Key Stage 4 Curriculum Guide

Page 1



Head of School

Cross Campus Principal

Secondary Principal


Mr Matthew G Mills

Ms Helen Thew

Mr Matt Seddon

Secondary Assistant Principal, Curriculum and Assessment Mr Luke Jones

Secondary Assistant Principal, Student Welfare

Head of Careers and University Faculty

Head of Admissions

Cover artwork by Rinrada (Gina) Suksatit, Class of 2024

Mrs Lorna Conroy

Mr Kevin Keller

Ms Rachel Jones

Key Stage 4 Curriculum Guide 2023/24 3 Bangkok Patana School CONTENTS
SUBJECTS OPTIONAL SUBJECTS ADDITIONAL AREAS FOREWORD FROM THE HEAD OF SCHOOL ................................................................................................. 4 INTRODUCTION FROM THE SECONDARY PRINCIPAL ................................................................................. 5 THE KEY STAGE 4 CURRICULUM ................................................................................................................. 6 THE PASTORAL PROGRAMME .................................................................................................................... 8 FIRST LANGUAGE ENGLISH (IGCSE) .................... 12 LITERATURE IN ENGLISH (IGCSE).......................... 13 MATHEMATICS (IGCSE) ..................................... 14 ADVANCED SUBSIDIARY MATHEMATICS (GCE)................................................................. 16 SCIENCES (IGCSE) ............................................. 17 MODERN FOREIGN LANGUAGES (IGCSE) ........ 20 • FRENCH • MANDARIN • SPANISH LEARNING SUPPORT ........................................ 49 CAREERS AND UNIVERSITY GUIDANCE............ 50 GLOBAL CITIZENSHIP......................................... 51 EXTRA-CURRICULAR ACTIVITIES PROGRAMME (ECA) ........................................ 52 FIRST LANGUAGE (IGCSE)................................. 21 • FRENCH THAI LANGUAGE AND LITERATURE (TLL)............. 22 THAI LANGUAGE AND CULTURE (TLC).............. 24 ENGLISH AS A SECOND LANGUAGE (IGCSE) .................................................................. 25 PHYSICAL EDUCATION - CORE........................... 26 ART AND DESIGN (GCSE) ................................. 28 BUSINESS STUDIES (IGCSE)................................. 30 COMPUTER SCIENCE (IGCSE).............................. 32 DESIGN AND TECHNOLOGY (IGCSE).................. 34 DRAMA (IGCSE) ................................................ 36 ECONOMICS (IGCSE) ....................................... 38 GEOGRAPHY (IGCSE) ....................................... 40 HISTORY (IGCSE)................................................ 42 INFORMATION AND COMMUNICATION TECHNOLOGY (IGCSE)...................................... 44 MUSIC (IGCSE)................................................... 45 PHYSICAL EDUCATION (IGCSE).......................... 47
PLEASE NOTE: The content of this booklet was accurate at the time of publication (December 2022). All courses are subject to updates by the relevant exam board.


Bangkok Patana School offers a broad and balanced British international education from Nursery to Year 13 when students complete their preparation for university entrance. This booklet is one of a series that summarises the curriculum for 2022/23 at the following stages:

• Foundation

(Nursery to Foundation Stage 2)

• Key Stage1 (Year 1 to Year 2)

• Key Stage 2 (Year 3 to Year 6)

• Key Stage 3 (Year 7 to Year 9)

• Key Stage 4 (Years 10 and 11)

• Senior Studies (Years 12 and 13)

These summaries are important as they give parents and staff an overview of what we offer across the complete age range. This overview is also increasingly important to students as they too seek to understand the nature of what they are leaning, especially when they have to make choices about what they will study for (I)GCSE and the International Baccalaureate Diploma or Patana Courses programme.

This booklet should be read after a careful review of our website, www.patana. and in conjunction with another of our publications, the Student Achievement. Here you will find more background about what makes Bangkok Patana so special, as students of all ages grasp the opportunities of an extensive range of learning experiences offered both in the main curriculum and our extra-curricular programme. What our students achieve academically, which is of an extremely high standard, must therefore be set in the context of their incredible commitment to our sports programme, outdoor education, our cultural activities and service projects. We are the leading sports school in Thailand, the pioneer of the International Award for Young People, one of the key schools in South East Asia offering Model United Nations and a leading school for the arts.

As they progress through the school, we expect our students to acquire the skills and motivation to become independent learners who seek knowledge and fulfilment actively while also seeking to establish a balance in their lives. We want them to take risks, learn from their mistakes and question critically. These are the skills that will prepare them for the next stage of their education, wherever it takes place, and get them ready for the challenge of the world of work in the 21st Century.

We are very proud of the quality of teaching and learning that takes place at Bangkok Patana and we hope that this booklet and our other publications will help you understand more about what we set out to achieve here as we introduce increasingly challenging material to our students as they progress through the school.

We would be delighted to help you in any way once you have read this booklet. Please do not hesitate to contact us through the admissions office, or via our Primary and Secondary school offices if you need any further information.

Bangkok Patana School 4
“We expect our students to acquire the skills and motivation to become independent learners who seek knowledge and fulfilment actively while also seeking to establish a balance in their lives. We want them to take risks, learn from their mistakes and question critically.”


The academic programme that Bangkok Patana School offers in Years 10 and 11 (Key Stage 4) builds upon the skills developed in Key Stage 3. All students are required to follow a two-year programme leading to the General Certificate of Secondary Education (GCSE) or its international equivalent, the IGCSE. The curriculum includes the following core subjects: English (Language and Literature), Mathematics, Sciences, a Modern Foreign Language (MFL) and Physical Education. Students select three other subjects, one of which must be either, History, Geography, Business Studies or Economics.

The curriculum in Years 10 and 11 encourages students to:

• develop oral and practical skills;

• develop an investigative approach;

• use initiative to solve problems;

• apply skills, knowledge and understanding;

• undertake individual projects and learn to work as part of a team;

• become more effective as independent learners.

(I)GCSE examinations are designed to be accessible to the whole ability range and for most subjects the results are graded from A*–G and are offered by the Cambridge Examination Board (CIE). A small number of subjects are graded following a new system of 9-1; these courses are offered by Edexcel Examination Board and include Art, Science, Japanese and PE. Students showing outstanding ability receive an A* or 9; a Grade C or 5 is a ‘good’ or ‘strong’ pass, whilst students who fail to reach the required standard receive a U grade.

The subjects available to students in Key Stage 4 have been selected with the intention of providing a broad, balanced and challenging curriculum which provides an excellent foundation for the Senior Studies Programme here at Bangkok Patana. This link to the challenges of the IB courses that follow mean that it’s vitally important that students choose subjects that they are interested in, think they will enjoy and believe they will be successful in.

Key Stage 4 Curriculum Guide 2023/24
“The subjects available to students in Key Stage 4 have been selected with the intention of providing a broad, balanced and challenging curriculum which provides an excellent foundation for the Senior Studies Programme.”



The General Certificate of Secondary Education (GCSE) is an examination which originates from England and Wales and is the standard qualification that students aged 14 to 16 study there. The international equivalent of the GCSE is the IGCSE; this has been developed to be more relevant to students learning in an international or non-UK context. Many international schools follow IGCSE syllabi because it gives students an international perspective by having less Anglo-centric content and a clearer way of approaching topics, and bears in mind the language skills of students for whom English may not be their first language.

IGCSEs develop learner knowledge, understanding and skills in:

• subject content;

• applying knowledge and understanding to new as well as unfamiliar situations;

• intellectual enquiry;

• flexibility and responsiveness to change;

• working and communicating in English;

• influencing outcomes;

• cultural awareness.

All students at Bangkok Patana School receive the following core subject lessons:

English (Literature and Language)

World Language

Mathematics Tutorial Science Physical Education

In addition to these mandatory core subjects, students choose three subjects from the list of optional subjects. Although the design of the options ensures that students receive a broad and balanced curriculum, it is advisable to spend time researching the best combination of subjects for individuals and takes into account personal strengths, enjoyment and possible future careers.

The key features of the curriculum that we offer and the ways in which they are delivered stem from Bangkok Patana School’s Mission that all students fulfil their potential. Bangkok Patana School is also an International Baccalaureate (IB) World School and as such we are keen to promote the IBO’s Learner Profile, which-is to encourage students, through all aspects of their lives, to become:

Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-Takers Balanced Reflective

Through their day to day interactions, we aim to promote these attributes to ensure that students do not become accomplished only in the curricular studies but are balanced individuals who are better prepared for life beyond school.


Assessment in its many forms is an integral part of curriculum delivery at Bangkok Patana. The main purposes of assessment are to:

• identify a students’ potential and support them in realising that potential;

• identify what students have achieved in terms of acquisition of knowledge, skills, concepts and attitudes;

• provide information to use for future learning;

• involve students in self-assessment thus enhancing motivation;

• set meaningful targets and know how close to achieving them they are;

• enable students to develop as independent learners.

Bangkok Patana School 6

After Songkran in Year 10 (mid-way through the course), all students sit annual exams in the subjects that they have been studying. These exams assess what they have learned throughout the year, so it is important that students revise all the work they have covered. Towards the end of Term 1 in Year 11, all students sit trial (I)GCSE exams which cover as much of the syllabus as possible at that time. These exams are intended to be summative in nature - they give students a clear picture of their attainment. They also give students and staff guidance on where weaknesses and strengths lie with the aim of improvement and progression before sitting the final examinations in May of Year 11.

Regular feedback will be given to students during the courses and we also feedback to parents at key points in the course to give an indication of current attainment and suggestions with regard to short-term targets which will help students achieve their long term goals.

Home Learning

Home learning is an important aspect of the curriculum and students are expected to complete their tasks by the specified date and to the best of their ability. Students are usually required to spend 2 to 2½ hours per night on home learning. This is, however, only a guide as many assignments given at Key Stage 4 (especially coursework which contributes to final exam marks) are long term and require students to develop good time-management skills.

Home learning is recorded as Tasks on Firefly and can be set adopting the ‘flipped learning’ pedagogy, which is a learner-centred approach involving students being active in, and accountable for, their development. In the flipped-learning scenario, pupils are given materials and tasks prior to a lesson and instructed to work through these independently. This means the more challenging aspects can be focused on in class time.

Experience has shown that students respond well to parental interest in their work and we encourage parents to monitor home learning habits and take an interest in what is being studied at school.

Tutor Groups

Students are placed in a tutor group which is overseen by a tutor. Students meet their tutors every day in the morning for registration and also for one tutorial lesson for 80-minutes per week. Tutors are the first point of contact for students experiencing difficulties.

The School Day

Students receive most lessons as double periods (80-minutes); the exceptions to this are English and Mathematics which are allocated two 80-minute lessons and one 40-minute lesson each. There are two break times which the students can use for eating, recreation or extra-curricular activities.

7.40 - 7.55


7.55 - 8.35 Period 1

8.35 - 9.15 Period 2

9.15 - 9.35 Break

9.35 - 10.15 Period 3

10.15 - 10.55 Period 4

10.55 - 11.35 Period 5

11.35 - 12.15 Period 6

12.15 - 13.10 Lunch

13.10 - 13.50

13.50 - 14.30

Period 7

Period 8

Key Stage 4 Curriculum Guide 2023/24 7 Bangkok Patana School


Students can use their free time to become involved in a number of activities at lunchtime and after school. The precise activities offered vary throughout the year, but encompass sports, drama, art, music, Duke of Edinburgh’s (DofE) International Award, CAS and CAT Clubs and other creative pursuits.

Laptops for Learning

All Secondary students are required to have a personal laptop to support their learning at school and home. Further details about our Laptops for Learning programme, including the minimum specifications, recommended devices and registration process, can be found on our website: If you have any questions or queries, please contact

Bangkok Patana School 8


The pastoral programme at Key Stage 4 builds upon the skills, concepts and knowledge introduced during Key Stage 3.


At Bangkok Patana School, we aim to ensure that everyone:

• works within an atmosphere where individuals are valued and where their self-esteem is enhanced;

• gains sufficient knowledge with which to make informed choices concerning moral issues;

• prepares for adult life.

The Strands of the Programme

These are :

• staying safe, healthy and happy

• life-long learning

• life as a global citizen


The programme is delivered by tutors during a 1 hour and 20-minute session each week. When expertise or knowledge is required which is beyond that of the tutor, outside speakers are invited in or the school’s own subject specialists are used to supplement the programme. Support tutors are also available to assist with the delivery of the tutorial programme.

An integrated approach is used, where skills, concepts and knowledge are cultivated in the mainstream curriculum and reinforced in the tutorial programme. Often objectives from more than one of the strands of the programme are covered in the same unit.


A wide range of teaching strategies are used in the programme in order to increase the students’ effectiveness as learners and so enhance their learning. Role play, group activities, individual study, demonstrations, individual interviews, visiting speakers, discussion, video presentations and display all contribute to a varied programme. In addition, the students undertake a Residential Visit which is intended to support and enhance many of the programme strands.

Content Year 10 Units Year

Life-long learning:

- success at IGCSE - organisation skills - time management

- being an active learner

- resilience and growth mindset - preparing for exams - careers education

Staying safe, healthy and happy - friendships and peer pressure - healthy relationships

- risky and negative relationships

- social media myths and gaming

- staying safe online - substance mis-use - managing stress and anxiety

Life as a global citizen- interculturalism respect online

Life-long learning:



- resilience and growth mindset - organisation skills - time management - preparing for exams - careers education

Staying safe, healthy and happy - staying safe online - substance mis-use - managing stress and anxiety - self defence - first aid - sex and relationships - mindfulness

Key Stage 4 Curriculum Guide 2023/24 9 Bangkok Patana School

Residential Visits

Objectives of the Secondary School Residential Visits

The mandatory Residential Visits are an integral part of the Secondary School curriculum and therefore contribute to the fulfilment of the School’s mission statement. They provide our students with an opportunity to develop through experience. One of the main aims is to involve them in activities and situations which they may not have experienced before and which encourage them to think about the values they are applying and the attitudes they adopt.

Each visit is designed with a specific programme to help enhance the mainstream curriculum and to provide opportunities for personal and social development. To follow on from the work in the Primary School and Key Stage 3 Residential Visits, each visit and related activities are planned to accomplish the following aims:

• exploration of cultural, historical or physical environments with specific targets linked to the school’s curriculum setting;

• reinforcement of self-esteem and positive interaction amongst children and staff within a unique setting.

As students’ progress through the school, they become more independent. As well as the obvious curriculum links, the Residential Visits will provide the opportunity for students to develop personal and social skills. The following list outlines the types of areas covered:

Independence and self-discipline

Confidence and self-esteem

Initiative and problem solving skills

Leadership skills

Development of sound relationships among students The ability to enjoy the environment without destroying it

Flexibility and consideration for others

Development of sound relationships between students and staff

Ability to work with others in a team

Communication skills

The nature of life in Bangkok is that it is sometimes difficult for students to socialise outside school. Therefore, another important reason for taking the students away is for them to have an opportunity to socialise and have fun.

Year 10

This year, Year 10 will visit the Pak Chong area where students will have an outdoor adventure week involving trekking, archery and camping. The students will be physically challenged in a carefully monitored outdoor environment. All students will complete a two-day and one-night hike. This will serve as the practice expedition for those undertaking their Bronze Duke of Edinburgh’s International Award. In addition to this, students will have the opportunity to work on survival games as well as building on teamwork skills and developing tribal chants.

Bangkok Patana School 10


11 Bangkok Patana School


CIE 0500


The course aims to develop:

• an understanding of the spoken word and the capacity to participate effectively in a variety of speaking and listening activities, matching style and response to audience and purpose;

• the ability to read, understand and respond to all types of text; recognise and appreciate themes and attitudes and the ways in which writers achieve their effects;

• information retrieval strategies for the purpose of study;

• the ability to construct and convey meaning in written language, matching style to audience and purpose.


Component Description

Speaking and listening A range of individual and group activities are assessed internally

Time Weighting

Activities completed throughout Years 10 and 11

A written examination in which students are assessed for Reading (40%) and Writing (10%). Students answer three questions on three passages.

Terminal Examination (Focus on Writing)

A written examination in which students are assessed for Writing (40%) and Reading (10%). Students answer two questions, one based on stimulus passages and one based on a directed question

Timetable Allocation

2 hours 50%

0% but attainment recorded and reported home Terminal Examination (Focus on Reading)

2 hours 15 minutes 50%

English Language and English Literature are taught as an integrated course with all students receiving two 80-minute lessons plus one 40-minute lesson per week. Students are taught in mixed ability groups with the exception of one smaller group for students who require extra support for additional learning needs or for whom English is not their first language. From the end of Term 1 in Year 10, English Language and Literature are reported as two separate IGCSE grades.

Bangkok Patana School 12


CIE 0475


The course aims to:

• encourage a personal appreciation of literature and develop an understanding of the techniques involved in literary criticism;

• introduce students to a range of literary works of different periods, genres, styles and contexts;

• develop the ability of students to engage in close, detailed analysis of written text;

• develop the students’ powers of expression, in both oral and written communication;

• promote in students an enjoyment of, and lifelong interest in, literature.




Terminal examination

Poetry and Prose: Students answer two questions. One from Section A (poetry anthology) and one from Section B (Picnic at Hanging Rock by Joan Lindsay - closed text).

Drama: (open text)

Terminal examination

Students answer one question from a choice of two. The set text is ‘Journey’s End’ by R C Sherriff (examined 2023); ‘A Streetcar Named Desire’ by Tennessee Williams (examined 2024).

Terminal examination

Unseen: Students answer one question from a choice of two. Both questions require a critical commentary. One question is based on a passage of literary prose and the other is based on a poem or extract from a poem.

Grades awarded range from A*-G.

Timetable Allocation

Time Weighting

1 hour 30 minutes 50%

45 minutes 25%

1 hour 15 minutes 25%

English Language and English Literature are taught as an integrated course with all students receiving two 80-minute and one 40-minute lesson per week

English Language and English Literature are taught concurrently with students being taught in mixed ability groups with the exception of one smaller group for students who require extra support for additional learning needs or for whom English is not their first language. From the end of Term 1 in Year 10, English Language and English Literature are reported as two separate IGCSE grades.

Key Stage 4 Curriculum Guide 2023/24 13 Bangkok Patana School



The aims of the course are to enable students to:

• develop an understanding of mathematical principles, concepts and methods in a way which encourages confidence, provides satisfaction and enjoyment, and develops a positive attitude towards mathematics;

• develop a feel for number and understand the significance of the results obtained;

• apply mathematics in everyday situations and develop an understanding of the part that mathematics plays in learners’ own lives and the world around them;

• analyse and solve problems, present the solutions clearly, and check and interpret the results;

• recognise when and how a situation may be represented mathematically, identify and interpret relevant factors, select an appropriate mathematical method to solve the problem, and evaluate the method used;

• use mathematics as a means of communication with emphasis on the use of clear expression and structured argument;

• develop an ability to apply mathematics in other subjects, particularly science and technology;

• develop the ability to reason logically, make deductions and inferences, and draw conclusions;

• appreciate patterns and relationships in mathematics and make generalisations;

• appreciate the interdependence of different areas of mathematics;

• acquire a foundation for further study of mathematics or for other disciplines.

Course Outline

Timetable Allocation

Bangkok Patana School 14
CIE 0580
following topics are covered: 1. Number 2. Algebra and graphs 3. Geometry 4. Mensuration 5. Coordinate geometry 6. Trigonometry 7. Vectors and transformations 8. Probability 9. Statistics
80-minute and one 40-minute lesson per week.
sit two examination papers. The students following the Core programme will sit Papers 1 and 3 and students following the Extended programme sit Papers 2 and 4. Paper Description Time Weighting 1 (Core) 18 – 20 short response questions 1 hour 35% 3 (Core) 8 – 10 structured longer response questions 2 hours 65% 2 (Extended) 20 – 22 short response questions 1 hour 30 minutes 35% 4 (Extended) 8- 10 structured longer response questions 2 hours 30 minutes 65%
Assessment Students

Course Structure

The students are placed into sets according to ability upon entering Year 10. The Key Stage 3 to Key Stage 4 transition test sat towards the end of Year 9 plays a key role in determining placement. In addition, performance over the course of Key Stage 3 as well as work dispositions and support needed are taken into account in placing the students into the correct set and course where they are best suited and will find the most success.

Approximately seven groups will follow the IGCSE Extended course which allows students to access grades A*-E. Approximately two groups will follow the IGCSE Core course which allows students to access Grades C-G.

The Extended course and Core course vary in two important respects:

1. 65% of the final assessment in Core relates to the knowledge and understanding of mathematical techniques, while 55% of the Extended programme focuses on reasoning, interpretation and applying mathematics to solve problems. The result of this difference is that the Extended course covers more content in addition to being more challenging.

2. The focus in Extended is more on Algebra while the Core programme is more focused on Numbers. The approximate Algebra/Number split is 23%/33% for Core as opposed to 38%/18% for Extended.

In addition to the Extended and Core course, some of our students have already started their IGCSE Extended course in Year 9 and they will continue this as they move into Year 10. These students are part of our Enriched classes.

Course Delivery

The syllabus has been broken down into a number of units which allows the content to be built from the bottom upwards; this means there is some early overlap between work covered at Key Stage 3 and the first units of the IGCSE course. Once the foundations are secure, the units become more challenging, covering the higher grade concepts that the course offers.

Where it is appropriate, students will be enriched in areas that extend beyond the scheme of learning, in order to develop a deeper understanding of the concepts they meet.

Key Stage 4 Curriculum Guide 2023/24


CIE 9709


The aims of the course are to enable students to:

• develop their mathematical knowledge and skills in a way which encourages confidence and provides satisfaction and enjoyment;

• develop an understanding of mathematical principles and an appreciation of mathematics as a logical and coherent subject;

• acquire a range of mathematical skills, particularly those which will enable them to use applications of mathematics in the context of everyday situations and of other subjects they may be studying;

• develop the ability to analyse problems logically, recognise when and how a situation may be represented mathematically, identify and interpret relevant factors and, where necessary, select an appropriate mathematical method to solve the problem;

• use mathematics as a means of communication with emphasis on the use of clear expression;

• acquire the mathematical background necessary for further study in this or related subjects.

Course Outline


Timetable Allocation

Algebra Logarithmic and exponential functions Trigonometry Differentiation Integration Numerical solution of equations

Course Structure

Students are set by ability in Mathematics. This Advanced Subsidiary (AS) course is delivered to mathematical students who have taken their IGCSE Mathematics one year early. At Bangkok Patana, this means that these students have begun the IGCSE in Year 9 and were placed in the Year 10 Enriched A class that enabled the early examination entry. It is these students who have consistently demonstrated an excellent aptitude for the subject of mathematics. To ensure that this course is able to be completed in Year 11, AS content has been carefully selected to support and extend the IGCSE content in Year 9 and 10. The expectation in this course is that at the end of Year 11, students will sit the external AS Pure Mathematics 1 and 2 examinations.

Bangkok Patana School 16
1 Paper 2 Quadratics Functions Coordinate geometry Circular measure Trigonometry Series Differentiation and integration
Assessment Paper Description Time Weighting 1 P1 – Pure Mathematics 1 hour 50
60% 2 P2 – Pure Mathematics 1 hour 15 minutes 40%
Two 80-minute and one 40-minute lesson per week.


The Edexcel IGCSE courses offered in Science are:

Standard Science Programme

“Double Award” Science

Specialist in Science Programme “Triple Award” Science


2 IGCSEs in Biology, Chemistry and Physics combined Edexcel 4437

IGCSE Biology IGCSE Chemistry IGCSE Physics

Edexcel 4325 Edexcel 4335 Edexcel 4420

These specifications give students the opportunity to:

• learn about unifying patterns and themes in science and use them in new and changing situations;

• acquire knowledge and understanding of scientific facts, terminology, concepts, principles and practical technique;

• apply the principles and concepts of science to different contexts;

• evaluate scientific information, making judgements on the basis of this information;

• appreciate the practical nature of science, developing experimental and investigative skills based on correct and safe laboratory techniques;

• analyse, interpret and evaluate data and experimental methods, drawing conclusions that are consistent with evidence from experimental activities and suggesting possible improvements and further investigations;

• recognise the importance of accurate experimental work and reporting scientific methods in science;

• select, organise and present relevant information clearly and logically using appropriate vocabulary, definitions and conventions;

• develop a logical approach to problem solving in a wider context;

• select and apply appropriate areas of mathematics relevant to science;

• prepare for more advanced courses in science and for other courses that require knowledge of science.

Course Outline

The Standard Science Programme is designed as a two-year course of study and combines Biology, Chemistry and Physics in equal weighting. It is the most common Science programme followed by students in the UK and leads to two Science IGCSEs (“Double Award”).

The Specialist in Science Programme is also designed as a two-year course of study but requires that an additional approximately 50% extra content is studied in each of the three scientific disciplines. This programme leads to IGCSEs in Physics, Chemistry and Biology – Triple Award Science.

Both of the programmes have interesting and inspiring modern specifications, suitable for those for whom it is a final Science qualification and also for those who require a sound foundation for further study of any of the Sciences at IB.

The topics studied in both programmes are as follows below. Specialist in Science Programme students cover a greater amount of content within each of the topics (totalling one third additional content per science), although the level of challenge presented by the material is largely equal.

Key Stage 4 Curriculum Guide 2023/24 17 Bangkok Patana School

Biology Chemistry Physics

B1: The nature and variety of living organisms

B2: Structures and functions in living organisms

B3: Reproduction and inheritance

B4: Ecology and the environment

B5: Use of biological resources

C1: Principles of chemistry

C2: Inorganic chemistry

C3: Physical chemistry

C4: Organic chemistry

Standard Science Programme Edexcel

IGCSE Double Award Science

What is it?

A course in all three Sciences leading to two IGCSEs. How is it examined?

3 x 2 hour papers in Biology, Chemistry and Physics. How is it graded?

An average mark across the three papers. Graded 9,9 to 1,1.

What is the benefit?

Some students are likely to achieve two higher IGCSE grades than with the Specialist in Science Programme as there is a one third reduction in content when compared to Triple Award.

Who is it for?

Students who…

• Are aiming for two very good grades at IGCSE Science.

P1: Forces and motion

P2: Electricity

P3: Waves

P4: Energy resources and energy transfers

P5: Solids, liquids and gases

P6: Magnetism and electromagnetism

P7: Radioactivity and particles

P8: Astrophysics

Specialist in Science Programme Edexcel IGCSE Triple Award Science

What is it?

A course in all three Sciences leading to three IGCSEs. How is it examined?

3 x 2 hour papers in Biology, Chemistry and Physics and 3 x 1 hour 15 minute extension papers in Biology, Chemistry and Physics.

How is it graded?

Each Science will receive a separate grade, 9 to 1.

What is the benefit?

Students who are strong scientists in all three disciplines can receive three IGCSE grades

Who is it for?

Students who…

• Are passionate about Science.

• Demonstrate excellent effort.

• Can manage increased workload.

• Consistently and comfortably attain a Level 7b or above in each of the 3 Sciences on all key assessments in Year 9.

• Are likely to go on to achieve grade 7, 8 or 9 in each of the 3 IGCSE Sciences.

Timetable Allocation

The total allocation for Science is eight 40-minute periods per week regardless of the programme studied. The three scientific disciplines are taught by subject specialists on a rotation during the week.

Bangkok Patana School 18


At the end of the course the two programmes are examined as follows:

Course Structure

Students will be placed into classes depending on whether they are following the Standard Science Programme leading to Double Award or the Specialist in Science Programme leading to Triple Award. In addition, there will be two smaller classes for students who require extra support to succeed in Science and for some students for whom English is their second language.

The suitability of the Standard Science programme or the Specialist in Science programme is determined for each student by attainment in topic tests, practical assessments, the annual examination and the professional judgement of Science teachers in Year 9. The appropriate pathway for new students to the school is determined by a comprehensive review of their previous school’s reports. The aim is to match each individual student to a Science programme that is appropriately challenging for their ability and meets their learning needs. There are formal tests throughout the course to help verify that students are studying the most appropriate programme for them.

Please note that Edexcel also offer IGCSE “Single Award” Science as a Science qualification. This Is a reduced content course that does not lead to the study of Science at a higher level. This is an option that we consider only if it becomes apparent during Year 10 or Year 11 that a student is highly unlikely to enjoy success at IGCSE Double Award Science and consequently this course is likely to only be appropriate for a small number of students in each cohort. Any decision to change to the Single Award Science course is made in consultation with students and parents.

Key Stage 4 Curriculum Guide 2023/24 19 Bangkok Patana School








The Modern Foreign Language (MFL) courses aim to enable students to:

• write accurately in the target language;

• read and understand the written language;

• communicate orally in the target language;

• understand the spoken language.

Course Outline

Equal weighting will be given to the four key skills of:

• Listening

• Reading

• Speaking

• Writing

Timetable Allocation

Two 80-minute lessons per week


Component Time


Listening 30 minutes (Mandarin 35 minutes; Japanese 50 minutes) 25%

Speaking 8-10 minutes (Japanese 12 minutes) 25%

Reading and Writing 1 hour 45 minutes (Mandarin 1 hour 15 minutes; Japanese 1 hour 5 minutes) 50%

Grades awarded range from 9-1.

The speaking exam takes place towards the end of Term 2 of Year 11; all other examination papers are during the timetabled exam period. There is no coursework component.

Course Structure

All students in Key Stage 4 will study at least one MFL and are taught in mixed ability groups. Usually a prerequisite of at least three years of formal study of the chosen language is required prior to enrolment on the course.

Bangkok Patana School 20


CIE 0501


The First Language course aims to enable students to:

• communicate accurately, appropriately and effectively in writing in French;

• enjoy and appreciate the variety of language;

• develop skills of a more general application (e.g. analysis, synthesis, drawing of inferences);

• develop an understanding of themselves and others

Course Outline

Cambridge IGCSE First Language qualifications are accepted by universities and employers as proof of knowledge and understanding of a language. Students gain lifelong skills including:

• the ability to communicate clearly, accurately and effectively in writing;

• the ability to use a wide range of vocabulary with correct grammar, spelling and punctuation;

• a personal style and an awareness of the audience being addressed.

Students are also encouraged to read widely, both for their own enjoyment and to further their awareness of the ways in which the language can be used. Students also develop more general analysis and communication skills such as synthesis, inference and the ability to order facts and present opinions effectively.

Timetable Allocation

Two 80-minute lessons per week


Cambridge IGCSE First Language French is externally examined and comprises of two papers. All candidates take Papers 1 and 2 and are eligible for the award of grades A* to G.



Reading - Paper 1 2 hours 50%

Writing - Paper 2 2 hours 50%

Course Structure

Students selecting this course must have a level in French equivalent to first language competence.

Students will have usually studied the Home Language French course in Key Stage 3 in their MFL2, although exceptions may be made based on personal circumstances. Study of this course could lead to the study of French A for the International Baccalaureate, with the attainment of a bilingual diploma.

This course is currently offered by a qualified teacher who is not employed by Bangkok Patana School. As such, families will need to self-fund the course and will be billed termly for the cost of this course. Further details are available from the Head of World Languages Mrs Courenq, This course may not be run depending on the availability of an external First Language French qualified teacher.

Key Stage 4 Curriculum Guide 2023/24 21 Bangkok Patana School


This is a non-externally examined course designed by Bangkok Patana that is aimed at students who demonstrate partial fluency in Thai speaking and listening skills, have a wide range of vocabulary and can accurately use colloquial/near native grammar. Students also need to have sufficient reading comprehension to understand simple discourse and sufficient control of writing systems for day to day experiences, along with a common understanding of Thai cultural context. This course does not lead to an IGCSE qualification but does appropriately prepare students to study Thai Language and Literature as part of our IB Diploma Programme.


The course aims to:

• enable students to develop language skills and acquire a range of Thai vocabulary and grammatical patterns;

• develop students’ powers of expression, both in oral and written communication;

• introduce students to a range of texts from different periods, styles and genres;

• enable students to enjoy, appreciate and understand cultural aspects of Thai lives and recognise the importance of the contexts in which texts are written and received;

• develop in students an understanding of how language, culture and context determine the ways in which meaning is constructed in texts;

• encourage students to appreciate the formal, stylistic and aesthetic qualities of texts;

• encourage students to think critically about the different interactions between text, audience and purpose.

Course Outline

Language Perception

Students read, listen and watch a wide range of literary and non-literary oral, written and visual materials in order to demonstrate that they can:

• identify and interpret explicit and implicit information and attitudes

• demonstrate understanding of how language, structure, image, technique and style of text are used to achieve effects and influence audiences

• demonstrate understanding of how context influences audience’s perspectives which has impact on the interpretation of a text

• analyse, evaluate and synthesize facts, ideas and opinions that includes conflicting viewpoints within and about a text

• compare and contrast the formal elements, content and context of texts

Language Production

Students speak, write and present their analysis in many forms of language production in order to demonstrate that they could:

• express ideas clearly, effectively and creatively with fluency in both written and oral communication

• sequence information to achieve effects and influence audiences

• use appropriate vocabulary

• use register, structure, image, technique and style appropriate to audience, situation and context

• make accurate use of spelling, punctuation and grammar

Students taking this course are aiming to improve their communication and interpretation skills to be in a position to study IB Thai Language and Literature as part of our Diploma Programme.

Bangkok Patana School 22

Timetable Allocation

Two 80-minute lessons per week


Students are assessed internally. Assessment will be carried out through regular classroom and home learning activities, quizzes, tests, and projects. Students are assessed in all communication skills: listening, reading, watching, speaking, writing and presenting. The areas of assessment are understanding and interpretation of text, understanding of how language is used to achieve particular effect, organization and presentation, and language usage.

Course Structure

All Thai courses are taught in the curriculum time. The students are placed on the most appropriate course according to their language background to enable them to be successful. This course prepares students to access Thai Language and Literature as part of our IB Diploma programme.

Key Stage 4 Curriculum Guide 2023/24 23 Bangkok Patana School
Assessment Task Weighting Skills Assessed Oral Presentation 30% Analytical Speaking and Presentation Text Analysis 35% Reading and Analytical Writing Fiction Analysis 35% Reading and Analytical Writing We award grades from A*-G but please note this course does not lead to an IGCSE qualification.



This is a course designed by Bangkok Patana to develop students’ language proficiency in all skills with an emphasis on speaking and listening and is examined by our own internal examinations.

The course is aimed at students who demonstrate language proficiency from beginner to intermediate level (for example, students who may have limited Thai language background, vocabulary and grammar and, in addition, understand very little of the language when spoken by native speakers). This course does not lead to an IGCSE qualification and will not enable students to access IB Thai Language and Literature.


The course aims to enable students to:

• develop communication skills regarding daily situations;

• acquire basic vocabulary and simple grammatical patterns for listening and speaking skills;

• acquire grammatical patterns useful for everyday life activities and situations;

• access fundamental Thai reading and writing;

• enjoy, appreciate and understand cultural aspects of living in Thailand.

Essential Skills

There are four essential skills that are developed and practiced through the course:


Demonstrating an understanding of a range of useful vocabulary and basic spoken language


Reading simple Thai words, sentences and short passages


Participating in basic Thai conversation relating to daily situations


The students are expected to read and demonstrate understanding of Thai cultural aspects using English as a medium of instruction.

Timetable Allocation

Two 80-minute lessons per week


Students are assessed internally through regular classroom and home learning activities, quizzes, tests, and projects. Students are assessed in all four language skills: listening, speaking, reading and writing. The areas of assessment are comprehension and conveying information, presentation, use of vocabulary and language. Students studying this course will not be able to access the Thai Language and Literature IB course and are most likely to study an Ab Initio language at IB or continue with a second language that they have studied at IGCSE.

Bangkok Patana School 24
Writing simple Thai words, sentences and short passages


CIE 0511


This course aims to ensure that students:

• achieve a recognised qualification in their language of study independently of their performance in ‘first language’ English;

• regularly read English novels and develop a healthy reading habit to improve passive awareness of grammatical structures and increase their range of vocabulary;

• are exposed to a variety of written texts in a wide range of formats relevant to their age and experience as students in a fast-changing modern world;

• are better able to access and perform well in their other (I)GCSE subjects which require a sufficient passive understanding and active production of the English language;

• practise the four language skills as outlined below throughout the course.

Course Structure

Depending on numbers, Key Stage 4 ESL students may be placed in one of two sets depending on their level of English as assessed in an initial past paper test. Movement between the two sets is occasionally warranted based on a student’s performance in key assessments, though such movement is kept to a minimum to reduce disruption and ensure continuity.

Course Outline

There are four essential aspects to the course:

Reading Skimming for the gist of a text, scanning for specific information and detailed analysis of vocabulary in context.

Writing Note taking, summary writing, writing informal and formal letters, articles, reviews, reports and discursive essays.


Participating in and initiating short, structured conversations with their peers and the teacher about contemporary topics in order to develop full engagement with the chosen topic as well as spoken accuracy and fluency.

Listening Demonstrating understanding of general meaning, possible implications and specific details of a variety of recorded listening materials.

Timetable Allocation


All students are entered for the Extended IGCSE examination papers which test the students’ reading, writing, listening and oral abilities:

Final Examination

IGCSE ESL students will take the final examination in Term 1 (October/November) of Year 11 as English Second Language and English Language are not permitted by CIE to be sat together in the May/June examination series. Following the examination in October / November, ESL lessons will focus on helping students prepare for the IGCSE English Language and IGCSE Literature examinations which they will sit in Term 3 of Year 11.

Key Stage 4 Curriculum Guide 2023/24 25 Bangkok Patana School
Two 80-minute lessons per week
Paper Description Time Weighting
2 Reading/Writing 2 hours 60% 4 Listening 50
20% 5 Oral
Extended Examination
Grades available A* - E




This course aims for students to:

• build upon skills learnt and developed in previous years;

• improve students’ knowledge and personal levels of fitness;

• develop and maintain a habit of physical exercise and activity and develop a lifelong commitment to physical activity;

• give students the opportunity to pursue sports and activities that they have previously enjoyed as well as giving them the opportunity to experience new activities as part of a broader curriculum via the provision of a fixed elective system.

Course Outline

At Year 10, students follow a specialist curriculum similar to that in Year 9, where activities are fixed. Towards the end of the year, students in Year 10 have the opportunity to participate in various activities which are not offered in the curriculum and are similar to those offered later in Year 11. In Year 11, students opt for activities based upon a fixed elective, whereby choices are made over a range of activities. They are able to take responsibility for their own curriculum and therefore can plan to either reinforce skills or interests in sports and activities previously learned, or to experience new and different activities. Students at Key Stage 4 participate in their chosen activities for six weeks per unit.

Timetable Allocation

One 80-minute lesson per week


Students in Year 10 and 11 are assessed on an overall ‘Approach to Learning’ throughout the duration of each activity and this informs the lessons that they receive. This is a non-examination subject in which active participation, leadership and enjoyment is encouraged.

Course Structure

Students in Year 10 will carry out a variety of sports and fitness activities similar to those taught in Year 9. In Year 10 students will participate in both an alternative games and fitness carousel where they will experience different activities each week. This will be for half of the year and then they will have the opportunity to choose their preferred activity. In Year 11, students opt for four activities across the year and they are able to follow a personalised curriculum; each activity last for six weeks. Activities may include:

Sports Activities

Football Basketball Flag Football Touch Rugby Volleyball Softball Tennis Trampolining

Kayaking Climbing Squash Table Tennis Water Polo Ultimate Frisbee Netball Badminton

Fitness Activities

Weight training Circuit training Dance

Body Pump and Body Combat Swimming Zumba Cross Fit Training Yoga/Pilates

Bangkok Patana School 26


27 Bangkok Patana School




The course aims are to develop:

• creative and imaginative ability and the practical skills for engaging with and for communicating and expressing original ideas, feelings and meanings in art, craft and design;

• investigative, analytical, experimental and interpretative capabilities, aesthetic understanding and critical and enquiring minds, with increasing independence;

• cultural knowledge and understanding of art, craft and design and the media and technologies used in different times, contexts and societies;

• personal attributes including self-confidence, resilience, perseverance, self-discipline and commitment.

Course Outline

Students complete a portfolio of project work underpinned by the development, refinement, recording and presentation of their own creative ideas and skills. Students will need to choose one of the following endorsed titles:

Fine Art




Graphic Communication


Students will develop work in some of the following areas of study: Drawing, Painting, Printing, Installation, Lens/Light based media, Mixed Media, Land art, Sculpture

Students will develop work in some of the following areas of study: Documentary photography, Photo-journalism, Studio photography, Location photography, Experimental imagery, Installation, Moving image: film, video, animation

Students will develop work in some of the following areas of study: Advertising, Communication graphics, Design for print, Illustration, Interactive design, Multi-media, Package design, Signage, Typography

Grades awarded range from 9-1.

Bangkok Patana School 28
Timetable Allocation Two 80-minute lessons per week Assessment Unit Requirement Weighting 1. Personal Portfolio Work produced during Year 10 and 11 from activities, themes and projects set by Visual Arts Department 60% 2. Externally Set Assignment Artwork completed during a 10-hour sustained focus and a portfolio of supporting studies 40%

Students on all endorsements will develop a personal portfolio of work evidencing their learning and progression in line with the assessment objectives listed below. The externally set assignment is also graded using the same assessment objectives.


AO1 Develop ideas through investigations, demonstrating critical understanding of sources

Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes


Record ideas, observations and insights relevant to intentions as work progresses


Present a personal, meaningful response that realises intentions and demonstrates understanding of visual language

To support student progress with portfolio work and preparation for performing under examination conditions there are two trial examinations, the first in Term 3 of Year 10 and the second in Term 1 of Year 11. All work produced during these trial exams can be directly entered into the personal portfolio.


The course options provide a breadth of knowledge across art and design areas of study whilst also allowing students opportunity to work within a specialist pathway. This will give students a wide range of skills and provide an excellent foundation for further studies across Visual Arts and related design courses. In addition to this there is a core focus on the development of ideas, independent thinking and organization which not only builds self-confidence but develops valuable skills that are transferable to project planning and management universally and are recognised as assets when applying for a wide range of further study options.

Key Stage 4 Curriculum Guide 2023/24


CIE 0450



The IGCSE Business Studies course involves the study of how businesses operate within their environment and aims to help students:

• make effective use of relevant terminology, concepts and methods, and recognise the strengths and limitations of the ideas used in business

• apply their knowledge and critical understanding to current issues and problems in a wide range of business contexts

• distinguish between facts and opinions, and evaluate qualitative and quantitative data in order to help build arguments and make informed judgements appreciate the perspectives of a range of stakeholders in relation to the business environment, individuals, society, government and enterprise

• develop knowledge and understanding of the major groups and organisations within and outside business

• develop knowledge and understanding of how the main types of businesses are organised, financed and operated

• develop skills of numeracy, literacy, enquiry, selection and use of relevant sources of information

• develop an awareness of the nature and significance of innovation and change within the context of business activities.

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Course Outline 1. Understanding business activity • Business activity • Classification of businesses • Enterprise, business growth and size • Types of business organisations • Business objectives and stakeholder objectives 2. People in business • Motivating workers • Organisation and management • Recruitment, selection and training of workers • Internal and external communication 3. Marketing • Marketing, competition and the customer • Market research • Marketing mix • Marketing strategy 4. Operations management • Production of goods and services • Costs, scale of production and break-even analysis • Achieving quality production • Location decisions 5. Financial information and decisions • Business finance: needs and sources • Cash-flow forecasting and working capital • Income statements • Statement of financial position (balance sheets) • Analysis of accounts 6. External influences on business activity • Economic Issues • Environmental and ethical issues • Business and the international economy

Component Description

Written examination consisting of four questions requiring a mixture of short answers and structured data responses. Candidates answer all questions.

Paper 1

Paper 2

Time Weighting

90 minutes 50%

80 marks

Externally assessed

Written examination consisting of four questions based on a case study, provided as an insert with the paper.

Candidates answer all questions. 80 marks

Externally assessed

Grades awarded range from A*-G.

Timetable Allocation

Two 80-minute lessons per week

90 minutes 50%

Students are taught in mixed ability groups and all candidates to pursue the same curriculum objectives and sit the same examination. Outside expertise is made use of whenever possible and students are expected to develop an awareness of the real world of business as the course progresses.

Key Stage 4 Curriculum Guide 2023/24


CIE 0478


The course enable students to develop:

• computational thinking skills;

• an understanding of the main principles of solving problems using computers;

• the skills necessary to solve computer-based problems using a high-level programming language;

• an understanding of the component parts of computer systems and how they interrelate;

• an understanding of the internet as a means of communication and its associated risks;

• an understanding of the development and use of automated and emerging technologies.

Course Outline

Timetable Allocation

Grades awarded range from A*-G.

Bangkok Patana School 32
Systems Algorithms, Programming and Logic 1 Data representation 2 Data transmission 3 Hardware 4 Software 5 The
its uses 6 Automated
7 Algorithm
8 Programming 9 Databases 10 Boolean
The following topics are covered: Computer
internet and
and emerging technologies
design and problem-solving
Description Time Weighting
Two 80-minute lessons per week Assessment Paper
1 Computer Systems: Short-answer and structured questions with no choice 1 hour 45 minutes
2 Algorithms, Programming and Logic: Short-answer and structured questions and a scenario-based question. 1 hour 45 minutes

Course Structure

The course content delivery is divided between theory and programming lessons. The course is practical in nature and students learn to program in Java using Eclipse, in order to comprehend the algorithms on Paper 2 as well as to be able to generate algorithmic solutions to given problems. Although Java is used as the language, programming is taught procedurally and object-orientated concepts are kept to a minimum. The students also experience programming in assembly language and another high-level language. The theory and programming will be taught in parallel throughout the duration of the two-year course.

New students to Bangkok Patana School, joining in Year 10, should be aware that Bangkok Patana students have completed a number of programming units in multiple languages, including Python and Java, in KS3. They have also undertaken Computer Science theory units. It is advisable that a new student joining Computer Science in Year 10 should have undertaken some programming in their previous school, or at home, so that they are aware if they enjoy the programming aspect of the course.

33 Bangkok Patana School


CIE 0445


The aims are to:

• foster awareness, understanding and expertise in those areas of creative thinking which can be expressed and developed through investigation and research, planning, designing, making and evaluating, working with media, materials, tools and computer software and hardware;

• encourage the acquisition of a body of knowledge applicable to solving practical/technological problems operating through processes of analysis, synthesis and realisation;

• stimulate the development of a range of communication skills which are central to design, making and evaluation and the development of a range of making skills;

• encourage students to relate their work, which should demand active and experimental learning based upon the use of materials in practical areas, to their personal interests and abilities and promote the development of curiosity, enquiry, initiative, ingenuity, resourcefulness and discrimination;

• encourage technological awareness, foster attitudes of co-operation and social responsibility, and develop abilities to enhance the quality of the environment and stimulate the exercising of value judgements of an aesthetic, technical, economic and moral nature.

Course Outline


DESIGN (compulsory to

Options 1 and 2) This area of study focuses on the design process and the students understanding of their coursework project and concentrates on the following areas:

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Observe need / requirement Communicating ideas with others Design brief / specification Design and Technology in society Identification / research Ergonomics / anthropometrics Generation on of possible ideas Materials Selection / organisation Aesthetics Evaluation Permanent fastenings Implementation / realisation Mechanical control (static) Health and Safety Mechanical control (dynamic) Development of ideas / recording data


This area of study aims to develop the skills that designers use when they are working in a design studio. Conceptual designing through drawing, both sketching and technical drawing, model making and computer aided design and computer aided manufacture. Final designs will be presented as accurate well-made models. This option of study concentrates on the following areas:


This area of study aims to develop skills which designers use when producing working prototypes. Students will gain an in depth understanding of materials and their processing, working in wood metals and plastics through short designing and making tasks and focused practical tasks.

This a manufacturing option, which is concerned with the manufacture of working prototypes in wood, metal and plastics. Use of computer aided design and computer aided manufacture is at the forefront of students work. This option of study concentrates on the following areas:

The Design and Technology Course is essentially practical in nature and consists of a number of design and make and focused practical tasks supported by theoretical studies. These are fairly prescriptive in the first half of Year 10 and are designed to develop the students’ designing/communication and manufacturing skills and knowledge and understanding in preparation for the more complex and open-ended design

Key Stage 4 Curriculum Guide 2023/24 35 Bangkok Patana School PART 2
Product or conceptual design Design for transport Commercial graphics Geometry Architectural design Sketching Interior design Presentation Formal drawing, all aspects of technical drawing Promotional design, packaging, display and corporate identities
Materials, plastic, wood and metals Shaping Practical processes Wastage Knowledge of tools and machinery Special treatments Preparation of materials Finishing Marking out Developing practical processes Timetable Allocation Two 80-minute lessons per week Assessment GRAPHIC PRODUCTS AND RESISTANT MATERIALS OPTIONS: Paper Description Time Weighting 1 Design question 1 hour 15 minutes 25% 2 Option paper graphic products or resistant materials 1 hours 25% 5 Coursework 2.5 Terms 50% Grades awarded range from A*-G.
Course Structure
which starts mid-way through Year 10.



The course covers a range of transferable skills that will be useful throughout life: communication, creativity, presentation/ public speaking, collaborative skills, leadership skills, problem solving, initiative, perseverance and the ability to work to a deadline.


The aims are for students to develop:

• an interest in and enjoyment of drama and theatre;

• an understanding of the dramatic process of moving from script to performance;

• skills in devising original drama;

• practical performance skills as individuals and within a group;

• an understanding of, and engagement with, the role of actor, director and designer in creating a piece of drama;

• an understanding of how performers communicate with an audience.

Assessment Objectives

Components Description Time Weighting

Written examination: 80 Marks

• All questions in Section A

Component 1

• Two questions in Section B (one compulsory question and one question from a choice of two.

• Both questions in section C

• Externally assessed

Coursework: 120 Marks

• Candidates submit three pieces of practical work:

• Individual performance based on an extract of a play

2 hours 30 minutes 40%

Component 2

• Group performance based on an extract from a play.

• Group performance based on an original devised piece

• Internally assessed and externally moderated

Grades awarded range from A*-G.

Over the course of two years 60%

These areas are assessed through a combination of practical coursework and written examination as outlined below:

Bangkok Patana School 36
CIE 0411

Timetable Allocation

Two 80-minute lessons per week


This course extends work done at Key Stage 3. Students will undertake and experience a wide variety of drama activities, geared towards enabling them to become expressive and confident manipulators of various forms of drama.

Students will study a range of theatre theorists and styles of performance throughout their first year of IGCSE and work in a range of group sizes. They will learn how to improve their collaborative and creative skills by producing group performances and will improve courage and confidence by performing individual monologues. They produce original work as well as studying scripts, exploring possibilities for interpretation and staging from the point of view of director, actor and designer.

Students will sit a mock written exam as part of the Year 10 exam week and will begin performing and filming a range of performance work in preparation for the coursework component.

Key Stage 4 Curriculum Guide 2023/24 37 Bangkok


CIE 0455


To enable students to • know and understand economic terminology, concepts and theories • use basic economic numeracy and interpret economic data • use the tools of economic analysis • express economic ideas logically and clearly in a written form • apply economic understanding to current economic issues.

The nature of the economic problem

The factors of production

1. Basic Economic Problem

Opportunity cost

Production possibility curves

The market system and price mechanism



Price determination and price changes

2. The Allocation of Resources

Price elasticity of demand

Price elasticity of supply

Market failure

Mixed economic system

Money and banking

Households; spending, saving and borrowing

Workers; wage determination and division of labour

Trade Unions

3. Microeconomic Decision Makers

Firms; primary, secondary and tertiary and public and private sector and business size

Firms; mergers and economies of scale

Firms and production; labour and capital intensive

Firms’ costs, revenue and objectives

Market structure; competitive markets and monopoly markets

The role of government

The macroeconomic aims of government

Fiscal policy; taxes and government spending

4. Government and the Macroeconomy

Monetary policy; interest rates and money supply

Supply-side policy

Economic Growth

Employment and unemployment

Inflation and deflation

Bangkok Patana School 38

Current account of balance of payments

Timetable Allocation

Two 80-minute lessons per week Assessment



Candidates answer 30 multiple choice questions

Candidates answer one compulsory question, which requires them to interpret and analyse previously unseen data relevant to a real economic situation, and three optional questions from a choice of four. 2 hours 15 minutes 70%

Grades awarded range from A*-G.

Course Structure

Classes are taught in mixed ability groups and all students sit the same examination.

Key Stage 4 Curriculum Guide 2023/24
• Living
5. Economic Development
Differences in economic development between countries 6. International Trade and Globalisation
International specialisation
Globalisation, free trade and protection
Foreign exchange rates
Paper Description Time Weighting
45 minutes 30%




The course aims to give students:

• apply and build on the fundamental building blocks of geographical knowledge

• actively engage in the process of geographical enquiry to develop as effective and independent learners, and as critical and reflective thinkers with enquiring minds

• develop their knowledge and understanding of geographical concepts and appreciate the relevance of these concepts to our changing world

• develop a framework of spatial awareness in which to appreciate the importance of the location of places and environments at a range of scales

• appreciate that people have different views of, and attitudes to, the world, its environments and its issues

• acquire, develop and apply practical geographical enquiry skills

• undertake geographical investigations that include both primary and secondary data collection, presentation and analysis, drawing conclusions, and evaluating the whole geographical investigation

• develop and apply their learning to the real world through fieldwork

• develop their awareness of global issues and recognise the challenges of moving towards a sustainable future.

Course Outline

Paper 1: Physical Geography

River environments

Coastal environments

Economic activity and energy

Rural environments

Urban environments

Hazardous environments including fieldwork from one of these topics Paper 2: Human Geography

Global issues (Fragile environments and climate change, Globalisation and migration, Development and human welfare) including fieldwork from one of these topics

Timetable Allocation

Two 80-minute lessons per week

Bangkok Patana School 40


Paper Description Time Weighting

The questions are a mixture of multiple-choice, short-answer, data-response and open-ended questions from two sections.


Section A Candidates choose two out of three questions on: river environments, coastal environments, hazardous environments.

Section B Candidates choose one out of three fieldwork-related questions on: river environments, coastal environments, hazardous environments.

1 hour 10 minutes 40%


The questions are a mixture of multiple-choice, short-answer, data-response and open-ended questions.

Section A Candidates choose two out of three questions on: economic activity and energy, rural environments, urban environments.

Section B Candidates choose one out of three fieldwork-related questions on: economic activity and energy, rural environments, urban environments.

Section C Candidates choose one out of three questions on: fragile environments and climate change, globalisation and migration, development and human welfare.

Grades awarded range from 9-1.

Course Structure

1 hour 45 minutes 60%

Geography is taught in mixed ability groups. Fieldwork is an important part of a good geographical education, as well as being necessary in order to collect data and answer questions for the applied fieldwork questions. Data collection occurs during a week in Sam Roi Yot and this trip incurs an additional cost and is a compulsory requirement of the course.

Key Stage 4 Curriculum Guide 2023/24 41 Bangkok Patana School




The course aims to give students the opportunity to :

• learn about some of the key events and people that have changed the course of modern history;

• examine some of the big issues of the 20th Century such as civil rights , revolution and the establishment of communism, conflictand the struggle for peaceconstruct balanced arguments supported by relevant knowledge and arrive at independent conclusionsdevelop skills such as enquiry, information processing, reasoning, ritical thinking and evaluation

• use evidence, research information, weigh the validity of differing perspectives and interpretations

• communicate ideas, opinions and judgements in writing and verbally

• demonstrate leadership, teamwork, decision making, creativity and problem solving

• make links between the events studied and their impact on the world today

• foster their role as global citizens through an understanding of world affairs, disputes and inequality and consider how these issues might be solved

Course Outline

Paper 1: Option 6

A World Divided: Superpower Relations, 1943-72

Paper 1: Option 7

A Divided Union: Civil Rights in the USA, 1945-74

This unit focuses on the origins, course and impact of the Cold War up to the period of détente in the 1970s. Pupils will examine the causes and consequences of growing tension and investigate various Cold War crises including the Berlin Blockade, Hungarian Uprising, construction of the Berlin Wall and the Cuban Missile Crisis. The unit ends with the thaw in the Cold War and period of détente. This is a depth study with a key focus on the skills of cause and effect.

This unit focuses upon American history in the post-war period. Pupils investigate the effects of McCarthyism and the Red Scare on the USA, the success, and limitations of the civil rights movement in the 1950s and 1960s and the impact of individuals and groups such as Martin Luther King and Black Power. They then examine alternative protest movements including reasons for the growth of the student, women’s and anti-Vietnam War movements and their impact on society. They close with a study of President Nixon and the Watergate Scandal. This is a depth study with a key focus on the skills of cause and effect.

Paper 2: Option A2

In Russia and the Soviet Union, 1905-24

Students will examine Tsarist Russia and the problems of governing such a large empire before focusing on the impact of the First World War on the economy, the military and the government. They will investigate the February Revolution 1917 which saw the end of Tsarist rule and the Bolshevik seizure of power in October 1917, followed by civil war, War Communism and the New Economic Policy (NEP) under Lenin. This is a source paper in which students are required to make supported inferences, compare sources and use sources and their own knowledge to evaluate a key issue.

Paper 2: Option B5

In The Changing Role of International Organisations: the League and the UN, 1919-c2011

Students examine the organisation and decision making of the League of Nations and the United Nations as well as the work of their specialised agencies. They will weigh the strengths and weaknesses of these organisations and consider the role of great power and superpower involvement in the League and the UN. Students will be able to place themselves in the role of UN peacekeepers in case studies including the Middle East, Namibia, Somalia, Bosnia and Sudan. This unit is a breadth study covering a longer time period, requiring a greater student focus on the skills of change and continuity.

Timetable Allocation

Two 80-minute lessons per week

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Paper Description Time Weighting


Depth study comprising three questions worth 6, 8 and 16 marks for each of the two topics studied. Questions focus on the cause and effect of key events and give students the opportunity to examine an interpretation of an event in the topic. 90 minutes 50%


Historical investigation comprising three questions worth 6, 8 and 16 marks. These questions require students to study source material, identify similarities and differences in the evidence and use the material to evaluate a key issue. Study in Breadth comprising three questions worth 6, 8 and 16 marks requires students to compare events, analyse the causes of an event and consider the extent of change over time.

Please note that there is no coursework element to this qualification.

Grades awarded range from 9-1.

Course Structure

Students are taught in mixed ability groups and all students sit the same examinations.

90 minutes 50%

Key Stage 4 Curriculum Guide 2023/24 43 Bangkok Patana School


CIE 0471


The course aims to develop:

• an understanding of the basic components, use and application of different ICT systems and networks

• the skills to analyse, design, implement, test and evaluate ICT systems

• the skills to understand the impact of current and new technologies on methods of working in the outside world

• the ability to recognise potential risks when using ICT, and use safe, secure and responsible practice.

Course Outline

Topics covered in the course:

1. Types and components of computer systems 2. Input and output devices 3. Storage devices and media 4. Networks and the effects of using them 5. The effects of using ICT 6. ICT applications 7. Systems life cycle


Allocation Two 80-minute lessons per week


8. Safety and security 9. Audience 10. Communication 11. File management 12. Images 13. Layout 14. Styles

15. Proofing 16. Graphs and charts 17. Document production 18. Data manipulation 19. Presentations 20. Data analysis 21. Website authoring

Paper Description Time Weighting

1 Theory - Questions will be based on sections 1–21 of the subject content. All questions are compulsory.

2 Practical test – Document Production, Databases and Presentations

3 Practical test – Spreadsheets and Website Authoring

1 hour 30 minutes 40%

2 hours 15 minutes 30%

2 hours 15 minutes 30%

The two practical tests will each comprise a number of tasks to be taken under controlled conditions using Microsoft Windows operating system and Microsoft Office applications. The practical tests focus on the student’s ability to carry out practical tasks rather than to explain the theory of how the tasks are completed. Students are assessed on their ability to complete these tasks.

Grades awarded range from A*-G.

Course Structure

This is a mixed ability course with no tiers of entry. Although not essential, it is helpful if the student has some prior experience of the standard application range, namely word processing, spreadsheet and database. This course is very practical in nature with 60% of the final mark earned from demonstrating skills in the various applications.

Information and Communication Technology is an applied subject, and all candidates will require frequent access to computer and Internet facilities to develop their skills. The student should have access to a dedicated computer at home, in particular access to the Microsoft 365 suite of programs, which are freely available from the school.

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CIE 0410


The course aims to develop:

• enable students to acquire and consolidate a range of basic musical skills, knowledge and

• understanding, through the activities of listening, performing and composing;

• assist students to develop a perceptive, sensitive and critical response to the main historical periods and styles of Western music;

• help students to recognise and understand the music of various non-Western traditions, and thus to form an appreciation of cultural similarities and differences;

• provide a foundation for the development of an informed appreciation of music;

• provide a foundation for further study in music for those candidates who wish to pursue their studies at a higher level.

Course Outline


Students develop individual compositions, using notation software such as Sibelius 8 where appropriate. Compositions do not have to be long and can be in any style, e.g. a pop song or a piano piece. Students are encouraged to write pieces which they, and others in school, might perform.


Besides taking instrumental or voice tuition, students should take part in a school music activity, e.g. Senior Choir, Orchestra or Jazz Ensemble. Regular practice on a first instrument or voice is important.


Students learn to identify elements of music by listening to music of different styles and learn musical vocabulary to describe it. It is important that students are keen and enthusiastic listeners. Students will gain extension through concertgoing and listening to music at home. Content includes Baroque, Classical, Romantic and 20th Century music, as well as music from Latin America, Africa, India, China, Japan, Indonesia and the Arab world. Careful and discerning listening is more vital than pure music theory skills in this course.

Timetable Allocation

Two 80-minute lessons per week


Component Description Time Weighting



Each candidate submits their two best compositions, written and recorded, by the end of Year 11.


Solo - one piece Ensemble - one piece


The performing pieces can be recorded in school and re-recorded if it is not right the first time, i.e. it is not under examination conditions. “Ensemble” means playing or singing in a group or ensemble composed of friends or even adults inside or outside the school. Students can use the same instrument or a different one in the ensemble.

N/A 30%

N/A 30%

Key Stage 4 Curriculum Guide 2023/24 45 Bangkok Patana School


Candidates listen to a CD of musical extracts and answer questions on them. In the first section of the exam, questions will be on unprepared classical and world music examples, and in the second section will be on the prepared classical set work and set world music focus.

The set works for 2022 are chosen from either: Bach: Brandenburg Concerto No. 4 OR Haydn: Symphony No. 100, Hob. I/100 Military: Movements 1 and 2; The prescribed world focus is Sub-Saharan African Music.

The set works for 2023 are chosen from either: Haydn: Symphony No. 100, Hob. I/100 Military: Movements 3 and 4 OR Brahms: Academic Festival Overture; The prescribed world focus is Indian Music.

Grades awarded range from A*-G.

Course Structure

1 hour 15 minutes 40

Students should be prepared to develop their music reading ability and are required to have tuition inside or outside school on their main instrument. Voice counts as a main instrument and beginners are welcome if they are prepared to work hard. Students taking IGCSE are expected to participate in music ECAs in order to prepare for the ensemble component of their coursework.





The aims are to enable candidates to:

• develop their knowledge and understanding of the theory underpinning physical performance in a modern world

• use and apply this knowledge and understanding to improve their performance

• perform in a range of physical activities, developing skills and techniques, and selecting and using tactics, strategies and/or compositional ideas

• understand and appreciate safe practice in physical activity and sport

• understand and appreciate the benefit of physical activity and sport for health, fitness and well-being

• gain a sound basis for further study in the field of Physical Education

Course Outline

The syllabus provides candidates with an opportunity to study both the practical and theoretical aspects of Physical Education. It is also designed to foster enjoyment in physical activity.

The knowledge gained should enable candidates to develop an understanding of effective and safe physical performance. Candidates will study all the following topics:

• Anatomy and physiology

• Health, fitness and training

• Skill acquisition and psychology

• Social, cultural and ethical influence

Timetable Allocation

Two 80-minute lessons per week. Lessons will be a mix of theory-based classroom lessons with practical lessons; this is based on students being assessed on practical skills which counts as 50% of the final overall grade. Students will be expected to compete in a range of sports from the specification outside curriculum time. IGCSE PE is an academically arduous course with a significant proportion of human biology based theoretical content.

Course Structure

Paper 1: Short and structured questions. Candidates answer all questions.

Component 1

Externally assessed.

Component 2

Coursework: Candidates undertake four physical activities from at least two different categories.

Internally assessed/Externally moderated.

1 hour 45 minutes 50% 100 marks

50% 100 marks

All candidates take two components. Candidates will be eligible for grades A* to G.

Key Stage 4 Curriculum Guide 2023/24 47 Bangkok Patana School



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Learning Support aims to support students to allow them to reach their full academic potential.

In-class support and guidance can provide the necessary support for Key Stage 4 students. Teachers are alerted to student needs through our support list, learner profiles and regular tracking meetings where student learning needs are discussed.

For some students, taking nine or ten (I)GCSE subjects is neither appropriate nor necessary for future education or careers. We offer a Learning Support option which provides an opportunity for students to concentrate on one fewer subject than is normally undertaken by the rest of the Year group. Students will normally relinquish one of their option choices to give them time to work with Learning Support staff which can then have a positive impact on their other studies.

During this extra time, students will concentrate on the following areas of work:

• Support with coursework

• Support with study skills e.g. time management and essay planning

• Extra English and Mathematics support

• Independent learning

The decision to take Learning Support is a joint decision between families and Bangkok Patana School.

Timetable Allocation

Two 80-minute lessons per week


As Learning Support is not an examinable subject, Projected or Target Grades are not issued. However, we do report on the Learning Attributes that a student has demonstrated.

In addition to the Learning Support scheduled lesson, additional provision is also offered to students within the Elective programme and through after school boosters. The support offered will depend on the needs of the students and year group but will focus on the same areas as the Learning Support scheduled lesson. These classes are not available through sign up and will be on an invitational basis.

Key Stage 4 Curriculum Guide 2023/24 49 Bangkok



The aim of the Careers Faculty is to prepare students for the opportunities, responsibilities and experiences of adult life, through the development of career research and management skills with a clear focus on the best fit between school choices, university degree and career goals for individual students. Each student is encouraged to build on their particular interests and strengths.


The career elements of the Tutorial Programme in Year 11 help contribute to a student’s successful future:

• As students receive information about IB Options, the Careers and Universities team ensures that Year 11 students are informed about the guidance and support we can offer. We will meet with students in Year 11 to informally discuss any questions or concerns they may have regarding subject choices at Standard and Higher Levels, university entrance requirements and tips for course research.

• Beginning in October, Year 11 students are introduced to our Work Experience programme through a series of presentations delivered during the Tutorial programme. Students learn how our programme works and are encouraged to appreciate the benefits of gaining hands-on real world experience to help them make more informed choices about future pathways. Work-related experience is valued by university admissions officers and how it can greatly enhance students’ future university / college applications. Year 11 student use Cialfo to complete the ‘Do What You Are’ personality profiler, along with an array of other careers / personality based surveys and questionnaires. The aim of the sessions is for Year 11 students to see value in taking the time to find out who they are, what motivates them and to identify their personal strengths and skills.

• The :”Road to College” (Year 10) “Designing Your Future” (Year 11) electives are designed to help students begin to build skills needed for effective university and career planning and college search. Upon completion of the electives, students will have additional tools for success after leaving school. Specific topics include: Understanding what can contribute to a sense of personal fulfilment and ‘happiness’, investigating how academic interests can link to future careers, learning more about making full use of the information provided through Cialfo (a key college planning tool), finding the right university “fit”, understanding differences in university destinations, and learning how to best present themselves on university applications.

• Students attend our Patana University Fairs in September and October where representatives from 200+ universities from across the world can be accessed in one place. This is an opportunity to meet with university representatives and find out more about courses on offer, campus life and entrance requirements.

• Students are encouraged to spend a minimum of five days on a Work Experience placement. The majority of placements happen in June of Year 11 though they can also take place during school holidays. Students are also encouraged to use personal and family connections to find work experience placement opportunities that can be more ongoing and catered exactly to their personal Interests. Students receive guidance and time during their Tutorial programme to produce a Curriculum Vitae and a supporting letter of motivation in order to apply for advertised positions. A member of the Careers team will visit them whilst on their placement. On completion of their five-day placement, students are required to write a reflection commenting on the nature of their work, their observations of the workplace / work activities, and what skills / qualities they felt they had developed from the experience

• The Careers Team conduct workshops about the options available post 16 years of age;

• Students have access to a personal link counsellor (Karel De Cock, Kim Ekstrom, Andrew Haughton, Kevin Keller and Danielle Sheppard) with whom they can meet with by appointment to discuss future career and educational options.

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Global Citizenship is an umbrella term for social, political, environmental and economic actions taken by global minded individuals or groups. A Global Citizenship education looks to empower learners with the skills, knowledge and qualities to become active citizens in their local and global communities.


The Key Stage 4 Global Citizenship Programme is designed to give students an opportunity to embed skills and qualities that will directly benefit them in their personal lives as they grow into responsible, conscious, discerning young adults, as well as enhancing their learning for their IGCSE and future IB studies.This programme will develop:

• Communication and presentation skills

• Creativity

• Critical thinking

• Conceptual understanding

Course Outline

• Curiosity

• Independence

• Empathy, respect, kindness, compassion

• Collaboration and cooperation.

Over the course of the two year programme students will study a series of six modules taught by one of the Global Citizenship teaching team and the Careers and University Guidance counselling team.

Timetable Allocation

One 80-minute lesson per week


This is a non-examination subject, in which engagement in global issues, active participation, discussion, leadership and enjoyment are all encouraged. Global Citizenship is not formally assessed through attainment grades but progress in Learning Attributes are included in the termly report and students will receive regular formative feedback on their regular in class reflections and Personal Passion Project.

Course Structure

Six modules run over the two years of Key Stage 4:

Module Summary

1. What makes YOU you? An exploration of the different factors that contribute to individual and wider societal perspectives and worldviews.

2. Social justice and equity Consideration of some of the inequalities in the world and what can be done to address them. Using the UN Sustainable Development Goals as a framework.

3. Personal passion project An opportunity for students to learn and execute academic research skills as they investigate a global issue of importance to them and produce a formally structured academic project.

4. Thinking about myself An exploration of future pathways that are available to students in consideration of their own passions and strengths (run by the Careers and University Guidance team)

5. Thinking for yourself

An introduction to critical thinking and considering key ideas that contribute to the way we perceive knowledge. For example decoding arguments, spotting logical falacies, drawing inferences, source evaluation (bias, credibility, triangulation), synthesizing multiple sources to form an opinion, building a coherent argument)

6. Responsibility for the future Students will take a deep dive into the world of universities through self-assessment, research and interactive activities with the goal of finding university fit. Students will make goals for Senior Studies and beyond and find out what helps them stand apart from other university applicants.

Key Stage 4 Curriculum Guide 2023/24 51 Bangkok Patana School


The school organises a comprehensive programme of Extra-curricular Activities for students which operates from Monday to Friday. The Secondary School sessions occur both at lunch-time and after school, with three different time slots being offered- 2.30-3.30pm, 3.30-4.30pm and 2.30-4.30pm; with programmes being coordinated to ensure students have adequate access to school facilities and opportunities for supervised off site visits. At Bangkok Patana, we run a four Block ECA system, with the school year being divided up into four blocks of approximately eight weeks.

As students progress through the school the range of activities becomes more varied and provides students with opportunities to link their activities with other schools both locally and regionally. Sports, Model United Nations, Drama, Musical Ensembles, the International Award and community-based projects provide the opportunity for travel in Thailand and South East Asia.

In line with Bangkok Patana’s Guiding Statements, ECAs are categorised in relation to our core values of Well-being, Learning and Global Citizenship. Enrolment for the various activities is on-line via the Parents’ Gateway.

Well-being Learning

Competitive Sports

Recreational Sports e.g. Horse-riding, Squash, Off-Road Cycling, Taekwondo

Academic e.g. Core Magazine, Business Club, Improve your Maths skills

Global Citizenship

Environmental Awareness and Action e.g. Digging in the dirt: Community Garden

Digital Citizenship e.g. Electronics, Python Programming, Robotics Fitness e.g. BASE Fitness Camp, Morning Stretching, Thai Boxing for fitness

Mindfulness e.g. Yoga and relaxation methods

Dance e.g. Classical Ballet, Salsa, Tap, Jazz

Home Language

Creative e.g. Acrylic Painting, Knitting, Pottery, Print Making, Baking

Instrumental Music

Performing and Fine Arts e.g. Drama Productions and clubs

Community Service (CAT Clubs, CAS, Committees and Councils) e.g. Amnesty International, Thongbai Day Care, Habitat for Humanity

Model United Nations

The Duke of Edinburgh’s (DofE) International Award

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A range of communications are in place to assist students and parents to access the programme.

• At the start of each Academic year, all families receive a fridge magnet with all key ECA dates stated.

• We host a large ECA Open House event where Providers can opt to have a stall and meet and greet potential clients. Parents can ask questions and learn about all the ECAs on offer.

• ECA team members present to and are present at the New Student Inductions to answer any queries from new families.

• At the start of each ECA sign-up period we offer a Parent Help Desk in the PTG room from 7.30 – 8.30am following drop-off, to assist parents who are struggling to login or need help to make their child’s ECA choices and allocate preferences.

• Prior to each Block we communicate via a whole school email, sharing key dates and deadlines as well as highlighting new ECAs and any additional pertinent information specific to that Block. We utilise our school social media channels and Student Daily Notices to remind everyone when and how to sign-up. We offer bespoke communications for students moving into Year 1 and into Year 7 in Block 1 as they make those key transitions.

All students provide feedback on the ECA provision each block when they are signing up for the next block. A simple likert scale survey asks them to indicate their overall enjoyment of each activity and then a comment box gathers more qualitative feedback. The Sports and Activities team then access this data and identify high-flyers (score of 8.0+) and provide praise and encouragement to the Teacher/Provider who is offering the ECA via email. Concurrently they identify lower scorers (score less than 5.0) and share this “red flag” with the relevant Coordinator to investigate further.

Key Stage 4 Curriculum Guide 2023/24
643 Lasalle Road (Sukhumvit 105) Bangna Tai, Bangna, Bangkok 10260 THAILAND Tel:
2785 2200
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