W E L C O M E
BSS SS A PL PLACE WH WHERE STU STUDENTS WA NTS WANT TO NT TO BE
Agenda What is IGCSE Programme? What make BSS IGCSE programme special? What each subject entails? What are the school expectations? What questions do you have?
Developing the whole student
What is different at BSS Wide range of subjects ; with flexibility to allow students to thrive IGCSE trained staff; including IGCSE examiners Duke of Edinburgh award (UK universities regard this highly) Small groups, with an individual approach Excellent results Teachers prepare students with the skills needed to prepare them for the International Baccalaureate programme
Structure • It is a two-year course , Key Stage 4 of the British National Curriculum. • The exam session for students starting the programme in September 2019 is May 2021. • Extended Curriculum A*, A, B, C, D, E • Orals/ Practical exams start in April 2021 • Option to take English as a Second Language early in November 2020 Candidates who are awarded grades A* to C for this qualification are well prepared to follow The IB Diploma Programme at BSS
Mirrors the subjects needed for the IB DP Group 1: Studies in Language and Literature. Group 2: Language Acquisition Group 3:Individuals and Societies. Group 4: Experimental Sciences. Group 5: Mathematics Group 6: The Arts (optional- may take another subject from group 1-5)
Subjects offered at BSS Group 1: English Literature/ First Language or English as a Second Language Group 2: French, Spanish, German, Greek, Arabic Group 3: ICT/ Business and Management (optional if not studying art) Group 4: Coordinated Science (Physics, Chemistry and Biology) Group 5: Mathematics Group 6: Art
Group 1. English Language and Literature The aims are to develop learners who: • enjoy the experience of reading literature • understand and respond to literary texts in different forms and from different periods and cultures • communicate an informed personal response appropriately and effectively • appreciate different ways in which writers achieve their effects • experience literature’s contribution to aesthetic, imaginative and intellectual growth • explore the contribution of literature to an understanding of areas of human concern .
Group 2. Modern Foreign Language The subject content is organised around five broad Topic areas which provide contexts for the acquisition of vocabulary and the study of grammar and structures. Through the study of these Topic areas, candidates gain insight into target language countries and communities. The Topic areas are: • Everyday activities • Personal and social life • The world around us • The world of work • The international world.
Group 3: Business Studies The Topic areas are: Understanding business activity People in business Marketing Operations management Financial information and decisions External influences on business activity
ICT: Theory and Practical 12 Images 1 Types and components of computer systems 13 Layout 2 Input and output devices 14 Styles 3 Storage devices and media 15 Proofing 4 Networks and the effects of using them 16 Graphs and charts 5 The effects of using IT 17 Document production 6 ICT applications 18 Data manipulation 7 The systems life cycle 19 Presentations 8 Safety and security 20 Data analysis 9 Audience 21 Website authoring 10 Communication 11 File management
Biology Biology B7 Transport B1 Characteristics of living B8 Gas exchange and respiration organisms B9 Coordination and response B2 Cells B10 Reproduction B3 Biological molecules B11 Inheritance B4 Enzymes B12 Organisms and their environment B5 Plant nutrition B13 Human influences on ecosystems B6 Animal nutrition
Chemistry C1 The particulate nature of matter C2 Experimental techniques C8 Acids, bases and salts C9 The Periodic Table C3 Atoms, elements and C10 Metals compounds C11 Air and water C4 Stoichiometry C12 Sulfur C5 Electricity and chemistry C13 Carbonates C6 Energy changes in chemical C14 Organic chemistry reactions C7 Chemical reactions
Physics P1 Motion P2 Work, energy and power P3 Thermal physics P4 Properties of waves, including light and sound P5 Electricity and magnetism P6 Electric circuits P7 Electromagnetic effects P8 Atomic physics
Group 5: Mathematics
Art (optional) Painting and related media Print making Three-dimensional design Photography, digital and lens- based media Graphic communication Textiles and fashion.
WHAT IS THE IBCP? IGCSE Check point Grade 6 & Grade 8
IB Learner Profile and the CP. In today’s marketplace, employers look for qualified individuals who are:
What is the CP? The CP… is a holistic education that emphasizes the development of the whole person. incorporates the educational principles, vision and learner profile of the IB into a unique, flexible programme that allows students to specialise in a career-related pathway provides the freedom to schools to create and design their own distinctive career-related programmes
IBCP WORKLOAD The IBCP can be The IBDP can be characterized as: characterized as: The IBCP is as demanding and SPECIALISED – BROAD – studies • studies focus on encompass six different challenging as the IBDP one or two areas subject groups The IBCP will involve more independent • study and a higher level of self- CAREER- ACADEMIC – studies discipline and organisation. RELATED – draw on knowledge and Depending on the career-related course • studies are understanding from and diploma courses, students might framed around a across a number of career path and academic disciplines have less, more or a similar number of the way learning teaching hours and class work. can be applied to Term dates may need to be adapted for this field of • employment both the DP and CP. This is usually accommodated during the holidays.
How does it work?
Diploma Courses Each student must successfully complete a minimum of 2 DP subjects. Up to 4 DP subjects can be chosen. They can be studied at HL, SL or a mix of the two. Must pass at least two with a minimum of a 3 in each.
Personal and Professional Skills (PPS) (90 hours) Each school must develop a 90 hour Assessment discrete “personal and professional skills” course which is run • Assessment determined by concurrently with the other elements schools of the CP core. • Teachers develop own assessment • Criteria around learning outcomes There are five themes for PPS: • Assessment must be varied Applied ethics • Students must be aware of what is expected Effective communication • PPS should be included on school Intercultural understanding report Personal development • Schools expected to show Thinking processes evidence of planning, organisation and delivery
LANGUAGE DEVELOPMENT (50 Hours) The aims of language development are to: Section 1- Profile enable students to understand and use the Personal language and cultural profile language they have studied in context Section 2- Experiences encourage an awareness and appreciation of the Engage in reflection on the target language different perspectives of people from other cultures Section 3- Evidence provide students with a basis for further study, Document achievement work and leisure through the use of an additional language Non-DP Language Course Students provide the opportunity for enjoyment, creativity • Enroll in school based (non IB) language course and intellectual stimulation through knowledge of • Enroll in an external online course an additional language. • Work with a language teacher/CTE teacher to develop a self study language program (i.e. development of technical Requirements: terminology as it relates to the student’s chosen pathway) • Work with community member to monitor self-study A language in addition to the student’s best language DP Language Course Students Not exam based • Students must complete an additional 50 hours of LD. The 50 Develop a language development portfolio with hours must serve as an extension of the DP language course required components and to develop an additional topics and materials. theme using examples of tasks and assessments * If the student takes a 3rd DP course the DP language course will Options for fulfilling Language Development (ALL satisfy the language development requirement STUDENTS MUST COMPLETE A Language Portfolio)
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