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Strength from Diversity

West Island SchoolA better school, a better world

Upper School

Handbook of Studies

Information for parents and studentsstarting a WIS Diploma in 2010

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WEST ISLAND SCHOOL

The Upper School (Key Stage 5)

Dear parents and students,

This booklet is about education at West Island School during Key Stage 5. It gives information about thecourses we plan to run and the choices that have to be made by students at this stage of their educationalcareer.

Overview of Contents

1. Overview of the Upper School Curriculum

2. The Advanced Diplomas (Pages 7-14)

3. The International Baccalaureate Diploma (Pages 15-24)

Group 1 Subjects (Pages 25-28) Group 2 Subjects (Pages 29-32) Group 3 Subjects (Pages 33-45) Group 4 Subjects (Pages 46-56) Group 5 Subjects (Pages 57-63) Group 6 Subjects (Pages 64-72)

4. Appendix (Pages 73-78)

Overview

West Island Upper School contributes to the development of unique individuals in a unique globalenvironment. Its a place where students learn to understand and respect themselves, each other and theinternational community.

The Upper School promotes life long learners who explore, participate and contribute throughout societyshowing tolerance and compassion with the confidence to make a difference.

The Aims of the Upper School

To create an effective, caring and supporting learning environment. To provide students with the qualifications and study skills necessary to access tertiary education

and future careers. To provide challenge and opportunities to succeed for all students in order to create high

expectations of behaviour and involvement. To develop a sense of social responsibility and develop participation in the international

community. To foster self-discipline, leadership, respect for others and the ability to work independently. To provide an ethos of continual improvement.

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The Upper School Curriculum

It is the aim of West Island School to provide our post-16 students with a stimulating and purposefulcurriculum, leading to qualifications which are internationally recognized and accepted as entryrequirements for higher education. We welcome students of all abilities, providing their command ofEnglish is sufficient to enable them to benefit from an English medium education, and offer them not only

a broad and balanced curriculum but also opportunities to develop into responsible members of the adultcommunity.WIS has a commitment to provide an appropriate education for all our students regardless of theirability range and preferred learning style.

The portfolio of qualifications available is collectively known as the ESF Diploma. Below are the paths ofstudy that will be available to West Island Upper School students.

The Advanced Diploma Pathway:

Preferred Learning Style: formative assessment; no end of course examinations; applied learning;work experience

The International Baccalaureate Diploma Pathway:

Preferred Learning Style: less coursework; more terminal exams; less specialization; morebreadth

Choosing which diploma to take can be an extremely difficult decision. Students will need to make achoice between the IB Diploma and the Advanced Diploma. The decision should only be made afterstudents are sure they have all the information needed to make such an important decision. Students willneed to discuss with and seek the advice of a whole range of people. These are likely to include parents,friends, tutor, the higher education co-ordinator (Mrs. Schofield) and subject teachers. Students will alsoneed to carry out some of their own research into universities and possible future careers. Time is givenin learning for life lessons, in individual meetings with tutors and at the Options Evening to help preparestudents for this decision.

Choosing the Advanced Diploma

Students choosing the ESF Advanced Diploma are expected to have attained at least four GCSE levelsranging from A* to C, though this would not necessarily guarantee success in the Diploma. Each studentwill be advised as to his or her suitability for a particular course by subject teachers and the pastoralteam. Students will be required to display a high level of constructive energy to be successful on thisDiploma. We are working closely with South Island School in order to create as many option choiceswithin the Advanced Diploma programme as possible. For more details please see the Advanced Diplomasection of this booklet.

Choosing International Baccalaureate Diploma

Students choosing the IB Diploma are expected to have at least five grades C or above at GCSE /IGCSE level, two of which will be in mathematics and English, to be part of the whole IB Diploma. A highlevel ofconstructive energywill be required in order to be successful on the IB Diploma course. For moreinformation on this route see the IB Diploma section of this booklet.

While West Island is happy to give advice, it is the students responsibility to ensure that they arefully informed before making any decision to do with their options.

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Availability of Subjects

While we endeavour to provide a flexible range of options to best suit the needs of individual students, itshould be noted that the options on offer are subject to change and we can not guarantee that all theindividual courses within each ESF diploma will run. All subjects are on offer dependent on there

being sufficient demand for them.

The Core Curriculum for all Students

All Diplomas contain a core element, as well as a wide range of subjects from which students may selecta field of study appropriate to their ability and interests. The core is designed to ensure the studentseducation is kept within a broad context. Depending on which Diploma a student selects, the coreconsists of the following courses/programmes:

Big Barn Sessions Core Physical Education Creativity, Action, Service (CAS)

Big Barn Sessions: This programme differs from younger years in that we are concentrating onpreparing students for the next step of their educational life. Therefore the programme looks specifically atcareers and university entrance as well as practical skills that will help with the transition from adependent lifestyle to an independent one. The specific exiting programme seeks to move students onwhile acknowledging the transition process which involves not only looking forward but gaining closure tothings already achieved. Students also look at current affairs and world issues in order to prepare for therigours of university socialization. These elements of the curriculum provide experiences of a general aswell as specific educational value. In addition, Upper School students benefit from a programme ofindividual support and guidance to facilitate their applications to universities and colleges all over theworld.

Core Physical Education: The aim of the Upper School sport and leisure programme is to educate

students into the benefits of an active and physical lifestyle that will hopefully continue to develop afterstudents have graduated from WIS. The programme will provide students with the opportunity to activelyparticipate and further develop their knowledge and understanding of a variety of sports and activities.The Upper School sport and leisure programme will be divided into three main option blocks. At the startof each option block students will have the opportunity to select a sport/activity. Additionally all studentswill take part in athletics, cross country and swimming. Core PE is 65 minutes per week.In order to cater to the diverse sporting interests of the Yr 12/13 students a wide range of individual, teamand racket sports will be on offer. Team sports include hockey, football, netball, basketball, ultimateFrisbee, rugby, volleyball, sedan chair, rounders and softball. Racket sports include tennis, badmintonand squash. Individual sports include sailing, rowing, yoga, dance, fitness, body conditioning, aerobics,athletics, swimming, trampolining, golf and kickboxing. For further information on Core PE please contactMs. Jo Caldwell atjo.caldwell@wis.edu.hk.

Creativity, Action & Service (CAS): The CAS requirement demonstrates commitment to the importanceof life outside the world of scholarship, providing a refreshing counterbalance to the academic self-absorption some may feel within a demanding programme. Participation in creative projects, sports andcommunity service encourages young people to share their energies and special talents within teams andto develop awareness and concern for others, as well as the ability to work cooperatively. The goal ofeducating the whole person and fostering a meaningful sense of citizenship and respect for others comesalive in an immediate way when students reach beyond themselves and their books.

Aims of CAS: The aims of the CAS requirement are to enable students to develop:

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an understanding that education is more than the acquisition of knowledge a willingness to inquire and an enjoyment of discovery new knowledge and skills lifelong ethical responsibilities a better understanding of the people around them an appreciation of their own abilities and the talent of others a caring attitude to those both inside and outside their community an awareness of humanitarian issues across the world their ability to be rational risk-takers a willingness to operate outside of their comfort zone confidence in their ability to initiate change, both individually and collaboratively autonomy and self-reliance

Principles of CAS: This philosophy is based on several assumptions:

Education is not confined to the classroom or lecture hall and the most important and memorableelements of education often exist outside of both

An international education must go well beyond the provision of information and is involved in thedevelopment of attitudes and values which transcend barriers of race, class, religion, gender or

politics Service to the community (including school, local, national or international communities) is an

essential complement to intellectual development International schools have a special opportunity to establish links between different cultures and,

by doing so, to further international understanding Creativity, action and service should play equal parts. However, service is often the most

transforming activity for students. CAS should: challenge and extend students and develop a spirit of discovery and self-reliance;

encourage new skills and interests and inspire a sense of responsibility towards all members ofthe community

CAS activities are often the source of genuine pride and satisfaction for students and create a distinct andlasting impression of their Diploma experience.

CAS Journals: Reflection is the essential process that allows students to learn from their experiences.Reflection is the self-appraisal of goals and achievements and provides the opportunity to documentfeelings and healthy self-criticism, which is a vital part of the CAS process. Students will use their CAS

journals to record their:

Aims Goals Participation Reflections

Examples of CAS: The following are a small number of the options open to students:

Creativity Music (choir, orchestra, music lessons, music practice) Drama (performing, costume design, make-up, stage

management) Oration (debating, Model United Nations, public speaking) Visual Art (drawing, photography, sculpting) Website design and computer graphics Writing (creative writing, magazine writing and editing) The planning of service projects and special events

Action Sport (athletics, badminton, cross-country running, fitnesstraining, football, hockey, netball, sailing, squash, tennis etc)

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The implementation of service projects and special events World Challenge The Award for Young People expeditions and physical activities

Service Community Service Tutoring and peer Support Leadership in and creation of school based activities Leadership on Horizons Week activities Giving time and energy to produce meaningful benefits for others

What is not CAS? It is helpful to look at examples of activities that do not count as CAS:

Operating passively Activities where there is no real benefit for someone else Activities with no opportunity for reflection Class activities/projects that are part of your academic studies Activities with a financial reward or other tangible benefit Repetitive, tedious tasks with no value for others Activities where you do not understand why you are completing tasks Fundraising with no clear goal

Activities with no leader or supervisor able to confirm your involvement

For further information on CAS please contact Mr. Eugene Calver ateugene.calver@wis.edu.hk

Getting Advice on University Admissions and Possible Career Paths

The careers resources room and office are located in the Upper School Area in A500.

University prospectuses and other guidance material are available on Australia, Canada, Hong Kong, UKand USA. Students are welcome to use this room to research careers and higher education during theirstudy periods and at lunchtime. There is also a notice board with news of upcoming events andopportunities.

The careers and higher education staff are available for advice at lunchtime and at other specified timesduring the week. If students have a specific query which may need a longer appointment with the highereducation guidance counsellor, it is always best to book a time in advance in person or by email.

On the CLC you will also find guidance material specific to your year group as well as some very usefullinks to careers and university websites in all the countries mentioned above. News of university visits toHong Kong and higher education fairs will be posted on this site for students and their parents.Universities from all over the world regularly visit West Island School to hold information sessions. Westrongly encourage students to come to as many of these as they can to become familiar with what eachtype of institution has to offer as well as the procedures for application.

The careers department holds a university applications evening for Year 12 and their parents in the

Spring, after which students begin a programme of research and personal statement writing during theirlearning for life lessons. This is continued in Year 13 when students are given support and guidance withmaking the applications.

Right the way through to the day of the exams results, we will be here to guide you through the processand ensure you make a smooth, successful transition to your university or college.

For further information on Higher education please contact:Ms Catherine Schofield, Head of Careers: catherine.schofield@wis.edu.hkMs Ellie Tang, Higher Education Guidance Counsellor:ellie.tang@wis.edu.hk

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The Advanced Diploma

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The ESF Advanced Diploma

West Island School has been working hard to offer students the very best combination of curriculumoptions though the Advanced Diploma. Students are now able to choose a number of differentprogrammes. These programmes are rigorous two-year courses designed for students who prefer a morepractical, real-world approach to their learning. At the heart of the Advanced Diploma the course give thestudents an opportunity to study for 3 A-level (UK) equivalent qualification with a maximum of 360 UCAS

points. These courses are recognized by a range of tertiary institutions world-wide and are built toaccommodate the needs of the employers and allow progression to university. Students are continuallyassessed through a combination (dependant on programme) of case studies, practical applications,presentation and portfolios. Each student will normally choose one major subject (BTEC Level 3National Certificate) and one minor subject (BTEC Level 3 National Award). Students can also takecomplementary subjects as IB Certificates. In may also be possible to study 3 minor (Award Level)subjects within this programme. Students will also have to fulfil creativity, action and servicerequirements, take part in the school sports and leisure programmes and undertake various workplacements.

Students Studying at WIS or SIS will follow the same core programme which is as follows:

Major Subject:

Business, Engineering or Art and Design

Minor Subject:

Business, Sports and Exercise Science, Engineering or Art and Design

Creativity, Action and Service

Critical Thinking and Leadership

Learning for Life

PE

Work Experience

Personal Study

Personal Project Junior Achiever Programme

Advanced Diploma students will be rigorously assessed internally. Students will have the opportunity tomajor in a specific area and study a minor subject which will gain them an equivalent value of 3 A-levels.All students will undertake a suitable period of work placement during their two years and complete apersonal project which will draw upon their vocational learning and have a specialist focus on ethicalissues. There is a clear progressive path onto either further or higher education.

Note:

National Certificate = Major subject area of study and is equivalent to 2 A-levels

National Award = Minor area of study and is equivalent to 1 A-level

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West Island School Advanced Diploma Subjects:

BTEC Level 3 Business Head of Department: Ms Barbara CooperEmail: barbara.cooper@wis.edu.hk

Course Objectives

The BTEC level 3 national certificate in business provides the knowledge, understanding andskills for students wishing to enter a career in business. It is a vocationally related level 3qualification suitable for 16 19 year olds and is the equivalent of two A-levels. The course isdesigned to offer students a specialized programmed of study so as to advance their careeropportunities within a specific business area. Work placement learning is a focus of the course.

It will appeal as a stand alone course for those students who prefer coursework and work relatedlearning or to students either in Year 12-13 or Year 13-14 (those who have completed the Year12 BTEC First Diploma Level 2 pathway). The course is full-time for 2 years and full attendanceand punctuality are essential to ensure your success.

It provides students with the opportunity to achieve a nationally recognized qualification. Thecourse provides progression to higher education such as a Higher National Certificate (HND) orDiploma or a degree programme. Alternatively students may progress to employment andprofessional qualifications.

Course Outline

The course is made up of 12 units, with a combination of core (compulsory) and specialist units.

Core Units: Students following the either the Award orCertificate Programme will study units 1-4

1. Exploring business activity2. Investigating business resources

3. Introduction to marketing

4. Effective people, communication and information

Plus 8 specialist units ranging from starting a small business, exploring business environment and theeconomic environment and understanding business ethics.

Entry Requirements

Minimum of 4 GCSEs at grade A-C. or equivalent.

Students will need to have a good level of numeracy with a good standard of written communication skills.

Assessment

All units will be internally assessed using a variety of methods such as case studies, investigative andproject-based assignments and presentations.

Units will be individually graded as Pass (E),Merit (C) orDistinction (A) and an overall grade will beawarded on completion of the programme.

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Work Experience

For the Advanced Diploma work experience is a fundamental element of the course. Students willundertake practical work experience in a business of their choice. The practical element of this courseallows students to put their business knowledge into practice through developing skills, e.g. customerservice, human resource management, project management. Through the work based learning studentsare able to meet the required assessment criteria within their assignments.

Course Objectives

If you enjoy sporting activities the course will broaden your all round knowledge and skills in physicaleducation as well as developing your understanding of the theory behind the subject. It is a demanding,enjoyable and rewarding course. It is a recognised academic qualification for admission to hghereducation institutions and will be advantageous for some courses. A GCSE P.E. qualification is not a pre-requisite.

What will I learn on this course?You will:

develop your knowledge and skills in selected activities explore the contemporary sociological issues in modern sport examine the effects of exercise and the relationships between training and performance analyse the way we learn to be skilful compare and contrast sport through many differing cultures enhance your understanding of the role of technology or psychology in sporting performance find ways to improve your own performance through your greater understanding of the subject

Course Outline:

The Award programme will consist of 6 units, with a combination of 4 core and 2 specialist units

Core Units:

1. Anatomy for sports and exercise

2. Sports and exercise physiology

3. Sports and exercise psychology

4. Research methods for sports and exercise

Specialist units ranging from:

Fitness testing for sport and exercise

Training and fitness for sport

Practical performance in sport

Sports coaching, health and lifestyle

Work based experience in sport

Entry Requirements

Minimum of 4 GCSEs at grade A-C. or equivalent

BTEC Level 3 Sports andExercise Sciences

Head of Department: Mr Richard LantEmail: richard.lant@wis.edu.hk

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Students will need to have a good level of numeracy with a good standard of written communication skills

Assessment

All units will be internally assessed using a variety of methods such as case studies, investigative andproject-based assignments and presentations

Units will be individually graded as Pass (E),Merit (C) orDistinction (A) and an overall grade will beawarded on completion of the programme

BTEC Nationals are qualifications that are designed to provide specialist work-related qualifications in arange of sectors. They give learners the knowledge, understanding and skills that they need to prepare

them for employment.

The family of BTEC Nationals includes Awards, Certificates and Diplomas which offer opportunities fornested provision and flexibility of delivery.

BTEC Nationals are designed to relate to the UK National Occupational Standards for the sector, wherethese are appropriate, and are supported by the relevant Standards Setting Body (SSB) or Sector SkillsCouncil (SSC). Some BTEC Nationals from the Technical Certificate component of Apprenticeships andall attract UCAS points that equate to similar-sized general qualifications.

On successful completion of a BTEC National qualification, learners can progress into or withinemployment and/or continue their study in the same vocational area.

The National qualification provides a specialist work-related programme of study that covers the keyknowledge and practical skills required in the appropriate vocational sector. The programme offersflexibility and a choice of emphasis through the specialist units.

The qualification offers an engaging programme for those who are clear about the area of employmentthat they wish to enter. These learners may wish to extend their programme through the study of a relatedGCE, a complementary NVQ or another qualification. These learning programmes can be developed toallow learners to study complementary qualifications without duplication of content.

Course Outline

The course is made up of 12 units, with a combination of core (Compulsory) and specialists unit.

Core Units: Students following the Award programme will study units 1-4 Students following the Certificate programme will study units 1-5

1. Visual recording in art and design2. Materials, techniques and processes in art and design3. Ideas and concepts in art and design4. Visual communication in art and design.5. Contextual differences in art and design

BTEC Level 3 Art and Design Head of Department: Mr Roger Stanley.Email: roger.stanley@wis.edu.hk

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Plus 7/8 specialist units ranging from design methods, design principles, professional practice in art anddesign, computers in art and design.

Entry Requirements

Minimum of 4 GCSEs at Grade A-C. or equivalent.

Students will need to have a good level of numeracy with a good standard of written communication skills.

Assessment

All units will be internally assessed using a variety of methods such as investigative and project-basedassignments and presentations.

Units will be individually graded as Pass (E),Merit (C) orDistinction (A) and an overall grade will beawarded on completion of the programme.

BTEC Level 3 Engineering Mr Paul WilliamsEmail: paul.williams@wis.edu.hk

What is the Level 3 BTEC National Award / Certificate in Engineering?The BTEC National Award / Certificate in Engineering will give you an understanding of the practical skillsand knowledge needed to begin professional work in the engineering industry or move on to further study.You will discover what career opportunities are available, helping you to choose your preferred area ofwork.

The Award course consists of two core units plus four specialist units with a total of 360 guided learninghours.

Unit Mandatory Core units GLH Level

2 Communications for Technicians 60 3

6 Mechanical Principles and Applications 60 3

Unit Specialist Units

4 Mathematics for Technicians 60 3

7Health, Safety, Risk Assessment and Welfare in the EngineeringWorkplace

60 3

16 Engineering Drawing for Technicians 60 3

23 Applications of Welding Technology 60 3

The Certificate course consists of six core units plus five specialist units (total of 720 guided learninghours).

Unit Mandatory Core units GLH Level

1 Business Systems for Technicians 60 32 Communications for Technicians 60 33 Engineering Project 120 34 Mathematics for Technicians 60 35 Electrical and Electronic Principles 60 3

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6 Mechanical Principles and Applications 60 3

Unit Specialist Units

7Health, Safety, Risk Assessment and Welfare in the EngineeringWorkplace

60 3

16 Engineering Drawing for Technicians 60 317 Computer Aided Drafting 60 323 Applications of Welding Technology 60 327 Welding Principles 60 3

Key features of the BTEC Nationals in EngineeringThe BTEC Nationals in engineering have been developed to focus on:

education and training for employees in the engineering industries giving you the opportunity to gain a nationally recognised vocationally specific qualification, to enter

employment in the engineering sector or to progress to higher education vocational qualifications giving you the opportunity to develop a range of skills and techniques, personal skills and attitudes

essential for successful performance in working life

Rationale of the BTEC Nationals in EngineeringThe engineering sector continues to suffer from a skills gap and needs to keep up with rapidly developingtechnologies. New entrants to the sector need to build the underpinning knowledge and specific skillsrequired to meet the needs of modern engineering industries.

The BTEC Nationals in engineering have been designed with flexible qualification structures and a widerange of units so that learners can focus on their chosen career or area of interest. They provideopportunities for learners who intend progressing into senior technician roles as well as for those who arenot yet based in industry and wish to gain a sound understanding of engineering.

Several of the core units are common across the different engineering titles and provide learners with therequired underpinning knowledge of mathematics, science, business, communications and projectplanning and implementation for success in the specialist units and the engineering workplace. Thevocational focus of each qualification is provided through the specialist units.

Entry RequirementsMinimum of 5 GCSEs at Grade A-C.

AssessmentThe units will be internally assessed using a variety of methods such as case studies, investigative andproject-based assignments. Units will be individually graded as pass, merit or distinction and an overallgrade will be awarded on completion of the programme.

Work ExperienceFor the engineering students work experience is a fundamental element of the course. Students willundertake practical work experience in a field of their choice. The practical element of this course allowsstudents to put their engineering knowledge into practice and developing skills. Through the work basedlearning students are able to meet the required assessment criteria within their assignments.

Where will this qualification take me?Employment opportunities with the international recognition of BTEC courses such as this, you canprogress straight into employment. If successful, there are a range of potential careers to explore, for

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example: mechanical engineer, electronic engineering technician or mechanical engineering technician.The BTEC National Award in Engineering has the equivalence of one GCE A Level, and it is possible foryou to progress further into higher education, as successful BTEC National qualifications give UCASpoints for university applications.

How long will it take me to complete this qualification?

The length of the both courses is completed over two years.

How can I find out more?Ask Mr. Paul Williams or see the Edexcel website www.edexcel.org.uk/btec

If you feel that the above subject choices are not appropriate for youthen you may wish to view the Upper School Handbooks of the otherESF Secondary Schools.

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The IB Diploma

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The International Baccalaureate Organisation ( IBO)

History

In 1924 a group of idealistic civil servants who were working for the League of Nations opened theInternational School of Geneva. The curriculum that they proposed was intended to promote critical

thinking and exposure to a variety of points of view, in order to encourage intercultural understandingamongst young people. A year later, a proposal was made to create an internationally recognisedexamination for school leavers that would be a passport to universities around the world. As it was, it tookuntil 1965 before the International Schools Examination Syndicate was formed thanks to grants from theUnited Nations Educational, Scientific and Cultural Organisation (UNESCO), The Twentieth Century Fundand the Ford Foundation.

Under the auspices of UNESCO and guided by a group of educationalists including Kurt Hahn (founder ofGordonstoun, the Scottish academy that schooled the Duke of Edinburgh and the Prince of Wales), theInternational Baccalaureate Organisation (IBO) was founded in 1968. The educationalists started with atabula rasa and drew on the inspiration of the best parts of many national education systems in order tocreate a new qualification. The first Diploma Programme (DP) examinations were administered in 1970.This qualification now well-established unites many students from across the globe in a shared

academic experience, promoting critical thinking and intercultural understanding.

Mission Statement

The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring youngpeople who help to create a better and more peaceful world through intercultural understanding andrespect.

To this end the IBO works with schools, governments and international organizations to developchallenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelonglearners who understand that other people, with their differences, can also be right.(IBO, Geneva, November 2002)

The IBO Today

The IBO is a chartered foundation under the Swiss civil code with its headquarters in Geneva. It is aprivate, non-governmental organisation recognised by the Council of Europe and has consultative statuswith UNESCO. The IBO is governed by a 30-member Council of Foundation that meets annually. Sinceits foundation, the IBOs programmes have become a symbol of academic integrity and intellectualpromise and the reputation that the organisation has for rigorous assessment gives InternationalBaccalaureate (IB) Diploma holders access to the worlds leading universities and ensures solidpreparation for academic success. There are currently over 2400 participating schools in more than 129countries.

Why the IB Diploma Programme at WIS?

West Island believes in the advantages of breadth in the curriculum and the IB Diploma Programmepromotes just that. As well as providing breadth, there is also depth to the Diploma: the 4,000 wordExtended Essay and the Theory of Knowledge components, combined with the opportunity to studysubjects at Higher Level (HL) and Standard Level (SL), allow that to be possible. The flexibility in thecurriculum provided through the range of subjects on offer, the ability to choose the level at whichstudents want to study subjects and the ability to choose topic areas for research in the Extended Essay allows students to tailor their Diploma choices to suit their interests. As a result of its construction, there isa balance in the curriculum. For example, science students are able to expand their appreciation of the

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arts and humanities and vice-versa. Furthermore, all students benefit from continuing study of a languageand mathematics. Holding the curriculum together and making it coherent is the Theory of Knowledgeprogramme. It is this subject that encourages critical thinking and asks students to question what theyknow and how they know it. Overall, the Diploma is not only designed to educate at an academic level, itacknowledges and rewards the students need to develop as an individual within a community and withinsociety as a whole, thus promoting a holistic education.

Is the IB Diploma Programme Suitable for Me?

All students entering the Upper School at West Island have to matriculate. The requirements to enter theIB diploma are:

Five grades C or above at GCSE/IGCSE level, two of which will be in mathematics and English.

A high level of constructive energy will also be required in order to be successful on the IB Diplomacourse. Students with qualifications other than the GCSE or IGCSE are invited to talk with the Head ofUpper School. They may be required to sit a language entry test, as all students must be capable ofpursuing courses that will be delivered in English.

You have to be organised.

Correct. And if you are not, then it is probably wise that you should develop those skills whilst you aresurrounded by people who are willing and able to help you become more organised. The tutorial systemat West Island is designed to support you through the programme, but as with any post-16 qualification

ultimately you must be motivated and determined.

You have to work hard.

There is some realistic and reasonable challenge in the Diploma Programme in terms of the content andthe volume of work but there would be no point in studying if there were not new heights to which toaspire. The course is rigorous and demanding but the significance of the achievement is commensurate.Beyond the classroom, there will be the Extended Essay that takes about 40 hours in total (over thecourse of the two years), as well as CAS (150 hours over two years). In terms of preparation, theexpectation is that students will study for two hours for each SL subject and four hours for each HLsubject per week.

A well-balanced, broad and flexible curriculum is on offer.

Of course it is possible to specialise in the arts, humanities or the sciences, just as you wish, but the IBDiploma obliges you to remember the other subjects in the curriculum, too. If you have found your GCSElanguage very hard, you could consider a fresh start with a new language at ab initio level. If mathematicsis not your strong subjectthen take the mathematical studies course rather than the mathematics SL ormathematics HL course. And if literature is not a priority then consider taking your A1 language at SLrather than HL.

Depth of the curriculum is also evident.

The ability to study subjects at HL as well as SL means that deeper subject area interests can beembraced. Also, the Extended Essay encourages original, penetrating experimental or text-basedresearch.

The course is linear and not modular.

IB students submit coursework and sit terminal examinations in the May of their second year. This isunlike A level students who submit coursework and sit examinations in January and at the end of the firstandsecond year. This means that there is time and space to develop as a learner.

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The international ethos pervades the curriculum.

Whether or not you intend to study or work in Hong Kong, China or beyond, the reality is that we all liveand work in a global society. The IB Diploma Programme encourages intercultural understanding in allareas of the curriculum.

The IB Diploma is holistic.

Not only are you educated academically, but socially and culturally, too. Indeed, the CAS programmerewards your involvement in extra-curricular activities.

IB Diploma Curriculum

The Diploma hexagon below shows the curriculum, with the six areas of knowledge surrounding the coresubjects.

IB Diploma students are required to study six subjects (one taken from each of the groups). Of the sixsubjects, at least three must be taken at Higher Level (HL) and a maximum of three at Standard Level

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Group 3Individualsand Society

CORE

EE, TOKCAS, PE

Learning forLife Group 5

Mathematics

Group 4Experimental

Sciences

Group 2Language A2Language B

Ab initio

Group 1Language

A1

Group 6Arts andElectives

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(SL). In addition to this, students follow a course in Theory of Knowledge, submit an Extended Essay andtake a full part in the Creativity, Action and Service (CAS) programme.

Supporting EAL students:The IB Support Programme (IBSP)

Head of Department: Ms Shubha KoshyEmail: shubha.koshy@wis.edu.hk

This programme recognizes that EAL (English as an Additional Language) students joining theUpper School and the full IB Diploma are likely to require a significant degree of support withacademic language skills and higher order thinking skills to succeed in this programme. To meetthis need, the IBSP aims to provide an ongoing language support option for EAL students, post-16.

We recommend that students currently receiving intensive or frequent EAL support at KeyStage 4 join the IBSP for either two hours a week or one hour a week depending on the degree oftheir linguistic needs. Students will receive guidance in this area from their EAL teachers, headsof year, tutors and subject teachers.

The IBSP offers the following:

A rigorous CALP (Cognitive Academic Language Proficiency) skills programme that isbased directly on content covered in the mainstream subject classroom.

Opportunities for students to identify and target specific areas of difficulty for immediatetransfer and improvement.

Students are skilled to be more independent and self-directed and to take charge of theirown learning.

A special emphasis is placed on developing students awareness of inter-disciplinaryconnections and honing their critical thinking skills to reflect the true spirit of the IBDiploma Programme.

Relevant skills support for language intensive areas like Theory of Knowledge (TOK),individual oral presentations and extended writing assignments across the IB hexagon.

IBSP lessons will be conducted in a technologically equipped environment, in small groups run bylanguage specialists with a good understanding of the demands of the IB Diploma. A range ofhigh level academic language resources linked to the mainstream curriculum will be available forstudent use during these lessons. It is advisable for students to bring their own laptops to theselessons, if available.

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IB Diploma: Core Subjects

Extended Essay EE Coordinator: Mr Dave McleodEmail: david.mcleod@wis.edu.hk

In order to fulfil the requirements of the IB Diploma all candidates must submit an ExtendedEssay in an IB Diploma subject of their own choice. The essay is an in-depth study of a limitedtopic within a subject. The purpose of the essay is that:

it develops individual research and investigation skills. provides students with intellectual challenge in a topic of interest to them. develops critical thinking skills of analysis, evaluation and reasoning prepares students for university thesis writing provides students with a document which can be used as a focus in university

admissions interviews.

Approximately forty hours should be spent in total on the essay. Each essay must be supervised

by a subject specialist teacher employed at WIS. The length of the essay is restricted to amaximum of 4000 words and it is assessed according to a carefully worded set of criteria. Themarks awarded for the Extended Essay are combined with the marks for the Theory ofKnowledge course to give a maximum of three bonus points. Extended Essays submitted in agroup 2 language must be written in that language. Extended Essays in all other subjects must bewritten in English.

Choice of Subject

Students will be asked in the second term of Year 12 to choose three subjects, in order ofpreference, in which they would like to write their essay. The subject must be offered in thediploma program at WIS. It is advisable that the student chooses a subject which they arestudying, preferably at higher level.

Choice of Topic

Students should choose a topic that:

is challenging and interesting is limited in scope to allow examination of an issue/problem in depth within the 4000 word

limit allows the collection or generation of information/data for analysis and evaluation requires personal research

Research Question

Students should, with the aid of the supervisor, narrow the focus of the investigation andformulate a specific research question. This may be in the form of a question, but alternativessuch as a hypothesis are acceptable. The research question provides the purpose and orientationof the essay.

The Research Process

A systematic research process is advised, taking into account the requirements of the subject. Itis essential to generate and gather information and ideas that can be used to develop aconvincing answer to the research question.

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Organizing the Essay

Introduction:- why the topic was chosen- some background information to place the topic in context- clear precise research question- clear concluding statement of the thesis and argument.

Body/Development:- systematic development of a convincing answer to the research question.

Conclusion:- is clearly stated- relevant to the research question- substantiated by the evidence presented- indicates issues, unresolved questions and new questions.

Timeline: Students will choose their research topic in January of year 12 and must complete theessay in its entirety by the end of October of year 13.

Theory of Knowledge Coordinator: Ms. Brigette Van DorsselaerEmail: brigette.vandorsselaer@wis.edu.hk

The aims of the Theory of Knowledge (TOK) programme are to engage students in reflection onand in the questioning of, the bases of knowledge, so that they are able:

To develop an understanding of why critically examining knowledge claims is important To develop a critical capacity to evaluate beliefs and knowledge claims To make interdisciplinary connections To become aware of the interpretative nature of knowledge including personal and

ideological biases To consider that knowledge may place responsibilities on the knower

To understand the strengths and limitations of individual and cultural perspectives To develop a concern for rigour in formulating knowledge claims, and intellectual honesty

Principles

The TOK programme is central to the educational philosophy of the International BaccalaureateDiploma Programme. It challenges students and their teachers to reflect critically on diverse waysof knowing and areas of knowledge, and to consider the role that knowledge plays in a globalsociety. It encourages students to become aware of themselves as thinkers, to become aware ofthe complexity of knowledge, and to recognise the need to act responsibly in an increasinglyinterconnected world.

As a thoughtful and purposeful enquiry into different ways of knowing, and into different kinds of

knowledge, the TOK programme is composed almost entirely of questions. The most central ofthese questions is, How do I, or how do we, know that a given assertion is true, or a given judgement is well grounded? Assertions or judgements of this sort are termed knowledgeclaims, while the difficulties that arise in addressing these questions are the broad areas knownas problems of knowledge. The programme entails the application of this central question tomany different, yet interrelated, topics.

Ways of Knowing

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Questions are the very essence of TOK, both ageless questions on which thinkers have beenreflecting for centuries and new ones, often challenging accepted belief, which are posed bycontemporary life. These questions centre on the following Ways of Knowing and will certainlyinvolve some of the following lines of enquiry:

Knowers and Sources of Knowledgeo How is knowledge gained? What are the sources? And to what extent might

these vary according to age, education or cultural background? Perception

o In what ways does the biological constitution of a living organism determine,influence or limit its perception?

Languageo Is it possible to think without language? How does language extend, direct, or

even limit thinking? Emotion

o Can there be a correct or appropriate emotional response?

Reasono Does knowledge always require some kind of rational basis?

These lines of enquiry are applied in each of the subjects studied as well as in ToK lessons.

Assessment

Students are assessed on an essay of 1200-1600 words, that is written as coursework andexternally assessed (2/3rds weighting), and an oral presentation, that is internally assessed andexternally moderated (1/3rd weighting).

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The Assessment of the IB Diploma

The maximum number of points available is 45 points. Subjects at both HL and SL are awarded agrade from 1 (the lowest) through to 7 (the highest). There are therefore 42 points available fromthe six subjects. In order to ensure success in achieving a passing IB Diploma score studentsshould consider selecting Higher Level subjects in which they are aiming to gain a score of 4 or

higher. It is vital that detailed consultation with subject teachers has taken place to ensurestudents make the right Higher Level choices. In addition to this, up to a maximum of three furtherpoints are available for the Theory of Knowledge paper and the Extended Essay, giving a total of45 points.

Theory of Knowledge

ExtendedEssay

ExcellentA

GoodB

SatisfactoryC

MediocreD

ElementaryE

NotSubmitted

ExcellentA

3 3 2 2 1F*

N

GoodB

3 2 1 1 F* N

Satisfactory

C

2 1 1 0 F* N

MediocreD

2 1 0 0 F* N

ElementaryE

1F*

F* F* F* F* N

NotSubmitted

N N N N N N

In order to obtain the Diploma a student:

Must score a minimum of 24 points

Must also submit the Extended Essay and Theory of Knowledge work, both of which aregraded at least mediocre

Complete the required 150 hours of CAS

Students who do not achieve 24 points will be awarded IB Certificates.

Further details of how the IB Diploma is assessed can be found by contacting our IB CoordinatorMr. Rob Stitch (Email: robert.stitch@wis.edu.hk)

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University Admissio ns for IB Students

Universities recognise the strengths of the IB Diploma curriculum and are acutely aware of theachievements of IB graduates. In a recent survey undertaken by the IBO1, 57% of the AdmissionsTutors surveyed from British Universities declared that IB graduates were advantaged in thepreparation that they had received for higher education, as compared with AS/A2, with 40%declaring no difference. Furthermore, 96% favoured attempts to broaden the curriculum:

Many felt that DP students have a wider perspective and could think outside the box. TheDP was also seen as an appropriate preparation for working life. Many felt that it confers onthe students a wide range of skills particularly useful in university studies, both in specialistcourses and in the broader interdisciplinary studies now available.

91% of admissions tutors thought that the Theory of Knowledge course had great value in astudents progress through his studies, noting the value of the seminar context and theexperience of talking in debate and considering complex issues. 96% said that the ExtendedEssay was able to develop skills in preparation for research and reporting in a coherent way.Obviously the number of points required varies according to the university and the course socheck the UCAS website:

1 1. Goto http://www.ucas.co.uk2 2. Select the course that you wish to research3 3. Select Entry Profile for this Course

4 4. UnderEntry Requirements: Qualification Types select International Baccalaureate

Those candidates who seek entry into non-British institutions should check entry requirementsvery carefully and should address themselves directly to the Admissions Tutors. West Island isable to request that the IBO transmits results directly to the universities or to the relevantadmissions agencies but it is the students responsibility to advise the school of the transmissionsrequired. The entry requirements vary from institution to institution:

1 1. Goto http://www.ibo.org

2 2. Select Universities in the Shortcut menu3 3. Scroll down to Universities that Recognise the IB Diploma4 4. Access the database to find out about specific advice for applicants

More useful information about university admission can be found through the school website at:http://clc.esf.edu.hk/GroupHomepage.asp?GroupID=8544

Useful Contact Details

Title Name E-mail

Head of Upper School Ms Kim Isaac k im.isaac@wis.edu.hkDeputy Head of Upper School Mr Mike Waller

Mr Darryl Hoodm ichael.waller@wis.edu.hkdarryl.hood @wis.edu.hk

Higher Education Co-ordinatorHigher Education GuidanceCounsellor:

Ms Catherine SchofieldMs Ellie Tang c atherine.schofield@wis.edu.hkellie.tang@wis.edu.hk

While West Island is happy to give advice, it is the students responsibility to ensure thatany necessary entry requirements are met.

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1Perceptions of the International Baccalaureate Diploma Programme IBO, Cardiff (2003)

GROUP 1: Language A1

The aims at both Higher and Standard Levels are:

To encourage a personal appreciation of literature and develop an understanding of thetechniques involved in literary criticism

To develop the students powers of expression, both in oral and written communication, andprovide the opportunity of practising and developing the skills involved in writing and speaking ina variety of styles and situations

To introduce students to a range of literary works of different periods, genres, styles and contexts

To broaden the students perspective through the study of works from other cultures andlanguages

To introduce students to ways of approaching and studying literature, leading to the developmentof an understanding and appreciation of the relationships between different works

To develop the ability to engage in close, detailed analysis of written text To promote in students an enjoyment of, and lifelong interest in, literature

English HL/SL Head of Faculty: Mr Ben Astley

Email: ben.astley@wis.edu.hk

The English A1 programme is an advanced literature course usually studied in the first language of thestudent.

The programme combines the more traditional aspects of a literature course with a progressive emphasison cultural awareness and personal integrity. Aspects of the course include:

the close critical examination of written texts, both fiction and non-fiction an awareness of how subtle variations in language use can affect meaning and tone the development of a personal critical voice the highlighting of different readings and interpretations encouraging the development of personal judgement.

It is essential to the study of literature that we question preconceived notions such as artifice and reality,right and wrong, truth and falsehood. Literary study requires us to articulate what we think we knowand to challenge this knowledge in discussion and debate.

We need to be able to offer multiple interpretations of character and theme in order to comprehend theworlds created by writers and to relate them to both personal experience and the universal contexts thatsurround them.

Literary study is also rich in critical theory. These theoretical perspectives analyse and evaluate literaturethrough non-traditional means. They make us aware of debates surrounding the concept of interpretationand help us to understand that even seemingly unproblematic concepts such as text and meaningrequire critical thought.

In fostering this kind of critical thinking, literary analysis helps us to understand the world and our place init. It helps us to identify the cultural biases that often form the heart of, and so frequently undermine, ourinterpretations of texts, and, by extension, our opinions of other people, places and ideas.

For example, texts such as Camus The Outsider require the reader to re-examine the foundations ofsome of our most basic moral imperatives. On the other hand, Toni Morrisons The Bluest Eye requires us

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to re-evaluate the concepts of beauty, opportunity and freedom. It demands that students recognize theirown biases as they appreciate the tragically deterministic qualities inherent in societies grounded in racialbigotry.

The English A1 programmes emphasis on independent learning and personal responsibility promotesintellectual rigour and academic honesty. The programme also encourages broad and balanced readingwith a particular focus on exploring the human condition from a variety of social, historical and cultural

perspectives. This international aspect of the course allows students to view the world from a globalstandpoint, aiding us in our understanding of the world in which we live and both facilitating culturalsensitivity and challenging cultural and racial bias.

The principles of high quality teaching and learning will be embedded in all areas of the course as will theprinciples of independent inquiry and the promotion of a lifelong interest in, and enjoyment of, literature inall its forms. There will be ample opportunity to use ICT applications in support of study.

The A1 programme prepares students for a variety of university courses and careers. These are, mostcommonly, ones where the key skills of analysis, critical and creative thinking and an awareness of thesubtleties of language use are paramount.

Typical Course Outline

Course section Texts Focus

Part 1 World LiteratureTotal number of works:HL 3 / SL 3

Sophocles; Oedipus RexPatrick Suskind; PerfumeAlbert Camus; The Outsider ORHerman Hesse; Siddhartha

The course will foster both anappreciation of the literary meritsof the texts as well as their geo-political and cultural contexts.

Part 2 Detailed StudyTotal number of works:HL 4 / SL 2

Shakespeare, OthelloShakespeare, The TempestToni Morrison, The Bluest EyeJames Baldwin, Collected

Essays

At Higher Level, this entailsstudy of two of Shakespearesplays, a work of prose fiction plusone prose work from a genre

other than the novel.At Standard Level, this entailsthe study of a Shakespeare playand a prose work from a genreother than the novel.The focus of this unit is theindividual and society.

Part 3 Groups of WorksTotal number of works:HL 4 / SL 3

Wilfred OwenSylvia PlathPablo Neruda; Twenty Poems ofLoveCarol Ann DuffyEmily Dickinson

The focus of this unit is anexploration of personal identityand the complexity of the humanexperience.

Part 4 Schools Free ChoiceTotal number of works:HL 4 / SL 3

Tennessee Williams; A StreetcarNamed DesireRobert Louis Stevenson; DrJekyll and Mr HydeAngela Carter, The BloodyChamberDai Sijie; Balzac and the LittleChinese Seamstress

The focus of this unit is change,perception and transformation.

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Course Assessment

Higher Level

1. External Assessment (70%)

o Written Paper Component - Part 3 Groups of Works (4 hours; 50%)

The externally set paper will consist of two compulsory sections which are equallyweighted.

Section A Two unseen passages for commentary. One commentary to be written in this section.

Section B Two essay questions for each of the Part 3 options. One essay question to be answered from this section.

o Coursework Component - Part 1 World Literature (20%)

Two written assignments, internally set and externally assessed, in the Language A1 of

the examination. Assignment One is a comparative study based on two works.Assignment Two is a choice of comparative, imaginative or detailed study.

2. Internal Assessment (Oral, 30%)

o Part 2 Detailed Study and Part 4 - Schools Free Choice will be internally assessed

by the teacher and externally moderated.Assessment is based on an individual Formal Commentary (Part 2) and an individual

Oral Presentation (Part 4).

Standard level

1. External Assessment (70%)

o Written Paper Component - Part 3 Groups of Works (3 hours, 50%)

The externally set paper will consist of two compulsory sections which are equallyweighted.

Section A Two unseen passages for commentary. One commentary to be written in this section.

Section B Two essay questions for each of the Part 3 options. One essay question to be answered from this section.

o

Coursework Component Part 1 World Literature (20%)One written assignment, internally set and externally assessed, in the Language A1 ofthe examination. A comparative study based on at least two works.

2. Internal Assessment (Oral, 30%)

o Part 2 Detailed Study and Part 4 Schools Free Choice will be internally assessed

by the teacher and externally moderated.Assessment is based on an individual Oral Commentary (Part 2) and an individual OralPresentation (Part 4).

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School Supported Self Study of Literature Standard Level Only

An alternative to pursuing West Island Schools taught English Literature course in group 1 is for studentsto embark on a Self Study Literature course in their own Mother Tongue.

This course will offer students the opportunity to study texts written in their mother tongue and to beassessed in written and spoken assignments through their mother tongue.

Students will be responsible for finding a supervisor who shares their mother tongue to assist them intheir Self Study course however support has already been organised in the ESF Languages Centre whocan provide supervisors in French, Spanish, Chinese and Japanese. Other opportunities do exist for otherlanguage supervisor support so interested students should contact the personnel below.

In addition students can receive support from schools which offer explicit teaching to all self studystudents when they study their World Literature texts. Regardless of their language background allstudents can come together to study three world literature texts in English with support from an EnglishLiterature teacher.

The course is designed for students who are fully bilingual and bi-literate it is expected that they wouldhave had previous experience in reading and critically engaging with texts in their own mother tongue. Inaddition as the course involves self motivated and independent study students need to be responsible,organised and able to work to their own to deadlines set and negotiated with their supervisor and IBCoordinator.

Students who successfully complete this course alongside the study of a Language A2 course in group 2will gain a coveted Bilingual IB Diploma.

Any interested students must contact the following personnel to discuss the issue further to help maketheir final decision:

Ms Shubha Koshy shubha.koshy@wis.edu.hk

Mr. Ben Astley ben.astley@wis.edu.hk

Mr. Rob Stitch robert.stitch@wis.edu.hk

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GROUP 2: Second Language

Group 2 consists of a range of language courses accommodating the different levels of linguisticproficiency that students have already gained when they begin. There is a single set of group 2 aims,common to all the courses, but the objectives are differentiated according to what the students are

expected to be able to demonstrate at the end of each course.

To enable students to understand and use the language they have studied in a range of contextsand for a variety of purposes

To enable students to use the language appropriately To encourage, through the study of texts and through social interaction, an awareness and

appreciation of the different perspectives of people from other cultures To develop students awareness of the role of language in relation to other areas of knowledge To provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge

of a language To provide students with a basis for further study, work and leisure through language To develop students awareness of the relationship between the languages and cultures with

which they are familiar

Overview

Language A2 HL is for a fluent language user who intends to study the language at this level fora future career or to meet a Diploma Programme requirement, and who:

is a native or near-native speaker wishing to study a different language as his or herlanguage A1

is a bilingual student (in reading or writing or both)

lives in a country where the target language is spoken

is taught other subjects in the target language

Language A2 SL is for a fluent language user who may not intend continuing study of thelanguage beyond the Diploma Programme, and who:

is a native or near-native speaker wishing to study a different language as his or herlanguage A1

is an almost bilingual student (in reading or writing or both)

lives in a country where the target language is spoken

is taught other subjects in the target language

Language B HL is for a language learner who intends to study the language at this level for afuture career, or to meet a Diploma Programme requirement, and who:

has 4 to 5 years experience of the target language

is not taught other subjects in the target language is normally taught outside a country where the language is spoken

Language B SL is for a language learner who may not intend continuing study of the languagebeyond the Diploma Programme and who:

has 2 to 5 years experience of the target language is not taught other subjects in the target language

is normally taught outside a country where the language is spoken

is a beginner or near-beginner who lives in a country where the language is spoken

Ab Initio is for a beginner who: has little or no previous experience of the language is taught outside the country or countries where the language is spoken

Is not taught other IB subjects in the target language

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Language A2 Chinese HL/SL Head of Chinese: Ms Julia ZhuEmail: julia.zhu@wis.edu.hk

Course Objectives

Chinese A2 aims to develop a variety of linguistic skills through the study of a wide range of texts to:

enable students to develop powers of expression in both oral and written communication provide the opportunity of practising and developing the skills involved in writing and speaking in

a variety of styles and situations encourage a personal appreciation of a range of texts and develop an understanding of the

techniques involved in textual study and criticism develop the ability to engage in close, detailed and critical examination of text promote the use the language for personal growth, development and relationship with the

international community

Course Outline

Chinese A2 is a language and literature course which caters for students whose Chinese has reached avery high standard. They should be confident to use the Chinese language in literature critiques apartfrom being able to communicate in a variety of unfamiliar situations. For the above reasons we encouragestudents, who have elected to follow the accelerated Chinese programme since Year 7 or who joined WISfrom a local Chinese school in Year 9 or later, to take this course.

This course also gives candidates the opportunity to reach a high level of competence in a secondlanguage and at the same time appreciate the range of issues generated by the study of language andculture. This course will enable students to develop their bilingualism.

Chinese A2 consists of the study of language, texts and culture, which are explored through theframework of cultural and literary options. At Higher Level students study four options: at least one must

be literary, and at least cultural. At Standard Level students study three options: at least one must beliterary, and at least one cultural.

The five cultural options are:

Language and culture Media and culture Future issues Global issues Social issues

Each option in literary part consists of the study of three works chose freely.

Course Examinations and Assessment

Students are tested by means of a written examination, accounting for 50% of the final mark, involving anunseen comparative commentary and essay questions based on a topic option that has been studied aspart of the course. Students are also asked to complete two written assignments which are textproductions of a specific text type, related to the text types that have been studied as part of the course -this is worth 20% of the final mark. Furthermore the remaining 30% of the marks are made up of an oralcommentary on an unseen extract from a previously studied work and an interactive group oral.

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Language BChinese, French andSpanish

Head of Faculty/French: Mr David HammondEmail: david.hammond@wis.edu.hkHead of Chinese: Ms Julia ZhuEmail: julia.zhu@wis.edu.hkHead of Spanish: Ms Claire StonesEmail: Claire.stones@wis.edu.hk

Course Objectives

Chinese, French and Spanish are all offered in both group 2 and group 6. Language B is a foreignlanguage programme for students with previous experience in the chosen language.Students intending to study Chinese A2 in group 2 are also eligible and encouraged to study French orSpanish Language B i.e. as a foreign language in group 6.

Language B HL/SL aims to:

Enable students to understand and use the language in a range of contexts and for a varietyof purposes

Enable students to use the language appropriately Encourage an awareness and appreciation of the different perspectives of peoples from other

cultures Develop students awareness of the role of language in relation to other areas of knowledge Provide students with a basis for further study, work and leisure Develop students awareness of the relationship between the languages and cultures with

which they are familiar.

Course Outline

Emphasis is placed on knowledge of the culture and civilisation of the relevant country, the broadening ofstudents vocabulary and the building of a solid knowledge of grammatical structures. The focus is on

interaction between the student and speakers and writers of the foreign language, so it is important thatthere is a will on the part of the student to participate actively in lessons. Students will have theopportunity to read literary and non-literary texts, watch and discuss foreign language broadcasts,bulletins and films and work with the language assistants.Higher Level students explore topics in greater depth than Standard Level students. They are alsorequired to tackle more demanding tasks and write at greater length in their written examinations. AtHigher Level, students will also study at least one literary text.

Course Examinations and Assessment

At both levels the written examinations make up 70% of the marks. There are two written examinationpapers: one involves comprehension exercises and language manipulation exercises along with a shortpiece of written production; the other paper requires students to write an essay chosen from a list in a

range of registers.The oral component, which makes up the remaining 30% of the marks is assessed during the secondyear of the course and at both levels candidates are required to participate in group discussion as well asundergo individual oral exams to express their knowledge and opinions of topics which they haveresearched. It is thus essential to develop a fair degree of oral fluency and candidates will be expected tomake plans to spend a significant part of their holiday time in the relevant country.

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Language ab initio:Chinese, French andSpanish

Head of Faculty/French: Mr David HammondEmail: david.hammond@wis.edu.hkHead of Chinese: Ms Julia ZhuEmail: julia.zhu@wis.edu.hkHead of Spanish: Ms Claire StonesEmail: Claire.stones@wis.edu.hk

Course ObjectivesThe standard required of a candidate after a two yearab initio course is much the same as is required ofa good GCSE candidate. The nature of the language taught and the range of grammar and vocabularyrequired is also similar to the requirements of GCSE. An ab initio IB course in the language should thusenable students to gain a working knowledge of the language to help them survive in transactionalsituations abroad and prepare them for greater use of the language in a social or working context in thefuture.

LanguageAb initio aims to:

Enable students to understand and use the language in a range of contexts and for a varietyof purposes

Enable students to use the language appropriately Encourage an awareness and appreciation of the different perspectives of peoples from other

cultures Develop students awareness of the role of language in relation to other areas of knowledge Provide students with a basis for further study, work and leisure Develop students awareness of the relationship between the languages and cultures with

which they are familiar.

Course Description

The ab initio course is as demanding in its own way as the language B Standard and Higher Levelcourses. However, we would advise a student gaining a grade D at GCSE in one of the other languages

to consider trying a new language at this level in group 2.This course would also be suitable for very talented linguists who wish, in addition to studying theirlanguage B at Standard or Higher Level in group 2, to expand or complement their repertoire oflanguages through picking up an ab initio option in group 6.This course would also be suitable for that category of learners intending to study Chinese A2 in group 2who wish to study a foreign language.Emphasis is placed on knowledge of the culture and civilisation of the relevant country, building studentsvocabulary as well as a solid knowledge of grammatical structures. The focus is on interaction betweenthe student and speakers and writers of the foreign language, so it is important that there is a will on thepart of the student to participate actively in lessons. Students will have the opportunity to read texts,watch and listen to audiovisual materials, such as film, extracts of TV and radio programmes and speakwith the foreign language assistants.

Course Examinations and Assessment

At ab initio Level, written examinations make up 70% of the marks. There are two written examinationpapers: one involves reading comprehension and text handling while the other paper focuses on studentswritten expression.The oral component, which makes up the remaining 30% of the marks is assessed during the secondyear of the course and at both levels candidates are required to participate in group discussion as well asundergo individual oral exams to express their knowledge and opinions of topics which they haveresearched. It is thus essential to develop a fair degree of oral fluency and candidates will be expected tomake plans to spend a significant part of their holiday time in the relevant country.

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GROUP 3: Individuals & Societies

The aims for the programme for Group 3 - Individuals and Societies are as follows:

The systematic and critical study of human experience and behaviour, of the varieties of physical,

economic and social environments in which we live and of the history and development of thesocial and cultural institutions which we have created The development in the candidate of the capacity to identify, to analyse critically and to evaluate

theories, concepts and arguments concerning the nature and activities of the individual andsociety

The understanding of the various methods of data collection, description and analysis used instudies of society, and the ways in which hypotheses are tested and complex data and sourcematerial interpreted

The appreciation of the way in which what has been learned is relevant to both the culture inwhich the candidate lives and those of other societies

To recognise that human attitudes and opinions are widely diverse and that a study of societyrequires appreciation of such diversity

To recognise that the subject matter of the disciplines in this group is contestable and that their

study requires the toleration of uncertainty.

Business and Management Head of Department: Ms Barbara CooperEmail: barbara.cooper@wis.edu.hk

The Business and Management course will prepare you and expose you to various business skills tomeet the needs of a career in the corporate world. It is a varied and exciting course often revolvingaround decision-making about real business problems based on case study material. It includes anintroduction to organizations and their decision-making processes, the external environment and itseconomic influence, marketing, human resource management, accounting and finance, and operationsmanagement. It is a broad foundation for any business related university degree course.

You will gain an understanding of business from different cultural perspectives, develop critical thinkingand understand the concepts of global economy, business ethics and social responsibilities ofstakeholders.

Some of the issues we will discuss:

How do you cope with competition from established airlines such as British Airways and CathayPacific? Do you set prices below theirs to win business or offer a premium service with reclining seats? Why do multinationals locate in developing countries?

Which is a better investment? Buying property in Hong Kong or investing in the stock market?

Chinas economy has been growing at an average of 9.5% per annum. Does China provide anopportunity for or present a threat to European producers of goods and services?

Coca-coal is the worlds largest soft drink producer with sales of nearly $22 billion in 2004. Howcan Coca-cola guarantee further success in the future?

Analyze, using accounting ratios, the current strength of Premier Fuels Ltds balance sheet.

Undertake an investment appraisal of Compowers proposed internet project.1

Although no prior knowledge is assumed, if you have completed a GCSE business studies or economicscourse we recommend that you have attained a C grade or above. A successful GCSE mathematicsgrade will also help you with the numerical aspects of the course. The subject is not particularlymathematical, although many UK universities prefer you to have studied mathematics HL or SL (ratherthan mathematical studies SL) if you want to study a business-related degree. The top business schools

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in particular will require this. You must check with the university websites. A high percentage of WISstudents apply for business-related degrees worldwide.

You also need to have enthusiasm and curiosity! If you want to understand how business organisationsrespond in the context of continual global change then this is an appropriate subject to pursue. Businessand management is a topical subject which requires regular reading of the quality press and watchingbusiness television programmes. You need to have an interest in the business world and what is going

on around you.

Course Objectives

By the end of the course candidates should be able:

To understand business terminology, concepts and principles To identify social and cultural factors, and ethical considerations, in the actions of organisations To assess the impact of the actions of organisations on the internal and external environment

To solve problems through identifying the problem, selecting and interpreting data, applyingappropriate analytical tools, and recommending solutions

To assess data from a variety of sources

To evaluate information in order to distinguish between fact and opinion To collect, organize, interpret and present information in different forms To apply theory to real life situations.

Course Outline

Standard Level

Higher Level Standard Level

1 Business organisation and environmentNature of business activity, types of organization,organisational objectives, stakeholders, externalenvironment, organisational planning tools, growth

and evolution, change and the management ofchange, globalization.

Business organisation and environmentNature of business activity, types of organization,organisational objectives, stakeholders, externalenvironment, organisational planning tools, growth

and evolution, globalization.

2 Human resourcesHuman resource planning, organizational structure,communication, leadership & management,motivation, organizational and corporate cultures,employer and employee relations, crisismanagement and contingency planning.

Human resourcesHuman resource planning, organizational structure,communication, leadership & management,motivation,

3 Accounts & financeSources of finance, investment appraisal, workingcapital, budgeting, final accounts, ratio analysis.

Accounts & financeSources of finance, investment appraisal, workingcapital, budgeting, final accounts, ratio analysis.

4 MarketingThe role of marketing, marketing planning, product,price, promotion, place, international marketing, E-commerce.

MarketingThe role of marketing, marketing planning, product,price, promotion, place, international marketing, E-commerce.

5 Operations Management

Production methods, costs and revenues, break-even analysis, quality assurance, location,innovation, production planning, projectmanagement, production planning.

Operations Management

Production methods, costs and revenues, break-evenanalysis, quality assurance, location.

6 Business strategyStrategic analysis, strategic choice, strategicimplementation.

+ Research Project (Coursework - InternalAssessment)

Written commentary (1500 words)Based on 3-5 supporting documents about a realissue or problem facing a particular organization.

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Higher Level

External assessment Internal Assessment

Paper 1 Paper 2

Syllabuscontent

All six topics All six topics Any topic from the full HL syllabus

Assessmentobjectives

1-7 1-6 1-7

Method Based on case study issued in advanceSection A (HL/SL)Students answer two of threestructured questions (30 marks)Section B (HK/SL)Studies answer one compulsorystructured question includingevaluative skills (20 marks)

Section A and Section B are commonto both HK & SL students. HL studentsalso have a section C.

HL Section CStudents answer one compulsoryquestion focusing on strategic decision-making through the use of extension

material (30 marks)

HL Section AStudents answer one of twostructured questions basedon stimulus material with aquantitative element.(25 marks)

HK section BStudents answer two ofthree structured questionsbased on stimulus material(50 marks)

Research project

Report that addresses an issuefacing an organisation or analyses adecision to be made by anorganisation (2,000 words)(25 marks)

Total marks 80 marks 75 marks 25 marks

Time 2 hours 2 hours 30 hours

Weighting 40% 35% 25%

Course Assessment

External assessment Internal Assessment

Paper 1 Paper 2

Syllabuscontent

All five topics All five topics Any topic from the full HL/SLsyllabus

Assessmentobjectives

1-6 1-6 1-6

Method Based on case study issued in advance

Section A (HL/SL)Students answer two of threestructured questions (30 marks)

Section B (HK/SL)Students answer one compulsorystructured question including evaluativeskills (20 marks)

Section A and Section B are commonto both HK & SL students. SL studentsdo not have a section C.

HL Section CStudents answer one compulsoryquestion focusing on strategic decision-

making through the use of extensionmaterial (30 marks)

SL Section A

Students answerone of twostructured questions basedon stimulus material with aquantitative element.(25 marks)

SL Section BStudents answertwo ofthree structured questionsbased on stimulus material(40 marks)

Research project

Written commentary based on threeto five supporting documents abouta real issue or problem facing aparticular organisation.(1500 words)(25 marks)

Total marks 50 marks 60 marks 25 marks

Time 1 hours 1 hours 15 hours

Weighting 35% 40% 25%

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Economics Head of Department: Mr Peter Wray

Email: peter.wray@wis.edu.hk

Economics is the study of universal scarcity. Human beings want more than they have and this throws upany number of economic and social problems. Rather than worry about defining it, perhaps it is morehelpful to mention some of the issues that IB students cover in their two years of studying economics:

Is road pricing the best way to deal with the problems of traffic congestion in a city?

Why has the Chinese economy performed so well over the last few years are there anydownsides to the countrys impressive economic growth? What are the most appropriate strategies to help reduce poverty and improve living standardsin developing countries? What are the problems facing East European countries as they join the European Union should they join the Euro, for example? Does a powerful company like Microsoft serve consumers interests should it be broken up?

Economics is an extremely wide-ranging subject and it has an influence on, and is influenced by, anumber of other subjects including politics, philosophy, maths, geography and history. It is based on a

discrete body of thought using theory and concepts as well as facts and figures. In this sense, economicscould be thought of as more like a science than a humanity subject. This sometimes abstract naturesometimes causes economics to be classified as a difficult subject, but those students who are curiousto examine current events from a scientific perspective (e.g.: the WTO dispute between developed anddeveloping countries and how the Chinese government copes with the vast increases in income andsocial change) should find it particularly appealing.

The mathematical content of the course is not especially onerous. Logical thought however is a majoradvantage. Those who find numbers straightforward will find some topics easier than those who do notbut a successful candidate at GCSE mathematics should cope with that component of the course.However, it should be noted that many universities either require, or strongly prefer, students wishing tostudy Economics to have studied Mathematics HL. Have a close look at the UCAS website or makecontact directly with international universities.

Economics is a topical course which means that success requires the regular reading of the quality pressand watching relevant television programmes. No prior knowledge of the subject is assumed andeconomics combines well with many other subjects. Only a minority of students will go on to take thesubject to degree level but many will find that they have to study some economics in courses such asbusiness studies, surveying and the like. Above all, economics provides students with a way of analysingproblems that is useful in many other subjects and careers.

Course Objectives

By the end of the course students should be able:

To unde