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Contents

Page

Welcome from Head of School ………………………………. 3

Welcome from Head of Sixth Form ………………………………. 4

Why choose Swans Sixth Form? ………………………………. 5

IB Learner Profile ………………………………. 6

Recent Results ………………………………. 8

Choosing your IB subjects ………………………………. 9

Entry Requirements ………………………………. 10

Advice to Students ………………………………. 11

Theory of Knowledge (TOK) ………………………………. 12

Creativity, Action and Service (CAS) ………………………………. 13

Extended Essay ………………………………. 14

Tutors and Academic Scholarship ………………………………. 15

Private Study ………………………………. 16

Where our Graduates now study ………………………………. 17

Swans IB Diploma Graduates ……………………………….

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Welcome from our Head Teacher

Welcome to our Sixth Form prospectus. It has been created to

provide you with all the information you need before you join our

successful, growing Sixth Form. We hope to provide you with an

insight into the International Baccalaureate (IB) Diploma, our

chosen programme of study and the wider school life of a Sixth

Former.

When students become Sixth Formers they are expected to

develop a new set of skills. We hope to create independent

learners and students who can use research to form judgments

and analyse complex situations that form part of the IB curriculum.

This prospectus will help you to understand your future

programme of study better and make more informed decisions

concerning your future education with us here at Swans.

In addition we hope to show you some of the less academic activities that our students get involved

in and how they contribute to the wider community of the school when they become Sixth Formers.

I would like to take this opportunity to wish you well in your future studies and I look forward to

welcoming you as part of our Sixth Form.

Catherine Davies Head Teacher

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Welcome from our Head of Sixth Form

Welcome to our Sixth Form prospectus. I hope within this you

will find all the information you require to help you and your son/

daughter make the right decisions for their future. I believe Sixth

Form students at Swans International School have the

opportunity to become involved in a highly successful

programme of excellent instruction and support, in a modern,

well equipped learning environment.

Swans Sixth Form aims to create a purposeful, friendly and

adult environment in which students are encouraged to develop

a sense of independence and take responsibility for their study.

The two years in the Sixth Form are important in shaping future

careers and education and will also, we hope, be remembered

as an exciting and enjoyable experience.

Swans Sixth Form offers students a chance to continue developing their study skills, personal

qualities and time management that are required later in life. It provides opportunities for

extracurricular and community interests and students are given every encouragement to be

leaders in the school. Our highly developed CAS programme assists each student to challenge

themselves to become valued citizens of both the local and global community.

Above all the Sixth Form is about helping students realise their potential (whatever it is). We

want our Sixth Formers to be successful and happy whether this is success in university entrance

or in their chosen career. We also strive for our Sixth Formers to be considerate and responsible

members of a happy and thriving community.

Jason Williams

Head of Sixth Form

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Why choose Swans Sixth Form?

We offer the prestigious IB Diploma programme to our Sixth Form students. We have selected this course to reflect the needs of our multicultural body of students.

The subjects on offer include three languages, four science options, three levels of maths,

six humanities subjects and three creative subjects (Fine Art, Film, Theatre and Music).

This range of subjects makes Swans IB Diploma the most diverse on offer on Costa del Sol.

The school feels it is important to provide a pre-university course that is recognised throughout the world by leading universities as opposed to a national system that is less applicable to international students.

Students at Swans enjoy excellent relationships with all staff at the school which develop

further during the Diploma programme.

From the classroom to the variety of CAS activities available, students receive a world class education from an experienced and caring staff. The students are taught by dedicated, highly experienced IB-trained staff - (almost 50% of IB staff are also serving IB examiners).

Supported by a Head Boy and Girl team, an IB coordinator, Form Tutor, Extended Essay

Tutor and Head of Sixth Form, students are encouraged to fully immerse themselves in the IB Diploma, hereby developing into the international, principled, balanced students so desired by universities and colleges around the world. Our experienced team of university advisors works with students to apply for and obtain university places at institutions around the world.

Swans International School shares the IB philosophy and we adhere to the IB mission statement:

“The International Baccalaureate aims to develop inquiring, knowledgeable and

caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organisation works with schools, governments and international organisations to develop challenging programmes of international education and rigorous assessment. These encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.”

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IB Learner Profile

In order to develop IB philosophy, students should strive to be:

Inquirers,

Knowledgeable

Thinkers

Communicators

Principled

Open-minded

Caring

Risk-takers

Balanced

Reflective Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable: They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

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IB Learner Profile

Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-minded: They understand and appreciate their own cultures and personal histories and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view and are willing to grow from the experience. Caring: They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service and act to make a positive difference to the lives of others and to the environment. Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support theirlearning and personal development.

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Recent Results

Our fifth cohort of students has just completed their IB examinations in July 2014. We aim to not only maintain a 100% pass rate, but to produce year on year improvements

to our overall average score and individual subject scores.

We are confident that this year’s cohort will achieve the school’s best ever IB results.

There are several students who are predicted to achieve over 40 points, an absolutely

excellent academic performance. This represents the level required for entry into Oxbridge

and other top universities around the world.

WHAT THE STUDENTS SAY…

‘The IB diploma is a challenging and demanding course which tests an individual’s complete set of skills. It has helped to mould me into a more rounded student’.

Nicolas D’Alessandro 2012

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The IB Diploma Programme Choosing your combination of subjects

First Language

Second Language

Individuals and

Societies

Experimental Sciences

Mathematics The Arts

English English B History Biology Mathematics

Standard level Art

Spanish Spanish B ITGS** Physics Maths

Studies*** Music

Spanish Ab

Initio*** Geography

Environmental Systems ***

Mathematics Higher level

Theatre

Business &

Management Film

Psychology French B*

Economics*

Chemistry*

* Subjects in group 6 can be studied instead of The Arts ** Information Technology in a Global Society *** Only available at Standard Level

Students choose six subjects to study for the IB

diploma. Three at Higher Level and three at

Standard Level.

Students select a first and second language,

normally a combination of English and Spanish.

Students also choose a humanities subject, a

science based subject, a Mathematics based

subject and an arts subject.

If a student does not wish to choose an arts subject

they can select a different subject in its place, e.g. a

second science or a third language.

For September 2015 Swans is offering:

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Swans is happy to receive applications from any student, however due to the challenging nature of the IB Diploma programme we ask that students have attained at least six A*- C grades at IGCSE or equivalent grades in similar qualifications. These grades are to include English and Mathematics.

Students who have not previously studied with us will also have to provide a recent school report and contact details of their previous school.

Please be aware that some departments will require a specific grade to complete higher level studies in a subject. For example, to complete higher level Mathematics you will need to have achieved at least an A at IGCSE. Entry into the IB Diploma Programme at Swans is subject to the following: 1. Student interview with the Head Teacher or other members of the School’s Senior

Management Team; 2. Review of previous school record (whether at Swans or elsewhere) to determine attitude

and aptitude for IB study Attainment of minimum examination grade thresholds, as set out below.

We would also point out that for Higher Level subjects, where a student has studied the same subject at I/GCSE, we would generally expect them to have achieved a Grade B or above in their exams.

Subject Threshold Requirement

English A1 (Higher) I/GCSE Grade B in both English First Language and Literature

Spanish A1 (Higher) I/GCSE Grade B in both Spanish First Language and Literature

English B (Higher) I/GCSE Grade B in English Second Language

ITGS (Higher) I/GCSE Grade B in ICT

Mathematics (Higher) I/GCSE Grade A in Mathematics

Mathematics (Standard) I/GCSE Grade B in Mathematics

Physics (Higher) I/GCSE Grade A in Mathematics and Science

Music (Standard) I/GCSE Grade B in Music and proficiency in instrument/voice

Entry Requirements

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Advice to Students on Choosing Subject

When making your choice it is important that you take into account what you may want to do after school (whether at University or elsewhere) or, if you are undecided, you keep your options as open as possible.

Choose subjects that you enjoy and are good at. It is advisable not just to judge this on your latest mock exam results but on your performance throughout the year.

Choose courses which match your abilities. If in doubt, talk to your subject teachers.

If you already have ideas about possible careers or university courses, decide whether they should affect your choice of subjects.

Again, if in doubt, please consult with your subject or Form Tutor, and/or conduct your own independent research using available sources, such as the internet.

Once you think you know what courses you would prefer to follow, please complete the Preliminary Indication Form and return to Don José Prieto, Swans IB Coordinator. Changing Subjects Once you have started Year 12 of the IB Diploma course there may be an option to change subjects following a set protocol:

Interview with subject teacher, approval by Head of Sixth Form, approval by IB Coordinator, parents signed agreement,

All changes must be completed by the 1st

October. Assessment and the Grading System Assessment of achievement in each subject of the IB Programme is based on coursework amounting to 20-50% of the total marks, depending on the subject, and a final examination taken in May. Each subject is graded on a scale of 1 (minimum) to 7 (maximum), as shown below. The grades are referenced to grade criteria rather than to performance of any group of students in any particular year.

Grade Description; 7 Excellent 6 Very Good 5 Good 4 Satisfactory 3 Mediocre 2 Poor 1 Very Poor

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The interdisciplinary TOK course is designed to develop a coherent approach to learning that transcends and unifies the academic areas and encourages appreciation of other cultural perspectives. The theory of knowledge course is in part intended to encourage students to reflect on the huge cultural shifts worldwide around the digital revolution and the information economy. The extent and impact of the changes vary greatly in different parts of the world, but everywhere their implications for knowledge are profound. Theory of knowledge encourages critical thinking about knowledge itself and aims to help young people make sense of that they encounter. Its core content focuses on questions such as the following:

TOK activities and discussions aim to help students discover and express their views on knowledge issues. The course encourages students to share ideas with others and to listen and learn from what others think. In this process students' thinking and their understanding of knowledge as a human construction are shaped, enriched and deepened. Connections may be made between knowledge encountered in different Diploma Programme subjects, in CAS experience or in extended essay research; distinctions between different kinds of knowledge may be clarified.

What counts as knowledge?

How does it grow?

What are its limits?

Who owns knowledge?

What is the value of knowledge?

What are the implications of having, or

not having, knowledge?

TOK (Theory of Knowledge)

WHAT THE

STUDENTS

SAY…

‘Sixth Form at Swans provides a balance between academic issues that are equally important to personal development. Our international environment provides us with the skills to be prepared for our future studies’.

Natalia Canales 2012

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As part of the core of the IB Diploma CAS is the completion of a range of activities to create more rounded individuals ready to join our international community. Activities can range from a local reforestation project or beach cleaning to learning new skills like scuba diving orhorse riding, or learning a new musical instrument. A major area of CAS is Action, the involvement in sports such as football, volleyball and basketball, or competing in the annual padel tennis tournament organised by members of the Sixth Form. We encourage our students to take treks in the local mountains - La Concha, La Torrecilla, La Cruz de Juanar and La Sauceda. The school organises a residential trip to an activity camp for new IB students that offers an opportunity to try new outdoor activities and bond as a group.

Each year the students engage in a huge number of projects that bring benefits to the local community

CAS (Creativity, Action and Service)

WHAT THE

STUDENTS

SAY…

‘The CAS course allows all Swans Sixth Formers to have the responsibility to create events and participate in them with each other - it helps create the family atmosphere we currently have in Swan´s Sixth Form.´

Sam De Jonge 2013

Each student has to create a CAS diary that contains reflection and evidence of activities. This forms part of the core assessment of the IB Diploma. Although there are no points allocated to CAS it is a compulsory part of all students’ commitment to IB.

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The Extended Essay offers the opportunity for IB students to investigate a topic of special interest, usually one of the student's six diploma subjects, and acquaints them with the independent research and writing skills expected at university. It is intended to promote high-level research and writing skills, intellectual discovery and creativity - resulting in approximately 40 hours of work. It provides students with an opportunity to engage in personal research on a topic of their choice, under the guidance of a supervisor. This leads to a major piece of formally presented, structured writing of no more that 4,000 words, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject, It is recommended that students follow the completion of the written essay with a short, concluding interview - viva voce - with the supervisor. In countries where interviews are normally required prior to acceptance for employment or for a place at university, the extended essay has proved to be a valuable stimulus for discussion. Theory of Knowledge and Extended Essay Assessment of TOK and the Extended Essay is by a system of bonus points. In TOK work is assessed both internally and externally. Extended Essays are graded externally. These two components are each graded in one of five bands. Completion of the extended essay, TOK assessment and CAS diary are mandatory components of the IB Diploma. TOK and the Extended Essay are awarded a joint mark which is worth up to three additional points towards the final IB Diploma, making the whole diploma worth 45 points maximum (6 subjects worth 7 points each (max.) plus 3 points for TOK and Extended Essay).

Extended Essay

WHAT THE

STUDENTS

SAY…

‘The IB is a very challenging course. It requires a different learning style from that which I have previously come across; students have to become independent learners’.

Ada Fernandez 2013

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Our Sixth Form tutors are experienced pastoral mentors who are supportive and always available to provide guidance throughout the two years of the IB Diploma.

Every day there is a tutor session where students are registered and can speak with their tutor concerning any issues they might have and vice versa. This kind of close contact with your tutors will help to develop a mutually beneficial relationship centred upon trust and understanding.

Each year group is represented on the school council by a member of each tutor group, who speaks on behalf of their peers and can help to affect school policy.

Tutors are also responsible for monitoring the way students present and conduct themselves around school. We have a set of guidelines as to the way students dress and behave when they are in or around school.

In 2010 the school launched an initiative aimed at high academic achievers; the idea is to reward our most able students by providing the opportunity of a scholarship. The ‘Ray Liggan Academic Scholarship’ was created and it has proved a great initiative, attracting many applicants since its launch.

Students are asked to write a letter explaining their intentions and plans for the future and how they will contribute to our school community. At least one teacher must recommend the applicant and all applicants are interviewed by the senior management of the school.

A decision is taken once the IGCSE exam results are released in August of each year.

The school is committed to developing our most able students and this project is an example of how we want to support them.

Tutors and Academic Scholarship

Our 2014-2015 Ray Liggan Academic Scholarship winners, Sarah Benkirane and Alena Kapnulina

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We encourage all IB Diploma students to organise themselves properly and to use their time to study, both in and out of school, effectively. All students have access to ICT facilities in a variety of locations; the IB workroom, the Sixth Form common room and the Library. Each student is allocated storage space on the school’s network to allow them to keep track of all their work. We also encourage our students to make use of their own laptops and they can bring these into school to use throughout the school day.

Although the timetable of a diploma student is very full, there are approximately four non-contact periods for every student per week which should be used to complete homework, internal assessments, Extended Essay or University applications. Of course we also highly recommend that students schedule time after school either on-site, at home or both to complete academic work. This could be homework, which is set by subject teachers (via the school’s homework website) or to complete coursework projects that form part of the IB internal assessment process in each subject.

Private Study

WHAT THE

STUDENTS

SAY…

‘Throughout my IB years I have become more prepared to deal with real life situations. This is thanks to many factors, one of which is the help and support provided by my teachers’.

Emma Mellis 2014

WHAT THE

STUDENTS

SAY…

´IB offers a difficult curriculum to understand, it requires independent learning which helps to prepare you for university study. To be successful you will need to work hard throughout the two years’.

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Where our graduates now study

Name University Course Graduated

Anton Brink University of Leeds Media Technologies 2014

Leonardo Caramazza Rotterdam, Netherlands Economics and Business 2014

Annabelle Craven University of Leeds Childcare Studies 2014

Amelia Walton London School of Fashion Fashion Management 2014

Monica Vargas Europea, Madrid Economics 2014

Felipe Fernandez Germany Mechanical Engineering 2014

Anzelika Konigkina Leeds, UK Theatre and Performance 2014

Hugo Lopez Bristol, UK Economics 2014

Emma Melis Leeds, UK Business Management 2014

Fernando Moreno IE Madrid, Spain Business Administration 2014

Joseph Parsons York, UK English and History 2014

Paula Peña Gil Regents University, UK International Business 2014

Biljana Rodic Barcelona, Spain Business Administration 2014

Enrique Sevilla Garcia University of Manchester Economics 2014

Pedro Candela Terry University of Lancashire Journalism 2013

Jose Maria barrena UAX, Madrid Law and Business 2013

Celine Rayner IE, Madrid Business Management 2013

Pablo Crossa University of Abertey, UK Computer System Security 2012

Guillermo Fernandez Edinburgh, UK Aerospace Engineering 2012

Victor Sánchez Granada University Paleontology 2011

Lander Mardo Pacheco Alfonso X, Madrid Dentistry 2010

The table below shows some of the university destinations previous Swans graduates have chosen.

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Swans IB Diploma Graduates

CLASS OF 2011

CLASS OF 2013

CLASS OF 2010

CLASS OF 2012

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Swans IB Diploma Graduates

WHAT THE STUDENTS SAY…

‘Swans offers a friendly and comfortable working environment for Sixth Form students. The small nature of the school allows students to have individual conversations with advisors and tutors’.

Lucas Reek 2012

CLASS OF 2014

CLASS OF 2014

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