2020 Foundation Course Booklet

ST JOSEPH’S INSTITUTION INTERNATIONAL

2020 FOUNDATION COURSE CURRICULUM BOOKLET 1

Contents

Page

Welcome

3

The Values of SJI International

4

The Foundation Course

5

Teaching and Learning at SJI International

6

Mathematics

7

English Language

9

Science

11

Languages

12

Global Perspectives

16

History

18

Art & Design

19

Theatre

20

Music

21

Physical Education (Core)

23

2

Welcome from Heads of Grade

Welcome to Grades 9 and 10 at SJI International. It is our sincere hope that all members of our community find their time at our school stimulating and rewarding. In Grades 9 and 10 at SJI International, students are offered diverse learning experiences, an engaging and challenging curriculum, an extensive co-curricular program and the opportunity to serve others in the community. Students are also offered a rich variety of opportunities to develop their leadership skills, a positive sense of identity and respect for the environment through involvement in initiatives such as expeditions, peer support, work experience and the National Youth Achievement Award.

Each student in Grades 9 and 10 is a member of a tutor group. A tutor group consists of around 25 students and groups will usually have the same form tutor through Grade 9 and 10. The form tutor meets and registers the students every morning and looks after their welfare. The form tutor is the first point of contact if a student has any concerns.

One of our main aims in Grades 9 and 10 is to develop the “whole person�. In these pivotal years, students are developing their independence, self awareness and are preparing for the rigours of examinations. Students will participate in at least one co-curricular activity, with many wonderful choices on offer, including Gamelan, Hip Hop dance, Model United Nations and sports such as soccer, netball and rock-climbing. The Activities programme is central to the life of the school, where students make new friends, develop skills, face new challenges and enjoy enriching experiences.

In Grade 9, students are empowered to make a difference in the lives of others through our weekly service programme. They work closely with members of the community in need, such as the aged and disadvantaged.

On top of this, there are opportunities for both Grades 9 and 10 students to take part in international service trips to countries such as Thailand, Cambodia and Vietnam.

Grade 10 offers students the opportunity to start thinking seriously about their career options through the Work Experience Program. In the past, students have been placed in law firms, hospitals, art galleries, hotels, investment banks, and veterinarian clinics, engineering firms and retail businesses. This is a fantastic opportunity for students to gain an insight into the world of work, to learn about and reflect on their strengths, weaknesses and abilities and to find out if a career or job is what they had imagined.

In a similar vein, G10’s Foundation Creativity Action and Service programme allows students to begin preparing for the rigours of IB, encouraging them to plan, document and reflect upon their extracurricular activities in a methodical and purposeful fashion. Its most obvious focus is in Service Week, an opportunity for all G10 students to undertake a service project in and around Singapore during the Easter break.

SJII offers a unique opportunity for students of all backgrounds to develop friendships across cultural boundaries for the mutual enrichment of all. It is our hope that each student experiences great learning and personal growth and we are looking forward to the journey with all members of the Grade 9 and 10 community.

Ms Amy Lucas - Head of Grade 10FC

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The Values of SJI International The educational philosophy of the IGCSE programme in Grades 9 & 10 is entirely consistent with SJII’s SMILES values.

Values

S

M

Spirituality

Mutual Respect

I

Internationalism

L

Leadership

E

S

Experiences

Service

We should: - learn what is true, just, beautiful and good guided by faith as well as reason - take full advantage of the opportunities provided for prayer and reflection consistent with the SJI motto of ‘Ora et Labora’ (Prayer and Work) - follow one’s own faith whatever it might be - treat each other with respect, fairness and kindness - communicate openly and frankly - be sensitive to other people’s opinions and aspirations - make compromises with respect to our own preferences for the sake of the community - as leaders make decisions as democratically as possible - seek to find out about and understand the cultures of other community members - sustain an interest in our own languages and cultures - develop a perspective as global citizens through talks, discussions and curriculum activities - avoid prejudice and ensure that our opinions about other communities are based upon evidence - be willing and equipped to take responsibility and to lead others, especially in the service of the less fortunate - develop the capacity to lead through inspiration rather than by exercising authority - be willing to be taken out of our physical and psychological ‘comfort zone’ through challenging, character building experiences - expect, as we get older, that the challenges will be more demanding - integrate aspects of the formal curriculum into adventurous and physically stretching expeditions so that we learn in a holistic, cross curricular and unforgettable way - be generally helpful to everyone around us - develop skills and habits that will enable us to serve the school, nation and global community - offer practical support to the less fortunate members of these communities - reduce and recycle to preserve the environment for future generations

4

The Foundation Course

The Foundation Course comprises two main types of course – both designed to engage students in purposeful learning, ensuring they are best prepared for their journey in the IB Diploma.

Languages are taught in ability groups and FC students will be integrated in with the rest of Grade 10 at a level appropriate for them. They will follow the IGCSE curriculum to the point of examination but whether they sit for final certification is their own choice.

Other subjects are taught to the FC group as a whole. The curriculum utilises the best of IGCSE and extends, enriches and enhances in order to provide the best foundation for study at IB Diploma. There is above all a focus on thinking skills and the development of effective strategies for ‘learning to learn’. Students complete a compulsory and broad curriculum. They are able to choose between Art and Music.

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Teaching and Learning at SJI International The attributes of the IB Learner Profile underpin much of the teaching and learning throughout SJI International with a desire to develop curious, independent and confident learners from Grades 7 right through to Grade 12.

The most important principle within the school’s educational philosophy is that of active learning. Students learn and, above all, understand best when information and concepts are processed. This processing takes place through activity. It is even more powerful when students first discover for themselves the information or concept and then process it.

Crucially, active learning is about students doing. This involves a wide range of activities, which will vary according to the subject: research, role plays, simulations, thinking exercises, decision making exercises, debates, presentations and so on. This provides a stimulating educational environment and one that is intellectually challenging for the students.

With a greater emphasis on the students’ learning there also comes greater demand for participation from the students. It is not a matter of putting questions to the teacher, but of the students expressing their own opinions; being able to debate, defend, challenge, deduce, analyse and synthesize.

This type of learning is facilitated by smaller more interactive classes that rely on a blend of teacher led activities, group work, and class activities may well be led by students. This means that lecture or lecture-style lessons are an extremely rare method of delivery at SJII.

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FC MATHEMATICS

What is the nature of Mathematics at FC? FC Mathematics at SJII is a curriculum that challenges students at all levels. Our goals include preparing students for whatever mathematics subject they choose in the IB and to give students the opportunity to extend themselves in developing a deeper appreciation of the discipline.

What is the approach to learning?

Learning is student-centered. Students will learn through different teaching methods and styles, including pair and group work, activities which promote thinking skills and creativity and IT-based lessons.

The emphasis is on building skills in mathematics based on a thorough understanding of mathematical principles and their application. Students will also be encouraged to undertake their own mathematical investigations under the guidance of their teacher, devise their own strategies for problem-solving and to raise questions relating to mathematical concepts and methods.

What is the subject content?

The following content will be used as a basis to help students achieve the outcomes described above.

In this way, although students will become familiar with traditional topics in mathematics, these are seen as a vehicle for promoting mathematical thinking rather than being labored over for their own sake.

Area Calculus Differentiation Calculus Integration Trigonometry Co-ordinate Geometry Applied Mathematics Set Theory Algebra Functions

Topics Differentiation of various functions including integer, fractional and negative indices; Differentiation of composite functions; products and quotients, trigonometrical functions, logarithmic and exponential functions; Investigating gradients; Higher derivatives and their use in determining turning points Integration of polynomials, trigonometrical functions, selected composite, quotients and exponential functions. Definite Integrals – areas under curves Derivatives of trigonometrical functions, multiple angles, Solution of Triangles, Circular Measure, Graphs of Trigonometric functions, Trigonometric Identities, Trigonometric equations Use of differentiation to determine equations of tangents; Use of differentiation to determine shape of curves, including turning points Application of differentiation and integration to analyze motion and to solve equations of motion Definitions; Notation and set operations; Venn Diagrams Simultaneous Equations; Inequalities; Operations with polynomials; Exponent laws; Quadratics; Functions; Compound inequalities The language and notation of functions, absolute functions, inverse functions, 7

composite functions; Quadratic functions; Logarithmic functions; Exponential functions Stand-alone topics

Permutations and Combinations, Binomial Expansions, Matrices, Vectors

What is the nature of assessment?

Throughout the course, students will sit for topic tests, an end-of-year examination, complete extended tasks for homework, as well as a number of mathematical investigations and modeling projects to develop their mathematical skills as well as their mathematical initiative and problemsolving skills. Students may also be required to make oral presentations.

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FC English What is the nature of English at FC? The FC English course prepares students for six possible English courses at IB level: English Literature (HL or SL), English Language and Literature (HL and SL) and English B (HL and SL). Students will study both units of Literature and Language. In the Literature components, there will be an emphasis on improving students’ appreciation and understanding of Literature through the study of a variety of genres such as Poetry, Prose and Drama. In the Language units, the focus will be analysing and developing students’ understanding of how language works across a range of texts. Skills of analysis and evaluation are also developed alongside the ability to think independently. In order to prepare students for the rigorous demands of IB English, the Department aims to instill in students the importance of wider reading. Homework is an integral part of the course.

What is the approach to learning?

As students will be aiming to take one of six courses at IB level, differentiation by task and ability is key to this course.

In English Language, all students are taught to communicate accurately and effectively in both speech and writing. A range of skills are developed: ● ● ● ●

The ability to understand and respond appropriately to what is heard, read and experienced.

The ability to enjoy and appreciate a range of text types incorporating a variety of styles.

The ability to analyse, synthesise and evaluate.

The ability to effectively identify the audience, purpose and context of a range of texts.

For second language speakers of English, students will develop the skills below in addition to those above:

 The ability to communicate clearly and effectively in a range of situations, demonstrating linguistic competence and intercultural understanding  The ability to understand and use language to express a range of ideas with accuracy and fluency  The ability to organise ideas on a range of topics in a clear and convincing manner  The ability to understand, analyse and respond to a range of written and spoken texts.

In English Literature, all students are encouraged to enjoy the experience of reading and to develop the following: ●

An understanding of, and the ability to respond to, a range of literary texts from different periods in literary history. ● The ability to produce an informed personal response that is appropriate and effective. ● An appreciation of the ways in which writers use language to achieve specific effects. ● An understanding of the contribution of Literature to areas of human concern.

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For second language speakers of English an additional area will be developed:

 Understand and use works of literature written in the target language.

What is the subject content?

Students will study five units throughout the year: Language Unit: Travel writing Literature Unit: To be decided later (prose) Literature Unit: Conflict poetry Language Unit: The media Literature Unit: Drama (to be decided during the year).

What is the nature of assessment?

Students will be evaluated through a variety of summative and formative assessments which will be modeled on IB internal and external assessments. In addition, there will be a final FC examination towards the end of the year.

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FC SCIENCE The aim of the FC Science course is to provide students with a learning experience that is centered around active learning that teaches science through inquiry and nurtures curiosity while at the same time producing learners who are ready to take on the challenges of the IB program.

Classes are taught in three separate strands by specialist teachers. This helps expose students to the methods and content expertise of an IB specialist teacher while preparing them for the decision of which Group 4 Science subject to elect for their diploma. The content covered across the three sciences is below.

Biology

Chemistry

Characteristics of living organisms Biomolecules & enzymes Gas exchange & respiration Transport Coordination & response Inheritance

Atomic Structure Bonding & periodicity Quantitative Organic chemistry Energetics & rates of reactions Acids and bases Oxidation/Reduction reactions

Physics Waves Sound Mechanics Thermal physics Electricity Magnetism Motors and generators

In addition, a unifying project is also carried out at the conclusion of the year aimed at developing student’s ability to identify questions and concepts that underpin scientific investigations as well as designing and conducting experiments. Students will enhance their investigative skills through the use of technology and mathematics. In addition students are expected to be able to formulate and revise scientific explanations using logic and evidence. Students will also have the opportunity to create alternative explanations or models based upon their evaluations. Finally students should be able to communicate and defend a scientific argument. A variety a methods will be used to communicate the material and skills required which may include:          

Flipped classrooms (Independent study which is followed up by consolidative work to reinforce understanding) Case studies (Real life practical application of concepts taught in class) Practical work Group Tasks Student led activities (presentations, modelling and discussion) Assessment of students’ knowledge and progress will be via: Past exam papers Presentations Formative assessment (Online interactive methods of formative assessment such as Teamie Quizzes, Quizlet) Self and peer assessment Coursework (Practical write-ups)

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FC LANGUAGES Languages are part of the cultural richness of our society and the world in which we live. Learning languages contributes to mutual understanding, a sense of global citizenship and personal fulfilment.

For our Singaporean Citizens and Permanent Residents, we comply with the Singapore Ministry of Education’s Mother Tongue Language (MTL) Requirements. Please click here to access the school policy on MTL Requirements.

What is the nature of Languages at FC level?

Students will develop the ability to communicate effectively with the use of the language in listening, speaking, reading and writing. They will use the language whenever and wherever possible. Students will also learn the culture of the countries where the language is spoken so that they have a better understanding of the similarities and differences between their own culture and the culture of the language they are learning. In this way, students will have a positive attitude towards the cultures of others.

The course aims to form a sound base of the skills, language and attitudes required for further study, work and leisure:  Offer insights into the culture and civilisation of the countries where the language is spoken  Develop a fuller awareness of the nature of language and language learning;  Encourage positive attitudes toward language learning and towards speakers of other languages and a sympathetic approach to other cultures and civilisations;  Provide enjoyment and intellectual stimulation;  Complement other areas of study by encouraging skills of a more general application (e.g. analysis, memorising, drawing of inferences).

What is the approach to learning?

In Languages, students will improve their listening, speaking, reading and writing skills using a learnercentred approach that is not restricted to textbooks. Instead, students will be exposed to various types of texts taken from a range of materials. Students will learn the language through diverse activities such as role-plays, oral presentations and language games. Assignments and assessments are varied so that students are aware of their strengths and areas to be improved.

What is the subject content?

Please note: 1. The following lists of topics are not exhaustive and may be changed according to students’ level of ability and interest. The topics may not be taught in the order as they appear on the lists.

2. FC students will be placed in different IGCSE Language classes according to their language choices and, in the case of Chinese, their proficiency levels.

3. IGCSE Chinese, Malay and Indonesian examinations take place in the earlier part of Grade 10: the oral examination is in March, and the written examination occurs in May. 12

4. FC students who are Singaporeans or Permanent Residents whose government-approved Mother Tongue Language is Chinese are required to take the IGCSE examination, except if: 1. they have an exemption from the MoE which means do not have to study Chinese; or 2. they have already obtained at least a C6 grade in their GCE(O) Chinese examinations.

5. Because of the small class sizes, Malay/Indonesian and Tamil will be taught for four periods per week instead of six. For the remaining two periods, students will report to the school library to do self-study. Subject teachers will set meaningful work for the students.

6. Hindi classes operate under a different arrangement. There are six periods of Hindi lessons per week. Parents pay the Hindi teacher separately and will be informed of the charges by the teacher herself.

A. 1 Language Pathway (Chinese, Indonesian) The 1 Language Chinese course is designed for students who have attained a higher level of Chinese.

Students will be prepared to take the IGCSE First Language Chinese examination, and are encouraged to continue with IB Chinese Language A: Language & Literature (Higher/Standard Level) or ChineseMandarin B (Higher Level) in Grade 11 and 12. st

st

Topics studied are: Comparing Chinese and Western culture, Media and communication, Migration, Computers & The Internet, Health.

For FC students who are aiming to take Indonesian A as part of the IB Diploma, their language ability will be consolidated and developed further.

Topics studied are: Regional and cultural differences in language, Modern Culture, Different Childhoods Around the World, Traditional Festivals and Past-times, Literature.

B. 2 Language Pathway (Chinese, Tamil and Hindi) nd

The 2 Language Chinese course is designed for students who have learned the language for some years and have attained a satisfactory level of competency. Students will be prepared to take the IGCSE Chinese as a Second Language examination and are encouraged to study IB Chinese-Mandarin B (Higher Level) in Grades 11 and 12. nd

For Tamil, students’ learning will be differentiated so that they are prepared to sit for the GCE ‘O’ Level Higher Tamil, Tamil or B Syllabus Tamil examination, and the IB Tamil B (Standard Level) in Grades 11 and 12.

For Hindi, students will be prepared to sit for the IGCSE Hindi as a Second Language examination and the IB Hindi B (Standard Level, or Higher Level based on demand) in Grades 11 and 12.

Topics studied for all languages in this pathway are: School Life, Volunteer work, Social Media, Health related to Food and Drink, Fast Food Culture, Travelling, Leisure.

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C. Foreign Language Pathway (Chinese, Malay/Indonesian, Spanish) The Foreign Language Chinese course will prepare students to take the IGCSE Chinese (Mandarin) Foreign Language examination and the IB Chinese-Mandarin B (Standard Level) in Grades 11 and 12.

[Basic Textbook: Easy Steps to Chinese 5] The Foreign Language Spanish course builds on a foundation already acquired over a number of years prior to the start of this course. During this FC course, students will further develop their ability to use the language effectively for purposes of practical communication and to prepare them for the IB Spanish B (Standard and Higher Levels) in Grades 11 and 12.

FC students studying Malay/Indonesian as a Foreign Language are prepared to sit for the IGCSE Malay/Indonesian as a Foreign Language examination in which they will be examined on their ability in speaking, reading and writing.

Topics studied for all languages in this pathway are: Regional/Cultural Differences and Language Expression, My Choices and Future Life, Different Childhoods Around the World, Influence of Cultural Beliefs/Taboos, Creative Expression.

E.

Pre-Ab Initio Pathway (Spanish, and based on demand: French/Japanese/Indonesian)

FC students who have been approved to study an ab initio course (i.e. for beginners) as part of the IB Diploma in Grades 11 and 12 will instead follow a self-study course assigned by the school. Whilst all four communicative skills are self-studied, their progress is monitored and regular assessments are set by a teacher.

Topics self-studied are: Greetings, Describing Myself, Family and pets, Food, School, My House, Fashion and Shopping for Clothes, My Town and Giving Directions, Holidays and Outings, Party Time, Daily Routine, Teenage Life, Future Plans, Friendships and Relationships, Health, The Environment, Technology and Social Networks, Target-Language Countries, Immigration and Racism, Cinema, Music

H. Home Language Program First or Second Language Students whose language is not taught within the school curriculum are able to learn their first language on the Home Language Programme (additional fees apply). We currently offer French, Japanese, Thai, Vietnamese, Korean and German; however, additional languages can be offered upon request. The student will follow either a first or second language programme of study to prepare them for either Language A or Language B at IB. If necessary, students may also do School Supported Self-Taught when they get to Grade 11.

The topics covered for First Language are: Media around the world, World Literature, Poetry from different cultures, Plays from my culture and Stylistic Analysis.

The topics covered for Second Language are: Experiences, Identities, Sharing the Planet, Social Organisation and Human Ingenuity.

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External Assessment: Examinations IGCSE First Language Chinese IGCSE Chinese as a Second Language IGCSE Chinese (Mandarin) - Foreign Language IGCSE Spanish - Foreign Language IGCSE Malay as a Foreign Language IGCSE Indonesian as a Foreign Language GCE ‘O’ Level Higher Tamil GCE ‘O’ Level Tamil

GCE ‘O’ Level B Syllabus Tamil IGCSE Hindi as a Second Language

Papers Paper 1 Reading Paper 2 Writing Paper 1 Reading & Writing Paper 2 Speaking Paper 1 Listening Paper 2 Reading Paper 3 Speaking Paper 4 Writing Paper 2 Reading & Directed Writing Paper 3 Speaking Paper 4 Continuous Writing Paper 1 Essay Paper 2 Language Usage & Comprehension Paper 1 Essay Paper 2 Language Usage & Comprehension Paper 3 Oral & Listening Paper 1 Essay Paper 2 Comprehension Paper 3 Oral & Listening Paper 1 Reading & Writing Paper 2 Listening

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Weighting 60% 40% 70% 30% 25% 25% 25% 25% 33% 33% 33% 45% 55% 30% 35% 35% 20% 30% 50% 67% 33%

FC Global Perspectives What is the nature of Global Perspectives at FC Level?

Global Perspectives at FC is exciting, dynamic and relevant. It is a practical subject that will enable students to understand change, conflict and the key issues which impact on our lives today and which affect our futures tomorrow. The world in which we live is likely to change more in the next 50 years than it has ever done before. Global Perspectives helps students to question the world they live in and the issues it faces, helping to prepare you for those changes. You will learn transferable skills which are an asset in the complex world of employment today and excellent preparation for developing the IB learner profile skills. Global Perspectives is about the future and encourages flexible thinking. It is less likely that you will spend all your life with one company or organization (the ‘job for life’); so flexible thinking is a great attribute. Global Perspectives fosters these qualities and provides a firm basis for life-long learning.

As well as effective written communication in a range of course work appropriate styles, such as commentaries, essays, reflections and reports, the FC syllabus is structured as a direct preparation for Group Three Individuals and Societies IB subjects. It helps to foster the research, enquiry, group and individual presentation skills and study skills that can be applied throughout the IB programme.

What is the approach to learning?

Global Perspectives FC appeals to all learners due to the opportunities to engage everyone from the most intra-personal to the most kinesthetic of learners. It teachers us to look at the bigger picture and provides a platform to consider issues of global importance from the perspectives of Ethics, Environment, Economy, Science & Technology, Politics and Culture.

Global Perspectives teaches students to make concise reports, to handle data, to ask questions and find answers. It forces us to organise ourselves, to analyse material, to think creatively and independently and to make decisions about an issue we may not ordinarily have thought about using the critical path to enquiry.

Global Perspectives also gives us the opportunity for students to direct their own learning and chose an issue to investigate that resonates with them. It builds a knowledge and understanding of current events, from a local to global scale. It helps develop skills for the future, including literacy, numeracy, ICT, problem solving, teamwork, thinking skills and enquiry. Above all it values your views when making decisions about difficult issues.

What is the subject content?

In the Global Perspectives FC course we investigate global issues from a range of perspectives Summary of topics studied:  Climate change  Standard of Living and Quality of Life  Global Economic Activity 16

 A Group Project chosen from any of the following themes: Alternatives to Oil, Artificial intelligence, Biodiversity, Endangered Cultures, Ethics and the economics of Food, Genetic Engineering, Impact of the Internet, International Law, International Sport, Medical ethics and priorities, Migration and Work, Political Systems, Religious -Secular Divide, The Rise of Global Superpowers, Sustainable Futures, Technology and Life style, Transnational Organisations, Transport or Urbanisation.

What is the nature of assessment?

The assessment for FC is largely formative. Assessment tasks are varied to help develop the appropriate skills needed to complement the IB learner profile. For each topic students have at least one formative assessment, this varies between Presentation tasks, contribution to debates, newsreports, and a reflective journal. Summative Assessments are as follows: 1.

Written examination consisting of compulsory, structured questions based on sources provided with the examination paper. This will be taken after the study of the first 3 units as per the school calendar.

Candidates analyse and evaluate arguments, interrogate evidence and compare perspectives on global issues listed in the syllabus.

30 marks 2. Component 2 Essay - one per topic Candidates explore different perspectives on issues of global significance arising from their studies during the course and write an essay based on their research. Students will carry out practice essays with given titles, but for their assessment the essay title is devised by candidates themselves.

The essay must be between 1750 and 2000 words and written in continuous prose.

30 marks (10 marks per essay).

3. Component 3 Team Project Candidates work in teams to identify a local problem which has global relevance. Individual team members research the issue and suggest solutions to the problem based on their research findings.

Teams work together to agree a set of proposed team solutions to the problem.

While the focus of the task is on team work, each candidate within a team prepares two pieces of work for individual submission. These are: Presentation Each candidate presents an eight-minute live presentation of their individual research and proposed solutions to the problem. Team presentations are not permitted. (30 marks) Reflective Paper Each candidate explains these team solutions in an individual 800-word reflective paper. (10 marks) 40 marks in total.

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FC HISTORY

What is the nature of History at FC? History at FC level at SJII involves giving a strong foundation to students, which allows them to discover the historical content, access the wider themes and acquire skills in preparation IB. The course will allow students to engage in a variety of topics and give them a basis to experience, understand and analyse these topics. Above all, it is a process of thinking and developing a range of skills which will set them up for higher-order thinking and independent research which is expected of them at IB level. In Grade 10FC there is a particular focus upon the analytical skills required for the IB Diploma.

What is the approach to learning in History?

The student will engage in a variety of topics from diverse areas of the world which will allow them to challenge their geopolitical understanding and significance of the topics. It will challenge them in their skills of judgment, evaluation and reasoning, and it will strengthen their values as they research and study real world dilemmas. It involves a mixture of research, investigation, presentation, with argument and source analysis. There is a strong emphasis on collaborative and communicative assignments allowing students to develop their skills. There is also inquiry-based learning which focuses on skills to enable students to be risk-takers and to investigate the content.

What is the subject content?

The content of the G10 FC History course is an introduction to the basic skills of the Diploma, directed research project on a topic of the students’ choice which is linked to topics covered in the IB programme such as World War One, World War Two, The Cold War, Dictators of the Twentieth Century, China and Japan. The students will mainly cover 20 th Century History in Europe and Asia.

What is the nature of assessment in History?

Students will be assessed throughout with a combination of IGCSE History skills and the IB History skills.

The IGCSE assessment prepares the students for the fundamental knowledge, explanation and source analysis skills. For the IB level, students will be exposed to pertinent extended writing skills which will enhance their essay skills, a major component of many subjects at the IB Diploma level. Students will do formative and summative assessments and a final exam.

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FC ART & DESIGN What is the nature of Art at FC? FC Art and Design is a one-year course that encourages students to think creatively through visual investigation and technical practice. In the second semester the students will combine their learning in Art, Music and Drama to work through a series of exciting projects (Project Based Learning).

What is the approach to learning?

Students learn a wide variety of materials and techniques, through demonstration, workshop, practice, individual and group work. All homework is designed to support and enrich the class work. Students learn about a large number of artists, art movements and art from different cultures, and learn how to apply these techniques and processes to their own work. All this knowledge is applied to all assignments, which the students work on individually. There will be a high level of active learning in the course, and lots of group work in the second semester when the students do project based learning.

What is the subject content?

The projects during the start of the year encourage personal expression, imagination, sensitivity, conceptual thinking, and powers of observation, an analytical ability and practical attitudes. Students will learn how to use and understand a wide variety of materials, techniques and processes, and will create a diverse portfolio of work. During the second half of the year, Students may work on Project based learning units to develop links across the arts. This may change year on year.

Project

Semester 1

The Natural world

Urban and Semester 2 Rural Asia

Subjects

Drawing, painting and mixed media, experimentation.

Drawing, painting, mixed media, resolved works.

Skills Observational drawing in a variety of drawing materials Painting- watercolor, acrylic, dye and ink Collage techniques Observational drawing through site visits. Photography.

Refined drawing and painting skills in a variety of mediums.

What is the nature of assessment?

Students will be assessed periodically throughout the course using the IB Assessment Criteria. This will come in the form of peer assessment, self-assessment, and teacher assessment. All assessment will also provide feedback for the students on how they can improve their work.

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FC THEATRE

1.

What is the nature of Theatre at FC level?

The Aims of the theatre course at FC are to enable students to:    

2.

Explore theatre in a variety of contexts and from the different perspectives of actor, director, designer and audience Understand and engage in the processes of transforming ideas into action Develop and apply theatre production, presentation and performance skills, working both independently and collaboratively Understand and appreciate the relationship between theory and practice What will be the approach to learning?

Students will be exposed to a range of dramatic materials. Different types of activities will also be used in class, such as: pair work, group discussions, debate, devising, and written assignments. There will be opportunities to develop language, skills and confidence through presentations. During the second half of the year, Students may work on Project based learning units to develop links across the arts. This may change year on year.

3.

What will be the subject content?

Skills and processes The basics of theatre as well as collaborative work will be introduced through the first unit of work.

This focusses on the voice and physicality of the actor and how these are read by the audience to make meaning.

Devising and production The second unit of work will focus on the collaborative devising and production elements in the semiotics of theatre. These production elements include designs of set, props, costume, sound and lights.

Journal Students keep a journal from the outset of the course. This is the student’s own record, charting development, challenges and achievements.

4.

What will be the nature of assessment?

60% of grades will be based on the practical work done in class. Marks are given for effort in the processes, as well as the application of what has been learnt.

40% of grades will be given for journal notes which should include reflections, research, insights and critical analysis of their own work as well as the work of others.

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FC MUSIC What is the nature of Music at FC level?

A vibrant musical education fosters curiosity and openness to both familiar and unfamiliar musical worlds. Through learning and participating in the study of music we are able to explore the similarities, differences and links in music from within our own culture and that of others across time. At SJI International student’s learning and active musical engagement allows them to become informed, reflective and critical practitioners in music, to explore and value the diversity of the music across time, place and cultures and develop confidence and experience as a performer.

What is the approach to learning?

FC Music occurs once a week and the lessons are divided into Performance/Creating lessons and Class Units of work. The FC course enables students to acquire and consolidate a range of basic musical skills, knowledge and understanding, through the activities of listening, analysing, performing and creating;     

Develop knowledge, understanding and perception of music in relation to time, place and cultures Develop appropriate musical terminology to describe and reflect their critical understanding of music Comparative analysis of music in relation to time, place and cultures Creative skills through exploration, control and development of musical elements Performance skills through solo and group music making

What is the subject content?

Term one is divided into the following Modules: 1. Brazilian Samba Drumming (4 weeks) 2. Indonesian Gamelan (2 week workshop) 3. Chordophones - Ukulele, Guitar, E-Bass Workshops (4 weeks) 4. African Marimbas / Ensemble Playing (2 weeks) 5. Composing with Music Technology (3 weeks) The above Modules focuses on the following three basic components: Musical Perception, Performance and Creating.

1.

Musical Perception Aimed to create an aural awareness and perception in relation to Western Art music and music from around the world; identifying and commenting on a range of music from cultures in different countries.

This component is taught through various units of work and aims to teach the various analysis and listening skills needed to continue on at IB level;  Develop investigative and thinking skills 21

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Discover significant musical connections between familiar and unfamiliar pieces Develop understanding for rudiments, musical elements, genres and styles Develop appropriate musical terminology to describe and reflect their critical understanding of music

2.

Performance The performance component gives students the opportunity to learn basic skills on a variety of instruments. This includes African Marimbas and Percussion, Keyboards, Ukulele, Guitar, Indonesian Gamelan as well as singing. Lessons focus on active learning and every lesson will usually involve a performance task related to the unit of study. Students will develop rehearsal skills, ensemble skills, instrumental techniques and perform both as a member of an ensemble and as a soloist, throughout the year.

3.

Creating During this component students aim to develop creative skills through exploration, control and development of the musical elements. There will be various tasks throughout the year involving different aspects of music creating; composition, improvisation, arranging and music technology.

Students will also have opportunities to explore and experiment with various music technology programs and compositional software in the new Music Technology lab.

Term Two . During the second half of the year, Students may work on Project based learning units to develop links across the arts. This may change year on year.

What is the nature of assessment?

Students will be assessed periodically throughout the course. This will come in the form of peer assessment, self-assessment, and teacher assessment. All assessment will also provide feedback for the students on how they can improve their work.

Units of work include a variety of assessment tasks and develop skills for the following four components.

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PHYSICAL EDUCATION (CORE)

What is the nature of Physical Education in Grades 9 & 10?

Physical Education in grades 9 & 10 continues to develop the key attributes of cohesion, friendship, social interaction and skill development from grades 7 & 8 with an additional emphasis on independent learning and leadership. Students work towards enhancing their communication skills through leading their peers in small group and whole group activities.

What is the approach to learning?

The whole Physical Education curriculum is designed to allow the students to learn, apply and appreciate a range of sports and games in school and as recreational pursuits for life.

Activities are varied to cater for a wide range of abilities and have an emphasis on healthy living.

Students are always encouraged to better themselves and to learn to be part of a team.

What is the subject content?

Students learn to:       

Explain the relationship of PE to health, for example how to avoid injuries, or the benefits of cardio- vascular fitness Develop social skills and a strong sense of fair play, enthusiasm and commitment, especially in teamwork and encouraging their peers Identify and work to their optimal level of physical fitness Appreciate the use of creative and expressive aspects of movement Refine the motor skills necessary for a variety of activities Understand and apply theories, techniques, rules and training principles of different games Reflect on and evaluate their own and others performances in order to develop strategies for improvement.

What is the nature of assessment?

Students are assessed formatively each lesson and are also given a summative level at the end of each unit of work against a criteria. The criteria, look at a student’s understanding of principles and strategies as well as their competence demonstrating skills and techniques in a range of activities.

Students are exposed to the criteria on a regular basis and can work together to identify areas for improvement based upon these criteria.

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There are two main strands from which the teacher may assess a student. These allow all students (including those medically exempt from lessons) the opportunity to progress and be assessed.

Strand 1 - Use of knowledge Students are expected to have a knowledge and understanding of the physical activities or topics studied.

They are expected to be able to use this knowledge and understanding critically, and apply it to analyse situations and solve problems.

Strand 2 –Performance Assessment will focus mainly on the performance strand.

Students are expected to perform in a range of activities, and show skills and techniques ranging from basic to complex. They should be able to apply tactics, strategies and rules in both individual and group situations.

Students are also assessed on their understanding of how to prepare for exercise and how to lead a warm up. All lessons have a focus on a number of character strengths that students could display which link to a number of key concepts covered in lessons.