Year 12 and 13 Curriculum

Transcription

2016-2018
Year 12 and
13 Curriculum
Sha Tin College
Sha Tin College
Contents
Mission Statement................................................................3
Values Statements.................................................................3
Sha Tin College Aims.............................................................3
Welcome Messages...............................................................4
An Introduction to Year 12 and 13.........................................7
Senior Leadership Team....................................................... 12
The Senior School Team....................................................... 13
The IB Diploma Team........................................................... 14
Student Support Team......................................................... 14
Administrative and Technical Support ................................. 15
The IB Diploma Programmes .....................................................................................................16
IB Core Curriculum
CAS............................................................................................................................................... 23
Extend Essay................................................................................................................................. 28
TOK............................................................................................................................................... 29
IB Courses Programme .............................................................................................................31
Additional Subjects
Physical Education.................. 32
Global Thinking Skills.............. 33
Year 12 and 13 Curriculum 2016 - 2018
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Contents
IB Subject information
Group 1
Group 4
Studies in Language & Literature ................... 34
Experimental Sciences.................................... 72
Literature (English)........................................ 36
Biology........................................................... 76
Literature (Chinese) ...................................... 38
Chemistry...................................................... 78
Language and Literature (English)................. 40
Design Technology......................................... 80
Language and Literature (Chinese)................ 43
Environmental Systems and Societies......... 82
Literature and Performance (English)............ 45
Physics........................................................... 84
Self-Taught Literature Option ............................... 47
Sports, Exercise and Health Science.............. 86
Student Support
English for Academic Purposes..................... 47
Group 2
Language Acquisition...................................... 48
Mathematics ................................................. 88
Language B.....................................................49
Group 6
Language Ab Initio (Standard Level)...............51
The Arts.......................................................... 92
Film.................................................................94
Group 3
Literature and Performance...........................96
Individuals and Society................................... 53
Music..............................................................98
Business and Management............................54
Theatre.........................................................100
Economics......................................................56
Visual Arts....................................................102
Environmental Systems and Societies..........58
Geography......................................................60
Global Politics ................................................62
History............................................................64
Information Technology
in a Global Society (ITGS).............................66
Philosophy......................................................68
Psychology......................................................70
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Group 5
Sha Tin College
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 Statements
At Sha Tin College we value-
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Holistic learning
Positive relationships
Curiosity and passion
Persistence and resilience
Creativity
Integrity
Community
Sha Tin College Aims
A love of learning will permeate everything we do, uniting all
members of the community.
At Sha Tin College we aim to:
1. Foster a spirit of inquiry, a sense of adventure and develop self-confidence and self-esteem in all
members of our community.
2. Develop and consolidate a balanced, rigorous and relevant curriculum adaptive to the needs of all
students.
3. Form and maintain meaningful communication with parents, partner schools and the wider
community.
4. Maintain an English speaking and learning environment which embraces our multilingual community.
5. Induct all those new to our school in accordance with our values and beliefs so they are encouraged to
feel part of our enterprise and mission, and embrace our culture.
6. Promote the ethos of creativity, activities 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.
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WELCOME MESSAGE
FROM THE PRINCIPAL
Welcome to Year 12 & 13 curriculum brochure for students studying from
2016 to 2018 at Sha Tin College. I trust that you will find this booklet
informative and helpful in making the right choices for your studies in the
last two years of our Senior School. As you will gather from the brochure,
student life in Years 12 and 13 is very exciting, varied and focused on
encouraging students to “fulfill their own potential and that of others.”
This happens through a high standard of individual study, group work
and participation in a range of activities linked to creativity, activities
and service. Although a considerable and consistent effort must be
made throughout their two years of study, students will find their time
memorable, enjoyable and rewarding. Sha Tin College prides itself in a
very high level of student achievement and subsequent placements in
prestigious universities and colleges around the world. It is our aim to
ensure that students leave as well-rounded young adults with a sense of
self-esteem and self-awareness. I look forward to welcoming you to Sha
Tin College and working with you over the next two years. Good luck with
all your endeavours.
Marc Morris
Principal
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Sha Tin College
WELCOME MESSAGE
FROM THE Vice pRINCIPAL
“Excellence is never an accident. It is always the result of high intention,
sincere effort, and intelligent execution; it represents the wise choice of
many alternatives - choice, not chance, determines your destiny.”
- Aristotle
Welcome to the final stage of your education at Sha Tin College. Your
learning so far has been leading you towards the pinnacle of the IB
Diploma Programme (IBDP) and associated courses. It is a challenging
programme yet one that will give you countless opportunities to thrive
and to further your academic skills, knowledge and understanding. Your
time in the Senior School will allow you to identify your strengths and the
interests you would like to pursue in the future.
The IBDP uses a range of assessments including internal assessments and
external examinations. It is broad and balanced and involves a compulsory
core of Creativity, Activity and Service (CAS), Theory of Knowledge (TOK)
and an Extended Essay (EE). Balancing your studies with your whole
school contributions and private life is key to the successful completion of
the IBDP.
Some of you may prefer an alternative curriculum pathway which provides another route to higher
education. For students with specific subject strengths but perhaps not across the whole curriculum,
the IB Courses Programme involves elements of, but not the full, IB Diploma Programme. It also includes
a core of CAS and other areas of holistic development tailored to the individual needs of the enrolled
student. Please see Ms. Jutka Czirok, the Alternative Curriculum Coordinator, if you are interested in
following this alternative curriculum pathway.
Please spend time reading through this brochure, and talk with your teachers, parents and counsellors
before deciding on an academic route which is right for you and your life ahead. The information in the
brochure is intended to be a starting point for your consideration and should complement other available
information.
Aristotle may not have had to elect six
subjects to study as part of his Senior School
life, but he did understand the importance
of thinking carefully about choosing wisely.
It is important that you now start to think
carefully about your future.
It is an exciting time of possibilities, choices
and opportunities. I wish you all the best in
the Senior School.
Paul Hoang
Vice Principal
IBDP Coordinator
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WELCOME MESSAGE
FROM THE HEAD OF SENIOR SCHOOL
Dear Students
Let me congratulate you on entering the Senior School of Sha Tin College
where I believe you will experience a challenging, vibrant and exciting two
years.
The course that you are about to embark on will test your time
management and motivation and will also be intellectually challenging.
You will be taught to question accepted viewpoints, to research and
consider a wide range of opinions and to analyse and structure your
answers in depth, all of which will prepare you thoroughly for the new
challenges of higher education after Sha Tin.
There is a strong team of Heads of Year and Deputy Heads of Year in the
Senior School to help and guide you through the two years. In addition,
your Tutor will be a great support to you and the HE Counsellors and Heads of TOK, Extended Essay and
CAS will be on hand to give help and advice with every aspect of the requirements of your course.
Our academic results are excellent but life in the Senior School is about much more than just success in
the classroom. I hope that you will become fully involved in a variety of performance, sports, charity work
and student leadership roles since it is these things that students often remember most fondly about life
in the Senior School.
Albert Einstein said “Numerous and large are the lecture halls, but far from numerous the young people
who genuinely thirst for truth and knowledge”. I hope that even when you find the going tough, you will
continue to thirst for truth and knowledge and that your two years in the Senior School will be the start of
a lifelong journey of curiosity and the love of learning.
I look forward to meeting you all in the coming months. If you have any questions please contact me at
parryj1@shatincollege.edu.hk
Jane Parry
Head of Senior School
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Sha Tin College
AN INTRODUCTION to Year 12 & Year 13
Sha Tin College has approximately 1200 students with over 300 students in the Senior School. We fully
embrace the mission of the International Baccalaureate Organisation (IBO) and offer a broad IB and
Applied Learning curriculum, with a choice of over 30 subjects, to cater for the needs of the individual
student. The curriculum encourages students to become creative and critical thinkers and its international
base enables students to explore their own as well as other cultures.
We provide opportunities for students to take intellectual risks by facilitating independent learning
and encouraging debate and discussion in formal and informal settings. Sha Tin College has developed
excellent working relationships between students and staff. Students can access staff outside of lessons
and during the wealth of co-curricular activities that are on offer during and after school. All teachers
are committed to the IB philosophy of nurturing lifelong learners and encourage students to take
responsibility for their own learning through a wide variety of teaching styles and methodologies.
Sha Tin College offers a diverse range of co-curricular activities and there are also many opportunities
for leadership and teamwork. Students are encouraged to keep abreast of current world affairs and
participate in the varied social life that Sha Tin College has developed. An emphasis is placed on helping
and caring for others through fundraising and charitable activities and students are encouraged to work
together to organise these events.
Sha Tin College aims to support the whole student and there is a well developed system of support
and guidance for students that takes care of their personal, social and emotional needs as well as their
academic welfare and higher education and career aspirations. We have a dedicated team of higher
education and careers counsellors who deliver a comprehensive programme of guidance and counselling
to ensure that students make informed choices about their future.
Sha Tin College welcomes students of all abilities and interests and seeks to provide a stimulating and
purposeful environment in which all individuals are challenged to realise their full potential. Each student
receives personal guidance to ensure that they are placed on an IB programme that will lead to individual
success, whilst providing a suitable level of academic rigour and enable access to higher education and
career opportunities in the future. Each student is assessed on a regular basis and progress throughout
the Senior School is monitored closely and communicated to parents. Contact with parents is given a high
priority.
Sha Tin College offers a wide range of opportunities for energetic, young people to enjoy and demonstrate
their talents. Staff are willing to help and support; but ultimately the beginnings of a successful future
depend on the motivation of each individual. To achieve their full potential, each student must be
prepared to rise to the challenge that Sha Tin College Senior School has to offer them.
Leadership Opportunities
All Year 12 & 13 students are expected to act in a mature, responsible manner and as role models for
younger students. There are opportunities for students to undertake specific leadership roles and organise
events and activities.
STUDENT LEADERS
The role of student leaders is vital to Sha Tin College. These students assist staff in the planning and
implementation of whole-school, community-based and fundraising events.
Student leaders have a degree of autonomy in their role and are encouraged to introduce new ideas and
work collaboratively to bring them to fruition. Individuals who can demonstrate maturity, enthusiasm and
a commitment to the aims of the College are invited to apply to be Student Leaders. Staff will interview
suitable candidates and those selected will be provided with appropriate training.
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Student Leaders hold office from October of Year 12 until December of Year 13. They are directly
responsible to the Head of Senior School and will liaise closely with form tutors, younger students and
their peers.
Year 12 & 13 students selected to be student leaders, assigned to specific house groups, will have the
opportunity to work closely with the staff and students in that house group to develop opportunities for
students to face challenging situations that will recognize and encourage commitment both inside and
outside school.
CAREERS and HIGHER EDUCATION PROGRAMME
After leaving Sha Tin College, our students move on to Higher Education throughout the world.
Whatever their destination, we aim to equip them to make the best possible choice of both what and
where to study based on their own personal interests, talents and backgrounds. While most of our
students attend university in one of our five major destination countries (U.K., Canada, U.S.A., H.K. and
Australia), Sha Tin College graduates have enrolled in universities in over 25 countries in the past 5 years.
Preparation for Careers choices, potential Higher Education paths and related school subject choices is an
integral part of the Global Thinking Skills (GTS) programme from Years 9 through 13.
COLLEGE AND UNIVERSITY VISITS
We highly recommend that students try to arrange visits to institutions which they are considering for
their future Higher Education. The best time to arrange these is during the summer holidays after Year 12,
so that they are ready to make their applications in Year 13. The Library and Learning Centre or Careers
Office will give support and advise on how best to arrange a programme of visits.
WORK EXPERIENCE
Work Experience is widely regarded as an essential part of preparation for Higher Education and
future employment. We recommend that students arrange and complete a placement of at least one
week before they start Year 13. The Higher Education and Careers counsellors can help students in the
procedure of how and where to look, and how to make requests as they are organising their placements.
Please note that while these placements are very useful for all students, they are especially important for
competitive higher education paths in fields such as Medicine, Law, Engineering, Architecture and Design,
as students must have evidence of understanding what is involved in the professions that these university
courses/programmes prepare them for.
Privileges
A number of privileges are available to Year 12 and 13 students.
DRESS CODE
Students in the Year 12 and 13 are expected to dress appropriately for a place of learning. The following
guidelines should be adhered to:
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Clothing may be casual but must always be practical, well presented and clean.
Clothing should not contain any provocative or offensive slogans or designs.
Footwear should be unobtrusive and appropriate for climbing stairs.
Footwear must always be appropriate for practical Art, Science & DT lessons.
Skirts and shorts must be of a reasonable length.
All jewellery must be discreet and suitable for the school environment.
One facial piercing (a discreet stud only and excluding ear piercing) is allowed but prior approval must
be obtained from a member of the Senior School Team. The Senior School Team are arbiters of what is
acceptable and inappropriately dressed students may be sent home to change.
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Sha Tin College
PRIVATE STUDY
All Year 12 students will have some private study periods per two-week period. Private study periods are
designed to provide additional time for work and research, allow access to the Senior School Centre and
Library and Learning Centre and enable critical discussion between students. It is imperative that students
manage this time productively and learn to work independently. Internal assessment (coursework)
deadlines must be met.
During this time, students are free to study in the Senior School Centre, Seminar Rooms (Rooms 233 to
236) if available, and the Library.
STUDY AFTERNOONS
In recognition of the heavy workload of Year 12 and Year 13 students, and as part of the Senior School
privileges, students may have one or two study afternoons per week when they can study at home,
timetable permitting. This privilege is only extended to those students who abide by the student contract
and who display a mature, responsible attitude to their studies.
Study afternoons will be awarded to responsible Year 12 students in November of Year 12 and from the
beginning of Year 13.
THE SENIOR SCHOOL CENTRE
This room is for the use of Year 12 & 13 students. It contains a suite of laptops, with internet access
and there is also a resources section which has relevant periodicals, reference books and newspapers
for student use. All resources must remain in the Senior School Centre, unless the Manager has given
permission for them to be removed.
The room should be a quiet work area during lesson time but it can also be used for relaxation during
breaks. No food or drink may be consumed in the room at any time.
SENIOR SCHOOL SEMINAR ROOMS (233-6)
The Senior School corridor contains five seminar rooms which are for the exclusive use of Year 12 and
13 students. These rooms can be used for private study when they are not being used for Senior School
lessons. They may also be used for relaxation or discussion at break or lunchtime.
Student Support Services
Every student in Years 12 and 13 belongs to a tutor group consisting of approximately 18 students. They
meet with their tutor every morning for registration and later in the day, for an additional 15 minutes,
four times per week. Tutors act as CAS Advisors, monitor academic progress, contribute to the higher
education reference and get to know the students well over the two year period.
Tutors and students are supported by the Head of Year, Deputy Head of Year and the Head of Senior
School (who is responsible for students in Years 11, 12 and 13).
Sha Tin College has a psychologist who is available to meet with students for personal and school related
issues, on a referral or self-referral basis, once per week.
Roseman Tsim is the School Social Worker who is based in school for four days per week. She meets with
students and families and is extremely proactive in organising locally based community service. The School
Health Professional Officer deals with any health issues which may arise.
All members of the Sha Tin College community work together to support students and achieve the school
mission statement and aims.
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SCHOOL LIBRARY AND LEARNING SUPPORT
Creativity, innovation, critical thinking and problem solving are named by global
executives as the top skills they seek in potential employee. All of these skills require
excellent research and information retrieval abilities.
The Library and Learning Centre (LLC) at Sha Tin College is well-equipped with
resources and qualified library staff to assist Senior School students master
“21st Century” information literacy skills that are critical for academic success
while at STC and provides a sound foundation as they explore and pursue their
professional goals later in life. In our commitment to expanding a comprehensive
collection of world literature and non-fiction, in both print and digital format, the
LLC works closely with subject areas to ensure students have access to resources that are aligned with the
IB curriculum. Our goal is to provide a balanced and differentiated collection that suits the needs of all our
students.
Through the LLC students are given support and guidance on information retrieval, effective use of
databases and writing and researching extended essays and personal projects. The Librarian also delivers
dedicated sessions to all Senior School students on plagiarism and writing bibliographies and is available
to offer personal assistance to individual students as they research for their assignments. The library has
a dedicated IB Resource website to help direct
students to valuable information resources and
provide them with hints and tips on efficient and
effective research skills.
The library is a vibrant learning centre which
provides students with a quiet and comfortable
environment conducive to effective study and
reflection. It is a place where inquiring minds are
able to image, create, inspire and connect.
Sonia Hansen
Librarian
SCHOOL COUNSELLING SERVICE
Welcome to Year 12! I hope you find the experience enriching and above all memorable time of your life.
It can be a time of great change and possibility, however it can also be stressful, as you have probably
heard from your Year 13 peers!
You may find this time of your life is also marked by other events that make you feel you need someone to
talk to. Seeing a psychologist provides a CONFIDENTIAL place that you can go to, to talk about any worry,
decision or concern you have. No issue or concern is too
small or big for the school psychologist. Some students
have come to see us to talk about:
• Fear of failure
• Concerns about friendship or relationships
• Feeling depressed or too stressed
• Life decisions
• Family conflict or pressures at home that affect school life
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Sha Tin College
Many students who seek help find enormous relief from seeing a counsellor or psychologist. The
counsellor and psychologist will not judge you, they will do their best to help you, navigate through these
important years. Don’t be afraid to get help.
Your school counsellor is Joanna Day and psychologist, Larissa Kirpichnikov, both from PsychCentral.
To make an appointment, speak with your Head of Year or email directly to joanna@psychcentralhk.com
or larissa@psychcentralhk.com
Appointment is advisable as we tend to get booked up. Joanna Day
Counsellor
Larissa Kirpichnikov
Psychologist
SCHOOL SOCIAL WORK SERVICE
Our School Social Worker, Ms Roseman Tsim from Hong Kong Young Women’s Christian Association Sha
Tin Integrated Social Service Centre is based in the school four days a week except Wednesdays. She can
be found in Room H11B and is also contactable via telephone and email during school term.
Roseman meets with students and their families to deal with potential difficulties such as parent-child
relationship, school adjustment, peer relationships, coping with stress and other personal issues. She sets
up links with outside agencies to enable a range of placements and projects to
be undertaken by students of all ages. These include work with local charities,
the elderly and other ‘at risk’ groups in the society. Many students have found
these community service experience meaningful and insightful apart from
fulfilling their CAS activity requirements.
School Telephone: Room H11B
Tel: 2699 1811 (ext.118)
Email: social_worker@shatincollege.edu.hk
Agency Telephone:
Podium Level, Hip Wo House,
Wo Che Estate, Sha Tin, N.T.
Tel: 2698 3008 / 2691 9170
Roseman Tsim
School Social Worker
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The Senior Leadership Team
Marc Morris
Principal
Paul Hoang
Christine Rowlands
Vice Principal
Lucie Purves
Senior Leader
Head of Lower School
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Vice Principal
Sian May
Senior Leader
Head of Middle School
Jane Parry
Greg Thornton
Vice Principal
Senior Leader
Lee O’Leary
Senior Leader
Shwan Law
Business and Administration
Manager
Gareth Morgan
Senior Leader
Sha Tin College
The Senior School Team 2016
Paul Hoang
Vice Principal
IB Coordinator
Carlos Ortega
Head of Year 12
Kin Hoang
Senior School Administrator
Jane Parry
Senior Leader
Victoria Harvey
Jonathan Barton
Julie Slater
Patrick Campbell
Deputy Head of Year 12
Senior School Administrator
Head of Year 13
Head of Careers/HE
Ariana Findlay
Deputy Head of Year 13
David Stott
Careers/HE Counsellor
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The IB Diploma Team
Paul Hoang
Vice Principal
IBDP Coordinator
Richard Overens
CAS Coordinator
Lucy Ogilvie
Coordinator of TOK and GTS
Chris Taylor
Jutka Czirok
EE Coordinator
Alternative Curriculum
Coordinator
Sonia Hansen
Student Support Team
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Joanna Day
Larissa Kirpichnikov
Roseman Tsim
Counsellor
Psychologist
Social Worker
Librarian
Sha Tin College
Administrative and Technical Support
staff roles and locations
Julie Slater
Lorna Gomes
Principal's Secretary
Admission/Leaving/
School Transfer/Principal's
Commendation
(General Office)
Senior School
Administrator
(Years 12 and 13)
Octopus/Reports/Credit
Awards (Room 238)
Kin Hoang
Vivian Wong
Communication Officer
General Inquiries
(Reception Desk)
Jane Yao
Executive Officer
Publications and
Communications
Senior School
Administrator
(Years 12 and 13)
Octopus/Reports/Credit
Awards (Room 238)
Iris Wan
Examinations and
Data Manager
Publication/Website/
Communications
(General Office)
Examination administration,
scheduling, exam results
Keith Lam
Yee Boon Choo
Data Administrator
Senior Administrator
(Cover, HR and Exams)
Gateway/MUSE/
Timetable
(Room 335)
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Sha Tin College
Year 12 and 13 programmes
You can choose from one of two programmes at Sha Tin College
The International Baccalaureate (IB) Diploma programme (p.18)
The International Baccalaureate (IB) Diploma Programme Courses (p.31)
Both our programmes embrace holistic learning but are suited to different learning styles.
At the time of writing, the College is seeking accreditation to offer the IB Career-related Programme
(IBCP). For more details about this alternative curriculum pathway, contact Ms. Jutka Czirok (Alternative
Curriculum Coordinator) or Mr. Paul Hoang (Vice Principal).
Minimum requirements for entry
We aim to deliver a range of programmes suitable for nearly all abilities. Students are required to meet
certain expectations such as an appropriate standard of written and spoken English, a demonstrated
commitment to learning, and a record of good behavior and attendance record.
1. The IB Diploma programme
At least 5 (I)GCSEs at grade C or above, one of which will normally be in English Language, with grade B
or above in Higher Level subjects. In addition, students with less than
(i) a C in (I)GCSE Maths (or equivalent) should take Mathematical Studies SL and
(ii) a B average in Double award Science (I)GCSE or two separate Science certificates would not be able to study more than one Group 4 experimental Science subject at HL.
In addition, students are expected to study a language acquisition course which provides a suitable level
of challenge.
2. IB Diploma Programme Courses
Some (I)GCSEs or equivalent with at least 2 at grade C or above.
Other qualifications will be considered on an individual basis.
An (I)GCSE at grade C in English Language and your chosen specialism is desirable.
Students should be aiming to achieve a good grade in English to be considered for these courses as some
of the assessment evidence will be written.
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Sha Tin College
THE IB DIPLOMA PROGRAMMES
IBO mission statement
The International Baccalaureate Organization aims to develop inquiring,
knowledgeable and caring young people who help to create a better and
more peaceful world through intercultural understanding and respect.
To this end the IBO works with schools, governments and international organizations to develop
challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong
learners who understand that other people, with their differences, can also be right.
The IB Learner Profile
The aim of all IB programmes is to develop internationally minded people who help to create a better and
more peaceful world. Thus 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 acquiring
in-depth knowledge and understanding across a broad and balanced range of disciplines.
Thinkers. They exercise initiative in applying thinking skills critically and creatively to recognize and
approach complex problems, and make reasoned, ethical decisions.
Communicators. They understand and express ideas and information confidently and creatively in more
than one language and in a variety of modes of communication. They work effectively and willingly in
collaboration with others.
Principled. They act with integrity and honesty, with a strong sense of fairness, justice and respect for the
dignity of the individual, groups and communities. They take responsibility for their own actions and the
consequences that accompany them.
Open-minded. They understand and appreciate their own cultures and personal histories, and are open
to the perspectives, values and traditions of other individuals and communities. They are accustomed to
seeking and evaluating a range of points of view and grow from the experience.
Caring. They show empathy, compassion and respect towards the needs and feelings of others. They have
a personal commitment to service, and act to make a positive difference to the lives of others and to the
environment.
Risk-takers. They approach unfamiliar situations and uncertainty with courage and forethought, and have
the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in
defending their beliefs.
Balanced. They understand the importance of intellectual, physical and emotional balance to achieve
personal well-being for themselves and others.
Reflective. They give thoughtful consideration to their own learning and experience. They are able to
assess and understand their strengths and limitations in order to support their learning and personal
development.
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The IB Programmes
The IB Diploma Programme 1
The IB Diploma Programme is a challenging two-year programme of international education for students
aged 16 to 19. It is regarded as a highly prestigious entry qualification by Higher Education institutions and
universities throughout the world.
The IBDP prepares students for university and encourages them to:
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ask challenging questions
learn how to learn
develop a strong sense of their own identity and culture
develop the ability to communicate with and understand people from other countries and cultures.
At Sha Tin College the programme is taught in English.
The Diploma Programme is one of three programmes offered by the IBO. The Primary Years Programme
(PYP) is designed for primary age students and is followed by all ESF primary schools including Sha Tin
Junior School, our main feeder school. The Middle Years Programme (MYP) is for students aged 11 – 16;
this is not offered at the College, which offers (I)GCSE courses instead.
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http://www.ibo.org/diploma
Sha Tin College
The ib diploma programme curriculum
The IBDP contains six subject groups
together with a core made up of three
separate parts. The educational
philosophy of the IBDP is to provide
a balanced academic programme,
which avoids over-specialisation
but does not sacrifice depth for
breadth. Normally 3 of the 6
subjects are studied at higher
level (a recommended 240
teaching hours per course),
and the remaining 3 subjects
are studied at standard level
(150 teaching hours per
course).
All three parts of the core
— Extended essay, Theory
of Knowledge and Creativity,
Activity, Service — are compulsory
and are central to the philosophy of
the Diploma Programme.
Group 1 & 2
Studies in Language & Literature
and Language acquisition
Students select two languages:
one from Group 1 and an
additional language from Group
1 or 2. Group 1 Language is in
English or Chinese (Putonghua)
which is usually the students’
best language and the students
may choose from three courses;
(i) Literature (ii) Language and
Literature course (iii) Literature
and Performance. Students may
study in their best language, if
not English or Chinese, on a self
taught course.
Group 2 is designed for students
learning a second language.
There are two levels; language
B for students with some
experience and ab initio for
beginners. Students select the
language courses based on their
language proficiency.
Group 3
Individuals and Societies
• Business Management
• Economics
• Environmental Systems and
Societies
• Geography
• Global Politics
• History
• Information technology in a
global society
• Philosophy
• Psychology
Group 4
Sciences
• Biology
• Chemistry
• Design Technology
• Environmental Systems and
Societies
• Physics
• Sports, Exercise and Health
Science
Group 5
Mathematics
• Mathematical Studies
• Mathematics
• Further Mathematics
Group 6
The Arts
• Film
• Literature and performance
• Music
• Theatre
• Visual Arts
19
Subjects
Offered
Group
2
Group
1
Language
Studies in
Acquisition*
Language &
Literature*
Literature
(English A)
Language and
literature
(English A)
Literature and
performance
(English A-SL
only)
Literature
(Chinese A)
Language and
literature
(Chinese A)
Self taught
Literature
(SL only)
Mandarin B
French B
Spanish B
Japanese B
(SL only)
Ab Initio
Language:
(SL only)
Japanese
Italian
(Different Ab Initio
languages may be
available in August
2016)
at Group
Sha Tin
College
Group 4
3
Individuals in
Society
Science
Group 5
Mathematics
Group 6
Arts
Business and
Management
Biology
Mathematics
Film
Chemistry
Mathematical
Studies
(SL only)
Literature and
performance
(English A-SL
only)
Economics
Environmental
Systems and
Societies
(SL only)
Design
Technology
Geography
Environmental
Systems and
Societies
(SL only)
Global Politics
Physics
History
Information
Technology in
a Global Society
Philosophy
Sports, Exercise
and Health
Science
(SL only)
Music
Theatre Arts
Visual Arts
Students are strongly
encouraged to take
a Group 6 Subject. If
your higher education
requirements need an
elective subject from
Groups 2-5 instead of
a Group 6 subject then
this must be justified in
your application.
Psychology
* Students must study at least two languages, one must be from Group 1. The second can be from Group
1 or 2. If two Group 1 subjects are chosen, they must be in different languages. Studying two Group 1
languages leads to a Bilingual Diploma. You cannot study two Ab Initio languages.
You are encouraged to consider an Arts subject in Group 6 unless your higher education plans require an
elective (from Groups 1-5) to be studied.
You will receive a grade for each of the six subjects, ranging from 7 (highest) to 1 (lowest). A minimum of
24 points is required to obtain a Diploma. They can also gain up to three bonus points to count towards
your final score from the Theory of Knowledge Course and the Extended Essay. The maximum Diploma
score is therefore 45 points.
Environmental Systems and Societies (ESS) and Literature and Performance are interdisciplinary subjects.
• ESS may be studied in Group 3, 4 or both. If you take this course you may select two Arts subjects in
Group 6.
• Literature and Performance may be studied in Group 1, 6 or both. If you take this course you may
select another Arts subject in Group 6, but you cannot study Theatre. You may take another Group 1
subject but not in English.
20
Sha Tin College
What are the core requirements?
The core requirements of the IB Diploma are:
1. Creativity, Activity, Service
2. Extended Essay
3. Theory of Knowledge
All Senior School students are also required to follow courses in PE and GTS.
Creativity, Activity and Service (CAS) p. 23
Participation in the school’s CAS programme encourages students to be involved in artistic pursuits, sports
and community service work, thus fostering students’ awareness and appreciation of life outside the
academic arena.
Extended Essay (EE) p. 28
The extended essay has a prescribed limit of 4,000 words. It offers the opportunity to investigate a topic
of individual interest, and acquaints students with the independent research and writing skills expected at
university.
Theory of Knowledge (TOK) p. 29
The interdisciplinary TOK course is designed to provide coherence by exploring the nature of knowledge
across disciplines, encouraging an appreciation of other cultural perspectives.
Physical Education (PE) p. 32
All Year 12 and 13 students have one timetabled period a week in which they undertake some form
of physical activity. There are a wide range of options available including swimming (Bronze Medallion
Award) and yoga. Students can take up to 4 different activities each academic year.
Global and Social Thinking Skills (GTS) p. 33
In Years 12 and 13 GTS deals with difficult personal, social and global questions that arise in students’
lives. We give particular focus to creative and critical thinking skills, and developing capacity for problem
solving in society at local, national and international levels.
How are students assessed?
Students are assessed both internally and externally in ways that measure individual performance against
stated objectives for each subject in IBDP.
Internal assessment (IA)
In nearly all subjects at least some of the assessment is carried out internally by teachers, who mark
individual pieces of work produced as part of a course of study. Examples include oral exercises in
language subjects, market research in Business Management, practical laboratory work and projects in
Science, mathematical investigations and artistic performances.
External assessment
• Some assessment tasks are facilitated and overseen by teachers without the restrictions of
examination conditions, but are then marked externally by examiners. Examples include world
literature assignments, essays for theory of knowledge, written tasks for Language A, and the EE.
• Because of the greater degree of objectivity and reliability provided by the standard examination
environment, externally marked examinations form the greatest share of the assessment for most
subjects in IBDP.
21
The grading system is criterion based (results are determined by performance against set standards, not
by each student’s position in the overall rank order); validity, reliability and fairness are the watchwords of
the IBDP assessment strategy.
Do universities recognize the IB diploma?
The IBDP is widely recognized by the universities around the world.
The IB contineus to work closely with universities in all regions of the world to gain recognition for the IB
Diploma.
To aid this process, university admissions officers and government officials have direct online access to all
syllabuses and recent examinations.
To assist IBDP students in making appropriate choices, the IB holds a database containing contact details
of universities around the world together with up-to-date information about their requirements for
admission.
Students applying to a particular university may also grant permission for their grades to be accessed
directly from the IB’s secure website.
22
Sha Tin College
IB DIPLOMA Core Curriculum
CREATIVITY, ACTIVITY, SERVICE (CAS)
The CAS programme aims to develop students who:
• enjoy and find significance in a range of CAS experiences
• purposefully reflect upon their experiences
• identify goals, develop strategies and determine further
actions for personal growth
• explore new possibilities, embrace new challenges and adapt
to new roles
• actively participate in planned, sustained, and collaborative
CAS projects
• understand they are members of local and global communities
with responsibilities towards each other and the environment.
CAS also provides the main opportunity to develop many of the attributes described in the IB learner
profile. (see p. 17)
• Reflective thinkers; they understand their own strengths and limitations, identify goals and devise
strategies for personal growth
• Willing to accept new challenges and new roles
• Aware of themselves as members of communities with responsibilities towards each other and the
environment
• Active participants in sustained, collaborative projects
• Balanced; they enjoy and find significance in a range of activities involving intellectual, physical,
creative and emotional experiences.
Creativity. covers activities which challenge students to be creative and expressive. This aspect of CAS
is often realised by a student through participation in areas of the Arts, Music, Drama, Dance, Debate,
Photography, Film, learning a new language and Model United Nations. Creativity can also include ‘creating’
things through personal initiative and drive, such as designing and carrying out a community service
project. Note that any creative activity done for CAS must be separated from ordinary curriculum work i.e.
it is not possible to claim work done in an IB Visual Arts class as CAS.
Activity. covers activities which challenge students to participate through physical involvement. This aspect
of CAS can be realised through participation in various team and individual sports (not merely ‘passive’
involvement, but involvement with a clear goal in sight), both at competitive and non-competitive levels,
as well as other activities such as expeditions, outings and physical labour for a community service or
environmental project.
Service. covers activities which challenge students to participate in projects and activities with the aim
of helping others. An identifiable individual, group or cause should be overtly helped if the activity is
truly ‘service’. This is perhaps the most important aspect of the CAS programme since involvement in
service can do much to help students to develop the key characteristics which will make them positive and
contributing ‘global citizens’.
Seven Learning Outcomes of CAS
Through meaningful and purposeful CAS experiences, students develop the necessary skills, attributes and
understandings to achieve the seven CAS learning outcomes:
23
LO 1
Descriptor
LO 2
Descriptor
LO 3
Descriptor
LO 4
Descriptor
LO 5
Descriptor
LO 6
Descriptor
LO 7
Descriptor
Identify own strengths and develop areas for growth
Students are able to see themselves as individuals with various abilities and skills, of
which some are more developed than others.
Demonstrate that challenges have been undertaken, developing new skills in the process
A new challenge may be an unfamiliar experience or an extension of an existing one. The
newly acquired or developed skills may be shown through experiences that the student
has not previously undertaken or through increased expertise in an established area.
Demonstrate how to initiate and plan a CAS experience
Students can articulate the stages from conceiving an idea to executing a plan for a CAS
experience or series of CAS experiences. This may be accomplished in collaboration with
other participants. Students may show their knowledge and awareness by building on a
previous experience, or by launching a new idea or process.
Show commitment to and perseverance in CAS experiences
Students demonstrate regular involvement and active engagement in CAS.
Demonstrate the skills and recognize the benefits of working collaboratively
Students are able to identify, demonstrate and critically discuss the benefits and
challenges of collaboration gained through CAS experiences.
Demonstrate engagement with issues of global significance
Students are able to identify and demonstrate their understanding of global issues, make
responsible decisions, and take appropriate action in response to the issue either locally,
nationally or internationally.
Recognize and consider the ethics of choices and actions
Students show awareness of the consequences of choices sand actions in planning and
carrying out CAS experiences.
For the completion of CAS at Sha Tin College students
need to complete:
• 4 major commitments (one in each area C, A & S plus one
other)
• 1 major CAS project
• 6 minor commitments (a balance in all 3 areas of C, A & S)
• 1 CAS week activity
• Evidence of achievement of all 7 Learning outcomes
Students must record evidence of CAS completion and keep
track of all their CAS progress in the Sha Tin College CAS Gateway online system.
FAQs in CAS
1. How much CAS do I have to do?
The requirement at STC is that you complete 4 Major commitments (one must be a project based) 6
minor commitments and 1 CAS week activity. You need to have evidence of the achievement of all of
the CAS learning outcomes of CAS (see p.23). It is stipulated in the IBO guide that students should be
participating in CAS on a weekly basis over an 18 month period of their IB Diploma program with a
balance in each of the areas.
24
Sha Tin College
2. Can I complete all of my CAS requirements in Year 12?
No! CAS is not something that a student is encouraged
to get out of the way at the earliest opportunity. In fact
that option would defeat the entire philosophy of CAS
and this is why hour counting is not encouraged. The IBO
expects students to participate in CAS activities during a
MINIMUM of 18 months of their Diploma programme.
3.What is the difference between a major and minor
commitment?
Major commitments equate to an activity/event/
project lasting for a minimum of 12 hours that is taken
over a block of time and involves a weekly or regular
participation. They should show a significant level
of personal involvement, initiative and commitment and should fulfil several of the CAS learning
outcomes.
Major commitments have no upper limit some can last the duration of the school year or a term.
Examples include: speech festival competition, hip hop dance lessons, musical instrumental lessons,
HKAYP, student leadership position, writers for the school newspaper or working on the school’s ICT
team.
Minor commitments are one-off events and are generally of short duration. Examples include: Helping
a charity organization paint an art mural, flag days, taking part in dance competition during the school
fair, running a stall in the school fair, beach clean ups. Minor commitment generally do not involve you
committing a lot of time or effort in planning the event/activity and may only achieve one/two of the
CAS learning outcomes.
4. Can I count serving refreshments in parents/award evening or timing for swimming gala/sports day
as minor commitments?
Any commitments or activities you do for CAS have to fulfil the CAS learning outcomes, you need to
justify how some of them can be achieved in taking part or assisting in the activity. If they cannot be
achieved then NO, it cannot contribute towards your CAS requirements.
You need to ask yourself the question “what have I learned?” instead of does it count as CAS? It does
not mean you should not help out during these events just because you can’t count them as CAS! You
are contributing to the school and the wider school community by assisting in such events.
5. I have been playing basketball since Year 10, can I still count it as CAS as I have continued to play in
Year 12?
Yes, however you are encouraged to move out of your comfort zone and try something new for CAS,
you will be able to achieve different CAS learning outcomes. Remember CAS is not more of the same,
challenge yourself and do something new.
6. Can I use my PE time as CAS?
NO! It’s not self-initiated/planned and PE is compulsory as a student here at Sha Tin College. There are
some cases where it is allowed, speak to the CAS coordinator/CAS Advisor.
7.Do all CAS commitments have to be validated by a supervisor?
YES, your supervisor or teacher needs to complete a form to validate that you have completed that
activity/commitment. (Forms are available in SSC)
8. How do I know whether an activity can be counted as CAS?
A CAS experience must:
• fit within one or more of the CAS strands
• be based on a personal interest, skill, talent or opportunity for growth
• provide opportunities to develop the attributes of the IB learner profile
25
• not be used or included in the student’s Diploma
course requirements
To further assist students in deciding on a CAS experience,
the following questions may be useful for students to
consider.
• Will the experience be enjoyable?
• Does the experience allow for development of
personal interests, skills and/or talents?
• What new possibilities or challenges could the
experience provide?
• What might be the possible consequences of your CAS
experience for you, others and the environment?
• Which CAS learning outcomes may be addressed?
9. Can I start my CAS during the summer before the start
of Year 12?
No! It takes time at the beginning of the CAS program to work with the students and guide them in
understanding the Learning Outcomes of the CAS program as well as the philosophy and purpose.
Students need guidance in setting personal goals, appropriate Learning Outcomes, reflecting during the
process of the activity and Learning Outcome evidence. Facilitation and guidance of students is given
at the start of the Diploma programme therefore students should begin their CAS commitments at the
beginning of Year 12 and not the summer preceding the programme.
10. Can I fail CAS?
YES! CAS is one of the core components of the IB Diploma programme failing to complete it/fulfil the
CAS requirements leads to the withholding of the IB Diploma.
11. What are some examples of CAS activities?
26
CREATIVITY - (initiative
and expression)
ACTIVITIES - (physical activity,
training and sports)
SERVICE – (charity work,
volunteering and helping others)
Orchestra
Helping to coach a school or
community sports team
Helping to coach a school or
community sports team
Choir
HKAYP participation
English Playstation with Ms Tsim
Debating
Walk-a-thons
Student mentoring program
Photography Club
Hikes
Visiting/volunteering at hospitals/
elderly homes
VOiCE Editorial Team
Sports Day/ Swimming Gala
Tutoring new-immigrants/refugees
Student Leader/Council
Climbing
Organizing an event that raises
awareness/funds for a charity
Learning a musical
instrument
Training/Playing on inter-house
teams
Running a student led activity
Preparing and teaching
lessons
Training/Playing on community
sports teams
Crossroads volunteer
Planning and laying out
displays
Training/Playing on inter-school
teams
Sha Tin College EAG
Sha Tin College
12. What activities aren’t recognised as appropriate CAS activities?
As almost any genuine commitment can be recognised, it is difficult to say what not CAS is. The
following are some activities which may be inappropriate with comments on how to make them more
meaningful.
Activity
Why it may not be appropriate.
How to make it more suitable.
Stacking books in
the library.
Since there is no identifiable person or
cause being helped, this is not really
community service. You probably are not
meaningfully committing yourself to helping
someone if all you are doing is putting
books on shelves.
Why not spend some of your time in the
library with younger students who don’t like to
read, who need help choosing books or doing
research, who struggle to make a good use of
their time in the Library? This could be done
during library lessons or during lunch times.
Commit to helping them find suitable books and
even to reading with them – commit to helping
them enjoy their times in the Library.
Collecting money
on a ‘Flag Day’.
If you do not know or are not interested
in what the money you are helping to
collect will be used for, you are not actually
committing to help a cause.
Why not spend some time to find out what the
charitable organisation is involved in and if you
want to commit to help them, then great! In
addition to fundraising through ‘flag day’, spend
some time considering other ways you can help.
Helping a teacher
to photocopy
and staple
worksheets, to do
filing, etc.
As with the above example, there is no
meaningful contact with an identifiable
person who is being helped, nor are you
creating anything new.
Why not spend time in a lesson with a teacher
– you can get to know some of the students in
the class and possibly create a new worksheet
that is more attractive or interesting. You might
also help to tutor some students who struggle
to understand what is being taught. Commit
to creating something new and interesting
or commit to helping some students in their
studies.
Lessons /
Commitment in
expressive Arts,
Music, Drama,
Speech, etc.
If you are gaining curriculum credit
for involvement in any performing /
expressive arts activities, you cannot gain
further recognition for those particular
activities. They are not new to you – you
are not pushing yourself into something
challenging.
Why not expand your commitment to ‘The
Arts’ to other areas outside what is required by
your school workload and recognised through
your grades. This could include involvement in
community competitions or exhibitions, public
performances, etc. which are not linked to your
courses.
Y12/13 Games
participation
If you are involved in the same sport for
several sessions, or are committed to a
sport or activity outside of the Games
programme, then your commitment to
that sport or activity is not being expanded
or strengthened. The PE/Games format
aims to allow you to commit to learning a
variety of sports and activities at a mildly
competitive level.
Why not try activities and sports that you
are less comfortable with or which you don’t
know anything about. Challenge yourself to be
involved in different things that require different
skills. Commit to learning other sports and to
being active in a variety of ways.
Recreational
Since you are doing these types of activities
swimming, hiking, on your own and for your own pleasure,
jogging, etc.
relaxation and enjoyment (i.e. not training
in order to improve and refine skills, etc.),
then you are not challenging yourself in the
area of physical involvement.
Why not raise your level of commitment to
this activity or sport to include a more formal
training programme? You may even decide to
gain some help from a coach (this can be a peer
with approval/guidance of the CAS Coordinator).
This would allow you to develop your skills and
ability in a sport or activity that interests you.
*PLEASE NOTE: As mentioned above, the important issue regarding recognition of commitment is your attitude and level of involvement. Recognition can
be gained for things that may not seem appropriate because of individual circumstances. This can only be done through discussing things with your CAS
Advisor and making special arrangements with your CAS Co-ordinator. For example, if a student who is usually not physically active, decides to become
more active and fit and commits to push himself or herself to exercise regularly (for example, swimming 15 lengths, three times a week for 4 months),
then this should be recognised as a major commitment in the area of activities. If you aren’t sure, discuss it with your CAS Advisor and your CAS Coordinator.
27
Extended Essay (EE)
The extended essay is at the centre of the IB Diploma Diagram along with CAS and TOK. The aim of the
extended essay is to provide students with the opportunity to pursue independent research on a topic
of their choice. A student completing an extended essay will develop their ability to research, analyse
and draw conclusions. They will also need to communicate ideas clearly in an extended piece of written
work. It is a learning experience that is designed to give students a chance to study a topic in depth and is
therefore excellent preparation for the approach taken at university.
The Extended Essay is graded on an A-E scale. Students must achieve at least a grade D to be awarded a
Diploma.
Students will be allocated an Extended Essay Supervisor who will encourage and support the students by
providing advice and guidance. Due to the depth of study required, most students are recommended to
complete an extended essay in a subject they are completing at higher level.
The exception to this is the transdisciplinary World Studies EE which provides students with an opportunity
to undertake an in-depth, interdisciplinary study of an issue of contemporary global significance. World
studies extended essays may examine issues such as the global food crisis, climate change, terrorism,
energy security, migration, and global health, technology and cultural exchange.
Example Extended Essay Titles
28
Biology
• The effect of age and gender on the photoreceptor cells in the human retina.
Design
Technology
• Is the practice of recycling plastic bottles for the manufacture of polyester
fleece less damaging to the environment and society than the production of
virgin polyester fleece made directly from oil?
English
(Language A)
• The empowerment of the feminine in JRR Tolkien’s The Lord of the Rings
• What is the literary function of the dialogue between language and nature in
David Malouf’s an Imaginary Life?
French
(Language B)
• La perception de la mort dans L’Étranger et La Peste
History
• Continuity and change in Japanese policy towards Jewish refugees in Shanghai,
1938-1943
ITGS
• An analysis and comparison of the use of RFID tags for monitoring in Schools
and Hospitals: do the benefits outweigh the risks?
Psychology
• Applied Behaviour Analysis and Early Intervention: The Extent of Recovery from
Autism
Mathematics
• Alhazen’s Billiard Problem
• Does Queuing Theory adequately predict the performance, measures of a single
server queue?
Music
• To what extent do the recordings of Andres Segovia’s performances and
transcriptions of his guitar transcriptions retain the original flavour of its source
(Asturias by Albeniz and Chaconne from Violin Partita No.2 in D minor by Bach)?
Visual Arts
• Can Luc Tuymans be classified as a political painter?
Sha Tin College
Theory of Knowledge (TOK)
What are the aims of the IB TOK Course?
Specifically, the aims of the TOK course are for students to:
1. make connections between a critical approach to the construction of knowledge, the academic
disciplines and the wider world
2. develop an awareness of how individuals and communities construct knowledge and how this is
critically examined
3. develop an interest in the diversity and richness of cultural perspectives and an awareness of personal
and ideological assumptions
4. critically reflect on their own beliefs and assumptions, leading to more thoughtful, responsible and
purposeful lives
5. understand that knowledge brings responsibility which leads to commitment and action
Who is the course suitable for?
All students take the IB TOK course as it is a compulsory core part of the IB Diploma programme.
What topics will be studied?
TOK explores language, sense perception, emotion, reason, imagination, faith, intuition and memory
as ways of knowing. Since these things rarely work in isolation the TOK course explores how they work
together both in the context of different areas of knowledge and in relation to the individual knower.
Areas of knowledge are specific branches of knowledge each of which has a distinct nature and
different methods of gaining knowledge. The TOK course looks at eight areas of knowledge which are:
mathematics, the natural sciences, the human sciences, the arts, history, ethics, religious knowledge
systems and indigenous knowledge systems. These areas are compared and contrasted in order to allow a
deeper exploration of the relationship between areas of knowledge and ways of knowing.
29
How will students be assessed?
It is expected that by the end of the TOK course, students will be able to:
1. identify and analyse the various kinds of justifications used to support knowledge claims
2. formulate, evaluate and attempt to answer knowledge questions
3. examine how academic disciplines/areas of knowledge generate and shape knowledge
4. understand the roles played by ways of knowing in the construction of shared and personal knowledge
5. explore links between knowledge claims, knowledge questions, ways of knowing and areas of
knowledge
6. demonstrate an awareness and understanding of different perspectives and be able to relate these to
one’s own perspective
7. explore a real-life/contemporary situation from a TOK perspective in the presentation.
There are two assessment tasks in the TOK course: an essay and a presentation. The presentation can
be done individually or in a group and must be based on a real life situation. The essay is externally
assessed by the IB and must be on any one of six titles issued by the IB. Recent titles include:
1. “There is no such thing as a neutral question.” Evaluate this statement with reference to two areas of
knowledge. 2. “There are only two ways in which mankind can produce knowledge: through passive observation or
through active experiment.” To what extent do you agree with this statement?” 3. “There is no reason why we cannot link facts and theories across disciplines and create a common
groundwork of explanation.” To what extent do you agree with this statement?
4. With reference to two areas of knowledge discuss the way in which shared knowledge can shape
personal knowledge. 5. “Ways of knowing are a check on our instinctive judgments.” To what extent do yo agree with this
statement?
6. “The whole point of knowledge is to produce both meaning and purpose in our personal lives.” To
what extent do you agree with this statement?
30
Sha Tin College
IB Courses Programme Curriculum
The IB Courses Programme provides an alternative pathway to the full IB Diploma programme and is
more suitable for some students. It allows students who have interests or ability in specific areas of the
curriculum to focus on certain academic disciplines. You may opt to do a Courses Programme that is
composed of any IB subjects at either Standard or Higher level. You are not restrained by the Diploma
requirements so you could specialise in the Arts, Humanities and Technology or the Sciences etc.
depending on your strengths, interests and future career plans. Students would normally also include
Mathematical Studies and a Language A course (e.g. English Literature).
To ensure that IB Courses Programme is holistic there will be a core consisting of
• Creativity, Activity and Service (CAS)
• Senior school PE
• Global Thinking Skills (GTS) if this fits into the timetable.
The IB Courses Programme is very flexible and is adjusted to the needs of individual students. Most
combinations of subjects will be possible but this depends on the timetable constraints.
Please speak with Ms. Czirok, our Alternative
Curriculum Coordinator, for further information
about the IB Courses Programme.
IB Courses students have been successful in gaining
places on suitable Higher Educational programmes
and are advised to discuss this further with our
counsellors, Mr Campbell or Mr Stott.
31
ADDITIONAL SUBJECTS
Physical Education
A fit body leads to a fit mind. Evidence from
studies show that memory retention is
actually improved when physical movement
takes place on a regular basis.
The Physical Education programme in years
12 and 13 is designed to provide the students
with the opportunity to expand their current
interests and explore new ones. Students
select activities on an option basis. In the
following category areas:
•
•
•
•
Competitive sport
Health and well being
Active leisure
Coached courses
Among the activities on offer, some will be new to them, such as Yoga, Ultimate Frisbee, Geocaching,
Canoeing, Climbing, Flag Football, Tennis and Golf. Others will be existing favourites, Basketball, Rugby,
Volleyball, Table Tennis and Badminton. Many activities take place off site at local facilities such as HKIED,
Ma On Shan Golf Driving Range and Elements Ice Rink.
Also included in the programme are a series of Inter-House Competitions in which all students have the
chance to represent their house. These take place in the following sports, Netball, Basketball, Volleyball,
Rounders and Tag Rugby.
32
Sha Tin College
ADDITIONAL SUBJECTS
Global and Social Thinking Skills (GTS)
What are the aims of the GTS Course?
The aims of this course are to:
• support all other academic subjects by teaching transferable critical thinking skills
• to foster international mindedness
• to develop self-awareness and a sense of identity
• explore a topic of interest that has global significance
This is in line with the IB’s mission statement to ‘develop inquiring, knowledgeable and caring young
people who help create a better and more peaceful world through intercultural understanding and
respect’ and to ‘encourage students across the world to become active, compassionate and lifelong
learners who understand that other people, with their differences, can also be right’ (IB mission
statement).
All students take the GTS course as it is a core part
of their international education.
•
•
•
•
•
•
•
•
Globalisation and definitions
Government and Society
Global organisation e.g. UN, IMF, World Bank
Sustainable development and indigenous people
Conflict, Peace
Population and Food
Religion, Cults and Sects
Higher Education future thinking
Students will be assessed once a term. They will be asked to research and present their ideas showing
that they have knowledge and understanding of concepts. Key to this will be understanding that concepts
can be powerful ideas (e.g. Justice, equality, globalization, interconnectedness) and having knowledge of
issues which challenge these concepts. Other skills that will be assessed are:
Enquiry skills which enable pupils to ask relevant questions, pose and define problems, plan what to do
and how to research and improve ideas.
Information – processing skills which enables students: to locate and collect relevant information, to sort,
classify, sequence, and to analyse part/whole relationships.
Evaluation skills which enable pupils to: evaluate information, judge the value of what they read, hear
and do, develop criteria for judging the value of their own and others’ work or ideas and have confidence
in their judgments.
Creative thinking skills which enable pupils to: generate and extend ideas, suggest possible hypotheses,
apply imagination to their thinking and look for alternative innovative outcomes.
Students also need to develop the ability to organize and present information and ideas in order to be
able to demonstrate their grasp of knowledge, concepts and skills.
33
Group 1 Studies in Language & Literature
WHAT ARE THE AIMS OF THE GROUP A COURSES?
• All students must study a Group 1 course. Students will experience using a language in which they
have a high level of competency. It is recognized that students have language backgrounds that vary
significantly. There are some students for whom the target language is their only proficient language,
whereas other students have complex language profiles and are competent in more than one language.
• Group 1 courses are designed to support future academic study by developing high levels of language
competence and communication skills, as well as social, aesthetic and cultural literacy. The courses
introduce students to a range of literary works and other texts from different periods, genres, styles
and contexts.
• Literature plays a central role in the courses, which aim to support lifelong learning through engaging
students as actively as possible with the texts they study.
• The student will develop the ability to engage in close, detailed analysis of written text. The courses
encourage a personal appreciation of literature and develop an understanding of the techniques
involved in literary criticism and language analysis.
• The courses are designed to develop the student’s powers of expression in both oral and written
communication, and provide the opportunity for practising and developing the skills involved in writing
and speaking in a variety of styles and situations.
WHAT COURSES ARE ON OFFER?
•
•
•
•
•
•
Language A: Literature at Higher Level.
Language A: Literature at Standard Level.
Language A: Language and Literature at Higher Level.
Language A: Language and Literature at Standard Level.
Language A: Literature and Performance (Standard Level only).
Language A: Self-Taught Literature option at Standard Level (various Language options).
It is anticipated that most students will follow an English or Chinese Language A course. However, students
may choose to take a Self-Taught course at Standard Level in a language other than English or Chinese.
This option may be of interest to students who do not speak English or Chinese at home and /or who have
previously attended a school where the medium of study was not English; or it may be a route, when
taken in conjunction with a taught Language A course in another language, to the Bilingual Diploma. In
recent years students have studied Self-Taught Literature in the following languages: Dutch, Danish, Hindi,
Japanese, German, French, Hebrew and Korean. However, other languages are available.
THE BILINGUAL DIPLOMA
TAKING TWO LANGUAGE A COURSES
Although most students opt to study one Language A course, completing two courses (in two languages)
leads to a ‘Bilingual Diploma’. This is considered very prestigious and can improve a student’s profile on
application to university.
Some reasons to consider a bilingual diploma:
• You might be considering studying at a university that does not teach exclusively through the medium
of English. For example, you may decide to study self-taught German because you want to study at a
university in Germany.
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Sha Tin College
GROUP 1
• Many employers insist on fluency in two languages. For example, many employers in Hong Kong expect
fluency in Chinese and English.
• You may want to study a certain language at university. For example, your first language may be English,
but you may want to study French Language and/or Literature at degree level.
• You want to develop fluency in two languages because you want to keep your options open in terms of
where you study, live or work.
• You understand that the world is a competitive place and being able to prove fluency in two languages
will help you to stand out.
Please note that the bilingual option should only be attempted by students who are fluent in the relevant
languages (an IGCSE in Spanish is not proof of fluency in Spanish!) and who have obvious strengths in
the study of literature and language. So, if you struggled in any part of the IGCSE Language or Literature
course, this option is probably not for you.
Some examples of course combinations are listed below:
• Self-Taught Literature in French and Literature in English.
• Literature in Chinese and Self-Taught Literature in Korean.
• Language and Literature in Chinese and Literature in English.
• Literature and Performance in English and Self-Taught Russian.
If you choose to do a self-taught course, there are obviously many other combinations of languages.
However, please remember that the self-taught option is only available for Language A: Literature at
Standard Level. It is not available for Language and Literature or Literature and Performance.
AND FINALLY…
There are a wide range of career and Higher Education opportunities made available through the study of
Literature, Language, and Performance. At university, Language and Literature courses may be combined
with other subjects such as Linguistics, History, Media, Philosophy, Law, Politics, Foreign Languages,
Economics, Business Management and Leisure and Tourism as well as more obviously linked subjects like
Journalism, Advertising, Public Relations and Human Resources.
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Literature (English)
The programme is a course in literature, which builds on the skills and understanding you have gained
in your previous five years of study. Through literature, you will be provided with an insight into the
experiences, ideas and feelings of others living at other times and in other cultures. This process
can develop our sympathy, understanding and tolerance of others as well as facilitating a greater
understanding and appreciation of our own lives and cultures.
The focus is also directed towards developing an understanding of the techniques involved in literary
criticism and promoting the ability to form independent literary judgments.
The Higher Level Course
This is designed for students who enjoy reading and literature. It is a requirement that you have gained a
B grade in IGCSE English Language and IGCSE English Literature as this is an indication that you have the
potential to fully benefit from the course and manage the work load and academic demands.
Part 1: Works in Translation
This part of the course is a literary study of three works in translation. Through this study, students are
encouraged to appreciate different perspectives of people from other cultures and to consider the role
that culture plays in making sense of literary works. Previously, students have read works by authors such
as Zola, Balzac, Marquez, Primo Levi, Lermontov, Solzhenitsyn, Maupassant, Esquivel, Euripides, Sophocles
and many more. This area of study will lead to an essay of 1200 - 1500 words, which is externally assessed.
The essay will be completed by the end of Year 12.
Part 2: Detailed Study
This is a close study and analysis of three works, each of a different genre, one of which is poetry. Poets
studied in the past include Blake, Keats, Byron, Wordsworth and others. This part of the course is assessed
in October of the first term of Year 13 by an Individual Oral Commentary lasting 20 minutes, during
which time the student is expected to discuss two of the texts. The focus of this aspect of the course is to
consider how particular effects are achieved through language use and literary features.
Part 3: Literary Genres (Assessed in Paper 2 of the final examinations)
This is a literary study of four drama texts, which will be assessed by a final 2 hour examination. Texts
studied in the past include ‘The Crucible’, ‘A Streetcar Named Desire’, ‘Macbeth’, ‘Oleanna’ and others.
As with the IGCSE course, no texts are allowed into the examination. The grouping of works by genre
is designed to provide a framework for comparative study between two texts. There is also a Paper 1
examination, which will test the students’ ability to respond to an unseen and unprepared text. This
involves the same skills as those developed in Part 2 of the course, except this time the assessment is in
written essay form. Paper 1 is also a 2 hour examination.
Part 4: School’s Free Choice
There are three texts selected by teachers, which are assessed by
an Individual Oral Presentation of 10 to 15 minutes. This part of the
programme is designed to give teachers an opportunity to teach works
which reflect their particular interests. As well as being able to study
classic literature, you may instead study prose other than fiction, such as
travel writing, autobiography, letters, essays, and speeches. There is also
the option to explore texts such as graphic novels and film adaptations
of literary texts. You might, for example, look at how the 1946 film noir
adaptation of Chandler’s ‘The Big Sleep’ relates to the original text.
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Sha Tin College
The Standard Level Course
GROUP 1
This course requires a general interest in reading and develops the skills acquired in the study of IGCSE
English Literature. You should have at least a Grade C in English Language and English Literature to fully
benefit from the level of study undertaken in this course. However, it is common for students who choose
Standard Level to be extremely talented students of literature. Although the Standard Level course is
slightly less demanding it is by no means an inferior course. Depending on the aptitude of the class, the
texts studied may or not be the same as those studied at Higher Level. The emphasis is on fewer rather
than less challenging texts. The actual framework of the course is identical to the Higher Level programme
with these differences:
Standard Level students study two translated texts, rather than three.
Standard Level students study two texts, rather than three and poetry is optional. Orwell’s ‘Down and Out
in Paris and London’ and ‘Burmese Days’ are new favourites. The assessment lasts 10 minutes instead of
20.
Part 3: Literary Genres
Standard Level students study three drama texts not four. The examination papers (Paper 1 and Paper 2)
are 1hr 30 minutes, rather than 2.
This is exactly the same as the Higher Level course.
COURSE SUMMARY FOR HL AND SL
Part 1 25% (HL 3 texts, SL 2)
Paper 1 20%
Total number of texts: HL 13 SL 10
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Literature (Chinese)
LEARNING AIMS:
• develop in students an understanding of the
techniques involved in literary criticism
• develop the students’ ability to form
independent literary judgments and to
support those ideas
• develop in students the ability to engage in
close, detailed analysis of individual texts
and make relevant connections
• develop the students’ powers of expression,
both in oral and written communication
• promote in students an enjoyment of, and
lifelong interest in, language and literature
WHO IS THE COURSE SUITABLE FOR?
The programme is a course in literature, which focus on developing an understanding of the techniques
involved in literary criticism and promoting the ability to form independent literary judgments. Through
literature, you will be provided with an insight into the experiences, ideas and feelings of others living at
other times and in other cultures. This process can develop our sympathy, understanding and tolerance of
others as well as facilitating a greater understanding and appreciation of our own lives and cultures.
The focus is also directed towards developing an understanding of the techniques involved in literary
criticism and promoting the ability to form independent literary judgments.
This course requires a general interest in reading and develops the skills acquired in the study of Literature.
It is a requirement that you have gained a B grade in IGCSE Chinese 1st Language as this is an indication
that you have the potential to fully benefit from the course and manage the work load and academic
demands.
WHAT TOPICS WILL BE STUDIED?
Standard and Higher Level
This part of the course is a literary study of two works in translation (Standard Level), three works in
translation (Higher Level). Through this study, students are encouraged to appreciate different perspectives
of people from other cultures and to consider the role that culture plays in making sense of literary works.
Students study the works by authors such as Emily Bronte, Ernest Hemingway, O’Henry and many more.
This area of study will lead to a World Literature essay of 1400 - 1800 words, which is externally assessed.
This is a close study and analysis of two works (Standard Level), three works (Higher Level), each of a
different genre, one of which is poetry. For example, the students will study the famous Romantic poets,
Shu Ting (
), Ai Qing (
), Bei Dao (
). This part of the course is assessed by an Individual Oral
Commentary lasting 10 minutes (Standard Level), 20 minutes (Higher Level), during which time the student
is expected to discuss two of the texts. The focus of this aspect of the course is to consider how particular
effects are achieved through language use.
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Sha Tin College
Part 3: Literary Genres
GROUP 1
This is a literary study of three works (Standard Level), four works (Higher Level), which will be assessed
by a final 1hr 30 minutes examination (Standard Level), 2hr (Higher Level). In the past, favourite texts
have included ‘The Family (
), The Bordertown and Other Stories (
) and Besieged City (
).
As with the IGCSE course, no texts are allowed into the examination. The grouping of works by genre is
designed to provide a framework for comparative study between at least two texts. There is also a Paper
1 examination, which will test the students’ ability to respond to an unseen and unprepared text. This
involves the same skills as those developed in part 2 of the course, except this time the assessment is in
written essay form. Paper 1 is also a 1hr 30 minutes examination (Standard Level), 2hr examination (Higher
Level).
There are three texts selected by teachers (Standard Level is the same as Higher Level), which are
assessed by an Individual Oral Presentation of 10 to 15 minutes. This part of the programme is designed
to give teachers an opportunity to teach works which reflect their particular interests. As well as being
able to study classic literature, you may instead study prose other than fiction, such as travel writing,
autobiography, letters, essays, and speeches. There is also the option to explore texts such as graphic
novels and film adaptations of literary texts.
ASSESSMENT
Paper 1 – Literary analysis (2hrs HL, 1.5hr SL) 20%
Paper 2 – Essay (2hrs HL, 1.5hr SL) 25%
Written assignment – Reflective statement and literary essay on one work studied 25%
Oral work – Individual oral commentary (20mins HL, 10mins SL) 15%
Individual oral presentation (10-15mins, HL & SL) 15%
39
Language and Literature (English)
Language A: Language and Literature is a relatively new course, introduced into Group 1 to provide greater
choice and with a particular focus on developing an understanding of the constructed nature of meanings
generated by language. There should be no expectation that compared to the Language A: Literature
course this is an easier course. It is not. Two parts of the course relate to the study of language and two to
the study of literature.
The course develops skills of textual analysis. A study of the formal structures and language of a text is
combined with an exploration of their meaning and how this is affected by reading practices that are
culturally defined.
The Higher Level Course
This is designed for students who enjoy reading and literature. It is a requirement that you have gained a
B grade in IGCSE English Language and IGCSE English Literature as this is an indication that you have the
potential to fully benefit from the course and manage the work load and academic demands.
Parts 1 and 2: Overview
In Parts 1 and 2, students will study a wide range of texts covering oral, written and visual materials. This
range will include single and multiple images with or without text, and literary and non-literary written
texts and extracts. For example:
• Media texts, such as films, radio and television programmes and their scripts.
• Web pages, blogs, wikis and tweets.
• Oral texts, which might include readings, speeches, broadcasts and transcriptions of recorded
conversation.
The nature of the texts used will be determined, in part, by current affairs, which should inspire lively and
topical debate.
Part 1: Language in cultural context
In this part of the course students are given the opportunity to explore how language develops in specific
cultural contexts, how it impacts on the world and the ways in which language shapes both individual
and group identity. These explorations may take place within contexts such as Language and Identity or
Language and Gender and so forth. For example, you may study the language of gender and hierarchy in a
range of extracts from different time periods and consider changing attitudes and values; or you may focus
on the way in which different stereotypes are portrayed in a range of James Bond films through language,
sound and images and how these portrayals reinforce or subvert cultural attitudes; or you may study the
developments in, and reactions to, political correctness in the media – both in Britain and elsewhere; or
you may examine how different advertisements for the same product show cultural sensitivity and appeal
to different audiences from around the world. The choices depend on your teacher, the interest of the
class and what is topical throughout the year.
Part 2: Language and mass communication
This part of the course is divided into The Language of Advertising, The Language of Persuasion and The
Language of Newspapers. Students consider the way language is used in the media and how it informs,
persuades and entertains. The focus is also on how the media influences politics and ideology. You may, for
example, examine the speeches of Martin Luther King, Winston Churchill and Barak Obama and consider
the power of language to influence. There is a range of topics for study and discussion. However, the
emphasis will be on choosing thought-provoking and challenging material that is not only topical but also
encourages the student to reflect on the changes around them.
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Sha Tin College
Part 3: Literature — texts and contexts
GROUP 1
Students study three literary works, at least one of
which must be a work in translation. Through the close
reading of literary texts, students are able to consider
the relationship of literature to issues at large such as
gender, power and identity. The compulsory study of
translated texts encourages students to reflect on their
own cultural assumptions through an examination of
work produced in other languages and cultures. This
aspect of the course is very similar to Part 3 of the
Language A: Literature course although the focus is
more on context. Our chosen texts for this part of the
course are drama texts and often include: ‘Medea’,
‘A Doll’s House’, ‘ The Crucible’ and ‘A Streetcar
Named Desire’ although there will occasionally be
some variation depending on your teacher. As well as
considering the historical, cultural and social contexts in
which these texts are written and received, students will also study narrative technique, characterization,
style and structure, and language.
Students are assessed in Paper 2 at the end of the course, which lasts for 2 hours. They are expected to
write an essay on one of six questions based on the works studied. As with the Literature course, there is a
Paper 1, also of 2 hours, which, unlike the Literature course, involves a comparative analysis of two unseen
texts.
Part 4: Literature — critical study
Students study three literary works. By looking closely at the detail of literary texts, students develop an
awareness of their rich complexities and the intricacies of their construction. Texts studied in the past have
included: the poetry of Wordsworth, Keats or Byron; Orwell’s ‘Down and Out in Paris and London’ and
‘Burmese Days’; and David Malouf’s ‘Remembering Babylon’, Fitzgerald’s ‘The Great Gatsby’, or Roy’s ‘The
God of Small Things’. Students will be taught to understand the explicit and implicit meanings in a text and
to understand and make appropriate use of literary terms such as imagery, persona, tone, metaphor and
irony. For this part of the course, there is a 15 minute Oral Commentary based on one of the literary texts.
This part of the course is almost identical to Part 2 of the Language A: Literature course, although the oral
is based on one text not two.
The Written Tasks (based on all parts)
Higher Level students also have to complete 4 written tasks of 800 - 1000 words each, with two being
submitted for external assessment. One of the tasks submitted for external assessment must be based on
a literary text studied in Part 3 or Part 4 of the course. The other must be based on material studied in Part
1 or Part 2 of the course.
Further Oral Assessments
Students complete two oral activities, one on Part 1 and one on Part 2. One is submitted for assessment.
English Language and IGCSE English Literature. You should have at least a Grade C in English Language and
English Literature to fully benefit from the level of study undertaken in this course. Although the Standard
Level course is slightly less demanding, it is by no means an inferior course. The choice of texts will vary
between classes but texts will not necessarily be easier at Standard Level. The framework of the course is
identical to the Higher Level programme with these differences:
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Parts 1 and 2 are identical to Higher Level
Standard Level students study two, rather than three literary texts, one of which must be a text in
translation. Students are allowed 1hr 30 minutes for both Paper 1 and Paper 2.
Students study two literary works, rather than three.
The Written Tasks
Standard Level students complete three rather than four written tasks. Only one task is submitted for
external assessment.
Further Oral Assessments
The process is identical to Higher Level.
Course Summary for HL and SL Language and Literature
Part 1 + 2 Part 3 Part 4
Paper 1 Written Tasks Further Oral Activities - 15%
- 25% (HL 3 texts, SL 2)
- 15% (HL 3 texts, SL 2)
- 25%
- 20%
Total number of literary texts: HL 6, SL 4 (+ numerous texts and extracts from other sources for Parts 1 and 2)
Note: Please remember that although the number of texts seems small compared to the Language A
Literature courses, this number does not include the texts for Part 1 and 2, which will include numerous
and varied extracts. Students should not choose this course simply because they think there will be less
material and fewer texts to read and study. Workloads across the courses should roughly be the same,
even if the types of reading material are somewhat different. It is essential that students consider their
future plans before choosing a particular course. Ultimately, their choices should be based on sensible
and thoughtful consideration, rather than on what course appears to be the least demanding.
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Sha Tin College
LEARNING AIMS
• develop in students an understanding
of how language, culture and context
determine the ways in which meaning
is constructed in texts
• encourage students to think critically
about the different interactions
between text, audience and purpose
• develop in students the ability to
engage in close, detailed analysis of
individual texts and make relevant
connections
• develop the students’ powers of
expression, both in oral and written communication
• promote in students an enjoyment of, and lifelong interest in, language and literature
GROUP 1
Language and Literature (Chinese)
Language A: Language and Literature (Chinese) is a course designed for students who have experience
of using the language of the course in an academic context. The focus of this course is to develop an
understanding of the constructed nature of meanings generated by language and the function of context
in this process. Two parts of the course relate to the study of language and to the study of literature.
First Language Chinese. It is a requirement that you have gained a B grade in IGCSE First Chinese Language
as this is an indication that you have the potential to fully benefit from the course and manage the work
load and academic demands.
Standard and Higher Level
Part 1: Language in cultural context
In this part of the course students are given the opportunity to explore how language develops in
specific cultural contexts, and how it impacts on the world and the ways in which language shapes both
individual and group identity. Topics may include: gender, language and power, history and evolution of
the language, translation, language and social relations, language and religious belief, and language and
political correctness. For example, you may investigate the popularity of using foreign words in Chinese
reading and find out the advantages and disadvantages behind it. The choices depend on your teacher
and what is topical throughout the year.
Part 2: Language and mass communication
Students consider the way language is used in the media and how it informs, persuades and entertains.
The focus is also on how the media influences politics and ideology. Mass media includes: • Newspapers •
Magazines • The Internet • Radio • Film
Topics might include textual bias in news reporting and sports coverage, popular culture (comics and soap
operas); persuasive language in advertising and appeals (for example speech delivered by Hong Kong Chief
Executive Election candidates); Language and the state (Public information, legislation); Role of editing;
and documentaries. Students complete two oral activities, one on Part 1 and one on Part 2.
43
Through the close reading of literary texts, students are able to consider the relationship of literature to
issues at large such as gender, power and identity. The compulsory study of translated texts encourages
students to reflect on their own cultural assumptions through an examination of work produced in
other languages and cultures. This course may include authors such as Cao Yu (
), Yu Hua (
)
as well as works in translation such as those by Emily Bronte, Ernest Hemingway. As well as considering
the historical, cultural and social contexts in which texts are written and received, students will also
study narrative technique, characterization, style and structure and poetic language. For Standard Level,
students study two literary works, one of which is a work in translation. For Higher Level, students study
three literary works, one of which is a work in translation. Students are assessed in Paper 2 at the end of
the course, which lasts for 1 hour 30 minutes (Standard Level) or 2 hours (Higher Level). They are expected
to write an essay on one of six questions based on the works studied.
By looking closely at the detail of literary texts, students develop awareness of their rich complexities and
the intricacies of their construction. Texts that may be used include traditional choices like the Selected
proses from author Lu Xun (
) and more modern choices, such as Long Ying Tai （
). Equally,
poems and novels such as (
), The Border Town and Other Stories (
) which encourage
close analysis of language, may be chosen. Students will be taught to understand the explicit and implicit
meanings in a text and to understand and make appropriate use of literary terms such as imagery, tone,
metaphor and irony. Students study two literary works (Standard Level); three literary works (Higher
Level). For this part of the course, there is a 15 minute Oral Commentary based on one of the literary
texts.
The Written Task (based on all parts)
Students have to complete 3 written tasks (Standard Level), 4 written tasks (Higher Level) of 960 - 1200
words each, with one (Standard Level), two (Higher Level) being submitted for external assessment.
ASSESSMENT
Paper 1 – Literary analysis (2hrs HL, 1.5hr SL) 25%
Paper 2 – Essay (2hrs HL, 1.5hr SL) 25%
Written Task – Reflective statement and literary essay on one work studied 20%
Oral work – Further oral activity 15%
44
Individual oral presentation (15 minutes for both HL and SL) 15%
Sha Tin College
Standard Level only
This is an exciting new interdisciplinary course in Group
1 and Group 6 of the IB Diploma Programme. As such it
may count as your Group 1 course, your Group 6 course
or both, allowing you to take an additional Group 6 Arts
course. It is offered at Standard Level only.
GROUP 1
Literature and Performance (English)
Course Aims
This course is an interdisciplinary synthesis of Language
A and Theatre. It incorporates essential elements of
literature and performance and aims to explore the
dynamic relationship between the two. At the heart of
the course is this interaction between (i) a conventional
literary emphasis on close reading, critical writing and discussion and (ii) the practical, aesthetic and
symbolic elements of performance. A distinctive outcome of this “marriage” is the performance of a piece
transformed from poetry or prose. In this exciting, creative process text is viewed from different angles in
a way that goes beyond what is characteristic of either literary or theatre studies as single disciplines. The
course as a whole examines literary and dramatic texts and seeks to develop intellect, imagination and
creativity. It encourages intercultural awareness through a study of texts from more than one culture.
The specific aims of the text and performance course are to:
1. equip students with the skills to explore critically and imaginatively a range of literary texts and
performance possibilities
2. develop in students the ability to articulate their responses to text and performance in a variety of
styles and contexts
3. introduce students to a range of performance skills
4. broaden the perspectives of students through the exploration of texts from differing cultures, periods
and genres
5. foster a personal and passionate engagement with text and performance, and by so doing guide
students towards a better understanding of themselves and the world.
The course is for students who have a passion for all genres of literature and enjoy presenting texts
through the medium of theatre and performance. The course will develop your use of English yet will
allow you to use your strengths in performance to express texts. This is a challenging course as it looks
at literature through a different “lens” from the literature
and language and literature courses with the focus on
performance.
You may not take Theatre in Group 6 if you chose to study
this course nor can you study another Group 1 subject in
English; however you may take either Chinese A Literature or
Chinese A Language and Literature to achieve the prestigious
Bilingual Diploma.
All students who opt for this course will have to be approved
by the relevant teacher.
45
What will be studied?
Part 1: Critical study of texts
• A range of literary texts are studied.
• Students develop the skills to identify meaning and make viable
interpretations.
• Students analyse the effect of literary features.
• Students write and speak appropriately about literature.
Part 2: Exploration of the chosen approach to the text
• Texts are explored in terms of their performance potential.
• Students generate ideas for the transformation of prose and
poetry texts into dramatic form.
• Students speak and write appropriately about their ideas.
Part 3: Realization of texts in performance
• Students develop the skills to make their own pieces for performance, and to perform scripted drama.
• Students perform to an audience.
• Students analyse and evaluate performance through appropriate speech and writing.
Assessment
External assessment (3 hours)
Paper 1: Prose and performance (1 hour 30 minutes)
60%
20%
Paper 2: Poetry (1 hour 30 minutes)
20%
Written coursework: Major playwrights in performance
20%
Internal assessment (20 minutes)
40%
Students answer one essay question from a choice of three concerned with issues involved in dramatizing
a novel.
Students answer one comparative essay question from a choice of six.
Students produce one piece of writing that incorporates critical analysis of the realization of an extract
or a series of linked extracts from a play by a playwright listed on the prescribed list of authors, as well as
reflection on the student’s performance in a staged interpretation of it. The written coursework must be
1,500–2,000 words in length.
The internal assessment component has two compulsory parts.
Performance (5 minutes) and individual oral presentation (15
minutes)
Students present one performance during the course. This
must be a transformation based on one or more of the poetry
and prose texts studied in class. It must not be based on
the texts studied for Papers 1 and 2. The individual oral is a
structured presentation about this performance.
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Sha Tin College
• This is available for the Literature course only.
It is not available for Language and Literature
or Literature and Performance; nor is it
available at Higher Level.
• You will be timetabled once a week with the
school’s self-taught supervisor. This will often
function like an ordinary class as you will
study two of your chosen texts in English, and
then ‘re-study’ the same text in your chosen
language at home and/or with your tutor.
• It is a requirement that each self-taught
student finds a tutor. While ultimate responsibility for this rests with the student, the ESF Language
Centre may be able to arrange a tutor for you. It depends on your chosen language. Please ask Ms Alex
Daw about this. Online tutors are acceptable, although they should have appropriate qualifications.
• Tutors may be teachers who work at the ESF Language Centre; they may be teachers from other
schools; they may be university students who have expertise in literary studies; they may be teachers
from abroad - for example, from the country where your mother tongue is spoken; they may even
be your own parents if they have experience in teaching or some level of expertise or experience in
studying literature.
• Although the idea of ‘self-taught’ sounds daunting, remember that you will have the support of your
supervisor, tutor, and parents. In the past, self-taught students have been very successful. However, it
is not enough that you speak the language fluently. You must be able to read and write fluently in your
chosen language.
GROUP 1
Self-Taught Literature Option (Standard Level)
English for Academic Purposes (EAP)
What is it?
English for Academic Purposes is offered for students in the International Baccalaureate programme to
improve their academic writing skills and provide support for written assignments in all subject areas.
Who is it for?
Students are identified either in Year 11 by their
English or subject teacher or, early on in the IB
Programme, by their Year 12 English teacher. This is a
required class for those who are recommended for it.
When is it?
One weekly class with the EAP specialist is
timetabled in one of the student’s study/free
periods.
Please speak with Mrs Nandita Tewari in the EAP
Department if you require further information.
47
Group 2 Language Acquisition
Language B is a second language programme for students who have had previous experience of
learning the language. In most cases, students will have studied their chosen language at IGCSE level (or
equivalent) immediately prior to the beginning of their IB course.
Ab Initio (Standard Level Only) is a second language programme for students who have no previous
second language experience or who wish to study a new language ‘from scratch’ in the Senior School.
Students may study one language in Group 1 and one in Group 2 or two different languages in Group 1.
The last option leads to a Bilingual Diploma.
The Group Objectives
Social Objectives
Students should be able to:
• obtain information from written and
oral sources
• communicate with other speakers of
the foreign language both formally and
informally
• express views and opinions on issues of
general interest
Academic Objectives
• demonstrate accuracy in their use of the
spoken and written language
• demonstrate understanding of both the spoken and written language
• enter into discussions and debates and defend opinions
Cultural Objectives
• demonstrate, through the study of a variety of texts and through social interaction, an awareness and
appreciation of the different perspectives of people from other cultures.
Why are IB Languages valuable for higher education?
The IB foreign language programme is a challenging course which is highly valued by institutions of Higher
Education for its intellectual stimulation and sound linguistic base for further study, work and leisure.
Many university courses in virtually every conceivable discipline can now be combined with a foreign
language element. Those students who have followed a broad programme in their education and who
are able to communicate effectively in a number of foreign languages are essential personnel in many
branches of industry and commerce, in research and the academic world and, perhaps especially, in the
travel and tourism industries.
48
Sha Tin College
Language B
(Mandarin, French, Spanish)
WHAT ARE THE AIMS OF THE COURSE?
The Higher Level course is suitable for those students who have been very successful at IGCSE level (or the
equivalent) and who are happy to pursue their second language education to a much more sophisticated
level. Higher level is both challenging and rewarding for those students who attain a B grade or above at
IGCSE, and who may wish to pursue their language studies at University.
GROUP 2
The aims of the IB course are to develop the ability to
communicate accurately and effectively in both speech and
writing in a variety of contexts. The course provides students
an awareness into the culture of the countries where the
language is spoken, and encourages students to see language
learning as an integral part of the modern world, either in a
social or recreational context or as an essential tool for the
world of work.
The Standard Level course follows the same course outline as the Higher Level, but with reduced content.
Students need to have completed an IGCSE level course (or equivalent) in their chosen language to a Grade
C or above and should feel happy to continue improving their foreign language skills beyond the everyday
approach of the IGCSE. The Standard Level group will be taught separately from the Higher Level.
At both Standard and Higher level there is focus on the use of language and language manipulation skills.
Students who have found their IGCSE language very challenging, or who wish to broaden their languages
having achieved highly at IGCSE should consider Ab Initio as the IB option.
The course consists of five topics, three of which are core topics and are obligatory: social relationships,
communication and media, and global issues. In addition two optional topics can be chosen by the teacher
to be studied from a list of the following: cultural diversity, customs and traditions, health, leisure, science
and technology. Higher students will study the same topics as standard as well as two literature texts.
Students will engage frequently in oral and listening activities throughout the course with particular
emphasis on the discussion of issues arising from the three themes. Written work will be of a varied nature
and will, for example, include letters, imagined conversations, reports, discursive essays and for higher
level creative writing.
49
HOW WILL STUDENTS BE ASSESSED?
SL assessment component
External assessment
Paper 1 (1 hour 30 minutes): Receptive skills
Text-handling exercises on 4 written texts from the Core.
70%
25%
Paper 2 (1 hour 30 minutes): Written productive skills
One writing exercise from a choice of 5 based on the options.
25%
Written assignment: Receptive and written productive skills
Inter-textual reading of three sources chosen by the student followed by a
written exercise of 300-400 words (360-480 Chinese characters) and a 200 word
(180-240 Chinese characters) rationale, based on the core.
20%
Internal assessment oral: Interactive skills
This component is internally assessed by the teacher and externally moderated
by the IB towards the end of the course.
30%
Individual oral
Based on the Options. 15-minute preparation time and a 10-minute
presentation and discussion with teacher.
20%
Interactive oral activities
Based on the Core. Three classroom activities are assessed by the teacher; the
moderation factor of the Individual oral is applied to the mark submitted by the
teacher for assessment.
10%
HL assessment component
50
Weighting
Weighting
External assessment
Paper 1 (1 hour 30 minutes): Receptive skills
Text-handling exercises on 5 written texts from the Core.
70%
25%
Paper 2 (1 hour 30 minutes): Written productive skills
Two compulsory writing exercises
- Section A: One task of 250-400 words (300-480 Chinese characters), based on
the options, to be selected from a choice of five.
- Section B: 150-200 word (180-300 Chinese characters) personal response to a
stimulus text (e.g. statement or article), based on the Core.
Written assignment: Receptive and written productive skills
Creative writing of 500-600 words (600-720 Chinese characters), with a 100 word
(180-300 Chinese characters) rationale, based on one of the literary texts studied.
25%
Internal assessment oral: Interactive skills
This component is internally assessed by the teacher and externally moderated
by the IB towards the end of the course.
30%
Individual oral
Based on the Options. 15-minute preparation time and a 10-minute presentation
and discussion with teacher.
20%
Interactive oral activities
Based on the Core. Three classroom activities are assessed by the teacher; the
moderation factor of the Individual oral is applied to the mark submitted by the
teacher for assessment.
10%
20%
Sha Tin College
Language Ab Initio (Standard Level)
currently offered in Italian and Japanese, different languages may be available
The Ab Initio programme is a second language learning programme designed to be studied over 2 years
at standard level by students who have no previous experience of learning the target language. Currently,
the following languages are offered at Ab Initio: Japanese and Italian. It is therefore designed to meet
the needs of those IB students who have had no opportunity for foreign language study in their earlier
education and therefore are unable to fulfil IB Diploma requirements for Group 2.
GROUP 2
It is an ideal programme for those students wishing to diversify their already proven linguistic skills and
achieve a high level of proficiency in a new language. It can also be tailored to meet the needs of those
who would find the depth of a continuation of their GCSE course too challenging and difficult. Students
may choose to study a language at this level if they have studied it for a maximum of one year in the
middle school.
• develop students’ ability to communicate in speech and
in writing in order to enable them to deal adequately
with familiar and practical needs
• introduce students to the culture of the country/
countries where the language is spoken, through the
study of the target language
• provide students with a foundation for further study of
the target language
• provide enjoyment and intellectual stimulation
• encourage positive attitudes to the learning of other languages and to their speakers and countries
The course is suitable for those who have had little or no opportunity for second language study in their
previous education so they can fulfil IB Diploma requirements for Group 2 or for students who wish to
expand their language acquisition into a new language.
Having followed the Ab Initio language programme, students will be expected to demonstrate, through
the use of authentic material, the skills of listening, speaking, reading and writing in everyday situations.
As a standard level subject, students should be aware that the level of work and commitment involved in
attaining a high score is equal to that demanded by other standard subjects.
External assessment SL
Paper 1
Receptive skills 1.5 hours: questions on four texts Paper 2
Written productive skills
1 hour: two written responses
Question A, at least 100 words
Question B, at least 200 words
Written assignment
Receptive and written productive skills
400–700 words for Japanese: guided writing
Dictionary is allowed /to be done at home /electronic copy should be submitted Individual interview
Interactive skills
About 10 minutes: individual oral presentation
followed by questions and interview
51
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Sha Tin College
Group 3 Individuals and Society
Geography has made us neighbours. History has made us friends. Economics has
made us partners, and necessity has made us allies. Those whom God has so joined
together, let no man put asunder.”
John Fitzgerald Kennedy, American 35th US President (1961-63)
All IB Diploma students must study at least one subject from this group. The following subjects are on
offer in Group 3:
Higher and Standard Levels
Economics
Environmental Systems and Societies (transdisciplinary)
Standard Level Only
Geography
Global Politics
History
Information Technology in a Global Society
Philosophy
Psychology
The Group Objectives
It is the intention of all Individuals and Society (Humanities) courses that students should be able to:
GROUP 3
Business Management
•
•
•
•
understand and appreciate the global context in which they live
identify, evaluate and analyse theories, ideas and arguments about the world around them
understand various methods of gaining data and how this information is then interpreted
appreciate the importance of their own cultural background and how it relates to other cultures and
societies
• recognise that human attitudes and opinions are widely different
• accept that there is often no single answer to a question, but that many different lines of approach
may be useful.
WHY ARE IB INDIVIDUAL AND SOCIETY SUBJECTS VALUABLE FOR HIGHER
EDUCATION?
“The humanities provide fantastic training in building an argument, understanding how it is people who
create outcomes and how relationships underpin all forms of human activity. 60 per cent of the UK’s
leaders have humanities, arts or social science degrees - the biggest segment is people with humanities
degrees” – The Guardian, 19 January 2012
This is also the case for the English Schools Foundation, with over 25% of all graduating students opting to
study a humanities-related degree at university level.
All subjects in Group 3 provide excellent preparation for undergraduate study in a wide variety of fields as
they equip students with the skills of analysis, evaluation and critical thinking. They also develop students’
ability to present their conclusions in a logical and clear manner in both written and oral situations. All
courses will be relevant to your experiences and situation, as they are designed to be international in
character, drawing on examples from around the world.
The subjects are highly regarded by higher education establishments throughout the world for a
broad range of courses. In particular, they are very valuable for the following careers: Accountancy,
Administration, Banking, Business, Civil Service, Diplomatic Service, Education, Insurance, Journalism, Law,
Management, Media and Publishing, Personnel, and Social Work.
53
BUSINESS MANAGEMENT
Business Management is a Group 3 subject and it is offered at
both Higher Level (HL) and Standard Level (SL).
What are the Aims of the Course?
Business Management (BM) is the critical study of the
ways in which individuals and groups interact in a dynamic
and international business environment. It is an academic
discipline that examines how real business management
decisions are made. BM provides students with the skills
to make sense of the circumstances that drive change in an
interdependent and multicultural business world and provides
students with a wide range of practical and transferable skills.
The aims of course are to:
1.
2.
3.
4.
encourage a holistic view of the world of business
empower students to think critically and strategically about individual and organisational behaviour
promote the importance of exploring business issues from different cultural perspectives
enable the student to appreciate the nature and significance of change in a local, regional and global
context
5. promote awareness of the importance of environmental, social and ethical factors in the actions of
individuals and organisations
6. develop an understanding of the importance of innovation in a business environment.
Both the SL and HL courses are designed for students who have an interest in the real business world.
No previous knowledge of BM is presumed and therefore there are no special course requirements,
although it is recommended that students will have achieved at least a Grade C in IGCSE Mathematics (or
equivalent) to cope with finance and accounting and other quantitative components of the course.
What is the course content?
The BM course is underpinned by 6 concepts which are
explored through the use of case studies and real-world
examples and will add context to learning the course content.
The 6 concepts are:
• Change (C)
• Ethics (E)
• Culture (U)
• Globalisation (G)
• Innovation (I)
• Strategy (S)
The course involves a study of:
• Unit 1: • Unit 2: • Unit 3: 54
Business organisation and environment: the different types of business organisations, their objectives and the global environments in which they operate.
Human resources: the way people influence, and are influenced by, business organisations in order to achieve organisational objectives.
Finance and accounts: how business organisations manage their finances and the strengths/
limitations of tools for financial management and analysis.
Sha Tin College
• Unit 4: • Unit 5: Marketing: the role of marketing, market research and marketing strategies to achieve organisational objectives.
Operations management: methods of production and strategies for successful operations management, including quality assurance.
How will students be
assessed?
External Assessment
Paper 1 Examination: Based upon a pre-issued case study
Total Marks
Weighting (%)
Timing (hours)
SL
50
35
1¼
HL
80
35
2¼
Paper 2 Examination: Structured questions
Level
Total Marks
Weighting (%)
Timing (hours)
SL
60
40
1¾
HL
75
40
2¼
GROUP 3
Level
Internal Assessment
HL IA: Written Report
2,700 words
25%
This consists of a research project based on issues/problems faced by a real business organisation.
Students make recommendations to aid management decision-making.
SL IA: Commentary
1,500 words
25%
This consists of written commentary based on three to five supporting documents about a real issue or
problem facing a particular organisation.
Please see any member of the Business Education Department (Room 157A) for further advice or
information.
55
Economics
Economics is a Group 3 subject and it is offered at both Higher Level (HL) and Standard Level (SL).
The study of Economics involves finding a solution to the
basic problem of satisfying the unlimited and competing
wants of society with the limited resources available.
You will study how the decisions of individuals, firms and
governments affect their own economic well-being as well
as that of other members of society. There is an emphasis
placed upon the economics of developing countries in
the belief that the study of development issues helps to
provide part of the solution to the economic problem.
The aims of the course include:
•
•
•
•
To develop skills of economic reasoning
To develop an ability to use economic tools to analyse and explain past and contemporary issues
To evaluate theories and real-life situations in an unbiased and rational manner
To cultivate a respect for and knowledge of the interdependence and diversity of economic realities in
which the international community operates
• To develop critical thinking skills.
Both the SL and HL courses are designed for students who
have an interest in real world economic issues and those
who wish to study the discipline in depth.
No previous knowledge of Economics is presumed and
therefore there are no special course requirements.
However, it is recommended that HL students have obtained
a Grade C or above in IGCSE Maths (or equivalent), although
all students will be considered on their own merits. The SL
Economics course does not have a quantitative component
and therefore there are no recommended prerequisites.
The course involves a study of:
• Microeconomics: the basic economic problem, market
systems, market failure and theory of the firm
• Macroeconomics: national income accounting, government
policy and macroeconomic objectives
• International economics: international trade, balance of
payments, exchange rates and economic integration
• Economic development: development strategies, barriers
to development and sustainable development
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Sha Tin College
External Assessment
You will be required to complete the following examination papers at the end of the two-year course:
Style of assessment
2 essays
2 data response questions
2 quantitative questions
Portfolio of 3 commentaries
Syllabus Section
1&2
3&4
1-4
Weighting
40% SL/30% HL
40% SL/30% HL
20% HL only
20% SL & HL
Timing
1 ½ hours
1 ½ hours
1 hour
Internal Assessment (IA)
GROUP 3
Paper
1
2
3
IA
Both HL and SL students are required to compile a portfolio of three economic commentaries (maximum
750 words each) on contemporary issues reported in published news media sources. The commentaries
are completed at intervals throughout the course.
Please see any member of the Business Education Department (Room 157A) for further advice or
information.
57
Environmental Systems and Societies
Environmental Systems and Societies is an interdisciplinary course that meets the requirements of both
Group 3 and Group 4 subjects. This means that it can count as your option in either or both option groups.
It is only offered at Standard Level.
• To promote the understanding of environmental processes at a variety of scales, from local to global
• To provide students with a body of knowledge and skills that can be used in the analysis of
environmental issues
• To promote critical awareness of a diversity of cultural perspectives
• To enable students to recognise the extent to which technology plays a role in both causing and solving
environmental problems
• To allow students to appreciate that environmental issues may be controversial, and may provoke a
variety of responses
• To allow students to appreciate the value of local as well as international collaboration in resolving
environmental problems.
As an interdisciplinary course,
is designed to combine the techniques
and knowledge associated with Group 4
(the Experimental Sciences) with those
associated with Group 3 (Individuals
and Societies). The course is suitable for
students who are interested in gaining
an informed personal response to a
wide range of pressing environmental
issues.
Environmental Systems and Societies is a varied and active course with numerous debates and analytical
activities as well as fieldwork/educational visits and laboratory activities.
It is useful for students interested in both Biology and Geography and/or as a means to broadening their
choices in other areas of the IB Diploma. The course content is relevant to today’s world in terms of
current affairs and the relevance of environmental issues to different communities. Links to other subject
areas such as Economics, Business, History, Philosophy and TOK are also evident throughout the course
and many links can be made between students’ other option choices.
The Environmental Systems and Societies course provides an excellent general preparation for study at
university. It develops skills that will prove invaluable in many higher education courses such as the ability
to articulate and make reasoned and balanced judgments by integrating information from a range of
different disciplinary sources.
Global environmental awareness is very important in this day and age, not only in terms of scientific
research and the development of new technology, but also in the fields of business, environmental law
and politics where it is becoming increasingly important.
58
Sha Tin College
Environmental Systems and
Societies is a course for the
future! As humans become
more aware of the global
environmental issues affecting
the planet, students with a
working knowledge of these
issues will be vital in working
towards solutions.
The systems approach provides the core methodology
of this course.
GROUP 3
It is amplified by other sources, such as economical,
historical, socio-political and scientific, to provide a
holistic perspective on environmental issues.
The course revolves around the following subject
areas:•
•
•
•
•
•
•
•
Foundations of Environmental Systems & Societies
Ecosystems and Ecology
Biodiversity and Conservation
Water and aquatic food production systems and society
Soil systems and terrestrial food production systems and society
Atmospheric systems and society
Climate change and energy production
Human systems and resource use
The internal assessment (IA) consists of one
longer investigation / exploration complimented
by several fieldwork and lab-based practical
pieces. It is worth 20% of the final assessment.
The external assessment consists of two written
papers. Paper 1 contributes 30% to the final
assessment and is made up of short answer and
data-based questions. Paper 2 contributes 50%
to the final assessment and is made up of a case
study and two structured essay questions.
59
Geography
“Geography got me thinking about everything around me so much that I grew an insatiable thirst
to travel and explore. I lived in Chile for a year and travelled across the continent for another 4
months. I wandered through the mountains and high plains, 3,000 miles up the Amazon River, and
into the rainforests of Brazil, Peru, Columbia, and Ecuador. Every day I remembered at least one or
two classes from my Geography studies at Sha Tin College.”
Ben Evans, ex-Sha Tin College student.
Geography examines the manner in which people live and
interact with their environment. The questions “where?”
and “why?” are central to Geography. In contemporary
society issues such as overuse of resources, global
warming, and falling fertility are increasingly important.
It also has an applied dimension; through critical analysis,
decision-making, planning and development at a variety of
geographical scales. It also plays a crucial role in fostering
international understanding and a respect for different
cultures.
What are the aims of the course?
• To develop an understanding of the interrelationship
between people, place and environment.
• To develop a concern for human welfare and the quality of the environment, and an understanding of
the need for planning and sustainable management.
• To appreciate the relevance of geography in analysing contemporary issues and challenges, and
develop a global perspective of diversity and change.
Both courses are designed for students who have an interest in Geography and who wish to study it in
depth. It is likely that candidates will have gained a grade C or above in GCSE Geography or the equivalent
for either of the courses, but no specific prior learning is required.
The study of Geography keeps your employment options open, since geographers go into a very wide
range of jobs. These range from business fields, such as management and financial work, to sales,
marketing and buying. Information and communications technology and organisational skills, acquired
on a Geography course can be very useful in the
civil service, local government, commerce and
industry. Careers which directly use geographical
skills and knowledge would include cartography,
m e t e o ro l o g y, t o w n p l a n n i n g , l a n d s c a p e
architecture, environmental work, marketing,
surveying, oceanography, teaching, transport,
travel and tourism, amongst others.
Employers like Geography qualifications because
they indicate a wide range of skills. The subject
occupies a central position in the curriculum,
overlapping and linking effectively with both arts
and science subjects.
60
Sha Tin College
Part 1: Core Theme (HL and SL): Patterns and change:
Populations in transition
Disparities in wealth and development
Patterns in environmental quality and sustainability
Patterns in resource consumption
GROUP 3
•
•
•
•
Part 2: Optional Themes: HL will study 3 and SL will study 2:
• Oceans and their coastal margins
• Hazards and disasters – risk assessment and response
• Extreme environments
Part 3: Global interactions (HL only)
Fieldwork (HL and SL) – one piece of coursework
Standard Level assessment outline:
Paper 1
1 hour 30 minutes
Questions on the core themes 40%
Paper 2
1 hour 20 minutes
Questions on two optional units
35%
Fieldwork
1 piece of coursework on any topic from the syllabus Higher Level assessment outline:
25%
Paper 1
1 hour 30 minutes
Questions on the core themes 25%
Paper 2
2 hours
Questions on three optional units
35%
Paper 3
1 hour
One of three essay questions
20%
Fieldwork 1 piece of coursework on any topic from the syllabus
20%
Geography and TOK: “Geography covers a wide range of topics, helping me to understand
landforms and processes, the causes and consequences of human action and the way humans
interact with their environment. It is not only extremely interesting, but is also an integration
of several other subjects, allowing me to apply skills in other subjects and giving me different
perspectives on the same topic. Although every subject will add to my knowledge, I believe that
Geography is the subject that is most likely to help me learn the truth.”
Jennie Ng, IB Diploma student
61
Global Politics
The 21 st Century is characterised by rapid
change and increasing interconnectedness,
impacting people in unprecedented ways and
creating complex global political challenges.
The study of Global Politics enables you to critically
engage with new perspectives and approaches to politics,
in order to better make sense of this changing world and your role in it
as active citizens.
The IB Diploma Programme Global Politics course is an exciting addition to
Group 3. The course explores fundamental political concepts such as power,
rights, liberty and equality. It allows you to develop
an understanding of the local, national, international
Bring your attention to the tragic
and global dimensions of political activity, as well as
disappearance of Flight MH370.
allowing the opportunity to explore political issues
affecting your own lives.
Who was affected by that tragedy on
a personal level, a community level, a
Global politics and the
national and an international level?
international dimension
The Global Politics course develops international
mindedness in students through an examination of
fundamental political concepts and debates which
have global significance, and through an exploration
of key contemporary global challenges. The course
62
What themes of power, rights or equality
are involved? How has interconnectedness
impacted on this issue in the way that the
story has developed and been reported?
Sha Tin College
considers contemporary examples and case
studies at a variety of levels, from local to global,
as well as encouraging comparison between such
examples and case studies. The inclusion of an
engagement activity in the course reflects the
importance given to not only appreciating and
understanding the complex issues facing the world
today, but also of engaging with them in an active
and personal way.
Prior Learning
The Global Politics course requires no specific
prior learning. No particular background in
terms of specific subjects studied for national
or international qualifications is expected or
required. The skills needed for the Global Politics
course are developed within the context of the
course itself
Students of Global Politics at Standard Level
(SL) and Higher Level (HL) are presented with a
syllabus that has a common core. The central
unifying theme of the core is “People, Power and
Politics”.
• Unit 1: Power, Sovereignty and International
Relations
• Unit 2: Human Rights
• Unit 3: Development
• Unit 4: Peace and Conflict
• interviewing local policymaker or community
group on a development theme
• conducting an investigation into the food miles
of products at a local store
• organising an awareness raising campaign on
human rights
• taking part in an simulation event such as the
Model United Nations.
Higher Level Extension:
Global Political Challenges
H i g h e r L e ve l st u d e nt s a l s o exa m i n e t wo
contemporary global political challenges through
self-selected case studies. Two challenges must be
studied from the following six options:
•
•
•
•
•
•
Environment
Poverty
Health
Identity
Borders
Security
SL Weighting
HL Weighting
Paper 1
30% Duration: 1 hr 15 min
Paper 2
Engagement activity
25% Duration: 20 hrs
20% Duration: 20 hrs
HL extension task
---------
GROUP 3
Distinction between SL and HL
All Standard and Higher Level students complete
a common internal assessment task which gives
them the opportunity to explore these themes
in practice. This engagement activity is assessed
through a written report. Examples of engagement
activities include:
20% Oral analysis of two case studies
63
History
IB History is about uncovering the story of the past, which allows us to understand
the world that we live in today. Students of History have the opportunity to develop
their skills of critical thinking; to reflect upon the past and discuss the lessons
that we can learn to shape the future. In this sense, History has a natural affinity
with the demands of TOK which forms an integral part of the IB Diploma course.
The international dimension of the course allows students to investigate the
experiences of past societies from a global and regional perspective, and provides a
useful framework for shaping the identity and attitudes of informed global citizens.
“If you would
understand
anything, observe
its beginning and
its development.”
Aristotle
“An individual stripped
of memory finds the
world a confusing place;
a society with no sense
of history is unaware
where it has come from
or where it is going”.
Russell Tarr
Nikita Khrushchev said that ‘historians are dangerous people’ and the
study of History at IB level will develop precisely the skills he feared.
Students will learn to assess information critically, to draw their own
conclusions and to construct a logical and convincing oral or written
argument. These skills are all transferable to a wide range of courses and
careers, including Law, Management, Journalism, Finance, Business, Civil
Service and Education. If you have a genuine sense of curiosity about the
past, then IB history is a suitable subject to choose. Ideally, students opting
for Higher History should have gained a grade B or above in the History
and / or English iGCSE course.
Paper 1: SL and HL: The move to global war
This unit focuses on military expansion from 1931 to 1941. Both SL and HL students will study two case
studies: Japanese expansionism from 1931 to 1941 and German and Italian expansionism from 1933 to
1940. The focus of this unit is on the causes of expansion, key events, and international responses to that
expansion.
Paper 2: SL and HL: 20th Century World History Topics:
Authoritarian states (20th Century)
This topic explores the conditions that facilitated the rise of authoritarian states in the 20th Century, as
well as the methods used by parties and leaders to take and maintain power. Students will explore the
emergence, consolidation and maintenance of power, including the impact of the leaders’ policies, both
domestic and foreign, upon the maintenance of power. Students will study Mao and Hitler.
2. The Cold War: Superpower tensions and rivalries
(20th Century)
The Cold War dominated global affairs from the end of
the Second World War to the early 1990s. Students will
learn how superpower rivalries did not remain static but
changed according to styles of leadership, strength of
ideological beliefs, economic factors and crises involving
client states. Students will also develop an international
perspective on the Cold War by studying Cold War
leaders, countries and crises from more than one region
of the world.
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Sha Tin College
Historical Investigation
The internal assessment enables students to pursue their
own personal interests, as they have the opportunity to
choose a topic (which does not need to be related to the
syllabus) and pose a key question for investigation. Students
then spend about 20 hours of the course researching and
writing up their internal assessment. Topics in the past
have covered resistance to the Japanese in Hong Kong, the
assassination of Julius Caesar and the Cultural Revolution.
You are encouraged to follow a topic of genuine interest to
you.
Paper 3: HL students only: History of Europe
GROUP 3
HL students will study three units.
14: European states in the inter-war years (1918–1939)
This section deals with domestic developments between the two world wars. Students will study four
European countries: Germany, Italy, Spain and Russia / Soviet Union. They will consider the impact of the
end of the First World War, and examine the economic, social and cultural changes in each country during
the 1920s and 1930s.
15: Versailles to Berlin: Diplomacy in Europe (1919–1945)
This section addresses international relations in Europe from 1919 to 1945 with an initial emphasis on the
Paris Peace Settlement: its goals, impact and the problems relating to its enforcement. Students will study
attempts to promote collective security and international cooperation through
the League of Nations and multilateral agreements (outside the League
mechanism), arms reduction and the pursuit of foreign policy goals without “History cannot give
resort to violence. They will also address the individual foreign policies of Italy, u s a p r o g r a m fo r
Germany, France, Britain and Russia/Soviet Union, looking at the aims, issues t h e f u t u r e , b u t i t
and success of each one. Finally, they will study the Second World War looking, can give us a fuller
in particular, at the impact of the war and the reasons for German defeat and u n d e r sta n d i n g o f
ourselves, and of our
Allied victory.
common humanity,
16: The Soviet Union and post-Soviet Russia (1924–2000)
so that we can better
This section examines the consolidation of the Soviet state from 1924 and
face the future.”
the methods applied to ensure its survival, growth and expansion inside and Robert Penn Warren
outside the borders of the Soviet Union. Students will explore the rise and
nature of the rule of Stalin, Khrushchev, Brezhnev and their policies. They will
also consider East-West relations post-1945 in relation to Soviet aims and leadership. Finally, they will
study the decline and collapse of the Soviet Union, as well as political and economic developments in
post-Soviet Russia.
All students complete exam papers 1 and 2 as well as well as the coursework component. Higher Level
students also take Paper 3.
Paper 1 (1 hour) - weighting: SL = 30% and HL = 20%
Format: This is a document paper. Students will be given a variety of sources to study.
Paper 2 (1 hour 30 minutes) - weighting: SL = 45%, HL = 25%
Format: This is an essay paper.
Historical investigation: SL = 25%, HL = 20%
Coursework
Paper 3 (2 hours 30 minutes) Higher Level only - weighting: HL = 35%
Format: This is an essay paper.
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Information Technology in a
Global Society (ITGS)
This is an exciting, forward-looking course that investigates
how ICT is actually used in the modern world. Everything from
online banking to state-of-the-art medicine is considered, to
find out how you will be affected in the future. A survey in the
“New York Times” found out that 94% of the jobs it looked
at required more than a passing knowledge of ICT and “quite
alarmingly” that a large number of people involved in those
jobs had no idea of the consequences of using those systems.
Do you want to be one of those people?
Inside the Cathay Filght simulator
ITGS is really for anyone that wants to be in control of his or her future career and life as a whole. If you
want to be able to question how decisions are made and actions taken in business or how technology will
inevitably shape the future of the environment, the world of work, even your everyday life, then ITGS is
for you.
Can you imagine your everyday life without the internet? Have you noticed how communications and
the media have started to converge? 4G phones, world-wide internet radio, special effects in films are
all taken for granted these days, but how will all this develop in the future? How do people in authority
use technology to shape the lives of others and even the global economy? What are the consequences of
using all these technology based tools on the environment and the people who live there?
In ITGS you will consider all of these topics and more and have the chance to develop the skills to be able
to analyse what is going on, to have the inside knowledge and control to put you in charge in the future.
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Modern technology is drastically changing how individuals and groups of people work, play, develop
relationships and live their lives. ITGS supports any course looking towards the development of 21st
Century society, thus complementing almost any area of study in higher education. By the time you leave
university and start work, developments in technology will have led to huge advances in Communications,
Medicine, Law and Business, Industry and Education. Every course you take will involve the use of ICT and
you will need to know how to make decisions on its appropriate and effective use; ITGS will help you do
just this.
Think of almost any career you wish to pursue after university and you will find ICT pushing it forward
into, as yet, unexplored avenues. The people in charge are the ones with the vision to develop the future
using these new opportunities rather than those that just know how to use a computer. It’s the difference
between being an innovator and a simple technician and ITGS can help guide you to the leadership
opportunities of the future.
Written Papers
Higher Level: 3 papers (80%)
Paper 1 (2 hours 15 minutes) 35%
Seven structured questions in three sections that assess in an integrated way the three strands of the
syllabus.
GROUP 3
For both Higher and Standard Level, there is a coursework element based around a practical ICT project,
defined by you for a real client. This can be based around any of your practical ICT strengths and will take
approximately 30 hours of work. For Standard Level, the coursework represents 30% of the final marks
and for Higher Level 20%.
• Social and ethical significance
• Application to specific scenarios
• IT systems
Paper 2 (1 hour 15 minutes) 20%
This paper consists of one unseen article.
Students are required to write a response to this article.
Four questions based on a pre-seen case study.
Standard Level: 2 papers (70%)
Five structured questions that assess, in an integrated way, the three strands of the syllabus.
• Social and ethical significance
• Application to specific scenarios
• IT systems
Students answer three of five structured questions
This paper consists of one unseen article.
Students are required to write a response to this article.
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Philosophy
• To develop an intellectually independent and creative way of thinking.
• To enhance your ability to formulate arguments in a rational and logical way.
• To develop a way of thinking that draws on personal reflection and knowledge of a plurality of
philosophical traditions.
• To enable you to relate philosophical understanding to other disciplines, and to personal and
professional life.
Both the Higher and the Standard level courses are designed for
students who have a keen interest in analysing how and why they
develop opinions and beliefs about the world around them. Students
should accept a degree of uncertainty in their opinions and wish to
develop their coherence in presenting a rational argument. You do not
need to have completed the IGCSE PRS course to opt for IB Philosophy.
Studying Philosophy develops critical and analytical skills, which gives
the subject relevance to every field of academic study and every
professional vocation.
The syllabus consists of two compulsory parts.
Part 1:
Core Theme: What is a ‘Human’ Being? One of the reasons we study philosophy is to search for a better
understanding of ourselves. The Core Theme questions are: what is the nature of self, and in defining the
self; how do we define our relationship with the world around us? Should robots be given personhood? Is
the mind separate from the body? Does life have meaning?
Optional Theme 1: Ethics. This theme is concerned with
practical decision-making and the way people should
conduct their lives. Ethics explores the possible grounds
for making moral decisions and examines notions such
as freedom, values, responsibility and virtue. A study of
applied ethics explores approaches to important issues,
some of which may be of global concern.
This theme allows students to explore philosophically
such questions as: Are there fundamental moral
ESF IB Philosophy Conference with Dr Peter Vardy
principles that apply in every situation? How do we
decide if a particular action is right or wrong? How should we treat people? Are moral decisions culturally
influenced?
Optional Theme 2: Philosophy of Religion. This theme seeks to analyse the nature of religion, to examine
the rational arguments for and against various religious views and to analyse the nature of religious
language. The debate between science and religion is examined as well as sociological and psychological
theories of religion.
Part 2: Prescribed Text.
Students study the Tao Te Ching by Lao Tzu. This is one of the most influential books in history and gives
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students an insight into eastern philosophy and the
principles of wu-wei (non-doing), wu (emptiness),
and fu (return). Students are expected to critically
analyse the text.
Higher Level:
Students are required to study the Core Theme,
both Optional Themes, and one prescribed text.
Higher Level students also study ‘Paper 3’ which
allows students to demonstrate an understanding
of philosophy as an activity by means of a holistic
application of the philosophical skills, knowledge and
ideas they have developed throughout the course.
I think therefore I am.
Standard Level:
Students are required to study the Core Theme, one Optional Theme, and one prescribed text.
External Assessment Paper 1: 2½ hours
One essay question on the Core Theme
One essay question on each of the Optional Themes.
40%
Paper 2: 1 hour
One essay question on the prescribed text
20%
Paper 3: 1¼ hours
Unseen text — exploring philosophical activity
Students are required to develop a philosophical response to an unseen
text that demonstrates what doing philosophy means, and show a holistic
appreciation of the skills, material and ideas developed throughout the
course.
20%
GROUP 3
Higher Level Assessment
Internal Assessment 1600-2000 words
20%
A critical analysis of non-philosophical material.
Standard Level Assessment
External Assessment Paper 1: 1¾ hours
One essay question on the core theme
One essay question on the chosen optional theme
50%
Paper 2: 1 hour
One essay question on the prescribed text
25%
Internal Assessment (See Higher Level Description)
25%
How you will learn?
The team of Philosophy teachers are all specialists in their field and are committed to delivering dynamic
lessons with leading edge learning techniques for the 21st Century. IB Philosophers will also have the
opportunity to attend the ESF IB Philosophy Conference with a globally acclaimed academic.
69
Psychology
Psychology is a Group 3 subject and is offered at both Higher and Standard Levels.
“Understanding how Psychological knowledge is generated, developed and applied enables
students to achieve a greater understanding of themselves, and appreciate the diversity of human
behaviour.”
•
•
•
•
•
Develop an awareness of how psychological research can be applied for the benefit of human beings
Ensure that ethical principles are upheld in psychological inquiry
Develop an understanding of the biological, cognitive and sociocultural influences on human behaviour
Develop an understanding of alternative explanations of behaviour
Understand and use diverse methods of psychological inquiry
The Higher Level course is designed for students who wish to develop in-depth understanding of the
foundations of Psychology. Ideally you should have gained at least a B in GCSE English and Mathematics
or the equivalent. There is a significant emphasis on extended essay writing and a small but important
statistical element to the course.
The Standard Level course is similar to the HL course with less breadth in the topics studied. Ideally you
should have gained at least a B in GCSE English and Mathematics or the equivalent. There is a significant
emphasis on extended essay writing.
You do not need to have studied GCSE Psychology to study IB Psychology.
What topics will be studied
The Core
• Biological level of analysis – At our most basic level of analysis, human beings are biological systems.
This component looks at how cognitions, emotions and behaviours are products of our biological make
up such as genes, our nervous system and our endocrine system.
• Cognitive level of analysis – Explore how our cognitive system guides our behaviour (such as memory
and emotion) and how such cognitions are affected by social and cultural factors.
• Sociocultural level of analysis – the biological and cognitive systems that make up the individual are
embedded in an even larger system of interrelationships with other individuals and their cultures.
Study such things as Social Identity, Stereotypes, Conformity, Compliance and Cultural Dimensions.
Options
• Abnormal Psychology – deals with explaining, diagnosing and treating human suffering from
psychological disorders such as depression and eating disorders, with particular emphasis on cultural
and gender considerations.
• Health Psychology – this promotes an understanding of behaviour that leads to a healthier lifestyle,
including specific focus on causes and treatments for obesity, stress, addiction and general heatlh
promotion.
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how will students be assessed?
Higher Level
Assessment takes the form of three externally assessed examinations and one piece of internally assessed
but externally moderated coursework.
Paper 1: Core 2-hour examination: 3 short questions, 1 essay 35%
Paper 2: Options 2-hour examination: two essay questions 25%
Paper 3: Qualitative Research Methods 1-hour exam: short answer questions 20%
Internal Assessment: experimental study and report
Students are expected to design, carry out, analyse and report on an experimental study (1500-2000
words) 20%
Standard Level
Assessment takes the form of two externally assessed examinations (same Core as for Higher Level but
with only 1 option from paper 2, Abnormal Psychology) and one piece of internally assessed but externally
moderated coursework.
Paper 2: Options 1-hour examination: one essay question 25%
Internal Assessment: experimental study and report
Students are expected to design, carry out analyse and report a simple experimental study (1000-1500
words) 25%.
GROUP 3
Paper 1: Core 2-hour examination: 3 short questions, 1 essay 50%
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Group 4 Experimental Sciences
Students who are considering a career in a scientific, medical,
engineering or a technological field are strongly advised to research
degree course requirements carefully. It can be advantageous and, in
certain courses, necessary to have studied two sciences at higher level
in seeking admission to certain degree courses. The second Science
option would be an elective from Group 6.
The Sciences available at both Higher and Standard Level are Biology,
Chemistry, Physics and Design Technology.
The Sciences available only at standard level include Sports, Exercise
and Health Science and Environmental Systems and Societies – an interdisciplinary subject which counts as a humanities option (Group 3)
and a science option (Group 4), or both. Students who select this may
choose two of the Arts subjects available in Group 6.
Taking a Higher Level Course
These courses are designed for students who have a keen interest in, and an appreciation of, Science or
Design Technology and who wish to study a subject in depth. To have a good chance of success on the
course we recommend you achieve at least a grade B at IGCSE Science and Mathematics.
WHY ARE EXPERIMENTAL SCIENCES VALUABLE FOR HIGHER EDUCATION?
All the Experimental Science programmes are excellent preparation for university studies, developing
skills that will prove invaluable in higher education courses, such as an ability to analyse information and
present ideas clearly.
In addition to the separate ‘pure’ science subjects at university level, there are a great many other courses
that require a good background in the Experimental Sciences.
Below are a list of some of the subjects that would require a Science background: Medicine, Dentistry,
Physiotherapy, Occupational Therapy, Nursing, Nutrition, Engineering, Architecture, Industrial Design (the
design of products), Graphic Design, Medical Technology, Manufacturing Systems Engineering, Robotics
and Cybernetics, Systems Analysis and Education.
Curriculum Model
Through studying biology, chemistry or physics and within an overarching theme of the Nature of Science,
students should become aware of how scientists work and communicate with each other. While the
scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through
experimental work that characterizes these subjects.
Through the studying of design technology and with the collaboration of the pure sciences, students will
be able to exercise their understanding for the Nature of Design. The Group 4 project will enable students
to appreciate the environmental, social and ethical implications of science, design and technology.
Please note that Environmental Systems and Societies will differ significantly as it is an inter-disciplinary
subject; please look at the section on this subject in the curriculum brochure for details.
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Standard Level/Higher Level Group 4 curriculum model (outline)
Component
Teaching Hours
SL
HL
Core topics
95
155
Options
15
25
Practical Investigations
40*
60*
TOTAL
150
240
Standard Level/Higher Level for Design Technology (outline)
Component
Core topics
Teaching Hours
SL
HL
90
90
Additional Higher Level [AHL]
54
Design project
40
60
TOTAL
130
204
* Includes 10 hours spent on the Group 4 project
Assessment of the Group 4 Subjects
External assessment takes place at the end of the two-year course and consists of three written papers
that contribute 80% to the final examination grade. External assessment for Design Technology, consists
of two written papers for SL and three written papers for AHL, contributing 60% to the final examination
grade.
Internal assessment (IA) in Physics, Chemistry and Biology takes place in Year 13. Students will undertake
an individual project which contributes 20% to the final examination grade. The internal assessment, the
design project, for Design Technology contributes 40% to the final examination grade. The design project
is internally assessed by the student’s teacher and then sent off to be moderated by the IBO.
GROUP 4
Assessment is both internal and external.
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External Assessment for Sciences
Paper
What %
does this
contribute
to the final
grade?
Duration
(Hours)
1
20
1 HL (¾ SL)
2
36 HL (40 SL)
3
24 HL (20 SL)
What are the styles of questions?
Multiple choice questions
2 ¼ HL (1 ¼ SL) Short and long questions on core and AHL material
1 ¼ HL (1 SL)
One data based question, several short questions on
experimental work together with long and short questions
on the option studied.
External Assessment for Design Technology – Standard Level
Paper
What %
does this
contribute
to the final
grade?
Duration
(Hours)
1
30
¾ hr
30 multiple-choice questions and address objectives 1 and 2.
1 ½ hr
Section A: one data based question and a series of shortanswer questions on the core material. [all compulsory].
Maximum of 30 marks.
Section B: one extended-response question on the core
material [from a choice of three]. Maximum of 20 marks
2
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Sha Tin College
Paper
What %
does this
contribute
to the final
grade?
Duration
(Hours)
1
20
1 hr
40 multiple-choice questions on the core and AHL extension
material. The questions on the paper test assessment
objectives 1 and 2.
1 ½ hr
Section A: one data based question and several shortanswer questions on the core material [all compulsory].
Maximum of 30 marks.
Section B: one extended-response question on the core
material [from a choice of three]. Maximum of 20 marks.
2
3
20
20
1 ½ hr
GROUP 4
EXTERNAL ASSESSMENT FOR DESIGN TECHNOLOGY – ADDITIONAL HIGHER LEVEL
Section A: two structured questions on the AHL extension
material, both compulsory and each worth a maximum of
10 marks.
Section B: one structured question on the AHL extension
material based on a case study. Maximum of 20 marks.
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Biology
Biology is a Group 4 subject and is offered at both
Higher and Standard Levels.
WHAT ARE THE AIMS OF THE
COURSE?
• To provide you with a wide body of biological
k n o w l e d g e s o t h a t yo u h av e a g re a te r
understanding of living organisms.
• To develop your experimental and investigative
scientific skills.
• To increase your awareness of the interplay
between theory and experimental work.
• To develop your ability to analyse, evaluate and
apply biological information.
• To raise your awareness of the ethical, social, economic and environmental
implications of Biology in the world today and develop an appreciation of
the possibilities and limitations of modern Biology.
• To enhance your ability to work collaboratively and communicate clearly.
• To raise your awareness of how the different scientific disciplines are linked.
WHO IS THE COURSE SUITABLE
FOR?
The Higher Level course is designed for
students who wish to study the subject in
depth and who may also need Biology for a
particular course at university.
The course is very demanding and requires a large amount of selfstudy in addition to the work done in lessons. To have a good chance
of success on the course we recommend you achieve at least a grade
BB at IGCSE Science on the supplementary paper (or equivalent).
However, if you achieve a CC on the core or supplementary papers,
the Head of Department will consider your application based on
performance in Biology in Years 10 and 11.
find this an enjoyable course.
The Standard Level course tackles a broadly similar range of topics to
the Higher Level course but in far less detail. Anyone with an interest
in the study of living organisms and a basic Science background
provided by an IGCSE
course or equivalent will
Some use is made of statistics and other mathematical
manipulations in both courses.
IB Biology at either Higher or Standard Level provides an
excellent general preparation for study at university. It
develops skills that will prove invaluable in many higher
education courses such as the ability to critically analyse
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information and present ideas clearly. In addition to Biological Science courses there are also a wide
range of other courses at university level that require a good background in Biology including Medicine,
Dentistry, Physiotherapy, Nursing, Nutrition and Sport Science.
There is a subject specific core common to both levels. The major topics in this core are cell biology,
molecular biology, genetics, ecology, evolution & biodiversity and human physiology. In the Higher Level
course additional material means that these same topics are dealt with in greater depth and breadth than
in the Standard Level course.
GROUP 4
There is also the extra topic of plant biology in the Higher Level course. As well as the subject specific
core, a number of options can be studied. In the Standard and Higher Level Courses, one option will
be studied (15 hours for SL and 25 hours for HL) which is a unit on further human physiology which
compliments the work previously covered during the first year.
N.B. If you are thinking of studying Biology at HL please discuss this choice with your teacher as soon as possible.
77
CHEMISTRY
Chemistry is a Group 4 subject and it is offered at both Higher
and Standard Levels.
What Are the AIMS of the IB chemistry
course?
• To provide you with the opportunity for scientific study and
creativity in a global context
• To provide you with a body of knowledge and techniques
which characterize science
• To allow you to apply your knowledge and techniques
• To develop your ability to analyse, evaluate and synthesize
scientific information
• To raise your awareness of the need for effective
collaboration and communication during scientific activities
• To develop your experimental and investigative skills
• To raise your awareness of the wider implications of science
and technology
• To develop your appreciation of possibilities and limitations of science
• To encourage you to understand the relationships between scientific disciplines and the overarching
nature of the scientific method.
Who IS the course suitable for?
Higher Level
This course is designed for students who enjoy Chemistry and are interested in exploring the topics
covered at IGCSE level in considerably more depth. There is perhaps no other course at IB level which
covers such fascinating and challenging material as IB HL Chemistry. From tiny atoms to the Chemistry
behind our bodies and the food which we eat, Chemistry covers a huge range of material.
It is also for students who see a future for themselves in Medicine, Engineering or one of the wide range
of physical and biological sciences that require a functional understanding of Chemistry.
The Higher Level Chemistry course is very demanding and requires a large amount of self-study in addition
to time-tabled lessons. It is very important
that you consult your Chemistry teacher when
considering this option. Please discuss the
possibility of studying HL Chemistry with the
Head of Chemistry, Miss Davies, as soon as
possible.
The Standard Level course might be more
suitable for your skills and abilities if you do not
do quite so well at IGCSE Science.
As we express a lot of our ideas through the
language of mathematics (for example moles,
equations and graphs) we do recommend that
students have also scored a good grade at IGCSE
Mathematics.
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Standard Level
Like its HL counterpart this course is suitable for students who are keen to explore Chemistry beyond
the level offered at IGCSE. Whilst retaining the excitement and wonder of the HL course it is pitched at a
slightly less challenging level. Many students who are not as confident mathematically tend to prefer this
option. If you are unsure as to which level to study your Chemistry teacher will be happy to advise you.
The course consists of the following core areas studied at both Standard (SL) and Higher level (AHL).
•
•
•
•
•
•
•
Stoichiometric Relationships
Atomic Structure
Periodicity
Bonding and Structure
Energetics/ Thermochemistry
Kinetics
Equilibria
•
•
•
•
•
Acids and Bases
Redox Process
Organic Chemistry
Measurement, Data Processing and Analysis
Biochemistry
GROUP 4
Students are assessed through a combination of practical coursework and examinations.
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Design Technology [New syllabus for 2014]
Product Design, Textiles + Engineering
Aims of the new Design Technology course
The new course in Design Technology provides an opportunity for students to develop and extend their
learning from the GCSE level by designing and making products relating to their area of interest, whether
that be product design, textiles or engineering. Each of the subjects within the design and technology
course is dynamic, challenging and practical, and suitable for all students who are interested in being
creative, innovative and have a spirit of socially responsibility.
The world needs creative thinkers and problem solvers and design develops the type of academic and
emotional intelligences that the world needs right now so as to face up to the challenge of managing its
resources in a sustainable and ethical way. The design-based courses are diverse and can cater for personal
interests and career ambitions, allowing you to focus on areas and ideas that interest you, through your
coursework and project work. One of the great strengths of the design courses is that it enables you to
build a design portfolio, which is an essential and highly regarding element of your university application.
Design naturally flows into a number of university/tertiary courses but it is interesting to know that the
product management skills and the emotional intelligences that you acquire and refine in design-based
learning, are sought-after attributes that all employers in the 21st Century hold with high regard.
Course suitability
The only requirement to start the course is that you have a genuine interest in design and designing and
are passionate that you can use design learning to make a difference.
If you have not studied a design-based course before but maybe have studied a course with a strong
element of creativity or you consider yourself to be a creative person then the Standard Course would
be suitable — as the theory is manageable, contextual to your studio work, and internal assessment and
coursework all link well to some of your previous studies in art, science, business and GTS. The Higher
course is best suited for students who have studied a design-based course at GCSE as the concepts and
theories in the Higher Level are academically more challenging simply than just more.
Design courses available
Design Technology has Three options for you to consider, and your class will use these options to view the
world of design. Naturally your GCSE choice may well have an influence on your decision of pathway but
you can cross your pathway if you desire - see table below.
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Options
Product Design
Fashion + Textiles
Engineering
GCSE studied
Resistant Materials, Graphic Products, Textiles*, Engineering*
Graphic Products, Resistant Materials, Textiles*
Resistant Materials, Graphic Products
New GCSE courses introduced in 2013
Content of the Course
Each of the options will study the topics below through the context of its discipline and with that, it will be
unique. The outcome that you design and develop will reflect the option and therefore enable you to build
your portfolio towards and in character of the option.
Standard Level [SL] Core
Human Factors & Ergonomics
Resource Management
Modelling
Raw material to final products
Innovation & design
Classic design
Topics covered
Additional Higher Level [HL]
User centred design [UCD]
Sustainability
Innovation & markets
Commercial production
Internal Assessment
SL IA - Design project
Duration: 40 hours. Weighting: 40%.
GROUP 4
The design project is assessed against the 4 common
criteria:
- Criterion A: Analysis of a design opportunity
- Criterion B: Conceptual design
- Criterion C: Development of a detailed design
- Criterion D: Testing and evaluation
HL IA - Design project
Duration: 60 hours Weighting: 40%
The design project is assessed against the 4 common
criteria and 2 HL only criteria:
- Criterion A: Analysis of a design opportunity
- Criterion B: Conceptual design
- Criterion C: Development of a detailed design
- Criterion D: Testing and evaluation
- Criterion E: Commercial production
- Criterion F: Marketing strategies
Need any more help?
You are welcome to speak to a member of the Design
department about this information. If you need more
details about the portfolio, assessment of Internal
Assessment or design projects then just ask or contact:
clarkp1@stconline.edu.hk
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Environmental Systems and Societies is an interdisciplinary course that meets the requirements of both
Group 3 and Group 4 subjects. This means that it can count as your option in either or both option groups.
It is only offered at Standard Level.
• To promote the understanding of environmental processes at a variety of scales, from local to global
• To provide students with a body of knowledge and skills that can be used in the analysis of
environmental issues
• To promote critical awareness of a diversity of cultural perspectives
• To enable students to recognise the extent to which technology plays a role in both causing and solving
environmental problems
• To allow students to appreciate that environmental issues may be controversial, and may provoke a
variety of responses
• To allow students to appreciate the value of local as well as international collaboration in resolving
environmental problems.
As an i nterdi scipl inar y course,
is designed to combine the techniques
and knowledge associated with
Group 4 (the Experimental Sciences)
with those associated with Group
3 (Individuals and Societies). The
course is suitable for students who
are interested in gaining an informed
personal response to a wide range of
pressing environmental issues.
Environmental Systems and Societies is a varied and active course with numerous debates and analytical
activities as well as fieldwork/educational visits and laboratory activities.
It is useful for students interested in both Biology and Geography and/or as a means to broadening their
choices in other areas of the IB Diploma. The course content is relevant to today’s world in terms of
current affairs and the relevance of environmental issues to different communities. Links to other subject
areas such as Economics, Business, History, Philosophy and TOK are also evident throughout the course
and many links can be made between students’ other option choices.
The Environmental Systems and Societies course provides an excellent general preparation for study at
university. It develops skills that will prove invaluable in many higher education courses such as the ability
to articulate and make reasoned and balanced judgments by integrating information from a range of
different disciplinary sources.
Global environmental awareness is very important in this day and age, not only in terms of scientific
research and the development of new technology, but also in the fields of business, environmental law
and politics where it is becoming increasingly important.
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Environmental Systems and
Societies is a course for the
future! As humans become
more aware of the global
environmental issues affecting
the planet, students with a
working knowledge of these
issues will be vital in working
towards solutions.
The systems approach provides the core methodology
of this course.
It is amplified by other sources, such as economical,
historical, socio-political and scientific, to provide a
holistic perspective on environmental issues.
The course revolves around the following subject
areas:Foundations of Environmental Systems & Societies
Ecosystems and Ecology
Biodiversity and Conservation
Water and aquatic food production systems and society
Soil systems and terrestrial food production systems and society
Atmospheric systems and society
Climate change and energy production
Human systems and resource use
GROUP 4
•
•
•
•
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The internal assessment (IA) consists of one longer
investigation / exploration complimented by several
fieldwork and lab-based practical pieces. It is
worth 20% of the final assessment. The external
assessment consists of two written papers. Paper
1 contributes 30% to the final assessment and
is made up of short answer and data-based
questions. Paper 2 contributes 50% to the final
assessment and is made up of a case study and
two structured essay questions.
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PHYSICS
Physics is a Group 4 subject and it is offered at both Higher and Standard Levels.
What are the aims of the IB Physics course?
• To provide you with the opportunity for scientific study and
creativity in a global context.
• To provide you with a body of knowledge and techniques which
characterize science
• To allow you to apply your knowledge and techniques
• To develop your ability to analyze, evaluate and synthesize
scientific information
• To raise your awareness of the need for effective collaboration and
communication during scientific activities
• To develop your experimental and investigative skills
• To raise your awareness of the wider implications of science and
technology
• To develop your appreciation of possibilities and limitations of
science
• To encourage you to understand the relationships between scientific disciplines and the overarching
nature of the scientific method.
Higher Level
This course is designed for students who enjoy Physics and are interested in exploring the topics covered
at IGCSE level in considerably more depth. There is perhaps no other course at IB level which covers
as broad a range of material as IB HL Physics. From the tiniest particles in existence to phenomena as
majestic as the continuing expansion of the universe, Physics has it all.
As we express a lot of our ideas through the language of mathematics (equations, graphs etc.) we do
recommend that students have scored a minimum of Grade B at GCSE Mathematics before starting. In
addition, prior to opting for HL Physics you must speak to your Physics teacher or Mr George, the head of
Physics first. HL Physics is certainly a challenging course but one that will broaden your horizons and leave
you wanting to find out more!
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Sha Tin College
Standard Level
Like its HL counterpart this course is suitable for
students who are keen to explore Physics beyond the
level offered at IGCSE. Whilst retaining the excitement
and wonder of the HL course it is pitched at a slightly
less challenging level. Many students who are not as
confident mathematically tend to prefer this option. If
you are unsure as to which level to study your Physics
teacher will be happy to advise you.
The course consists of eight core areas studied at Standard and Higher
level.
• Measurements and uncertainties
• Mechanics
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Thermal Physics
Waves
Electricity and magnetism
Circular motion and gravitation
Atomic, nuclear and particle physics
Energy production
• Fields
• Wave Phenomena
• Electromagnetic Induction
• Quantum and Nuclear Physics
Both HL and SL students will have the opportunity to study Astrophysics as an option topic.
You will also be required to spend at least 10 hours completing a Group 4 Project.
GROUP 4
In addition, at Higher Level (AHL), the following areas are studied:
Coursework accounts for 20% of the work that will be assessed. The rest is assessed in examinations
which include multiple choice questions as well as questions that require longer answers.
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Sports, Exercise and Health Science
The course incorporates the traditional disciplines of Anatomy, Physiology, Biomechanics, Psychology
and Nutrition and will be studied in the contexts of Sport, Exercise and Health. The course is available
at both higher and standard level. Students will study a range of core and option topics. They will
undertake practical (experimental) investigations in both laboratory and field settings. This will provide
an opportunity to acquire the knowledge and understanding necessary to apply scientific principles and
critically analyse human performance. Where relevant, the course will address issues of internationalism
and ethics by considering Sport, Exercise and Health relative to the individual and in a global context.
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Those who enjoy science
Those who enjoy sport, exercise and understanding human performance
Those who wish to complete some work in a practical or laboratory setting
Those who want to work towards a worldwide recognized qualification in a number of health related
fields
• Those who wish to work in the following fields:
- Nutrition
- Sports Psychology
- Podiatry
- Physiotherapy
- Teaching
- Health Care
- Kinesiology
- Science
- Human movement
In fact, anything relating to the body and many things that are not!
THE STANDARD LEVEL COURSE CONSISTS OF SIX CORE AND FOUR OPTION MODULES:
Core Topics
80 hrs
Option Topics
30 hrs
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Anatomy
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Exercise Physiology
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Energy Systems
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Movement Analysis
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Skill in Sport
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M e a s u r e m e n t a n d Eva l u a t i o n o f H u m a n
Performance
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Optimizing Physiological Performance
Psychology of Sport
Physical Activity and Health
Nutrition for Sport, Exercise and Health
THE HIGHER LEVEL COURSE CONSISTS OF A FURTHER SEVEN
CORE AND GIVES STUDENTS THE OPPORTUNITY TO REALLY
EXPLORE SPORTS EXERCISE AND HEALTH SCIENCE IN GREAT DETAIL:
Sha Tin College
Additional Core Topics
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Further Anatomy
The Endocrine System
Fatigue
Friction and Drag
Skill Acquisition and Analysis
Genetics and Athletic Performance
Exercise and Immunity
In addition to this, the four option topics are expanded and studied in great depth.
For both Higher and Standard level courses students will conduct 30 hours of Practical Investigations and a
Group 4 Project which is completed in conjunction with other science students from different disciplines.
External Exam (76%)
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Paper 1 - 45 mins multiple choice on core topics
20%
Paper 2 - 1 Hr 15mins 32%
Section A - One data based question and several short answer questions.
Section B - One extended response question. Both on core topics.
Paper 3 - 1 Hr short answer questions on two options. 24%
Internal Assessment (24%) through a practical scheme of work (PSOW)
Design
Data collection & processing
Conclusion & evaluation
Manipulative skills
GROUP 4
Criteria aspects:
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Group 5 Mathematics
Possible options in Mathematics
Mathematical Studies (Standard Level)
Mathematics (Standard Level)
Mathematics (Higher Level)
In all the levels of Mathematics, it is the intention that
students will:
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know and use mathematical concepts and principles
know and use appropriate notation and terminology
understand the significance of results
recognise patterns and structures and make generalisations
• use appropriate technological devices as mathematical tools.
Three different courses with three different aims
Mathematics is a compulsory part of the International Baccalaureate, but since individual students have
different needs, interests and abilities, a number of different programmes are offered. You can study
Mathematics at either Standard Level or Higher Level. At Standard Level there are two different options,
Mathematical Studies and Mathematics. Each programme is designed to meet the needs of a particular
group of students and therefore great care should be exercised in selecting the one which is most
appropriate. It is important to discuss this selection with a Mathematics teacher in order to make the
correct decision.
The IB Mathematics courses are designed to be challenging and interesting. They build on work you will
have met at IGCSE, but also introduce you to new ideas that some of the greatest minds of the millennium
have produced. They serve as a very useful support for many other qualifications as well as being a sought
after qualification for the workplace and courses in higher education.
Standard Level – Mathematical Studies
This course caters for students of varied backgrounds and abilities. It reinforces work done at IGCSE level
and concentrates on the type of Mathematics which can be applied to a variety of contexts, including
general world occurrences and topics that relate to home, work and leisure situations. More specifically,
the course is designed to build confidence and encourage an appreciation of Mathematics in students who
probably do not anticipate a need for Mathematics in their future studies. However, many universities
do consider it an advantage to have studied Mathematics throughout Years 12 and 13, and this course
includes introductory Calculus which satisfies the mathematical requirements for some tertiary courses.
Please consult with the Careers Staff to determine the suitability of this course for entrance to your
selected tertiary institution.
Standard Level – Mathematics
This course is considerably more demanding than Mathematical Studies. You will need at least a Grade B
in Mathematics at IGCSE (or equivalent) as the course relies on a good knowledge and understanding of
all the algebraic skills learned previously and builds upon these by developing new techniques to provide
an insight into how the world of mathematics is constructed. As the maximum grade for core IGCSE is a
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Sha Tin College
C, Extended is essential for those students
wishing to undertake Mathematics
Standed Level. Students will be encouraged
to apply the mathematical knowledge they
have learned to solve meaningful problems
set in an appropriate context. It caters for
students who anticipate a need for a sound
mathematical background in preparation
for their future studies.
Students most likely to select this course
will be those who expect to go on to
study subjects which have a significant
mathematical content, for example
C h e m i st r y, Ec o n o m i c s , G e o g ra p hy,
Psychology and Business Administration.
Higher Level – Mathematics
Mathematics Higher Level caters for students with a strong background in Mathematics who are highly
competent in a range of analytical and technical skills. Students will be expected to have previously gained
a Grade A or A* (or equivalent) for Mathematics at IGCSE. Please note that a high grade at IGCSE does not
guarantee success on this demanding course. The course focuses on developing important mathematical
concepts in a comprehensive and coherent way. Students are encouraged to apply their mathematical
knowledge to solving problems set in a variety of meaningful contexts whilst, at the same time, being
introduced to the important concepts of rigour and proof.
The majority of students who select this course will be expecting to include Mathematics as a major
component of their university studies, either as a subject in its own right or within courses such as
Physics, Engineering and Technology. Others may take this course because they have a strong interest
in Mathematics and enjoy meeting its challenges and engaging its problems. The HL syllabus is very
demanding; acceptance onto this course is fully at the discretion of the Mathematics Department.
There is the possibility of an extra course called Further Mathematics HL being offered to selected
students. This would involve students taking 2 HL Maths courses (Mathematics and Further Mathematics).
This would be by invitation only, and may involve combining classes with other ESF schools. Further details
will follow as available.
Mathematical Studies – Standard Level
Number & Algebra
Statistics
Sequences & Series
Graphs & Linear Equations
Trigonometry
Functions
Logic & Probability
Calculus
GROUP 5
What Topics will be studied?
Mathematics – Standard and Higher Level
Algebra
Functions and Equations
Trigonometry
Vectors
Statistics and Probability
Calculus
Both courses offer the same topics, but each topic is studied to a greater depth in the Higher Level course.
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In addition, students of Higher Level Mathematics study an additional option topic which is usually
Statistics. This is examined by an additional paper for Higher Level only (see below).
Standard Level – Mathematical Studies
The final examination is worth 80% of your grade. There are 2 papers, each of length 1½ hours. The first
contains shorter questions and the other more extended problems. The papers are equally weighted (40%
each) and both require you to effectively use a graphical calculator.
Mathematical Studies also contains a project worth 20%. In the project, students are encouraged to
choose a topic of personal interest and to undertake a mathematical investigation using skills learned
before and during the course. This allows you to achieve a significant part of your grade before the end
of the course. Students will learn about this coursework during the course of Year 12, and will look at
previous projects as well as the criteria for assessment.
It is likely that the project itself will be completed towards the end of Year 12, when students can
demonstrate understanding and application of the skills and knowledge they have gained from this course,
particularly in Statistics. The project is marked by your Mathematics teacher and moderated by the IBO.
Students who fail to submit a completed project will automatically fail this course, as stipulated by IBO.
Failing this course will prevent Diploma students from achieving their Diploma, and it is therefore very
important that all students submit a completed project.
Standard Level – Mathematics
The final examination is worth 80% of your grade, divided equally between two papers of 1½ hours each.
No calculator of any type is permitted for the first paper, and the second requires extensive use of a
graphical calculator.
The course will also include an ‘exploration’ which is an independent piece of mathematical work and
it is worth 20% of the final grade. Students are expected to undertake work of an independent nature,
providing an opportunity to demonstrate ability without the constraints of a written examination. The
‘exploration’ will be marked by your Mathematics teacher and moderated by IBO.
Students who fail to submit an ‘exploration’ will automatically fail this course, as stipulated by the IBO.
Failing this course will prevent students from achieving their Diploma, and it is therefore very important
that all students submit a completed ‘exploration’.
Higher Level – Mathematics
The assessment for this course is very
similar to Standard Level (above). The only
difference is an additional Paper 3 (Statistics
option). This affects the weighting of
examination papers so that Paper 1 (2 hours,
no calculator) and Paper 2 (2 hours, graphical
calculator required) are each worth 30% and
Paper 3 (1 hour) is worth 20%. The remaining
20% comes from internal assessment in the
form of an ‘exploration’ as described for
Standard Level above.
Further Mathematics HL
This is a new course, it is available only at
higher level and by invitation only.
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Sha Tin College
The course caters for a small group of students with a very strong background in mathematics who
have attained a high degree of competence in a range of analytical and technical skills, and who display
considerable interest in the subject. These students will expect to study mathematics at university, either
as a subject in its own right or as a major component of a related subject.
Students doing HL Further Mathematics will also need to do HL Mathematics
This course aims to build on the skills and knowledge gained at Mathematics HL with a strong emphasis on
rigour and depth of understanding.
Teaching logistics: As very few students may take this course, it is taught outside of school for two hours
per week, and there will be a strong expectation of self-study. There will be a teaching group on Hong
Kong Island and if numbers allow, there will also be a teaching group on the Kowloon side for all ESF IB
students on the course.
Note: HL Further Maths is included in the selection of three Highers and cannot be taken as a fourth
Higher. Students taking this course will need to be recommended by Sha Tin College’s Mathematics
faculty.
Outline and assessment: 2 x two and a half hour exams.
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Topic 1—Linear algebra
Topic 2—Geometry
Topic 3—Statistics and probability
Topic 4—Sets, relations and groups
Topic 5—Calculus
Topic 6—Discrete mathematics
GROUP 5
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Group 6 The Arts
Film, Literature and Performance, Music, Theatre and Visual Arts.
The Arts are a popular and well established area of the curriculum at Sha Tin College.
But why should an IB student take an Arts subject, and how will they benefit from doing so?
Firstly, Arts subjects provide the breadth and balance essential to our school’s curriculum and it is this ‘all
rounded’ nature of an IB Diploma which includes learning through the Arts that we feel is needed for the
modern and fast changing workplace.
In order to gain the broadest education possible, you should choose one subject from each of the six
groups.
Secondly, studying the Arts as part of the IB will bring benefits which will last a lifetime. In addition to
fostering expertise in the discrete areas of Visual Arts, Theatre, Music, Literature and Performance and
Film, the Arts foster interpersonal and group work skills, whilst helping to develop an understanding of
other cultures.
Lastly, and perhaps most importantly, the Arts can lead to gainful and satisfying employment. Every year,
many students at the College go on to Tertiary education in Arts subjects and many return to Hong Kong
to pursue successful careers in media, design, music and Drama education.
In conclusion, by choosing an Arts subject, you will be developing academically, socially and aesthetically,
and preparing yourself for the workplace!
Your Group 6 choice may be any one of the following:
Arts subjects- Film / Literature and Performance / Music / Theatre / Visual Arts.
Below are some quotes from former students
about choosing Arts subjects.
Sarah Fung: Former editor of HK magazine,
publisher of Liv magazine, a wellness magazine
for Hong Kong
“Studying the arts at a higher level teaches
us more than just to memorise formulas and
regurgitate facts. We learn valuable skills that
serve us well throughout our lives - yes, not
every drama or art student becomes a struggling
artist! If you want to learn about leadership skills,
teamwork, collaboration and public speaking,
studying drama will give you confidence and
interpersonal skills in spades. For fine arts, a good eye for composition, taste and creative flair will serve
you well when designing presentations, branding a company or creating a logo for your startup. As more
young people seek to define success on their own terms, the arts teach us how to think creatively, seek outof-the-box solutions, work flexibly and improvise. Other subjects may prepare us for more study; the arts
prepare us for life.”
Keon Lee: Faust International. Hong Kong’s largest drama and education company
“Learning about the arts gives you the tools, craft and skills in expressing ideas in vivid and powerful ways.
It’s where you get to sift through the works of master artists and be inspired and inspire others.”
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Sha Tin College
Jonathan Jay Lee: Professional artist in Hong Kong
“My teachers encouraged me to take arts subjects, and thinking
back those classes were definitely the highlight of my time at
Sha Tin college. The humanities and sciences were useful, sure.
But the arts changed my life. “
Adrian Silva: Musician
Specializing in a certain field is great, but studying any of the
arts will teach you things you will never otherwise learn. Self
confidence, public speaking and thinking out of the box are just
some of the skills you’ll learn that will benefit every aspect of
your life!
Janette Slack: Sha Tin College Alumni and an international DJ
“The arts teach you to be confident, to think outside the box, on your feet and working well under
pressure alone or in a team. Improvising with what you have in front of you and honing on your skills. You
constantly evolve and develop as an individual organically. Being creative is important to keeping the mind
fresh, active and fun.”
Katie Kenny: Freelance writer and digital branding manager
“I went to Rome a few years back and while most people can appreciate the beautiful works of art at the
Vatican only a few walked around with an air of excitement. I took art throughout my time at secondary
school and a few art history classes in university, and because
of this I knew of the symbolism behind not only the pieces of
art I learned about in class but could relate them to the other
works made during the same time periods. What I took away
was a completely different (eye opening even) experience
those who missed out on such an educational opportunity
could have had. Holidays abroad aside, today in my personal
life and career I have found that subjects such as drama, Eng
Lit, design, film and art have made me a more interesting and
interested person. Imagine the excitement between strangers
when they discover they have either a deep love or disdain
for an artistic subject: a bond is created through discussion, a
passion even. And that’s what we live for right? “
Of course, many other students go on to follow non-arts based
careers but find their study of the Arts at Sha Tin help foster
a wider understanding of many of the elements required for
success in their careers. Good luck with your choices!
GROUP 6
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Film
What are the aims of IB Film?
IB Film is a gateway to the most dynamic and creative cultural
force of the last one hundred years. Recent developments
in technology have made both creating and viewing films so
much easier than ever before and future developments will
see media of this nature become even more embedded in
our everyday lives. IB Film’s fundamental aim is to transform
students from passive receivers of media into active
interpreters and creators, fluent in the language of film and
visual media.
The other aims are to promote:
• an appreciation and understanding of film as a complex art
form
• an ability to formulate stories and ideas in film terms
• the practical and technical skills of production
• critical evaluation of film productions
• a knowledge of film-making traditions from around the
world.
Who is the course suited for?
If you have an interest in film, television, the media or any other modern communication fields and you
are considering a career in any of these areas, then Film is the course for you. You could be interested
in how people form images of themselves and how those images can go on to shape them and future
generations. Perhaps you are interested in learning the workings of the money-making powerhouse that
is Hollywood, or maybe you are fascinated by the anti-establishment potential of counter-cinema. Film’s
appeal is in part due to its endless diversity and power to influence, involve and entertain.
The main requirement for the course is a genuine love of film and related
media and an avid curiosity into their workings. Film is suited to wellrounded students who combine both creativity and analytical skill. Technical
wizardry is not essential and no specific prior knowledge is required. If you
have done well in English, Art, PRS, Drama, Music, ICT or other subjects with
a significant analytical component at IGCSE level, you will be well-equipped
to begin the course. Organisational skills and the ability to work effectively
in groups are also key to success on the Film course. The course places equal
weight on creativity, practical skills, reflection and analytical work. There will
be support throughout the course from visiting, working professionals from
film and television to help develop both technical and creative skills.
Students who took Film at IB have gone on to study a wide range of subjects
at university, including literature at Cambridge and as one former Film
student said “I was offered Astrophysics at Berkley, but I went with my heart
and chose Film”. Another former Film student, who is now a Director for
CNN said “Studying Film at Sha Tin helped give me the insight into creating
hard-hitting news reports”. Other students are currently active in the fields
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Sha Tin College
of television production and independent film making.
What Topics will be studied?
Both Higher and Standard components involve the
same three areas of study:
Part 1: textual analysis
You will learn how films communicate meaning and
how directors use a range of techniques to tell stories.
You will find out how films are affected by culture,
world events and social pressures to be used as
entertainment and even propaganda.
Part 2: Film theory and history
You will be introduced to films from around the world
and to styles you may have never even seen before
to help you understand how film has developed with
technology and world-wide opinion. You will learn
about the history of film and how it has developed
into one of the dominant art-forms of the 21st Century.
Part 3: Creative process—techniques and
organization
You will find out how to make films and experience
the different roles and demands required in the
production of movies. Films are much more than just
a record of events and you will find out how artists
and technicians come together to create an expression of their ideas and passions, making powerful and
entertaining statements to their audience. You will have the opportunity to work with Film professionals
who will run a series of workshops on everything from advanced cinematography and lighting, to
screenwriting and pitching your film.
How are Students Assessed?
External Assessment
Independent Study 25%
(Part 1)
Presentation
(Part 2)
25%
Standard
12-15 page script for a
documentary on film theory/film
history
15 minute presentation
Oral presentation of a detailed
critical analysis of a continuous
extract from a prescribed film
lasting no longer than 5 minutes.
8-10 page script for a documentary on
film theory/film history
6-7 minute film
40-60 second trailer
Portfolio write-up and reflection
(1,750 words)
10 minute presentation
Oral presentation of a detailed critical
analysis of a continuous extract from
a prescribed film lasting no longer than
5 minutes.
4-5 minute film
Portfolio write-up and reflection
(1,200 words)
GROUP 6
Internal Assessment
Production Portfolio 50%
(Part 3)
Higher
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Literature and Performance (English)
Standard Level only
This is an exciting new interdisciplinary course in Group
1 and Group 6 of the IB Diploma Programme. As such it
may count as your Group 1 course, your Group 6 course
or both, allowing you to take an additional Group 6 Arts
course. It is offered at Standard Level only.
Course Aims
This course is an interdisciplinary synthesis of Language
A and Theatre. It incorporates essential elements of
literature and performance and aims to explore the
dynamic relationship between the two. At the heart of
the course is this interaction between (i) a conventional
literary emphasis on close reading, critical writing and discussion and (ii) the practical, aesthetic and
symbolic elements of performance. A distinctive outcome of this “marriage” is the performance of a piece
transformed from poetry or prose. In this exciting, creative process text is viewed from different angles in
a way that goes beyond what is characteristic of either literary or theatre studies as single disciplines. The
course as a whole examines literary and dramatic texts and seeks to develop intellect, imagination and
creativity. It encourages intercultural awareness through a study of texts from more than one culture.
The specific aims of the text and performance course are to:
1. equip students with the skills to explore critically and imaginatively a range of literary texts and
performance possibilities
2. develop in students the ability to articulate their responses to text and performance in a variety of
styles and contexts
3. introduce students to a range of performance skills
4. broaden the perspectives of students through the exploration of texts from differing cultures, periods
and genres
5. foster a personal and passionate engagement with text and performance, and by so doing guide
students towards a better understanding of themselves and the world.
The course is for students who have a passion for all genres of literature and enjoy presenting texts
through the medium of theatre and performance. The course will develop your use of English yet will
allow you to use your strengths in performance to express
texts. This is a challenging course as it looks at literature
through a different “lens” from the literature and language
and literature courses with the focus on performance.
You may not take Theatre in Group 6 if you chose to study
this course nor can you study another Group 1 subject in
English; however you may take either Chinese A Literature or
Chinese A Language and Literature to achieve the prestigious
Bilingual Diploma.
All students who opt for this course will have to be approved
by the relevant teacher.
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Sha Tin College
What will be studied?
Part 1: Critical study of texts
• A range of literary texts are studied.
• Students develop the skills to identify meaning and make viable
interpretations.
• Students analyse the effect of literary features.
• Students write and speak appropriately about literature.
Part 2: Exploration of the chosen approach to the text
• Texts are explored in terms of their performance potential.
• Students generate ideas for the transformation of prose and
poetry texts into dramatic form.
• Students speak and write appropriately about their ideas.
Part 3: Realization of texts in performance
• Students develop the skills to make their own pieces for performance, and to perform scripted drama.
• Students perform to an audience.
• Students analyse and evaluate performance through appropriate speech and writing.
Assessment
External assessment (3 hours)
Paper 1: Prose and performance (1 hour 30 minutes)
60%
20%
Paper 2: Poetry (1 hour 30 minutes)
20%
Written coursework: Major playwrights in performance
20%
Internal assessment (20 minutes)
40%
Students answer one essay question from a choice of three concerned with issues involved in dramatizing
a novel.
Students answer one comparative essay question from a choice of six.
Students produce one piece of writing that incorporates critical analysis of the realization of an extract
or a series of linked extracts from a play by a playwright listed on the prescribed list of authors, as well as
reflection on the student’s performance in a staged interpretation of it. The written coursework must be
1,500–2,000 words in length.
The internal assessment component has two compulsory parts.
GROUP 6
Performance (5 minutes) and individual oral presentation
(15 minutes)
Students present one performance during the course. This
must be a transformation based on one or more of the poetry
and prose texts studied in class. It must not be based on
the texts studied for Papers 1 and 2. The individual oral is a
structured presentation about this performance.
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Music
What are the Aims of the Music Course
Music is a Group 6 subject and is offered at both Higher and
Standard Levels. The course aims to develop performing,
composing, listening and analysis skills in Music.
The course is suitable if:
• You are an able performer or composer.
• You have an interest in exploring a broad range of musical
styles through performing, composing and listening.
• You enjoy participating in musical performances and
supporting others in their musical development.
• You have an active interest in Music Technology.
• You have gained a Grade B or above in GCSE Music or achieved
a minimum of grade 5 Associated Board of the Royal Schools
of Music in theory and practical. Any other qualifications or
lower grades may be considered, but you would need to have
a discussion with the Music Department staff before opting to
study IB Music.
• You love music in all forms and styles.
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Solo Performance on your instrument/voice (Higher Level)
Solo or Group Performance on your instrument/voice (Standard Level)
Improvisation and use of Music Technology
Composing or arranging for a range of styles and instruments – your choice!
Listening to and discussing a wide range of music across time and cultures
Analysing set pieces of music in depth
Musical Links Investigation which is a comparative study between two pieces of your own choice.
Sha Tin College
Performance
Any instrument, voice or style of music is permitted. You will perform
in several recitals during the 2 year course.
The Higher Level recital is a compulsory component of the course and
you have to give a recital of 20 minutes in total duration (25% of the
course). The Standard Level recital is an optional component, which is
15 minutes in total duration (50% of the course).
Creating
You have the opportunity to compose or arrange pieces in any style and
using any instruments you choose. All compositions should contrast
with each other. You can also choose to specialise in the use of Music
Technology and Studio Production of your piece.
Higher Level Creating is a compulsory component of the course and requires 3 pieces of coursework
to be submitted (25% of the course), each lasting a minimum of 3 minutes, notated or with a detailed
performance plan, a recording and a written statement. Standard Level Creating is an option component
of the course which requires 2 compositions (50% of the course).
Listening
You will explore a wide range of music through history and different cultures to include Western Art
Music, World Music and Popular Music and study 2 prescribed pieces of music in detail.
At the end of the course you will be examined in a 3 hour listening examination at Higher Level and a 2
hour listening examination at Standard Level (30% of the course at both levels).
You will also complete a Musical Links Investigation as a written script of 2000 words based on the
comparison of 2 pieces of your own choice from different musical cultures, completed as coursework.
(20% of the course at both levels).
This is essentially the same as the Higher Level course but you choose either Composition or Performance
and there is also a reduced amount of questions to answer in the final Listening examination.
GROUP 6
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Theatre: New syllabus
ACT
● DIRECT
● BROADEN YOUR KNOWLEDGE OF DRAMA AND THEATRE
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This exciting course aims to help young adults understand the dynamic
nature of theatre. Students will explore theatre through performance and
through studying texts and practitioners; they will investigate the wide
variety of theatrical forms across cultures and through this, have a better
understanding of themselves, society and the world of theatre.
The course is open to all.
Students who have studied IGCSE Drama will find their prior knowledge
and experience of working practically an advantage.
WHAT TOPICS WILL BE STUDIED AND HOW WILL
THEY BE ASSESSED?
Task 1
35% Solo Theatre piece (HL only)
Task 2
20% Director’s notebook
Students at HL research a theatre theorist that they have not previously studied, identify an aspect of their
theory and create and present a solo theatre piece (4-8 mins) based on this aspect of theory. This video is
accompanied by a 3000 word report.
Students choose a published play text that they have not previously studied and develop ideas regarding
how it could be staged for an audience.
This will include the following:
˙the realization of a text on stage, taking the playwrights’ words and ideas and making them work
practically and imaginatively. Students will be taught about directorial concepts and will test their own
concepts throughout the course.
˙rehearsal techniques and consideration of production elements (lighting, sound, costume, make-up)
˙the intended impact of the production on an audience
This skill is assessed by a notebook of ideas that outlines the candidate’s directorial vision for a stage
production. This will include both written and visual materials up to 20 pages maximum.
100
Sha Tin College
Task 3
20% Research presentation
A study of traditions from around the world. Leading to a solo performed presentation.
This element of the course might involve discussion and practical exploration of such aspects of drama
such as:
˙conventions from Theatre traditions around the world
˙the social and theoretical contexts in which world theatre is created
˙research skills, wider reading and the application of these skills to performance
This component is externally assessed by an individual performed presentation about their researched
Theatre tradition (max. 15mins).
Task 4
25% (Internal assessment) Collaborative project
Students collaboratively create and present an original piece of theatre lasting 13 to 15 minutes for and to
a specified target audience, created from a starting point of their choice.
Each student submits a video and a process portfolio of 15 pages maximum.
GROUP 6
101
Visual Arts
Visual Arts is a Group 6 subject and is offered at both Higher and Standard
Levels.
What are the aims of the IB Visual Arts
course?
•
•
•
•
•
•
•
•
•
Enjoy lifelong engagement with the Arts
Become informed, reflective and critical practitioners in the Arts
Understand the dynamic and changing nature of the Arts
Explore and value the diversity of the Arts across Time, Place and
Cultures
Express ideas with confidence
Develop perceptual and analytical skills
Make Artwork that is influenced by personal and cultural contexts
Become informed critical observers and makers of Visual Culture and
media
Develop skills, techniques and processes in order to communicate
concepts and ideas
The IB Visual Arts course is designed for students who have a keen
appreciation of the Visual Arts and who want to study them in depth.
You are expected to have passed your GCSE Art course, however, we do
consider students who have not completed the GCSE in Art, but who
clearly have the ability and commitment required to succeed at this level.
There are many university courses which require an advanced knowledge
of Art and Design and evidence of a mature practical ability. Good
Architectural courses will always request a Portfolio of work that displays
evidence of your creative ability. Work carried out for Higher or Standard
level Visual Arts will be most suitable for these purposes. Entry to Art
and Design college is an essential step towards training in the Fine Arts,
Graphic Design, Textiles and Fashion, Product Design, Photography and
many other courses related to the Visual Arts.
APPLYING FOR ART FURTHER EDUCATION
A portfolio of work that demonstrates your creativity and level of
practical ability is necessary for entry into the most competitive
of these. The work produced in IB Higher or Standard Visual Arts
is also very suitable for this type of folio. For those who do not
wish to pursue Architecture or Art and Design at university, it is
important to realise that this subject is widely respected by all
universities (UK, Hong Kong, Australia and North America) and
the skills acquired can complement many diverse careers.
If you follow the Art IB course you will learn that art is not only
for entertainment or pleasure. The inspiration engendered by
creative activity often becomes a driving force in other studies
and throughout life.
102
Sha Tin College
Through Art, you will learn independence of thought, persistence,
problem-solving skills, multi-cultural awareness, discrimination,
appreciation and a wealth of other skills, which will stand you in
good stead no matter which path you choose in life.
The course will be taught with a thematic approach and will give
you the opportunity to develop your artistic skills, understanding
and expression through techniques such as Painting, Drawing,
Print Making, Mixed Media, Graphics, Photography, Sculpture,
Textiles/Fashion and Digital Media.
The open-ended themes will be designed to allow you the
opportunity to explore your own and other cultures. We tend to
start with themes such as “Mixed Media and Surface Texture” /
“Urban Culture”, which are teacher-led, however by Easter of Year
12, you actually determine your own theme(s) and the media
that you wish to focus on. From this point, you are able to work
in an extremely independent manner.
How will the students be assessed?
For SL and HL students the three areas for assessment are the
same although the SL course has less content and is less demanding of time:
This is a body of research work that compares
artists work to your own work. Any former GCSE
Art student will find this very straightforward.
Externally 20% of
assessed Marks
Part 2:
Process Portfolio
This is a selection of practical work from the
Journal and trials and experiments similar to the
Folder work at GCSE level
Externally 40% of
assessed Marks
Part 3:
Exhibition
Each student exhibits the best of their final
studio works and writes an artist’s statement to
accompany this work.
Internally
assessed
40% of
Marks
In addition, each student produces a Visual Arts Journal
GROUP 6
Part 1:
Comparative study
103
The Visual Arts Journal
The Art Journal serves the same purpose as the current
GCSE workbook and should contain Drawings, studies,
research, Critical written work, studies of Artists, Planning and
development work. The Journal is used to assist students with
all 3 areas of the course.
There is no mark for the Journal, but sections of the journal
may be used as part of the Process portfolio and good working
practises in the Journal will ensure success in each of the three
assessed areas.
• The aim of the visual arts journal is to support and nurture
the acquisition of skills and ideas, to record developments,
and to critique challenges and successes.
• Although sections of the journal will be selected, adapted
and presented for assessment, the journal itself is not
directly assessed or moderated. It is, however, regarded as a
fundamental activity of the course.
At the end of the course you will all mount an exhibition of your Art work and present your Comparative
Studies and Process Portfolios in digital format to the IBO for assessment.
The very specific Assessment Criteria for all three components will be explained to you in great detail
throughout the course and will be referred to on a regular basis. This is a course that is certainly
challenging (as it should be) but also personally satisfying for all students who decide to study Art at this
level.
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Sha Tin College
Notes
GROUP 6
105
Sha Tin College
No 3 Lai Wo Lane
Fo Tan, Sha Tin,
New Territories, Hong Kong
Tel: (852) 2699 1811
Fax: (852) 2695 0592
Email: info@shatincollege.edu.hk
Website: http://www.shatincollege.edu.hk
Sha Tin College is a member of the English Schools Foundation
ESF Centre
25/F, 1063 King's Road
Quarry Bay, Hong Kong
Tel: (852) 2574 2351
Fax: (852) 2818 5690
Publication Coordinator : Jane Yao • Design & Printing : The Green Pagoda Press Ltd. www.gpp.com.hk

Year 12 and 13 Curriculum

Transcription

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