The ABC International Schooltheabcis.com/booklet/ALevel Booklet 2015.pdf · · 2016-04-09that you can study at the ABC International School as well ... A Level qualifications have

The ABC

International

School

Providing The British

National Curriculum For

An International Future WWW.THEABCIS.COM

INTERNATIONAL

AS & A LEVELS OPTION BOOKLET

SECONDARY SCHOOL

International AS and A Level Advanced and Advanced Subsidiary Level

Contents

Message ………………………… 5

Why do A –Levels Matter? ………………………… 6

Recognition of Cambridge IGCSEs and A Levels ………………………… 7

Subjects available at the ABCIS ………………………… 8

Grading System ………………………… 9

Choosing the right subject combinations ………………………… 9

Art and Design ………………………… 10

Biology ………………………… 12

Business Studies ………………………… 14

Chemistry ………………………… 16

Computer Science ………………………… 18

Critical Thinking (Year 12 only) ………………………… 20

Design Technology ………………………… 22

Economics ………………………… 24

English Literature ………………………… 26

French ………………………… 28

Further Mathematics ………………………… 30

General Studies (Year 12 only) ………………………… 32

Geography ………………………… 34

History ………………………… 36

Information and Communication Technology ………………………… 38

Mathematics ………………………… 40

Music ………………………… 42

Physical Education ………………………… 44

Physics ………………………… 46

Psychology ………………………… 48

Sociology ………………………… 50

The AQA Baccalaureate ………………………… 52

IELTS and Compulsory Physical Education ………………………… 54

Additional Info. – PSHE / Tutorials / Head of Students ………………………… 56

Additional Info. - Prefect Duties / Service Opportunities ………………………… 57

Additional Info. - Sixth Form Facilities / Careers / Universities ………………………… 58

Additional Info. – Entry to World Class Universities ………………………… 60

Additional Info. – International Award ………………………… 62

Additional Info. - Secondary Assessment Tests (SATs) ………………………… 64

Additional Info. - Student Voice ………………………… 66

Additional Info. - Model United Nations (MUN) ………………………… 67

Additional Info. – Scholarship Grant ………………………… 68

Message Mr. Steve Shaw - Head of Secondary

Welcome to the Options booklet for Key Stage 5. Inside

this brochure you will find information about the subjects

that you can study at the ABC International School as well

as get a flavour of the other opportunities that are availa-

ble in Years 12 and 13.

Entering Year 12 marks an important point in the

development of our students because it is the point at

which they embark on a new and exciting phase on their

educational journey. It is also the time when they make

decisions which could have a direct influence on their

future careers.

This is therefore an important point in your child‘s education and so it is important

to ask as many questions as you need before making your decision about subject

choices. Staff are available to both you and your parents at the Options Information

Evening and if you contact them through the school office. In addition to this Mr.

Paul Rispin is available to provide careers guidance information both on the

Options Information Evening and during individual interviews.

5

The end of Year 11 marks a turning point in the life of all

young people. It is a time when they can embark upon a

new journey to study the subjects that they really enjoy

in more depth through A Levels. Students at the ABC

International School are afforded the opportunity to

work with like minded students in the pursuit of academ-

ic excellence. As a result of this many of our students go

on to study at some of the world‘s top Universities.

A Level qualifications have a long history and are accept-

ed by universities across the globe. One benefit of A Lev-

els is that they can be accepted as credits by universities

in America, Canada, the UK and many other countries. They are highly regarded

qualifications which prepare students extremely well for further study. As Head of

Key Stage Five I will ensure that every student in year 12 and 13 gets the best guid-

ance and support possible when making the decision as to where to go on to next.

I hope that you find the information contained in this brochure useful and

informative. Should you have any questions, feel free to get in contact with me

through the school office.

Mr. Paul Rispin - Head of Sixth Form

A Levels

The ABC International

School offers a broad

curriculum at A levels.

The school is a accredited

by the University of

Cambridge International

Examinations Board (CIE),

which is the world’s

largest provider of

international qualifications

for 14–19 year olds.

Some subjects also offer

AQA A level examinations.

Why do A Levels Matter?

In order to secure a place at university

students must follow a post-16 course

of study. The AQA A level and CIE

International A level fulfills this

requirement.

As part of the application process to

university students must declare both

IGCSE and AS Level grades. In addition

to this there is an opportunity to

secure university course credit and

advanced standing from universities in

countries such as America and Canada.

Good grades in carefully chosen A

Level subjects can result in up to one

full year of credit. Many universities in

other countries recognize Cambridge

International A/AS Levels for

matriculation purposes and often grant

exceptions.

6

7

Recognition of Cambridge IGCSEs and A Levels

Cambridge IGCSEs and International A Levels are designed for international students. They are

recognised worldwide by both universities and by employers.

Cambridge international qualifications are recognised and welcomed by universities in the UK,

America, Europe, Australia, Canada, Singapore and Hong Kong. The list below is of countries where

their universities have published their recognition of CIE qualifications, but many more individual

institutions accept Cambridge qualifications on an individual basis:

To find out whether the university that students wish to apply to accept CIE qualifications, students

should contact the university admissions office.

It is also possible to look up specific universities on the CIE recognitions database. The database is

online at www.cie.org.uk/qualifications/recognition

Albania Czech Republic Jordan Norway Switzerland

Argentina Denmark Kazakhstan Pakistan Tajikistan

Armenia Egypt Latvia Portugal Trinidad & Tobago

Australia Estonia Lebanon Romania Turkey

Azerbayan Finland Lichtenstein Russia UAE

Bahrain France Lithuania Republic of Macedonia Ukraine

Bangladesh Georgia Luxembourg Serbia United Kingdom

Belarus Germany Malawi Singapore United States of America

Belgium Guyana Mauritius Slovakia Vietnam

Botswana Hong Kong Moldova Slovenia Zimbabwe

Bulgaria Hungary Montenegro South Africa

Canada Iceland Nepal South Korea

Croatia India Netherlands Swaziland

Cyprus Israel New Zealand Sweden

http://www.cie.org.uk/qualifications/recognition

A Levels

CIE International A/AS

Levels are taken in

over 125 countries by

approximately 170,000

students every year.

Students at The ABC

International School

choose 4 or 5 AS Lev-

els and then in Year 13

they usually progress

to A2 with three of

those subjects.

Subjects available at A Level with CIE

or AQA examinations at

The ABC International School:

Art and Design

Biology

Business Studies

Chemistry

Computer Science

Critical Thinking

Design Technology

Economics

English Literature

French

Further Mathematics

General Studies

Geography

History

ICT

Mandarin Chinese

Mathematics

Music

Physical Education

Physics

Psychology

Sociology

8

Choosing the right subject combination

More than with IGCSEs, subject choice at A Level is crucial. For many university courses there

are specific subjects that must be studied at A Level, it is therefore important to research

before choosing your subjects. If students are unsure of the exact course that they would like

to study at university, but they know what field it is going to be in, for example Science, this

should guide their choices. If students are completely unclear as to their future direction they

should focus on subjects that they enjoy and can do well in.

At The ABC International School students have a reasonably free choice in their subject

choices. Students are required to select four subjects from the five option groups. In

exceptional circumstances students will be allowed to select a fifth subject which could

replace the Thinking Skills or General studies component below. In Year 13 students are

given the choice as to whether to drop one of their subjects in order to focus on their main 3

subjects.

Compulsory components of Sixth Form study

In Year 12 and 13 as well as studying their main option choices students will also be expected

to do the following.

PSHE (1 period per week)

Physical Education (1 period per week)

Service in the lower school (1 period per week)

Grading System

Passing grades on the Cambridge International (and other examination boards) at AS level

are A to E, with A being the highest. AS Levels grades are submitted to university applications

and are the basis for predicted grades for the final A Levels which are also submitted by the

school

Passing grades at A level are A* to E with the A* being the highest. These grades are

submitted to admissions officers at the universities that students have applied to. Many

universities will give provisional offers so it is these final grades that determine whether a

student is accepted or rejected by their chosen university.

9

Why Study Art and Design?

At AS/A Level, Art students develop their

skills further when analysing Art, using a

broad range of materials, whilst focussing

within a particular Art specialism—Fine Art,

Illustration, Photography, Graphics, Fashion,

Printing or Textiles. The Art and Design

course considers expression and

communication. Students learn about the

ways in which art and design creates a lan-

guage of its own.

Most of the work for this syllabus is practical,

so that students can develop their abilities of

observation and analysis of the visual world,

sensitivity, skill, personal expression and

imagination. They also learn how to relate

their skills to an enhanced knowledge of

their own cultures, past and present, as well

as an appreciation of practical design

problems.

Year 12 Year 13

Up to 2 projects/ themes

Drawings, paintings, printmaking, photography

ICT work including Photoshop

Sketchbook work

Large scale work

Developing ideas

Experimenting with materials

Visits to galleries

Artist research

Exam project at end of year 12

2 projects/ themes in each year

Drawings, paintings, printmaking, photography

ICT work including Photoshop

Sketchbook work

Large scale work

Extensive development of ideas

Experimenting with relevant materials

Visits to galleries

Extensive artist research

Thorough visual and written analysis

Curriculum Contents:

Year 12 Year 13

Year 12 (AS Level)

40% coursework

60% controlled test (up to 7 weeks preparation time,

and 15 hours to complete final piece)

Year 13 (A Level)

60% coursework

40% related study (up to 10 weeks preparation time

and 15 hours to complete final piece)

How is the subject assessed?

10

Art and Design

How the subject could be used in

the future (Careers)

Fine Art, Creative advisor, Architecture,

Photography, Graphic Design,

Illustration, Animation, Interior Design,

Industrial Design, Art Education, Art

Therapy, Art History, Gallery Direction,

Museum Curator, Art Conservation,

Product Design, Fashion Design,

Professional painter, Printmaker,

Professional Sculptor, Professional

Photographer, Installation Artist,

Performance Artist, Artist in residence.

11

Why Study Biology?

Biology is the scientific exploration of the vast

and diverse world of living organisms. It strives

to tell us about the natural world around us.

Biology can tell us about the physical makeup of

our bodies and those of other animals and plants.

It enables us to produce cures and treatments for

many diseases. The study of Biology has an

immediate relevance to our daily lives. Are you

intrigued with the incredible variety of organisms

that inhabit our planet?

Have you wondered about their origin and how

they have evolved? Have you asked yourself if we

can reverse the destruction of ecosystems? Do

you wonder where genetic engineering will lead?

Are you interested in how the human brain

functions to articulate, comprehend and pursue

these problems? Then Biology is the subject for

you.

Remember: the continual pursuit of biological

understanding is essential if societies are to make

informed choices to safeguard the future of the

human race.

Year 12 Year 13

Cell structure; Cellular transport; Biological molecules;

Cell division; Genetic control; Transport; Gas Exchange

Immunity and Ecology

Energy and Respiration; Photosynthesis; Regulation

and control; Inherited change; Selection and

evolution; Biodiversity and conservation; Gene

technology; Biotechnology; Crops and plants;

Aspects of human reproduction



Year 12 Year 13

Paper 1: Multiple choice questions

(31% of AS level; 15% of A level)

Paper 2: Structured questions


Paper 3: Advanced practical skills

(23% of AS level; 12 % of A level


(38% of A level)

Paper 5: Planning, analysis and evaluation

(12% of A level)

12

Biology



One of the major growth industries is

Biotechnology; some industrialists even refer

to this as the Biotechnological Age.

Knowledge of Biology can lead to careers in

the following areas: Research; Health care;

Environmental management and

conservation; Education; Biotechnology;

Forensic science; Politics and policy; Business

and industry; Economics; Mathematics;

Science writing and communication; Art.

For more details see:

http://www.aibs.org/careers/

13

Why Study Business Studies?

Students generally study AS in Year 12 and

build on knowledge and skills in Year 13 by

studying Business Studies at A2. Students

develop a key understanding of the

economic, environmental, legal, social and

technological issues faced by businesses,

consumers and other stakeholders. In

addressing these issues they develop

critical thinking, problem solving and

decision-making skills in the context of

dynamic business environments, while

increasing their knowledge of international

issues and factors.

What are the aims and purpose of Business

Studies?

The aims of the AS/A2 course are to:

Understand the nature and scope of

international business and its role in society.

Develop critical understanding of

organisations, markets and the process of

adding value

Become aware that business behaviour can

be studied from a variety of stakeholder

perspectives

Evaluate external factors such as the

Year 12 Year 13

Business and the business

environment

Marketing

Operations management

Finance and accounting

Topic areas remain the same in Year 13 with the addition

of strategic management and an enhanced focus on:

Evaluation and analysis

Critical awareness of methodology and limitations

Problem solving and advice in a complex business

context


Students will study different business concepts

and strategies wherever possible in relation to

their own country and in an international context.

The skills and theory of strategic management

will be thoroughly explored as will motivational

theories, economic activities and operations and

project management. Financial information will

be analysed and used in the decision making

process. The AS course builds on the work done

at IGCSE and the A2 course builds on the work

done at AS Level. The curriculum is outlined

below:

14




The course provides an introduction to

studying business or any related subject such as

marketing, accountancy and economics at

university level. It is an effective preparation for

work in any professional or commercial field

ranging from hospitality management, business

reporting, organisational or functional

management, entrepreneurship, banking,

investment and indeed, any area which requires

management, planning and critical thinking .

Paper AS A

Paper 1 Based on the Core topics

1 hour 15 mins

Section A:

4 short answer questions

Section B:

Essay on Core curriculum (1 of a

choice of 3 questions)

20%

20%

10%

10%

Paper 2 Based on the Core topics

1 hour 30 minutes

Date response questions varying in

number based on two case studies.

60% 30%

Paper 3 Based on the Core and

Extension topics 3 hours

Case study: 5 questions and 1 essay

from a choice of 2

n/a 50%

15

Business Studies

Chemistry provides important understanding of

our world and how it works. It is an extremely

practical science that greatly impacts our daily

living. Realise it or not, deep down we are all

chemists. Every time we light a match, boil an egg

or simply breathe in and out, we perform a

chemical reaction. Our bodies grow, develop and

function as a result of chemical processes.

Our clothes and nearly all the objects of our

everyday life are manufactured by the chemical

transformation of raw materials like oil or iron

ore, or by the chemical treatment of natural

products like wood or wool.

If we are to protect the planet from the harmful

effects of human activity, we need to understand

as clearly as possible the complex chemical

systems which make up our environment of land,

sea and air.

Have you ever wondered why leaves turn colours

in the fall and how a battery generates electricity?

Year 12 Year 13

Atoms, molecules and stoichiometry; Atomic struc-

ture; Chemical bonding; States of matter; Chemical

energetics; Electrochemistry; Equilibria ; Reaction

kinetics; Inorganic chemistry; Organic chemistry

Chemical energetics; Electrochemistry; Equalibria;

Reaction kinetics; Inorganic chemistry; Organic

chemistry; Applications of chemistry



Year 12 Year 13






(23% of AS level; 12 % of A level)


(38% of A level)


(12% of A level)

Why Study Chemistry?

16

Chemistry



Knowledge of Chemistry can lead to careers

in the following fields: Education; Finance;

Forensics; Health and Safety; Finance;

Laboratory work; Law; Consultancy; Media;

Sales and marketing.


http://www.rsc.org/Education/

SchoolStudents/profiles/index.asp

1717

Chemistry Chemistry

It is envisaged that learners will use the skills and knowledge of computer science acquired through

this course in one of three ways; to provide a general understanding and perspective of the

development of computer technology and systems, which will inform their decisions and support

their participation in an increasingly technologically dependent society, to provide the necessary

skills and knowledge to seek employment in areas that use computer science and to develop their

knowledge and understanding of computer science through entry to higher education


Why Study Computer Science ?

Year 12 + 13

You will be externally assessed at the end of each year by the use of TWO written examination, one

for each section studied. Both theory papers (Paper 1 & 3) are 1 hour and 30 minutes in duration.

Both programming papers (Paper 2 & 4) are 2 hours in duration. All four papers contain

short-answer and structured questions.

There is a wide range of internal assessments which include written tests, quizzes, project work,

presentations and practical work.

18

Year 12 Year 13

Section 1- Theory Fundamentals

Information representation, Communication and

Internet technologies, Hardware, Processor

fundamentals, System software, Security Privacy

and data integrity, Ethics and ownership and

Database and data modeling.

Section 2 - Fundamental Problem-solving

and Programming

Algorithm design and problem-solving,

Programming and Software Development

Section 3 - Advanced Theory

Data representation, Communication and

Internet technologies, System software, Security

and Monitoring and control systems

Section 4 - Further Problem-solving and

Programming skills

Computational thinking and problem-solving,

Algori thm des ign methods , Further

programming and Software development


Computer Science



Database administrator,

Games developer,

Information systems manager,

IT consultant.

Multimedia programmer,

Network engineer,

Systems analyst,

Systems developer

19

Computer Science

http://www.prospects.ac.uk/database_administrator.htm

http://www.prospects.ac.uk/games_developer.htm

http://www.prospects.ac.uk/information_systems_manager.htm

http://www.prospects.ac.uk/it_consultant.htm

http://www.prospects.ac.uk/multimedia_programmer.htm

http://www.prospects.ac.uk/network_engineer.htm

http://www.prospects.ac.uk/systems_analyst.htm

http://www.prospects.ac.uk/systems_developer.htm

Critical Thinking is a subject which enhances the ability of students to make reasoned

and critical arguments and conclusions about the world around them. It is intended to

provide students with transferable skills and so enhance their performance across the

curriculum. In addition to this students can be entered for the AS Level examination.


Why Study Critical Thinking?

Critical Thinking

Recognising reasoned arguments Identifying conclusions Drawing conclusions Recognising implicit assumptions Assessing the impact of further evidence Recognising flaws in reasoning Selecting believable explanations Recognising the logical functions of key elements of an argument Understanding and clarifying key terms and expressions Being able to infer and deduce Analysing and evaluating evidence and argument Further argument.

Critical Thinking

Extracting relevant data

Processing data

Finding procedures for solving problems

Searching for solutions

Identifying similar data

Suggesting hypothesis for variations

Using spatial reasoning

Identifying necessary and sufficient data

Choosing appropriate models

Making choices and decisions

20

Year 12 Critical Thinking

Assessment Method:

Paper 1 – 1 ½ hours

‘Problem Solving’

30 multiple choice questions Maximum mark 30

Weighted at 50% of total

Paper 2 – 1 ¾ hours

‘Critical Thinking’

30 structured answer questions Maximum mark 45

Weighted at 50% of total

21

Design Technology involves everything around

us. From the phone that you ring your friends on

to the television that you watch your favourite

soap on to the food that you eat and the

packaging around it. Without technology life

would be dull. Computers, games consoles, DVD

players, clothes, cars, websites and motorbikes

would all not have been developed into the great

products that so many people use everyday.

The AQA 3D Product Design course provides a

fantastic opportunity to develop your design and

making skills in a variety of areas. You will

develop design ideas for products through

sketches, working drawings and CAD designs

using software such as Photoshop, Google

Sketchup, Solidworks and Corel draw. You will

have the opportunity to make high quality fully

functional products from, woods, metals, plastics,

cards and composites using exciting

manufacturing techniques such as CAD/CAM

laser cutter.

Design Technology encourages you to develop

your capacity to design and make products and

to appreciate the complex relations between

design, materials, manufacture and marketing.

Year 12 Year 13

Unit 1: Materials, Components and Application

Materials and Components, Design and Market

Influences, Processes and Manufacture

Unit 2: Learning Through Designing and Making

A portfolio of work consisting of design ideas,

working drawings, CAD designs, modeling, photos

of the products which you make and evaluations

Unit 3: Design and Manufacture

Section A: Materials and Components

Section B: Design and Market Influences

Section C: Processes and Manufacture

Unit 4: Design and Making Practice

One major design and make project of a high

quality product



Year 12 Year 13

Unit 1: Materials, Components and Application

2 hour written paper 80 marks


Unit 2: Learning Through Designing and Making

Coursework – approximately 50 hours, 80 marks


Unit 3: Design and Manufacture

2 hour written paper, 84 marks

(25% of A level)

Unit 4: Design and Making Practice

Coursework – approximately 60 hours

(25% of A level)

Why Study Design Technology?

22



Design and Technology can lead to careers in

the following fields: Graphic Design,

Engineering, Website Design, Product

Design, Architecture, Landscaping,

Manufacture, CAD Design, Education, Health

and Safety, Furniture Design, Packaging

Analyst, Media, Sales and Marketing.

23

Design Technology

22

Through the medium of the Economics curriculum

it is hoped that students will develop effective

study skills, be able to exercise critical, coherent

and independent thought. It is also intended that

students will develop the capacity to solve

problems effectively and make decisions.

Economics is a subject which encourages students

to form reasoned arguments and to present them

clearly. By working both independently and

cooperatively students develop research skills,

learn to organize their work effectively, and to use

a variety of media and technologies to research

and to present data.

Year 12 Year 13

Basic economic ideas

The price system

Government intervention in the price system

Measurement in the Macro economy

International Trade

Macroeconomic problems and policies

Economic Efficiency

Consumer Theory

Theory of the Firm

Labour Market Economics

Microeconomic and macro Economic Problems

and Policy

International Economic Problems and Policy

Development economics


Students will study different economic concepts and relate them to the real world. The course looks at

government strategies to control economic variable such as inflation, interest rates and employment. In

addition, the basic economic problem of resource allocation supply, demand ,economic development and

international trade. The AS course builds on the work done at IGCSE and the A2 course builds on the work

done at AS Level. The curriculum is outlined below:

Why Study Economics?

What are the aims and purpose of Economics?


Provide students with a core of knowledge of

Economics.

Encourage students to think critically about

Economics.

Promote an awareness and understanding

of international ism in Economics.

Encourage students‘ development as

independent learners.

Enable students to distinguish between

positive and normative Economics.

Enable students to recognize their own

tendencies for bias

How the subject could be used in the future (Careers)

An AS/A2 in Economics provides a firm foundation for further study in the subject and can move you

towards careers in the following areas, business management; government; economic and market

research; banking and finance; management consultancy; teaching and retailing

24


At the end of Year 12 students sit the AS

examinations. Details of papers and weighting of

papers is shown below.

If desired, students can progress to the A2 during

Year 13. At the end of this year they take additional

examinations which will help to convert their AS level

into a full A Level. Details of papers and weighting of


Paper Weighting

Paper 1 (1 hour) 30 multiple choice

questions (Core)

20%

Paper 2 (1 hour 30 mins.) Section

A: Data response (Core) 1 question

Section B: Structured essay (Core) 1

from a choice of 3

15%

15%


questions (Supplement)

15%

Paper 4 (2 hours 15 mins) Section

A: Data response (Supplement) 1

question

Section B: (b) Essays (Supplement) 2

from a choice of 6

10%

25%

TOTAL 100%

Papers 1 and 2 are the same as for the AS level.

Therefore it is not necessary to re-sit them as the

marks are carried forward from Year 12.

Paper Weighting


questions (Core)

40%

Paper 2 (1 hour 30 mins.) Section

A: Data response (Core) 1 question. Section B Structured essay (Core) 1

from a choice of 3

30%

30%

TOTAL 100%

25

Economics

Successful students of English Literature develop

an understanding and enjoyment of literary texts

that is a pleasure for life, and in addition gain

skills for life, including:

• the ability to write clearly and effectively;

• skills in developing arguments;

• skills in researching and managing information;

• the ability to analyse complex texts in different

forms and styles.

What are the aims of

A– Level English Literature?

The aims of this A Level course are to encourage

and develop students‘ ability to:

A critical and informed response to writing in

range of forms, styles and context.

The interdependent skills of reading, analysis

and communication.

Effective and appropriate communication.

Year 12 Year 13

Term 1: Paper 3: Prose

Term 2: Paper 3 : Prose

Term 3: Drama

Term 4: Drama

Term 5: Poetry

Term 1: Paper5: Shakespeare and other pre-20th

century texts Term 2: Paper 5

Term 3: Paper 6: 20th Century Writing

Term 4: Paper 6 and revision

Term 5: Revision


Throughout all courses, students will continue to

develop their core skills in all three areas of

English assessment: reading, writing and speaking

and listening while exploring, analyzing and

evaluating a wide variety of increasingly

challenging texts.

Literature can be further divided into three key

areas: poetry, prose and drama.

However, wider reading is essential to fully

appreciate and evaluate both a writer‘s craft and a

text‘s context.

Why Study English Literature?


Paper Duration: Weighting for AS Weighting for A2 Paper 3: Poetry & Prose 2 hours 50% 25% Paper 4: Drama 2 hours 50% 25% Paper5: Shakespeare and other pre-20th century texts

2 hours n/a 25%

Paper 6: 20th Century Writing 2 hours n/a 25% TOTAL 100% 100%

26

English Literature



English Literature allows students to benefit from

a range of perspectives, strategies and key

transferable skills; all of which can enhance

performance and progress across the range of

subjects selected.

As an important subject at A Level, Literature

effectively combines creativity with an

appreciation of research, analysis and context.

Indeed, students are actively enabled and

encouraged to research and review a texts‘

impact and significance on history, culture and

the wider world. Ultimately, Literature is the key

to becoming a successful and independent

lifelong learner.

27

Why Study French?

Advanced qualifications in modern languages

are a huge plus in our increasingly international

world. They are an enormously useful tool in

themselves, or as add-ons to a very wide range

of other subjects, and open many doors to you.

Advanced GCE languages build on what was

studied at IGCSE. Languages do not get more

difficult the further you take them; you just learn

more of them, spread your wings and enjoy

being able to cope in a bigger range of

situations.

What are the aims and purpose of French?


• develop and build on the skills acquired at

GCSE.

• enhance employment prospects.

• facilitate foreign travel.

• provide an insight into another culture and

society.

• develop a sound basis for further study.

Year 12 Year 13

Media

Television

Advertising

Communication technology

Popular culture

Cinema

Music

Fashion/trends

Healthy living / lifestyle

Sport/exercise

Health and well-being

Holidays

Family / relationships

Relationships within the family

Friendships

Marriage/partnerships

Environment

Pollution

Energy

Protecting the planet

The multicultural society

Immigration

Integration

Racism

Contemporary social issues

Wealth and poverty

Law and order

Impact of scientific and technological progress

Cultural topic – choice of two of the following

topics:

A target language-speaking:

Region/community

Period of 20th century history author

Dramatist or poet

Director, architect, musician or painter


28

How the subject could be used

in the future (Careers) In a world where economy depends on global

communication, universities and employers tend

to prefer people who can speak more than one

language and have a broad spectrum of

qualifications. Studying French offers a wide

range of career opportunities.

Here is a list of jobs which will require the

knowledge of at least one language:

Foreign Language Teacher

Translator/Interpreter

Editor/Proofreader

French is also used in a variety of branches,

such as:

Travel and Tourism

International organizations

(governmental, nonprofit charitable,

non-governmental)

Foreign/Diplomatic Service


Year 12

Unit 1 – Listening, Reading and Writing

70% of AS, 35% of A Level

2 hour written examination

110 marks

Unit 2 – Speaking Test


35 minutes speaking test (including 20 minutes

preparation)

50 marks

Year 13

Unit 3 – Listening, Reading and Writing

35% of A Level

2 hours 30 minutes written examination

110 marks

Unit 4 – Speaking Test

15% of A Level

35 minutes speaking test (including 20 minutes

preparation)

50 marks

French

29

This syllabus is intended for candidates who

have already chosen the A Level Mathematics

course, have achieved a high grade in their

IGCSE Mathematics and have probably studied

the Level 2 Certificate in Further Mathematics in

Year 11. The A Level Further Mathematics sylla-

bus enables students to extend the mathemati-

cal skills, knowledge and understanding devel-

oped in the A Level Mathematics course.

The content of the syllabus allows students to go

deeper into Pure Mathematics, and also allows

students to experience a greater breadth of ap-

plied Mathematics including Statistics, Mechan-

ics and Decision Mathematics.

Year 12 Year 13

Topics covered in Pure Mathematics include

complex numbers, matrices and further

trigonometry and calculus. Students also take a

unit of Mechanics involving forces and motion

and a unit of Decision Mathematics involving

the study of algorithms and optimization prob-

lems.

The Pure Mathematics covered here includes

proof by induction, further complex numbers,

hyperbolic functions, first and second order

differential equations. The applied Mathematics

units studied can be flexible but are likely to in-

clude further modules in Mechanics and Statis-

tics.


Why Study Further Mathematics?


30

Year 12 Year 13

Students take three examination papers –

Further Pure Mathematics 1 (FP1), Mechanics 1

(M1) and Decision Mathematics 1 (D1) Each

module carries equal weighting,

Students take three examination papers -

Further Pure Mathematics 2 (FP2), Mechanics 2

(M2) and either Further Pure Mathematics 3 or 4

(FP3 or FP4) or Mechanics 3 (M3). Each module

carries equal weighting,



Completing this course offers students the op-

tion of gaining a double A level in Mathematics.

This option should be considered by students

intending to study Mathematics or a closely re-

lated subject at university.

Further Mathematics

31

Further Mathematics Further Mathematics

General Studies is a complimentary subject which allows students to explore real world issues

from different perspectives. It combines skills from many different subjects such as sociology,

psychology and science. As a result it broadens the perspective of students so that they

consider issues from different points of view.


Why Study General Studies?

Unit 1 - Culture and Society

Unit 2 - Science and Society

32

Arts

What is Art

Aesthetic Judgments & Criteria

The Place of Art in Education

Media

Stereotypes

Censorship and Bias in Media

Media and IT

Values, Rights and Freedoms

Protection of Rights and Freedoms

Religion

Main World Religions

Religion and War

British Political System

Structure

Changing Roles

Law and Society

Ethics and Law in International Relations

Punishment: Prison and Alternatives

Human Behaviour in Society

Class & Discrimination

Healthy Society

Obesity, Balanced Diet & Fitness

Waste & its Disposal

Socioeconomic Trends

Changing Patterns of Unemployment

Education

Poverty, Cause and Effect

Research in Science and Social Science

Scientific Method and Objectivity

Origins of the Universe and Life Forms

Big Bang

Evolution, Creationism & Intelligent Design

Energy Sources Britain‘s Power Supply

Comparison of Usefulness, Consumption and

Efficiency of Different sources

Impact of Scientific Progress on Society

Sport and Leisure

Moral Responsibility of Scientists

WMD/Biological/Chemical Weapons

Genetic Engineering

General Studies

Assessment Method:

Unit 1 - Culture and Society (50%)

1 hour 30 minutes written examination

65 marks

Objective test questions and docu-

mentary source analysis questions.

Unit II - Science and Society (50%)

1 hour 30 minutes written examination

65 marks

Objective test questions and source

based questions.

33

‘Geography occupies a pivotal position

in the understanding and interpretation

of social, economic, political and

environmental conditions and change,

both spatial and temporal. The syllabus

encourages geographers to become

aware of the specific contribution which

they can make to the understanding of

contemporary issues and to the

understanding of the complexity of

natural systems, their linkages and their

impact upon the human race. Equally

important is an understanding of the

impact of the human race upon the

environment and how this impact can

be managed in achieving sustainable

development. The study of

environments is rooted in an

understanding of physical processes,

whilst throughout the syllabus the

emphasis is on the study of real

examples to illustrate the variety and

complexity of human and physical

environments.

Why Study Geography?

What are the aims and purpose of Geography?


develop awareness of the relevance of geographical analysis

to understanding and solving contemporary human and

environmental problems;

introduce students to the main components of Physical and

Human Geography and the interrelationships between these

components;

encourage an understanding of the principal processes

operating at different scales within Physical and Human

Geography;

develop a sense of relative location, including an appreciation

of the complexity and variety of natural and human environments;

demonstrate and explain the causes and effects of change

over space and time on the natural and human environment;

demonstrate the importance of scale in understanding

Physical and Human Geography; make students aware of the

problems of explanation (including data collection and

processing) in Physical and Human Geography, and to give them

an appreciation of the nature, value, limitations and importance

of different approaches to analysis and explanation in Geography.

Year 12 Year 13

Hydrology and fluvial geomorphology

Rocks and weathering

Atmosphere and weather

Settlement dynamics

Population

Migration

Global interdependence

Hazardous environments

Environmental management

Coastal environments


Students will study a variety of interrelated Human and Physical Geography topics and show progress in the

following competencies: 1. KNOWLEDGE, 2. UNDERSTANDING AND APPLICATION, 3. SKILLS AND ENQUIRY,

4. EVALUATION AND DECISION-MAKING

34

Geography


the future (Careers) Geography graduates have one of the highest rates

of graduate employment and studying geography

can provide you with good skills and a firm base for

life-long learning.

Possible career paths with geography include: Town

and transport planning, chartered surveying, land

and water management, environmental consultancy,

development, tourism, conservation, demography,

housing and social welfare, information technology,

administration and management, the financial sec-

tor, marketing, research, industry and manufacturing

and many more.

At the end of Year 12 students sit the AS examina-

tions. Details of papers and weighting of papers is

shown below.

If desired, students can progress to the A2 during

Year 13. At the end of this year they take additional

examinations which will help to convert their AS level

into a full A Level. Details of papers and weighting of


Paper Weighting

Paper 1 Core Geography (3 hours)

Section A: Physical and Human Core

Section B: Physical Core

Section C: Human Core

100%

TOTAL 100%

Paper Weighting

Paper 1 Core Geography (3 hours) The

paper will be split into three sections

which will assess the Physical and Hu-

man Core topics.

Section A: Physical and Human Core

Section B: Physical Core topics.

Section C: Human Core topics.

50%

Paper 2 Advanced Physical Options (1

hour 30 mins) 25%

Paper 3 Advanced Human Options (1

hour 30 mins) 25%

TOTAL 100%


35

In a rapidly changing world, Advanced Level History

gives students the opportunity not only of studying

aspects of the past, but also of developing an un-

derstanding of the complexity of human societies

and of acquiring a range of skills which are useful in

everyday life.

For the full Advanced Level, students study two dif-

ferent areas and periods of History, thus encourag-

ing them to identify patterns in, and connections be-

tween, apparently contrasting events and develop-

ments. It includes source-based studies through

which students will develop their skills of interpreting

and evaluating evidence.

Both Advanced Level and Advanced Subsidiary His-

tory encourage students to use independent study

skills, to read widely, write fluently, and to develop

the capacity to formulate and justify their own ideas

about the past.

Why Study History?

What are the aims and purpose of History?

The aims of the syllabus are to:

• develop an interest in the past and an appre-

ciation of human endeavour;

• gain an understanding and a sound knowledge of

selected periods or themes;

• gain an awareness of historical concepts such as

change and continuity, cause and effect;

• appreciate the nature and diversity of histori-

cal sources and methods used by historians;

• grasp a variety of approaches to aspects and peri-

ods of History and differing interpretations of par-

ticular historical issues;

• think independently and make informed judg-

ments of issues;

• cultivate empathy with people living in diverse

places and at different times.


36

Year 12 Year 13

The Tudors: England, 1485–1603

Consolidation of the Tudor Dynasty: England, 1485–1547

Henry VII, 1485–1509

Henry VIII, 1509–1547

Revolution and dictatorship: Russia, 1917–1953

The Russian Revolution and the Rise of Stalin, 1917–1929

Dissent and Revolution, 1917

Bolshevik consolidation, 1918–1924

Stalin‘s rise to power, 1924–1929

Historical Investigation

Preparation for the coursework personal study unit will take

place.


England: turmoil and triumph, 1547–1603

Instability and consolidation: 'the Mid-Tudor Crisis', 1547

–1563

The triumph of Elizabeth, 1563–1603

Revolution and dictatorship: Russia, 1917–1953

Stalin‘s Rule, 1929–1953

Economy and society, 1929–1941

Stalinism, politics and control, 1929–1941

The Great Patriotic War and Stalin‘s Dictatorship, 1941–

1953

Historical Investigation

A personal study based on a topic of student's choice. This

should take the form of a question in the context of approxi-

mately 100 years.

37

How the subject could be used in the

future (Careers)

An Advanced level qualification in History

provides a firm foundation for further

study in the subject and can move you

towards careers in a wide range of areas

including law, diplomacy, journalism,

government; the media, management

and teaching.


History

Year 13

Breadth Study:


2 hour 30 minute exam..

Worth 40% of A-Level

Depth Study:

Revolution and Dictatorship: Russia and the

Soviet Union, 1917–1953

2 hour 30 minute exam.

Worth 40% of A-Level

Coursework:

A personal study which produces a 3,000

word essay.

Worth 20% of A-Level.

Both ICT courses aim to help you extend and develop your knowledge and understanding

of IT. It allows you to become a confident and autonomous user of IT and encourages

further development of practical skills which allow you to enhance your work in a variety of

subjects. In addition the courses allow you to analyse the impact of IT use on individuals

and societies with respect to social, economic and moral issues.



Why Study Information & Communication Technology (ICT)?

Year 12 + 13

You will be externally assessed at the end of each year by the use of ONE theory

examination together with ONE practical paper. Theory paper (1) is 1 hour 15

minutes in duration. Practical papers are 2 hours and 30 minutes in duration. There is a wide range of internal assessments which include written tests, quizzes,

project work, presentations and practical work.

Year 12 + 13

The functions and uses of the main hardware and software components of ICT

systems including portable communication systems The ways in which organizations use ICT The impact on society of the use of ICT in the home The stages of the systems life cycle and the methods used within each of these

stages The ways in which an extensive range of organizations use information and

communication technology The impact on society of the use of a wide range of ICT online applications The networking of information-processing systems and the use of online services

38

ICT



Systems Analyst,

Project Management,

Business Administration,

Business Analyst,

Systems Manager,

ICT Manager

ICT Administration,

Information Management

39

Why Study Mandarin Chinese


中文班

40

Advanced qualifications in modern languages

are a huge plus in our increasingly internation-

al world. They are an enormously useful tool in

themselves, or as add-ons to a very wide range

of other subjects, and open many doors to you.

A Level languages build on what was studied at

IGCSE. Languages do not get more difficult the

further you take them; you just learn more of

them, spread your wings and enjoy being able

to cope in a bigger range of situations.

What are the aims and purpose of Chinese?


• develop and build on the skills acquired at

GCSE.

• enhance employment prospects.

• facilitate foreign travel.


Year 13 Year 12

Component 2 – Reading and Writing

38%

1 hour 45 minutes

70 marks

Component 3 – Essay

22%

1 hour 30 minutes

40 marks

Component 4 – Texts

40%

2 hour 30 minutes

75 marks

Component 2 – Reading and Writing

70%

1 hour 45 minutes

70 marks

Component 3 – Essay

30%

1 hour 30 minutes

40 marks

Year 12 Year 13

Human Relationships

Patterns of daily life

Urban and rural life

The media

Food and drink

Law and order

Philosophy and belief

Health and fitness

Work and leisure

Equality of opportunity

Employment and unemployment

Sport and free time activities

Travel and tourism

Education

Culture life/ heritage

War and peace

Social and economic development

Scientific and medical advances

Technological innovation

Environment, conservation and pollution

Contemporary aspects of the country or coun-

tries where the language spoken

Mandarin Chinese


the future (Careers) In a world where economy depends on global

communication, universities and employers tend

to prefer people who can speak more than one

language and have a broad spectrum of qualifi-

cations. Studying Madarin Chinese offers a wide

range of career opportunities.

Here is a list of jobs which will require the

knowledge of at least one language:

Foreign Language Teacher

Translator/Interpreter

Editor/Proofreader

Chinese is also used in a variety of areas of busi-

ness, such as:

Travel and Tourism

International organizations

(governmental, nonprofit charitable, non

-governmental)

Foreign/Diplomatic Service

41

The courses offered at Key Stage 5 are intend-

ed to provide continuity from the IGCSE Math-

ematics courses. In addition to studying Pure

Mathematics, students are introduced to Sta-

tistics in Year 12 and either further Statistics or

Decision Mathematics in Year 13.

For students wishing to study a subject directly

related to Mathematics at university, we also

offer an A level in Further Mathematics.

Year 12 Year 13

Topics covered in AS Pure Mathematics include

functions and graphs, quadratics and

inequalities, differentiation, integration,

sequences, the binomial theorem, vectors and

trigonometry.

The AS Statistics course covers probability,

binomial and normal distributions and

representation of data.

Topics covered in A2 Pure Mathematics

include modular functions, exponentials and

logrithms, parametric equations, further calcu-

lus methods and advanced trigonometry.

Topics covered in the A2 Statistics module

include discrete random variables, the Pois-

son distribution, continuous random varia-

bles, estimation and hypothesis testing and

the chi-squared contingency tests.. Topics

covered in the Decision Mathematics module

include algorithms, matchings and

linear programming.


Why Study Mathematics?


Year 12 Year 13

AS Mathematics


Pure Core Mathematics 1 (C1), Pure Core

Mathematics 2 (C2) and Statistics 1 (S1).

Each module carries equal weighting.

A2 Mathematics


Pure Core Mathematics 3 (C3), Pure Core Mathemat-

ics 4 (C4) and either Statistics 2 (S2) or Decision 1

(D1).

Each module carries equal weighting.

42



Mathematics is widely taken in Key Stage 5

and is a requirement for many university

courses with a high level of Mathematics ex-

pected. The problem solving skills developed

by studying mathematical techniques are

transferable across many subject areas espe-

cially science, engineering, business and eco-

nomics.

Mathematics

43

A and AS Level Music students develop an

appreciation of, and an informed critical

response to, music of the Western tradition from

at least two genres and periods. Students learn

how to listen attentively and responsively in

order to better understand the musical processes

at work; they also learn how to communicate this

understanding, supporting their judgments by

evidence-based argument.

As part of the course, students are encouraged

to develop their own creative and interpretative

skills through the disciplines of composing and

performing in Western and/or non-Western

traditions. This leads, in turn, to a deeper

understanding of music in its wider cultural

context.

Year 12 Year 13

Students will sit two Component parts:

Component 1 - Listening. Students will be examined

on three areas. Section A is based on prescribed set

works. Section B is topic based. Section C gives

students an opportunity to display a wider

understanding of contextual and cultural issues in the

music studied in Sections A and B.

Component 2 - practical musician coursework.

Students play or sing three or four short pieces of

music in order to demonstrate a range of musical

skills.

Students will choose two additional

Components from Component 3, 4, or 5.

Component 3 - students will be recorded

performing music in front of a live audience.

Component 4 – students will compose music

for any instrument, voice, or combination.

Component 5 – students will submit an

investigation and report that must be linked to

either Component 3 or 4.


Why Study Music?


Year 12 Year 13

Students undertake CIE formal assessments in

Components 1 and 2 in Year 12.

Students undertake CIE formal assessments in a

choice of two Components chosen from

Components 3, 4, or 5 in Year 13.

44



Today music is a major industry with a wide

range of opportunities, employing an estimated

130,000 full-time in the UK alone. Students may

want to study music for the love of it, or to

pursue a career as a singer, instrumentalist, or

composer, but the possibilities don't stop there.

There are numerous career paths open, with a

range of jobs in teaching or music therapy,

production, promotion, management, as well as

performance.

43

Music

45

Students study both the theoretical and practical

aspects of physical education in this course.

Students learn about anatomy and physiology,

movement skills and contemporary studies in

sport. They are also encouraged to try out a

range of physical activities, including team and

individual sports, games, and outdoor activities;

students then apply the theoretical knowledge

they have gained in order to analyse and improve

their own physical performance.

Year 12 Year 13

Theory - Component 1; Applied Anatomy and

Physiology, Acquiring, Developing and

Performing Movement Skills, Contemporary

Studies in Physical Education and Sport

Practical- Two activities chosen from a broad

range of categories

Theory - Component 3; Exercise and Sport

Physiology, Psychology of sport performance

and Olympic Games: a global perspective

Practical– One activity chosen from a broad

range of categories



Why Study Physical Education (PE)?

Year 12 Year 13

Theory

End of unit tests related to; Applied Anatomy and

Physiology, Acquiring, Developing and Performing

Movement Skills, Contemporary Studies in Physical

Education and Sport

Students sit paper one Unit 1 exam paper at the end of the

AS component

Practical

Students choose 2 activities from a list of activities on offer.

Assessment takes place in conditioned, competitive

situations. Students‘ skills, knowledge and understanding

of the activity and their own performance are assessed

against AQA assessment guidelines.

Students are assessed on the following objectives;

knowledge and understanding of physical activity, the

ability to apply skills, knowledge and understanding in

physical activity and the ability to analyse and critically

evaluate physical activity.

Theory

End of unit tests related to; Exercise and Sport Physiology,

Psychology of sport performance and Olympic Games: a

global perspective

Students sit one Unit 3 exam paper at the end of the A2

component

Practical

Students choose 1 activity form the list of activities on

offer. Assessment takes place in an open environment.

Students‘ skills, knowledge and understanding of the

activity and their own performance are assessed against

AQA assessment guidelines.

Students are assessed on the following objectives;

knowledge and understanding of physical activity, the

ability to apply skills, knowledge and understanding in

physical activity and the ability to analyse and critically

evaluate physical activity

Attendance of at least 2 additional sports clubs is a compulsory part of the course

46

Physical Education



Post A-Level - Employment or Degree Study:

Sports Science, Sports Development, Sport

and Recreation Management, Physiotherapy

Post Degree - Sports Management,

Professional Coach, Physiotherapist, Sports

Development, Sports Psychologist, Personal

Trainer, Dietician or even a Physical

Education Teacher

47

A deeper knowledge and understanding of Physics

does not only benefit future careers in Physics, en-

gineering, computing, electronics, architecture,

medicine and medical imaging, it is now widely rec-

ognized as a major benefit to any

career in finance or economics where the ability to

use mathematical formulae and modeling is now

considered essential.

Physics is at the root of everything and it‘s science

is crucial to understanding the world around us,

imaging function inside us, and investigating the

world beyond us. It is the most basic and funda-

mental science. Physics challenges our imagina-

tions with concepts like Special Relativity and

Q u a n -

tum Mechanics, and it leads to great discoveries

such as computers and lasers which have changed

our lives.

Physics encompasses the study of the universe from

the largest galaxies to the smallest subatomic parti-

cles. It explores questions such as: How did the uni-

verse begin? How will it end? What is a black hole?

Is time travel possible? If you have an enquiring

mind, and enjoy discovering why things happen,

then Physics will help you find the answers. Physics

forms the basis of most modern technologies and

holds the future to sustainable global development

in an increasingly diverse and automated society.

Year 12 Year 13

Newtonian mechanics; Matter; Waves; Electricity

and Electric Fields; Nuclear decay and subatomic

Physics.

Applying AS level Newtonian mechanics; Circu-

lar and Simple Harmonic Motion; Electricity and

Electromagnetism; Gravitational fields and plan-

etary orbits; Wave-Particle duality; Medical Im-

aging techniques; Electronic devices including

operational amplifiers; Gathering and communi-

cating information



Why Study Physics?

Year 12 Year 13






(23% of AS level; 12 % of A level)


(38% of A level)


(12% of A level)

48



Knowledge of Physics can lead to careers in

the following fields: Astronomy;

Meteorology; Education; Research; Leisure;

IT; Industry; Engineering; Finance; Marketing.


http://www.physics.org/article-careers.asp?

contentid=404.

Physics

49

Why Study Psychology?

Psychology is a combination of science and

practice. Psychologists are interested in how

people act, react and interact as individuals and

in groups. The practice of psychology is

supported by the teaching and research of

academic psychologists. Think of any question

about how and why humans do the things they

do and the chances are that a psychologist

somewhere will be researching it too. Researchers

construct questions about, and look for answers

to, a wide range of issues relating to human

behaviour in a variety of contexts, taking both

biological and social factors into account. The

knowledge gained is used by applied

psychologists and other professionals in almost

every setting.

What are the aims and purpose of Psychology?

Psychology offers an opportunity to develop the

critical skills of analysis and interpretation, and

appreciation of the contribution of psychology to

social and individual issues. The aim of the course

is to allow students to open their minds and

produce questions and answers, about

themselves and others that most may never think

of. This course has been designed to provide a

Year 12 Year 13

Unit 1: Cognitive Psychology (Memory):

Developmental Psychology (Early Social Develop-

ment) and Research methods

Unit 2: Biological Psychology (Stress), Social

Psychology (Conformity) and individual differences

(Abnormality)

Unit 3: Topics in Psychology, which includes looking

at psychological issues such as Sleep and Dreaming,

Aggression and Relationships and Gender.

Unit 4: Psychopathology, Psychology in Action, and

Research Methods


A wide range of teaching methods are used

in order to ensure that all students learn

effectively. These methods include

presentations by both staff and students;

group and individual work; independent

learning; research assignments; use of the

internet; and discussion and debate.

50


Year 12 (AS Level)

PSY1 1hour 30 minutes

Structured questions and essay question

PSY2 1 hour 30 minutes

Structured questions and essay questions

Year 13 (A Level)

PSY3 2 hours

Structured questions and essay questions

PSY4 2 hours

Essay questions



Psychologists work all around you. Clinical

psychologists, neuropsychologists, counselling

and health psychologists work in health and

social care. Their aim is to prevent illness and

improve health. Educational psychologists work

within schools and with families and

communities to ensure that children and young

people make the most of their potential.

Occupational psychologists aim to improve

organizational effectiveness and well-being in

the workplace. Forensic psychologists work in

various ‗legal‘ settings - prisons, courts

and with the police - striving for a fair and

effective legal system. In addition, Psychology is

a recognised and well-established A Level and

as such is valuable for entrance into Higher and

Further Education on a wide range of degree

courses. Psychology is also very useful for those

who wish to enter directly into employment

after A-level.

Psychology

51

Why Study Sociology?

Sociology is the study of social life, social

change, and the social causes and

consequences of human behavior. Sociologists

investigate the structure of groups,

organizations, and societies, and how people

interact within these contexts.

Since all human behaviour is social, the subject

matter of sociology ranges from the intimate

family to the hostile mob; from organized

crime to religious cults; from the divisions of

52


Year 12 and 13

Students will be required to:

•Acquire knowledge and a critical understanding of contemporary social processes and

social changes

• Appreciate the significance of theoretical and conceptual issues in sociological debate

• Understand and evaluate sociological methodology and a range of research methods

through active involvement in the research process

• Develop skills that enable individuals to focus on their personal identity, roles and

responsibilities within society

• Develop a lifelong interest in social issues.

Year 12 Year 13

Unit 1 – SCLY1

Culture and Identity; Families and Households;

Wealth, Poverty and Welfare


Unit 3 – SCLY3

Beliefs in Society; Global Development; Mass

Media; Power and Politics

20% of A Level

Unit 2 – SCLY2

Education with Research Methods;

Health with Research Methods


Written paper, 2 hours

Unit 4 – SCLY4

Crime and Deviance with Theory and Methods;

Stratification and Differentiation with Theory

and Methods

30% of A Level




While many sociology graduates enter

work in the public sector in a social or

welfare role, others go into a variety of

jobs throughout the public and private

sector. Some employers include local and

central government, industry, commerce,

education authorities, further and higher

education, and charitable, counselling and

voluntary organisations.

Sociology

53

The AQA Baccalaureate is an extra qualification students can gain if they have met all of

the criteria below. These are Depth of Study, Broader Study, Extended Project and

Enrichment Activities.

What is the AQA Baccalaureate?

54

Depth of study

Any three A-level subjects (excluding the subject used for broader study) to provide

in-depth academic study and to test knowledge, understanding and application. Our

students will normally be doing this anyway.

Broader study

Students must complete

one extra AS level from

either General Studies or

Critical Thinking - to

develop analytical

thinking and learning

skills.

This could be done in

Year 12 or 13. These two

subjects are already

available on our curricu-

lum and are amongst the

Options available to our

students. They are also

stand alone qualifica-

tions like any other AS

subject.

Extended Project

D e v e l o p m e n t o f

independent learning,

self-managing and

research ability through

completion of a 5000

word extended essay or

project. This is also a

stand alone qualification.

As part of the project you

have to do a presentation

to other students.

Students at ABCIS already

get a ―flavour‖ of what

the Extended Project

might involve when they

do a smaller scale

Personal Project at the

end of Year 11.

Enrichment activities

This must total at least 100

hours from at least two of the

three elements below.

Work Related Learning (This

can include the work experi-

ence completed in Year 11)

Community Participation

This can include the sixth

form service or voluntary

work such as the wishing

tree activity.

Personal Development

Activities.—This can include

time spent in ECAs, e.g.

Sports, Music, Arts, Drama. It

can also include time spent

in debating societies such as

MUN.

http://www.aqa.org.uk/programmes/aqa-baccalaureate/depth-of-study

http://www.aqa.org.uk/programmes/aqa-baccalaureate/broader-study

http://www.aqa.org.uk/programmes/aqa-baccalaureate/extended-project

http://www.aqa.org.uk/programmes/aqa-baccalaureate/enrichment-activities

Very rarely will a University offer insist on

the AQA Baccalaureate - normally 3 full A

Levels is sufficient without the extra

elements here, however completion of

this qualification will ensure that a

student has a well rounded education

and it may give you the edge over other

University applicants. Also if you have a

University interview it will be an excellent

opportunity to talk about your Extended

Project and how you have already had to

use research skills often needed at

undergraduate level and beyond.

Will my University Require the

AQA Baccalaureate?

54

The AQA Baccalaureate

At the ABC International School we offer students in Year 13 the chance to have IELTS tuition through

an Extra Curricular Class. It is a highly recommended for students who are non-native English speakers.

Students can then decide whether to register for the IELTS test at the British Council, and this is

therefore their responsibility.

IELTS is the International English Language Testing System

which tests English proficiency. IELTS is the most popular test

of English with 1.4 million test being conducted annually.

IELTS does not have any cultural bias and so is accessible to

all students. IELTS tests all four language skills – listening,

reading, writing and speaking. The Speaking test is a face-to-

face interview with a certified Examiner.

IELTS is designed to assess English language skills at all lev-

els. There is no such thing as a pass or fail in IELTS. Results

are reported as band scores on a scale from 1 (the lowest) to

9 (the highest). A score of around 7.0 is usually required for

top Universities in English speaking countries.


Why Study International English Language Testing System (IELTS)?

The Test Report Form

You will receive a Test Report Form which reports a score for each of the four skills (listening, reading,

writing and speaking), as well as an overall band score. Half band scores may be awarded to indicate a

strong performance within a particular band. You can find more information on score processing and

score interpretation at www.ielts.org/researchers/score_processing_and_reporting.aspx

Results are issued 13 days after the test. At some test centres candidates may collect their results on the

13th day; at others, results are mailed on the 13th day. Test centres are not permitted to give results over

the phone or by fax or email. You will receive only one copy of the Test Report Form. It‘s important that

you keep it safe as replacement Test Report Forms cannot be issued. Test centres will send copies of the

Test Report Form to up to five recognising organisations free of charge.

Test Report Form validity

Recognizing organizations will not usually accept a Test Report Form that is more than two years old

unless you provide evidence that you have actively maintained or tried to improve your English since

taking the test. The IELTS Test Partners cannot confirm the validity of test results that are more than

two years old.

9 Expert user

8 Very good user

7 Good user

6 Competent user

5 Modest user

4 Limited user

3 Extremely limited user

2 Intermittent user

1 Non user

0 Did not attempt the test

56

http://www.ielts.org/researchers/score_processing_and_reporting.aspx

Year 13 IELTS Physical Education

Physical Education is compulsory in year 12

and 13. Students take part in a number of

different sports throughout the course. They

are encouraged to develop teamwork,

leadership and communication skills as well

as improve their performance and skills for

the sport. The activities that are chosen are

very much driven by the student and there is

a large emphasis on student voice within the

course. The group will develop relevant skills

and compete in a particular sport for 6

weeks when the activity will change. This is a

non-examined course although students

may also choose A level Physical Education.

Year 12 and 13

Physical Education

57

Ad

dit

ion

al I

nfo

rmat

ion

Personal, Social and Health Education (PSHE)

All students in Years 12 and 13 have one period of PSHE a week. As part

of this students explore issues such as:

Study Skills, Personal Development and Responsibility, Careers, Health,

Human Rights, Economic well being, Life at University.

The subjects that are covered are intended to help students to prepare

for life beyond school. In the case of study skills it is hoped that

students will refer back to them as they move on to advanced studies,

becoming life long learners.

PSHE / Tutorials H ead of School

Tutorials

As part of the Sixth Form programme of study students are involved in

one-to-one meetings with their form tutor. These meetings take place at

least once per term. They will also have an interview at least once per

year with the Head of Sixth Form. This is likely to be a careers based

interview. The interviews take between around 10 minutes in which time

students have the opportunity to discuss any problems, their progress at

school and university applications. This is an important part of the

pastoral care of our students because it provides students with a more

individual approach to their studies and well being.

58

Head and Deputy Head Students

Year 13 students are invited to make applications to be Head Student

and Deputy Head Student. This is a very important role in which students

act as the figure heads for the student body. They are often called upon

to attend school functions and to give speeches on behalf of both the

Sixth Form and the students as a whole. The Head and Deputy Head of

School will only be appointed if there are suitable candidates because it

is such a key appointment within the school. The Head and Deputy Head

of School are also responsible for chairing the school council. There may

also be a Year 13 Head Prefect who coordinates the Form Prefect

Program where Year 12 students lead activities with their Year 7-11 form.

Service Opportunity

When students join the Sixth Form it is important that they act as role mod-

els for younger students. This is achieved at The ABC International School

through students being involved in the life of the school community. All stu-

dents in Years 12 and 13 are expected to act as prefects at break and

lunchtime. supporting teaching staff and assisting younger students.

In addition to this, students also help pupils in the lower school. They are

given responsibility for working with individual pupils or groups from Early

Years right through to Key Stage 4. Through this experience Sixth Form

students learn to take greater responsibility and they also get to work with

members of staff as part of a team.

Overall, this is an important part of the Sixth Form course of study because it

prepares students for the greater independence which comes when they go

to university.

Prefect Duties and Service in the lower school

59

As part of their weekly routine, all Sixth Formers are asked to undertake one period of service. The service

can be in one of the Key areas of Numeracy, Literacy or ICT or it can be in an area where the sixth form stu-

dent is confident. For example they can help with Music lessons or Art lessons for primary students or PE les-

sons if they have a particular skill in Music, Arts or Sports.

The work that members of the Sixth Form do, in different areas of the school, provides them with an oppor-

tunity to develop their skills and also to work with experienced teachers. It also builds the confidence of older

students because they are able to take on a role of responsibility within the school. Students are expected to

be proactive in these sessions and give support to the teacher who they assist. They are also expected to in-

form the teacher if they are due to have any absence. Students track their attendance via a Service Record

card which will provide evidence at the end of the year which can go towards the required voluntary hours

needed to qualify for the AQA Baccalaureate.

Ad

dit

ion

al I

nfo

rmat

ion

Sixth Forms Facilities

The Sixth Form is housed in Senior School Campus 3. They have a

common room and a private study room, both of which have

wireless internet access. All students in the Sixth Form are expected

to use their non-contact periods for additional study, and this can

be completed in either room.

All students in Years 12 and 13 are provided with laptops and are

encouraged to bring them in so that they can work as effectively as

possible. In addition to this, students have access to university

prospectuses and study materials.

Sixth Form Facilities

Careers Interview

As part of the programme to help students make decisions about

their future courses of study, the school offers all students in Year

9 and Year 11 careers interviews. These are intended to give

students valuable one to one time discussing their subject

choices at IGCSE or A Level. The interviews allow students to

discuss their ambitions, where they would like to go to university

and how to get there. For those students who are unsure as to

their future direction, it gives them a chance to talk through their

interests and what they enjoy.

The careers interviews are an important part of the process of

making option choices and so parents are always welcome to

attend. The involvement of parents in their son or daughter‘s

option choices means that all three parties – parents, students

and the staff of The ABC International School are united to find

the right path for each and every individual student.

Careers

60

University Application As part of the PSHE programme, students are given advice and guidance on their university

applications. Students are expected to produce a personal statement as part of the

application process, which is one of the key component of any university application. To

help them write their own personal statement students are shown examples of statements

written by students and they are then asked to critique them. In addition to this, students

are provided with on-going advice as they work on their own personal statement. This

process starts in Term 5 of Year 12 and it should be completed by Term 2 of Year 13.

With regard to making applications to the United Kingdom, the United States of America

and Canada, all should be submitted by the end of Term 2 of Year 13. In the case of

applications to the UK for Medicine, Veterinary Science, Dentistry and Law applications

must be sent before October 15th

in the year of application. This deadline also applies to

application to either Oxford or Cambridge. In the case of Australia some applications

should be completed by the end of Year 13 but others will continue after the student has

left ABCIS. In this situation we will, of course, continue to provide transcripts, references or

letters of recommendation to assist with the application process.

61

Ad

dit

ion

al I

nfo

rmat

ion

Gateway to World Class Universities

Cambridge Assessment- Gateway to World Class Universities

For many university courses and universities in Britain it is necessary to sit an entrance

examination. Many of these are administered by Cambridge Assessment, a branch of

the Cambridge International Examination Group. The assessments that are now

offered at the ABC International School are:

BMAT

The Biomedical Admissions Test (BMAT) is a subject-specific admissions test taken by

applicants to certain medicine, veterinary medicine and related courses at the

institutions listed below. Students who wish to apply for these courses must complete

the test in Year 13. They must register by approximately the end of September.

Courses Requiring BMAT

University of Cambridge (I50)

A100 Medicine

A101 Graduate Course in Medi-

cine (not essential)

D100 Veterinary Medicine

Imperial College London (I50)

A100 Medicine

B900 Biomedical Science (3 year

course)

University of Oxford (O33)

A100 Medicine

BC98 Biomedical Sciences

UCL (U80)

A100 Medicine

Royal Veterinary College (R84)

D100 Veterinary Medicine

D101 Combined Degree Pro-

gramme

D102 Graduate Accelerated Veter-

inary Medicine Programme

ELAT

The ELAT is a pre-interview admissions

test for applicants to undergraduate

courses in English at the University of

Oxford. The test is designed to enable

applicants to show their ability in the key

skill of close reading, paying attention to

such elements as the language, imagery,

allusion, syntax, form and structure of the

passages set for comment.

62

Cambridge Thinking Skills Assessment The University of Cambridge has been using the TSA (designed, developed and extensively researched by

Cambridge Assessment) since 2001. The TSA is a 90 minute multiple choice test consisting of 50 questions.

These measure an applicant's critical thinking and problem solving skills.

Colleges have their own policies on which courses require the TSA. Please refer to the University of Cam-

bridge's website for each college's requirements.

Courses Requiring TSA Cambridge - University of Cambridge (C05) G400 Computer Science

L100 Economics

H100 Engineering

KL41 Land Economy

BCF0 Natural Sciences (Physical and Biological)

L0C8 Politics, Psychology and Sociology (PPS)

Oxford Thinking Skills Assessment Home The TSA (University of Oxford) is a pre-interview admissions test for applicants to undergraduate courses in

PPE, E&M, EP and Psychology and Philosophy at the University of Oxford. Admissions decisions are

complex because candidates come from a wide variety of subject backgrounds, and the study of PPE, E&M,

EP or Psychology and Philosophy requires a range of abilities. The Thinking Skills Assessment (TSA) will help

tutors to assess whether candidates have the skills and aptitudes that are required to study PPE, E&M, EP or

Psychology and Philosophy.

Courses Requiring TSA Oxford - University of Oxford (O33) CV85 Psychology and Philosophy

C830 Experimental Psychology (EP)

LN12 Economics and Management (E&M)

L0V0 Philosophy, Politics and Economics (PPE)

STEP STEP is a Mathematics examination required by Cambridge and a small number of other Russel Group Uni-

versities for studying Mathematics at University.

TSA UCL Admissions Test Home The TSA is a 90 minute multiple choice test consisting of 50 questions. These measure an applicant's critical

thinking and problem solving skills.

Courses Requiring TSA UCL - UCL (U80)

R990 European Social and Political Studies

.

63

Ad

dit

ion

al I

nfo

rmat

ion

International Award

What is it?

The Award is known by different names in different countries around

the world. In England it is the Duke of Edinburgh‘s Award. Whatever

the name, though, the purpose is the same – to develop, challenge

and motivate young people everywhere to be the best they can be

and to achieve more, both for and by themselves, than they thought

possible. Over 6 million young people from over 120 countries have

already undertaken the Award. It helps equip young people with life

skills to make a difference to themselves and others.

It is a very prestigious Award and is held in very high esteem by

universities and colleges around the world and also by top

international employers.

What does it do?

Through a non-competitive scheme, participants are helped to plan

and develop their own programme of activities to develop mentally,

physically, emotionally and spiritually. The Award helps young people

become more motivated, disciplined and balanced and helps provide

important skills for use in later life. These include reliability,

independence, teamwork, responsibility, self-confidence and time

management.

64

International Award

How does work?

At each level of the Award, Bronze, Silver and Gold, students have to make a regular time

commitment to taking part in each of four specific areas – Service, Skills, Physical Recreation

and Adventurous Journey. Participants must spend a minimum of one hour a week working

on each area. The purpose of these sections is to challenge the individual personally and as

a member of the greater community, whether school, neighbourhood etc.

Service – The aim is to give useful service to others, whether through community service

projects, conservation work voluntary service or more specialised training.

Skills – This aims to encourage the development of personal interests and practical skills.

There is an unlimited choice but the requirement is sustained effort over a period of time.

Physical Recreation – This aims to encourage participation and improvement of perfor-

mance. Participants should enjoy the experience, regardless of physical ability.

Adventurous Journey – This aims to encourage a spirit of adventure and discovery. It pro-

vides a unique, challenging and memorable experience whilst undertaking a journey in a

group. Other important skills such as First Aid, are taught as part of the training.

At Gold level, there is an additional requirement, a Residential Project, which aims to broaden

experiences by working with new people, in a residential setting.

How long does it take?

The minimum time requirement for Bronze level is six months.

For Silver, the minimum time required is one year and for Gold, the minimum is eighteen

months.

Who can do it?

The Award is open to all, regardless of background, physical fitness, ability or existing skill

levels. The only requirement is that participants must be aged between 14-25. However,

although everyone can do it, not everyone will, as it‘s a challenge and like all challenges, it

can be tough. If it was easy, it wouldn‘t be worth doing. What you do need is commitment

and determination.

What do I get out of it?

Fun, enjoyment, new friends, new activities and new challenges! Confidence, self-esteem, self

-respect and the satisfaction of knowing you have challenged yourself and have done more

than you thought you could. It also shows that you can manage your time well and it will

really help you stand out from the crowd when you apply to universities or for jobs.

65

Ad

dit

ion

al I

nfo

rmat

ion

S ATs

The SAT Reasoning Test

The SAT is a prerequisite for all students applying to study at American Universities.

As part of the ECA programme students in Years 10 to 13 have the opportunity to

gain practical experience of all components of SAT 1.

The SAT consists of three sections and when students sit the exam it last for 3 hours

and 45 minutes.

Critical Reading Section – 70 minutes

The Critical Reading Section consists of 67 questions in three sections. There are

two 25 minute sections and one 20 minutes section.

These sections measure the students‘ ability to identify genre, relationships

among parts of a text, cause and effect, rhetorical devices and comparative

arguments.

Questions assess such reading skills as identifying main and supporting ideas,

determining the meaning of words, understanding authors‘ purposes, and

understanding the structure and function of sentences.

Reading passages are taken from different fields, including Natural Sciences,

Humanities, Social Sciences and Literary Fiction.

Maths Section – 70 minutes

This consists of 54 questions in two 25-minute sections and one 20 minute

section. It includes topics such as numbers and operations; Algebra and

functions; Geometry and measurement; and data analysis, statistics and

probability and it places emphasis on topics such as linear functions,

manipulations with exponents, and properties of tangent lines. Students are

asked to apply concepts they have learned to solve problems in flexible ways,

often in real world applications.

Writing Section – 60 minutes

The writing section consists of one essay question (25 minutes) and 49 multiple

choice questions (2 parts totalling 35 minutes). It measures a student‘s mastery

of developing and expressing ideas effectively. The essay, which is always the

first question on the SAT, measures a student‘s skill in developing a point of

view on an issue. The multiple choice section assesses a student‘s ability to use

language in a clear, consistent manner and to improve a piece of writing

through revision and editing. Questions ask students to recognise sentence

errors, to choose the best version of a piece of writing and to improve

paragraphs.

66

SATs Subject Tests

Depending upon the college that students wish to apply to they will have to sit SAT subject tests. Some colleges do

not require a subject test, however colleges such as Harvard requires three subject tests.

Tests are available in:

Literature German

US History German with Listening

World History Spanish

Math Level 1 Spanish with Listening

Math Level 2 Modern Hebrew

Biology/EM Italian

Chemistry Latin

Physics Chinese with Listening

French Japanese with Listening

French with Listening Korean with Listening

Choosing SAT Subjects

Many colleges use the SAT Subject Tests for admissions, for course placement, and to advise students about course

selection. Some colleges specify the SAT Subject Tests that they require for admission or placement, others allow

applicants to choose which tests to take.

Student should consider taking Subject Tests in subjects that they are interested in and have completed course work

for, particularly if students are thinking they might concentrate on in college. The best way to decide whether

students need to sit SAT Subject Tests and which ones to sit is by checking the individual college requirements.

Registering for SATs

To register for any SAT Exam it is quickest to do so online. Through this method students can choose their test date

and centre, getting immediate confirmation. This is something that students must do themselves and credit card

payment will be required.

When registering for the SAT students can also agree to becoming part of the student search service. By doing this,

students allow college board to send information to colleges, universities, scholarship programs and non profit

educational opportunity organisation, giving them the opportunity to reach out to a potential new student.

Scoring

Once they have sat the SAT 1 or Subject Tests students will receive their scores in about 5 weeks. It is possible to

reset SATs as often as the student wishes and they can elect which colleges receive them. Most colleges and

universities consider a students best score when assessing applications.

SATs scores are reported on a scale from 200-800 with additional sub-scores reported for the essay (ranging from 2-

12) and for the multiple choice writing questions on a scale of 20-80. The scores achieved tell the admissions staff

how an individual student compares with other students who took the test. The average score is about 50 on the SAT

Critical Reading and 500 on SAT Mathematics.

SAT Subject Test scores are reported on a scale of 200-800.

67

Ad

dit

ion

al I

nfo

rmat

ion

Student Voice

S

As students move into Years 10 to Year 13 there are an increasing

number of opportunities to take on leadership roles. The two main

areas where there are leadership opportunities are as part of the

student council and as either a House Captain or Vice House Captain.

The Student Council

All Forms in the Senior School are represented on the Student Council

by a Form Representative. As part of the Student Council various

positions are available, they are:

President of the Student Council

Vice President

Treasurer

Secretary

Within these positions students get to help develop their ideas in

consultation with the other members of the council. They are also able

to improve on their organisation skills through putting on various

events, such as a school disco.

The House System

The school has four houses, the Hanoi Hornets, the Mekong Delta, the

Dalat Dragons and the Saigon Serpents. Each of the houses has an

elected Captain and Vice Captain. Any member of the student body can

stand for election, although it is usually students in Key Stages 4 and 5

who secure these positions.

As a House Captain or Vice Captain students develop both their

leadership and team working skills. The main focus of the work is on

fostering a team spirit and organising the House for competitive events,

such as Sports Day.

Involvement in both the Student Council and the House system offer

students the chance to develop their inter-personal and intra-personal

skills. Also, by taking up roles of responsibility within the school

community students are able to make stronger university applications.

68

S

MUN Model United Nations

Model United Nations (MUN) is part of The ABC International School‘s ECA programme.

It is a simulation in which students assume the roles of countries and organisation

represented in the United Nations in specific committees and debate about issues

concerning the world. Through the MUN ECA and attending conferences it is intended

that students can engage in debate about world issues. Students from different schools

and countries can share their views of what they perceive to be the important issues of

the day. The ultimate aim of the MUN and the associated conferences is to promote

awareness of international relations and issues in young people; to inspire global

mindedness and an understanding of the problems of the world and how to combat

them.

The MUN can provide students with opportunities to improve their communication skills

and their ability to work with others to find solutions to important issues. Involvement in

MUN is something which is highly thought of by admissions tutors because it develops

many of the key characteristics that they hold in high regard – leadership and team

working skills, an analytical approach to problem solving and debating skills.

69

Ad

dit

ion

al I

nfo

rmat

ion

Scholarship Grant

The ABC International School believes in promoting and

rewarding success. Consequently there are a number of scholarships

that students can apply for. There are up to three awards made for

tuition fee remission during Years 12 and 13, and there is also a

scholarship available for students who leave the ABC International

School to attend university after completing their A Levels. The

information below sets out the criteria for the scholarships that we

offer.

Sixth Form scholarships (for entry into the Sixth Form)

Three awards will be available to those students who get the best

grade totals at IGCSE in a minimum of at least eight subjects:

Award 1 (equivalent to 50% of the tuition fees in Years 12 & 13) will

afford the recipient full tuition fee remission during their course of

study in Year 13 at the school.

Award 2 (equivalent to 33.33% of the tuition fees in Years 12 & 13)

will afford the recipient full tuition fee remission during the final two

terms of their Year 13 study at the school.

Award 3 (equivalent to 16.66% of the tuition fees in Years 12 & 13)

will afford the recipient full tuition fee remission during the final

term of their Year 13 study at the school.

70

Conditions;

1. To qualify for an award a student must have studied at the ABC International School for the two

successive previous years, before entering the Sixth Form.

2. In the event of two or more students achieving the same points totals then the school reserves the

right to amalgamate and divide the awards in the manner that it considers to be most fair to the

families concerned.

3. Throughout their course of their Sixth Form study, the recipients of awards will be expected to

maintain a grade average that is equivalent to two A grades and two B grades in their chosen subjects.

In the event of a student‘s performance falling below this standard then the school reserves the right,

after due warning, to withhold the award.

4. The recipients of awards will be expected to be good ambassadors for the school and to uphold and

promote its‘ good name at all times. This may include being available for future public relations events

or activities. In the unlikely event of a recipient being involved in a serious breach of school rules or

any other act which brings the school into disrepute then the school reserves the right to withhold the

award.

5. The school retains the right to be the sole arbiter in judgments about the granting of any award and

expects all applicants to respect the confidentiality of such information. Any breach in confidentiality

may result in an award being withheld.

Sixth Form Graduation Grants for Travel and Equipment expenses at College or University

Two awards will be available to those students who get the best grade totals in the A2 pre-university

examinations and successfully gain entry to a leading university or college of their choice.

Award 1 which will repay to the student or their family the equivalent of US$5,000.00 upon the

submission of receipts for travel and/or purchases related to the recipients tertiary education during their

first year of study after leaving the ABC IS.

Award 2 which will repay to the student or their family the equivalent of US$3,000.00 upon the

submission of receipts for travel and/or purchases related to the recipients tertiary education during their

first year of study after leaving the ABC IS.

Conditions:

Conditions 1-5 as for the above awards.

The recipient is to be a full-time member of the existing Sixth Form and have gained a confirmed place

at a recognized and leading University or College.

Recipients will be expected to furnish the school with documentary evidence endorsed by their

personal tutor that evidences their continued application and attainment.

Recipients of these grants may only claim payment upon the submission of accredited receipts for

travel or purchases which are clearly linked to their further education

71

Notes

_________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________

#2, 1E Street, Khu Dan Cu Trung Son Binh Hung, Binh Chanh District Ho Chi Minh City, Vietnam Tel: (84) 8 5431 1833 Fax: (84) 8 5431 7214 Email: [email protected]

#4, 1E Street, Khu Dan Cu Trung Son Binh Hung, Binh Chanh District Ho Chi Minh City, Vietnam Tel: (84) 8 5431 8050 Fax: (84) 8 5431 8051 Email: [email protected]

Saigon South Campus 1 Primary & Secondary (Year 3 – Year 13)

Saigon South Campus 2 Foundation Stage & Early Primary

Printed: October 2014

the ABC International School

Documents

The ABC International Schooltheabcis.com/booklet/ALevel Booklet 2015.pdf · · 2016-04-09that you can study at the ABC International School as well ... A Level qualifications have