Toempowereverystudenttodeveloptheirfullpotentialandachieve personal excellence in all endeavours, enabling them to lead successful,fulfillinglivesandenrichtheworld.
Our DBIS Mission is enacted through our values of Courage, Respect and Integrity.
Our Core Values
Courage
We embrace challenges, persevere and work hard to reach our full potential.Weareresilientandalwaysstrivingtolearnandgrow.
Respect
We value our diverse community, appreciating their unique contributions, needs and rights. We foster positive relationships throughkindnessandempathy,embracingaglobalmindset.
Integrity
We act with honesty and make responsible choices, understanding the impact of our actions on ourselves and others. We are self-aware,compassionateandaccountable.
Welcome to Our Secondary School
This handbook is for Year 9 students entering the three-year IGCSE programme in August 2025 and will give you an overview of of the key skills and content covered in their courses until the exams in the summer of 2028. Our (I)GCSE and BTEC Level 2 curriculum offering is engaging and challenging and is intended to ensure that students are fully equipped to navigate the rigours of their personal programme of study, developing the skills, knowledge and competencies to succeed. The qualifications we afford our learners are highly reputable, with courses primarily examined by Pearson Edexcel International or Cambridge. This ensures access (upon satisfaction of our entry requirements) to our A Level/BTEC Level 3 programme of studyinSixthForm.
Whilst a student’s individual programme of study is specific to them, all students undertake core subjects that we believe are integral to their development and that provide a fundamental platform for academic, personal and social progress.
CoreSubjects
● English Language & Literature
● Mathematics
● Science
● Learning for Life*
● Physical Education*
*Non-examined subjects
Please take the time to read through this document and use it to discuss learning priorities and progress with your child as they work through their courses. By working in partnership with your child, you can make a big difference in promoting positive learning behaviours, and sharing high aspirations can be of great benefit to the students as they undertake this important phase of their educational journey.
Please don’t hesitate to reach out to myself, your child’s teachers or the relevant Head of Department/Year with any queries you may have about learning in Years 9 to 11 – together we can support your child in excelling with their studies.
SimonOakley Head of Secondary
Key Personnel
Name Role Email
Simon Oakley Head of Secondary soakley@dbis.edu.hk
Jason Broderick Deputy Head of Secondary jbroderick@dbis.edu.hk
David Coburn Assistant Head of Secondary dcoburn@dbis.edu.hk
Alexander Kilford Assistant Head of Secondary akilford@dbis.edu.hk
Aaron Day Head of Year 9 aday@dbis.edu.hk
Bobby Wilson Head of Year 10 bowilson@dbis.edu.hk
Amrith Prabhu Head of Year 11 aprabhu@dbis.edu.hk
Graham Glew Head of Mathematics gglew@dbis.edu.hk
Amy Hii Head of English ahii@dbis.edu.hk
Alexander Jamali Head of Science ajamali@dbis.edu.hk
Tom Boddington Head of Humanities tboddington@dbis.edu.hk
Myra Mi Head of Chinese & Modern Foreign Languages mmi@dbis.edu.hk
Nicolas Ng Head of Computing & Learning Technologies nng@dbis.edu.hk
Christopher Preddy Head of Music cpreddy@dbis.edu.hk
Naomi Higgins Acting Head of Art and Design & Technology nhiggins@dbis.edu.hk
James Lugg Head of Physical Education & Sport jlugg@dbis.edu.hk
How to Use This Document
This document is intended to provide additional insight (complementing the relevant (I)GCSE/BTEC Level 2 options booklet) into each examined subject area, outlining the course content studied in each term and academic year.
Where applicable, pertinent deadlines are included for subjects that involve coursework or non-examined assessment (NEA) components. The timelines are designed to help ensure students can successfully manage their key learning commitments.
Coursework dates are given, where possible, to advise deadlines as the students move through Years 9 to 11, from 2025 through to 2028. Please note coursework dates may be subject to change.
EXAMINED SUBJECTS
IGCSE ENGLISH LANGUAGE & ENGLISH LITERATURE
Pearson Edexcel International 4XEA1 & Pearson Edexcel International 4XET1
OVERVIEW
The IGCSE English programme of study covers both English Language and English Literature. The aims of the course are to enable students to:
● Study the language, form, structure, style and viewpoint of prescribed texts;
● Write for a range of purposes;
● Undertake sustained deep studies of English Literature and English Language through modular examinations;
● Engage creatively/critically with a range of language text types and literary genres;
● Develop and apply knowledge of literary analysis and evaluation;
● Develop comparative skills;
● Explore the contexts of texts.
LEARNING FOCUS
Term 1
Y9
Y10
● Novel Study: Salt to the Sea
● Short Stories: An Introduction to IGCSE Prose
● Poetry & Prose, & Imaginative Writing
● Modern Drama: An Inspector Calls
Y11
● Literature – Anthology Poetry
● Literature – Practise Comparative Responses
● Literature – Unseen Poetry
● Language – Pearson Anthology Texts
● Literature Novel Study –Start Of Mice and Men
Term 2
● Literary Heritage Preparation: Romeo & Juliet
● IGCSE Poetry Preparation
● Literary Heritage: Macbeth
● Literature Revision
● Literature Novel Study –Of Mice and Men
● Language – Pearson Anthology Texts
● Language –Transactional Writing
Term 3
● Mock Preparation
● Transactional Writing
● Non-fiction Texts
● Spoken Language Endorsement
● Complete Language Texts
● Literature – Unseen Poetry
● Language & Literature Exam Technique & Revision
MODULAR EXAMINATIONS
YEAR9
Language Unit 2 Mock: Poetry & Prose and Imaginative Writing - May/June 2026
YEAR10
Language Unit 2: Poetry & Prose and Imaginative Writing - November 2026
Literature Unit 2: Drama - May/June 2027
YEAR11
Language Unit 1: Non-Fiction Texts and Transactional Writing - May/June 2028
Literature Unit 1: Poetry & Modern Prose - May/June 2028
IGCSE MATHEMATICS
Pearson Edexcel International 4MA1
OVERVIEW
The IGCSE in Mathematics is a linear qualification. It consists of two examinations available at either foundation or higher tier. Both examinations must be taken in the same series at the end of the course of study. This qualification enables students to:
● Develop their knowledge and understanding of mathematical concepts and techniques;
● Acquire a foundation of mathematical skills for further study in the subject or related areas;
● Enjoy using and applying mathematical techniques and concepts, and become confident in using Mathematics to solve problems;
● Appreciate the importance of Mathematics in society, employment and study.
LEARNING FOCUS
Term 1
Y9
Y10
● Calculating Compound Interest
● Solving Speed, Distance & Time Problems
● Applying Upper & Lower Bounds to Solve Complex Problems
● Numbers & the Number System
● Equations, Formulae & Identities
Y11
● Data & Statistics
● Numbers & the Number System
COURSEWORK
Term 2
Concepts
● Solving Simultaneous Equations
● Finding the Surface Area of a Cylinder
● Converting Square & Cubic Units
● Calculating all Averages From Grouped Data
● Sequences, Functions & Graphs
● Geometry & Trigonometry
● Sequences Functions & Graphs
● Equations, Formulae & Identities
There is no coursework for IGCSE Mathematics.
Term 3
● Calculating Reverse Percentages
● Finding Angles Using Circle Theorems
● Calculating Relative Frequency
● Data & Statistics
● Calculus
● Vectors & Transformation Geometry
IGCSE SCIENCE
Pearson Edexcel International
OVERVIEW
The IGCSE Science programme aims to extend students’ knowledge and understanding by broadening and deepening skills. Students develop the ability to:
● Apply understanding of scientific concepts and principles to a range of scientific situations and develop their analytical and logical thinking skills;
● Utilise mathematical skills within a scientific context;
● Unify 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 techniques;
● Apply the principles and concepts of Science, including those related to the applications of Science, to different contexts;
● Evaluate scientific information, making judgements on the basis of this information;
● Investigate the practical nature of Science and develop experimental 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;
● Evaluate experimental methods within Science;
● Present scientific ideas clearly and logically, using scientific vocabulary, definitions, and conventions;
● Develop a logical approach to problem solving in a wider context;
LEARNING FOCUS
Term 1
Y9 BIOLOGY
● Fundamentals of Scientific Investigation
● Cells
CHEMISTRY
● Fundamentals of Scientific Investigation
● Principles of Chemistry
PHYSICS
● Fundamentals of Scientific Investigation
● Forces & Motion
YI0 BIOLOGY
● Reproduction & Inheritance
CHEMISTRY
● Inorganic Chemistry
PHYSICS
Term 2
● Organisation & Cell Structure
Term 3
● Biological Molecules & Movement of Substances
● Principles of Chemistry
● Inorganic Chemistry
● Energy Transfers & Resources
● Solids, Liquids & Gases
● Ecology & the Environment
● Use of Biological Resources
● Physical Chemistry
● Organic Chemistry
● Radioactivity ● Electricity ● Waves
Y11 BIOLOGY
● Biological Resources
CHEMISTRY
● Physical Chemistry
PHYSICS
● Biodiversity & Ecology
● Genetic Engineering & Cloning
● Course Review
● Principles of Chemistry
● Course Review
● Electromagnetism ● Astrophysics
COURSEWORK There
● Course Review
IGCSE FRENCH
Pearson Edexcel International 4FR1
OVERVIEW
The aim is to develop the ability to use the language effectively for the purposes of
LEARNING FOCUS
Term 1
Y9
● Healthy Living
● Holidays
● Future Plans
Y10
Y11
● My Friends & Family: Family Members, Relationships, Friendships
● Life At Home, & Hobbies: Routine, Time, Helping at Home, Hobbies
● My Town: What Is/Isn’t in My Town, Directions, Problems in Town, Town vs Country
● Global Issues & Environment: Global Issues, Solutions, Benefits & Risks of Technology/ Social Media, Mobile Phones/Laptops
DATE TO NOTE
Year11
Term 2
● Social Life
● Myself in the World
● Life at School: School Subjects, Timetables, School Facilities, School Rules, Ideal School
The speaking exam takes place in late March/early April 2028 (TBD).
IGCSE MANDARIN CHINESE
Chinese as a Foreign Language
Cambridge IGCSE Mandarin as a Foreign Language 0547
OVERVIEW
The subject content of the IGCSE Mandarin as a Foreign Language course is organised around five broad topic areas which provide contexts for the acquisition of vocabulary and the study of grammar and structures. Through the study of these topic areas, students gain insight into target language countries and communities.
Topic Areas:
LEARNING FOCUS
Term 1
Y9
● Hobbies: Sports
● Hobbies: Music
● Hobbies: Dance
Term 2
● Vegetables & Fruits
● Three Meals a Day
● Eating Out
● CNY Inquiry Project
Y10
● Hobbies
● Food & Drink
● Health & Fitness
Y11
● Weather
● Transportation
● Travel Planning/ Experience
DATE TO NOTE
Year11
● Home Life
● Clothes
● Shopping
● CNY Inquiry Project
● Future Career & Education
● Saving Our Planet
● Technology
Term 3
● Introduction to IGCSE
● Everyday Activities
● Self, Family, Friends & Pets
● Everyday Life
● School Life
● School Facilities
● Learning Chinese
● Mock Exam
● Formal Speaking Exam
● Exam Preparation
The speaking exam takes place in late March/early April 2028 (TBD).
Chinese as a Second Language
Cambridge IGCSE Chinese as a Second Language 0523
OVERVIEW
Through the IGCSE Chinese as a Second Language course, students learn to select relevant details, understand the difference between what is directly stated and what is implied, and practise writing for different purposes and audiences. Students listen to a range of spoken material, including talks and conversations, in order to develop listening skills. In both written and spoken Chinese, students respond to factual information as well as abstract ideas. They also engage in conversations on a variety of topics and develop their skills in expressing their viewpoints with a degree of accuracy and clarity. Texts and questions are printed in both traditional and simplified characters on the question papers. Students choose the form they prefer in the examination and may write their answers in either traditional or simplified characters. The speaking test is assessed in Mandarin Chinese only.
LEARNING FOCUS
Term 1
Y9
● Family Relationships
● Generation Gap
● Celebrity
● My Dream
●
Y10
● School & Education
● Future Career Plans
● Friendship
● Peer Pressure/Conflict
Y11
● Urban & Rural Life
● Travel
Term 2
● Travel
● Study Trip in China
● Chinese Language
● Famous Cities in China
● CNY Inquiry Project
● Generation Gap
● Young People
● Healthy Eating
● Sports & Exercises
● Film & the Media
● Hometown & Surrounding Areas
● Pollution
● Recycling
● Global Warming
● Festivals & Celebrations
DATE TO NOTE
Year11
Term 3
● Chinese Food
● Special Traditional Festival Food
● Health & Diet
● End-of-Year Project
● Hobbies
● New Means of Communication
● Social Networking
● Learning Technology
● Customs & Traditions
● Culinary Diversity
● Formal Speaking Exam
● Exam Preparation
The speaking exam takes place in late March/early April 2028 (TBD).
Chinese as a First Language
Cambridge IGCSE Chinese as a First Language 0509
OVERVIEW
The IGCSE Chinese as a First Language course offers students the opportunity to respond knowledgeably to a range of reading passages. Students use some of these passages to inform and inspire their own writing and write in a variety of text types for different audiences. The passages cover a range of genres and types, including fiction and non-fiction, and may also include other forms of writing, such as essays, reviews and articles. Students have the opportunity to read classical Chinese prose texts to help deepen their knowledge of Chinese culture. We encourage students to become appreciative and critical readers and writers of Chinese.
LEARNING FOCUS
Term 1
Y9
Y10
● 复习考试重点
● 单元一 谁言寸草心
● 单元二 此心安处是吾乡
Y11
● 复习考试重点
● 单元六 诸子百家
DATES TO NOTE**
Year11
Term 2
● 《最后一片叶子》欧亨 利
● 《孔乙己》鲁迅
● 单元三 千古风流人物
● 单元四 只缘身在此山中
● 单元七 快乐泉源
● 单元八 生活小百科
Term 3
● 《桃花源记》陶渊明
● 文言文论证《劝学》
● 寓言《卖柑者言》
● 单元五 格物致知
● 复习、预备考试
The speaking exam takes place in late March/early April 2028 (TBD).
** See note in ‘How to use This Document’ on page 05
IGCSE SPANISH
Pearson Edexcel International 4SP1
OVERVIEW
The IGCSE Spanish course is designed for students learning Spanish as a foreign language. It encourages students to develop lifelong skills, including:
● The ability to use a foreign language as a means of practical communication;
● An insight into the culture and civilisation of Spanish-speaking countries;
● A positive attitude towards language learning and other cultures and civilisations;
● Learning techniques which can be applied to other areas of learning;
● A sound foundation for progression to employment or further study.
The course is assessed equally across the four skills of listening, speaking, reading and writing, and these are taught using a combination of traditional and audiovisual resources.
LEARNING FOCUS
Term 1
Y9
● The Media
● School
● Education
Y10
● Holidays
● Education, School & Studies
Term 2
● Health
● The World of Work/Future Career
● At Home: Family & Relationships, My House & What I Do at Home
● At Home: Helping at Home, My Routine & My Hobbies
Term 3
● The Spanish-Speaking World
● The World Around Us
● Healthy Living
● Revision & Mock Preparation
Y11
● Technology
● Festivals
● My Town & the Environment
● Education & the World of Work
DATE TO NOTE
Year11
● Revision & Speaking Assessment
The speaking exam takes place in late March/early April 2028 (TBD).
GCSE ART
Pearson Edexcel Art & Design 1AD0
OVERVIEW
The GCSE Art and Design course consists of two internally assessed and externally moderated components. Both components give students opportunities to:
● Actively engage in the creative process of art, craft and design in order to develop as effective and independent learners, and as critical and reflective thinkers with enquiring minds;
● Develop creative, imaginative and intuitive capabilities when exploring and making images, artefacts and products;
● Become confident in taking risks and learn from experience when exploring and experimenting with ideas, processes, media, materials and techniques;
● Develop critical understanding through investigative, analytical, experimental, practical, technical and expressive skills;
● Develop and refine ideas and proposals, personal outcomes or solutions with increasing independence;
● Acquire and develop technical skills through working with a broad range of media, materials, techniques, processes and technologies with purpose and intent;
● Develop knowledge and understanding of art, craft and design in historical and contemporary contexts, societies and cultures;
● Develop an awareness of the different roles and individual work practices evident in
LEARNING FOCUS
Term 1
Y9
Y10
● Skill Building – ‘Close Up’ Project:
● Developing Research & Observational Skills
● Exploring Materials, Techniques & Processes
● Skill Building Using Hong Kong Culture as Inspiration:
● Line & Contour
● Tone & Shade
● Media Exploration
● Composition – The Grid
● Pattern & Texture
Term 2
● Skill Building – ‘Close Up Project:
● Idea Developments Leading to a Final Response
Term 3
● Steampunk:
● Investigating a Movement in Depth
● Producing a 3D Response
Y11
● Coursework Continued:
● Idea Developments
Extended –Evaluating, Analysing, Modifying
● Composition
Modifications
● Testing Ideas with Materials, Techniques & Processes & Scale
● Annotations
● Creation of Final Response
● Evaluation of the Final Piece
● Begin Main Coursework Project – Hong Kong Culture:
● Researching Artists/Craftspeople/Designers to Inspire Styles, Techniques & Processes
● Photography
● Observational Studies in a Variety of Media
● Media Experiments
● Begin Externally Set Assignment:
● Researching Artists/Craftspeople/Designers to Inspire Styles, Techniques & Processes
● Testing Ideas with Materials, Techniques, Processes & Scale
● Annotations
● A Final Piece Created During a 10-Hour Exam
COURSEWORK
Year10
Working on Component 1 coursework project
Year11
Component 1 Completion Deadline: December 2027
Component 2 (Externally Set Assessment) Exam Paper Released: January 2028 (Exam Date TBC)
IGCSE BUSINESS STUDIES
Cambridge 0264
OVERVIEW
The aims of the IGCSE Business Studies course are to enable students to:
● Apply their knowledge and critical understanding to current issues and problems in a wide range of business contexts;
● Make effective use of relevant terminology, concepts and methods, and recognise the strengths and limitations of the ideas used in business;
● 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, and consider ways in which they are able to influence objectives, decisions and activities;
● Develop knowledge and understanding of how the main types of businesses are organised, financed and operated and how their relations with other organisations, consumers, employees, owners and society are regulated;
● Develop skills of numeracy, literacy, inquiry, selection, use of relevant sources of information, presentation, and interpretation;
● Develop an awareness of the nature and significance of innovation and change within the context of business activities;
● Acquire a foundation for further study of Business or other subjects.
LEARNING FOCUS
Term 1
Y9
● What is Business?
● What is Marketing?
● What is Human Resources?
● What is Operations?
● What is Finance?
YI0
Y11
● Marketing
● External Influences on Business Activity
Term 2
● Understanding Business Activity
Term 3
● Human Resource Management
● Operations Management
● Revisit Understanding Business Activity / Human Resource Management
COURSEWORK
There is no coursework for IGCSE Business Studies.
● Financial Management
● Exam Preparation
BTEC BUSINESS
OVERVIEW
The Edexcel BTEC Level 2 qualification in Business is designed to provide students with a comprehensive understanding of the fundamental principles and practices of the business world. This vocational qualification is widely recognised and respected by employers and educational institutions alike.
The course covers a broad range of topics, allowing students to develop essential skills and knowledge in various areas. The curriculum typically includes units on business communication, customer service, marketing, finance and teamwork. These units are carefully designed to provide a well-rounded understanding of the business environment and its operations.
LEARNING FOCUS
Term 1
Y9
● What is Business?
● What is Marketing?
● What is Human Resources?
● What is Operations?
● What is Finance?
Y10
Y11
● Start Business Organisations: Business Aims & Objectives; Functional Areas & Their Interaction
Term 2
● Start Business Purposes: The Understanding of Ownership & Different Environments in Which Businesses Operate
● Finish Business Organisations: Business aims & objectives; functional areas & their interaction
Term 3
● Finish Business Purposes: The Understanding of Ownership & Different Environments in Which Businesses Operate
● Start Financial Forecasting for Business: Exploring the Costs & Revenue of a Business to Calculate Profit, Break-Even Analysis & Cash-Flow Forecasting
● Finish Financial Forecasting for Business: Exploring the Costs & Revenue of a Business to Calculate Profit, Break-Even Analysis & Cash-Flow Forecasting
COURSEWORK
Year9
Unit 1 Deadline: June 2026
Year10
Unit 2 Deadline: November 2026
Year11
Unit 3 Deadline: October 2027
Unit 4 Deadline: February 2027
● Start Marketing Concepts: Marketing Involves Understanding Customer Needs & Promoting Products/ Services to Achieve Business Goals
● Finish Marketing Concepts: Marketing Involves Understanding Customer Needs & Promoting Products/ Services to Achieve Business Goals
IGCSE COMPUTER SCIENCE
Cambridge 0478
OVERVIEW
The aims of the IGCSE Computer Science course are to 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.
LEARNING FOCUS
Term 1
Y9
Y10
Y11
● Applied Algorithmic Thinking
● Problem Solving in Everyday Life
● Data Representation
● Data Transmission
● Algorithm Design & Problem-Solving
● Programming
COURSEWORK
Term 2
● Data Representation
● Data Around the Internet
● Hardware ● Software
● Databases ● Boolean Logic
There is no coursework for IGCSE Computer Science.
Term 3
● Applied Programming
● Microcontrollers, Sensors & Actuators
● The Internet & its Uses
● Automated & Emerging Technologies
● Exam Preparation
IGCSE DESIGN & TECHNOLOGY
(D&T)
Cambridge 0445
OVERVIEW
The aims of the IGCSE Design & Technology course are to enable students to:
● Develop creative thinking in areas relevant to Design & Technology;
● Apply problem-solving skills to practical and technological problems;
● Develop the communication skills central to design, realisation and evaluation;
● Gain knowledge and understanding of Design & Technology;
● Develop skills in research and investigation;
● Design and make products, taking into consideration sustainability and the wider impact on society;
● Develop the ability to make aesthetic, economic, ethical and technical value judgements.
LEARNING FOCUS
Term 1
Y9
● Miniature Golf:
● Responding to a Design Problem
● CAD & CAM
● Product Design & Drawing, Research Skills, Testing & Evaluation
Term 2
● Biomimicry Clock:
● CAD & CAM, Working with Acrylic
● Assembling, Manipulating & Finishing Acrylic
● Product Design & Drawing, Research Skills, Testing & Evaluation
Term 3
● Desk Tidy, Using Mixed Materials, Acrylic & Wood:
● Functionality, Product Design & Research
● Machine Processes
● Reinforce Knowledge of Tools, Equipment & Workshop Processes
Y10
● Structures, Using Wood, Metal & Plastics:
● Creating Structures Using Shapes
● Reinforcing Structures
● Forces
● Resisting Forces
Y11
● Coursework Continued:
● Initial Idea Designs
● Products & Environments
● Reviewing Feedback on Portfolios
● Completing Design Development
● Modelling
COURSEWORK
Year10
● Theory of Design
● Plastics Theory
● Wood Theory
● Isometric Drawing
● Wood Joints, Adhesives & Finishes
● Leads to Start of Coursework
● Coursework Completion:
● Making the Final Product
● Evaluation
● Exam Revision
● Coursework Continued:
● Researching Existing Products
● Writing a Specification
● Creating Questionnaires for Research Purposes
● Design Ideas
● Exam Preparation
Coursework Starts: Idea Development & Testing/Plan for Production
Year11
Manufacturing Deadline: End of January 2028
Product Testing & Evaluation Deadline: End of February 2028
IGCSE DRAMA
Cambridge 0411
OVERVIEW
In the IGCSE Drama course, students study the elements of practical Drama, learning how to effectively work with extracts from published plays as actors, directors and designers. They also develop the skills to devise, develop and structure their own original dramatic material using various stimuli such as short titles, poems, pictures, songs, historical events and stories. Students learn to evaluate their contributions to the devising process and assess the success of the final piece. Additionally, they explore the use of staging and design as integral components of a dramatic performance. The course also focuses on developing both individual and group performance skills, emphasising their application in creating compelling characters and effectively communicating meaning to an audience.
The aims of the course are to enable 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.
LEARNING FOCUS (Order of units subject to change)
Term 1
Y9
● Script Analysis: A Monster Calls
YI0
● Group-Scripted Performance
Y11
● Section A (Paper 1)
● Revision for Section A (Mock)
Term 2
● Designing a Production: The Role of a Designer in Theatre
● Monologue 2
● Group-Devised Performance
● Sections B & C (Paper 1)
● Revision for Sections B & C
COURSEWORK
Term 3
● Monolgue 1
● Group-Devised Performance
● Revision for Sections A, B & C
Where possible, parents/guardians, peers and teachers are invited to form an audience for the coursework pieces. Dates below are indicative and may be subject to change.
Year10
Group Scripted Performance - Term 2
Group Devised Performance - Term 3
Year11
Monologue (Individual Performance) - Term 1
IGCSE GEOGRAPHY
Cambridge 0460
OVERVIEW
The aims of the IGCSE Geography course are to enable students to develop:
● An understanding of location on a local, regional and global scale;
● An awareness of the characteristics, distribution and processes affecting contrasting physical and human environments;
● An understanding of the ways in which people interact with each other and with their environment;
● An awareness of the contrasting opportunities and constraints presented by different environments;
● An appreciation of and concern for the environment; An appreciation of Earth, including its people, places, landscapes, natural processes and phenomena.
LEARNING FOCUS
Term 1
Y9
Y10
● Global Population Trends
● Population Challenges
● Managing Population Challenges
● Causes & Impacts of Voluntary & Forced Migration
● Global Climate: Distribution of Different Climatic Zones & Key Factors Influencing This
● Antarctica Case Study, Including Threats & Management Strategies
● Tropical Rainforests: Including Threats, & Evaluation of Management Strategies.
COURSEWORK
Term 2
● Rivers & Drainage Basins, Including Hydrological Processes & Landform Development
● Opportunities & Threats of Living Near Rivers
● Sustainable Management of Rivers
● Rivers Fieldwork
● Tourism Industry & Sustainable Management
● Coastal Processes & Landforms
● Challenges & Opportunities of Coasts
● Tropical Storms
Term 3
● Earth's Structure, Earthquakes, & Volcanoes
● Opportunities & Risks of Living Near Volcanoes
● Managing Geological Risks
● Changing Towns & Cities
● Urban Growth
● Coral Reefs & Mangroves
● Climate Change: Human & Natural Causes
● Impacts of Climate Change
● Mitigation
● Coasts & Tourism Fieldwork
● Food Production Systems & Health
● Globalisation & the Impact on Food Supply
● Food Insecurity
● Managing Food Security
● Energy Supplies: Renewable & Non-renewable
There is no coursework for IGCSE Geography.
● Problem-Based Learning Project to consolidate key learning across various topics, developing critical thinking and application of knowledge and skills
IGCSE HISTORY
Pearson Edexcel 4HI1
OVERVIEW
The aims of the IGCSE History course are to enable students to:
● Develop and extend their knowledge and understanding of specified key events, periods and societies in history; and of the wide diversity of human experience;
● Engage in historical inquiry to develop as independent learners and as critical and reflective thinkers;
● Develop the ability to ask relevant questions about the past, investigate issues critically and make valid historical claims by using a range of sources in their historical context;
● Develop an awareness that different people, events and developments have been accorded historical significance, and understand how and why different interpretations have been constructed about them;
● Organise and communicate their historical knowledge and understanding in different ways and reach substantiated conclusions.
LEARNING FOCUS
Term 1
Term 2
Y9 ● The Origins & Course of the First World War ● The Peace Settlement & the League of Nations
The GCSE Media Studies course engages students in the in-depth study of media products in relation to the four areas of the theoretical framework:
● Media Language
● Media Representation
● Media Industries
● Media Audiences
Students are required to study media products from all of the following media forms:
● Television
● Film
● Radio
● Newspapers
● Magazines
● Advertising & Marketing
● Online, Social & Participatory Media
● Video Games
In addition to the broad coverage of all nine media forms, students must engage in the in-depth study of at least one audio-visual, one print and one online, social and participatory media form. Each in-depth study (Close Study Product) links the specified media form to all four areas of the theoretical framework.
The Close Study Products address the requirement that students engage with products which:
● Possess cultural, social and historical significance in terms of critical acclaim and/or audience popularity;
● Reflect and illuminate the theoretical framework for the study of media;
● Demonstrate contrasts in terms of perceived quality, form and structure;
● Provide rich and challenging opportunities for interpretation and analysis, enabling students to develop a detailed understanding of how the media communicate meanings;
● Are from different historical periods;
● Are intended for different audiences;
● Demonstrate emerging, future developments of the media;
● Are not necessarily the type of products with which students would normally engage.
LEARNING FOCUS
Term 1
Y9
● Understanding the Media
● Research & Planning
Y10
● Newspapers
● Magazines
Y11
● Radio
● Music Videos
● Coursework
COURSEWORK
Year11
Term 2
● Media Codes & Concepts
● Media Case Studies
● Advertising & Marketing
● Online/Social Media & Video Games
● Coursework
● Close Study Product Recap
Term 3
● Introduction to GCSE
● Film Industry
● Television
● Revision & Exam Preparation
Coursework Due: March 2028. Students will choose from a selection of five briefs which changes annually.
IGCSE MUSIC
Cambridge 0410
OVERVIEW
When studying the IGCSE Music syllabus, students listen to, perform and compose Music, encouraging aesthetic and emotional development, self-discipline and, importantly, creativity. As a result, students enhance their appreciation and enjoyment of Music, an achievement that forms an ideal foundation for future study and enhances lifelong musical enjoyment. Students study Music of all styles; each style is placed in its historical and cultural context, and students are encouraged to be perceptive, sensitive and critical when listening. Although the majority of the syllabus examines western European Music, the Music of other cultures is always represented.
The aims of the course are to:
● Enable students to acquire and consolidate a range of basic musical skills, knowledge and understanding, through the activities of listening, performing and composing;
● Help students develop a perceptive and critical response to the main historical periods and styles of western Music;
● Help students to recognise and understand the Music of selected non-western traditions, and thus to form an appreciation of cultural similarities and differences;
● Provide a foundation for the development of an informed appreciation of Music;
● Provide a foundation for further study in Music at a higher level.
LEARNING FOCUS
Term 1
Y9
Y10
● Rudiments of Music
● Baroque Music
● Composition 1
● Words & Music
● Revision: Baroque Music
Y11
● Composition 2
● Music for Stage & Screen
● Revision: Words & Music
COURSEWORK**
Year11
Term 2
● Rudiments of Music
● Classical Music
● Composition 1
● Dance Music
● Revision: Classical Music
● Record Performances (Solo & Ensemble)
● Finalise Compositions
● Exam Practice
Term 3
● Rudiments of Music
● Romantic Music
● Composition 2
● Music for Small Ensemble
● Revision: Romantic Music
● Revision
Record Solo & Ensemble Performances: February 2028
Submit Final Drafts of Composition 1 and Composition 2: March 2028
** See note in ‘How to use This Document’ on page 05
IGCSE PHYSICAL EDUCATION
Cambridge 0413
OVERVIEW
The IGCSE Physical Education syllabus provides students 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 students to develop an understanding of effective and safe physical performance.
Students study all of the following topics:
● Anatomy & Physiology
● Health, Fitness & Training
● Skill Acquisition & Psychology
● Social, Cultural & Ethical Influences
Students also undertake four different physical activities chosen from at least two of seven categories (please see the Cambridge exam board specification, as linked from the relevant options booklet).
LEARNING FOCUS
Term 1
Y11
● The History of Sport:
● Pre-Industrial Age (pre-1780), Industrial & Post-Industrial Age (1780–1900)
● Introduction: Produce a Historical Timeline for Your Selected Sport
● Anatomy & Physiology
● Sports Science Trip (Hong Kong Football Club with A Level PE)
● Case Study One
● Event: Y9–13 Sports Day
Y10
Term 2
● The Circulatory System
● The Respiratory System
● Case Study Two
● Event: FOBISIA U15 Games
Term 3
● Health, Fitness & Training Part 1
● Sports – Personal Survival/Options
Y11
● Health, Fitness & Training Part 2
● Sports – Badminton
● Skill Acquisition & Psychology
● Event: Y9–13 Sports Day
● Skill Acquisition & Psychology
● Case Study Three
● Sports – Personal Survival Options
● Event: FOBISIA U15 Games
● Social, Cultural & Ethical Influences Part 1
● Case Study Four: Evaluate How Technological Changes Have Impacted Your Selected Sport
● Sports –Basketball/Badminton
● Sports Trip to International Stadium with A Level PE
● Social, Cultural & Ethical Influences Part 2
● A Level PE & Careers in Sport
● Event: Y9–13 Sports Day
COURSEWORK
Year11
● Social, Cultural & Ethical Influences Part 3
● Recap & Revision Techniques
● AO1, AO2, AO3 Questions
● Practice Papers
Final Filming of Practical Performance: March 2025
Final Submission of Practical Performance: April 2025
NON-EXAMINED SUBJECTS
PHYSICAL EDUCATION (PE)
OVERVIEW
Students are given the opportunity to develop and sustain a healthy, active lifestyle and become lifelong learners. We strive to raise the levels of participation and commitment to sport across all phases of the school. Students are encouraged to work together in order to develop a variety of skills, including teamwork, resilience and sportsmanship. Our PE department challenges students to perform at their best, celebrates their achievements and supports them throughout their learning journey. We harness the value of sport and Physical Education in promoting wellbeing for all members of the DBIS community.
LEARNING FOCUS
Term 1
Y9, 10 & 11
● Basketball
● Invasion Games (Netball/Handball)
● Swimming
Term 2
● Water Polo
● Invasion Games (Football/Tag Rugby)
● Badminton
Term 3
● Table Tennis
● Health & Fitness
● Cricket & Softball
● Life Saving
LEARNING FOR LIFE (L4L)
OVERVIEW
Learning for Life (L4L) is a non-academic subject through which pupils develop the knowledge, skills and attributes they may need to manage their lives, now and in the future. It helps children and young people to stay healthy and safe, whilst preparing them to make the most of life and work.
LEARNING FOCUS
Terms 1, 2 & 3
Y9, 10 & 11
L4L addresses both students’ current experiences and preparation for their futures. The programme of study therefore provides a spiral curriculum to develop knowledge, skills and attributes, where prior learning is revisited, reinforced and extended year on year. This is grounded in the established evidence base for effective practice within PSHE and the UNESCO education framework. More on this and other relevant research can be found in the evidence and research section of the PSHE Association website.
Many of the learning opportunities refer to ‘managing’ or ‘responding to’ challenging situations. By these terms, we mean a variety of strategies which, depending on the context, might include: being able to identify risks or warning signs; resisting internal or external pressures; making informed decisions; exit strategies for unsafe situations; and knowing whom, how and when to ask for help, including reporting concerns. The programme of study also offers career exploration and the development and care of our physical and mental health.
Learning Enhancement & English as an Additional Language
In line with our philosophy of supporting students in their individual development, we offer a great deal of additional support both inside the classroom and through personalised courses of study.
Students who have English as an Additional Language (EAL) needs will be supported in acquiring further English skills to ensure they are able to access the curriculum. This will take the form of educational assistant (EA) provision during classes as well as additional EAL classes, where necessary.
Students who require learning enhancement will be provided with a structured plan from the Learning Enhancement team and the student’s subject teachers. It is our commitment as a school that all students reach their individual potential, and learning support forms an element of this commitment.
Secondary Parent Handbook
We encourage you to read through our Secondary Parent Handbook, which includes an overview of the day-to-day information that will be applicable to your child’s life at DBIS. The handbook will provide you with access to additional information, including the necessary links to all Secondary School policies and procedures.
We are extremely proud of everything the DBIS Year 9–11 curriculum has to offer all our students, and we warmly welcome you to our unique school community.
Should you have any questions, or if you would like any further information, please don’t hesitate to contact us.
Simon Oakley Head of Secondary soakley@dbis.edu.hk
David Coburn
Assistant Head of Secondary dcoburn@dbis.edu.hk
Jason Broderick Deputy Head of Secondary jbroderick@dbis.edu.hk
