Key Stage 4 Curriculum Guide

KEY CONTACTS

Head of School

Cross Campus Principal

Secondary Principal

Secondary Assistant Principal, Curriculum and Assessment

Secondary Assistant Principal, Student Welfare

Head of Careers and University Faculty

Head of Admissions

by Amy Brettel, Class of 2025

NAME EMAIL

Mr Chris Sammons crsa@patana.ac.th

Ms Helen Thew heth@patana.ac.th

Mr Matt Seddon mase@patana.ac.th

Mr Luke Jones lujo@patana.ac.th

Mrs Lorna Conroy loco@patana.ac.th

Mr Kevin Keller kekl@patana.ac.th

Ms Rachel Jones rajo@patana.ac.th

PLEASE NOTE:

The content of this booklet was accurate at the time of publication (December 2024). All courses are subject to updates by the relevant exam board.

FOREWORD FROM THE HEAD OF SCHOOL

Together, educators and parents work together in supporting children’s learning and development which is why we have created this curriculum guide to help you understand the goals and expectations of our curriculum. These guides are also increasingly important to students as they experience some choices to personalise their curriculum from age14 onwards. We plan to meet children’s needs in each section of our school by considering the age and stage of child development which is represented below:

Foundation

Primary

Key Stage1

Key Stage 2

Secondary

Nursery to Foundation Stage 2

Year 1 to Year 2

Year 3 to Year 6

Key Stage 3 Year 7 to Year 9

Key Stage 4 Years 10 and 11

Senior Studies

Years 12 and 13

Ages 2-5

Ages 5-7

Ages 7-11

Ages 11-14

Ages 14-16

Ages 16-18

At every key stage of a child’s learning, we have structured broad and balanced to create wholistic learning opportunities. All children will experience Science, Design and Technology, Arts, Maths, Language and Literature, Language Acquisition, Humanities and Physical Education.

Until the age of 16, the content of our curriculum is based on the British National Curriculum. This is adapted for an international community by creating relevant learning examples which are relatable to a diverse community of learners such as ours. In this way, we maintain the rigour of expectations and milestones of an internationally acclaimed standard.

We accredit learning through international examinations at the age of 16 which are independently certified by UK examination awarding bodies. This means that the rigor and quality of student outcomes are immediately recognisable throughout the world’s university and employment sectors. Between the ages of 16-18, we add further rigour for our learners through the International Baccalaureate Programme which is conceptually challenging, develops critical thinking and is viewed by university admissions tutors as the very best curriculum for developing critical thinkers and researchers.

In each Year team, our faculty prepare learning that allows students to explore factual and debatable knowledge, as well as making connections to the concepts which exist between different domains of knowledge. As well as the content of learning, they also develop the skills and competencies which are expected in future places of work such as collaboration, problem solving, social and emotional intelligence. At all ages we have fun!

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 information about the distinction which our school has developed in providing wider learning opportunities. Our students achieve incredible success in our competitive and recreational sports programme, outdoor education, cultural and arts activities. In addition, we have a strong commitment to service that develops global citizenship skills for which our learners achieve national and international awards in recognition of the social change they deliver. We are a leading sports school in Thailand, the pioneer of the Duke of Edinburgh’s International Award for Young People and one of the key schools in South-East Asia offering Model United Nations. Our days here are filled with the opportunity that only a school our size can deliver.

We are very proud of the quality of teaching and learning that takes place at Bangkok Patana and the high standards which our students achieve year after year. Please don’t hesitate to direct any questions you still have to the Primary or Secondary Principal or our Admissions Office.

Chris Sammons Head of School

INTRODUCTION FROM THE SECONDARY PRINCIPAL

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

The curriculum in Years 10 and 11 encourages students to:

• develop 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.

• develop oral and practical skills;

“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.”

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

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

Matt Seddon Principal, Secondary School

THE KEY STAGE 4 CURRICULUM

Introduction

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

IGCSEs develop learner knowledge, understanding and skills in:

• subject content;

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

• intellectual enquiry;

• flexibility and responsiveness to change;

• working and communicating in English;

• influencing outcomes;

• cultural awareness.

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

English (Language and Literature)

Mathematics

Co-ordinated Science or Triple Science

World Language

(one from French, Mandarin, Spanish or Thai)

Well-being

Physical Education

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

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

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

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

Assessment

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 much of the syllabus as possible at that time. These exams are intended to be summative in nature - they give students a clear picture of their attainment. They also give students and staff guidance on where weaknesses and strengths lie with the aim of improvement and progression before sitting the final examinations in May of Year 11.

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

Home Learning

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

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

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

Tutor Groups

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

The School Day

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

7.40 - 7.55

7.55 - 8.35

8.35 - 9.15

9.15 - 9.35

9.35 - 10.15

10.15 - 10.55

10.55 - 11.35

11.35 - 12.15

12.15

13.10

13.50 - 14.30

Recreation

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

Laptops for Learning

All Secondary students are required to have a personal laptop to support their learning at school and home. Further details about our Laptops for Learning programme, including the minimum specifications, recommended devices and registration process, can be found on our website: https://patana.fireflycloud.asia/technology-for-learning/laptops-for-learningstudents. If you have any questions or queries, please contact helpdesk@patana.ac.th.

THE PASTORAL PROGRAMME

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

Aims

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

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

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

• prepares for adult life.

The Strands of the Programme

These are :

• Emotional Well-Being

• Relationships and Well-Being

• Physical Well-Being

Delivery

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

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

Approaches

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

Content

Physical Well-Being

-Substance mis-use

-First aid

Emotional Well-Being

-Sexual harassment and abuse

- Body image, self perception, empathy and acceptance

- Stress management, resilience and character strengths

-Happiness, gratitude and self compassion

Relationships and Well-Being

-Active listening

-Positive relationships

Physical Well-Being

-Substance mis-use

-First aid

-Sexual health

Emotional Well-Being

-Stress management

-Mental health – recognizing emotions

-Positivity, resilience and motivation

-Supporting others

Relationships and Well-Being

-Kindness

-Consent

-Healthy sexual relationships

-The dangers of porn

Residential Visits

Objectives of the Secondary School Residential Visits

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

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

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

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

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

Independence and self-discipline

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.

Year 10

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

Year 11

While the other year groups are away on Residentials year 11 students remain at Bangkok Patana for Fulfilment Week. The week involves a range of activities to support both their academic learning and their personal development. They will engage in of sessions delivered by an external provider focusing on revision skills and how to maximise exam success, alongside several study sessions and a sequence of fun activities designed to help them gain a balance between academic work and support for their well-being, as well as to have fun with their peers.

SUBJECTS CORE

FIRST LANGUAGE ENGLISH IGCSE

CIE 0500

Aims

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.

Assessment

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

Timetable Allocation

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

LITERATURE IN ENGLISH IGCSE

CIE 0475

Aims

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.

Assessment

Poetry and Prose: Students answer two questions. One from Section A (poetry anthology) and one from Section B (Picnic at Hanging Rock by Joan Lindsay or ‘War of the Worlds’ by H.G. Wells for the 2024 examination session; ‘Picnic at Hanging Rock’ by Joan Lindsay, ‘War of the Worlds’ by H.G. Wells or ‘To Kill A Mockingbird’ by Harper Lee for the 2025 examination session; - closed text).

Drama: (open text)

Students answer one question from a choice of two. The set text is ‘A Streetcar Named Desire’ by Tennessee Williams (examined 2024 and 2025).

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

Grades awarded range from A*-G.

Timetable Allocation

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

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

MATHEMATICS IGCSE

CIE 0580

Aims

The aims of the course are to enable students to:

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

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

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

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

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

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

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

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

• appreciate patterns and relationships in mathematics and make generalisations;

• appreciate the interdependence of different areas of mathematics;

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

Course Outline

The following topics are covered:

Timetable Allocation

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

Assessment- Exam Year 2024

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.

Assessment – Exam Year 2025 and beyond

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.

Course Structure

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

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

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

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

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

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

Course Delivery

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

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

ADVANCED SUBSIDIARY LEVEL MATHEMATICS GCE (INTERNATIONAL)

CIE 9709

Aims

The aims of the course are to enable students to:

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

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

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

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

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

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

Course Outline

Paper 1 Paper 2

Quadratics

Functions

Coordinate geometry

Circular measure

Trigonometry Series

Differentiation and integration

Timetable Allocation

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

Assessment

Algebra

Logarithmic and exponential functions

Trigonometry

Differentiation

Integration

Numerical solution of equations

Course Structure

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

SCIENCES IGCSE

The Edexcel IGCSE courses offered in Science are:

2 IGCSEs in Biology, Chemistry and Physics combined Edexcel 4437

IGCSE Biology IGCSE Chemistry IGCSE Physics

Aims

These specifications give students the opportunity to:

Edexcel 4325

Edexcel 4335

Edexcel 4420

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

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

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

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

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

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

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

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

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

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

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

Course Outline

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

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

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

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

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

Chemistry Physics

C1: Principles of chemistry

C2: Inorganic chemistry

C3: Physical chemistry

C4: Organic chemistry

Standard Science Programme Edexcel IGCSE Double Award Science

What is it?

A course in all three Sciences leading to two IGCSEs.

How is it examined?

3 x 2 hour papers in Biology, Chemistry and Physics.

How is it graded?

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

What is the benefit?

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

Who is it for?

Students who…

Are aiming for two very good grades at IGCSE Science.

Timetable Allocation

P1: Forces and motion

P2: Electricity

P3: Waves

P4: Energy resources and energy transfers

P5: Solids, liquids and gases

P6: Magnetism and electromagnetism

P7: Radioactivity and particles

P8: Astrophysics

Specialist in Science Programme Edexcel IGCSE Triple Award Science

What is it?

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

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

How is it graded?

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

What is the benefit?

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

Who is it for?

Students who…

• Are passionate about Science.

• Demonstrate excellent effort.

• Can manage increased workload.

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

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

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.

Assessment

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

Course Structure

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

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

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

MODERN FOREIGN LANGUAGE (MFL)

IGCSE FRENCH 4FR1

IGCSE MANDARIN 4CN1

IGCSE SPANISH 4SP1

IGCSE GERMAN 4GN1

GCSE JAPANESE 1JA0

Aims

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

• write accurately in the target language;

• read and understand the written language;

• communicate orally in the target language;

• understand the spoken language.

Course Outline

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

• Listening

• Reading

• Speaking

• Writing

Timetable Allocation

Two 80-minute lessons per week

Assessment

Grades awarded range from 9-1.

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

Course Structure

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

FRENCH - FIRST LANGUAGE IGCSE

CIE 0501

Aims

The First Language course aims to enable students to:

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

• enjoy and appreciate the variety of language;

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

• develop an understanding of themselves and others

Course Outline

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

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

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

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

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

Timetable Allocation

Two 80-minute lessons per week

Assessment

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.

Course Structure

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

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

THAI – THAI LANGUAGE

AND LITERATURE

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 an ordinary 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.

Aims

The course aims to:

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

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

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

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

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

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

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

Course Outline

Language Perception Language Production

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

• identify and interpret explicit and implicit information and attitudes

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

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

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

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

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

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

• sequence information to achieve effects and influence audiences

• use appropriate vocabulary

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

• make accurate use of spelling, punctuation and grammar

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

Timetable Allocation

Two 80-minute lessons per week

Assessment

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

We award grades from A*-G but please note this course does not lead to an IGCSE qualification.

Course Structure

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

THAI LANGUAGE AND CULTURE (TLC)

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.

Aims

The course aims to enable students to:

• develop communication skills regarding daily situations;

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

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

• access fundamental Thai reading and writing;

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

Essential Skills

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

Listening

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

Reading

Reading simple Thai words, sentences and short passages

Speaking

Participating in basic Thai conversation relating to daily situations

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.

Timetable Allocation

Two 80-minute lessons per week

Assessment

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

ENGLISH AS A SECOND LANGUAGE (ESL) IGCSE

CIE 0511

Aims

This course aims to ensure that students:

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

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

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

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

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

Course Structure

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

Course Outline

There are four essential aspects to the course:

Reading

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

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

Speaking

Listening

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.

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

Timetable Allocation

Two 80-minute lessons per week

Assessment

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

Final Examination

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

PHYSICAL EDUCATION - CORE

NON-EXAMINATION BASED COURSE

Aims

This course aims for students to:

• build upon skills learnt and developed in previous years;

• improve students’ knowledge and personal levels of fitness;

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

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

Course Outline

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

Timetable Allocation

One 80-minute lesson per week

Assessment

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

Course Structure

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

Sports Activities

Football

Basketball

Flag Football

Touch Rugby

Volleyball Softball Tennis

Trampolining

Kayaking

Climbing

Squash

Table Tennis

Water Polo

Ultimate Frisbee

Netball

Badminton

Fitness Activities

Weight training

Circuit training

Dance

Body Pump and Body Combat

Swimming

Zumba

Cross Fit Training

Yoga/Pilates

SUBJECTS OPTIONAL

ART AND DESIGN (GCSE)

EDEXCEL 1FA0, 1PY0, 1GC0

Aims

The course aims are to develop:

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

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

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

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

Course Outline

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

Fine Art 1FA0

Photography 1PY0

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

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

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

Graphic Communication 1GC0

Grades awarded range from 9-1.

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

AO1

Develop ideas through investigations, demonstrating critical understanding of sources

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

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.

Benefits

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

BUSINESS STUDIES IGCSE

CIE 0450

Aims

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.

Course Outline

• Business activity

• Classification of businesses

• Enterprise, business growth and size

• Types of business organisations

• Business objectives and stakeholder objectives

• Motivating workers

• Organisation and management

• Recruitment, selection and training of workers

• Internal and external communication

• Marketing, competition and the customer

• Market research

• Marketing mix

• Marketing strategy

• Production of goods and services

• Costs, scale of production and break-even analysis

• Achieving quality production

• Location decisions

• Business finance: needs and sources

• Cash-flow forecasting and working capital

• Income statements

• Statement of financial position (balance sheets)

• Analysis of accounts

• Economic Issues

• Environmental and ethical issues

• Business and the international economy

1. Understanding business activity

2. People in business

3. Marketing

4. Operations management

5. Financial information and decisions

6. External influences on business activity

Paper 2

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

80 marks

Externally assessed

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

80

Grades awarded range from A*-G.

Timetable Allocation

Two 80-minute lessons per week

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

COMPUTER SCIENCE IGCSE

CIE 0478

Aims

The course enable students to develop:

• computational thinking skills;

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

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

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

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

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

Course Outline

The following topics are covered:

1 Data representation

2 Data transmission

3 Hardware

4 Software

5 The internet and its uses

6 Automated and emerging technologies

Grades awarded range from A*-G.

8 Programming

9 Databases

10 Boolean logic

Course Structure

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

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

DESIGN AND TECHNOLOGY IGCSE

GRAPHIC PRODUCTS AND RESISTANT MATERIALS

CIE 0445

Aims

The aims are to:

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

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

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

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

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

Course Outline

PART 1:

DESIGN (compulsory to Options 1 and 2)

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

Observe need / requirement

Design brief / specification

Identification / research

Communicating ideas with others

Design and Technology in society

Ergonomics / anthropometrics

Generation on of possible ideas Materials

Selection / organisation Aesthetics

Evaluation

Implementation / realisation

Health and Safety

Development of ideas / recording data

Permanent fastenings

Mechanical control (static)

Mechanical control (dynamic)

PART 2

OPTION 1: GRAPHIC PRODUCTS

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

Commercial graphics

Architectural design

Interior design

Formal drawing, all aspects of technical drawing

OPTION 2: RESISTANT MATERIALS

Design for transport

Geometry

Sketching

Presentation

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 manufacturing option, which is concerned with the manufacture of working prototypes in wood, metal and plastics. Use of computer aided design and computer aided manufacture is at the forefront of students work.

This option of study concentrates on the following areas:

Materials, plastic, wood and metals

Practical processes

Knowledge of tools and machinery

Preparation of materials

Marking out

Timetable Allocation

Two 80-minute lessons per week

Assessment

GRAPHIC PRODUCTS AND RESISTANT MATERIALS OPTIONS:

Shaping

Wastage

Special treatments

Finishing

Developing practical processes

Grades awarded range from A*-G.

Course Structure

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.

DRAMA IGCSE

CIE 0411

PARTICIPATION IN ARTS COURSES HELPS STUDENTS DEVELOP THEIR ABILITY TO LISTEN AND OBSERVE, AND ENABLES THEM TO BECOME MORE SELF-AWARE AND SELF-CONFIDENT. IT ENCOURAGES THEM TO TAKE RISKS, TO SOLVE PROBLEMS IN CREATIVE WAYS, AND TO DRAW ON THEIR RESOURCEFULNESS. IN SHORT, THE KNOWLEDGE AND SKILLS DEVELOPED IN THE STUDY OF THE ARTS CAN BE APPLIED IN MANY OTHER ENDEAVOURS. (O’FARRELL & MEBAN 2003)

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

Aims

The aims are for students to develop:

• an interest in and enjoyment of drama and theatre;

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

• skills in devising original drama;

• practical performance skills as individuals and within a group;

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

• an understanding of how performers communicate with an audience.

Assessment Objectives

Component 1

Component 2

Written examination: 80 Marks

• All questions in Section A

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

• Both questions in section C

• Externally assessed

Coursework: 120 Marks

• Candidates submit three pieces of practical work:

• Individual performance based on an extract of a play

• Group performance based on an extract from a play.

• Group performance based on an original devised piece

• Internally assessed and externally moderated

Grades awarded range from A*-G.

Over the course of two years 60%

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

Timetable Allocation

Two 80-minute lessons per week

Overview

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 begin performing and filming a range of performance work in preparation for the coursework component at the end of Year 10.

ECONOMICS IGCSE

CIE 0455

Aims

To enable students to

• know and understand economic terminology, concepts and theories

• use basic economic numeracy and interpret economic data

• use the tools of economic analysis

• express economic ideas logically and clearly in a written form

• apply economic understanding to current economic issues.

• The nature of the economic problem

• The factors of production

• Opportunity cost

• Production possibility curves

• The market system and price mechanism

• Demand

• Supply

• Price determination and price changes

• Price elasticity of demand

• Price elasticity of supply

• Market failure

• Mixed economic system

• Money and banking

• Households; spending, saving and borrowing

• Workers; wage determination and division of labour

• Trade Unions

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

• Firms; mergers and economies of scale

• Firms and production; labour and capital intensive

• Firms’ costs, revenue and objectives

• Market structure; competitive markets and monopoly markets

• The role of government

• The macroeconomic aims of government

• Fiscal policy; taxes and government spending

• Monetary policy; interest rates and money supply

• Supply-side policy

• Economic Growth

• Employment and unemployment

• Inflation and deflation

1. Basic Economic Problem

2. The Allocation of Resources

3. Microeconomic Decision Makers

4. Government and the Macroeconomy

5. Economic Development

6. International Trade and Globalisation

Timetable Allocation

Two 80-minute lessons per week Assessment

• Living standards

• Poverty

• Population

• Differences in economic development between countries

• International specialisation

• Globalisation, free trade and protection

• Foreign exchange rates

• Current account of balance of payments

one compulsory question, which requires them to interpret and analyse previously unseen data relevant to a real economic situation, and three optional questions from a choice of four.

Grades awarded range from A*-G.

Course Structure

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

GEOGRAPHY IGCSE

EDEXCEL 4GE1

Aims

The course aims to give students:

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

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

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

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

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

• acquire, develop and apply practical geographical enquiry skills

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

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

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

Course Outline

Paper 1: Physical Geography

Paper 2: Human Geography

Timetable Allocation

Two 80-minute lessons per week

• River environments

• Coastal environments

• Hazardous environments including fieldwork from one of these topics

• Economic activity and energy

• Rural environments

• Urban environments

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

Assessment

1

2

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

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

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

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

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

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

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

Grades awarded range from 9-1.

Course Structure

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

HISTORY IGCSE

EDEXCEL 4HI1

Aims

The course aims to give students the opportunity to :

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

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

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

• communicate ideas, opinions and judgements in writing and verbally

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

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

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

Course Outline

Paper 1: Option 6

A World Divided: Superpower Relations, 1943-72

Paper 1: Option 7

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

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

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

In Russia and the Soviet Union, 1905-24

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

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

Timetable Allocation

Two 80-minute lessons per week

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

Paper 2: Option A2

Paper 2: Option B5

Assessment

1

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

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

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

Grades awarded range from 9-1.

Course Structure

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

2

INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

IGCSE

CIE 0471

Aims

The course aims to develop:

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

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

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

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

Course Outline

Topics covered in the course:

1. Types and components of computer systems

2. Input and output devices

3. Storage devices and media

4. Networks and the effects of using them

5. The effects of using ICT

6. ICT applications

7. Systems life cycle

Timetable Allocation

Two 80-minute lessons per week

Assessment

15. Proofing

16. Graphs and charts

17. Document production

18. Data manipulation

19. Presentations

20. Data analysis

21. Website authoring

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

Grades awarded range from A*-G.

Course Structure

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

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

MUSIC IGCSE

CIE 0410

Aims

The aims are to enable students to:

• acquire and consolidate a range of musical skills, knowledge and understanding, through the activities of listening, performing and composing

• develop an understanding of a variety of musical traditions

• develop a perceptive and critical response to music

• develop creative and interpretative skills through composing and performing

• develop an enthusiasm for exploring diverse musical styles and genres through listening, performing and composing

• develop a secure basis for further study in music. Course Outline

COMPOSING

Students develop individual compositions, Composition 1 can be in any style, e.g. a pop song or a piano piece. Composition 2 must be written to a candidate-defined brief which relates to one of the areas of study. This Composition must be submitted as a recording together with:

• either a detailed written commentary with timings, which must follow the template provided

• or a statement of how the composition relates to the brief together with a score written in a notation system that is appropriate to the style/tradition of the music . Students are encouraged to write pieces which they, and others in school, might perform.

PERFORMING

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 will be asked to perform as a soloist and with others.

LISTENING

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, seven areas of study which are: Baroque, Classical, Romantic, Music and words, Music for dance, Music for small ensemble, Music for stage and Screen. Careful and discerning listening is more vital than pure music theory skills in this course.

Timetable Allocation

Two 80-minute lessons per week

Assessment

2

Performing

Solo - one piece

Playing with others - one piece

Listening

Candidates listen to a CD of musical extracts and answer questions on them. Questions will be set on eight short recorded extracts of music, which will include at least one extract from each area of study.

3

N/A 30%

1

hour 15 minutes

Course Structure

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.

PHYSICAL EDUCATION (PE) FULL COURSE IGCSE

CAMBRIDGE IGCSE PHYSICAL EDUCATION (0413)

Aims

The aims are to enable candidates to:

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

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

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

• understand and appreciate safe practice in physical activity and sport

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

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

Course Outline

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

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

• Anatomy and physiology

• Health, fitness and training

• Skill acquisition and psychology

• Social, cultural and ethical influence

Timetable Allocation

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

Course Structure

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

AREAS ADDITIONAL

LEARNING SUPPORT IN KEY STAGE 4

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

In-class support and guidance can provide the necessary support for Key Stage 4 students. Teachers are alerted to student needs through our support list, learner profiles and regular tracking meetings where student learning needs are discussed. For some students, taking nine or ten (I)GCSE subjects is neither appropriate nor necessary for future education or careers. We offer a Learning Support option which provides an opportunity for students to concentrate on one fewer subject than is normally undertaken by the rest of the Year group. Students will normally relinquish one of their option choices to give them time to work with Learning Support staff which can then have a positive impact on their other studies.

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

• Support with coursework

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

• Extra English and Mathematics support

• Independent learning

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

Timetable Allocation

Two 80-minute lessons per week

Assessment

As Learning Support is not an examinable subject, we only report on the Learning Attributes that a student has demonstrated.

CAREERS AND UNIVERSITY GUIDANCE

Aims

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

Outline

The career elements of the Global Citizenship Curriculum in Year 11 help contribute to a student’s successful future:

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

• Throughout the year, students in Year 10 and Year 11 are invited to university-related presentations delivered by university representatives and faculty members during breaktime and lunch. These are a fantastic way to start thinking about university earlier on and learn more about where and what they would like to study.

• Students are assigned a university counsellor during Term 1 of Year 10 and they will have brief individual meetings with their counsellor during Term 2. Finally, during Term 3, students will be introduced to career related topics by their university counsellor during Global Citizenship. Students will take personal assessments, which help to align their interests to career paths and later on, university courses and majors. A major focus of the career-related Global Citizenship topics are finding personal values and what makes each student happy, allowing them to set goals which align to their personal goals and expectations for later life. Students are also introduced to Cialfo as a record-keeping and university research tool.

• As students receive information about IB Options, the Careers and Universities team ensures that Year 11 students are informed about the guidance and support we can offer. We will meet individually students in January of Year 11 to discuss any questions or concerns they may have regarding subject choices at Standard and Higher Levels, university entrance requirements and tips for course research. These conversations set the stage for options choices and the careers-related Global Citizenship classes.

• During Global Citizenship in Term 2 of Year 11, students will move to their university link counsellor where they’ll move from discussing IB options, to examining different university systems, learning how to find university fit and how to begin preparing for their life at university. Students will further delve into Cialfo as a research tool to begin creating personalised lists of potential universities. Patana alumni and university representatives serve as guest speakers to further widen each student’s perspective and prepare for the rigour of the International Baccalaureate curriculum. Some university destinations (United States and United Kingdom) require more advanced preparation to compile successful applications and Year 11 students leave the career-related Global Citizenship classes with the knowledge and understanding of what they must do to achieve their individual aspirations.

• As part of the careers-related Global Citizenship curriculum, Year 11 students will develop their first CV/resume. This will be used for future work experience and university applications. The Careers and Universities team keeps a database of employers in Bangkok who work with Patana students to provide meaningful work experiences, which is always available on Firefly.

• During June of Term 3, Year 11 are invited to take a break from exam prep and completion and attend a ‘Career Day’ where they meet with professionals from a variety of industries and learn about their own potential pathways, as well as make connections with potential work experience providers. Year 10 students are also invited to attend as their timetable allows.

GLOBAL CITIZENSHIP

NON-EXAMINABLE COURSE

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

Aims

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

• Communication and presentation skills

• Creativity

• Critical thinking

• Conceptual understanding

Course Outline

• Curiosity

• Independence

• Empathy, respect, kindness, compassion

• Collaboration and cooperation.

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

Timetable Allocation

One 80-minute lesson per week

Assessment

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

Course Structure

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

Module

1. What makes YOU you?

2. Social justice and equity

3. Personal passion project

4. Thinking about myself

5. Thinking for yourself

Summary

An exploration of the different factors that contribute to individual and wider societal perspectives and worldviews.

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

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

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

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

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

EXTRA-CURRICULAR ACTIVITY (ECA) PROGRAMME

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

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

In line with Bangkok Patana’s Guiding Statements, ECAs are categorised in relation to our core values of Well-being, Learning and Global Citizenship.

Enrolment for the various activities is on-line via the Parents’ Gateway.

Well-being Learning

Competitive Sports

Academic

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

Global Citizenship

Environmental Awareness and Action

e.g. Digging in the dirt: Community Garden

Recreational Sports

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

Fitness

e.g. BASE Fitness Camp, Morning Stretching, Thai Boxing for fitness

Mindfulness

e.g. Yoga and relaxation methods

Home Language

Creative

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

Dance

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

Instrumental Music

Performing and Fine Arts

e.g. Drama Productions and clubs

Digital Citizenship

e.g. Electronics, Python Programming, Robotics

Community Service (CAT Clubs, CAS, Committees and Councils)

e.g. Amnesty International, Thongbai Day Care, Habitat for Humanity

Model United Nations

The Duke of Edinburgh’s (DofE) International Award

Communications

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

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

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

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

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

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

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