curriculum guide - bangkok patana school · which is of an extremely high standard, ... patana...

Curriculum Guide

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Key ContaCts name email

Head of School Mr Matt G Mills [email protected]

Thai Headmistress-Director Ms Rurdapa Polanunt [email protected]

Secondary Principal Mr Michael Smith [email protected]

Assistant Principal — Curriculum and Assessment Mr Gavin Lazaro [email protected]

Assistant Principal — Student Welfare Ms Helen Thew [email protected]

Secondary Careers Coordinator Mr Robin Barton [email protected]

Admissions and Registration Ms Vivienne Lai [email protected]

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Subject Guide

CORE SUBJECTSEnglish IGCSE ........................................................................... 10Mathematics IGCSE ................................................................... 12Science IGCSE .......................................................................... 15Modern Foreign Languages GCSE .................................................... 17English as a Second Language IGCSE .......................................... 18Thai First Language IGCSE ......................................................... 19Thai Language and Culture ......................................................... 20Physical Education — Core ......................................................... 21

OpTiOnal SUBJECTSArt and Design IGCSE ............................................................... 22Business Studies IGCSE .............................................................. 23Computer Studies IGCSE ............................................................ 25Drama IGCSE ........................................................................... 26Design Technology IGCSE .......................................................... 28Economics IGCSE ......................................................................30Environmental Management IGCSE .............................................. 31Geography IGCSE ..................................................................... 32History IGCSE ........................................................................... 33Information and Communication Technology IGCSE .......................34Music IGCSE ............................................................................ 35Physical Education GCSE ............................................................ 37

cONteNtS

F o r e w o r d f r o m t h e H e a d o f S c h o o l . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4I n t r o d u c t i o n f r o m t h e S e c o n d a r y P r i n c i p a l . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5T h e K e y S t a g e 4 C u r r i c u l u m . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6T h e P a s t o r a l P r o g r a m m e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8C o r e S u b j e c t s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10O p t i o n a l S u b j e c t s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 2L e a r n i n g S u p p o r t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 8C a r e e r s S u p p o r t a n d A d v i c e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 9E l e c t i v e s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 0R e s i d e n t i a l V i s i t s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41E x t r a C u r r i c u l a r A c t i v i t y ( E C A ) P r o g r a m m e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 2K e y S t a g e 4 O p t i o n F o r m ( l o o s e s h e e t )

B a n g k o k P a t a n a S c h o o l4

Bangkok Patana School offers a broad and balanced British international education from Nursery to Year 13 when students are complete their preparation for university entrance.

This booklet is one of a series that summarises the curriculum for 2009–2010 at the follow-ing stages:

Foundation and Key Stage 1 (Nursery to Year 2)•Key Stage 2 (Year 3 to Year 6)•Key Stage 3 (Year 7 to Year 9)•Key Stage 4 (Years 10 and 11)•Senior Studies (Years 12 and 13)•

These summaries are important as they give parents and staff an overview of what we of-fer across the complete age range. This overview is also increasingly important to students as they too seek to understand the nature of what they are learning, especially when they have to make choices about what they will study for (I)GCSE and the International Baccalaureate Diploma programme.

This booklet should be read after a careful review of our website, www.patana.ac.th and in conjunction with another of our publications, Student Achievement, 2007–8. Here you will find more background about what makes our school so special, as students of all ages grasp the opportunities of an extensive range of learning experiences offered both in the main curriculum and our extra-curricular programme. What our students achieve academically, which is of an extremely high standard, must therefore be set in the context of their incredible commitment to our sports programme, outdoor education, our cultural activities and service projects. We are the leading sports school in Thailand, the pioneer of the International Award for Young People, one of the key schools in South East Asia offering Model United Nations and a leading school for the arts.

As they progress through the school, we expect our students to acquire the skills and mo-tivation to become independent learners who seek knowledge and fulfilment actively while also seeking to establish a balance in their lives. We want them to take risks, learn from their mistakes and question critically. These are the skills that will prepare them for the next stage of their education, wherever it takes place, and get them ready for the challenge of the world of work in the 21st Century.

We are very proud of the quality of teaching and learning that takes place at Bangkok Patana School and we hope that these booklets and our other publications will help you un-derstand more about what we set out to achieve here as we introduce increasingly challenging material to our students as they progress through the school.

We would be delighted to help you in any way once you have read this booklet. Please do not hesitate to contact us through the admissions office or via our Primary and Secondary school offices if you need any further information.

FOrewOrd FrOm the head OF SchOOl

Matt G. Mi l l sH e a d o f S c h o o l

“Bangkok Patana

School offerS a Broad

and Balanced BritiSh

international education

from nurSery to year 13

when StudentS are PreParing

for univerSity entrance.”

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iNtrOductiON FrOm the SecONdary priNcipal

Michael SmithP r i n c i p a l , S e c o n d a r y S c h o o l

“the SuBjectS availaBle

to StudentS in key Stage

4 have Been Selected with

the intention of Providing

a Broad and Balanced

curriculum, which ProvideS

an excellent foundation

for the Senior StudieS

Programme.”

The academic programme that Bangkok Patana School offers in Years 10 and 11 (Key Stage 4) builds on the skills developed in Key Stage 3. All students are required to

follow a two-year programme leading to the General Certificate of Secondary Education (GCSE) or its international equivalent, the (I)GCSE. The curriculum includes the follow-ing core subjects: English, Mathematics, Science, a Modern Foreign Language (MFL) and Physical Education. Students select three other subjects, one of which must be either His-tory, Geography or Environmental Management.

The curriculum in Years 10 and 11 encourages students to:Develop oral and practical skills.•Develop an investigative approach.•Use initiative to solve problems.•Apply skills, knowledge and understanding.•Undertake individual projects and learn to work as part of a team.•Become more effective as independent learners.•

(I)GCSE examinations are designed to be accessible to the whole ability range and re-sults are graded from A*–G. Students who fail to reach the required standard receive a U whilst students showing outstanding ability receive an A*.

Heads of Faculty select and determine the level of each course of study which is appro-priate to each individual student. The subjects available to students in Key Stage 4 have been selected with the intention of providing a broad and balanced curriculum, which provides an excellent foundation for the Senior Studies Programme.

It is therefore imperative that students pursue their chosen subject areas to the best of their ability.


the Key StaGe 4 curriculum

iNtrOduct iONThe General Certificate of Secondary Education (GCSE) is an ex-amination which originates from England and Wales and is the standard qualification that students aged 14 to 16 will study there. The international equivalent of the GCSE is the IGCSE; many in-ternational schools follow IGCSE syllabi because it gives students an international perspective by having less Anglo-centric content and a clearer way of approaching topics, bearing in mind the language skills of students for whom English may not be their first language.

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

English• Tutorial•

Mathematics• Physical Education•

Co-ordinated Science•Modern Language •(one from French, Japanese, Mandarin, Spanish or Thai)

In addition to these mandatory core subjects, students choose three subjects from the list of optional subjects shown on the seper-ate option form. Although the design of this options outline ensures that students receive a broad and balanced curriculum, it is advisable to spend time researching the best combination of subjects for indi-viduals bearing in mind personal preference, enjoyment and possible future careers.

The key features of the curriculum that we offer and the ways in which they are delivered stem from Bangkok Patana School’s Mission:

Our miSS iONOur mission is to ensure that students of different nationalities grow to their full potential as independent learners in a caring British in-ternational community.expec ta t ionsWe have high expectations of all students and value continuity in their learning. At their individual level students achieve the highest academic standards.

Our British based educational ethos:Provides a well-rounded education of the highest quality for •English-speaking children;Develops the essential knowledge and skills necessary for •academic success;Instils a love of learning in preparation for a productive and •fulfilling future;Values each student’s intellectual, physical, social and •emotional development while encouraging them to be resourceful and creative;Develops an understanding of self worth and the worth of others•

Staff at Bangkok Patana School therefore:Inspire students to fulfil their potential at an individually •challenging level;Develop responsibility and self-discipline;•Respect children as individual learners and plan accordingly.•

OutcomesAs members of our community, and as a result of their time with us, young people learn how to:

Value the richness of Thai culture;•Value their own culture, while showing respect for that of others;•Work as individuals and as part of a team;•Make, and act upon, informed choices concerning moral, •ethical and aesthetic issues;Develop lively, positive and inquiring minds;•Strive for excellence at all times;•Take pride in their own achievements and in the success of others;•Lead a balanced and thoughtful life.•

aSSeSSmeNtAssessment in its many forms is an integral part of curriculum delivery at Bangkok Patana School. The main purposes of assessment are to:

Find out what the students have achieved in terms of their •acquisition of knowledge, skills, concepts and attitudes;Provide information to use in future teaching and learning;•Involve students in self-assessment thus enhancing motivation;•Help students set their own achievable targets;•Provide the teacher with feedback which informs planning •and teaching;Provide information and evidence for reporting;•Develop self-confidence in the students as learners and •support their progression.

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A wide range of assessment tools are used:Testing at the end of units or topics;•Observing;•Listening;•Asking questions;•Analysing a product;•Students assessing their own achievement — self assessment;•Students assessing each others’ achievement — peer assessment.•

At the end of Year 10, all students sit annual exams in the subjects that they have been studying. These exams assess what they have learned throughout the year, so it is important that students revise all the work they have covered. At the end of Term 1 in Year 11 all students sit trial (I)GCSE exams which cover as much of the syllabus as possible at that time. These exams are intended to be summative in nature — they give students a clear picture of where their attain-ment lies at the present. Additionally, and perhaps more importantly, they are also intended to be formative in that they give students and staff guidance on where weaknesses and strengths lie with the aim of improvement and progression.

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

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

Students record the homework set in their Contact Book and staff also record homework on the Homework Database which gives students and parents access to this information off-campus. Experi-ence has shown that students respond well to parental interest in their work and we encourage parents to monitor homework habits and take an interest in what is being studied at school.

tutOr GrOupSStudents are placed in a tutor group which is overseen by a tutor. Students meet their tutors every day at morning and afternoon reg-istration and also for Tutorial lessons twice per week. Tutors are the first point of contact for students experiencing difficulties. They also monitor use of the Contact Book which is used for recording home-work and provides a means for staff and parents to communicate with one another.

the SchOOl dayStudents receive lessons and attend registration twice a day with their tutor. They have two break times which they can use for eating, rec-reation or extra-curricular activities.

7.40–7.50 Registration

7.50–8.30 Period 1

8.30–9.10 Period 2

9.10–9.30 First break

9.30–10.10 Period 3

10.10 –10.50 Period 4

10.50–11.30 Period 5

11.30–12.10 Period 6

12.10–13.05 Second break

13.05–13.10 Registration

13.10 –13.50 Period 7

13.50–14.30 Period 8

perSONal pOrtFOl iOThroughout their time at Bangkok Patana School, students are en-couraged to gather evidence of their achievements and to assemble an electronic record which they will take with them when they leave the school. This exercise helps to motivate students and gives them a sense of responsibility for their own educational and personal development.

recreat iONStudents can use their free time to become involved in a number of activities at second break and after school. The precise activities offered vary from time to time, but encompass sports, drama, art, music and other creative pursuits.


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

aimSAt Bangkok Patana School we aim to ensure that everyone:

Works within an atmosphere where individuals are valued and where their self-esteem is enhanced;•Gains sufficient knowledge with which to make informed choices concerning moral issues;•Prepares for adult life.•

the StraNdS OF the prOGrammeThese are:

Citizenship and Community • Careers Education • Personal Portfolios•

Relationships • Health Education• Residential Visits•

Study Skills and Target Setting•

D e l i v e r yThe programme is delivered by the pastoral group tutors during a one hour and twenty minute session each week. When expertise or knowledge is required which is beyond that of the tutor, outside speakers are invited in or the school’s own subject specialists are used to supplement the programme. Support tutors are also available to assist with the delivery of the tutorial programme.

An integrated approach is used, where skills, concepts and knowledge are cultivated in the mainstream curriculum and reinforced in the tutorial programme. Often objectives from more than one of the strands of the programme are covered in the same unit. For example the Balloon Debate looks at personal and social skills as well as developing research skills.approaches

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

cONteNt

Year 10 Units Year 11 Units

Settling into Year 10 — Our Values•The Balloon Debate•Residential Preparation:- First Aid, •Navigation, Camp Craft and CookingResidential Visit•Inter-House Sport•Myths about Alcohol and Drugs•Human Rights•Aids and HIV in Thailand•Coursework and Time Management•Study skills and Revision planning•

Target Setting and Work Reviews•Revision Techniques and Time Management•Careers Advice•Stress Management•Self Defence•Alcohol Education•Body Language/Assertiveness•First Aid•Sexual Decision Making•HIV/AIDS•Revision Skills and Final Exam Preparation•

the paStOral prOGramme

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perSONal pOrtFOl iOSAll students in Key Stage 4 are encouraged to keep a Personal Portfolio.a i m sThe aims of the Personal Portfolio are to:

Enhance motivation by allowing students to recognise and •celebrate their achievements, both inside and outside the classroom;Encourage students to develop responsibility for their own •learning and future development, through evaluation of all their achievements;Assist the students in the production of formative and •summative documentary evidence of achievement which can be taken with them when they leave school and used as they feel appropriate.

O b j e c t i v e sIn order to achieve these aims there are general objectives which need to be developed at each Key Stage.

At each Key Stage all students should:Collect evidence and assemble an e-portfolio of •achievements;Reflect upon and recognise their own achievements through •the various opportunities presented to them as they progress through the school;Produce a summative document which provides an analysis •of their achievements at that time in their lives.


eNGliSh laNGuaGe iGcSeEdexcel 4355

aimS:To develop:

An understanding of the spoken word and the capacity to participate effectively in a variety of speaking and listening activities, •matching style and response to audience and purpose;The ability to read, understand and respond to all types of text; •Recognise and appreciate themes and attitudes and the ways in which writers achieve their effects;•Information retrieval strategies for the purpose of study;•The ability to construct and convey meaning in written language, matching style to audience and purpose.•

cOurSe Outl iNeSpeaking and Listening Coursework•Written Coursework•Written Examination•

aSSeSSmeNt

english langUage

Component DesCript ion time Weighting

speaking anD listeningA range of individual and group activities are assessed with the best two recorded

Activities completed throughout Years 10 and 11

10%

Written CoUrseWork

Students will be assessed for reading and writing and the work will be in a variety of forms and genres to reflect the students’ individual style and interest.The 2 coursework pieces are:

Personal and imaginative writing•A comparative poetry essay•

Completed by end of Year 10 with final opportunities for re-drafting in Term 1 of Year 11

20%

Final examination

A two-hour examination in which students are assessed for reading and writing. One prose extract from the Edexcel Anthology is chosen. The rest of the examination is unseen.

May of Year 11 70%

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aimSThe course aims to:

Encourage a personal appreciation of literature and develop an understanding of the techniques involved in literary criticism;•Introduce students to a range of literary works of different periods, genres, styles and contexts;•Develop the ability of students to engage in close, detailed analysis of written text;•Develop the students’ powers of expression, in both oral and written communication;•Promote in students an enjoyment of, and lifelong interest in, literature.•

cOurSe Outl iNeWritten Coursework•Written Examination•

aSSeSSmeNt


Formal poetrY essaYStudents will produce an essay which compares three poems from the Anthology.

Completed in Term 3 of Year 10 with an opportunity to re-draft in Term 1 of Year 11

30%

terminal examination

A 1½ hour examination in which students are assessed on their knowledge of a set play and set novel. Students choose one Drama essay from a choice of two, and one Novel essay from a choice of two. The examination is unseen and closed book.

May of Year 11 70%

T i m e t a b l e a l l o c a t i o nEnglish Language and English Literature are taught as an integrated course with all students receiving 5 lessons per week. C o u r s e S t r u c t u r eStudents are taught in sets at IGCSE. There are normally two Set 1 groups, 5 Set 2 groups and 1 one smaller group for students who require extra support.

eNGliSh literature iGcSeEdexcel 4360


aimSThe aims of the course are to enable students to:

Develop their mathematical knowledge and oral, written and practical skills in a way which encourages confidence and provides •satisfaction and enjoyment;Apply mathematics in everyday situations and develop an understanding of the part which mathematics plays in the world around them;•Use mathematics as a means of communication with emphasis on the use of clear expression;•Solve problems, present the solutions clearly, check and interpret the results;•Acquire a foundation appropriate to their further study of Mathematics and of other disciplines.•

cOurSe Outl iNe

Number• Rate• Proportion•Set notation and language• Percentages• Linear programming•Squares• Use of an electronic calculator• Indices •Square roots and cubes• Measures• Geometrical constructions•Directed numbers• Time• Symmetry•Ratio• Personal and household finance• Angle properties•Ordering• Graphs in practical situations• Locus •Standard form• Graphs of functions• Mensuration•The four rules• Straight line graphs• Trigonometry•Estimation• Functions• Statistics•Limits of accuracy• Algebraic manipulation• Probability•Vulgar and decimal fractions and •percentages

Algebraic representation and •formulae

Vectors in matrices and •transformations two dimensions

Solutions of equations and •inequalities

Geometrical terms and •relationships

T i m e t a b l e a l l o c a t i o nTwo 80-minute and one 40-minute lesson per week.

aSSeSSmeNtStudents sit two papers. The students following the core programme students will sit Papers 1 and 3 and students following the extended programme sit papers 2 and 4. The assessment outline is as in the following table.

paper DesCript ion time Weighting

1 (Core) 18–20 short response questions 1 hour 35%

3 (Core) 8–10 structured longer response questions 2 hours 65%

2 (extenDeD) 20–22 short response questions 1 hour 35%

4 (extenDeD) 8–10 structured longer response questions 2 hours 65%

C o u r s e S t r u c t u r eThe students are placed into sets according to ability. Sets 3–6 follow the Extended course which allows students to access grades A*–C. Sets 7 and 8 follow the Core course which allows students to access Grades C–G.

mathematicS CIE 0580

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Consolidate and extend their elementary mathematical skills, and use these in the context of more advanced techniques;•Further develop their knowledge of mathematical concepts and principles, and use this knowledge for problem solving;•Acquire a range of mathematical skills, particularly those which will enable them to use applications of mathematics in the context of •everyday situations and of other subjects they may be studying;Develop the ability to analyse problems logically, recognise when and how a situation may be represented mathematically, identify •and interpret relevant factors and, where necessary, select an appropriate mathematical method to solve the problem;Acquire the mathematical background necessary for further study in this or related subjects.•

cOurSe Outl iNe

Set language and notation• Factors of polynomials• Circular measure•

Functions• Simultaneous equations• Trigonometry•

Quadratic functions• Vectors in 2 dimensions• Matrices•

Indices and surds• Straight line graphs• Binomial expansions•

Logarithmic and exponential functions• Permutations and combinations• Differentiation and integration•


aSSeSSmeNt


1 Pure Mathematics 2 hours 50%

2 Pure Mathematics 2 hours 50%

C o u r s e S t r u c t u r eStudents are set by ability in Mathematics. This option is followed by students in the second set who have already completed their IGCSE Mathematics in Y10.

additiONal mathematicSCIE 0606



Develop their mathematical knowledge and skills in a way which encourages confidence and provides satisfaction and enjoyment;•Develop an understanding of mathematical principles and an appreciation of Mathematics as a logical and coherent subject;•Acquire a range of mathematical skills, particularly those which will enable them to use applications of mathematics in the context of •everyday situations and of other subjects they may be studying;Develop the ability to analyse problems logically, recognise when and how a situation may be represented mathematically, identify •and interpret relevant factors and, where necessary, select an appropriate mathematical method to solve the problem;Acquire the mathematical background necessary for further study in this or related subjects.•

cOurSe Outl iNe

paper 1 paper 2

Quadratics•Functions•Coordinate geometry•Circular measure•Trigonometry•Vectors•Series•Differentiation and integration.•

Algebra•Logarithmic and exponential functions•Trigonometry•Differentiation•Integration•Numerical solution of equations•


aSSeSSmeNt


1 P1 — Pure Mathematics 1¾ hours 60%

2 P2 — Pure Mathematics 1¼ hours 40%

C o u r s e S t r u c t u r eStudents are set by ability in Mathematics. This is the option followed by students in the top set who have already completed their IGCSE Mathematics in Y10.

advaNced SubSidiary level mathematicSCIE 9709

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The Edexcel IGCSE courses offered in Science are:

igCse sCienCe (DoUble aWarD) (syllabus code 4437) sets other than 1a and 1b

igCse biologY (syllabus code 4325)set 1a and set 1b students onlyigCse ChemistrY (syllabus code 4335)

igCse phYsiCs (syllabus code 4420)

aimSThese specifications give students the opportunity to:

Appreciate the practical nature of science;•Acquire experimental skills based on correct and safe laboratory techniques;•Acquire a systematic body of scientific knowledge and facts and an understanding of scientific concepts, principles, themes and patterns;•Appreciate the importance of accurate experimental work to scientific method and reporting;•Form hypotheses and design experiments to test them sustain and develop an enjoyment of, and interest in, the scientific world;•Appreciate the significance of science in wider personal, social, environmental, economic and technological contexts, and consider •ethical issues;Select, organise and present information clearly and logically, using appropriate scientific terms and conventions;•Prepare for more advanced courses in each of the three scientific disciplines•

cOurSe Outl iNeThe Edexcel IGCSE in Double Award Science is designed as a two-year course of study. It takes approximately two-thirds of the subject

content of each of the Edexcel IGCSE single sciences (Biology 4325, Chemistry 4335 and Physics 4420), and combines them into an IGCSE Science specification worth two IGCSEs.

The IGCSEs in Physics, Chemistry and Biology are also designed as a two-year course of study and combine the features of Edexcel’s O Level and GCSE in each subject. All of the courses have interesting and inspiring modern specifications, suitable both for those for whom it is a final science qualification and also for those who require a sound foundation for further study of any of the Sciences at IB. The sections in the courses are as follows:

biologY Chemistr Y phYsiCs

stUDents in all sets

B1: Nature and variety of living organismsB2: Structures and functions in living organismsB3: Reproduction and inheritanceB4: Ecology and the environmentB5: Use of biological resources

C1: Principles of chemistryC2: Chemistry of the elementsC3: Organic chemistryC4: Physical chemistryC5: Chemistry in society

P1: Forces and motionP2: ElectricityP3: WavesP4: Energy resources and energy transferP5: Solids, liquids and gasesP7: Radioactivity and particles

stUDents in sets 1 a anD 1b

— — P6: Magnetism and electro-magnetism

iGcSe ScieNceS


T i m e t a b l e a l l o c a t i o nEight 40-minute lessions per week.

aSSeSSmeNtCandidates are entered at either Foundation Tier or Higher Tier. Questions in the Foundation Tier paper are targeted at grades in the range C–G whilst questions in the Higher Tier paper are targeted at grades in the range A*–D.

The tiers of entry are summarised below:FoUnDation tier

Component assessment length Weighting

1 1F: Biology (Foundation) 1¼ hoursEqual weighting worth 80% of overall grade2 2F: Chemistry (Foundation) 1¼ hours

3 3F: Physics (Foundation) 1¼ hours

anD tWo oUt oF three oF the FolloWing

7 Paper 7: Biology alternative to practical 1¼ hoursEqual weighting worth 20% of overall grade8 Paper 8: Chemistry alternative to practical 1¼ hours

9 Paper 9: Physics alternative to practical 1¼ hours

higher tier

Component assessment length Weighting

4 4H: Biology (Higher) 1½ hoursEqual weighting worth 80% of overall grade5 5H: Chemistry (Higher) 1½ hours

6 6H: Physics (Higher) 1½ hours

anD tWo oUt oF three oF the FolloWing

7 Paper 7: Biology alternative to practical 1¼ hoursEqual weighting worth 20% of overall grade8 Paper 8: Chemistry alternative to practical 1¼ hours

9 Paper 9: Physics alternative to practical 1¼ hours

C o u r s e S t r u c t u r eStudents are set according to their attainment in topic tests, practical assessments, the annual examination and discussions amongst their Science teacher(s) at the end of Year 9. The majority of students follow the Science (Double Award) course leading to two IGCSE passes. Able students in the top two sets may be given the opportunity to sit separate IGCSE Biology, Chemistry and Physics examinations leading to three IGCSE passes. Set changes can occur at the end of each term until the end of Term 1 in Year 11. Students new to Bangkok Patana School will be given an induction test on their first day which is used to place them in the appropriate set.

All classes taking the Science (Double Award) course will study Foundation and Higher material up until the end of the Term 1 in Year 10. After this time the lower sets may concentrate on Foundation material alone thus removing the obligation to study the more demand-ing aspects of the course and thus enhancing their chances of achieving a Grade C in the final examinations. After the trial examinations in Year 11 at the end of Tem 1, students are entered for the Foundation or Higher exam based upon their performance to date in the topic tests and trial examination results.M o r e i n f o r m a t i o nh t t p ://w w w.p a t a n a .a c . t h/s e c o n d a r y/s c i e n c e/s c i e n c e _ h o m e .h t m l

17

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

Write accurately in the target language;•Read and understand the written language;•Communicate orally in the target language;•Understand the spoken language.•

cOurSe Outl iNeEqual weighting will be given to the four key skills of

Listening•Speaking•Reading•Writing•

T i m e t a b l e a l l o c a t i o nFour 40-minute lessons per week.

aSSeSSmeNt

C o u r s e S t r u c t u r eAll students in Key Stage 4 study one MFL and are taught in mixed ability groups. Students have the option of taking the exam at Founda-tion or Higher level. Foundation gives access to grades C–G whilst Higher gives access to grades A*–C. Normally a prerequisite of at least one year of formal study of the chosen language is required prior to enrolment on the course.

It is important to realise that these are foreign languages and as such there is no curriculum provision for home language support. There may be an opportunity to support this outside of the curriculum and we encourage contact with the department in this event.

mOderN FOreiGN laNGuaGeS GcSeEdexcel: French 1226, German 1230, Mandarin 1666, Japanese, 1751, Spanish 1246

exam paper DesCript ion time Weighting

1 Listening ¾ hour 25 %

2 Speaking N/A 25%

3 Reading 1 hour 25%

4 Writing 1 hour 25%


aimSThis course aims to ensure that students:

Achieve a recognised qualification in their language of study independently of their performance in ‘first language’ English;•Regularly read English novels and develop a healthy reading habit to improve passive awareness of grammatical structures and •increase their range of vocabulary;Are exposed to a variety of written texts in a wide range of formats relevant to their age and experience as students in a fast-•changing modern world;Are better able to access and perform well in their other (I)GCSE subjects which require a sufficient passive understanding and active •production of the English language;Practise the four language skills as outlined below throughout the course. •

cOurSe Outl iNeThere are four essential aspects to the course:

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

Writing Form-filling, note-taking, summary-writing, writing informal and formal letters, articles and discursive essays

speakingParticipating in and initiating short, structured conversations with their peers and the teacher about contemporary topics in order to develop full engagement with the chosen topic as well as spoken accuracy and fluency

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


aSSeSSmeNtAll Bangkok Patana School’s ESL students are entered for the Extended IGCSE examination papers which test the students’ reading, writ-ing, listening and oral abilities:

extenDeD examination paper DesCript ion time Weighting

graDes available: a*–e

2 Reading/Writing 2 hours 70%

4 Listening ¾ hour 30%

5 Oral Interview ¼ hour Independently Graded (1–5)

C o u r s e S t r u c t u r eKey Stage 4 ESL students are placed in one of two sets depending on their level of English as assessed in an initial past paper assessment test. Movement between the two sets is occasionally warranted based on a student’s performance in end of term tests, though such movement is kept to a minimum to minimise disruption and ensure continuity.

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aimSThe course aims to encourage students to:

Communicate accurately, appropriately and effectively in writing;•Understand and respond appropriately to what they read;•Enjoy and appreciate the variety of language;•Complement other areas of study by developing skills of a more general application such as analysis, synthesis, drawing of inferences;•Promote personal development and an understanding of themselves and others.•

cOurSe Outl iNeStudents study the four language skills — reading writing, listening and speaking — though greater attention is paid to reading and writing.

reaDing

Students should:learn to scan for and extract specific information. •demonstrate understanding of a variety of authentic, extended texts •learn to organise material and present it in a given format.•

Writing

Students should:write in accurate simple sentences and in a variety of sentence structures •express thoughts, feelings and opinions in order to interest, inform or convince audiences•identify main and subordinate topics, summarise, paraphrase, and re-express the information•recognise and respond to simple linguistic devices including figurative language•show some sense of audience and awareness of style.•demonstrate adequate control of appropriate vocabulary, syntax and grammar, punctuation and •spelling.recognise the need for paragraphing•edit or elaborate the work of others•

listening anD speakingStudents should:

demonstrate an understanding of specific details and more general meanings.•

T i m e t a b l e a l l o c a t i o n : Four 40-minute lessions per week.

aSSeSSmeNtThe IGCSE First Language Thai examination has no listening or speaking components.

There are two question papers as follows:


2 Reading and Directed Writing 2¼ hours 60%

3 Continuous Writing 1¼ hours 40%

FirSt laNGuaGe thaiCIE 0518


cOurSe StructureAll Year 10 and 11 students of Thai nationality are required to study Thai. Students learning Thai language are divided into two groups according to their ability, particularly in Thai literacy.

School provides one external examination for Thai language: IGCSE First Language Thai from Cambridge International Exami-nations. This group of students is set according to ability; students opting for this course should be native speakers who are fluent in reading and writing Thai.

aimSThe course aims to enable students to:

Acquire four language skills of reading, writing, speaking •and listening in Thai;Gain knowledge, understanding and appreciation of Thai culture.•

cOurSe Outl iNeThe Thai Language and Culture course teaches an appreciation and understanding of Thai culture through the learning of Thai language. It is set according to ability, and is designed to develop students’ abili-ties in Thai language at a foundation level. It places equal emphasis on developing the four language skills of reading, writing, speaking and listening. T i m e t a b l e a l l o c a t i o nFour 40-minute lessons per week.

aSSeSSmeNtThere is no external assessment for this course. Students in this group are internally assessed on the four key skills with a greater emphasis placed on reading and writing.

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aimSThis non-examinable course aims to:

Build upon skills learnt and developed in previous years;•Improve students’ knowledge and personal levels of fitness;•Develop and maintain a habit of physical exercise and activity and develop a lifelong commitment to physical activity;•Give students the opportunity to pursue sports and activities that they have previously enjoyed as well as giving them the opportunity •to experience new activities as part of a broader curriculum via the provision of a fixed elective system.

cOurSe Outl iNeStudents opt for activities based upon a fixed elective, whereby choices are made over a limited range of activities. They are able to take responsibility for their own curriculum and so can plan to either reinforce skills or interests in sports and activities previously learned or to experience new and different activities. Students participate in activities for 5 weeks per unit.T i m e t a b l e a l l o c a t i o nOne 80-minute lesson per week.

aSSeSSmeNtStudents are assessed throughout the duration of each activity and this informs the lessons that they receive. This is a non-examination subject, in which active participation, leadership and enjoyment is encouraged. Students opt for activities, and therefore are able to follow a personalised curriculum throughout the year. C o u r s e S t r u c t u r eStudents opt for activities across a whole year. They are taught in mixed sets and may opt for one or other activity per 6 week unit. Activities may be chosen from:

sports aCtivit ies leisUre aCtivit ies Fitness aCtivit ies

Football•Basketball•Rugby•Touch rugby•Volleyball•Tennis•Softball•

Golf•Kayaking•Climbing•

Weight training•Circuit training•Aerobics•Body pump•Body combat•Running•Swimming•

phySical educatiON — cOre


aimSThe aims of the course are to:

Encourage an interest in, and enjoyment of, all aspects of art and design and associated creative activities;•Stimulate visual awareness of the world around us;•Develop the ability to record accurately by drawing from direct observation;•Develop the process of investigation and research in the preparation of work;•Encourage a wide range of approaches to the creative process;•Provide the opportunity to explore a range of subject disciplines;•Develop an independent and self-motivated approach to the study of the subject, in which work at home is seen as a natural •extension of the lessons;Practise appropriate skills;•Develop a specialist vocabulary with which to express a critical appreciation of art work.•

cOurSe Outl iNeIn Year 10, painting and related media students will work in two areas:

Observational study•Interpretative study•

They do so using a range of media: pastels, oils, acrylics, mixed media, watercolour, relief work, collage, printmaking, etc. Art and Design students refine their drawing and design skills whilst also completing practical workshop sessions. A multidisciplinary approach is fostered with specialised classes in drawing, painting, printing and sculpture.

In Year 11, students will choose to specialise in one of the areas. This will vary from student to student following negotiation with their teacher. A far more independent approach is encouraged. The students’ final exam will be in their chosen area of specialisation.T i m e t a b l e a l l o c a t i o nTwo 80-minute lessons per week.

aSSeSSmeNtStudents must present an A2 portfolio consisting of eight sides of preparation work and one finished piece of art. For the final eight hour exam, students produce supporting work and a final piece of observational or interpretative work.

Mark weighting is:Coursework — 50%•Final Exam — 50%•

Work is assessed through internal and external moderation.C o u r s e S t r u c t u r eThe course allows for a significant depth of knowledge in the areas of drawing, painting and design. This will give students a broad range of skills and provide an excellent foundation for the IB Diploma, A Level or similar courses. They will also be introduced to other art and design practitioners from a range of cultures and times.

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aimSThe IGCSE Business Studies course involves the study of how businesses operate within their environment and aims to help students

Appreciate the perspective of a range of stakeholders in relation to the business decision making•Develop knowledge and understanding of the major groups and organisations within and outside business and consider ways in •which they are able to influence objectives, decisions and activitiesDevelop knowledge and understanding of how the main types of business and commercial institutions are organised, financed and •operated and how their relations with other organisations, consumers, employees, owners and society are regulatedDevelop skills of numeracy, literacy, enquiry, selection and employment of relevant sources of information, presentation and interpretation•Develop an awareness of the nature and significance of innovation and change within the context of business activities•

cOurSe Outl iNeThe main topics covered are:

the external environment oF bUsinessPolitical and economic systems, environmental considerations and the ways in which businesses depend on each other

bUsiness strUCtUre anD organisation Different forms of ownership and management in the private and public sectors

bUsiness behavioUr Marketing, production, sources of finance, budgets and final accounts

people in bUsiness Recruitment, training, motivation, communication, workers and employers’ groups

aiDing anD Controlling bUsiness aCtivitY Sources of aid to business, government constraints, pressure groups

aSSeSSmeNt

bUsiness stUDies (WithoUt CoUrseWork)


1 A paper containing short-answer questions and structured/data response questions. 1¾ hours 50%

2 Candidates will be presented with a business situation or problem, and required to answer questions arising from it 1¾ hours 50%

buSiNeSS StudieS CIE 0450


bUsiness stUDies (With CoUrseWork)


paper 1 A paper containing short-answer questions and structured/data response questions. 1¾ hours 40%

paper 2 Candidates will be presented with a business situation or problem, and required to answer questions arising from it 1¾ hours 40%

CoUrseWork

Business Report of 3–4000 words. The assignment should be related to a particular business situation or problem, and should take the form of a response to a clearly formulated question.

N/A 20%

C o u r s e s t r u c t u r eStudents are taught in mixed ability groups and all candidates are expected to pursue the same curriculum objectives. Students are encour-aged to choose to do coursework which involves writing a report on setting up a business in Bangkok. Outside expertise is made use of whenever possible and students are expected to develop an awareness of the real world of business as the course progresses.M o r e i n f o r m a t i o nh t t p ://w w w.p a t a n a .a c . t h/Cu r r i c u l u m/B u s i n e s s S t u d i e s .a s p

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Develop in students an appreciation of the range and power of computer applications;•Foster an interest in, enjoyment of, and confidence in the use of computing;•Develop students’ abilities to solve problems using computing techniques;•Develop an awareness in students of the place of computing in society and issues computing raises in society;•Provide students with a firm understanding of the basic techniques and knowledge required for computing applications;•

cOurSe Outl iNeThe following topics are covered:

Applications of computers and their social and economic implications1. System analysis2. Problem solution, including algorithm design and programming concepts3. Generic software and the organisation of data4. Hardware, systems and communication. Include options if appropriate5.


aSSeSSmeNt


1 Short-answer and structured questions with no choice 1½ hours 75%

2 Coursework Project N/A 25%

C o u r s e S t r u c t u r eThe purpose of the Coursework Project is to allow candidates the opportunity to demonstrate their ability to undertake a complex piece of work, which is a computer-based solution to a significant problem, and to complete the solution and present their results. A complex piece of work is one which will involve one of:

Integrating components of two generic application packages to form a single solution;1. Using some of the more advanced functionality of a single application package;2. Using modules and file handling in a coded solution.3.

In all cases, the solution must be fully documented.

cOmputer StudieS CIE 0420


aimSThe aims of this syllabus are to develop:

Creative and imaginative powers, and the practical skills for communicating and expressing ideas, feelings and meanings in drama;•Investigative, analytical, experimental and interpretative capabilities, aesthetic understanding and critical skills;•An understanding of drama forms and awareness of contexts in which they operate;•Knowledge and understanding of drama within a social, cultural and historical context.•

cOurSe Outl iNeThis course extends work done at Key Stage 3. Students will undertake and experience a wide variety of drama activities, geared towards enabling them to become expressive and confident manipulators of various forms of drama.

Students spend the first year of the course responding to stimulus material, using a variety of strategies to develop original creative work. They also study play scripts, exploring possibilities for interpretation and staging from the point of view of director, actor and technician.

The second year of the course is largely taken up with in class assessment of Paper One, Unit One and Two, and preparation for the Paper Two Performance.T i m e t a b l e a l l o c a t i o nTwo 80-minute lessons per week.

aSSeSSmeNt


1

Unit 1: Drama Exploration I — Practical workshop & PortfolioUnit 2: Drama Exploration II (text-based) — Practical workshop & PortfolioThese carry equal weighting and are internally assessed by the teacher and externally moderated by Edexcel.

6 hours

6 hours60%

2

Drama Performance OPTION A: DEVISED PERFORMANCEOPTION B: PERFORMANCE SUPPORTOPTION C: SCRIPTED PERFORMANCE

15–45 minute performance 40%

C o u r s e S t r u c t u r eU n i t 1 : D r a m a E x p l o r a t i o n i — Te a c h e r a s s e s s e d p r a c t i c a l Wo r kIn this unit students explore a range of ideas and issues through improvisation and role play, and a range of explorative strategies (still im-age, thought tracking, narrating, hot seating, forum theatre, etc). The stimuli will include a range of texts chosen across different times and cultures. Students will be assessed by the teacher in a drama exploration workshop lasting approximately six hours.

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portFolio oF DoCUmentar Y eviDenCe

Students will be assessed on their portfolio of written work/sketches/scripts in response to the drama exploration workshop and will explore the following on a maximum of twelve sides of A4 paper:

Evaluation of explorative strategies;•A script for a scene that has developed through the workshop;•An evaluation of the learning process during the workshop.•

U n i t 2 : D r a m a E x p l o r a t i o n i i — Te a c h e r a s s e s s e d p r a c t i c a l Wo r kThis involves studying a complete and substantial play text, using explorative strategies as in Unit 1. Students will be assessed by the teacher in a drama exploration workshop lasting approximately 6 hours.portFolio oF DoCUmentar Y eviDenCe

Students will be assessed on their portfolio of written work/sketches/scripts in response to the drama exploration workshop and will explore the following on 12 sides of A4 paper:

An evaluation of explorative strategies;•Their ability to demonstrate their understanding of a scene that was explored through the workshop;•An evaluation of a live performance of any other play.•

p a p e r 2 : D r a m a p e r f o r m a n c e This is one of the following three options:option a: DeviseD perFormanCeStudents are assessed through the performance of an original piece of drama that they have devised in groups of between three and nine students. The performance should last between 15 minutes for smaller groups and 45 minutes for larger groups. Students can use a script as a starting point and adapt it to their own ideas.option b: perFormanCe sUpportStudents are assessed on their work with a performance applying a theatre craft (lighting, sound, masks/make-up, stage design or costume). They are assessed through demonstrating the design in performance, through a five-minute presentation of their ideas to the examiner and through records detailing the design process.option C: sCripteD perFormanCeStudents are assessed through the performance of a role or roles within the production of a play or an extract from a play in groups of be-tween three and nine students. The performance should last between 15 minutes for smaller groups and 45 minutes for larger groups. This is externally examined and the performance is videoed.M o r e i n f o r m a t i o nMore information can be found at:h t t p ://w w w.p a t a n a .a c . t h/Cu r r i c u l u m/D ra m a .a s p


aimSThe aims are to:

Foster awareness, understanding and expertise in those areas of creative thinking which can be expressed and developed through •investigation and research, planning, designing, making and evaluating, working with media, materials and tools;Encourage the acquisition of a body of knowledge applicable to solving practical/technological problems operating through •processes of analysis, synthesis and realisation;Stimulate the development of a range of communication skills which are central to design, making and evaluation and the •development of a range of making skills;Encourage students to relate their work, which should demand active and experimental learning based upon the use of materials •in practical areas, to their personal interests and abilities and promote the development of curiosity, enquiry, initiative, ingenuity, resourcefulness and discrimination;Encourage technological awareness, foster attitudes of co-operation and social responsibility, and develop abilities to enhance the •quality of the environment and stimulate the exercising of value judgements of an aesthetic, technical, economic and moral nature.

cOurSe Outl iNe

the Common Core oF stUDY ConCentrates on the FolloWing areas:

The designer’s role in society;• Control;•

Formulation of a design brief;• Mechanics;•

Research of relevant ideas;• Structures and forces;•

Development of ideas;• Materials;•

Evaluation;• Aesthetics;•

Appropriate manufacturing techniques;• Electronics;•

Energy;• Drawing and drafting techniques.•

the graphiC proDUCts option oF stUDY ConCentrates on the FolloWing areas:

product design;• formal drawing, all aspects of technical drawing;•promotional design, packaging, display and corporate •identities; geometry;•

architectural design;• sketching;•

interior design;• presentation;•

design for transport;• commercial graphics;•

the resistant materials option oF stUDY ConCentrates on the FolloWing areas:

Materials, plastic, wood and metals;• Shaping;•

Practical processes;• Wastage;•

Knowledge of tools and machinery;• Special treatments;•

Preparation of materials;• Finishing;•

Marking out;• Developing practical processes;•

T i m e t a b l e a l l o c a t i o n : Two 80-minute lessons per week.

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aSSeSSmeNt

graphiC proDUCts option:


1 Design question 1 ¼ hour 25%

2 Graphic products 1 hours 25%

5 Coursework 2 terms 50%

resistant materials option:


1 Design question 1 ¼ hour 25%

2 Graphic products 1 hours 25%

5 Coursework 2 terms 50%

C o u r s e S t r u c t u r eThe Design & Technology Course is essentially practical in nature and consists of a number of “design and make” tasks. These are fairly prescriptive in Year 10 and are designed to develop the students’ designing and manufacturing skills in preparation for the more complex and open-ended practical coursework in Year 11. The final project is chosen by the student.


aimSTo allow students to:

Develop a sound knowledge and understanding of economic terminology and principles and elementary economic theory;•Develop basic economic numeracy and literacy and the ability to handle simple data including graphs and diagrams;•Use the tools of economic analysis in particular situations;•Employ economic skills, with reference to individuals, groups and organisations in order to understand better the world in which they live;•Develop an understanding of the economies of developed and developing nations, explore the relationships between them, and •appreciate these relationships from the perspective of both developed and developing nations.

cOurSe Outl iNeBasic Economic Problem: Choice and the allocation of resources;•The allocation of resources: how the market works and market failure;•The individual as producer, consumer and borrower;•The private firm as producer and employer;•Role of government in an economy;•Economic indicators;•Developed and developing economies;•International aspects.•

T i m e t a b l e a l l o c a t i o nTwo 80-minute lessons per week.

aSSeSSmeNtStudents are given access to grades A*–G and will be required to sit three exam papers:


1 Multiple Choice ¾ hour 20%

2 Structured Questions 2 hours 50%

3 Questions which test enquiry skillsNovel data presented for interpretation and analysis of real economic situation 1½ hours 30%

C o u r s e S t r u c t u r eClasses are taught in mixed ability groups. All students sit the same examination. There is no longer a coursework requirement.

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aimSThe course aims to give students:

Knowledge of the functioning of the natural system which makes life possible on Earth, with an understanding that humankind is part •of this system and depends on it;An appreciation of the diverse influences of human activity on the natural system and an awareness of the need for management and •human responsibility to keep the system in a healthy condition if life as we know it is to continue;An understanding of sustainable development and management to meet the needs of the present without compromising the ability of •future generations to meet their own needs;An awareness of their own and others’ values concerning environmental issues and a willingness to review their own attitudes in the •light of new knowledge and experiences;A sound basis for further study, personal development and participation in local and global environmental concerns.•

cOurSe Outl iNe

the lithosphereStructure and processes•Human activity and the•lithosphere •Lithosphere in crisis•Action on the lithosphere•

the atmosphereThe atmospheric system•Human activity and the atmosphere•Atmosphere in crisis•Agriculture development consequences•Action on the atmosphere•Managing agriculture•

the hYDrosphereThe water cycle•The oceans•Human intervention in the water cycle•Exploitation of the oceans•Water hazards•The oceans at risk•Clean, safe, water strategies•Managing the oceans•

the biosphereThe ecosystem•Elements of vegetation•Elements of soil•The changing role of people in the environment•Population growth•Modification of vegetation and soils•Ecosystems at risk•People in crisis•Land at risk•Conservation of the ecosystem•Population management•Managing the land•Managing agriculture•

T i m e t a b l e a l l o c a t i o n : Four 40-minute lessons per week.

aSSeSSmeNt


1 Short answer questions 1½ hour 30%2 Short answer and free response questions 1¾ hours 40%4 Alternative to school-based assessment 1½ hours 30%

C o u r s e S t r u c t u r eThe course includes a fieldwork component and some practical work, occasionally in the science laboratories when they are available. Field-work elements include a day trip on the Chao Phraya river for which there is a small charge, and other studies using the school grounds. Students are expected to attend fieldwork activities as curriculum material is covered.

eNvirONmeNtal maNaGemeNt CIE 0680

h t t p ://w w w.p a t a n a .a c . t h/s e c o n d a r y/s c i e n c e/Env i r o nm e n t a l%20 S t u d i e s/


aimSTo give students:

A sense of place and an understanding of relative location on a local, regional and global scale;•An awareness of the characteristics and distribution of a selection of contrasting physical and human environments;•An understanding of some of the processes affecting the development of such environments;•An understanding of the spatial effects of the ways in which people interact with each other and with their environments;•An understanding of different communities and cultures throughout the world;•An awareness of the contrasting opportunities and constraints presented by different environments.•

cOurSe Outl iNe

1. popUlation anD settlement 2. the natUral environment 3. eConomiC Development anD the Use oF resoUrCes

Population dynamics•Settlement•

Plate tectonics•Landforms and landscape •processesWeather, climate and •natural vegetationInter-relationships between •the natural environment and human activities

Agricultural systems•Industrial systems•Leisure activities and tourism•Energy and water resources•Environmental risks and benefits: resource •conservation and management

T i m e t a b l e a l l o c a t i o n : Two 80-minute lessons per week.

aSSeSSmeNt


1 Structured questions — candidates will be required to answer three questions out of a choice of six 1 hour ¾ hours 45%

2 Skills based paper 1½ hours 27½ %

4 Alternative to Coursework 1½ hours 27½ %

C o u r s e S t r u c t u r eGeography is taught in mixed ability groups. Fieldwork is an important part of a good geographical education, as well as being necessary in order to answer questions relating to the Alternative to Coursework paper. Students spend a week in Hua Hin, performing a variety of tasks which directly relate to human and physical themes studied on the syllabus. This trip incurs an additional cost.M o r e i n f o r m a t i o nh t t p ://w w w.p a t a n a .a c . t h/s e c o n d a r y/g e o g ra p hy/

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aimSThe course aims to give students the opportunity to:

Learn about some of the great events and people that have changed the course of modern history;•Examine some of the big issues of the 20th century such as world war, revolution and the struggle for peace;•Develop skills such as enquiry, information processing, reasoning, creative thinking and evaluation;•Use evidence, research information, understand bias and propaganda;•Learn about other places and other times in order to understand our own time.•

cOurSe Outl iNe

international relations in the 20th CentUr Y

Peace agreements at the end of the First World War;•The League of Nations’ attempts to prevent war;•Hitler and the causes of the Second World War;•The Cold War 1945-89;•Soviet control in Eastern Europe and the Berlin Wall;•The Vietnam War;•The Cuban Missile Crisis;•The role of the United Nations in the Korean War and the Congo.•


aSSeSSmeNt


1 Paragraph answers to questions on International Relations and China, dealing with causes and consequences 1¾ hours 40%

2 Short answers to questions about sources on an International Relations topic known in advance 2 hours 33%

3 Coursework on China N/A 27%

The coursework is internally assessed

C o u r s e S t r u c t u r eThere is no setting in History.

IGCSE History includes coursework as an opportunity for students to achieve at a high grade without an examination. An optional study tour to Beijing will be arranged for April 2010 to assist students with their coursework for which an additional cost will be charged.M o r e i n f o r m a t i o nMore information can be found at:h t t p ://w w w.p a t a n a .a c . t h/S t u d e n t s/H i s t o r y/

China sinCe 1945How China became a communist state;•How the Communists changed China under •Mao Zedong;The Cultural Revolution;•How Deng Xiaoping transformed China into •a modern state;China in the world.•

hiStOryCIE 0470



Help students to develop and consolidate their knowledge, skills and understanding in Information and Communication Technology;•Encourage students to develop further as autonomous users of Information and Communication Technology;•Encourage students to continue to develop their Information and Communication Technology skills in order to enhance their work in a •variety of subject areas;Provide opportunities for students to analyse, design, implement, test and evaluate Information and Communication Technology systems;•Encourage students to consider the impact of new technologies on methods of working in the outside world and on social, economic, •ethical and moral issues;

cOurSe Outl iNeTopics covered in the course:

Types and Components of Computer Systems;•Input and Output Devices;•Storage Devices and Media;•Computer Networks;•Data Types;•The Effects of Using ICT;•The ways in which ICT is used;•Systems Analysis and Design.•


aSSeSSmeNt


1 Mainly short response questions with some extended questions 2 hours 40%

2 Practical test 2½ hours 30%

3 Practical test 2½ hours 30%

The two practical tests will each comprise a number of tasks to be taken under controlled conditions. The practical tests focus on the candidate’s ability to carry out practical tasks rather than to explain the theory of how the tasks are completed. Candidates are assessed on their ability to complete these tasks.C o u r s e S t r u c t u r eThis is a mixed ability course with no tiers of entry. Although not essential, it is helpful if the student has some prior experience of the standard application range, namely Word Processing, Spreadsheet and Database. This is course is very practical in nature with 60% of the final mark earned from demonstrating skills in the various applications. Information and Communication Technology is an applied subject and all candidates will require frequent access to computer and Internet facilities to develop their skills. The student should have access to a dedicated computer at home, in particular access to the Microsoft Suite of programs, or similar, is recommended.

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aimSThe aims are to:

Enable students to acquire and consolidate a range of basic musical skills, knowledge and Understanding, through the activities of •listening, performing and composing;Assist students to develop a perceptive, sensitive and critical response to the main historical periods and styles of Western music;•Help students to recognise and understand the music of various non-Western traditions, and thus to form an appreciation of cultural •similarities and differences;Provide a foundation for the development of an informed appreciation of music;•Provide a foundation for further study in music for those candidates who wish to pursue their studies at a higher level.•

cOurSe Outl iNe

Composing

Starting with group compositions, students develop individual work, either written or recorded on tape. Compositions do not have to be long and can be in any style, e.g. a pop song, a hymn or a piano piece. Students are encouraged to write pieces which they, and others in school, might perform.perForming

Besides taking instrumental or voice tuition, students should take part in a school music activity, e.g. choir, band, rock group, brass en-semble. Regular practice on a first instrument is important.listening

Students learn to identify elements of music by listening to music of different styles and learn musical vocabulary to describe it. It is impor-tant that students are keen and enthusiastic listeners. Students will gain extension through concert-going and listening to music at home. Content includes Baroque, Classical, Romantic and 20th Century music, as well as music from Latin America, Africa, India and the Far East. Careful and discerning listening is more vital than pure music theory skills in this course.T i m e t a b l e a l l o c a t i o nTwo 80-minute lessons per week.

aSSeSSmeNt


1 Composing N/A 30%

2 Performing N/A 30%

5 Listening 1 2/3 hours 40%

Composing

Each candidate submits their two best compositions, written or recorded, by the end of Year 11.perForming

Solo — one piece•Ensemble — one piece•

The performing pieces can be recorded in school and re-recorded if it is not right the first time, i.e. it is not under examination condi-tions. “Ensemble” means playing or singing in a group or ensemble composed of friends or even adults inside or outside the school. If a 2nd instrument is preferred, this can be at a lower standard than the main instrument and could be voice.

muSicCIE 0410


listening

This involves two written papers totalling 1 hour 40 minutes which are taken in Term 3 of Year 11. Candidates listen to a CD of musical extracts and answer questions on them. In the unprepared 1 hour section of the exam, questions will be on both classical and world music examples. In the prepared 40 minute section of the exam, questions must be answered on one set Western work and one area of world music.

2010 — Set work chosen from either Beethoven’s 6th symphony or Bach’s Brandenburg Concerto #2.Prescribed focus chosen from either Arabic music and the music of Africa or Indian classical music.

C o u r s e S t r u c t u r eStudents should be prepared to develop their music reading ability and are advised to have tuition inside or outside school on their main instrument. Voice counts as a main instrument and beginners are welcome if they are prepared to work hard. Students taking IGCSE are expected to participate in music ECAs in order to prepare for the ensemble component of their coursework.more in format ionMore information can be found at:h t t p ://w w w.p a t a n a .a c . t h/M us i c/

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Give an academic emphasis to Physical Education, thereby developing students’ knowledge and understanding of sport and exercise;•Complement skills and knowledge developed in other curriculum areas such as science;•Develop and maintain a habit of physical exercise and a lifelong commitment to physical activity;•Develop positive attitudes such as fair play, consideration for others and coping with success and limitations in performance;•Ensure safe practice in PE.•

cOurSe Outl iNe

theor Y praCtiCal

Exercise and Training•Safety Aspects and Risk Assessment in Physical Activity and Sport•Applied Anatomy and Physiology•

Assessment in 4 activities•Analysis of Performance in 1 of those activities•

T i m e t a b l e a l l o c a t i o nTwo 80-minute lessons per week — one practical and one theory.

aSSeSSmeNtThe examination consists of two papers:


1Written examination:

Part I — multiple-choice questions•Part II — short-answer questions•Part III — scenario questions.•

1 ¾ hours 40%

2i Practical assessment in four activities Practical assessment during the course 25%

2ii Practical assessment in four activities Final practical assessment 25%

2iii Analysis of performance in one activity Interview 10%

C o u r s e S t r u c t u r eLessons are divided into 1 theory and 1 practical lesson per week. It should be noted that as well as requiring a reasonably good level of practical performance, this is an academically arduous course.

phySical educatiONEdexcel 1827


Learning Support aims to support each student to reach their full academic potential. In-class support and guidance can provide the necessary support for Key Stage 4 students. As with

Key Stage 3, teachers are alerted to student needs through our Support List, Learner Profiles, Individual Education Plans and regular tracking meetings where student learning needs are discussed.

For some students, taking nine (I)GCSE examinations is neither appropriate nor necessary for future education or careers. We offer a Learning Support option which provides an opportunity for students to concentrate on one fewer subject than is normally undertaken by the rest of the year group. Students will normally relinquish their Modern Foreign Language to take this option.

During the extra time made available, students will concentrate on the following areas of work:Support with coursework;•Support with study skills e.g. time management and essay planning;•Extra English and Maths support;•Independent learning.•

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

learNiNG SuppOrt iN Key StaGe 4

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aimSWe aim to prepare students for the opportunities, responsibilities and experiences of adult life, through the development of career manage-ment skills.

cOurSe Outl iNeThree key aspects of career planning are covered:

Decision-making: How will I choose effectively between my options?•Action planning: How will I set and reach my goals?•Negotiating: How will I present myself to make the most of the opportunities I secure?•

The careers element of the Tutorial programme in Year 11 allows the students to develop career management skills. In Year 11 the Careers Department staff will interview students and discuss the options available post 16 years of age. Students will also attend career-planning sessions where they will utilise computer software and other resources to help them in the future course choices.

careerS SuppOrt aNd advice


The Elective programme is designed to give students an opportunity to study a non-examinable subject to gain skills which will benefit them in and beyond school. Most electives are delivered in units lasting approximately one term long whilst one or two last the full year. Some or all of the following areas and skills are developed:

Self-confidence• Problem-solving• Open-mindedness•

Communication• Empathy• Risk-taking•

Appreciation of aesthetics• Reflective• Knowledgeable in a new area •

eleCtives WhiCh have rUn in previoUs Years inClUDe:

Film appreciation• 3D Animation • Music Technology•

Design Technology• Astrophysics• Strings•

Ceramics• Theatre• Fitness •

Model United nations• Fantasy stocks and shares• News and Current Affairs•

The actual Electives offered will, however, vary from year to year depending upon staff expertise.

electiveS

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Object iveS OF the SecONdary SchOOl reS ideNt ial v iS i tSThe Residential Visits are an integral part of the Secondary School curriculum and therefore contribute to the fulfilment of the School’s Mission Statement. They provide our students with an opportunity to develop through experience. One of the main aims is to involve them in activities and situations which they may not have experienced before and which encourage them to think about the values which they are applying and the attitudes they adopt.

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

Exploration of cultural, historical or physical environments with specific targets linked to the school’s curriculum setting;•Reinforcement of self-esteem and positive interaction amongst children and staff within a unique setting.•

As students progress through the school, the experiences develop requiring the student to become more independent. As well as the ob-vious curriculum links, the visits will provide the opportunity for students to develop personal and social skills. The following list outlines the types of areas covered:

Independence and self discipline• Initiative and problem solving skills•

Self-confidence and self esteem• Leadership skills•

Development of sound relationships among students• The ability to enjoy the environment without destroying it•

Flexibility and consideration for others• Ability to work with others in a team•

Development of sound relationships between students and staff• Communication skills•

The nature of life in Bangkok is that it is sometimes difficult for students to socialise outside school. Therefore, another important reason for taking the students away is for them to have an opportunity to socialise and have fun.Ye a r 1 0Currently Year 10 visit the Prachinburi area where students have an Outdoor Adventure week involving trekking, abseiling, climbing and camping. The students are physically challenged in a safe environment.

reSideNtial viSitS


The school organises a comprehensive programme of extra-curricular activities for students which operates from Monday to Friday. In the Secondary School sessions occur both at lunch-time and after school (2:30–3:45/4:30) with programmes being coordinated to ensure students have adequate access to school facilities. As students progress through the school the range of activities becomes more varied and provides students with opportunities to link their activities with other schools both locally and regionally. Sports, Model United Nations, drama, the International Award Scheme and community-based projects provide the opportunity for travel in Thailand and South East Asia.

Enrolment for the various activities is on-line via the Parent’s Gateway. Typical activities include:

stUDent-leD extraCUrriCUlar aCtivit ies sUCh as:

The NAPO Village project• Patana Amnesty International• Patana Conservation•

Tree planting for life• Second Life•

CommUnitY ser viCe projeCts are sUpporteD anD organiseD bY senior stUDies stUDents anD inClUDe:

Teaching English at local schools• Siriwatana Foundation work •(children with disabilities) Save Andaman Networks•

Smile Club • Green Team• Youth Club•

skills-baseD aCtivit ies inClUDing:

First aid• Creative jewelry• Core magazine•

Cookery• Computer programming• Music composition•

Video editing• Art and craft work• Personal fitness training•

a Diverse range oF DanCe stYles:

Ballet• Jazz• Hip Hop•

Tap• Traditional Chinese, Thai and Irish •dancing Salsa•

a range oF reCreational sports-relateD aCtivit ies on top oF the Competit ive sports programme inClUDing:

Ultimate Frisby• Golf• Climbing•

Rugby • Scuba Diving• Senior and Junior Badminton•

Table Tennis• Swimming•

extra curricular activity (eca) prOGramme

curriculum guide - bangkok patana school · which is of an extremely high standard, ... patana...

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