W E L C O M E BSS SS A PL PLACE WH WHERE STU STUDENTS WA - - PowerPoint PPT Presentation

W E L C O M E

BSS SS A PL PLACE WH WHERE STU STUDENTS WA NTS WANT TO NT TO BE

Agenda What is IGCSE Programme? What make BSS IGCSE programme special? What each subject entails? What are the school expectations? What questions do you have?

Developing the whole student

What is different at BSS

Wide range of subjects; with flexibility to allow students to thrive IGCSE trained staff; including IGCSE examiners Duke of Edinburgh award (UK universities regard this highly) Small groups, with an individual approach Excellent results Teachers prepare students with the skills needed to prepare them for the International Baccalaureate programme

Structure

• It is a two-year course, Key Stage 4 of the British National

Curriculum.

• The exam session for students starting the programme in

September 2019 is May 2021.

• Extended Curriculum A*, A, B, C, D, E
• Orals/ Practical exams start in April 2021
• Option to take English as a Second Language early in November

2020

Candidates who are awarded grades A* to C for this qualification are well prepared to follow The IB Diploma Programme at BSS

Mirrors the subjects needed for the IB DP

Group 1: Studies in Language and Literature. Group 2: Language Acquisition Group 3:Individuals and Societies. Group 4: Experimental Sciences. Group 5: Mathematics Group 6: The Arts (optional- may take another subject from group 1-5)

Subjects offered at BSS

Group 1: English Literature/ First Language or English as a Second Language Group 2: French, Spanish, German, Greek, Arabic Group 3: ICT/ Business and Management (optional if not studying art) Group 4: Coordinated Science (Physics, Chemistry and Biology) Group 5: Mathematics Group 6: Art

Group 1. English Language and Literature

The aims are to develop learners who:

• enjoy the experience of reading literature
• understand and respond to literary texts in different forms and from different

periods and cultures

• communicate an informed personal response appropriately and effectively
• appreciate different ways in which writers achieve their effects
• experience literature’s contribution to aesthetic, imaginative and intellectual

growth

• explore the contribution of literature to an understanding of areas of human

concern.

Group 2. Modern Foreign Language

The subject content is organised around five broad Topic areas which provide contexts for the acquisition of vocabulary and the study of grammar and

• structures. Through the study of these Topic areas, candidates gain insight into

target language countries and communities. The Topic areas are:

• Everyday activities
• Personal and social life
• The world around us
• The world of work
• The international world.

Group 3: Business Studies

The Topic areas are: Understanding business activity People in business Marketing Operations management Financial information and decisions External influences on business activity

1 Types and components of computer systems 
 2 Input and output devices 
 3 Storage devices and media 
 4 Networks and the effects of using them 5 The effects of using IT 
 6 ICT applications 
 7 The systems life cycle 
 8 Safety and security 
 9 Audience 
 10 Communication 
 11 File management 12 Images 
 13 Layout 
 14 Styles 
 15 Proofing 
 16 Graphs and charts 
 17 Document production 
 18 Data manipulation 
 19 Presentations 
 20 Data analysis 
 21 Website authoring 


ICT: Theory and Practical

Biology

Biology B1 Characteristics of living

• rganisms

B2 Cells B3 Biological molecules B4 Enzymes B5 Plant nutrition B6 Animal nutrition B7 Transport B8 Gas exchange and respiration B9 Coordination and response B10 Reproduction B11 Inheritance B12 Organisms and their environment B13 Human influences on ecosystems

Chemistry

C1 The particulate nature of matter C2 Experimental techniques C3 Atoms, elements and compounds C4 Stoichiometry C5 Electricity and chemistry C6 Energy changes in chemical reactions C7 Chemical reactions C8 Acids, bases and salts C9 The Periodic Table C10 Metals C11 Air and water C12 Sulfur C13 Carbonates C14 Organic chemistry

Physics

P1 Motion P2 Work, energy and power P3 Thermal physics P4 Properties of waves, including light and sound P5 Electricity and magnetism P6 Electric circuits P7 Electromagnetic effects P8 Atomic physics

Group 5: Mathematics

Art (optional)

Painting and related media Print making Three-dimensional design Photography, digital and lens- based media Graphic communication Textiles and fashion.

WHAT IS THE IBCP?

IGCSE Check point Grade 6 & Grade 8

IB Learner Profile and the CP. In today’s marketplace, employers look for qualified individuals who are:

What is the CP?

The CP…  is a holistic education that emphasizes the development

• f the whole person.

 incorporates the educational principles, vision and learner profile of the IB into a unique, flexible programme that allows students to specialise in a career-related pathway  provides the freedom to schools to create and design their

• wn distinctive career-related programmes

• The IBCP is as demanding and

challenging as the IBDP

• The IBCP will involve more independent

study and a higher level of self- discipline and organisation.

• Depending on the career-related course

and diploma courses, students might have less, more or a similar number of teaching hours and class work.

• Term dates may need to be adapted for

both the DP and CP. This is usually accommodated during the holidays.

The IBCP can be characterized as: The IBDP can be characterized as: SPECIALISED – studies focus on

• ne or two areas

BROAD – studies encompass six different subject groups CAREER- RELATED – studies are framed around a career path and the way learning can be applied to this field of employment ACADEMIC – studies draw on knowledge and understanding from across a number of academic disciplines

IBCP WORKLOAD

How does it work?

Diploma Courses

 Each student must successfully complete a minimum of 2 DP subjects.  Up to 4 DP subjects can be chosen.  They can be studied at HL, SL or a mix of the two.  Must pass at least two with a minimum

• f a 3 in each.

Personal and Professional Skills (PPS) (90 hours)

Each school must develop a 90 hour discrete “personal and professional skills” course which is run concurrently with the other elements

• f the CP core.

There are five themes for PPS: Applied ethics Effective communication Intercultural understanding Personal development Thinking processes

Assessment

• Assessment determined by

schools

• Teachers develop own assessment
• Criteria around learning outcomes
• Assessment must be varied
• Students must be aware of what

is expected

• PPS should be included on school

report

• Schools expected to show

evidence of planning, organisation and delivery

LANGUAGE DEVELOPMENT (50 Hours)

The aims of language development are to: enable students to understand and use the language they have studied in context encourage an awareness and appreciation of the different perspectives of people from other cultures provide students with a basis for further study, work and leisure through the use of an additional language provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of an additional language. Requirements: A language in addition to the student’s best language Not exam based Develop a language development portfolio with required components and to develop an additional theme using examples of tasks and assessments Options for fulfilling Language Development (ALL STUDENTS MUST COMPLETE A Language Portfolio)

Section 1- Profile

Personal language and cultural profile

Section 2- Experiences

Engage in reflection on the target language

Section 3- Evidence

Document achievement Non-DP Language Course Students

• Enroll in school based (non IB) language course
• Enroll in an external online course
• Work with a language teacher/CTE teacher to develop a self

study language program (i.e. development of technical terminology as it relates to the student’s chosen pathway)

• Work with community member to monitor self-study

DP Language Course Students

• Students must complete an additional 50 hours of LD. The 50

hours must serve as an extension of the DP language course topics and materials. * If the student takes a 3rd DP course the DP language course will satisfy the language development requirement

REFLECTIVE PROJECT (50 Hours)

The reflective project aims to give students the opportunity to:

• produce an extended piece of work
• engage in personal inquiry, action and

reflection on a specific ethical dilemma

• present a structured and coherent argument
• engage with local and/or global

communities

• develop research and communication skills
• develop the skills of critical and creative

thinking. In developing the reflective project, students should:

• identify an issue
• show an awareness of an ethical dilemma

regarding the issue

• engage in critical discussion of the ethical

dilemma of the issue, which necessarily means examining differing viewpoints

• develop a personal and relevant evaluation
• f the ethical dilemma of the issue.

Two options provided for the reflective project :

• A written essay (maximum 3000

words) plus reflections (Maximum 1000 words) on a Reflections on planning and progress form.

• A written essay (1500- 2000

words) accompanied by an additional format (film, oral presentation, interview, play or display) plus reflections (maximum 1000 words) on a Reflections on planning and progress form

SERVICE LEARNING (50 Hours)

Students undertake single SL experience or series of SL experiences Must complete a service learning portfolio 3 formal interviews 5 service learning outcomes to be achieved Meets a community need Both student and community benefit Develop working relationships with community Can be individual or group Facilitates active student reflection Builds on existing skills/ develop new ones

Service Learning

• Similar to S&A/CAS
• Relate to Career-related studies
• Developing transferrable skills
• Project based learning

The Five Stages of Service Learning

• Inventory and Investigation
• Preparation and planning
• Action
• Reflection
• Demonstration

Career Related Studies

Employers’ views: 2016 CBI Education and Skills Survey “School and college is not equipping all young people with what they need to succeed: around half of businesses are not satisfied with school leavers’ work experience (56%) and their skills in communication (50%), analysis (50%) and self-management (48%).” Career-related studies School selects career-related studies according to needs of profession, eg BTEC, City & Guilds, Cambridge Technical

• Finance
• Engineering
• Art & Design
• Hospitality
• Sports management

Assessment

Time management is crucial as there are deadlines throughout the courses

British School of Sofia

• Starting from 2019 students will engage in a 2 year project. This will

mirror the Extended Essay in the IB DP.

• It will teach them valuable skills such as research, note-taking, time-

management, presentation skills and much more.

• They will produce an essay or a presentation with a supporting

essay focusing on an area of inquiry.

• Cambridge International Project Qualification 9980; those who

are committed enough may send it for external marking and receive the equivalent to an A-Level

• MALTA

CORE

Expectations

General average – the general average of a student should be at least 3 (according to the official boundaries set by the Cambridge International Examination Board). 
 Average per subject – the average per subject for the main subjects: English, Mathematics, and Sciences, should be at least a 3. 
 The maximum number of student absence per subject (10%) per year has not been

• exceeded. 


The student has not been found guilty of academic misconduct. 
 The student maintains good disciplinary records and respects all regulations set by the Administration of British School of Sofia throughout grade 8. 


How can you help?

• Allowing them independence but having an active role in their studies and progress at

school

• Discussing their learning plan, learning style and strategy with them and make
• suggestions. Following up on these conversations to help them develop their own
• Not planning family holidays that prevent students from attending school regularly
• Supporting them emotionally and encouraging them but also helping them to set

realistic and achievable goals.

Q&A