2023 Foundation Course Curriculum Booklet

ST. JOSEPH’S INSTITUTION INTERNATIONAL

2023 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.

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. It’s 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 Winson Coe - Head of Grade 10

3

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.

5

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.

6

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 Functions Algebra Trigonometry & Vectors Calculus Differentiation Calculus Integration Applied Mathematics Statistics & Probability

Topics The language and notation of functions, absolute functions, inverse functions, composite functions; transformation of functions Simultaneous Equations; Quadratics; Exponents; Logs; Polynomials, Sequence & Series Solution of Triangles, Circular Measure, Graphs of Trigonometric functions, Trigonometric Identities, Trigonometric equations , Vectors in 2D Differentiation of various functions including integer, fractional and negative indices; Differentiation of composite functions; products and quotients, trigonometric 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 Application of differentiation and integration to analyze motion and to solve equations of motion Descriptive Statistics & Data Analysis ; Probability Diagrams & Conditional Probability; Binomial Expansion, Counting Principles & Binomial Distribution

7

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 problem-solving skills. Students may also be required to make oral presentations.

8

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 instil 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.

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

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

9

What is the subject content?

Students will study three main units during the year:

Area of Exploration

Name of the unit:

Readers Writers and How Texts Move Us Texts January to May

What will be included: Poetry from Different Cultures A variety of poetry from the English speaking world.

Audio Visual Texts (music videos and media campaigns) Advertisements and persuasive techniquesHow language is used to persuade- stylistic analysis.

FC Exam: essay on an unseen poem, and an essay on an unseen advertisement.

Time and Space June to September

Borders and Barriers Personal Barriers/ Boundaries Language and gender How does language show bias?

Gatekeepers to the Media - barriers and borders Media Bias What is news? To what extent are our views of the world our own?

Physical boundaries Language and power How is language used to include and exclude?

The Great Gatsby (Novel study) America in the 1920s- barriers in this context (prohibition, race, gender, social class, poverty, etc..)

Coursework: A 10 minute oral presentation on how an area of human concern is conveyed in two texts of the candidates choice.

Intertextuality

How Texts Entertain Importance of Being Earnest – 19 Century play by Oscar Wilde Us October to End of Analysis of different texts which satirise society- textual analysis. school 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.

10

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 Characteristics of Living Organisms Biomolecules & Enzymes Gas Exchange & Respiration Transport Coordination & Response Inheritance

Chemistry Atomic Structure Bonding & periodicity Quantitative Organic Chemistry Energetics & Kinetics Acids and Bases Oxidation/Reduction Reactions

Physics Waves Mechanics Thermal Physics Electricity 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 of 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 (such as on-line quizzes) Self and peer assessment Coursework (Practical write-ups)

11

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: i. they have an exemption from the MoE which means do not have to study Chinese; or ii. they have already obtained at least a C6 grade in their GCE(O) Chinese examinations. iii. Because of the small class sizes, Malay/Indonesian and Tamil will be taught for two periods per week instead of three. For the remaining one period, students will report to the school library to do self-study. Subject teachers will set meaningful work for the students.

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: Education, Traditional and Modern Culture, Media, Environment, History of Indonesia, 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 (Standard/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, Express or B Syllabus Tamil examination, and the IB Tamil B (Standard Level) examination 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.

13

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 and Indonesian courses build 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 or Indonesian B (Standard and Higher Levels) in Grades 11 and 12.

FC students studying Malay as a Foreign Language are prepared to sit for the IGCSE Malay 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, Vietnamese, Korean, Italian, Russian,Thai 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.

External Assessment: 14

Examinations IGCSE First Language Chinese

IGCSE Chinese as a Second Language IGCSE Chinese (Mandarin) - Foreign Language IGCSE Spanish - Foreign Language IGCSE French -Foreign Language IGCSE German-Foreign Language IGCSE Malay 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, Directed Writing and Classical Chinese Paper 2 Writing Paper 1 Reading & Writing Paper 2 Listening Component 3 Speaking

Weighting 50% 50% 60% 20% 20%

Paper 1 Listening Paper 2 Reading Paper 3 Speaking Paper 4 Writing

25% 25% 25% 25%

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

33% 33% 33% 45% 55%

15

30% 35% 35% 20% 30% 50% 67% 33%

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

Global Perspectives is dynamic and relevant. It is a practical subject that helps students to think and rethink about the world they live in and the issues we face. Students will learn and practice the skills of collaboration, communication, information and media literacy organization, affective skills and reflection, critical thinking and creative thinking. Global Perspectives fosters flexible thinking and is designed to encourage students to rethink their knowledge and provide them with the skills for life-long learning.

What is the approach to learning?

In Global Perspectives students learn how to deconstruct an argument and look at its component parts and then to reconstruct an argument after reflecting on its relative strengths and weaknesses. Global issues are examined through the lenses of the IB humanity subjects of Geography, History, Economics, Psychology and Business and Management. Students need to organise themselves, to analyse material, to think creatively and independently and to make decisions about an issue they may not ordinarily have thought about using this critical path to enquiry.

Global Perspectives gives students the opportunity to direct their own learning and choose a global issue to investigate that resonates with them.

What is the subject content?

In Global Perspectives the subject content will be contemporaneous with the issues of the day and will include the examination of ongoing issues such as poverty and gender equality. The content is intended to be directed by student interest.

What is the nature of assessment?

As well as effective written communication in a range of course work appropriate styles, such as essays, reflections and reports, the 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.

The assessment 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, news-reports, and a reflective journal. Summative Assessments are as follows: 1.

Written examination A written paper consisting of compulsory, structured questions based on sources provided with the examination paper. Candidates analyse and evaluate arguments, interrogate evidence and compare perspectives on global issues.

16

2.

Essay Candidates explore different perspectives on an issue 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.

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 and then put their plan into action.

17

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 20th 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.

18

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 first semester the students have Art once a week and will explore a range of media, techniques and processes. In the second semester the students will select one of the Arts subjects to take 2 times a week. This will be to help them prepare for IB Visual Arts or one of the other Arts subjects.

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 academic research to prepare for IB. 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 will work in a more IB focused way, producing work like the work produced in Grades 11 and 12 but on a smaller scale.

Project

Semester 1

The Natural world

Subjects

Drawing, painting and mixed media, experimentation.

Various – depending on the individual’s IB Visual Arts Semester 2 interest Style work

Skills Observational drawing in a variety of drawing materials Painting- watercolor, acrylic, dye and ink Collage techniques Art making, research, analysis, evaluation, presentation.

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.

19

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 drama and 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 a class production.

3.

What will be the subject content?

Skills and processes Drama and Theatre skills, as well as collaborative work will be introduced during the first unit of work.

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

Devising and production The second unit of work will focus on the collaborative process of creating theatre. Students will learn how to use production elements such as set, props, costume, sound and lights in their performances.

4.

What will be the nature of assessment?

Assessment will be both formative and summative.

Students will be assessed on their performances, written assignments and reflections and their collaboration and engagement during classes.

20

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 lessons occur once a week, the basis of which are formed by investigating foundation areas of inquiry (AOIs), similar to units, which act as a springboard to expanding the student’s awareness of music in a global context. Students are encouraged to use these areas of inquiry as a starting point to further investigate their own interests in music. The course enables students to acquire and consolidate a range of basic musical skills, knowledge and understanding, through the exploration, experimentation and presenting of music they: ● ● ● ● ●

Developing appropriate musical terminology through the lense of the musical elements (dynamics, rhythm, context, structure, melody, instrumentation, texture and harmony) Develop knowledge and understanding of music in relation to time, place and cultures Comparatively analyse music in relation to time, place and cultures Develop creativity through the exploration, control and development of musical elements Develop performance skills through presenting music as solos or in ensemble groups

What is the subject content?

● ● ● ●

Student’s are introduced to the Areas of Inquiry by investigating: Samba drumming African Ensembles (marimbas and drumming circles) Music production through a variety of technology Performing in groups (rock bands and ensembles)

Student-led areas of inquiry are interests that students generate themselves. These interests are encouraged and developed in a more organic way, either as an off-shoot of the foundation AOIs or from their own study into music. From identifying their own interests and exploring, experimenting and presenting music in these personal contexts students generate a life-long love of music learning. There is the potential to create service based opportunities based on the work produced as a result of these areas of inquiry to help students understand the role of music in a local context and to further embed SJI Internationals mission of leaving to serve.

Students will be given the opportunity to use a variety of acoustic instruments as well as ongoing access to music technology resources to assist their investigations into the AOIs. 21

The above AOIs are studied through the approaches of exploration, experimentation and presentation: Exploration When exploring music in context, students will learn how to engage with a diverse range of music that will broaden their musical horizons and provide stimuli to expand their own music-making. Students will demonstrate diversity and breadth in their exploration by engaging with music from the areas of inquiry in personal, local and global contexts.

Presenting When presenting music, students learn to practise and prepare pieces that will be performed or presented to an audience (of at least their peers in the classroom). In working towards completed musical works, students expand their musical identity, demonstrate their level of musicianship, and learn to share and communicate their music as researchers, creators and performers.

Experimenting When experimenting with music, students connect their studies of the AOIs to practical work and gain a deeper understanding of the music they engage with. Through this theoretical and practical work students will learn to experiment with a range of musical material and stimuli from the areas of inquiry across local and global contexts.

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 assessments will also provide feedback for the students on how they can improve their work.

Students are given the opportunity to take part in a variety of assessment tasks and develop skills linked to both the student-led and foundation AOIs outlined above. This is in the form of performance based evidence, composition work, written tasks, portfolio style log entries and listening work.

22

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.

23

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.