ATS IB Brochure Main 2010

8/8/2019 ATS IB Brochure Main 2010

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Ater a 2 year period o accreditation, we plan

to oer this new post-16 qualifcation rom

September 2011. A 2 day authorisation visit

will take place beore Easter 2010 to checkthat everything is securely in place to ensure

successul delivery o the course. Accreditation as

an IB World school will depend on this visit.

The International Baccalaureate programme at

Arthur Terry School will ensure that we have a

curriculum provision that stretches the capabilities

o all students. It is a two-year course which runs

alongside A level courses to give students as

broad a choice as possible.

It leads to a qualifcation that is widely recognised

by the worlds leading universities and it

challenges students to become well rounded

individuals ready or the wider world.

As Arthur Terry moves into the 21st Century we

will ensure that our students enjoy an education

that matches their interests and strengths. The

two ollowing statements rom the IBO Mission

Statement summarise perectly what we want our

students to become :

The IBO aims to develop inquiring,

knowledgeable and caring young people

who create a better and more peaceful world

through intercultural understanding and

respect.

These programmes encourage students

across the world to become active,

compassionate and lifelong learners who

understand that other people, with their

differences, can also be right.

The IB programme prepares students in an

international context and is designed to embeda eeling o global citizenship, the course is

broad, balanced and diverse allowing students

to specialise whilst keeping their options

open or any chosen career. The International

Baccalaureate is recognised and valued by large

international companies as well as universities

both within and outside o the UK.

The IB will also provide our teachers with the

opportunity to train and work with colleagues in

other schools and countries. The practices we

learn should gradually inuence our teaching

in other year groups in the school as well as

inuence the development o Arthur Terry Sixth

Form as a whole.

The IB Diploma at Arthur Terry SchoolArthur Terry School is a candidate school or the IB Diploma Programme.

We are pursuing authorization as an IB World School. These are schools thatshare a common philosophy a commitment to high quality, challenging,international education that we believe is important or our students.

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Language A1

The Arts

Individuals

and Societies

Mathematicsand computer

science

Second

language

Experimental

sciences

Group 1

Group 6

Group 4

Group 3Group 2

Group 5

CORE

REQUIREMENTS

The IB Curriculum Model

What are the three core requirements?It is a requirement o the International

Baccalaureate Diploma Programme that all

students must complete the ollowing core

elements:

Extended Essay

The Extended Essay has a prescribed limit o

4,000 words. It oers the opportunity to investigate

a topic o individual interest, and acquaints

students with the independent research and

writing skills expected at university. A student

will be allocated a supervisor and we will oer

students a course in research and reerencingskills. In schools around the world this piece o

work is usually completed between Years 12 and 13.

Theory of Knowledge (ToK)

The interdisciplinary ToK course is designed

to provide coherence by exploring the nature

o knowledge across disciplines, encouraging

an appreciation o other cultural perspectives.Essentially, this course oers the opportunity or

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k IBO Mission StatementThe International Baccalaureate Organisation

aims to develop inquiring, knowledgeable and

caring young people who help to create a betterand more peaceul world through intercultural

understanding and respect. To this end the

IBO works with schools, governments and

international organizations to develop challenging

programmes o international education and

rigorous assessment. These programmes

encourage students across the world to become

active, compassionate and lielong learnerswho understand that other people, with their

dierences, can also be right.

We require all students to relate rst to their

own national identity...

Beyond that we ask that they identify with the

corresponding traditions of others. It is not

expected that they adopt alien points of view,

merely that they are exposed to them and

encouraged to respond intell igently.

Roger M. Peel, Former Director General of IBO

The CurriculumStudents on the International Baccalaureate

Diploma Programme study six subjects selected

rom the subject groups. Normally three subjects

are studied at Higher Level (courses representing

240 teaching hours), and the remaining three

subjects are studied at Standard Level (courses

representing 150 teaching hours). Students must

also ollow all three o the core elements: Extended

Essay, Theory o Knowledge and Creativity, Action,

Service. These are compulsory and are central to

the philosophy o the Diploma Programme.



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reecting on the knowledge acquired in all o the

6 chosen subjects. Students must experience a

minimum o 100 hours across the 2 year course.

Creativity, Action, Service (CAS)Participation in the Academys CAS programme

encourages students to be involved in artistic

pursuits, sports and community service work, thus

ostering students awareness and appreciation

o lie outside the academic arena. This can be

oered in a number o ways however, one model

would be students ollowing the CAS programme

or day a week or the duration o their SixthForm studies. We would expect a minimum o 150

hours to be devoted to these activities during the

course.

Who will follow the IB course?

The Diploma is demanding, so we will berecommending that students have achieved at

least an A or A* in their GCSE i they wish to take

a subject at HL. Studying a subject at SL requires

a minimum o a grade B. Entry criteria are

deliberately set high; a minimum o 8 GCSEs at

A* - B. Detailed inormation advice and guidance

will be given to students to ensure that they are

suitable or the IB, and i their choice o subjects

will suit their uture University course choices or

career options.

What subjects will we offer?There are three core subject areas that all IB

students are required to study either at Higher or

Standard Level;

Group 1 Language A1 : English. This is the study

o literature in a students frst language.

Group 2 Second Language : A Modern Foreign

Language rom French, German and Spanish.This is designed to promote the understanding

o another culture through the study o a second

language.

Group 5 Mathematics

Students are then required to choose 3 subjects

rom the ollowing groups:Group 3 Individuals and Societies : Business

and Management, Geography, Psychology.

Group 4 Experimental Sciences : Biology,

Chemistry, Physics.

Group 6 The Arts : Music, Theatre, Visual Arts.

Group 6 subjects are optional and students

can choose another subject rom any group

orComputer Science which is oered as an

additional optional subject.

In total then, students will study 3 subjects at

Higher Level (HL) and 3 subjects at Standard

Level (SL)

The IB curriculum and timetable will be

constructed ollowing the submission o

applications rom students. We will endeavour to

meet the subject requirements o the vast majority

o students, however there may be some subject

combinations that may not be oered due to

timetable restrictions.

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Assessments are checked by external examiners

and normally contribute between 20 and 30 per

cent o the total mark.

Some o the arts courses, or example, music,theatre arts and visual arts, have assessment o a

major practical component, which can account or

as much as 50 per cent o the total mark.

The IB Diploma only has terminal exams; no

course is modular. These exams are in the frst

weeks o May o the second year (Year 13).

The maximum time or HL subjects is 5 hourso exams, and or SL subjects, 3 hours. All

groups o the Diploma have internal assessment

(coursework) which is between 20-50% o the fnal

score. The results come out in early July and results

are published on a secure website which students

have access to with their own PIN number.

In each subject students can gain a score o 1(lowest) to 7 (highest). The maximum or the six

subjects is then 6 x 7 = 42 points. There are up

to an extra 3 points or both the TOK assessed

work (one 1200 word essay and a 10 minute

presentation) and the Extended Essay (4000

words) together. So the maximum score in a

Diploma is 45 points. Usually 24 points gains

you a Diploma. Six month retakes are possible inNovember.

Do Universities recognise the IB?The IB is welcomed by most universities. The

combination o intellectual rigour, research skills

and personal organisation which the IB requires

means that students are prepared very well or

university lie.

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k How is the IB Diploma Programmeassessed?A variety o dierent methods are used to measure

student achievement against the objectives or

each course :

External assessment

Examinations orm the basis o the assessment

or most courses because o their high levels o

objectivity and reliability. They include:

essays

structured problems

short-response questions

data-response questions

text-response questions

case-study questions

multiple-choice questions (limited use o

these).

There are also a small number o other externally

assessed pieces o work, or example, theory o

knowledge essays, extended essays and world

literature assignments. These are completed by

students over an extended period under teacher

supervision instead o examination conditions, and

are then marked by external examiners.

Internal assessment

Teacher assessment is also used or most

courses. This includes:

oral work in languages

feldwork in geography

laboratory work in the sciences

investigations in mathematics

artistic perormances.



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The IBO (International Baccalaureate Organisation)

website lists universities that explicitly welcome

applicants with the IB Diploma. It covers 74

countries and on the UK page there are 96

universities listed. For urther details see http://www.ibo.org/dilpoma/recognition. This is not an

exhaustive list as there are UK Universities which

endorse the IB Diploma on their own website but

are not included on the IBO website. You are ree

to browse any University websites and specifc

courses which usually tell you what subjects they

expect you to study, at what level, Standard or

Higher, and what points are necessary.

UCAS rate the IB as follows :

24 out 45 = 260 UCAS points or 1 B and 2 Cs

at A-Level.

45 out o 45 = 720 UCAS points or in excess o

5 A*s or 6 As at A-Level

Over 100 leading universities recognise the IB,

Cambridge would expect an overall score o

between 38 and 42 points with 6,7,7 or 7,7,7 in

the chosen Higher Level subjects.

How do I apply?Complete the application orm supplied with this

prospectus. The application should be sent to Mr

Bowater at Arthur Terry School by the publisheddeadline beore Christmas.

Reerences will be requested or both internal

and external students to ensure that the entry

requirements will be met in terms o academic

perormance, attitude, attendance and

organisational skills.

I you meet the requirements you will be invited to

an interview ater Christmas. The purpose o the

interview will be to discuss the suitability o the

applicant or the IB in relation to uture careers

aspirations and in terms o ability to successully

complete the course.

At interview we would expect a frm decisionon subjects chosen to enable timetabling to be

completed or the IB. Letters o acceptance will be

sent home shortly ater the interview.

For urther details regarding the IB Diploma log on

to http://www.ibo.org/diploma/index.cfm



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How do you choose your subjects?

What do you Suggested subjects in each IB group

want to study at

University? Required Higher Level subjects in red.

Group 1 Group 2 Group 3 Group 4 Group 5 Group 6

English Second Individuals Experimental Maths The Arts

Language and societies Sciences

Computer

Science

Compulsory Compulsory Option Option Compulsory Option

Medicine English Any language Any subject Chemistry Maths Any o the

rom: rom: and Biology the Arts or

Vet Science French (HL), Psychology, at Higher Computer

German (SL), Geography, Level ScienceBiomedical Spanish Business and

degrees (ab initio) Management

For medicine and related degrees, 2 HL sciences and Maths SL is good. Only take Maths HL i your maths is very good.

For urther guidance reer to the entry requirements at specifc Medical schools.

Engineering English Any language Any subject Physics at Maths Any o the

rom: rom: Higher Arts or

Architecture French (HL), Psychology, Level Computer

German (SL), Geography, Science

Physics Spanish Business and(ab initio) Management

Maths

These degrees normally expect Physics and Maths HL but many will accept Maths SL. Visual Arts rom Group 6 helps

with Architecture applications.

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want to study at




Language and societies Sciences

Computer

Science


French English French at Any subject Any subject Maths Any o the

Higher rom: rom: the Arts or

Level Psychology, Physics, Computer

Geography, Chemistry ScienceBusiness and and

Management Biology

Business English Any language Business Any subject Maths Any o the

Economics rom: and rom: Arts or

and French (HL), Management Physics, Computer

Management German (SL), at Higher Chemistry Science

degrees Spanish Level and

(ab initio) Biology

Humanities/ English Any language Geography Any subject Maths Any o the

Social rom: or rom: Arts or

Science French (HL), Psychology Physics, Computer

degree German (SL), at Higher Chemistry Science

Spanish Level and

(ab initio) Biology

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want to study at




Language and societies SciencesComputer

Science


Arts English Any language Any subject Any subject Maths Any o the

related rom: rom: rom: the Arts

degree French (HL), Psychology, Physics, dependent on

German (SL), Geography, Chemistry degree

Spanish Business and and choice

(ab initio) Management Biology

I you have no idea what you want to do when you complete the IB then you can keep your options open as the IB can

be tailored to provide a broad balanced curriculum and you can choose subjects that play to your strengths.

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The Central CoreCAS Creativity, Action, Service

CAS is at the heart o the Diploma Programme.

You will take part in a range o activities on aregular basis throughout the programme, striking a

balance between the three strands o CAS.

Creativity: dance, theatre, art or music and other

experiences that involve creative thinking.

Action: physical exertion, be it sport or outdoor

pursuits, that contributes to a healthy liestyle.

Service: This is oten the most transorming part

o CAS. It involves an exchange relationshipbetween you and a person/group in need. You

will learn rom the experience whilst helping

someone else. Service can be at school, local,

community, national or international level. It could

be, or example, sports coaching, working in a

residential care home or raising unds or Amnesty

International. The phrase Think globally, act

locally is oten associated with Service Projects.

CAS will enable you to enhance both your

personal and interpersonal development

through experiential learning. You will all have

dierent starting points, and thereore dierent

goals and needs, but a successul CAS

experience will be lie changing! For you to

develop, CAS should involve:

Real and purposeul activities that are un and

interesting but have signifcant outcomes

Personal challenge tasks should be new and

extend you

Thoughtul planning, reviewing o progress and

reporting

Reection on outcomes and personal learning

There will be sel evaluations and school

evaluations o your commitment to CAS. This

guided reection, as you undertake a journey o

sel discovery, underpins the whole programme.

Successul completion o CAS is a requirementor the award o the IB Diploma. It is equally

as important as gaining sufcient points in the

academic subjects.

The Extended Essay

This a 4000 word essay on a topic o your choice

linked to one o your chosen subjects. You will

be asked to choose a topic which is interestingand challenging to you, but specifc enough or

you to examine in depth. For example, an essay

on Visual arts entitled The Kimono: art orm or

tradition? is ocused and, thereore, better than,

Japanese ashion: 1900 to 1990.

It should take about 40 hours in total and may be

experimental or library research based.

Some examples o questions:

The English Language: Invasion, Corruption

and Communication

What are the actors which create the great

surfng areas o the world today.

How did the September 11th attack on America

aect the European economy?

What is schizophrenia and how do amilies

cope i a relative is suering rom the illness?

Who built Stonehenge and why, and will we

ever know or sure?

Spoilers: Fashion or Function ?

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Students must also build up a good understanding

o concepts that can be used to understand

and analyse the theory o knowledge. These

include: ethics, belie, certainty, culture, evidence,

explanation, interpretation, intuition, truth, values,technology.

Assessment

Externally assessed (40 points).

One essay (1200-1600 words) on a title chosen

rom a list o ten titles prescribed or each session.

Internally assessed (20 points).

One presentation to the class (10 minutes) with aknowledge issue as the ocus.

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k Theory of Knowledge (TOK)

Theory o Knowledge is an integral and

compulsory element o the IB Diploma. As well as

students undertaking discrete TOK lessons in their

learning programme, they are also encouraged

to examine the knowledge they gain in their other

subject disciplines.

Topics include :

Students are to examine how knowledge is gained

through dierent ways o knowing. We can learn

through:

Sense perception or example, to what extent do

our senses give us knowledge o the world as it

really is?

Language or example, is it possible to think

without language?

Reason or example, does all kind o knowledge

require some rational basis?

Emotion or example, can we ever know anything

purely through emotions?

Students must also consider how these ways o

knowing relate to the areas o knowledge on the

IB, or example:

Mathematics are all mathematical statements

true or alse?

Natural Sciences what is the role o imagination

and creativity in the sciences?

Human Sciences can human behaviour be

studied scientifcally?

History is History the study o the past or the

study o the records o the past?

The arts does art have to have meaning?



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Group 1 Language A1 - English

All students at Arthur Terry School starting the

IB Diploma in September 2011 will take English

as a First Language at (HL) Higher Level or (SL)Standard Level. The programme is exciting and

challenging and is a literature course taught in

students frst language. It aims to:

Develop powers o expression.

Encourage a personal

approach to literature

and develop anunderstanding o the

techniques involved

in literary study

and criticism.

Introduce

students to

literary classics

and a range o

modern writing

o dierent

genres, styles

and contexts.

Promote an

international

perspective throughthe comparative study

o works rom your own

culture and other cultures.

Topics include:

HL students study fteen texts and SL students

study eleven. The texts will embrace a ull range o

genres, periods, settings and languages (read intranslation).

Assessment:

HL Two exam papers (50%)

Two world literature assignments (20%)

Two oral assessments (30%).

SL As Higher Level except only one literature

assignment is completed.

Career Possibilities:

English lends itsel to a

huge number o careers,

particularly Journalism,

Publishing, Public

Relations, Law,

and Business and

is also highly

regarded in all

degree subjects

including

Mathematics andScience. English

will prepare you

or a diverse

selection o career

pathways and will

provide you with a

wealth o knowledge

about Literature andan insight into the world

around you.

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Group 2 Language French,German or Spanish

The ocus o Modern Languages in the

International Baccalaureate Diploma at ArthurTerry School is to encourage students to adopt an

international outlook o the world that extends way

beyond the classroom and into their uture lives

beyond ormal education.

All students starting the IB Diploma in September

2011 will take a second language at either (HL)

Higher Level, (SL) Standard Level or ab initio.

Group 2 Language A2 FrenchHigher Level (HL)

This level o study is designed or students who

have a high level o competence in French. You

will study both the language and literature and will

ocus on the refning your language skills. You will

also have the opportunity to explore the culture

o the language and make connections between

other languages and cultures with which they are

amiliar.

Topics include:

Language listening, speaking, reading and

writing

Texts

Cultural Awareness

Cultural options our rom Language and

culture, Media and culture, Future Issues,

Global Issues and Social Issues.

Assessment:

2 exam papers (50%)

2 written tasks (20%)

2 oral assessments (one individual and one

group) (30%)

Career Possibilities

French is the ofcial national language in 29

countries (5 countries in the EU). 136 million

people speak French as their frst language

worldwide and over 190 million speak French

as their second language. in at least 15 dierent

countries on the European continent, being uentin Frenchwill give you a real advantage i you

are looking into a career in European Business,

NGOs or even the European Council. In act

there is a wide range o careers you could pursue

i you know French; or example: Translating,

Interpreting, Law, Banking, Finance, Tourism,

Marketing, Management and Language Teaching

amongst others.

Group 2 Language B GermanStandard Level (SL)

You are expected to reach a high level o

competence in the 4 skills, similar to that required

at AS/A Level. The ollowing competences will beassessed :

Language: handling the language system

accurately (grammar, syntax etc.)

Cultural interaction: selecting language

appropriate or particular social/cultural

contexts.

Message: understanding ideas and the

organisation o eective communication.

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Topics include:

Language

International issues (e.g. Environment,

Globalisation) The Arts

Leisure activities

The Media

Political institutions

Assessment:

Ofcial assessments will take place at the end

o the two-year course (compulsory or the oral

component).

There are two exam papers and two oral

assessments: a group oral and an individual oral.

All questions/ instructions are in the target

language; dictionaries are not allowed.

Career PossibilitiesGerman is spoken in at least 15 dierent countries

on the European continent, being uent in German

will give you a real advantage i you are looking

into a career in European Business, NGOs or

even the European Council. In act there is a wide

range o careers you could pursue i you know

German; or example: Translating, Interpreting,

Law, Banking, Finance, Tourism, Marketing,Management and Language Teaching amongst

others.

Group 2 Language Ab initioSpanish

You start learning a language rom scratch in Year

12 and you are expected to reach a level similar

to Higher level at GCSE at the end o Year 13. You

will be assessed in the 4 skills (listening, reading,

speaking and writing). This is an accelerated

course and thereore requires you to demonstrate

excellent independent learning skills. You will beissued with a list o vocabulary and structures to

be learnt and collated over the course o 2 years.

Topics Include:

The individual

Education and Work

The City and its Services Food & Drink

Free-time & Travelling

The Environment

Health & Emergency Situations

Assessment:

Ofcial assessments will take place at the endo the two-year course (compulsory or the oral

component).

There are two exam papers and two oral

assessments: a group oral and an individual oral.

All questions/ instructions are in the target

language; dictionaries are not allowed.


Spanish is spoken in over 20 countries around the

globe and in 4 dierent continents, making being

uent in it a real advantage i you are looking into a

career in International Business, NGOs or even the

European Council. In act there is a wide range o

careers you could pursue i you know Spanish; or

example: Translating, Interpreting, Managementand Language Teaching amongst others.

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The course develops students skills in assessing

behaviour and designing programmes to support

those with needs. This opens up a range o career

pathways in Mental Health Care, in Businessesand Industry, in the Police and Armed Forces etc.

Group 3 Geography

The aim o the Geography course in the

International Baccalaureate Diploma at Arthur

Terry School is to understand the diverse

nature o place, the nature and causes o aerialdierentiation on the Earths surace and the

interdependence o people and their environment

globally. Through a range o geographical

methodologies and inquiry, the course aims to

develop concern or environmental quality and the

need to plan and manage or present and uture

generations.

Topics include:

All students will study the core topics:

Populations in transition

Disparities in wealth and development

Patterns in environmental quality and

sustainability

Patterns in resource consumption

HL students study 3 options and SL students

study 2 options rom 7:

Freshwater issues and conicts

Oceans and their coastal margins

Extreme environments

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k Group 3 Psychology

IB Psychology examines the interaction o

biological, cognitive and sociocultural inuences

on human behaviour. This course will enablestudents to achieve a greater understanding o

themselves and appreciate the diversity o human

behaviour.

Topics include:


Biological level o analysis

Cognitive level o analysis

Sociocultural level o analysis

HL students study 2 options and SL students

study 1 option rom 5:

Abnormal Psychology

Developmental Psychology

Health Psychology

Psychology o human relationships

Sport Psychology

HL students study qualitative research

methodology.

Assessment:

HL

Three exam papers (80%)

Internal Assessment (20%)

SL

Two exam papers (75%)




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Hazards and disasters

Leisure, sport and tourism

The geography o ood and health

Urban environments

HL students study 7 compulsory topic:

Measuring global interactions

Changing space the shrinking world

Economic interactions and ows

Environmental change

Sociocultural exchanges

Political outcomes

Global interactions at the local level

HL and SL students have to conduct feldwork.

Assessment:

HL


Internal Assessment report on feldwork (20%)

SLTwo exam papers (75%)

Internal Assessment - report on feldwork (25%)


Geography graduates are statistically the most

employable, fnding careers as diverse as

Journalists, Environmental Researchers Retail

Managers, Economic Development and Aid,Transport Manager, Location Analyst, Regional

Developer, Tourism Ofcer, Eco-tourism Adviser,

Environmental Consultant, Conservation Ofcer,

Pollution Analyst, Disaster Manager, Meteorologist,

Flood Protection Ofcer, Geologist, Housing

Ofcer, Reugee Advisor, Charity Co-ordinator,

Waste Manager and Town Planner.

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Group 3 Business andmanagement

The aim o the Business and management course

in the International Baccalaureate Diploma atArthur Terry School is to help students understand

the implications o business activity in a global

market. It is designed to give students an

international perspective o business and to

promote their application o cultural diversity

through the study o topics like international

marketing, human resource management, growth

and business strategy.

Topics include:


Business organization and environment

Human resources

Accounts and fnance Marketing

Operations management

HL students also study Business Strategy

Assessment:

HL and SL

Two exam papers (75%)Internal Assessment (25%)


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Group 4 Biology

Topics Include:


Statistical analysis

Cells

The chemistry o lie

Genetics

Ecology and evolution

Human health and physiology

HL students study 2 options

rom topics D-H and SL

students study 2 options

rom A-G:

A - Human nutrition

and health

B - Physiology o

exercise

C- Cells and energy

D - Evolution

E - Neurobiology and

behaviour

F - Microbes and

biotechnology

G - Ecology and conservation

H - Further human physiology

HL students will also study the additional higher

level topics o

Nucleic acids and proteins

Cell respiration and photosynthesis

Plant science

Genetics

Human health and physiology

Assessment:

HL and SL




There are many career possibilities including:

Anatomist, Biologist, Cell Biologist, Cancer

Research/Oncologist, Clinical Research,

Developmental Biologist, Ecologist, Evolutionary

Biologist, Genetics, Immunologist,

Microbiologist, Pharmacologist,

Physiologist, Psychiatrist/Psychologist, Veterinary

Medicine, Healthcare,

Pathologist,

Toxicologist.

Group 4

Chemistry

All students will study

the core topics, (HL

students will study the

core areas to a greater level

o detail)

Quantitative chemistry

Bonding

Atomic structure

Periodicity

Energetics

Kinetics

Equilibrium

Acids and bases

Oxidation and reduction

Organic chemistry

Measurement and data processing

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Topics Include:

SL and HL students study 2 options rom the

topics below.

A - Modern analytical chemistry

B - Human biochemistry

C- Chemistry in industry and technology

D - Medicines and Drugs

E - Environmental Chemistry

F - Food Chemistry

G - Further Organic Chemistry

Assessment:

HL and SL




Career opportunities include : Biochemist, Clinical

Medicine, Chemist, Atmospheric Science.

Group 4 Physics

Topics Include:


Physics and physical measurement

Mechanics

Thermal Physics

Oscillations and waves

Electric currents

Fields and orces

Atomic and nuclear physics

Energy, power and climate change

HL students study 2 options rom topics E-J and

SL students study 2 options rom A-G:

A - Sight and wave phenomena

B - Quantum physics and nuclear physics

C- Digital technology

D - Relativity and particle physics

E - Astrophysics

F - Communications

G -Electromagnetic waves

H - Relativity

I - Medical Physics

J - Particle Physics


level topics o

Motion in felds

Thermal physics

Wave phenomena

Electromagnetic induction

Quantum Physics

Digital Technology

Assessment:

HL and SL



Career Possiblities:

There are many urther areas o study related

to Physics including : Astrophysics, Electrical

and Mechanical Engineering, Medicine, Particle

Physics, Nanotechnology.

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Group 5 Mathematics

All students at Arthur Terry School starting the IB

Diploma in September 2011 will take Mathematics

at (HL) Higher Level or (SL) Standard Level.Mathematics at standard level is or students who

already possess knowledge o basic mathematical

concepts, and who are equipped with the skills to

apply basic mathematical techniques correctly.

Mathematics at higher level is or students who are

competent in a range o analytical and technical

skills. The majority o students who study at HL are

likely to include Mathematics as a major compo-nent o their university studies either as a subject

in its own right or within courses such as physics,

engineering and technology.

Topics include:

Algebra

Function and Equations

Circular Functions and Trigonometry

Matrices & Vectors

Statistics and probability

Calculus

Assessment:

Two pieces o coursework to include mathematical

investigation and modelling. All students will also

need to take two exam papers, an investigation

and a mathematical modelling exercise.


Maths at SL level opens doors across a whole

spectrum o University courses and careers.

Most careers today require mathematics includ-

ing Medicine, Engineering, Business, Marketing,

Architecture and Law. At HL the advanced math-

ematical skills acquired will lead into careers in

engineering, technology and science.

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All students will also produce a program dossier

a piece o coursework using Java programming to

solve a problem.


level topics o

Computer mathematics and

logic

Abstract data structures

and algorithms

Further system unda-

mentals

File organization

Assessment:

HL and SL

Two exam papers

worth (65%)

Programme Dossier

(35%)


There are many career

options to choose rom,

and a degree in IT will

oer many possibilities.

This course is an ideal

preparation or those consid-

ering urther study at university

or college in a computer related

discipline.

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k Group 6 Computer Science can be taken instead of an artssubject

The aim o this course is to give the studenta ull understanding o computer sci-

ence as well as developing logi-

cal problem solving and critical

thinking skills. Students ocus

on sotware development,

undamentals o computer

systems and the relation-

ship between computingsystems and society.

Students studying this

subject at the higher

level also study com-

puter mathematics

and logic, advanced

data structures and

algorithms, highersystem undamentals

and fle organization.

Computer science

oers the opportunity

or study o concepts

and ideas beyond the

boundaries o the subject,

and this option will introducesome o these.

Topics Include:

All students will study the core topics :

Systems lie cycle and sotware

development

Program construction in Java

Computing system undamental



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Group 6 Visual Arts

The Visual Arts course enables students to

engage in both practical exploration and artistic

production, and in independent contextual, visualand critical investigation.

Topics Include:

The aesthetic qualities o the visual arts

The relationships between orm and meaning in

visual arts

The social and cultural unctions o visual arts

Analytical research

Discovery

Interpretation

Media experiments

Assessments:

HL and SL students have two options in termso assessment :

Option A

Studio work (60%)

Investigation workbooks (40%)

Option B

Investigation workbooks and interview (60%)Studio work (40%)


Visual Arts is one o the biggest grossing

industries in the UK. The opportunities or art

students in todays society are many and varied

rom architect to flm maker, graphic designer to

landscape architect, illustrator to photographer,and list is continuing to grow.

Group 6 Music

Through this course students will learn to

hear relationships o pitch in sound, pattern in

rhythm and unolding sonic structures. Through

participating in the study o music students will be

able to explore similarities, dierences and links

in music rom within our own culture and that o

others across time. Engaging in music will allow

us to explore and discover relationships between

lived human experience and specifc sound

combinations and technologies, thus inorming us

more ully o the world around us, and the nature

o humanity.

Topics Include:


Musical Perception study, analysis andexamination, comparing and contrasting o

musical cultures

Creating Composing, music technology

composing, arranging, improvising, stylistic

techniques

Perorming

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Assessments:

HL and SL students

Listening examination (30%)

Musical links investigation (20%)

SL students choose one o the ollowing

options or the remaining 50%.

Creating

Solo perorming

Group perorming

HL students are assessed on both o the

ollowing topics or the remaining 50%

Creating

Solo perorming


Music and Music technology can provide a

range o employment pathways including : music

producer, recording engineer, composer, music

journalism, A & R, promotion, teaching and

session musicianship.

Group 6 Theatre

The Theatre course at Arthur Terry emphasizes

the importance o working individually and

as a member o an ensemble. Students are

encouraged to develop the organizational and

technical skills needed to express themselves

creatively in theatre. This will require a willingness

to understand alternative views, to respect and

appreciate cultural diversity, and to see the varied

role that theatre plays in reecting these.

Topics Include:


Theatre in the making

Theatre in perormance

Theatre in the world

Assessments:

HL and SL students

Research investigation (25%)

Practical perormance proposal (25%)

Theatre perormance and production

presentation (25%)

Independent project portolio (25%)


Studying Theatre will enable students to develop

a range o transerable skills that are valued

by employer and urther education. They are

particularly relevant in careers and study in media,

theatre, drama, perormance and education.

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Documents

ATS IB Brochure Main 2010