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Curriculum Guide 2017/2018


Mission Our mission is to ensure that all students of different nationalities grow to their as in a caring British international community.

We develop through and

Vision who shape their world , , .

Key Contacts

Name

Email

Head of School

Mr Matthew G Mills

mami@patana.ac.th

Cross Campus Principal

Mr James Penstone

jape@patana.ac.th

Secondary Principal

Mr Michael Smith

mism@patana.ac.th

Secondary Assistant Principal, Curriculum and Assessment

Ms Suzanne Lindley

suli@patana.ac.th

Secondary Assistant Principal, Student Welfare

Ms Helen Thew

heth@patana.ac.th

Senior Studies Curriculum and Assessment Leader (IB Coordinator)

Mr Andrew Roff

anro@patana.ac.th

Secondary Careers Coordinator

Mr Andrew Haughton

anha@patana.ac.th

Admissions and Registration

Ms Rachel Jones

rajo@patana.ac.th


PLEASE NOTE: The content of this booklet was accurate at the time of publication (November 2016). All courses are subject to updates by the relevant exam board.


angkok 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 2017/18 at the following stages:     

Foundation and Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4 Senior Studies

(Nursery to Year 2) (Year 3 to Year 6) (Year 7 to Year 9) (Years 10 and 11) (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 learning, especially when they have to make choices about what they will study for (I)GCSE and the International Baccalaureate Diploma programme. This booklet should be read after a careful review of our website, www.patana.ac.th and in conjunction with another of our publications, 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 Duke of Edinburgh’s 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 these booklets 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.

Matt G Mills Head of School

4 Bangkok Patana School


he 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’ 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.

Michael Smith Principal, Secondary School

Bangkok Patana School 5


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. 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 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 news 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

World Language (one from French, German, Japanese, Mandarin, Spanish or Thai)

Mathematics

Tutorial

Co-ordinated Science or Triple Science

Physical Education

In addition to these mandatory core subjects, students choose three subjects from the list of optional subjects. Although the design of this options outline ensures that students receive a broad and balanced curriculum, it is advisable to spend time researching the best combination of subjects for individuals bearing in mind personal preference, 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. 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 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; 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 6 Bangkok Patana School


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 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 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 2.5 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. 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.

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

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. They have two break times which they can use for eating, recreation or extra-curricular activities.

7.40 - 7.55

Registration

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

Period 7

13.50 - 14.30

Period 8

Students can use their free time to become involved in a number of activities at second break and after school. The precise activities offered varies throughout the year, but encompass sports, drama, art, music, the Duke of Edinburgh International Award CAS and CAT Clubs and other creative pursuits. Bangkok Patana School 7


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.

These are:

Citizenship and Community

Careers Education

Relationships

Study Skills and Target Setting

Health Education

Residential Visits

The programme is delivered by the pastoral group 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. For example, the balloon debate looks at personal and social skills as well as developing research skills. 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.

Year 10 Units             

Human Rights Plagiarism / Academic Honesty Target Setting Residential preparation: First Aid, navigation, camp craft and cooking Residential Visit Inter House sport Study skills and revision planning The importance of sleep The balloon debate Inter-culturalism and identity 10-Up filming Alcohol and drugs education Staying safe in Bangkok

8 Bangkok Patana School

Year 11 Units             

Target setting and work reviews Revision techniques and time management Careers advice and work experience Stress management Self defence Alcohol education First Aid Staying safe in Bangkok Sexual decision making Mental health issues Making informed IB subject choices Inter House sport 11-Up filming


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 which 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, the experiences develop requiring the student to become more independent. As well as the obvious curriculum links, the 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

Initiative and problem solving skills

Confidence and self-esteem

Leadership skills

Development of sound relationships among students

The ability to enjoy the environment without destroying it

Flexibility and consideration for others

Ability to work with others in a team

Development of sound relationships between students and staff

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.

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 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 9


10 Bangkok Patana School


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.

Speaking and listening (Bangkok Patana Assessment) Written coursework Written examination

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. Formal poetry essay

Students will produce an essay which compares three poems Completed in from the Anthology. Term 1 of Year 11

Terminal examination

An examination in which students are assessed on their knowledge of a set play and set novel. Students choose 1 drama essay from a choice of 2, and 1 novel essay from a choice of 2. The examination is unseen and closed book.

30%

1 hour 30 minutes 70%

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

Component

Description

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

Written coursework

Time Activities completed throughout Years 10 and 11

Students will be assessed for reading and writing and the work will be in a variety of forms and genres to Completed by end of reflect the students’ individual style and interest. The Term 1 in Year 11 three best pieces will be selected for the final portfolio.

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

2 hours 15 minutes

Weighting 0% but attainment recorded and reported home

50%

50%

English Language and Literature are taught concurrently with students being taught in mixed ability groups with the exception of two 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 11


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.

Component

Description

Time

Weighting

Terminal examination

Poetry and Prose: Students answer two questions. One from Section A (poetry Anthology) and one from Section B (Prose Anthology).

1 hour 30 minutes

50%

Terminal examination

Drama: (open text) Students answer one question from a choice of two. The set text is either Shakespeare’s Macbeth or Arthur Miller’s A View from the Bridge.

45 minutes

25%

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.

1 hour 15 minutes

25%

Grades awarded range from A*-G

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 Literature are taught concurrently with students being taught in mixed ability groups with the exception of two 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.

12 Bangkok Patana School


The aims of the course are to enable students to:  develop their mathematical knowledge and oral, written and practical skills in a way which encourages confidence and provides satisfaction and enjoyment;  read mathematics, and write and talk about the subject in a variety of ways;  develop a feel for number, carry out calculations and understand the significance of the results obtained;  apply mathematics in everyday situations and develop an understanding of the part which mathematics plays in the world around them;  solve problems, present the solutions clearly, check and interpret the results;  develop an understanding of mathematical principles;  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;  develop an ability to apply mathematics in other subjects, particularly science and technology;  develop the abilities to reason logically, to classify, to generalise and to prove;  appreciate patterns and relationships in mathematics;  produce and appreciate imaginative and creative work arising from mathematical ideas;  develop their mathematical abilities by considering problems and conducting individual and cooperative enquiry and experiment, including extended pieces of work of a practical and investigative kind;  appreciate the interdependence of different branches of mathematics;  acquire a foundation appropriate to their further study of mathematics and of other disciplines.

The following topics are covered: 1. Number 2. Algebra and graphs 3. Geometry

4. Mensuration 5. Co-ordinate geometry 6. Trigonometry

7. Matrices and transformations 8. Probability 9. Statistics

Two 80-minute and one 40-minute lesson per week.

Students 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%

Bangkok Patana School 13


The students are placed into sets according to ability upon entering Year 10. The KS3 to KS4 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 7 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. 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. Students in this group who demonstrate they are on track to achieve their potential will sit the IGCSE examination at the end of Year 10 and will move on to study the AS Level Mathematics curriculum. Others will complete the IGCSE programme and study it alongside areas of mathematical enrichment and sit the IGCSE examination at the end of Year 11. The Extended course and Core course vary in three important respects:   

There is more content in Extended to cover and the content is more challenging. Only 15-25% of the final assessment in Core relates to applying mathematics to solve problems, whereas the Extended course has a weighting of 50-60%. The focus in Extended is more on Algebra while the Core program is more focused on Number. The approximate Algebra/Number split is 23%/33% for Core as opposed to 38%/18% for Extended.

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 that they meet.

14 Bangkok Patana School


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

Paper 1

Paper 2

Quadratics Functions Coordinate geometry Circular measure Trigonometry Vectors Series Differentiation and integration

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

Two 80-minute and one 40-minute lesson per week.

Paper

Description

Time

Weighting

1

P1 – Pure Mathematics

1 hour 45 minutes

60%

2

P2 – Pure Mathematics

1 hour 15 minutes

40%

Students are set by ability in Mathematics. The content of this course is delivered to students who have taken their IGCSE Mathematics a year early. It is these students who have consistently demonstrated an excellent aptitude for the subject of mathematics. Those students who thrive with this higher level material may be offered the opportunity to sit the examinations at the end of Year 11 if they have demonstrated they are likely to achieve a high grade that suitably reflects their high level of mathematical capability. It is usually the case that the delivery of the content of this course will begin in Year 10 and continue into Year 11.

Bangkok Patana School 15


The Edexcel (I)GCSE courses offered in Science are: Standard Science Programme “Double Award” Science

2 IGCSEs in Biology, Chemistry and Physics combined

Specialist in Science Programme “Triple Award” Science

IGCSE Biology IGCSE Chemistry IGCSE Physics

Edexcel 4437 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.

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 Double Award Science IGCSEs. 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. Biology 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

16 Bangkok Patana School

Chemistry C1: Principles of chemistry C2: Inorganic chemistry C3: Physical chemistry C4: Organic chemistry

Physics 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


Edexcel IGCSE Double Award Science

Edexcel IGCSE Triple Award Science

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

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.

How is it examined? 3 x 2 hour papers in Biology, Chemistry and Physics and 3 x 1h15 extension papers in Biology, Chemistry and Physics.

How is it graded? An average mark across the three papers which is graded 9 to 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…  Wish to maximise their chances of getting two very good IGCSE grades for Science, rather than risk overstretching themselves with additional content to try and get three.  Aim to take Standard Level Sciences at IB (although with two very good grades, it would be possible to study a Higher Level science)

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 achieve Level 7 or above in Science during end of topic tests in Year 9 and during the end of Year 9 examination.  Are likely to go on to achieve grade 7, 8 or 9 in each of the 3 Sciences  Aim to specialise in one or more Higher Level Sciences at IB.

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 17


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

Core content

Extension

Biology Paper 1 2 hours

+

Biology Paper 2 1 hour 15 minutes

IGCSE in Biology

Chemistry Paper 1 2 hours

+

Chemistry Paper 2 1 hour 15 minutes

IGCSE in Chemistry

Physics Paper 1 2 hours

+

Physics Paper 2 1 hour 15 minutes

IGCSE in Physics

↓ Double Award IGCSE Science

↓ Triple Award IGCSE Science

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 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 an induction test. 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 for first examination in June 2019, Edexcel have added IGCSE ‘Single Award’ Science to their suite of Science courses. We are currently evaluating the suitability of this course for our students before we decide whether to offer this new course.

18 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.

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

Listening

Reading

Speaking

Writing

Two 80-minute lessons per week.

Component

Time

Weighting

Listening

45 minutes (Mandarin 35 minutes)

25%

Speaking

15 minutes

25%

Reading

1 hour (Mandarin 1 hour 15 minutes)

25%

Writing

1 hour (Mandarin 1 hour 15 minutes)

25%

Grades awarded range from A*-G 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 one year of formal study of the chosen language is required prior to enrolment on the course.

Bangkok Patana School 19


The course aims 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.

Equal weighting will be given to the four key skills of:  listening;  speaking;  reading;  writing.

Two 80-minute lessons per week.

Component

Time

Weighting

Listening

45 minutes

25%

Speaking

approx. 15 minutes

25%

Reading

1 hour 5 minutes

25%

Writing

1 hour 25 minutes

25%

Grades awarded range from 9-1

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

20 Bangkok Patana School


The Second Language course aims to enable students to:  communicate accurately, appropriately and effectively in writing;  understand and respond appropriately to what they read;  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  develop a cultural understanding of the language

Cambridge IGCSE Second 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.

Two 80-minute lessons per week.

Components

Weighting of Papers %

Paper 1 Reading and Writing 2 hours Three reading exercises testing comprehension and information transfer, and two writing exercises

70 marks Externally assessed

70

Paper 2 Speaking 10-12 Minutes Candidates complete a presentation, a topic conversation and a general conversation

Internally assessed; externally moderated

30

Grades awarded range from A*-G

Students selecting this course must have a level in Mandarin which is beyond MFL competence. Normally students will speak Chinese at home even if their reading and writing skills are not as well developed. Students will have usually studied Mandarin out of school, although exceptions may be made based on personal circumstances. Study of this course could lead to the study of Mandarin A for the International Baccalaureate, with the attainment of a bilingual diploma.

Bangkok Patana School 21


The First Language course aims to enable students to:  communicate accurately, appropriately and effectively in writing;  understand and respond appropriately to what they read;  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.

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.

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. Time

Weighting

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 (Secondary).

22 Bangkok Patana School


This is an examinable IGCSE course aimed at students who have native or near-native Thai language fluency.

The aims are to enable students to:  read a wide range of texts, fluently and with good understanding, enjoying and appreciating a variety of language;  read critically, and use knowledge gained from wide reading to inform and improve their own writing  write accurately and effectively, using appropriate, standard language;  work with information and ideas in language by developing skills of critical evaluation, analysis, comparison, synthesis and inference;  acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical terminology and linguistic conventions.

Reading

Writing

Reading and Directed Writing: This unit consists of 2 sections.  Section 1 Comprehension and Use of Language  Section 2 Directed Writing

Composition: This unit consisted of 2 sections.  Section 1 Argumentative/Discursive Writing  Section 2 Descriptive/Narrative Writing

Students apply a wide variety of writing strategies Students read a wide range of text including fictions and non- and formats in order to demonstrate that they could: fictions in order to demonstrate that they could:  communicate clearly, effectively and  identify and interpret explicit and implicit information imaginatively and attitudes  sequence facts, ideas and opinions  demonstrate understanding of how writers use  use a range of appropriate vocabulary language and structure to achieve effects and  use tone, style and register appropriate to influence readers audience and context  analyse, evaluate and develop facts, ideas and opinions  make accurate use of spelling, punctuation and  select and synthesise information for specific purposes. grammar. Please Note: This is a 100% exam course with no coursework component.

Two 80-minute lessons per week.

Students are assessed internally and externally. Students are regularly assessed through their assignments in class and at home. For the final examination, students take Cambridge IGCSE Thai First Language Examination Paper 1 and Paper 2. Paper

Weighting

Skills Assessed

Paper 1

50%

Reading and Directed writing

Paper 2

50%

Compositions

Grades awarded range from A*-G

All Thai courses are taught in the curriculum time. The students are placed on the 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. Bangkok Patana School 23


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.

Language Perception

Language Production

Students read, listen and watch a wide range of literary Students speak, write and present their analysis in and non-literary oral, written and visual materials in many forms of language production in order to order to demonstrate that they can: demonstrate that they could:  

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

  

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.

24 Bangkok Patana School


Two 80-minute lessons per week.

Students are assessed internally. Assessment will be carried out through regular home learning and classroom 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. Assessment Task

Weighting

Skills Assessed

Written Task

20%

Creative Writing

Oral Commentary

20%

Reading and Analytical Speaking

Oral Presentation

20%

Analytical Speaking and Presentation

Text Analysis

20%

Reading and Analytical Writing

Fiction Analysis

20%

Reading and Analytical Writing

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. Students studying this course have access to Thai Language and Literature as part of our IB Diploma programme.

Bangkok Patana School 25


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 aims are 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.

There are four essential skills that are developed and practiced through the course: Listening Demonstrating an understanding of a range of useful vocabulary and basic spoken language

Speaking Participating in basic Thai conversation relating to daily situations

Reading Reading simple Thai words, sentences and short passages

Writing Writing simple Thai words, sentences and short passages

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

Two 80-minute lessons per week.

Students are assessed internally through regular home learning and classroom 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.

26 Bangkok Patana School


IGCSE ESL students will take the final examination in Term 1 (November) of Year 11. Following this, EAL 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.

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;  practice the four language skills as outlined below throughout the course.

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

Form filling, note taking, summary writing, writing informal and formal letters, articles and discursive essays

Speaking

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

Two 80-minute lessons per week.

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

Paper

Description

Time

Weighting

Grades

2

Reading/Writing

2 hours

70%

available A* - E

4

Listening

45 minutes

15%

5

Oral Interview

15 minutes

15%

Examinations will be sat in November of Year 11 for this subject as English Second Language and English Language are not permitted by CIE to be sat in the May/June examination series. Key Stage 4 ESL students are 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 end of term tests, though such movement is kept to a minimum to minimise disruption and ensure continuity. Bangkok Patana School 27


This course aims 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.

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 activities for six weeks per unit.

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.

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 a fitness carousel where they will experience different fitness classes each week, they will also have an opportunity to choose alternative sports in Term Three, in preparation for Year 11. 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 Contact Rugby Touch Rugby Volleyball Softball Tennis Trampolining

28 Bangkok Patana School

Kayaking Climbing Squash Table Tennis Water Polo Ultimate Frisbee Netball Badminton

Fitness activities Weight training Circuit training Aerobics Body pump and Body combat Swimming Zumba Cross Fit Training Yoga/Pilates


Bangkok Patana School 29


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.

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 1FA0

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

Photography 1PY0

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

Graphic Communication 1GC0

Students will develop work in some of the following areas of study: Advertising, Communication graphics, Design for print, Illustration, Interactive design (including web, app and games), Multi-media, Packaging design, Signage, Typography

Three Dimensional Art and Design 1TD0

Students will develop work in some of the following areas of study: Architectural design, Interior design, Product design, Environmental design, Sculpture, Design for theatre, film and television, Body adornment, Ceramics

Two 80-minute lessons per week.

Unit 1. Personal Portfolio 2. Externally Set Assignment

Requirement Work produced during year 10 and 11 from activities, themes and projects set by Visual Arts Department

60%

Artwork completed during a 10 hour sustained focus and a portfolio of supporting studies

40%

Grades awarded range from 9-1

30 Bangkok Patana School

Weighting


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 assessAO1 Develop ideas through investigations, demonstrating critical understanding of sources

AO2 Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes

AO3 Record ideas, observations and insights relevant to intentions as work progresses

AO4 Present a personal, meaningful response that realises intentions and demonstrates understanding of visual language.

ment objectives. 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 recognized as assets when applying for a wide range of further study options.

Bangkok Patana School 31


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.

1. Understanding business activity

• Business activity • Classification of businesses • Enterprise, business growth and size • Types of business organisation • 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

• Cash-flow forecasting and working capital • Income statements • Balance sheets • Analysis of accounts • Business finance: needs and sources

• Government economic objectives and policies 6. External influences on business activity • Environmental and ethical issues • Business and the international economy 32 Bangkok Patana School


Component

Description

Time

Weighting

Paper 1

Written examination consisting of four questions requiring a mixture of short answers and structured data responses. Candidates answer all questions. 80 marks Externally assessed

1 hour 30 minutes

50%

Paper 2

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

1 hour 30 minutes

50%

Grades awarded range from A*-G. Timetable Allocation Two 80-minute lessons per week. Students are taught in mixed ability groups and all candidates pursue the same curriculum objectives and sit the same examination. Outside expertise is utilised whenever possible and students are expected to develop an awareness of the real world of business as the course progresses.

Bangkok Patana School 33


The course aims to develop:  computational thinking (what can be computed and how);  understanding of the main principles of solving problems using computers;  understanding that every computer system is made up of sub-systems, which in turn consist of further subsystems;  understanding of the component parts of computer systems and how they interrelate, including software, data, hardware, communications and people;  skills necessary to apply this understanding to develop computer-based solutions; the use of high-level programming language. ∙

The following topics are covered: Section 2 - Practical Problem Solving and Programming

Section 1 – Theory of Computer Science Data representation Communication and Internet technologies Hardware and software (Logic, CPU architecture, Input and Output devices, Storage, Operating systems, TranslatorsCompilers) Security Ethics

  

 

  

Algorithm design and problem solving Programming (Concepts, Data structures) Databases

Two 80-minute lessons per week.

Paper

Description

Time

Weighting

1

Theory: Short-answer and structured questions with no choice

1 hour 45 minutes

60%

2

Problem solving and programming: Short-answer and structured questions with no choice. Some questions based on pre-released material

1 hour 45 minutes

40%

Grades awarded range from A*-G

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 Pascal. The theory and programming will be taught in parallel throughout the duration of the two-year course.

34 Bangkok Patana School


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.

(compulsory to both options below) This area of study focuses on the design process and the students understanding of their coursework project and concentrates on the following areas: Observe need/requirement

Communicating ideas with others

Design brief/specification

Design and Technology in society

Identification/research

Ergonomics/anthropometrics

Generation 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

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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: 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

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 workshop based 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 student’s work. This option of study concentrates on the following areas: 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

Two 80-minute lessons per week.

Paper

Description

Time

Weighting

1

Design question

1hour 15 minutes

25%

2

Graphic products

1 hour

25%

5

Coursework

2.5 terms

50%

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 project coursework, which starts mid-way through Year 10. 36 Bangkok Patana School


The course covers a range of transferable skills that will be useful throughout life: communication, presentation/ public speaking, group and leadership skills, problem solving, time management, initiative and the ability to work to a deadline and take creative risks.

   

  

Develop understanding of drama through practical and theoretical study; Understand the role of actor, director and designer in creating a piece of theatre; Develop acting skills, both individually and in groups; Develop skills in devising original drama; Communicate feelings and ideas to an audience; Foster understanding of the performance process and enable candidates to evaluate the various stages of that process; Encourage enjoyment of drama.

Component 1: Written Examination

Component 2: Practical Coursework

Weighting for qualification

AO1: Understanding Repertoire (Text/Style) Candidates will be assessed on their ability to demonstrate knowledge and understanding of the possibilities of repertoire, and how to interpret and realise it in a live performance.

22%

15%

37%

AO2: Devising Candidates will be assessed on their ability to devise dramatic material in a collaborative environment and reflect on the effectiveness of their own and their groups work.

18%

15%

33%

AO3: Acting Skills Candidates will be assessed on their acting skills and their ability to communicate effectively to an audience.

-

30%

30%

40%

60%

100%

Assessment Objectives

TOTAL

Grades awarded range from A*-G These areas are assessed through a combination of practical coursework and written examination as outlined below: 2 hours and 30 minutes and externally assessed The Exam paper is a written exam based on practical work student have undertaken in class. Students will practically study both a set text and devise their own original play based on a stimulus in preparation for the written exam. The students then write about the knowledge and skills they have learned from doing the practical work.

Bangkok Patana School 37


Internally assessed and externally moderated Each candidate submits a total of three pieces of practical work: one individual piece and two group pieces. Candidates will have the opportunity of producing more than three pieces so that only their best work is selected for final submission. One Individual Piece (monologue): One performance of an extract from a play (3-5 minutes long) Two Group Pieces: One performance of an extract from a play and an original devised piece. Each group piece must be no longer than 15 minutes and must allow each candidate broadly equal exposure. The group size is between 2 and 6 students.

Student are assessed on:  their understanding of the characters and style of the text they are performing  Their ability to devise and reflect on performance material  Their acting skills and ability to communicate effectively with an audience All work will be performed in front of a live audience and videoed for an examiner to view.

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.

38 Bangkok Patana School


To allow students to develop:  knowledge and understanding of economic terminology and principles and theory;  basic economic numeracy and literacy and the ability to handle simple data including graphs and diagrams;  ability to use the tools of economic analysis in particular situations;  ability to identify and discriminate between differing sources of information;  ability to use economic to understand better the world in which they live;  understanding of the economies of developed and developing nations.

1. Basic economic problem: Choice and the allocation of resources

     

2. The allocation of resources: How the market works; market failure

    

3. The individual as producer, consumer and borrower

    

4. The private firm as producer and employer

      

5. Role of government in economy

     

economic problem factors of production opportunity cost resource allocation choice production possibility curves market and mixed economic systems demand and supply analysis price elasticity market failure social and private costs and benefits functions of money exchange central banks, stock exchanges and commercial banks labour market motives for spending, saving and borrowing types and sizes of business organisation demand for factors of production costs and revenue profit maximisation and other business goals perfect competition monopoly advantages and disadvantages of increased scale government as a producer and an employer aims of government economic policy fiscal, monetary and supply-side policies types of taxation possible policy conflicts government’s influence on private producers

Bangkok Patana School 39


6. Economic indicators

    

7. Developed and developing economies: Trends in production, population and living standards

    

8. International aspects

   

price indices inflation and deflation employment and unemployment GDP, economic growth and recession GDP and other measures of living standards developed and developing countries absolute and relative poverty alleviating poverty population growth differences in living standards specialisation current account of the balance of payments current account deficits and surpluses exchange rate fluctuations protectionism and free trade

Two 80-minute lessons per week.

Paper

Description

Time

Weighting

1

Candidates answer 30 multiple choice questions.

45 minutes

30%

2

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 six.

2 hours 15 minutes

70%

Grades awarded range from A*-G.

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

40 Bangkok Patana School


The course aims to give students: a sense of place and an understanding of relative location on a local, regional and global scale; an awareness of the characteristics and distribution of a selection of contrasting physical and human environments; an understanding of some of the processes affecting the development of such environments; an understanding of the spatial effects of the ways in which people interact with each other and with their environments; an understanding of different communities and cultures throughout the world; an awareness of the contrasting opportunities and constraints presented by different environments.

    

Population and Settlement  

Population dynamics Settlement

Economic Development and the Use of Resources

The Natural Environment     

Earthquakes and Volcanoes Rivers Coasts Weather, climate and natural vegetation Inter-relationships between the natural environment and human activities

       

Development Agricultural systems Food production Industry Tourism Energy Water Environmental risks and economic development

Two 80-minute lessons per week.

Paper

Description

Time

Weighting

1

Structured questions - candidates will be required to answer three questions out of a choice of six. One question must be answered from each of the three themes.

1 hour 45 minutes

45%

2

Skills based paper

1 hour 30 minutes

27½ %

4

Data collection and coursework

20 hours

27½ %

Grades awarded range from A*-G 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 answer questions in order to collect date for the coursework. Data collection occurs during a week in Hua Hin, this trip incurs an additional cost and is a compulsory requirement of the course.

More information can be found at http://community.patana.ac.th/humanities-1/geography/igcse-geography Bangkok Patana School 41


The course aims to give students the opportunity to:  learn about some of the great events and people that have changed the course of modern history;  examine some of the big issues of the 20th Century such as world war, revolution and the struggle for peace;  develop skills such as enquiry, information processing, reasoning, creative thinking and evaluation;  use evidence, research information, understand bias and propaganda;  learn about other places and other times in order to understand our own time.

Peace agreements at the end of the First World War The League of Nations’ attempts to prevent war Hitler and the causes of the Second World War The Cold War 1945-89 The Korean War Soviet Control in Eastern Europe and the Berlin Wall;

The Vietnam War The Cuban Missile Crisis The Collapse of Soviet Control and the End of Communism in Europe Why Did Events in the Gulf Matter 1970 - 2000?

Why did the Tsarist regime collapse in 1917? How did the Bolsheviks gain power and how did they consolidate their rule? How did Stalin gain and hold on to power? What was the impact of Stalin’s economic policies?

Two 80-minute lessons a week.

Paper

Description

Time

Weighting

1

Paragraph answers to questions on international relations and Russia, dealing with causes and consequences

2 hours

40%

2

Short answers and paragraph answers to questions about sources on an international relations topic known in advance

2 hours

33%

3

Internally Assessed Coursework on Russia

N/A

27%

Grades awarded are A*-G

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

42 Bangkok Patana School


The course aims to develop:  knowledge of ICT including new and emerging technologies;  autonomous and discerning use of ICT;  skills to enhance work produced in a range of contexts;  skills to analyse, design, implement, test and evaluate ICT systems;  skills to consider the impact of current and new technologies on methods of working in the outside world and on social, economic, ethical and moral issues;  ICT-based solutions to solve problems;  the ability to recognise potential risks when using ICT, and use safe, secure and responsible practice.

Topics covered in the course:      

Types and components of computer systems Input and output devices Storage devices and media Networks and the effects of using them The effects of using ICT ICT applications

       

Systems life cycle Safety and security Audience Communication File management Images Layout Styles

      

Proofing Graphs and charts Document production Data manipulation Presentations Data analysis Website authoring

Two 80-minute lessons per week.

Paper

Description

Time

Weighting

2 hours

40%

1

Mostly multiple-choice or short answer questions with some extended questions. All questions are compulsory.

2

Practical test – Document Production, Data Manipulation and Presentations

2 hours 15 minutes

30%

3

Practical test – Data Analysis and Website Authoring

2 hours 30 minutes

30%

Grades awarded range from A*-G The two practical tests will each comprise a number of tasks to be taken under controlled conditions. 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.

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 suite of programs, which are freely available from the school. Bangkok Patana School 43


The aims are to:  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.

Students develop individual compositions, using notation software such as Sibelius 7 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 concert-going 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.

Two 80-minute lessons per week.

Component

Description

Time

Weighting

1

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

N/A

30%

2

Performing 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%

44 Bangkok Patana School


Component 3

Description

Time

1 hour 15 Listening minutes 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.

Weighting 40%

The set works for 2017 are chosen from either Vivaldi: ‘Summer’ from The Four Seasons OR Mozart: Symphony 41 (Movement 1); The prescribed world focus is music from India The set works for 2018 are chosen from either Mendelssohn: Italian Symphony (Movements 1 and 3) OR Bach: Brandenburg Concerto No.1; The prescribed world focus is Latin America The set works for 2019 are chosen from either Mendelssohn: Italian Symphony (Movements 2 and 4) OR Mozart: Clarinet Concerto (Movement 1); The prescribed world focus is China

Grades awarded range from A*-G

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.

Bangkok Patana School 45


The course aims to enable students to:      

develop theoretical knowledge and understanding of the factors that underpin physical activity; understand how the physiological and psychological state effect practical performance; perform effectively in different physical activities; develop the ability to analyse and evaluate to improve performance; understand the contribution that sport plays in health, fitness and well-being; understand the socio-cultural influences that can effect participation in sport.

Written examinations

Non examined assessments

Component 1: Fitness and Body Systems Applied anatomy and physiology Movement analysis Physical training

Component 3: Physical performance Skills during individual performance Skills during team performance Skills during student choice

Component 2: Health and performance Health, fitness and well-being Sport psychology Socio-cultural influences

Component 4: Personal Exercise Programme (PEP) Analysis of proposed PEP Carry out & monitor the PEP Evaluation of the PEP

Two 80-minute lessons per week. Most lesson will be theory based with some practical elements; this is based on students being assessed on practical skills which counts as 30% of the final overall grade. Students will be expected to compete in a range of sports from the specification outside of curriculum time. Component

Description

Time

Weighting

1 hour 45 minutes

35%

1 hour 15 minutes

25%

1: Fitness and Body Systems 2: Health and Performance

Assessment consists of multiple choice, short answer and extended answer questions Assessment consists of multiple choice, short answer and extended answer questions

3: Physical Performance

Assessment consists of students completing 3 practical activities One must be team, one must be individual and one free choice

Practical assessments from prescribed list

30%

4: Personal Exercise Programme

Assessment consists of students producing, analysing and evaluating their performance in a PEP

Coursework – non examined unit

10%

Grades awarded range from 9-1

Lessons are divided into mainly theory and some practical lessons. It should be noted that as well as requiring a reasonably good level of practical performance across three sports, this is an academically arduous course with a significant proportion of theoretical content.

46 Bangkok Patana School


Bangkok Patana School 47


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: 1. Support with coursework 2. Support with study skills e.g. time management and essay planning 3. Extra English and Mathematics support 4. Independent learning The decision to take Learning Support is a joint decision between families and Bangkok Patana School.

Two 80-minute lessons per week. As Learning Support is not an examinable subject, Attainment Grades are not issued. However, we do report on the skills 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.

48 Bangkok Patana School


The aim of the Careers Department 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 team ensures that Year 11 students are informed about the guidance and support we can offer. We are available to 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 September, 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 Naviance 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.

“Designing Your Future” elective is designed to help students begin to build skills needed for effective career planning and college search. Specifics include: Understanding what can contribute to a sense of personal fulfilment and ‘happiness’, making full use of the information provided through Naviance (a key college planning tool), linking personal awareness to career directions and college options, understanding differences in university destinations, gaining exposure to career paths/options through meeting specialists in various fields, creating a resume, and practice interviews.

Students attend our Patana University Fair in November where representatives from 60+ 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 given 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 5-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 conducts workshops about the options available post 16 years of age;

Students have access to a personal link Careers Tutor (Cheryl-Ann Weekes, Linda Ortwein, Andrew Haughton, Sally Jarrett, Claire Miller) with whom they can meet with by appointment to discuss future career and educational options.

Bangkok Patana School 49


The Electives Programme is designed to give students an opportunity to:  become more involved in the choice of the curriculum they follow;  gain skills which will benefit them in and beyond school, such as leadership, public speaking and performance skills, as well as giving the opportunity to gain skills in an area beyond the regular curriculum.

At the start of the year students receive an introductory session on each of the Electives being offered for that academic year. Most of these activities will run for approximately 10 to 12 weeks so students will generally need to choose three different activities for the year. Although some Electives are year-long activities. Some or all of the following areas and skills are developed: Self-confidence

Problem-solving

Open-mindedness

Communication

Empathy

Risk-taking

Appreciation of aesthetics

Reflective

Knowledgeable in a new area

One 80-minute lesson per week.

This is a non-examination subject, in which active participation, leadership and enjoyment is encouraged. Electives are not formally assessed through attainment grades but comments on student participation and contributions are shared in the termly report. Students opt for Electives and therefore are able to follow a personalised curriculum during the year.

Examples of Electives which have run in previous years include: Music Performance/Ensemble

Junior Enterprise

Sports Leaders Award

Theatre Design

Physical Theatre

Digital Art

Character Design

Science Meets Art

Deciding your future

Philosophy

Nature Photography

Analogue Electronics

Please note the electives offered will vary from year to year depending upon timetabling and staff expertise.

50 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 (2:45 to 3:45/4:30) with programmes being coordinated to ensure students have adequate access to school facilities. 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. The ECA programme runs across 4 blocks within a year, enrolment for the various activities is on-line via the Parents’ Gateway.

STOP! Patana

Amnesty International

Habitat for Humanity

Mercy Centre

Project Star

Smile club

Community Garden

Youth Club

Cookery

Pottery

Core Magazine

Textiles

Film Scripting

Music Composition

Computer Programming

Art and Craft Work

Creating a Digibook

Ballet

Jazz

Hip Hop

Tap

Traditional Chinese and Thai Dancing

Contemporary

Squash

Golf

Climbing

Rugby

Futsal

Badminton

Basketball

Off-Road Cycling

Scuba Diving

Table tennis

Football

Flo House

Brazilian Jiu-Jitsu

Horse-riding

Sailing

Thongbai Day Care Centre

Bangkok Patana School 51


Key Stage 4 Curriculum Guide  

An overview of the Key Stage 4 curriculum at Bangkok Patana School

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