1919-c1995

This section consists of mini-essays on the Study in Change

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Information Communication Technology

This is a new course designed to give you the essential skills for the technological 21st century. WhilstthecourseisofferedthroughtheASDANExaminationsBoard,UK,it was originally written by ESF teachers to maximise the potential of international students. Itgivesyoutheopportunity toshowcaseyour interestsandabilities inInformationandCommunicationTechnology(ICT).

Learning Aims and ContentYou choose your own assessment goals and develop coursework that specifically interests you, working for a real client. Last year, Tiffany wrote an interactive program that is used to help Year 7 Music students learn to play the guitar whilst AdamcreatedanonlinebookingsystemforhisDadwhoteachesattheUniversity.AndrewdevelopediPhoneappsandKellycreateda3D,animatedpresentationforherDadtouseinhisinternationalcompany.Ifitwillmakeadifferenceintherealworld then this is your chance to get involved.

Who is the Course Suitable for?Everyjobyouapplyfor inthefuturewillbeaffectedbyICTsoyouneedtomakesure you are fully prepared and are able to offer employers the skills and knowledge they will require.

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AssessmentASDAN International Diploma in Applied ICT in collaboration with IEA - world-wide specialists in ICT education

ThisistheonlyICTqualificationbasedon100%courseworkassessment,thereisnowritten examination.

InthesecondhalfofYear10yougettoproposeyourownassessmentgoalsforyourYear 11 coursework that will lead to your final assessment.

You will provide evidence for assessment through an online digital portfolio which can also be used to show universities and future employers more than any CV or application form can achieve.

Levels

The final qualification provides a diploma inICTbasedonfourlevelsrangingfromanequivalentGCSEtohighlevelIBorAlevel.

Overall, this course is designed to enable you to showcase your interests and knowledgeofICTinthe21stcentury,areasthatwillbeofpracticalusetoyouinthefuture and maximise your potential.

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Modern Languages

French IGCSE French (CIE 0520)Alongside English, French is one of the languages most widely taught in the world andcanbeused ina largenumberofcountries. It is theprincipal languageofFranceanditsoverseasterritories intheCaribbeanandIndianOcean; it isspokeninBelgium,SwitzerlandandLuxemburgandisessentialforthosestudentswhowillbemovingtoCanada.FrenchisalsowidelyusedinbothNorthandWestAfrica.InHongKongtheAllianceFrançaiseorganisesawiderangeofculturalandeducationalactivities, promotes French films and offers language classes for all levels of proficiency. Students in Years 10 and 11 are encouraged to make links with French-speaking students where possible.

French

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IGCSE Spanish (CIE 0530)Spanishisthethirdmostwidelyspokenlanguageintheworld. It istheprincipallanguage of Spain, of virtually all countries in South and Central America and is prolific inpartsofAfricaandAsia. IntheUnitedStates ithasbecomethefastestgrowing native language other than English on the continent particularly in the West, in California and New Mexico, and on the eastern seaboard in metropolitan areas such as New York. The popularity of Spanish and Latin-American culture in HongKonghas increasedconsiderablyovertheyearswithan increasedselectionof restaurants, tapa cafes, salsa, music, national promotions and film festivals. The school has developed links with a Peruvian School in Lima where we have hosted their students and introduced them to life at Sha Tin College and the wider community.

Learning Aims and Course ContentInFrenchandSpanishyouwilldevelopyourunderstandingof thespoken language in both social and "survival" situations - conversations, announcements and material taken from radio and television. You will learn to hold conversations for social and practical purposes; this will involve a variety of teacher-directed, small group and pair workactivities. Inordertodevelopyourreadingskills intheforeignlanguage, you will be using posters, advertisements, letters, newspaper and magazine articles, timetables and other written material that you mightencounterwhilstabroad.ThewrittenskillsdevelopedatIGCSEinclude writing letters, accounts, messages, postcards and completing forms. Inadditiontothedevelopmentofcommunicativeskills, thecourse also introduces you to the people and way of life in French and Spanish speaking countries.

Modern LanguagesSpanish

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Who is the Course Suitable for?This course is suitable for students that have received one to three years learning of the language, however exceptions are offered to those with no knowledge of French or Spanish on a case by case basis.

Paper 1 (33%): Listening(45minutes)

Sections 1, 2 and 3

Paper2(33%): Reading and directedwriting(1½hours)

Sections 1, 2 and 3

Paper3(33%): Speaking(15minutes)

Paper1(25%): Listening(45minutes)

Sections 1, 2 and 3

Paper2(25%): Reading and directedwriting(1½hours)

Sections 1, 2 and 3

Paper3(25%): Speaking(15minutes)

Paper4(25%): Continuous writing (1¼hours)

AssessmentSyllabus Name: Foreign Language Spanish

Qualification: GCSE

ExamBoard: CIE

Syllabus Code: 0520

Therearetwotiersofexamination:Core(gradesCtoG)andExtended(gradesA*toG).MostShaTinCollegestudentswillbeenteredfortheExtendedtier.

Syllabus Name: Foreign Language Spanish

Qualification: IGCSE

ExamBoard: CIE

Syllabus Code: 0530

Core CurriculumGrades C to G

Extended CurriculumGradesA*toG

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Overview of the Courses:

Learning AimsTheprincipalaimofourIGCSEcourses inModern Standard Chinese are to develop the ability to use Chinese effectively for the purpose of communication; therefore you will learn not only how to read and write the language but also engage in extensive listening and speaking work. Our course in Mandarin also aims to offer insights into the culture and civilisation of China which we hope will prove both enjoyable and intellectually stimulating.

The learning of Mandarin should be a fascinating experience for a student resident inHongKong. Inyour readingwork in Mandarin you will learn how to understand simple public notices, signs, menus, advertisements etc.; at the higher level you will be expected to be able to deal with extracts from contemporary magazines and newspapers and Chinese Literature.

Chinese as a First Language

Learning Aims

Course Content

The aims of this course are to:

• enable students to communicateaccura te l y, appropr ia te l y and effectively in writing;

• enablestudentstounderstandandrespond appropriately to what they read;

• encourage students toenjoyandappreciate the variety of language;

• complement the students’ otherareas of study by developing skills ofamoregeneralapplication(e.g.analysis, synthesis, drawing of inferences);

• promote the students’ personaldevelopment and an understanding of themselves and others.

Paper 1: Reading 2 hours 60%

Paper 2: Writing 1hour and 15 minutes 40%

Duration WeightingAssessment

Modern LanguagesChinese

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Who is the Course Suitable for?This course is designed for those students who have demonstrated an aptitude for, and have a background in, communicating in Chinese as their first or joint first language. This course requires a very good level of written and reading Chinese. It is a very rewarding course howeverand is compulsory for students who are consideringIBChineseLanguageAoptionin Year 12.

AssessmentIGCSE FIRST LANGUAGE CHINESE (CIE 0509)

CambridgeIGCSEFirstLanguageChinesecomprisestwopapers.AllcandidatestakePapers1and2andareeligiblefortheawardofgradesA*toG.

Paper 1 Reading & Directed Writing (2 hours)

There will be two passages.Candidates answer two questions:

• Part1 CandidatesansweraseriesofcomprehensionquestionsbasedonPassage 1.

• Part2 Onequestionwillbe set.Candidateswritea summarybasedonPassages1and2. Itwill testcandidates’abilitytoselect,compareand summarize specific information from both passages.

Paper 2 Continuous Writing (1 hour & 15 minutes)

This paper tests candidates’ skill in continuous writing. A selection of eight titles are provided calling for an imaginative, narrative or argumentative response in an appropriate style. Candidates are required to write one composition between 400 and 600 characters on their chosen title.

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es

Chinese as a Second LanguageLearning AimsThe aims of this course are to:

• developtheability touseChineseeffectively forthe purpose of practical communication

• formasoundbasefortheskillsrequiredforfurtherstudy or employment using Chinese as the medium

• developanawarenessofthenatureof languageand language-learning skills, along with skills of a more general application

• promotestudents’personaldevelopment,particularlyanawarenessandappreciationof Chinese culture, history and society

Course Content

Paper 1: Reading and Writing 2 hours 70%

Paper 2: Speaking 10-12 minutes 30%


Who is the Course Suitable for?This course is designed for those students who are capable of everyday communication in Chinese and who are likely to continue to use it after secondary school. This course requires a good deal of written, reading, speaking and listening in Chinese. Most of the studentsfromthiscoursearerecommendedtotakeIBChineseLanguageBHigherLeveloption in Year 12.

AssessmentIGCSE CHINESE AS A SECOND LANGUAGE (CIE 0523)

Reading and Writing(70%ofthetotalassessment)

Duration: 2 hours

The question paper is divided into two sections and all candidates should attempt all exercises.

Section 1 MainfocusonReading(30marks)-3exercises

Section 2 MainfocusonWriting(40marks)-2writingexercises

• oneexerciseistowriteapersonalletterofapproximately80–100charactersincontinuousprose,inresponsetoashortstimulus.(15marks)

• oneexerciseistowritebetween275and325charactersofcontinuousprose,in response to a short stimulus. Students will be required to engage with issues facing young people and their community in today’s world. A purpose, formatandaudienceforthewritingwillbespecified.(25marks)

Speaking(30%ofthetotalassessment)

Duration: 10–12 minutes.

There will be three parts to the test:

• Part1 2 m i n u t e p r e s e n t a t i o n b y t h ecandidate on a chosen topic

A script of their presentation is not allowed

• Part2 3–4 minute discuss ion with theExaminer following on from the presentation

• Part3 3–4 minute conversation with theExaminer about general topics

50

Mo

de

rn Lang

uag

es

Course Content

Paper 1: Listening 35 minutes 25%

Paper 3: Speaking 15 minutes 25%

Paper 2: Reading and 1½hours

25%

Directed Writing

Paper 4: ContinuousWriting 1¼hours 25%


Who is the Course Suitable for?This course is for those students who are studying Chinese as a foreign language. You will learn not only how to read and write the language but also engage in extensive listening and speaking work. Most of the studentsfromthiscoursearerecommendedtotakeIBChineseLanguageBStandardLeveloptioninYear12.

AssessmentIGCSE CHINESE AS A FOREIGN LANGUAGE (0547)

Examination

Chinese as a Foreign Language

Learning AimsThe aims of this course are to:

• EngagewithandrespondtosimpleliterarytextsinChinese

• Developwritingandreadingskills

• ExploreChineseculturesandsocietiesthroughwrittentexts

• EnjoyreadingChineseandappreciateitsinfluenceonindividualsandtheworld

• Developcommunicationskillsthroughclassactivities

Paper1: Listening(about35minutes)

Paper 2: Reading and Directed Writing (1½hours)

Paper3: Speaking(about15minutes)

Paper4: ContinuousWriting(1¼hours)

The question papers will be set entirely in the target language: this includes rubrics and all questions.

Al l quest ions which require written answers, including questions testing reading comprehension, are to be answered inthetarget language.Questions includesigns, notices, advertisements, guides, short and longtexts,proseetc.Questiontypesinclude multiple choice, short questions, long questions and cloze exercises.

The speaking test will comprise three conversation topics and candidates have a free choice of the first conversation topic.

51

English fo

r Ac

ad

em

ic Purp

ose

s

Learning AimsThis Year 10-11 programme is designed both for students for whom English is an Additional Language and for those who need extra instruction to improve their literacy skills. Many of the students have been in our EAL programme in Year 9 and wish to continue receiving support through to their Year 11 exams. Others are either recommended by their English teacher or are new to the school and need time to adjust to the academic and linguistic demands of our GCSE system.

The focus of the programme is to give a combination of English language and academic skills support to students so they can reach their full potential in all their subjects and examinations. All four language skills are taught and practised with emphasis on what is expected from students at GCSE level.

In Year 10, we provide two supportclasses. Inone class, the studentshavetotakethe IGCSEESLexamination.Thestudents are given practise in research projects, coursework practise, timed exam-style questions, various types of essays and other extended writing pieces.

In theother class, the studentsdonottake the IGCSE examination but honetheir English language skills and gain competencies required of them across the curricular areas. The content of other subjects is made comprehensible by equipping the students with study skills and learning strategies.

Boththeclassescoveravarietyoftopicstaken from various subject areas and students are given guidance and practise at fulfilling the expectations of various tasks within a number of subject areas. Students are also given the opportunity to present, make speeches, reports, etc. in order to enhance their oral skills and build confidence.

Throughout the two year programme, students receive specific skills based support for their English Language and English Literature examinations, as well as more general support for all other coursework and examinations that they will take.

Students must take this course if recommended to do so.

English for Academic PurposesSupport Programme

Qualifications:Inordertoensurethata IGCSEEnglishqualificationisearned,studentsfromonesupport classarepreparedforandsit the IGCSE-EnglishasaSecondLanguage(ESL)examination inJuneofYear10.Thefollowingyear, students sit the IGCSEFirst Language Paper with all Year 11 students. While the English First Language qualification is preferred, many universities around the world do accept the ESL qualification as an alternative.

AssessmentIGCSE English as a Second Language (CIE 510)

The assessment is in three parts

• atapedOralInterview(15minutes)

• aListeningPaper(45minutes)worth30%ofthefinal grade

• aReadingandWritingPaper(2hours)worth70%of the final grade

Contacts:Please speak with Mrs. Laurie Stein, Ms. Caroline Wong, Mrs. Lesley Watkins, or Mrs. Tewari in the EAP Department if you require further information.

52

Music

Music

Learning AimsGCSE Music involves performing and composing as well as listening to a wide variety of musical styles including Popular Music, World Music and Classical Music. There are also many opportunities for students to use music technology to produce and mix their own compositions.

Students should aim to demonstrate a good level of ability on an instrument or voice and be able to read music quite fluently. They will also be expected to compose music in a variety of styles and present this for external examination.

Who is the Course Suitable for?Students who take this course enjoy:

• Performingallstylesofmusic

• Performingmusicwithotherplayersinensembles

• Composingandarrangingmusicinanystyle

• UsinganddevelopingskillsinMusicTechnology

• Listeningtoandcommentingonallstylesofmusic

GCSEMusicalso linksdirectly to the IBHigher and Standard level Music course. Many of the units studied are similar and allow students to strengthen their skills at post 16. At Higher Education Level, students usually go forward onto courses which relate directly or indirectly to Music such as Media, Theatre, Advertising, Computer Programming and all aspects of Performing, Composing and Teaching music.

53

Music

AssessmentGCSE Music (Edexcel 1426)

Paper One: Performing (30%)

Candidates choose any two pieces of music of their own choice to perform as a soloist and as part of an ensemble.

Paper Two: Composing (30%)

Candidates compose two pieces of their own choice based upon topics in the syllabus. They need to be recorded and notated down for external assessment. Extensive use of music technology can be used for this unit.

Paper Three: Listening and Appraising (40%)

A written examination paper will have questions based upon 12 musical scores in the current syllabus and includes multiple choice and more extended questions.

54

Philoso

phy a

nd Re

ligio

us Studie

s

Philosophy and Religious Studies

Learning AimsIGCSEPRSexplores today'sworld todiscoverhowbelief systems try to answer questions about life, as well as what they have to say on moral and ethical problems. Students look at topics from religious and non-religious points of view to understand how beliefs influence the ethical decisions made by different people, societies and cultures.

The course also covers philosophical and scientific investigations into the nature of human beings and our universe.

Course ContentThe course is divided into two parts:

Part One: Beliefs and Values. 62% of the exam.

This section is about ethical issues in everyday life.

• The universe, human beings and their destiny: free will and determinism, death and the afterlife. The environment and animal rights.

• Ultimate reality and the meaning of life: the problem of evil and suffering, the sanctity of life, science and religion. Does God exist?

• Relationships, families and children: marriage and partnerships, divorce and remarriage, celibacy and genetic engineering.

• Rights, equality and responsibilities: human rights, racial harmony, wealth and poverty. Global citizenship.

Part Two: The Religious Community. 38% of the exam.

Students look at how followers of one religious tradition, e.g. Hinduism, practice their faith and examine the beliefs and values that shape their lives. As part of this areaofthecourseIGCSEPRSstudentshavetheopportunitytovisitIndiatoenhancetheir understanding of the Hindu culture and religion.

55

Philoso

phy a

nd Re

ligio

us Studie

s

Who is the Course Suitable for?This subject provides an excellent foundation for all higher education courses because of its relevance to contemporary society and the skills of analysis and evaluationitdevelopsinstudents.Inaglobalenvironment,peoplewhoareabletouse critical thinking are especially sought after by employers.

There are many professions for which this course is particularly suited and students have gone on to pursue a variety of careers including law, business, medicine, teaching, social work, psychiatry, broadcasting, journalism, acting, publishing, stock broking, librarianship.

"Studying Philosophy trains the individual's brain and gives them the ability to provide management-consulting firms with the sort of skills that they require and clients demand. These skills can include the ability to be very analytical, provide clear and innovative thinking, and question assumptions."

Director of the Management Consultancies Association's think tank.

Thisyear IGCSEPRSstudentswilltakepart ina ‘PhysicsandPhilosophy’daywithaPhilosopher fromCambridgeUniversity.On thisday studentswillhave theopportunity to investigate how these subjects can complement each other when inquiring about all manner of questions about the world.

AssessmentIGCSE Religious Studies (Edexcel 4RS0)

External Examinations:

Theexaminationconsistsofonewrittenpaper.Questionsparticularlyteststudents’skills of analysis and evaluation, as well as their knowledge and understanding of the topics.

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Making Your ChoicesPlease note that all option forms should be returned to the Tutor by February 4th 2013.

All option forms should be signed by the student and a parent.

There is a possibility that a small number of students may not be able to take their first choice subjects due to the way in which the timetable is arranged. We will, however, do our best to meet everyone’s needs.

We reserve the right not to run a subject which only attracts a small number of students.

Changing your mind

Think carefully about your option choices. Once classes begin in August 2012, it may not be possible to make further changes to your option choices. In exceptional circumstances the head of Year 10 may authorize some changes, but these are unlikely to be considered after half-term break.

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r 10 Op

tions 2013-2015

Sha Tin CollegeNo. 3 Lai Wo LaneFo Tan, Sha Tin, Hong KongTel: (852) 2699 1811Fax: (852) 2695 0592E-mail: [email protected]: http://www.shatincollege.edu.hk

Sha Tin College is a member of the English Schools Foundation

ESF Centre

25/F, 1063 King’s RoadQuarry Bay, Hong KongSwitchboard: (852) 2574 2351Fax: (852) 2818 5690

Jane Yao Publication CoordinatorPrinting : Intech Graphics

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Year10 Curriculum - English Schools...

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