Key Stage 5 Information Booklet

Key Stage 5

Information Booklet Curriculum Statements

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21-25 Agricultori St., District 2, Bucharest, Romania 021481 Tel. +40 21 253 16 98 / Fax: +40 21 253 16 97 / office@ibsb.ro

course guide Table of Contents I. Introduction to the 6th Form

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II. The A Level Curriculum Programme

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III. The A Level Curriculum Subject Statements

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Art and Design Business Biology Chemistry Computer Science Economics English Literature English Language French, German, Spanish History Mathematics Physics Psychology Sociology Geography

20 22 23 24 26 28 30 32 34 36 39 40 42 44 46

course guide Welcome to the Sixth Form

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The International British School of Bucharest over the years, has had a successful association with A Level studies and examinations. IBSB students continue to achieve good results, with 100% of our A Level graduates continuing on to higher educational studies, 75% of our students being accepted into their first university of choice, and over 90% of our students being accepted in top 100 universities around the world, including in recent years, Oxford, Cambridge, LSE, UCL, and Yale, to name just a few of the perhaps more well-known universities in the top 100.

When choosing subjects for AS and A2 courses it is important to consider what courses at university are best suited to possible subject combinations. It is fair to say that students at IBSB are well catered for when it comes to transforming subject choices at AS and A2 level into rewarding university courses. To this end it is important that you choose the right subjects at the start of your A Level Programme.

IBSB believes that post-16 study is the stepping-stone between school and university, both intellectually and in terms of learning to study and think independently. It will be important when you enter Year 12, no matter where you decide to go, that you endeavour to develop the required levels of discipline and commitment as quickly as possible.

Bear in mind that, although the number of subjects you will be studying will be somewhat less than at IGCSE level, the demands of the four subjects you choose will be markedly greater than for the subjects studied at IGCSE. It is also important to be aware that your AS grades may be used as predicted grades by your teachers for your A Level grades on your UCAS forms. Most universities now take note of IGCSE and AS grades when making offers.

In addition to the academic curriculum, there will be many opportunities to develop leadership and team skills in Year 12 and 13. The Community Action Service Programme is a well-established and very successful part of life in Key Stage 5. Students also have the opportunity to apply to become Senior School Prefects, can serve on the Student Council, or act as peer mentors. For some students continuing with or even enrolling on the Duke of Edinburgh Award Scheme will be an excellent option. Whichever way you look at it, life in Key Stage 5 at IBSB will be challenging, busy, and rewarding, provided that you put in the necessary effort to achieve the results you are capable of.

The purpose of this handbook is to inform you and to give you a flavour of what is offered in KS5 at IBSB. There will also be a KS5 Information Evening scheduled at the start of the school year, which all students and parents should attend, and various parent-teacher meetings and other school events planned throughout the school year.

I would like to wish you all a successful year ahead and extend an open invitation for you to come to speak with me at any point should the need arise, as my job is to ensure that your year is a success and as such I will always do everything within my power to provide you with the support you need to achieve your goals.

Yours sincerely,

Head of Secondary

Matthew Tansley

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Curriculum Outline

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Message from the Key Stage 5 Coordinator

Firstly I would like to start by welcoming all our new students to the Key Stage 5 Programme- often referred to in the UK as the Sixth Form. I’m sure you will enjoy life here in the 6th Form building where you have more freedom and also a quieter environment to study, which is very important as the next two years will decide which university you continue on to study at, and this in turn will have a big impact on the start to your working life and the career that awaits you.

Your Form Tutors are here to provide support on a day to day basis. Student Councillors are also on campus full time and can be seen with an appointment. Your subject teachers are also aware of the pressures that come with the A Level Programme and are used to offering a sympathetic ear or additional support as needed. The point is, whatever challenges you may face, there are many people here to provide support.

Along with the new found freedom, and the challenge of the courses you will be studying, comes the need for a lot more individual responsibility. The A Level Programme is definitely challenging, but very manageable if you are constant in your approach, using your study time wisely and keeping up with your classwork and homework, and additional reading and study for those of you aiming for B-A* grades. The A Level Courses are three times more difficult than the IGCSE courses, equivalent to the first year of university, so you cannot approach A Level in the same way you approached your IGCSE studies. The amount of work needed to achieve an A-A* at IGCSE would only achieve a C grade at A Level, so you need to work 2-3 times harder. A C grade at IGCSE translates to a U (Fail grade) at A Level, which is why the entry level grade for the A Level programme is a B at IGCSE in the given subject.

Your teachers are here to help you, so make sure you use them well. They are your best resource. If you are finding something difficult to understand, don’t be afraid to ask for extra help. If you want to do extra reading, again, be sure to ask as many of the teachers have books they can lend you to take you to the edge of the curriculum and beyond. In general, if you have a request related to a given subject, it should be directed to the teacher first. If for any reason you feel you did not receive the support or help needed, please speak with your Form Tutor or come to see me as we are here to provide the additional help and support you may need.

As Key Stage 5 Coordinator, it is my job to overview the Key Stage 5 Programme, to monitor your progress, to ensure you are keeping up with your studies, and to provide support where it has been identified that support is needed. This support may be academic, in terms of additional help to keep up with the demands of an academically challenging programme.

For some, the help needed may simply be having someone to talk to, as finding the balance at A Level between school work, extracurricular pursuits, social life, friends, and family is never easy, and for some, especially as we move closer to the exam periods, the signs of stress can start to show, and when they do, a reassuring word can often go a long way.

It is recommended that for every hour of class, you should be doing at least one additional hour of revision. This may be rewriting lesson notes, preparing revision notes, completing homework, or doing extended reading. Students who maintain this evenly over the course of the year rarely feel stress around exam time and almost always get the best results. Students who leave their revision and exam prep until a month or two before the exam usually arrive at the exams tired and stressed and as a result underperform. Success is all in the planning. As a Year 12 Form Tutor, I will also be well positioned to help Year 11 students make a successful transition to the A Level Programme. I will however also ensure that I am here to support all Year 13 students in their final year of the A Level Programme. If you want to speak with me about anything, please come to see me- no appointments needed. As long as I am not teaching, I will be happy to put some time aside to speak with you.

Work hard and have a great year. The two go hand in hand.

Key Stage 5 Coordinator

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course guide Entry into the Sixth Form IGCSE Requirements for the Sixth Form

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Automatic Entry to the A Level Programme The minimum requirement for admission to the A Level programme at IBSB is 5 C-A* IGCSE grades.

In addition to this, students must achieve a B passing grade at IGCSE Level for automatic entry into the A Level programme to study the same subject.

Probationary Entry to the A Level Programme Students with a C passing grade will be placed on a 1 Term probationary period in the A Level Programme.

During this probationary period a student must prove that they are both motivated to work and capable of passing the A Level exam. A letter will be sent home to parents to confirm a student has passed the probationary period by November 30. Where a student shows inadequate motivation to learn or insufficient ability to pass the A Level programme, a parent meeting will be scheduled prior to November 30 to inform parents. Students will be offered the chance to repeat Year 11, or to withdraw their registration from IBSB.

Repeating Year 11 Students who fail to pass 5 IGCSE subjects with C-A* grades will not be offered a place in the A Level Programme. These students will be offered the opportunity to repeat Year 11. A student may only repeat Year 11 once.

Key Stage 5 Life in the Sixth Form

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Life in College The College building serves as the main hub for the Sixth Form students. In many way it is the perfect bridge between high school and university, as students are extended many of the liberties and privileges of university students, but with the support network in place lacking at universities to ensure students are being responsible and making good choices that support their dreams and future aspirations.

The form tutors are based in this area, and are constantly accessible during the school day for conversations and general monitoring of well-being. KS5 students also benefit from specific study areas, separate rooms allocated for independent study.

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Study Periods Students in Year 12 typically take 4 AS subjects, with students in Year 13 dropping one AS subject to focus on 3 A2 subjects in order to gain the best passing grades possible.

This allows students non-lesson time for independent study. All KS5 students are expected to be in their designated study rooms during study periods -Year 12 (Level 3) and 13 (Level 5) students have separate study rooms. Study time should be used to review taught content, to complete homework, and to do additional research, etc.

Students are not permitted to exit school premises during study periods.

Two common areas are also allocated for Year 12 and 13 respectively, equipped with microwaves and fridges.

Lessons

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While most of the KS5 lessons will take place in the college building, some lessons, such as Art and Sciences will be happen in the secondary school building on the main campus.

Five minutes have been allocated between lessons to allow students time to move between the main campus and college, however it is still important that students move quickly between lessons to ensure they do enter the lesson late interrupting the class.

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Lunch off Campus

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For lunch, students are permitted to eat off campus, but should be sure to fill in the register on the ground floor when they enter and exit the building. It is up to students to ensure they are back in school in time for class and afternoon registration.

Where there is a pattern of lateness after lunch, a meeting with the Key Stage Coordinator will be held and this Sixth Form privilege may be revoked for a specified period of time.

Curriculum Outline

Homework

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Homework is an important part of daily life in the Sixth Form. Students will be allocated homework each day with the amount of homework given out increasing from Year 12 to Year 13.

Homework set will be related to work completed in class and should be achievable by the student without additional input from an adult: it should not be necessary for parents to teach their children in order for the homework to be achieved, but it is hoped that parents will take an interest in the tasks. The tasks set should also help to inform parents as to the nature of the work going on in class and the achievement level of their children.

Homework may, amongst other things, be reinforcement of objectives learned in class, it may be gathering information for using in a lesson, or it may be the completion of work unfinished in class. There should however always be a purpose to homework as it is never given out as just a ‘time-filler’.

Guidelines: Time For every hour of work completed in class, it is expected that students will complete an additional hour of work outside class. This means that students should have a minimum of 4 hours of study per subject per week outside class. 3 hours per night is a general average in the Sixth Form, with additional work on the weekend as needed, especially closer to the exam period. February and April holidays should for the most part be seen as opportunities to revise and prepare for upcoming exams.

Holidays should not generally be booked during these times.

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Dress Code Sixth Form Students do not have a school uniform, as students up to Year 11 do, but instead must adhere to a dress code that is defined as ‘business professional’, meaning that students should dress as if they are going to work each day in an office environment. This means

that boys are expected to wear shirts with ties, pants and formal dark leather shoes. Likewise, girls are expected to wear formal/office collar shirts with skirts/pants with formal dark leather shoes. Sports shoes are not acceptable except during PE lessons. Hair colour must be natural and kept off the face at all times. Excessive makeup is not permitted. Girls may wear a single set of stud earrings and a simple chain necklace with a single pendant. Hats/caps may not be worn indoors. Tattoos must be covered at all times. Students should not wear leather items of clothing or jeans or jean jackets, and should follow the normal school policy on jewellery as role models for the younger students.

Students who arrive at school dressed inappropriately will not be permitted to enter the school. These students will be asked to return home to change into appropriate clothing. Parents will be informed by the office by phone with a follow up email from the Form Tutor.

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Digital Devices Students must hand in their mobile phone at the start of the school day, and can collect their phone when they leave school at the end of the day. Students can also take their phone if they are leaving campus at lunchtime.

Mobile phones are not allowed to be used on campus at all.

Graduation

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The graduating class is fully involved in the planning of their graduation ceremony and dinner. The process begins with graduation photos taken within school premises before the April break. Students work on their speeches for the dinner. The graduation ceremony is typically held on the penultimate Friday of the school year, following the completion of CAIE external exams.

Key Stage 5 Pastoral Care

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Pastoral care is an important aspect of the educational programme provided at IBSB. Growing up is not at all an easy experience for students at times, and this is especially the case in the teenage years when there is often a lot going on in a young person’s life. It is important therefore for schools to have a strong pastoral care support programme in place to support students as they face a variety of academic and social challenges on the road to adulthood and graduation.

The pastoral care provision in place at IBSB is designed fundamentally to ensure that a safe and secure learning environment exists for all members of the school community.

Pastoral care begins with the Form Tutors who are the first point of contact for both students and parents. Form Tutors see the students on a daily basis, signing students during morning registration and speaking with students during assigned weekly Form Time. If there is a general concern raised by a teacher about student progress, it is generally the Form Tutor who will speak with the student to find out if support is needed, or to arrange a meeting with parents to agree on a short or long term support plan.

Form tutors generally address administrative aspects, such as attendance, conduct, and uniform, monitor and support personal and social development throughout the year, and contribute to the PSHE programme.

If you have a subject specific problem, you should speak directly with your subject teacher. For general problems or support, you should speak with your Form Tutor.

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Mentoring The mentoring programme at IBSB is designed to support students in social, personal and/ or academic areas by pairing students or by assigning students a teacher-mentor on a needs basis. Year 12 and 13 Prefects act as mentors to specific year groups (both primary and secondary school) and as well they form a buddy system for junior students.

This experience is beneficial for both the mentee and mentor students and although it is an obligation for Senior School Prefects, other Year 12 and 13 students can get involved. It is a good

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way for a Year 12 student to show community commitment and to increase the possibility of being selected as a Senior Prefect in Year 13.

Teacher mentors are assigned to students when a specific concern/request exists: academic, general guidance or behaviour. This is usually teacher initiated, but can be at the request of a parent also.

Curriculum Outline

Tracking Student Progress

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Reports In addition to the live online tracking, Year 12 & 13 students will also receive the following reports: 1. Initial Report - End of Term 1A (with reports from all subject teachers) 2. Mid-Year Mock Exam Report - End of Term 2A (with reports from all subject teachers and form tutor) 3. Final Mock Exam Report - End of Term 2B (with reports from all subject teachers) 4. End of Year Report - End of Term 3 (with reports from the form tutor) Parents’ Evenings will be scheduled after each report to allow parents and students the opportunity to discuss student progress with individual teachers.

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Mock Exams In addition to live tracking of assessment each half term, students in Years 12 & 13 will also sit midyear mock examinations in November, and end of year Mock examinations before the Easter Break to enable our staff to accurately predict exam outcomes and to offer students and parents detailed feedback before the Study Leave period begins.

There is a thorough review of levels of achievement and effort with both students and parents prior to examination entries being made. It is important to note that at all times students should be aware of their current level, and have clear attainable targets that they are working toward to move to the next level.

course guide Extracurricular Programme

C CAS

CAS is an important part of the IBSB Curriculum, involving our entire school community. Students, teachers, and parents actively contribute to sustainable development and charitable projects supporting various causes.

This programme is based on voluntary involvement up to the Year 11, and becomes compulsory in Year 12 where students are able to choose the right programme for them according to personal abilities and preferences, with the aim of developing a healthy community oriented perspective and key life skills, which are fundamental aspects of our educational vision. CAS offers everyone the opportunity to take initiative, plan their own projects, and to learn to cooperate with others in a safe, positive environment.

Furthermore, it allows the ones involved to become responsible for their own actions and to realise that they can make a difference.

The Sixth Form (Years 12 and 13) have one lesson per week to conduct community work as volunteers for the causes and organisations they choose to support. With the help of their supervisors, they take responsibility

over the research, planning, and realisation of their objectives - and opportunity to find creative solutions to problems, to develop teamwork skills, and to take on leadership roles. We currently work with eight local organisations and have two independent school projects: • Speranta pentru Tine • Touched Romania • Human and Animal Rights Second Chance • Light Into Europe • Paper Tree and Environment Committee At the start of each year the Year 12 and 13 students apply to join one of the CAS projects available, going through an interview process in the selection process.

Once placed into a group the students receive training in regard to their specific project to help prepare them to go out to work in the community and to be effective in working toward the aim of the project they are on. At the end of the year each group presents their project to the Sixth Form, with overall effectiveness being assessed.

CAS is an integral part of the IBSB Programme and attendance is compulsory, Poor participation in the programme will result in non attendance at the Graduation Ceremony

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Life Skills

The Life Skills sessions in the Sixth Form are focused on preparing students for the life that awaits them post Year 13 graduation. One lesson slot per week is allocated for Life Skills for all students in Years 12 and 13. Year 12 students use this time to research and consolidate their understanding of the requirements for university applications through the Bridge-U programme. Students each have an individual Bridgell account created in order to help them explore courses of study and programmes offered around the world, but focusing generally on the UK, the USA, and the Netherlands.

For Year 12 students, Life Skills also includes general guidance on writing personal statements, managing personal finances, evaluating accommodation options and costs at university, general interview skills, managing time and relationships, and cooking classes among others.

The Year 13 students use their Life skills sessions exclusively to complete their university applications under the close guidance of the Year 13 Form Tutor. A Year 13 Graduation Committee will also be set up to enable the graduating class to plan their graduation ceremony and dinner.

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Partaking in clubs offered within IBSB offers KS5 students the opportunity to not only enrich their educational experience by participating in one of the many clubs on offer, but also provides students take on leadership roles within these clubs.

Students from KS5 may also have the opportunity to set up their own club if they have a passion for a subject, after receiving approval from Head of Secondary and given that there are sufficient takers from the KS3 & 4 students for the club to run. KS5 students can also opt to use the club time to consolidate their activities for their respective CAS projects. A club list letter will go out in the first week of school with clubs due to start in Week 3. A club list will again go out at the end of each term requiring students to make their choice before the end of the term to enable clubs to start the first week back in the new term.

The majority of clubs are free; clubs with outside instructors or using outside facilities will incur a fee.

course guide The Prefect System

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The prefect system at IBSB is a form of student government. It is comprised of outstanding Year 13 seniors and a limited number of exceptional Year 12 students.

The Prefect System is an important aspect of life at IBSB. Prefects assist new students in their adjustment to IBSB; they act as liaisons between students and faculty; they act as ambassadors of the school touring parents around the campus at special events; and they help the teachers run the school in many areas. As a part of their function they have fortnightly meetings to discuss any issues that they see arising in the school and work together as a team to resolve these issues and to lead the school forward proactively, through regular meetings and as such they function as an integral extension of the faculty and administration.

Prefect selection is based on academic performance, character, behaviour, and attendance. Students need to have attended IBSB for a minimum of 2 years to apply for a Prefect position.

Greetings!

A short note from a previous Head Girl

My name is Ruxandra, and when I was in Year 13 had the privilege not only to be part of the wonderful IBSB community, but also to lead the Prefect body as the Head Girl. I am really grateful to have had the opportunity as it really made the school year an amazing year for me. To have been granted such as honour was an incredible experience and so I would encourage all Year 12 and 13 students to consider applying to be a Senior School Prefect.

You work together with the Prefect body as a part of a great team, which feels good because you feel you are doing something positive and making a real difference in the school community. It is true that you have more responsibilities, having to mentor a class in the primary and secondary school, whilst taking on other specific duties, but it is worth it. I hope that that more words encourage more of your to apply this year. Oh, and if you’re thinking of going to a top university, then you should definitely apply as the universities know that the Senior Prefects are generally the best students from a school. It definitely worked forme!

Wishing you all a successful school year ahead!

Ruxandra was the first student from Romania to be offered a place at Gonville and Caius College. Cambridge University to study history.

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Attendance

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The Attendance Policy for sitting formal examinations in IBSB is in place in order to highlight the importance of attendance to all lessons and the link between this and success in exams. A successful pass achieved in any Cambridge or Edexcel exam is closely related to maintaining a very good attendance record in the lessons. Success in exams also requires hard work in class and at home, but attendance to all lessons is the first step in the right direction. In the Secondary School all subject teachers are required to complete daily lesson registration on SchoolBase.

If a student has attendance BELOW 85% without good cause (health or serious family problems) then that student will not be automatically eligible to sit the exam. The entry for any CAIE or Edexcel exam at IGCSE, Advanced Subsidiary, or Advanced Level is conditional on the student maintaining a minimum 85% attendance record in the respective subject. Parents will be informed whenever a student drops below this level.

Any teacher with concerns about low attendance will inform the SLT prior to the exam entries. The SLT will analyse the overall academic performance and progress of the respective student before the final decision regarding the exam entry is made.

Study Leave

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Study Leave is a common part of the A Level Programme in the UK. Study Leave is intended to allow students the flexibility to manage their time in the weeks when end of year exams are taking place. Students will be taking different exams at different times and will typically arrange their study programme to prepare for the exams scheduled in chronological order, so each student will have a unique exam preparation timetable. For some students, they will opt to stay home to complete final preparations for their various exams.

For other students, they will continue to come into school to prepare in class and to ask teachers for additional support which is available upon request. Teachers are available to mark past papers and will run additional support lessons as needed.

Parents will be required to complete a ‘Study Leave Permission Form’ so that staff are aware if students will continue to attend support lessons in school or will complete their final preparations from home.

course guide Curriculum Outline

21-25 Agricultori St., District 2, Bucharest, Romania 021481 Tel. +40 21 253 16 98 / Fax: +40 21 253 16 97 / office@ibsb.ro

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course guide

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A Level Exams

Exam Entry

When do students take their A Level exams?

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A level exams in the UK are taken at the end of the two year programme in Year 13 (which is the same for IGCSE exams, which are taken in Year 11 at the end of the two year IGCSE programme).

In the International British school system, however, students are able to take AS exams at the end of Year 12, in the year a student turns 17, and their A2 Exams at the end of Year 13, in the year that a student usually turns 18.

AS grades achieved contribute 50% toward final A Level grades in most subjects and are often used as a predictor for the final grade achieved for university entrance.

If a student is not successful when taking their AS (Year 12) exams, they can retake the year 12 exams in the October session or at the end of Year 13, along with their Year 13 exams, as happens in the UK. There is no strict age requirement or restriction for A Level exam entry, which means that students can theoretically take an AS/A2 exams at any age.

Practical exams (MFL and English Orals, ICT, and Science) take place between late February and the Easter break in April. Paper exams take place from the start of May to Mid-June. Study Leave typically commences on the first Monday in June.

There is a deadline for exam entry. For the October exam session (For early entries, late entries, or exam retakes) the Deadline for entry in September 10. For the June summer session, the deadline is the February 10, before the February mid-term break. Any entries made after the standard deadline will incur a late entry fee. Please be aware that CAIE increase the late fee increases as you move closer to the start of the exam period. Students with an acceptable attendance level (above 85%) and with a predicted passing grade will be automatically entered for the summer exam session.

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Waiting List and Late Entry Students with poor attendance (below 85%) and a poor academic record (low scores in internal assessment) will not be entered for external exams in the first stage of exam entries, being February of every academic year. In such cases, parents will be informed by letter, stating the reasons why the respective student will not entered, with a solution offered by the school. The student will be placed on a waiting list and if by the final deadline of entries (April of every academic year) the student proves 100% attendance and improvement of academic performance, which could lead to real opportunity of passing the exam, the student will be entered paying the relevant late entry fee. Parents will be informed of the fact that late entry applies.

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Parents are provided with CAIE login details in July to enable parents and students to login to the CAIE website to access exam results at 8.00am UK time on August 13, which is the general date for the official release of exam results.

Students resitting summer exams to improve their grades or taking an exam early can be entered for the October exam session.

How are A Level exams graded?

A Level grades are awarded on a scale, A* to E. with A* being the top grade. On the next page is a table showing the grades allocated per subject worldwide in the June 2017 exam session.

Cambridge International A Level candidate grades June 2023 Cumulative world totals grades A* - E

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% achieving A*

% achieving A or above

% achieving B or above

% achieving C or above

Accounting

8.2

22.0

42.5

58.4

Art and Design

0.4

6.3

24.5

50.9

Biology

14.3

33.5

53.8

68.7

Business

5.8

15.9

30.3

52.5

Chemistry

17.2

36.4

56.7

70.3

Computer Science

10.2

24.8

41.6

58.3

Economics

12.6

30.2

50.2

66.2

English Language

0.5

2.6

10.6

28.5

French

8.0

26.7

52.5

67.7

Further Mathematics

24.3

51.8

72.8

84.2

Geography

19.3

39.6

61.1

76.0

Global Perspectives & Research

0.5

5.4

19.7

50.9

History

1.9

11.2

28.7

49.0

Information Technology

1.4

6.4

19.2

38.2

Law

5.8

14.5

29.1

45.0

Literature in English

4.5

16.7

34.6

54.7

Marine Science

1.2

3.5

10.9

26.1

Mathematics

17.1

38.5

57.2

73.7

Media Studies

3.0

14.6

36.4

64.2

Music

6.0

30.5

61.0

84.5

Physics

11.6

31.7

53.3

70.0

Portuguese

9.7

40.3

74.0

80.6

Psychology

7.9

21.0

38.0

57.0

Sociology

8.3

18.1

31.8

51.1

Spanish

11.8

47.9

73.7

88.5

Thinking Skills

0.4

3.4

11.7

24.8

Travel and Tourism

0.0

1.7

12.0

30.3

% achieving D or above

% achieving E or above

% receiving AS A-E grades

% candidates ungraded

Accounting

74.2

84.9

4.1

11.0

Art and Design

72.5

85.7

3.2

11.1

Biology

80.5

89.0

2.4

8.6

Business

72.5

78.6

3.8

17.6

Chemistry

82.1

91.3

2.2

6.5

Computer Science

72.7

85.4

1.6

13.0

Economics

78.8

88.4

2.8

8.8

English Language

54.9

79.9

2.2

17.9

French

80.8

90.4

6.9

2.7

Further Mathematics

90.6

95.0

2.2

2.8

Geography

86.6

93.8

1.2

5.0

Global Perspectives & Research

80.3

92.8

2.2

5.0

History

69.5

85.4

1.6

13.0

Information Technology

58.4

77.7

2.9

19.4

Law

61.5

73.6

2.8

23.6

Literature in English

73.5

87.3

0.8

11.9

Marine Science

47.5

70.8

5.2

24.0

Mathematics

84.7

92.1

2.1

5.8

Media Studies

87.1

96.1

0.7

3.2

Music

93.5

98.5

0.5

1.0

Physics

82.9

92.3

1.7

6.0

Portuguese

92.3

98.0

2.0

0.0

Psychology

71.8

84.1

3.2

12.7

Sociology

67.8

79.8

3.0

17.2

Spanish

95.5

98.4

1.6

0.0

Thinking Skills

45.1

65.8

16.2

18.0

Travel and Tourism

57.8

77.4

6.9

15.7

course guide AS/A2 Final Grade Combined

Cambridge AICE Diploma

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In addition to acquiring individual certificates for each A level course passed with an E-A* passing grade, students can also choose to work toward achieving the Advanced International Certificate in Education (also referred to as the AICE Diploma). The AICE Diploma requires the study of subjects drawn from three curriculum areas. These three broad areas are: • Mathematics and Science (Group 1)

Grade

Points

A*

140

A

120

B

100

C

80

D

60

E

40

• Languages, including English (Group 2) • Arts and Humanities (Group 3) To learn about the subjects in each group, please visit: http://www.cie.org.uk/programmes-and-qualifications/cambridge-advanced /cambridge-aice-diploma/

AS Grade only

Grade

Points

A*

n/a

A

60

B

50

• Distinction awarded to candidates with a score in the range: 320-360 points

C

40

• Merit awarded to candidates with a score in the range: 220-319 points

D

30

• Pass Level awarded to candidates with a score in the range: 120-219 points

E

20

Candidates who meet the requirements of the group award will receive an AICE Diploma at one of three levels: Pass, Merit or Distinction on the basis of their overall AICE Diploma score, see below.

A

Recheck and the return of student papers Any student who is close to an exam boundary (within 1 -2%) may choose to request a recheck in the hope of moving up a grade. Students can also request a paper to be returned by CAIE in order to assess where a student went wrong, to help prepare to re-sit an exam.

In both situations, the appropriate form should be completed and returned to the school office as soon as possible to enable the student to receive feedback as early as possible in order to best prepare to retake the exam in the autumn session. A remark/return of paper form is sent to all parents along with the CAIE login details in July. The cost of a remark or a return of paper is include on the form sent out.

20

A Level results and university applications

A

Any student who is close to an exam boundary (within 1 -2%) may choose to request a recheck in the hope of moving up a grade. Students can also request a paper to be returned by CAIE in order to assess where a student went wrong, to help prepare to re-sit an exam. In both situations, the The grades you achieve at both IGCSE and GCE (A Level) and the subject choices you make at this point can impact on whether or not a future application made to University is successful. The following points should be considered: • Most university courses now stipulate a minimum entry requirement of 5 IGCSE subjects at grade C or above, including English Language and Mathematics.

• Universities often look for applicants to have an IGCSE grade of C or above in a modern foreign language.

• A grade C in IGCSE mathematics, and sometimes a Science subject, maybe a requirement for certain degrees, such as Psychology or Engineering.

• 3 A Level passing grades are required both most universities • A limited number of universities will accept students with 2 passing grades of E of higher (including universities in Romania, the Netherlands, and the UK) • Students failing to acquire the minimum A Level grades for automatic entry in a university degree programme may be eligible to enter a university foundation programme which is a one year programme intended to prepare students to enter university the following year.

Further information regarding IGCSE/A Level entry requirements to university courses can be found in the ‘Course Search’ section of the UCAS Website.

Students will also be provided with full career advice support from a career advice councillor and be guided toward selecting a University course using the online Bridge U application, available only to students registered at IBSB.appropriate form should be completed and returned to the school office as soon as possible to enable the student to receive feedback as early as possible in order to best prepare to retake the exam in the autumn session.

A remark/return of paper form is sent to all parents along with the CAIE login details in July. The cost of a remark or a return of paper is include on the form sent out.

course guide Career Guidance

D

Deciding on a future career is perhaps one of the best motivating forces in the A Level Programme to help a student focus and work hard to achieve clear goals required for a specific university and course. For some, the choice seems to come early and easily, whilst for others arriving at the point where a student has made a career choice, narrowing down the many options, is process that takes time and careful thought with plenty of support and guidance needed along the way.

Career Support Guidance at IBSB is intended to direct students toward independent research of the various options available. The school uses BridgeU, which is an online system used by many of the best schools around the world, to help students in their search for a possible career and a university course around the world to match their ability level and specific interests. The process begins in Key Stage 4 with students setting up an online BridgeU profile and inputting basic data about themselves to enable the system to build up a character profile.

The system then generates a variety of possible career choices to match their personal profile for the students to research with the help and support of staff and parents.

The hope is that by the time a student starts the A Level Programme, students will already have a specific career, university and course in mind and know the grades needed for entry. They will also have some awareness of the backup options available to them should they be needed.

If a student has not managed to narrow their choices by the start of Year 12, the University Applications Officer, with the support of the Form Tutor and subject staff will work closely with the student and parents to narrow the options down.

22

The IBSB Work Experience programme can also play an important role in helping a student to select a future career. Please refer to the Work Experience section for additional information.

University Applications

T

The Year 13 Form Tutors and University Applications Officer take on the key role in supporting the Year 13 students to successfully complete their university applications. Students from IBSB typically apply to universities in the UK, Netherlands, and USA, with fewer applications made to other EU countries and countries around the world.

The weekly ‘Life Skills’ sessions for Year 13 will be earmarked for preparing and completing university applications: students finalise their university and course selection, write their personal statements, and work with the Examination officer to complete a reference letter compiled from all the relevant subject teachers.

A grade transcripts is also completed with the predictive grades. Whilst the main guidance is provided by the Year 13 Form Tutor/University Applications Officer, students typically also liaise with their subject teachers for subject specific guidance.

The University Application deadline is 15th October for those students who are applying to Oxford, Cambridge or for Medicine related degrees. The deadline for all other students applying to the UK is 15th January.

Deadlines for to other countries vary greatly from university to university and country to country.

Work Experience An Important Step toward a Future Career

T

The IBSB Work Experience programme plays an important role in the A Level Curriculum in a number of ways.

On a practical level, it provides students with a worthwhile focus in the final two weeks of school, between the end of exams and the end of the school year, enabling students to select and experience a career first-hand, which can help to affirm a career that a student has in mind or lead a student to consider other more suitable alternatives.

Work Experience also plays a key role in the university application process. When writing their Personal Statements for university applications, students are expected to provide specific evidence of a sincere interest in the course applied for along with the knowledge and particular skill set for such a career. Work experience offers the perfect opportunity to evidence both, linking classroom theory to real work practice in a meaningful way.

Finally, the Work Experience Programme can play a key role in helping students to stay focused with their eyes on the end goal. A Level is never an easy time for students, who are often restless and eager to move on to university. The Work Experience Programme has traditionally been effective in helping students to remain focused on their studies, placing their current work in the perspective of a very real end goal. For some students this programme has been a life changing experience, offering students the direction they lack and a reason to work hard toward a known goal.

On completion of their Work Experience Programme, students receive a “Work Experience Diploma” which is an important addition to their Graduation Portfolio. They also receive ‘Letters of Recommendation’ from our partner companies, and together these meet the requirements and weigh substantially as a component of university admissions.

At present we have active links with over 30 leading companies from different sectors of industry.

A Level course guide Curriculum Outline

21-25 Agricultori St., District 2, Bucharest, Romania 021481 Tel. +40 21 253 16 98 / Fax: +40 21 253 16 97 / office@ibsb.ro

course guide A Level Academic Subject Choices A Brief Overview

C

Cambridge International A Levels typically take two years to complete. The A level programme offers a flexible course of study that gives students the freedom to select subjects that are right for them. An A Level consists of: • AS Level Exam at the end of year 12.

• A2 Level Exam at the end of year 13.

AS & A2 grades are each given 50% weighting toward the final A Level grade; an AS exam is considered to be half a full A Level. The only exception to this rule, is in Modern Foreign Languages (MFL), for which the AS exam at the end of year 12 has to be repeated together with the A2 exam at the end of year 13.

So an MFL AS exam at the end of year 12 can only be used as an indicator for the final grade of the A Level exam; it does not contribute to the final A Level grade as in other subjects.

26

The A Level Subjects •

Art

•

Biology

•

Business Studies

•

Chemistry

•

Computer Science

•

Drama

•

Economics

•

English Language

•

English Literature

•

French

•

Geography

•

German

•

History

•

Mathematics

•

Music

•

Physics

•

Psychology

•

Sociology

•

Spanish

Curriculum Outline

T

Choosing the right A Level subject options To ensure students choose the correct A Level subjects they should: • Find out about subjects that are new and not be misled by an attractive title or their own ideas of what a subject is like.

• Choose subjects they enjoy and in which they have achieved good results a IGCSE (B-A*).

• Discuss their choices with teachers so they can explain their subjects and assess their ability • Discuss their choices with parents, who know them well and can help • Not choose subjects based on what their friends are doing. In most subjects, students will not be taught in form classes and are likely to be assigned to different subject classes.

• Not choose subjects based on the personality of a teacher who has taught that subject previously. There is no guarantee that the particular teacher will be available to teach them for the whole or even part of the course.

We encourage our students to reflect seriously on their skills and abilities, their genuine preferences and interests, their future aspirations, and the recommendations and views of their teachers.

We understand that making choices is not always easy, especially when they are important ones like which IGCSE subjects to choose. However it is important that students speak with Form Tutors, Subject Teachers, Heads of Departments, Key Stage Coordinators, and parents before making a final decision.

I

Changing your options In the unlikely event that you feel within the first two weeks of Term la in Year 10 that you may have made the wrong choice of subject, you should discuss this initially with your subject teacher and tutors. In most cases, you will be able to change course, although, of course, you will need to catch up on any work missed in those initial weeks of the new course. Your new course should also be one that is timetabled at the same time as the one you want to change.

The CAIE Course Syllabus and Sample Past papers can be found at the following address: www.cie.org.uk/programmes-and-qualifications/cambridge-advanced/cambridge-international-as-and-a-levels/

08:30 > 08:40

08:40 > 09:40

09:40 > 09:45

09:45 > 10:45

10:45 > 11:00

11:00 > 12:00

12:00 > 12:05

12:05 > 13:05

13:05 > 13:45

13:45 > 14:45

14:45 > 14:50

14:50 > 15:50

MO Registration

Block 1

Transition

Block 1

Break

Block 3

Transition

Block 4

Lunch/ Break

Block 5

Transition

PE

TU

Registration

Block 3

Transition

Block 1

Break

Block 5

Transition

Block 2

Lunch/ Break

Life Skills

Transition

Block 4

WE Registration

Block 4

Transition

Block 3

Break

Block 2

Transition

Block 1

Lunch/ Break

Block 5

Transition

Club

TH

Registration

Block 1

Transition

Block 2

Break

Block 4

Transition

Block 3

Lunch/ Break

CAS

Transition

Block 4

FR

Registration

Block 3

Transition

PE

Break

Block 5

Transition

Block 1

Lunch/ Break

Block 2

Asembly

End of the week Early release

course guide AS (1 year)

Component 1- Personal study 50%

Art and Design

T

What are the aims of the course?

• Intellectual, imaginative, capabilities

creative

and

T

How will I be assessed?

intuitive

• Investigative, analytical, experimental, practical, technical and expressive skills, aesthetic understanding and critical judgement • Independence ofmind in developing, refining and communicating their own ideas, their own intentions and their own personal outcomes • An interest in, enthusiasm for and enjoyment of art, craft and design • Their experience of working with a broad range of media • An understanding of the interrelationships between art, craft and design processes and an awareness of the contexts in which they operate • Knowledge and experience of real-world contexts and, where appropriate, links to the creative industries

Incorporates two major elements: supporting studies and practical work.

• Supporting studies and practical work will comprise a portfolio of development work and outcomes based on themes and ideas developed from personal starting points.

• Work must cover all four Assessment Objectives Component 2- Externally set assignment 50% • Incorporates two major elements: preparatory studies and the 10-hour period of sustained focus.

• Preparatory studies will comprise a portfolio of practical and written development work based on the Externally Set Assignment.

• During the 10-hour period of sustained focus under examination conditions, students will produce final outcome(s) extending from their preparatory studies in response to the Externally Set Assignment.

• The Externally Set Assignment is released on 1 January and contains a theme and suggested starting points.

• Students have from 1 January until the commencement of the final 10-hour period of sustained focus to develop preparatory studies.

• Knowledge and understanding of art, craft, design and media and technologies in contemporary and past societies and cultures • An awareness of different roles, functions, audiences and consumers of art, craft and design

B

What content will be covered?

Both components allows students opportunities to generate and develop ideas, research primary and contextual sources, record practical and written observations, experiment with media and processes, and refine ideas towards producing personal resolved outcome(s). This will require students to address each of the Assessment Objectives. Students must work within one of the following titles: Art, Craft and Design, Fine Art, Graphic Communication, Textile Design, Three-dimensional Design, Photography.

28

What are the career opportunities if I study this course?

T

Typical art careers include: • Fine artist | Illustrator | Photographer | Animator • Graphic designer | Museum/gallery curator • Teacher | Printmaker Other careers in Art: If none of the above art careers appeal to you, there are still plenty of options available. Art graduates can also consider a wide variety of industries, such as media, marketing or public relations.

course guide AL (2 year)

Art and Design

T

What are the aims of the course?

• Intellectual, imaginative, capabilities

creative

and

intuitive

• Investigative, analytical, experimental, practical, technical and expressive skills, aesthetic understanding and critical judgement • Independence of mind in developing, refining and communicating their own ideas, their own intentions and their own personal outcomes • An interest in, enthusiasm for and enjoyment of art, craft and design • Their experience of working with a broad range of media • An understanding of the interrelationships between art, craft and design processes and an awareness of the contexts in which they operate • Knowledge and experience of real-world contexts and, where appropriate, links to the creative industries • Knowledge and understanding of art, craft, design and media and technologies in contemporary and past societies and cultures • An awareness of different roles, functions, audiences and consumers of art, craft and design

T

What content will be covered?

This qualification can be followed through the broadbased title of Art, Craft and Design or through one of five endorsed titles: Fine Art, Graphic Communication, Textile Design, Three-dimensional Design and Photography.

Details of all titles are set out in the following pages.

When students are entered for an endorsed title, they will follow content in that endorsed title for both components.

Students undertaking the Art, Craft and Design title will work in disciplines chosen from at least two of the other five endorsed titles for Component 1. For Component 2, students undertaking the Art, Craft and Design title may choose to produce work in one or more disciplines, giving the option to specialise if desired. For the remaining endorsed titles, students are expected to cover similar content for both components.

T

How will I be assessed?

Component 1- Personal study 60% This component incorporates three major elements: supporting studies, practical work and a personal study of a minimum 1000 words of continuous prose. These elements should be seen as integrally connected.

Supporting studies may combine investigation and research for both the practical work and personal study, however, the personal study must be presented as a separate outcome.

The practical work and personal study may be approached in any order, or progress simultaneously. The purpose of the Personal Investigation is to develop a portfolio of practical work and a minimum 1000 words of continuous prose that shows critical understanding in relation to the practical portfolio. Work produced will be based around themes and subject matter developed from personal starting points, to be negotiated with the teacher. The Personal Investigation is internally set and assessed, and externally moderated.

What are the career opportunities if I study this course?

T

Typical art careers include: • Fine artist | Illustrator | Photographer | Animator • Graphic designer | Museum/gallery curator • Teacher | Printmaker Other careers in Art: If none of the above art careers appeal to you, there are still plenty of options available. Art graduates can also consider a wide variety of industries, such as media, marketing or public relations.

30

(9609)

Business

T

What are the aims of the course?

Henry Mintzberg “Management is, above all, a practice where art, science and craft meet.”

The study of Cambridge International AS and A Level Business allows learners to take the first step towards a career in private or public organisations or progress with confidence to a degree in business and management related subjects. The students’ understanding of Business will be developed by analysing characteristics and activities of business organisations and how they respond to the changing demands of their environments; understanding of how effective managers and leaders develop successful organisations in terms of customer focus and the products/services they offer; reflect on how successful business organisations engage in financial and accounting practices to maximise value for stakeholders value; develop their knowledge that relates to strategic planning and decision-making to ensure business survival, change, and sustainable success.

D

What content will be covered?

During the Advanced Subsidiary (Year 12) course the students will cover five core areas of Business: Business and its environment; People in organisations; Marketing; Operations and project management, and Finance and accounting.

In the A2 course (Year 13), the above five core areas are revisited but with more technical content in each. The final unit of Strategic Management is also exclusively covered in this year.

Paper 2 Data Response Length of paper (mins): 90 Questions based on theory and information contained in 2 case studies Candidates will be asked to use a range of skills such as knowledge, application, analysis and evaluation.

The Business A2 Level exam consists of 1 paper

Paper 3

S

How will I be assessed?

Case Study

Students will be internally assessed at various points whether through homework assignments or at the end of each unit, and externally at the end of the course by Cambridge International Examinations.

Long answers and a structured essay based on the strategy of the business

The Business AS Level exam consists of 2 papers:

Paper 1 Short Answer and Essay Length of paper (mins): 75 Short answer questions and 1 structured essay

Length of paper (mins): 180

Again candidates will be asked to use a range of skills such as knowledge, application, analysis and evaluation, however the extent of evaluation and analysis required for this paper is extensive.

What are the career opportunities if I study this course?

T

This course provides excellent background information and trains the skills necessary for students who are preparing for an undergraduate course in any business related degree.

course guide (9700)

Biology

T

What are the aims of the course?

Har Gobind Khorana Molecular Biologist

“Everything that human beings or living animals do is done by protein molecules. And therefore the kind of proteins that one has and therefore the ability one has is determined by the genes that one has.”

The course provides, through well-designed studies of experimental and practical biological science, a worthwhile educational experience for all students, whether or not they go on to study science beyond this level. In particular, it enables them to become confident citizens in a technological world, with an informed interest in scientific matters. Students develop abilities and skills that are relevant to the study and practice of biological science, while being encouraged to use effective, efficient and safe practices.

The course stimulates interest in, and care for, the local and global environment, with an understanding of the need for conservation. Students will also be made aware that the study and practice of biology are affected and limited by social, economic, technological, ethical and cultural factors. The course develops attitudes relevant to biological science, such as: concern for accuracy and precision, objectivity, integrity, skills of enquiry, initiative and inventiveness.

T

What content will be covered?

This is achieved through the study of some areas in the main branches of biology:

32

Cells as the units of life

A cell is the basic unit of life and all organisms are composed of one or more cells. There are two fundamental types of cell: prokaryotic and eukaryotic;

Biochemical processes

Cells are dynamic: biochemistry and molecular biology help to explain how and why cells function as they do;

DNA, the molecule of heredity Natural selection

Cells contain DNA and heredity is based on the inheritance of genes; Natural selection is the major mechanism to explain the theory of evolution;

Organisms in their environment Observation and experiment

All organisms interact with their biotic and abiotic environment; The different fields of biology are intertwined and cannot be studied in isolation: observation and enquiry, experimentation and fieldwork are fundamental to biology.

Curriculum Outline

How will I be assessed?

T

The AS Course (Year 12) counts towards 50% of the final AL result:

The A2 Course (Year 13) making up the other 50% of the final AL result:

Paper 4

Paper 1

Structured questions

Multiple choice

Length of paper (mins): 120 % of final examination: 77

Length of paper (mins): 60 % of final examination: 31

Paper 5 Paper 2

Planning, analysis and evaluation

Structured questions

Length of paper (mins): 75 % of final examination: 23

Length of paper (mins): 75 % of final examination: 46

Paper 31 or 32 Advanced Practical skills Length of paper (mins): 120 % of final examination: 23

What are the career opportunities if I study this course?

T

The science, technology, engineering, and math (STEM) careers are currently in high demand. Your child can apply to universities to read courses such as Medicine, Biomedical sciences, Engineering, Natural sciences, etc.

course guide (9701)

Chemistry

T

What are the aims of the course?

The AS course (Year 12) enables the learner to develop an understanding of the concepts, principles, applications, and limitations of chemistry in a changing world. The course encourages the development of safe, accurate and precise practical skills. It is as well aimed at encouraging and stimulating student curiosity and interest in chemistry and its methods of enquiry.

The second year of the A Level course further builds on the knowledge, understanding and skills acquired during the AS course. It encourages and stimulates curiosity and interest in chemistry and its methods of enquiry through improving effective analytical, evaluation and communication skills. These skills ensure that learners are able to appreciate the trans-national, social, economic, environmental, technological, ethical and cultural nature and influences, limitations and changing aspects of science.

What content will be covered?

T

This is achieved through the study of some areas in the three main branches of chemistry:

Atoms and forces Matter is built from atoms interacting and bonding through electrostatic forces. The structure of matter affects its physical and chemical properties, and influences how substances react chemically;

Experiments and evidence Chemists use evidence gained from observations and experiments to build models and theories of the structure and reactivity of materials;

Patterns in chemical behaviour and reactions By identifying patterns in chemical behaviour we can predict the properties of substances and how they can be transformed into new substances by chemical reactions. This allows us to design new materials of use to society;

Chemical bonds

Betty Smith A Tree Grown in Brooklyn

“Everything, decided Francie after that first lecture, was vibrant with life and there was no death in chemistry. She was puzzled as to why learned people didn’t adopt chemistry as a religion”

34

The understanding of how chemical bonds are made and broken by the movement of electrons allows us to predict patterns of reactivity;

Energy changes The energy changes that take place during chemical reactions can be used to predict both the extent and the rate of such reactions.

How will I be assessed?

The AS Course (Year 12) counts towards 50% of the final AL result:

Paper 1 Multiple choice Length of paper (mins): 60 % of final examination: 31

Paper 2

Paper 31 or 32

Structured questions

Advanced Practical skills

Length of paper (mins): 75 % of final examination: 46

Length of paper (mins): 120 % of final examination: 23

The A2 Course (Year 13) making up the other 50% of the final AL result:

Paper 4

Paper 5

Structured questions

Planning, analysis and evaluation

Length of paper (mins): 120 % of final examination: 77

Length of paper (mins): 75 % of final examination: 23

T

What are the career opportunities if I study this course?

The science, technology, engineering, and math (STEM) careers are currently in high demand. Your child can apply to universities such as Chemistry, Biochemistry, Chemical Engineering, Medicine, Biomedical sciences, Engineering, Environmental scientist, etc.

course guide Donald Ervin Knuth

(9608)

Computer Science

T

What are the aims of the course?

The course enables the learner to develop an appreciation of current and emerging computing technologies and the benefits of their use. Learners are encouraged to recognise ethical issues and potential risks when using computers. Studying the principles of Computer Science, learners gain the underpinning knowledge required for many other subjects in science and engineering, and the skills learnt can also be used in everyday life. The course also equips students with skills needed in university or employment.

T

What content will be covered?

Theory of computer science: including information representation, hardware, processor fundamentals, system software, security and data integrity, ethics and ownership, and database and data modelling Fundamental Problem-solving and Programming: including algorithm design, data representation, programming, and software development Advanced Theory: including data representation, communication and Internet technologies, hardware, system software, security and monitoring and control systems Further problem solving and programming skills: including computational thinking and problem-solving, algorithm design methods, further programming, and software development.

36

Sected Papers on Compute” Science

“A programmer is ideally an essayist who works with traditional aesthetic and literary forms as well as mathematical concepts, to communicate the way that an algorithm works and to convince a reader that the results will be correct?

A

How will I be assessed?

All the candidates need to take the first two papers in AS and the last two in A2.

AS Level exam consists in 2 papers:

Paper 1 Theory Fundamentals Length of paper (mins): 90 % of final examination: 50 Short answer and structured questions

Paper 2 Fundamental Problem-solving and Programming Skills Length of paper (mins): 120 % of final examination: 50 Topics will include those given in the pre-release material

What are the career opportunities if I study this course?

T

Top 10 computer science careers include: • Software applications developer • Computer systems analyst • Computer systems engineer • Network systems administrator • Database administrator • Business intelligence analyst • Web developer • Computer programmer

course guide (9708)

English

T

What are the aims of the course?

The study of economics aims to enable learners to develop the facility for self-expression in writing as well as in using additional aids such as statistics and diagrams in doing so. Through the course activity, students are expected to develop the habit of using works of reference as sources of data, while reading critically to gain information about the changing economy we live in. Economic theories are explored with an aim to develop an appreciation of the methods of study used by the economist and how to effectively analyse, correlate, discuss and present economic data.

Equilibrium and efficiency Recognising that while markets move in and out of stable states (i.e. equilibrium), they can be both efficient and inefficient;

Regulation and equity Recognising that freedom for markets and individuals can imply less social equality and equity, for which government regulation may well be needed;

Progress and development Recognising that societies can progress in monetary terms and develop in a more normative sense.

S

How will I be assessed?

Students will be internally assessed at the end of each unit, and externally at the end of the course by Cambridge International Examinations.

The Economics AS Level exam consists in 2 papers:

A

What content will be covered?

At both AS (Year 12) and A2 (Year 13) levels, the content of the Economics course explores five main areas: basic economic concepts and resource allocation, microeconomics, government macroeconomic intervention, macroeconomics, and government macroeconomic intervention.

The various topical issues tackled in both AS and A2 have 5 key concepts that form the basis of analysis and evaluation:

Paper 1

Multiple Choice Length of paper (mins): 60 % of final examination: 40

Paper 2

Scarcity and choice Addressing the basic economic problem,as there is always a choice required between competing uses of resources;

The margin and change Looking at decision-making at the level of individuals, firms and governments based on the principle of optimality;

38

Data Response and Essay Length of paper (mins): 90 % of final examination: 60 One data response question and one structured essay from a choice of three

The Economics A2 Level exam consists in 2 papers:

Paper 3

Paper 4

Multiple Choice

Data Response and Essay

Length of paper (mins): 75 30 multiple choice questions % of final examination: 30

Length of paper (mins): 135 One data response question and two structured essay questions % of final examination: 70

Though Paper 3 and 4 test only the content covered in A2, they require a knowledge and understanding of the AS syllabus content.

What are the career opportunities if I study this course?

B

• Banking sector/ stock market: financial analyst, investment analyst, accountant, securities trader, stock broker • Management and marketing: market research analyst, management consultant, real estate analyst • Government: policy adviser, policy Intergovernmental agency: international development analyst

analyst relations,

• Law: corporate law, anti-trust law • Other: statistician, environmental analyst, behavioural economics and policy adviser

John Maynard Keynes

“The ideas of economists and political philosophers, both when they are right and when they are wrong are more powerful than is commonly understood. Indeed, the world is ruled by little else.

Practical men, who believe themselves to be quite exempt from any intellectual influences, are usually slaves of some defunct economist”

course guide (9695)

English Literature What are the aims of the course?

T

The English Literature course aims to develop attitudes and critical thinking skills that promote life-long learning such as the ability to evaluate, analyse, question and understand the importance of contexts. The course encourages an interest in all Literature, from all cultures and time periods.

Students will learn the skill of writing formal, analytical and well researched essays. Construction of arguments is the key to success and all writing will be carefully supported by evidence and supportive ideas. Students will be encouraged to make connections at all times: between the texts they read and the world they inhabit.

A

What content will be covered?

All genres will be covered from a variety of different time periods and contexts.

During the Advanced Subsidiary (Year 12) course the students will cover two texts from a drama module covering pre and post 20th Century writers. They will also study two poetry and prose text from any period.

During the A2 (Year 13) course the students will cover two texts from pre 1900 and two from post 1900 writers.

Again, all genres will be covered.

40

A

How will I be assessed?

Students will be internally assessed at the end of each unit and assessed with essays and assignments along the way. They will then be assessed at the end of the Y12 & Y13 with external exams set by CIE.

The English Literature AS exam consists of 2 papers: 9695: Poetry and Prose’ 2 hours.

9695: ‘Drama’ 2 hours.

Candidates will be asked to write on 4 texts in total, an hour on each text. The questions will be passage based or essays based on a whole text. The candidate chooses which option they respond to on the day.

The English Literature A2 exam also consists of 2 papers: 9695: ‘Pre 1900 texts’: 2 hours.

9695: Post 1900 texts’: 2 hours.

Candidates will be asked to write on 4 texts in total, an hour on each text. The questions will be passage based or essays based on a whole text. The candidate chooses which option they respond to on the day.

Curriculum Outline

What are the career opportunities if I study this course?

T

Alan Bennett The History Boys

“The best moments in reading are when you come across something - a thought, a feeling, a way of looking at things - which you had thought special and particular to you. Now here it is, set down by someone else, a person you have never met...and it is as if a hand has come out and taken yours...”

The course provides excellent background information and skills for any university or career where an analytical mind is required. The course also provides cultural, historical and social perspectives on how societies develop.

Career opportunities •

English Literature / Linguistics / Language / Cultural Studies / Combined Arts Courses / Film (B.A.)

•

The Media

•

Cultural based careers

•

Writer

•

Teaching

•

Film/script writing/Arts in general

•

Law

•

Public relations

•

Humanities related subjects and careers

•

Personnel recruitment

•

Any career or degree involving essay writing, analysis, debating / discussion and argument forming

•

Diplomacy

•

International Affairs

course guide (9093)

English Language

S

What are the aims of the course?

Successful English Language learners develop an understanding and enjoyment of a wide variety of different texts, both written and spoken. They gain pleasure and awareness of how language works in different ways, for different purposes and for different audiences. In addition, they gain skills for life, including: the ability to appreciate how different texts are shaped by their language and style; skills in creating their own imaginative and persuasive writing for different purposes and audiences; skills in researching, selecting and shaping information from different sources; the ability to analyse and compare written and spoken texts in close detail.

C

C

How is the subject assessed?

Candidates are assessed on their ability to: A01: read with understanding and analyse texts in a variety of forms AO2: demonstrate a knowledge and understanding of English language (including, at A Level, spoken language) and its use in a variety of contexts AO3: write clearly, accurately, creatively and effectively for different purposes/ audiences, using different forms.

Year 12 - AS Exams

Paper 1

50 marks

Passages Duration Weighting Length of paper (mins): 135 % of final examination: 25 Candidates answer two questions: Question 1, and either Question 2 or Question 3

What content will be covered?

Cambridge International AS Level English Language provides candidates opportunities to make critical and informed responses to texts which are wideranging in their form, style and context. Candidates will also produce their own imaginative writing, and will demonstrate their ability to produce writing for given audiences. Those who opt for Cambridge International A Level English Language will develop a strong foundation in the study of linguistics, focusing on spoken language, English as a global language and language acquisition.

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Paper 2

50 marks

Passages Duration Weighting Length of paper (mins): 120 % of final examination: 25 Two sections: Section A and Section B. Candidates answer two questions: one from Section A and one from Section B

Year 13 - A2 Exams

Paper 3

50 marks

Paper 4

50 marks

Text Analysis Duration Weighting

Language Topics Duration Weighting

Length of paper (mins): 135

Length of paper (mins): 135

% of final examination: 25

% of final examination: 25

The paper contains two questions.

Candidates must answer both questions

The paper contains three questions, each on a separate topic area.

Candidates must answer two questions

T

What are the career opportunities if I study this course?

The course provides excellent background information and skills for any university or career where an analytical mind is required. The course also provides cultural, historical and social perspectives on how societies develop.

Career opportunities

• • • • • • • • • • • • •

English Literature / Linguistics / Language / Cultural Studies / Combined Arts Courses / Film (B.A.) Teaching Law Humanities related subjects and careers Diplomacy International Affairs The Media Cultural based careers Writer Film/script writing/Arts in general Public relations Personnel recruitment Any career or degree involving essay writing, analysis, debating / discussion and argument forming

Katherine Dunn

“I have been a believer in the magic of language since, at a very early age, I discovered that some words got me into trouble and others got me out”

course guide French,German, Spanish

C

What are the aims of the course?

Cambridge International AS and A Levels in languages other than English are accepted by universities and employers as proof of linguistic ability and understanding.

A Cambridge International A Level in a language provides a suitable foundation for the study of languages or related courses in higher education.

Equally it is suitable for candidates intending to pursue careers or further study in languages, or as part of a course of general education.

The IBSB Department seeks to build on strengths developed at IGCSE to promote the understanding and application of more sophisticated grammatical systems, the independent expression of ideas and opinions, the ability to read more extensively and an interest in wider current, social and political affairs.

L

What content will be covered?

During the A2 (Year 13) course the students will cover three classic or modern literature book from the syllabus which changes every two years. All genres will be covered. The questions will be passage based or essays based on a whole text.

S

How is the subject assessed?

Students will be internally assessed at the end of each unit and assessed with essays and assignments along the way. They will then be assessed at the end of the Y12 & Yl 3 with external exams set by Cl E.

The French, German and Spanish AS exam consist of 3 papers:

cca. 20 min.

Component 01: Speaking

1 h 45 min

Component 22: Reading and Writing

Language and literature will be covered from a variety of sources and different time periods.

During the Advanced Subsidiary (Year 12) course the students will cover topics proposed by Cambridge and will work on developing reading comprehension, summary and essay skills.

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1 h 30 min

Component 32: Essay

Curriculum Outline

Nelson Mandela

The French, German and Spanish AL exam consist of 4 papers:

cca. 20 min.

“Without language, one cannot talk to people and understand them; one cannot share their hopes and aspirations, grasp their history, appreciate their poetry, or savour their songs.”

Component 01: Speaking 1 h 45 min

Component 22: Reading and Writing

Equally it is suitable for candidates intending to pursue careers or further study in languages, or as part of a course of general education.

1 h 30 min

Component 32: Essay 2 h 30 min

Component 42: Literature

Career opportunities • Modem Language Literature / Linguistics / Language / Cultural Studies / Combined Arts Courses I Film (B.A.) • Teaching

The department can offer an AS language qualification either as a stand-alone assessment, or as a means of testing candidates’ skills and competence before they enter for the Cambridge International A Level exam which requires the level of a native speaker.

What are the career opporturnities if I study this course?

C

Cambridge International AS and A Levels in languages other than English are accepted by universities and employers as proof of linguistic ability and understanding. A Cambridge International A Level in a language provides a suitable foundation for the study of languages or related courses in higher education.

• Law • Humanities related subjects and careers • Diplomacy • International Affairs • The Media • Cultural based careers • Writer • Film/script writing/Arts in general • Public relations • Personnel recruitment • Any career or degree involving essay writing, analysis, debating / discussion and argument forming

course guide (9389)

History

What are the aims of the course?

Y

T

Year 12 and 13 students of History develop skills in essay writing, examining documentary evidence in a critical fashion and understanding and interpreting historical controversy.

The examinations require a sophisticated use of written English and a rigorous approach to analytical argument to support conclusions reached through thorough knowledge and careful examination of questions and issues.

What content will be covered?

A

At IBSB we offer the 20th Century syllabus which is important in providing an understanding of contemporary events and political concepts, as well as economic and social issues.

The emphasis on international relations leaves the students knowledgeable and aware of events around the world which affect present and future decision making.

• Component 1: The Search for International Peace 1918-39.

• Component 2: Modern Europe 1789-1917.

• Component 3: The Origins of the Cold War 1914-50.

• Component 4: Europe of the Dictators 1918-41.

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How is the subject assessed?

There are four examinations one on each component.

Students will take components 1 & 2 at the end of Y12 and take components 3 & 4 at the end of the course. All exams will assess three key skills that are developed in Years 12 and 13. Firstly the ability to recall, select and deploy information in a clear, balanced and coherent fashion in order to develop an argument. Secondly the examinations will assess students understanding of historical events.

This means the ability to evaluate cause and consequence, continuity and change and the role of the individual in history. Thirdly components 1 and 3 will assess the ability of students to read, interpret and evaluate historical sources.

What are the career opportunities if I study this course?

A

Almost all careers, from dentistry to business, from engineering to teaching, require professionals and trainees to write reports, analyse and sort information, and produce conclusions.

A Level History is an excellent training ground for this and is a highly-regarded qualification for any university course.

Those wishing to study Law and humanity courses find A-level History of paramount importance.

McCartney 2011, The Telegraph

“Without history, we have only ignorance History is the most inescapable of subjects: we inherit it, we make it, and we are fated to become part of it We cannot elude history, but we ignore it at our peril. Cicero argued that, to remain ignorant of what occurred before you were bom is to remain always a child’’

course guide (9709)

Mathematics

W

What are the aims of the course?

While building an understanding of mathematical principles, the course enables students to develop an appreciation of mathematics as a logical and coherent subject. Learners 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.

They also 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.

P

What content will be covered?

Pure Maths in Year 12 includes the study of algebra, coordinate geometry and calculus, and trigonometry and vectors. Pure Maths in Year 13 involves the study of algebra, logarithmic and exponential functions, trigonometry, differentiation, integration, numerical solutions of equations, vectors, differential equations, and complex numbers.

Mechanics in Year 12 includes the study of forces and equilibrium, kinematics of motion in a straight line, Newton’s laws of motion, and energy, work and power.

Year 13 Mechanics content includes motion of a projectile, equilibrium of a rigid body, uniform motion in a circle, Hooke’s law, and linear motion under a variable force.

Statistics in Year 12 involves the study of representation of data, permutations and combinations, probability, discrete random variables and the normal distribution.

Year 13 Statistics includes the Poisson distribution, linear combinations of random variables, continuous random variables, sampling and estimation, and hypothesis tests.

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A

How is the subject assessed?

AS Level exam consists of two papers:

Paper 1

Pure Math (Pl) 75 marks % of final examination: 60

Plus one of the following:

Paper 4 Mechanics 1 (Ml) 50 marks % of final examination: 40 Or

Paper 5 Probability and Statistics (SI) 50 marks % of final examination: 40 The Full A Level in Mathematics consists of 4 papers:

Paper 1 Pure Math (PI) 75 marks % of final examination: 30

Paper 3 Pure Math (P3) 75 marks % of final examination: 30

Plus one of the following combinations:

Paper 4

Paper 5

Mechanics (Ml)

Probabilty and Statistics (SI)

50 marks % of final examination: 20

50 marks % of final examination: 20

Paper 5

Paper 6

Probabilty and Statistics (SI)

Probabilty and Statistics (S2)

20 marks % of final examination: 20

20 marks % of final examination: 20

Or

G.K. Chesterton

“The difference between the poet and the mathematician is that the poet tries to get his head into the heavens while the mathematician tries to get the heavens into his head.“

What are the career opportunities if I study this course?

T

Through the course, learners acquire the mathematical background necessary for further study in this or related subjects, for instance in the fields of science, social science (areas of psychology, economics, accounting), or architecture.

course guide (9702)

Physics

T

What are the aims of the course?

The course focuses on developing and extending the learner through a thorough introduction to the study of Physics and scientific methods. It enables learners to develop skills and abilities that are relevant to the safe practice of science and to everyday life: concern for accuracy and precision, objectivity, integrity, the skills of enquiry, initiative and inventiveness.

The course emphasises the understanding and application of scientific concepts and principles, rather than the recall of factual material. It enables candidates to become confident citizens in a technological world and to take an informed interest in matters of scientific importance. It also promotes the use of IT as an aid to experiments and as a tool for the interpretation of experimental and theoretical results.

T

What content will be covered?

This is achieved through the study of some areas in the main branches of biology:

50

Models of physical systems

Physics is the science that seeks to understand the behaviour of the Universe. The development of models of physical systems is central to physics. Models simplify, explain and predict how physical systems behave;

Testing predictions against evidence

Physical models are usually based on prior observations, and their predictions are tested to check that they are consistent with the behaviour of the real world. This testing requires evidence, often obtained from experiments;

Mathematics as a language and problem-solving tool

Mathematics is integral to physics, as it is the language that is used to express physical principles and models. It is also a tool to analyse theoretical models, solve quantitative problems and produce predictions;

Matter, energy and waves

Everything in the Universe comprises matter and/or energy. Waves are a key mechanism for the transfer of energy and are essential to many modern applications of physics;

Forces and fields

The way that matter and energy interact is through forces and fields. The behaviour of the Universe is governed by fundamental forces that act over different length scales and magnitudes. These include the gravitational force and the electromagnetic force.

Curriculum Outline

The A2 Course (Year 13) making up the other 50% of the final AL result:

T

How will I be assessed?

The AS Course (Year 12) counts towards 50% of the final AL result:

Paper 4 Structured questions Length of paper (mins): 120 % of final examination: 77

Paper 1

Paper 5

Multiple Choice

Planning, analysis and evaluation

Length of paper (mins): 60 % of final examination: 31

Length of paper (mins): 75 % of final examination: 23

Paper 2 Structured questions Length of paper (mins): 75 % of final examination: 46

What are the career opportunities if I study this course?

T

The science, technology, engineering, and math (STEM) careers are currently in high demand. Your child can apply to universities such as Physics, Engineering, Aeronautics, Architecture, Computer Science, etc.

Jasmine Warga My Heart and Other Black Holes

Paper 31 or 32 Advanced Practical skills Length of paper (mins): 120 % of final examination: 23

“I once read in my physics book that the universe begs to be observed, that energy travels and transfers when people pay attention.

Maybe that’s what love really boils down to...”

course guide (9990)

Psychology

T

What are the aims of the course?

The Psychology course aims to develop attitudes and critical thinking skills that promote lifelong learning such as the ability to assess evidence, the ability to analyse, question, and to formulate arguments around specific scientific work.

The course encourages an interest in and the appreciation of Psychology as a science through an exploration of the ways in which psychological research is conducted.

This exploration includes: • a review of a number of important research studies illustrating different psychological approaches; • an opportunity to look at the ways in which Psychology

is applied to various areas of human life such as Health, Consumer Behaviour, Organisations, and Abnormality.

T

What content will be covered?

The content highlights concepts used by psychologists in understanding human behaviour and experience.

Topics to be considered include: the nature versus nurture debate, ethics, the choice of research methods, determinism, reduction ism, and the relevance of psychology in the contemporary society.

At AS Level (Year 12) candidates focus on 12 core studies.

The core studies illustrate a wide range of research methods used in psychology, such as experiments, observations, self-reports and case studies. By exploring the relationship between the content of the study and the research methods, the candidate will gain a broad understanding of how psychologists study experiences and behaviours and why the research took place.

52

Candidates for Cambridge International A Level Psychology study the AS Level content and two of the following options in Year 13: Abnormality, Consumer behaviour, Health, and Organisations. In contrast to the first part of the course that prescribes precisely which studies must be looked at, this part of the course only prescribes the topics and issues. It is expected that students study specific examples of work in their chosen areas, though this need not be an overall coverage of the contemporary literature. Students are encouraged to study sufficient psychological research to be able to illustrate the topics in the syllabus and evaluate them.

S

How will I be assessed?

Students will be internally assessed at the end of each unit, and externally at the end of the course by Cambridge International Examinations.

The Psychology AS Level exam consists in 2 papers:

Paper 1 Approaches, issues and debates Length of paper (mins): 90

Paper 2 Research methods Length of paper (mins): 90

The Psychology A2 Level exam consists in 2 papers:

Paper 3

Paper 4

Specialist options: theory

Specialist options: application

Length of paper (mins): 90

Length of paper (mins): 90

T

What are the career opportunities if I study this course?

This course provides excellent background information and trains the skills necessary for students who are preparing for an undergraduate course in any of the following:

Career opportunities • • • • • • • • • • • • •

Psychology and Applied Psychology Experimental Psychology Psychology, Philosophy and Linguistics PPS (Psychology, Politics and Sociology) Behavioural Studies Cognitive Neurosciences Child Psychology and Developmental Studies Physiology and Psychology Psychology, Clinical Psychology and Mental Health Criminology or (Applied) Forensic Investigation Anthropology and Social Anthropology Counselling Psychology with Sport and Exercise Science Human Resources Management with Psychology (to quote only a few).

Also, the course is very useful for pupils applying to any Humanities-related course as well as for courses that require preliminary knowledge of scientific methodology

Jean Piaget

“Knowing reality means constructing systems of transformations that correspond, more or less adequately, to reality”

course guide (9699)

Sociology

What are the aims of the course?

T

The A Level Sociology course enables students to develop an understanding of sociological concepts, theories, methods and research findings, as well as sociological principles, perspectives and applications. Learners develop an awareness of the range and limitations of sociological theory and research and the ability to compare and contrast different theoretical positions. They gain an understanding of the relationship between sociological findings and everyday life, including contemporary social, cultural and political issues. Learners are encouraged to show an appreciation and understanding of individual, social and cultural diversity, and continuity and change in social life.

Learners develop an understanding of sociological research methods, including issues concerned with the planning, implementation and evaluation of research enquiry and the collection, analysis and interpretation of data.

What content will be covered?

A

At AS level, the course provides a solid grounding in the central ideas and approaches in Sociology, including family as well as theory and methods. Cambridge International A Level students can choose to explore a variety of important areas of sociological enquiry including global development, education, religion and media. Candidates beginning this course are not expected to have studied Sociology previously.

54

The pupils will study the following topics: Advanced Subsidiary (Year 12) Unit 1: The Family Unit 2: Theory and methods Advanced Level (Year 13) Unit 3: Education Unit 4: Global development Unit 5: Media Unit 6: Religion These four topics are central to mainstream sociology. Candidates and Centres need to cover at least three units. The syllabus allows candidates to study sociology in the context of different societies, including their own, and from a wider global perspective. The distinction between traditional and modern industrial societies is a central theme in most of the study units.

What are the career opportunities if I study this course?

S

Sociology links with other Social and Political sciences such as Philosophy, History, Global Perspectives, Human Geography, Psychology, Economics, and Politics. Sociology is a versatile subject due to its object of investigation: human society and culture.

This means that the knowledge gained from a Sociology course may be useful in any field where an overview of human society is important: from journalism, policy making, social work, international affairs to education; your background knowledge gained in a Sociology course will prove useful.

T

How will I be assessed?

The Advanced Subsidiary exam (AS - end of year 12) consists in two papers:

Paper 1

Paper 2

Family

Theory and Methods

Length of paper (mins): 90

Length of paper (mins): 90

One compulsory data response question (Question 1) and one essay question from a choice of two (Question 2 or Question 3)

One compulsory data response question (Question 1) and one essay question from a choice of two (Question 2 or Question 3)

The Sociology A2 exam (end of year 13) consists in one paper

Paper 3 Social Inequality and Opportunity Length of paper (mins): 180 Candidates answer three essay style questions, each from a different section, from a choice of eight from the following sections: Education, Global Development, Media, and Religion.

C.G. Jung The Undiscovered Self

“Just as man as a social being, cannot in the long run exist without a tie to the community, so the individual will never find the real justification for his existence, and his own spiritual and moral autonomy, anywhere except in an extramundane principle capable of relativizing the overpowering influence of external factors.”

course guide (9696)

Geography

Y

What are the aims of the course?

Year 12 and 13 students of Geography will widen their knowledge and understanding of the subject, whilst developing their investigative abilities, evaluation and decision-making skills. Students will also build an understanding of the causes and effects of change on natural and human environments, as well as an awareness of the usefulness of analysis to understand and solve contemporary human and environmental problems.

The course also builds students ability to handle and evaluate different types and sources of information, and to present an ordered coherent argument in a variety of ways.

What content will be covered?

T

The course is split into 4 components; 2 human and 2 physical with 1 component of each being covered in year 12 and 13 respectively. These components are split into 3 units in year 12 and 2 in year 13.

• The core units studied in year 12 are:

• Hydrology and fluvial geomorphology • Atmosphere and weather • Rocks and weathering • Population • Migration • Settlement dynamics

In year 13 there are 4 optional units to choose from, for both the human and physical aspect of the course, which will be decided in discussion with both the students and teachers. The options available include hazardous environments, tropical environments, global interdependence and economic transition.

56

T

How will I be assessed?

There are four examinations - one on each component.

Students will take components 1 & 2 at the end of Y12 and take components 3 & 4 at the end of the course.

All exams will assess four key assessment objectives that are developed in Years 12 and 13; knowledge, understanding and application, skills and evaluation.

In year 12 paper 1 and 2 require candidates to include thorough examples and case studies from countries of differing levels of development and make use of geographical resources. In year 13 paper 3 and 4 include an essay question where students’ skills of evaluation are tested in more detail and are worth 40% of the marks.

What are the career opportunities if I study this course?

S

Studying A Level geography opens up a wealth of opportunities for further study and careers, many of which will be more and more important in our ever changing world. From environmental science to city planning, energy to politics, engineering to GIS - having an appreciation of the issues discussed in this course and gaining the evaluation and analysis skills will enable students to succeed in fields. The course is well thought of amongst international universities for any study path.

Barack Obama

2012 National Geographic Bee

The study of geography is about more than just memorizing places on a map. its about understanding the complexity of our world, appreciating the diversity of cultures that exists across continents.

And in the end, its about using all that knowledge to help bridge divides and bring people together!’

course guide Graduate University List Students from IBSB have been accepted into the following universities around the world since 2006: Australia Melbourne University Austria MODUL University IMC FH Krems University of Vienna Azerbaijan IMC FH Krems Egypt Algerian University France ESMOD IESEG School of Management Vatel International Business School Vatel Hotel & Tourism Business School Germany Roehampton University Rotterdam Hogeschool SRH Berlin Greece American College of Greece Aristotelion University of Thessaloniki Deree College National Technical University of Athens University of Athens University of Sheffield City College Hungary Central European University Cornivus University India National Institute of Technology National Institute of Technology Durgapur Topiwala National Medical College University of Delhi

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Italy Bocconi University Instituto Marangoni

Netherlands Breda University Delft University of Technology Eindhoven University of Technology Groningen University Maastrict University Rotterdam Hogeschool Stenden University The Hague University University of Tilburg University of Amsterdam Utrecht College University Norway Hogskolen I Mold Romania Bucharest Academy of Economic Studies Bucharest National University of Arts Cantemir University Bucharest Carol Davila University of Medicine and Pharmacy FABIZ Medicine University Cluj-Napoca Romanian-American University University of Mathematics Bucharest Universitatea Spiru Haret University Titu Maiorescu Spain EU European Business School FTE Jerez Les Roches Marbella Universidad Autonoma de Barcelona Universidad Autonoma de Madrid Universidad Carlos III de Madrid University of Harbour Space, Barcelona ESADE Business School Barcelona Switzerland EU Business School Geneva Glion Hotel Institute Montreux Institute Les Roches Webster University

course guide Graduate University List Students from IBSB have been accepted into the following universities around the world since 2006: United Kingdom Birmingham Institute of Art and Design Bournemouth and Poole College Brunel University Cambridge University City University Dundee University Essex University Falmouth University Glasgow School of Art Kingston University Lancaster University Leicester University London College of Communication London Metropolitan University London School of Economics (LSE) London South Bank Manchester Metropolitan University Middlesex University Oxford University Queen Mary Regents Business School London Sheffield University South Hampton School of Oriental and African Studies University (SOAS) University of Arts London (UAL) University of Bath Spa University of Brighton

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University of Birmingham University College London University College of the Creative Arts University of Central Lancashire University of Liverpool University of Manchester University of Reading University of Roehampton University of St Andrews University of Surrey University of Sussex University of the Arts London (UAL) University of Lincoln University of Warwick University of the West of England University of West London Wocester University York University USA Berkley College of Music European Bartender School Hollywood Beauty College New York Film Academy Pace University Palm Beach State College University of the West

Year 11 entry into Year 12 and the Advanced Level Programme At the end of Year 11, students are required to select the Advanced Level courses they will study the following academic year.

The courses chosen will also have a significant effect on how the timetables for Years 12 are organised and so it is important that all student choices are taken into consideration when putting the time tables together for next year.

All students in Year 12 and 13 will have on their timetable: • Two lessons of CAS (Community Action Service) • One lesson on Life Skills Please find below the Key Stage 5 A Level Options form to be completed and returned to the school office.

MATHEMATICS

BUSINESS

STATISTICS OR MECHANICS

ECONOMICS

ENGLISH LANGUAGE

SOCIOLOGY

ENGLISH LITERATURE

PSYCHOLOGY

BIOLOGY

ART & DESIGN

PHYSICS

FRENCH

CHEMISTRY

GERMAN

COMPUTER SCIENCE

SPANISH

HISTORY

CLASSICAL STUDIES

Please select four subjects and label the subjects in order of priority: 1, 2, 3 and 4.

Student name Parent’s name

Parent’s signature

For more information please contact our school office:

T: +40 21 253 1698 | E: office@ibsb.ro

21-25 Agricultori St., District 2, Bucharest, Romania 021481 Tel. +40 21 253 16 98 / Fax: +40 21 253 16 97 / office@ibsb.ro

www.ibsb.ro