The Business Studies department strives to offer a positive student centred learning environment, where all students will be challenged, but will also receive enough support so that they will all achieve their full potential.

We tailor our courses so that they are relevant to the students lives, and that are truly global in there outlook. We anticipate that our students will become future leaders and opinion formers of their communities; we aim to give them the skills to prepare them for this, and allow them to think creatively and to solve problems by considering a range of views.

Recent Events

IGCSE Business Studies

An introductory level course for those new to Business studies.  Students study modules in Business organisation, marketing, HRM, finance, and operations management.

Course Summary
During the IGCSE Business Studies course use is made of real firms which all students are familiar with. These are studied to try and emphasise the importance and relevance of classroom learning, as well as to raise interest levels. This is a subject that is constantly evolving and some areas of study are:

• The nature and purpose of Business activity
• Business organisational structure - how a business grows, etc.
• Business finance - where finance comes from, how it is spent and how it is controlled
• Communication in business
• Employee, employer, human resource management - how to motivate and lead workers
• Marketing - finding out what customers want and then ensuring that they actually buy it

Assessment Summary
IGCSE Business Studies is assessed by final exams. There is no coursework component.

• Paper 1 - Short-answer questions; counts for 50% of final grade
• Paper 2 - Provides a business case study - students are required to analyse and interpret information and answer in greater length than in Paper 1; all of the questions relate to the case study; counts for 50% of final grade.

International Baccalaureate (IB)

Business and Management
The IB Business and Management course takes the concepts and theories studied at IGCSE and takes them to further depth. The course looks at 5 main topic areas with a 6th for Higher Level incorporated as part of the 5 core areas.

Topic 1 - Business Organization and Environment and External Influences
Topic 2 - Marketing
Topic 3 -  Accounts and Finance
Topic 4 - Human Resources
Topic 5 - Operations Management
Topic 6 - Business Strategy * Higher Level Only

Economics
The IB Economics course takes the concepts and theories studied at IGCSE and takes them to further depth. The course looks at 5 main topic areas each going into further depth for Higher Level students.

Topic 1 - Introduction to Economics
Topic 2 - Microeconomics
Topic 3 - Macroeconomics
Topic 4 - International Economics
Topic 5 - Development Economics

Assessment Information

Business and Management

Higher Level

External Assessment - 75%

Paper 1 - 40%
A 2 ¼ hour paper based on a pre-seen case study covering all 6 topics. In Section A students answer 2 out of 3 structured questions. In Section B students answer a compulsory structured question. In Section C students answer a compulsory structured question.

Paper 2 - 35%
A 2 ¼ hour paper based on all 6 topics of the syllabus. In Section A students answer 1 out of 2 structured questions. In Section B students answer 2 out of 3 structured questions.

Internal Assessment - 25%

A 30-hour research project addressing a real life issue facing a firm or organisation analysing a decision to be made by  the organisation.

Standard Level

External Assessment - 75%

Paper 1 - 35%
A 1 ¼ hour paper based on a pre-seen case study covering all 6 topics. In Section A students answer 2 out of 3 structured questions. In Section B students answer a compulsory structured question.

Paper 2 - 40% A 1 ¾  hour paper based on all 6 topics of the syllabus. In Section A students answer 1 out of 2 structured questions. In Section B students answer 2 out of 3 structured questions.

Internal Assessment - 25%

A written commentary based on 3 to 5 supporting documents about a real life issue facing an organisation.

Economics

Higher Level

External Assessment - 80%

Paper 1 - 20%
A one hour paper where students answer 1 extended response question from a choice of 4. The question is divided into 2 parts and covers more than one area of the syllabus.

Paper 2 - 20%
A one hour paper based on all five areas of the syllabus. Students must answer 3 short-answer questions from a choice of 6.

Paper 3 - 40%
A two hour paper based on all five areas of the syllabus. Students must answer 3 structured questions from a choice of 5.

Internal Assessment - 20%

Students produce a portfolio of four commentaries on contemporary economic issues.

Standard Level

External Assessment - 75%

Paper 1 - 25%
A one hour paper where students answer 1 extended response question from a choice of 4. The question is divided into 2 parts and covers more than one area of the syllabus.

Paper 2 - 50%
A two hour paper based on all five areas of the syllabus. Students must answer 3 structured questions from a choice of 5.

Internal Assessment - 25%

Students produce a portfolio of four commentaries on contemporary economic issues

Useful Links
http://www.bized.co.uk/	Educational site, packed with articles and information aimed at students.
http://www.tutor2u.net/	Educational site, packed with articles and information aimed at students.
http://www.economist.com/index.html	Detailed look at topical economic issues
www.ft.com	Excellent in-depth news coverage, in particular the editorial and comment pages
http://www.time.com	Website of the popular current affairs magazine with good business and economics articles

Previous Events

Year 10 IGCSE Business Studies students visited Standard Chartered Bank in Bandar

On Monday 10th March a group of Year 10 IGCSE Business Studies students visited Standard Chartered Bank in Bandar. We were welcomed by staff from Finance, Marketing and Public Relations.

We were first given a presentation about the history of Standard Chartered Bank worldwide and locally in Brunei. There was then a question and answer session where students were quizzed about what they had learned so far with many winning goody bags. Students were then handed out wrist bands in support of the Banks environment Aims including their latest initiative "The greatest race on earth"

The students then went on a tour of the Bank and some were lucky enough to see the vault, while others relaxed in the VIP banking area and enjoyed the numerous facilities available. There were lots of questions as we looked around the bank and some students were given the opportunity to open accounts.

Overall, it was a very informative morning and we thank the staff of Standard Chartered Bank for their kind hospitality.

Geography is a richly diverse and comprehensive subject that provides us with an understanding of our changing and interconnected world. It involves the study of physical environments and resources; cultures, economies and societies; people and places; and global development and citizenship. As an academic subject, it is valued by universities and a very broad range of employers in part because it provides a context for looking at contemporary issues from a wide perspective. These issues affect us all at work and in our daily lives and help inform the decisions that will shape our future. In addition, a study of geography develops many relevant and transferable skills directly related to a wide range of careers.

The development of specific skills of high value include:

• fieldwork investigation including sampling, data collection, data presentation, statistical techniques and analysis;
• research and report writing;
• preparing maps and diagrams; using social survey and interpretative methods;
• recognizing the values and attitudes involved in debates and enquiries;
• analyzing and problem-solving;
• decision-making;
• critically interpreting data and text;
• developing a reasoned argument;
• numerical skills;
• interpreting and presenting relevant numerical information;
• team working;
• planning skills;
• presenting oral and written arguments;

The study of geography stimulates an interest in and a sense of wonder about places. It helps young people make sense of a complex and dynamically changing world. It explains where places are, how places and landscapes are formed, how people and their environment interact, and how a diverse range of economies, societies and environments are interconnected. It builds on pupils' own experiences to investigate places at all scales, from the personal to the global.

Geographical enquiry encourages questioning, investigation and critical thinking about issues affecting the world and people's lives, now and in the future. Fieldwork is an essential element of this. Pupils learn to think spatially and use maps, visual images and new technologies to obtain, present and analyse information. Geography inspires pupils to become global citizens by exploring their own place in the world, their values and their responsibilities to other people, to the environment and to the sustainability of the planet.

Geographers are concerned that missing in the examination of some of society's most important issues is fundamental teaching of the basic processes behind these problems: the rainfall cycle, the theory of longshore drift of sand along the coastline, the formation of physical landforms and resources.
Environmental sustainability is essentially about how societies come to terms with managing and living in their environment. If you want to understand what we may need to do to live more sustainably in the future, you don't need to know solely about environmental issues. You also need to have an understanding of how societies operate and to be able to put together the economic, social and environmental perspectives. Traditionally, that was the strength of geography; it produced people who had an appreciation of the three perspectives and how they needed to be seen in relation to one.

Underplaying physical geography robs children of interesting inquiry into how volcanoes, mountains, rivers and glaciers are formed. Students can find it depressing to focus on problems so big that adults and governments cannot fix them, and so there is a need to appreciate the wonder of the world as well.

The first man to hold the title professor of geography, James Fairgrieve of the University of London, said in 1926: "The function of geography in schools is to train future citizens to imagine accurately the condition of the great world stage and so to help them to think sanely about political and social problems of the world around."

Recent Events

ISB hosted the second Year 12 Geography presentations on Tuesday 24^th April.

Students from ISB, JIS and Maktab Sains were put into mixed teams several weeks ago. They had to research various geographical issues facing Brunei. Each team had no more than 15 minutes to present their ideas by way of maps, pictures, graphs, statistical tables and power points.

The judging panel was made up of Geography teachers from the 3 schools - Gareth Griffiths, Helen Marks, Yvonne Follows-Smith and Simon Brown,  and UBD Geography department representatives  - Dr. William Duane, Dr. Ken Whalen and Annant Whalen.

The first topic was on the demographic challenges facing Brunei. Teo Chee Hui from Maktab Sains was a strong speaker, who had a lot of data to support his concerns. The next topic was an examination of the quality of life in Brunei. Lilian Heng from ISB was able to talk very freely around this topic. The third topic compared the ecological footprint of Brunei with other Asian countries. This team began with a very creative film they created with a Michael Jackson song. Ellie Dickinson from JIS spoke very confidently throughout their presentation.The last presentation was an excellent PowerPoint on the potential resources for the continued promotion of tourism in Brunei. Students tried to establish how this industry could be sustainable both economically and environmentally. The winning team perhaps had the most emotive subject of immigration of foreign workers into Brunei. Team members were Tasneem Kamaruddin (ISB) , Nazihah Sahrip, Mustapha Kamaludin, Sam Bukit and  Marc Newn (JIS), and Farhana Binti Hj Md Som (Maktab Sains).

Next year will be a slightly changed format again, and other schools are welcome to join in. All judges reflected that we are often consumed with lots of content in our exam specs, and should try to promote more presentations in class and in these forums.

Curriculum

Lower Secondary

Year 7 Humanities course:

In 2009-2010 the Geography and History courses have combined to give students one humanities teacher. This course is not a fully integrated humanities course, but instead combines geography and history topics in a logical manner, so as to compliment each other. It means the students have an easier transition to the middle school from the primary school.

Year 7 Humanities Field trip to BSB:

Guiding questions:
How can we assess the green spaces in BSB?
Why do businesses and services locate in different parts of BSB? Are there any patterns we can identify?
How do residential environments in BSB vary?
Design a questionnaire survey to discover what sort of people use BSB for shopping and other services.

Tasks for the Master plan Exhibition Hall in BSB:
On the map of BSB and Brunei Muara area, use the models at the Exhibition Hall and some of the displays, to identify and label these land-use zones:

1. BSB waterfront redevelopment and the 30 water villages of the Kampong Ayer.
2. The Central Business Districts (CBDs) - in Bandar, in Gadong and in Kuilap.
3. Residential areas
4. Industrial areas
5. The provision of open spaces and park
6. Transport routes
7. Religious buildings and historic or cultural sites
8. Tourist attractions

Try to offer 3 explanations for the changing land-uses across BSB and beyond.
Describe 6 problems associated with the growth of BSB urban areas, such as congestion in the CBD, housing shortages and traffic congestion.

Suggest 6 solutions to overcome these problems.

Year 7 Humanities day in BSB

Year 8 Geography

TIME FRAME:			GUIDING QUESTIONS:
WEEK 1 AND 2 - AUGUST		Coastal environments and resources: What factors change our landscapes and physical environments? And how? (erosion is done by sea, rivers, wind and glaciers) What is weathering and why does it vary from place to place? What are the 3 main types of rocks? What affects how hard a rock is?
WEEK 1 AND 2 - SEPTEMBER	Why is the coast important to us? Why do waves form? How and why do tides vary? What is long shore drift?
WEEK 3 AND 4 - SEPTEMBER	Explain the formation of erosional and depositional landforms on the coastline.
WEEK 1 AND 2 – OCTOBER 17th October report summary grades – so assessment in week 1 or 2 of October – based on all work thus far.	How can we manage the coastline more sustainably? What are soft and hard approaches to coastal defenses? Understand the basic concept of cost-benefit analysis. Include brief look at global warming and sea level rising. What are natural environment along coastlines? (sand dunes, salt marshes, wetlands, mangroves, coral reefs) What conflicts have arisen from management along coastlines? (power stations, oil and gas exploration, refineries, steel plants, tourist resorts, fishing)
WEEK 3 - OCTOBER	How can fishing and other resources in the sea be managed more sustainably? What pollutants threaten the seas and oceans? (include look in Brunei on aquaculture and farming pesticides from rice)
WEEK 1 AND 2 - NOVEMBER	River systems, flooding and water resources: How does rainfall get into a river system? What are drainage basins? What are the quick and slow routes for water to pass into rivers over and through the land? What is the water table and groundwater? Atlas work to look at different global river systems – place knowledge.
WEEK 3,4 AND 5 - NOVEMBER	How do the physical processes in a river change from the source to the mouth? Explain the formation of various landforms along a river course.
WEEK 1 - DECEMBER	What are the man-made and natural causes of rivers flooding?
WEEK 1 AND 2 - JANUARY	How can we cope with river flooding? Contrast of LEDCS and MEDCS. Link in Global warming as a factor. Sustainable approaches and conflicts of interest in controlling river flooding.
WEEK 3 AND 4 - JANUARY	Managing freshwater resources. Pollution of groundwater and river systems. Aral Sea disaster case study – research assignment?
WEEK 1 AND 2 – FEBRUARY Reports 20th February – so another main assessment in week 2 of February.	Is building large dams a good idea? Are water wars a serious threat to our future? Is it sustainable to populate desert areas?
WEEK 3,4 AND 5 - FEBRUARY	Preparation for fieldwork day and presentation /analysis of team data after the trip. 22ND FEB – YEAR 8 RIVER AND COASTAL FIELDWORK DAY
WEEK 1 AND 2 - MARCH	Environmental concerns in wilderness areas, rainforest and arid regions, and their management. Why were national parks set up? What are the conflicts of interest within them? What strategies are used to manage wildlife and landscapes within national parks?
WEEK 1 AND 2 - APRIL	Management of ski resorts – environmental concerns.
WEEK 3 AND 4 - APRIL	Examination of rainforest environments and the threats upon them. How can they be conserved and developed more sustainably? Heart of Borneo project – ISB Million Tree Project -  WWF, Shell and HSBC involved locally in Brunei. Penan people and Dayak groups of Borneo.
WEEK 1 AND 2 - MAY	Soil erosion in savanna grassland and arid regions. How can desertification be prevented?
WEEK 3 AND 4 - MAY	Soil loss in mountainous areas – link with ski resorts earlier in unit. Case study focus on Nepal in Himalayas.
WEEK 1 AND 2 – JUNE 4th June – full report and exam report. Exam week before this.	Why does the Antarctic need protecting?
WEEK 3 AND 4 - JUNE	Save the proboscis monkey in Brunei and Borneo – mangrove habitat. Primate conservation in Borneo and globally.

 

Year 8 trip to Tasek Lama		Year 8 field trip to Berakas Beach
Year 8 trip to Tasek Lama 2

 

YEAR 9 GEOGRAPHY 2011 to 2012:

 

TIME FRAME:	GUIDING QUESTIONS AND KEY RESOURCES:
WEEK 1 AND 2 - AUGUST	Plate Tectonics – disaster management for earthquakes, volcanoes and tsunami. What is plate tectonics or continental drift? What evidence is there for it? What are convection currents? What is the structure of the earth – core/mantle /crust?
WEEK 1 AND 2 - SEPTEMBER	What is happening at different plate boundaries? Draw sketch diagrams of converging and diverging plate boundaries. Name all the plates on a world map. Why do volcanoes form? Why are volcanoes all different? What causes earthquakes?
WEEK 3 AND 4 - SEPTEMBER	How can we be more prepared for volcanic eruptions and earthquakes/tsunami? What are the main threats posed by tectonic hazards? Why do so many people still live in these danger zones? Contrast LEDCS and MEDCS.
WEEK 1 AND 2 – OCTOBER 17th October – first summary report and so key assessment in week 1 or 2 October.	Assessment and end of unit.
WEEK 3 - OCTOBER	Development – is there more to it than money? What is the development problem? Why is there an uneven quality of life? How do we measure contrasting development between places? What are the problems in measuring development? How do we plot scatter graphs to test hypotheses? What are correlations? What are cores and peripheries in countries? How are development and population data linked?
WEEK 1 AND 2 - NOVEMBER	Continue above.
WEEK 3,4 AND 5 - NOVEMBER	Why do regional development gaps occur in most countries? How do countries tackle regional divide? How can we present these contrasts on maps and graphs? (Choropleth maps, G.I.S  and Lorenz curve)
WEEK 1 - DECEMBER	What models of development are there? How useful are they? Rostow’s model of economic development. What is bottom-up and top-down development? What are the pros/cons of different ways to develop? What is sustainable development or green economies?
WEEK 1 AND 2 - JANUARY	What is the pattern of trade between LEDCS and MEDCS? What is the Fair Trade NGO set up in Holland trying to achieve? What are the problems of free trade? What is the WTO? What are trading blocs? Why do MNCs control so much trade? What is the new international division of labour? (low paid jobs in LEDCs and higher paid jobs in MEDCS) What is meant by global interdependence?
WEEK 3 AND 4 - JANUARY	Should we give more aid or solve the debt crisis in LEDCS?
WEEK 1 AND 2 – FEBRUARY 13th February – full report – so key assessment in week 1 or 2 February.	Why were the NICs or 4 original tiger economies of Asia so successful? (Korea, Singapore, Taiwan and Hong Kong) Why do many people favour China investing in Africa? Why is gender and development so important? (last year BGIC focus – one key Millennium Development goal) What is intermediate technology and appropriate development?
WEEK 3,4 AND 5 - FEBRUARY	Weather, climate and natural hazards. What is the difference between weather and climate? How is the atmosphere a system? How and why do climates/natural vegetation zones vary? What and why Brunei’s climate like it is is?
WEEK 1 AND 2 - MARCH	How and why do we measure the weather? What are the differences between depressions and anticyclones? Use of synoptic c weather charts, stages of depressions. Why does it rain?
WEEK 1 AND 2 - APRIL	Microclimates and weather around the school grounds. The urban heat island effect. Photochemical smog and fogs. Weather on different sides of mountains. The wind changes daily on a beach – why? How to measure weather in a Stevenson screen.
WEEK 3 AND 4 - APRIL	Hurricanes/typhoons – causes? Consequences? Coping strategies?
WEEK 1 AND 2 - MAY	Global warming – causes/effects/solutions? Acid Rain and the ozone problem – causes/effects/solutions?
WEEK 3 AND 4 - MAY	Exam and field trip. Fieldwork planning –  Brunei farming and development – Labi area to concentrate on – forestry and dam building – Heart of Borneo conflict and recreational pressure – links in with end of year 8. 23rd May – Year 9 trip to Labi –Development strategies for Brunei - farms, forestry and a dam.
WEEK 1 AND 2 – JUNE 4th June – exam report	Follow-up field trip and go through exam.
WEEK 3 AND 4 - JUNE	Indigenous groups and the climatic/environmental adaptions that they have to make. Focus on Dayak groups of Borneo and one other of your choice.

 

IGCSE

Year 11 Masterplan for BSB Exhibition Hall		Year 11 coursework at the Diplo site in BSB

YEAR 10/11 for 2011-2013 GEOGRAPHY CURRICULUM PLAN

9 weeks August-October	Population and migration
4 weeks November	Settlement
1 week December	Settlement Sphere of influence questionnaire and CBD counts , land use maps – fieldwork Friday 2nd December - afternoon in BSB.
4 weeks January	Settlement
4 weeks February – may lose last week?	Weathering. Rivers and freshwater resources (Not flooding and hydrographs) River fieldwork discussion
3 weeks March	Rivers and freshwater resources River flooding – as part of hazards.
3 weeks April 5-9th April exams	Coasts – landforms, coral reefs, sand dunes and marshes. (not much on management)
3 weeks May	Coasts Thursday 10th May “Beaches of Brunei” fieldwork
4 weeks June	Weather fieldwork – microclimates and depressions Tropical rainforest and tropical desert vegetation/climates.

YEAR 11

6 weeks Aug/September	Leisure activities and tourism- Brunei and safari in Kenya Friday pm fieldwork study on tourism impact Agricultural systems Large scale commercial and small scale subsistence farming. Food shortages and famines
3 weeks October	Agricultural systems Industrial systems High tech and car industries
4 weeks November	Map skills and revision plan for mock exams Paper  2+ 4 practice
1 week December	Map skills and revision plan for mock exams
2 weeks January  (2 weeks Mock exams)	Energy resources
4 weeks February – may lose last week?	Desertification and climate change
3 weeks March	Revision of past papers – topic by topic – Paper one
4 weeks April	Revision of past papers – Paper 2 and 4
1 week May  - 10th May first exam	Revision – skills and exam techniques

IGCSE Geography at ISB  - changed assessments as of September 2011.

At the end of the 2 year IGCSE Geography course, all assessments will be exam-based. It has been decided not to enter students for coursework anymore. The new course will mean more fieldwork and more class-based virtual fieldwork. Students will still have to do mini group work projects for home works, which will be based on collecting fieldwork data. There will be two main fieldwork trips based on settlement and coastal studies. Students will still gain statistical, cartographical and graphical skills, in order to analyse primary and secondary data.

Paper 1 (1 hour 45 minutes)

 Choose 3 out of 6 structured questions – case study knowledge is important – both physical and human geographical topics. (45% weighting to final grade)

Paper 2 (1 hour 30 minutes)

A skills-based exam – answer all questions – O.S map questions included – knowledge of basic concepts across whole syllabus, but no detailed case studies needed to be recalled. (27.5% weighting to final grade)

Paper 4 (1 hour 30 minutes)

An exam based on fieldwork experience and knowledge of various methodologies to collect data – answer both questions. (27.5% weighting to final grade)

 

IB

IB Diploma Geography at ISB 2010-2012:
Aims of the course:

• To develop an understanding of the interrelationships between people, places, spaces and the environment.
• To develop a concern for human welfare and the quality of the environment, and an understanding of the need for planning and sustainable management.
• To appreciate the relevance of geography in analyzing contemporary issues and challenges, and develop a global perspective of diversity and change.

Geography is a dynamic subject that is firmly grounded in the real world and focuses on the interactions between individuals, societies and the physical environment in both time and space. It seeks to identify trends and patterns in these interactions and examines the processes behind them. It also investigates the way that people adapt and respond to change and evaluates management strategies associated with such change. Geography describes and helps to explain the similarities and differences between spaces and places. These may be defined on a variety of scales and from a range of perspectives.

Within group 3 subjects, geography is distinctive in that it occupies the middle ground between social sciences and natural sciences. The Diploma Programme geography course integrates both physical and human geography, and ensures that students acquire elements of both scientific and socio‑economic methodologies. Geography takes advantage of its position between both these groups of subjects to examine relevant concepts and ideas from a wide variety of disciplines. This helps students develop an appreciation of, and a respect for, alternative approaches, viewpoints and ideas.

_{Geography and the international dimension}:

The geography course embodies global and international awareness in several distinct ways. It examines key global issues, such as poverty, sustainability and climate change. It considers examples and detailed case studies at a variety of scales, from local to regional, national and international. Throughout the course, teachers have considerable flexibility in their choice of examples and case studies to ensure that Diploma Programme geography is a highly appropriate way to meet the needs of all students, regardless of their precise geographical location. Inherent in the syllabus is a consideration of different perspectives, economic circumstances and social and cultural diversity. Geography seeks to develop international understanding and foster a concern for global issues as well as to raise students' awareness of their own responsibility at a local level. Geography also aims to develop values and attitudes that will help students reach a degree of personal commitment in trying to resolve these issues, appreciating our shared responsibility as citizens of an increasingly interconnected world.

Distinction between SL and HL:

Students at standard level (SL) and higher level (HL) in geography are presented with a syllabus that has a common core and optional themes. HL students also study the higher level extension. The syllabus requires the development of certain skills, attributes and knowledge as described in the assessment objectives of the course. Although the skills and activity of studying geography are common to both SL and HL students, the HL student is required to acquire a further body of knowledge, to demonstrate critical evaluation, and to synthesize the concepts in the higher level extension.

In summary:
SL students study two optional themes; HL students study three optional themes,

• providing further breadth
• HL students study the HL extension-global interactions, and examine, evaluate and synthesize the prescribed concepts, which by their nature are complex, contestable, interlinked and require holistic treatment. This provides further depth at HL.

Geography and prior learning:

The geography course requires no specific prior learning. No particular background in terms of specific subjects studied for national or international qualifications is expected or required. The skills needed for the geography course are developed within the context of the course itself.

Geography and theory of knowledge:

Students of group 3 subjects study individuals and societies. This means that they explore the interactions between humans and their environment in time and place. As a result, these subjects are often known collectively as the "human sciences" or "social sciences". As with other subject areas, there is a variety of ways of gaining knowledge in group 3 subjects. For example, archival evidence, data collection, experimentation, observation, and inductive and deductive reasoning can all be used to help explain patterns of behaviour and lead to knowledge claims. Students in group 3 subjects are required to evaluate these knowledge claims by exploring knowledge issues such as validity, reliability, credibility, certainty and individual as well as cultural perspectives.

The relationship between each subject and theory of knowledge is important and fundamental to the Diploma Programme. Having followed a course of study in group 3, students should be able to reflect critically on the various ways of knowing and methods used in human sciences. In doing so, they will become "inquiring, knowledgeable and caring young people" (IB mission statement).

During the Diploma Programme geography course, a number of issues will arise that highlight the relationship between theory of knowledge and geography. Some of the questions that might be considered during the course are identified below.

• Are the findings of the natural sciences as reliable as those of the human sciences? What is the meaning of "a scientific law" in each area?
• To what extent do maps reflect reality?
• Do regions have boundaries?
• To what extent might it be true that geography combines the methods of human and natural sciences?
• Some geographical topics, such as climate change, are controversial. How does the scientific method attempt to address them? Are such topics always within the scope of the scientific method?
• What scientific or social factors might influence the study of a complex phenomenon such as global warming?
• Often in geography a model of reality is created. What does this mean? What are the advantages and disadvantages of creating a geographic model? In what areas of geography are models most common?
• Arguably, while some aspects of geography can be measured, others cannot. Is this the case? What is it about a quality that means it cannot be quantified?
• If humans are individual and unique, does this mean that there can be no reliable laws in human geography?
• Many geographers and others value diversity in human affairs. Is globalization therefore a bad thing?

SYLLABUS OUTLINE:

Part 1: Core-Patterns and Change (SL/HL) 70 hours
- Populations in transition
- Disparities in wealth and development
- Patterns in environmental quality and sustainability
- Patterns in resource consumption
All four topics above are compulsory for both HL and SL.

Part 2: Optional Themes 30 hours each
A. Freshwater-issues and conflicts
B. Oceans and their coastal margins
C. Extreme environments
D. Hazards and disasters-risk assessment and response
E. Leisure and tourism
F. The geography of food and health
G. Urban environments

Two optional themes are required at SL - 60 hours.
Three optional themes are required at HL - 90 hours.
Part 3: Global interactions
(HL only) 60 hours
1. Measuring global interactions
2. Changing space- the shrinking world
3. Economic interactions and flows
4. Environmental change
5. Socio-cultural exchanges
6. Political outcomes
7. Global interactions at the local level

Fieldwork (SL/HL) 20 hours
Fieldwork activity based on hypothesis, explanation of hypothesis, data collection and practical activity, emphasizing data analysis and interpretation & practical activities, and allowing group work but requiring individual reports.

BSB Tourism survey IB Geography Internal Assessment		IB Geography trip to Labi

YEAR 12

	SL + HL	HL only
3 weeks October	Populations in Transition	Oceans and their coastal margins
4 weeks November	Disparities in wealth and development	Oceans and their coastal margins
1 week December	Patterns in environmental quality and sustainability	Oceans and their coastal margins
4 weeks January	Patterns in environmental quality and sustainability	Urban Environments
4 weeks February - may lose last week?	Patterns in Resource consumption	Urban Environments
3 weeks March	Freshwater-issues and conflicts	Urban Environments
2 weeks April	5-9th exams Freshwater-issues and conflicts	Urban Environments
3 weeks May	Fieldwork to Labi - Internal Assessment on river studies.   Freshwater-issues and conflicts	Global interactions  - measuring global interactions
4 weeks June	Internal Assessment - and final write-up over summer Freshwater-issues and conflicts	Global interactions  - changing space and shrinking world

 Year 13

	SL + HL	HL only
6 weeks Aug /Sept	Freshwater-issues and conflicts The geography of food and health	Global interactions  - Economic interactions and flows - Environmental change
7 weeks Oct /November	Final draft deadline Internal Assessment The geography of food and health	Global interactions  - Sociocultural exchanges  - Political outcomes
1 week December	Exam prep and revision for Mocks Final IA deadline	Global interactions  - Global Interactions at the local level
2 weeks January	Mock exams - 2 weeks The geography of food and health	Revision for Paper two
4 weeks February - may lose last week?	Revision for paper one	Revision for paper two
3 weeks March	Revision for paper one	Revision for paper three
4 weeks April	Revisions for paper two	Revision for paper three
1 week May	First exams 5th May

Assessment Information

Core-Patterns and Change in GREATER DETAIL:

Explain population trends and patterns in births (Crude Birth Rate), natural increase and mortality (Crude Death Rate, infant and child mortality rates), fertility and life expectancy in contrasting regions of the world. Analyze population pyramids. Explain population momentum and its impact on population projections.

Explain dependency and ageing ratios. Examine the impacts of youthful and ageing populations. Evaluate examples of a pro‑natalist policy and an anti‑natalist policy.

Discuss the causes of migrations, both forced and voluntary. Evaluate internal (national) and international migrations in terms of their geographic (socio‑economic, political and environmental) impacts at their origins and destinations.

Examine gender inequalities in culture, status, education, birth ratios, health, employment, empowerment, life expectancy, family size, migration, legal rights and land tenure.

Define indices of infant mortality, education, nutrition, income, marginalization and Human Development Index (HDI). Explain the value of the indices in measuring disparities across the globe.

Explain disparities and inequities that occur within countries resulting from ethnicity, residence, parental education, income, employment (formal and informal) and land ownership.

Identify and explain the changing patterns and trends of regional and global disparities of life expectancy, education and income. Examine the progress made in meeting the Millennium Development Goals (MDGs) in poverty reduction, education and health.

Discuss the different ways in which disparities can be reduced with an emphasis on trade and market access, debt relief, aid and remittances. Evaluate the effectiveness of strategies designed to reduce disparities.

Describe the functioning of the atmospheric system in terms of the energy balance between solar and long wave radiation. Explain the changes in this balance due to external forces (changes in solar radiation, changes in the albedo of the atmosphere and changes in the long wave radiation returned to space). Discuss the causes and environmental consequences of global climate change.

Explain the causes of soil degradation. Discuss the environmental and socio‑economic consequences of this process, together with management strategies.

Identify the ways in which water is utilized at the regional scale. Examine the environmental and human factors affecting patterns and trends in physical water scarcity and economic water scarcity. Examine the factors affecting access to safe drinking water.

Explain the concept and importance of biodiversity in tropical rainforests. Examine the causes and consequences of reduced biodiversity in this biome.

Define the concept of environmental sustainability. Evaluate a management strategy at a local or national scale designed to achieve environmental sustainability.

Evaluate the ecological footprint as a measure of the relationship between population size and resource
consumption. Identify international variations in its size. Discuss the two opposing views (neo‑Malthusian and anti‑Malthusian) of the relationship between population size and resource consumption.

Examine the global patterns and trends in the production and consumption of oil.

Examine the geopolitical and environmental impacts of these changes in patterns and trends. Examine the changing importance of other energy sources.

Discuss the reduction of resource consumption by conservation, waste reduction, recycling and substitution. Evaluate a strategy at a local or national scale aimed at reducing the consumption of one resource.

Freshwater-issues and conflicts:

This optional theme focuses on water on the land as a scarce resource. It considers the ways in which humans respond to the challenges of managing the quantity and quality of freshwater, as well as the consequences (whether intended or unintended, positive or negative) of management. The theme includes both the physical geography of freshwater (basic hydrology and floods) and human impacts on water quality. This theme should include the study of at least one detailed case study at the drainage basin level. Reference should be made to additional examples, at a range of scales, in less depth, wherever appropriate.

Oceans and their coastal margins:

Covering over 70% of the Earth's surface, oceans are of great importance to humans in a number of ways. This optional theme provides an introduction to the physical characteristics and processes of the oceans with particular reference to the atmosphere-ocean link, concentrating on the important role that oceans play in influencing climatic conditions. Issues arising from the oceans as resource bases are also considered. The emphasis in the section on coastal margins is on management. Consequently, a detailed study of the physical characteristics and processes of coasts is not required, although some knowledge is essential for understanding management strategies. The material has been organized in this theme to provide a sequenced structure for teaching. Attention is drawn to the need to provide detailed examples or case studies in several topics.

The geography of food and health:

This optional theme is based on the underlying premise that the health of a population is the direct consequence of having enough food, a balanced diet and reduced susceptibility to disease. It covers a large area of knowledge, and time constraints mean that some parts may need to be covered in breadth rather than in depth. The topic on health serves as an introduction to the theme, with more detailed coverage required for the remaining two topics on food and disease. These latter sections relate to some of the United Nations' Millennium Development Goals (MDGs), particularly those that challenge hunger and combat disease. Detailed case studies are recommended, especially when impacts and evaluations are required. Case studies of two diseases are required, chosen from two different categories out of the following three: vector‑borne, water‑borne or sexually transmitted disease.

Urban environments:

This optional theme considers cities as places of intense social interaction and as focal points of production, wealth generation and consumption. They exhibit diversity in patterns of wealth and deprivation, which can result in conflict. Transport improvements have led to rapid growth and shifts in population and economic activities, producing stresses and challenges for planners. The theme also considers issues of sustainability where the city is regarded as a system with inputs and outputs that need to be managed to minimize environmental impacts. This theme recognizes that cities and towns may share common characteristics and processes irrespective of the national level of economic development.

For all sections of this optional theme (unless stated otherwise), two case studies of cities/large urban areas must be studied in two countries at contrasting levels of development.

Global interactions (HL only):

The study of global interactions in this syllabus has a broader perspective than a more conventional study of globalization that emphasizes a linear process involving the domination and the imposition of western culture on the world. In the context of this syllabus, global interaction suggests a two‑way and complex
process whereby cultural traits and commodities may be adopted, adapted or resisted by societies. The process is neither inevitable nor universal.

The HL extension theme focuses on the global interactions, flows and exchanges arising from the disparities that exist between places. It presents important and contestable geographic issues of change in space and time for the HL student to question. This part of the syllabus is divided into seven topics relating to global interactions as outlined in the following table. Each topic has a conceptual base that is developed through the content.

Standard level students - assessments:

Paper 1 (1 hour 30 minutes)
Syllabus content: Core theme
Section A: Students answer all short‑answer questions. Some include data. (45 marks)
Section B: Students answer one extended response question. (15 marks)
Section A and section B are common to both SL and HL assessment.
(60 marks and 40% final grade)

Paper 2 (1 hour 20 minutes)
Syllabus content: Two optional themes
Students answer two structured questions based on stimulus material, each selected from a different optional theme. For each theme there is a choice of two questions.
(20 marks per question)
Some stimulus material is included in the resources booklet. This paper is common to both SL and HL assessment.
(40 marks and 35% of final grade)

Internal assessment (20 hours)
This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Syllabus content: Any topic from the syllabus Written report based on fieldwork. Maximum 2,500 words.
(30 marks and 25% of final grade)

Higher level students - assessments:
Paper 1 (1 hour 30 minutes)
Syllabus content: Core theme
Section A: Students answer all short‑answer questions. Some include data. (45 marks)
Section B: Students answer one extended response question. (15 marks)
Section A and section B are common to both SL and HL assessment.
(60 marks and 25% of final grade)

Paper 2 (2 hours)
Syllabus content: Three optional themes
Students answer three structured questions based on stimulus material, each selected from a different theme. For each theme there is a choice of two questions. (20 marks per question)
Some stimulus material is included in the resources booklet. This paper is common to both SL and HL assessment.
(60 marks and 35% of final grade)

Paper 3 (1 hour)
Syllabus content: Higher level extension
Students answer one of three essay questions.
(25 marks and 20% of final grade)

Internal assessment (20 hours)
This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Syllabus content: Any topic from the syllabus
Written report based on fieldwork. Maximum 2,500 words
(30 marks and 20% of final grade)

IB Geographers embrace the Heart of Borneo concept! Minister of Primary Resources and WWF Chief Adviser in Malaysia		IB Geographers at ASEAN conference promoting tourism

 

Useful Links
http://earth.google.com/	http://www.worldatlas.com/ aatlas/world.htm	www.thehungersite.com	www.therainforestsite.com

The very first book written in every civilisation and in every continent was about History. That's why History is a universal subject, because every country has its own story to tell.

But History is not only valuable for the stories that it tells, but also for the way in which it tells them. History is a literate discipline, so it improves your ability to write, speak and communicate in English. It is also a thinking subject, which means it encourages you to explain and evaluate important ideas and events. The fact is, History changes over time, as new interpretations challenge previous orthodoxies, and as new ways of expressing historical developments are created. Consequently, History is not only the story of what happened in the past, but how that story is told today.

There are three members of staff responsible for teaching History/ Humanities across the Secondary school; Mrs Caroline Haas as History Co-ordinator, Ms Natalia and Mr Kroon.

Photo Gallery

Lower Secondary

Curriculum

In Years 7-9, students answer a series of overarching enquiry questions based around a number of key historical topics. This enables students to engage in a range higher order thinking skills, such as classifying, analysing and evaluating historical information. The topics cover a broad chronological and geographical span, so that students have some understanding of the main themes and developments that have characterised the past. For example, Year 8 students examine the origin and development of the slave trade, while Year 9 students seek to explain the horror of the Holocaust.

In terms of resources, students have access to a variety of worksheets, textbooks, videos and dvds, and are encouraged to take every opportunity to visit recommended web sites.

Year 7-9 Course Outline

Term 1 Term 2 Term 3 Year 7 Humanities Who do you think you are?- A skills based approach to the study of History and Geography by using ideas and material that are familiar to students eg  personal experiences, family histories and a study of their home countries The Romans-an investigation into the foundation of the Roman Empire and a study of Italy as it was then and how it is now   Indigenous Peoples- a comparative study of two native peoples-the Penan tribe and the Native Americans/ Aboriginal people of Australia Year 8 History Black peoples of Americas- from slavery to freedom, and towards equality The Industrial Revolution- an overview of the growth of Empires through the themes of trade and exploration and its effects on Asia The French Revolution-the nature and causes of the revolution- to see how events have been interpreted and represented in different ways   Year 9 History The First World War- the long and short term causes of war; the nature of war and the impact on individuals using a wide range of visual and written sources 20th Century Turning Points- the era of WW2- explores the concept of total war and its effect on civilian populations including local people in Borneo Victims of War- (with a focus on Germany and Japan)-developing pupils' understanding of historical concepts, such as cause and consequence, and their ability in higher order 'thinking skills'

IGCSE

In common with almost every leading international school, ISB students follow the Cambridge IGCSE International Relations Since 1919 course. This builds on the topics studied in Year 9, and includes the World War One peace treaties , the League of Nations, the collapse of international peace in the 1930s, the rise and fall of the Soviet Empire, the Cuban Missile Crisis, and the Vietnam War. Also included in the course is a detailed study of Germany 1918-1945.

IGCSE Course Content

Course Overview
In IGCSE History students cover international relations from 1919 to 1989:

1. World War I peace treaties
    The League of Nations
    Causes of World War II

2. Depth study of China1945 - C.1990

3. The Cold War;

The division of Europe after WW2The Iron Curtain and the Berlin Blockade
The Cuban Missile Crisis
The Vietnam War
The end of the cold war and collapse of the USSR

Assessment Summary

IGCSE History is assessed by coursework and/or final exams.

• Paper 1 - Core content and Depth studies; counts for 40% of final grade
• Paper 2 - 20th Century topic - topics are prescribed each year and are taken from the Core content; counts for 33% of final grade
• Paper 4- Alternative to coursework. 27% 1 hour paper on Depth Study China 1945-c.1990

 

Year 10 Year 11 Term 1 Term 1 Term 2 Term 2 Term 3

 

International Baccalaureate (IB)

The IB course enables students to use the knowledge and skills they acquired at IGCSE to deepen their understanding of world history. Consequently, all IB candidates examine the causes and effects of the two World Wars, plus the start and end of the Cold War. Higher Level students also study Europe in the 20th Century, which includes topics such as the Russian Revolution, Mussolini's Italy and Nazi Germany.

IB History Outline

Year 12 HL	Year 12 SL	Year 13 HL	Year 13 SL
Term1	Term1	Term1	Term1
Term 2	Term 2	Term 2	Term 2
Term 3	Term 3

 

Assessment Information

Lower Secondary

The continual monitoring of progress is essential and must be part of the successful teacher's planning and general working methods. Assessment comes in several forms and performs different tasks but they all have the one aim: that of improving the standard and level of education being offered. In History, assessment is achieved in the following ways: 

• By continually checking and monitoring students' progress by oral questioning and by facilitating discussion and feedback.
• By marking students' work regularly, promptly, supportively through formative and summative assessment.
• By giving students key assessment tasks and assessment criteria to understand the purpose and objectives of each task they undertake.
• By engaging students in self-assessment and target setting so that they are able to take control of their own learning and therefore facilitate greater progress.
• By the History Department meeting regularly to moderate key assessment tasks across the year group

By each member of the department sharing good practice and working with the attainment levels for Year 7, 8 and 9.

ISB ASSESSMENT LEVELS HISTORY YEAR 7

ISB ASSESSMENT LEVELS HISTORY YEAR 8

ISB ASSESSMENT LEVELS HISTORY YEAR 9

IGCSE

Paper 1	2 hours	40%	Section A- Answer two questions from a choice of 4. Section B- (Depth Study)- Answer one question from a choice of 2
Paper 2	2 hours	33%	Source Questions using given sources. Topic for 2011 is: The Start of the Cold War 1945-49
Paper 3		27%	Coursework from Depth Study A- Germany 1918-45.

IB

• IB Standard Level: Two examinations (75% of the total marks) and a coursework assignment (25%).
• IB Higher Level: three examinations (80% of the total marks) and a coursework assignment (20%).

 

Useful Links

www.johndclare.net  www.historylearningsite.co.uk   www.schoolhistory.co.uk    www.learningcurve.gov.uk  www.bbc.co.uk/history www.spartacus.schoolnet.co.uk www.activehistory.co.uk www.thinkinghistory.co.uk http://www.bbc.co.uk/history

 

Art and Design at ISB offers opportunities for pupils to develop their creativity and imagination through visual, tactile, and sensory experiences. This is achieved by developing students: practical and technical skills in creating artworks, where students learn to use and experiment with a wide range of mediums. to become critically aware of their immediate environment, society and culture skills to critically analyse the meaning, functional and aesthetic qualities of art forms from their own and other culture ability to use visual language to communicate their ideas and feelings meaningfully. aesthetic judgments and technical decisions, with the aim of enabling individuals in becoming actively involved in finding appropriate artistic solutions. capacity to express themselves visually in a personal and independent way.
Recent Events
Year 9 painted pygmy elephants in the style of famous artists
To see more up to date images and events visit the Head of Department's Visual Blog: Click here
Lower Secondary
In art, craft and design, pupils explore visual, tactile and other sensory experiences to communicate ideas and meanings. They work with traditional and new media, developing confidence, competence, imagination and creativity. They learn to appreciate and value images and artefacts across times and cultures, and to understand the contexts in which they were made. In art, craft and design, pupils reflect critically on their own and other people's work, judging quality, value and meaning. They learn to think and act as artists, craftspeople and designers, working creatively and intelligently. Key processes of Art and design key stage 3 Key processes These are the essential skills and processes in art, craft and design that pupils need to learn to make progress. Explore and create Pupils should be able to: • develop ideas and intentions by working from first-hand observation, experience, inspiration, imagination and other sources • investigate how to express and realise ideas using formal elements and the qualities of a range of media • make purposeful images and artefacts, selecting from a range of materials, techniques and processes • draw to express perception and invention, to communicate feelings, experiences and ideas, and for pleasure • explore and develop ideas using sketchbooks, journals and other appropriate strategies. Understand and evaluate Pupils should be able to: • use research and investigative skills appropriate to art, craft and design • appreciate how codes and conventions are used to convey ideas and meanings in and between different cultures and contexts • reflect on and evaluate their own and others' work, adapting and refining their own images and artefacts at all stages of the creative process • analyse, select and question critically, making reasoned choices when developing personal work • develop ideas and intentions when creating images and artefacts • organise and present their own material and information in appropriate forms. All students in Year 7,8 and 9 are given Research Workbooks (sketchbooks). The students are encouraged to use these books as a visual diary of their journey in visual art. They will be given homework assignments that should be completed in these books.
IGCSE
Art and Design is offered as an examination option in Years 10 and 11. On the course, students follow the Cambridge IGCSE syllabus, which allows for a significant depth of knowledge in all areas of drawing, painting, tactile response and critical studies. The students are encouraged to independently explore a wide range of media, which allows them to develop a broad skill base, providing an excellent foundation for the IB Visual Arts course.
Course Summary
IGCSE Art and Design aims to encourage, stimulate and develop: An interest in, and enjoyment of, all aspects of Art and Design An ability to accurately represent images, whether they are from imagination or by drawing from direct observation Processes of investigation and research in the preparation of work A wide range of approaches to making artwork An opportunity to explore a range of media The means of viewing and responding to the world in a unique and interesting way
At ISB, students have the opportunity to choose from a range of areas of study, which includes painting and related media, three-dimensional studies, photography and printing.
Assessment Summary IGCSE Art and Design is assessed by a combination of coursework and a final exam: based upon five assessment objectives. The final examination lasts for ten hours which the students have at least two weeks to prepare for.
International Baccalaureate (IB)
IB is an exciting program that endeavours to provide participating students with an opportunity to express themselves visually. IB provides a stimulating environment in which students can respond with confidence to personal, social-cultural and aesthetic experiences and communicate through an informed creative process. It establishes a process of exploring, analysing, researching, making and evaluating appropriate forms of expression in the visual arts. The course actively encourages students to take responsibility for the direction of their learning and artistic production. The key aims of IB are to develop personal growth and commitment through the study of art and to highlight the relationship between research and the production of art. The course is not just about 'making things'; rather it is a journey that allows students to develop a critical and intensely personal view of themselves in relation to the world. Along with technical proficiency, it rewards students who are committed, motivated, persistent, independent and ambitious.

12	Self narrative	People, places and things	Multiculturalism
13	Solo project	Solo project	Exam

              

The aims of the Visual Arts Course at HL and SL are to develop students that are able to react artistically to their cultural experience in a creative, purposeful, personal and technically competent way. This will be achieved by students investigating past, present and emerging forms of visual arts, examining historical and cultural events from a local, national and international perspective; critically analysing the function, meaning and significance of art; making independent hypothesis and observations of the world around them; at the same time as linking their personal investigation to the creative process of their studio work.
The course is divided into two parts; Studio work and Investigation (investigation workbook). The studio work will introduce students to the art concepts and techniques through practical work in the studio, while the investigation workbooks encourage personal investigation into the arts, which will be closely related to the studio work. The aims and objectives of Higher and Standard level programs are generally the same. However due to the differences in the amount of time available for each level (HL: 240hrs, SL: 150hrs), your ability to expand on ideas, technical skills and body of work will be affected accordingly.
Expectations of an IB Visual Artist
To achieve success on the IB visual Arts course you have to be Committed – Having missed a full terms studio work, you will have to have the determination to catch up. Your attendance record will have to be exemplary, because studio time will be precious. Organised – To produce the expected amount of Studio Work and Investigation workbooks of sufficient quality, you will have to manage your time extremely well. Responsible – Your Art teacher can help you achieve success on this course, but the ultimate responsibility lies with you. Much of the IB Visual Arts course content is student directed so you must take considerable responsibility for how you develop on the course. Appreciation - a significant aspect of the Visual Arts course is about exploring the artwork of others. That does not mean you have to like it, but you should be able to appreciate the work in terms of context, form, process and intention. Persistent – Nobody is ‘born’ a great artist. Even people who are innately ‘gifted’ still have to work hard to overcome problems – in terms of ideas and practical difficulties. Insightful and inquisitive – The ability to research (with both breadth and depth), interpret information and form your own conclusions is vitally important. An exploratory and analytical approach to your own artwork and researching artworks of others is crucial. Original – It is important that you aim to approach the production of artwork in a personal and innovative way. IBO Art examiners see a huge amount of artwork and it is worth remembering that the well-trodden path of cliché and pastiche can only lead to disappointment. Skilful – You must be always developing  your technical competence and applying artistic qualities that challenge and extend your intellectual boundaries, technical competence and self direction Ambitious – if you struggle with technical aspects of the subject you must resolve to overcome those difficulties. If the thought of drawing/painting/sculpting/printing brings you out in a rash, then this is not the right course for you.
Student Guide
The IB Visual Arts course provides you with the opportunities to explore Art on a number of levels. Aesthetic Cultural Social Personal You can produce work in drawing, painting, printmaking, sculpture, textile, mixed media, electronic media, and photography and through utilising found objects. The course is not just about ‘making things’, rather it is a journey that will require your intellectual and emotional input. To be able to create art you must first acknowledge both your immediate personal surroundings, as well as appreciating other social and cultural situations. ‘Visual arts continually create new possibilities and can challenge traditional boundaries. This is evident both in the way we make art and in the way we understand artists from around the world The theory and practices in visual arts are dynamic, ever changing and connect many areas of study and human experience through individual and collaborative production and interpretation.’ Studying the IB Visual Arts course allows students to develop a critical and intensely personal view of themselves in relation to the world. The course aims to encourage students to: Investigate past and present and emerging forms of visual arts and engage in producing, appreciating and evaluating these Develop an understanding of the visual arts from a local, national and international perspective. Build confidence in responding visually and creatively to personal and cultural experiences. Develop skills in, and sensitivity to, the creation of works that reflect active and individual involvement. Take responsibilities for the direction of their learning through the acquisition of effective working practices.
Course structure
Studio work You will be expected to: Produce personally relevant works of Art that reveal evidence of exploration of ideas that reflect cultural and historical awareness Develop and demonstrate technical competence and artistic qualities that challenge and extend personal boundaries and technical competence and self direction.	Investigation Workbooks You will be expected to: Respond to and analyse critically and contextually the function, meaning and artistic qualities of past, present and emerging art, using specialist vocabulary of visual arts. Develop and present independent ideas and practices, and explain the connections between these and the works of others. Explore and develop ideas and techniques for studio work through integrated contextual study and first hand observations. Develop and maintain a close relationship between investigation and purposeful, creative process in studio work. Investigative Workbook Details
How the course works Which ever option you choose, there are two compulsary parts… Studio Work – practical exploration and artistic production Investigation – Independent contextual, critical and visual investigation. Higher Level Option A Studio – 144hrs 60% Investigation – 96hrs 40% Higher Level Option B Investigation – 144  hrs 60% Studio – 96 hrs 40% Standard Level Option A Studio – 90 hrs 60% Investigation – 60 hrs 40% Standard Level Option B Investigation- 90 hrs 60% Studio – 60 hrs 40%
Assessment Outline                    Option A Studio 60% External Assessment Investigation 40% Internal  Assessment   HL Selection of 12 – 18 photographs representing the works produced 25 – 30 A4/letter-size copies of workbook pages   SL Selection of 8 – 12 photographs representing the works produced 15-20A4/letter-size copies of workbook pages Option B   Studio 60% External Assessment Investigation 40% Internal  Assessment   HL 30 - 40 A4/letter-size copies of workbook pages Selection of 8 -12 photographs representing the works produced   SL 25-30A4/letter-size copies of workbook pages Selection of 6 - 8 photographs representing the works produced
The following points give you an overview on how you will be assessed… External Assessment HLA & SLA         HLB & SLB Studio work                                        (60%) Investigation 60% Student presents work in the form of an exhibition This is externally assessed by a visiting examiner following an interview with the student about the work Present selected pages of workbook This section is externally assessed by the visiting examiner following an interview with student. Internal Assessment Investigation 40% Studio 40% Student present selected pages of investigation workbook This section is internally examined by the teacher and externally moderated by IBO at the end of course (40%) The student presents a selection of their studio work. This selection is internally assessed by the teacher and externally moderated by the IBO at the end of the course.
Useful Weblinks The Art History Archive: http://www.arthistoryarchive.com/arthistory/ 2D fundamentals: http://www.arts.ucsb.edu/faculty/beckman/2d.html Mosaic artists: http://www.mosaicmasters.com/index.html Aboriginal Art: http://www.aboriginal-art.de/art_deu/kunst.htm Art encyclopaedia: http://www.aboriginal-art.de/art_deu/kunst.htm Artefacts http://www.artfacts.net/index.php/pageType/artists Art Quotes: http://www.artquotes.net/ Art dictionary: http://www.artlex.com/ Arts images: http://www.artnet.com/ Australian National gallery: http://www.nga.gov.au/Home/08-WINTER/ MetroArt Museum: http://www.metmuseum.org/Works_Of_Art/index.asp Chinese Art links: http://www.chinapage.com/paint1.html Youth Artworks: http://browse.deviantart.com/photography/?view=1&order=5&limit=24 Fantasy Art: http://www.fantasyarts.net/ Art demonstrations: http://www.alifetimeofcolor.com/play/caveart/index.html Impressionism: http://www.alifetimeofcolor.com/play/caveart/index.html Mark Hardens Art images: http://artchive.com/ftp_site.htm Photography: http://masters-of-photography.com/C/cunningham/cunningham_agave.html The Artist: http://the-artists.org/index.cfm Susanne Hilberry Gallery: http://www.susannehilberrygallery.com/ptgs_images.htm MOMA: http://www.moma.org/ Contessa Gallery http://www.contessagallery.com/html/Detail.asp?WorkInvNum=1733&whatpage=artist

"Music creates a kind of pleasure that human nature cannot be without."

We are surrounded by music of all sorts from birth, ranging from the rhythm and pitch of the spoken word, through all types of complex instrumental and vocal music. It is our philosophy, at ISB, to provide the opportunity for all our children to experience the pleasure of listening to, and participating in the making of music, in as broad a sense as possible.

1. To stimulate the natural interest in the listening to and making of musical sounds.

2. To foster responses of appreciation and discrimination when listening.

3. To provide opportunities for children to express themselves by the making of controlled musical sounds.

4. To provide an environment in which a child feels confident in his ability to learn to sing and play.

5. To develop a basic understanding of notation so that a child can communicate musical ideas to others.

At ISB we strive to give music making opportunities to all our students. The curriculum is based on the English National Curriculum, where priority is given to practical music making in the form of composing and performing and listening and appraising.

Staff

Mr. Richard Edwards.

Ms. Marietta Del Mar.

Mrs. Julie Smith

Recent Events

ISB musicians have the opportunity to take part in a number of events during the school year. These events range from school productions and shows to events outside of school such as carol services, performing at BGIC or the FOBISSEA music festival. This year, ISB musicians have performed at the following events:

Fobissea Music Festival, BGIC opening ceremony, Birthday celebrations for Princess Sarah, Carol Concert with the Serenai Singers, ISB talent show, Secondary and Primary assemblies.

KS3 Curriculum

At Key Stage 3, students cover a wide-ranging and comprehensive introduction to Music in all its aspects, genres and uses. The curriculum is delivered through the three elements of Composing, Listening and Performing. Assessment is continual and takes the form of key assessments at regular intervals in each half term.

Key Stage 3 Scheme of Work

IGCSE

Students follow the Cambridge International GCSE in years 10 and 11. The Key Stage 3 syllabus is designed to prepare students thoroughly for this course. The curriculum is again delivered through the three key elements of Composing, Listening and Performing and students are given support to develop these skills throughout the course.

IGCSE Overview

 

International Baccalaureate (IB)

Students may opt to study music in Group 6 of the IB course. Although it is not essential for pupils to have studied music at IGCSE, if they are studying higher level music, it is important that they have a high level of ability on at least one instrument due to the performing element within the course. Click the link below for more information.

IB Overview

 

Individual Tuition

All students at ISB have the opportunity to learn a variety of instruments. These lessons will take place during the school day, often at lunchtime but occasionally during timetabled music lessons, so as not to disrupt other subject areas. Music theory lessons are also available. This list of lessons available include:

Voice, Clarinet, Saxophone, Guitar, Piano, Keyboard, Drum Kit and Theory.

 

Extra Curricular Activities

There are several musical extra curricular activities available to pupils at ISB. These include:

Orchestra, Jazz/ Rock Band, Senior Singers, Saxophone Choir. In addition to lunchtime and afterschool clubs, students have the opportunity to be involved in school productions, concerts and assembly performances during the school year. For additional information on some of these events, please see the Recent and Upcoming Events sections.
 

Physical activity provides the opportunity for enjoyment, challenge, self-expression, and social interaction. Physical activity is a microcosm of modern culture and society. At ISB students learn to recognise the role of physical activity has in understanding diversity in modern culture. Students are encouraged to include and support each other and respect the limitations and strengths of group members. This is encouraged by participation in activities such as cooperative games, individual and team sports

Physical Education Department Philosophy

The Physical Education staff of The International School of Brunei strives to teach students active lifetime skills through fun, movement-oriented participation that focuses on physical fitness, physical skill improvement, and the development of healthy and active lifestyles. We are committed to offering a quality co-educational physical education program that follows a well-developed curriculum that encourages creativity, self-improvement and cooperation. We follow a plan of standards and assessments to evaluate the effectiveness of the program.

Recent Events

on progress

Sports

 ISB is a founding member of  the Brunei Junior Sports League. There are the three sports in the league. Boys Basketball, Girls basketball, Boys football, Girls netball. There are two age group Under 19 and Under 15. This years fixtures and results are belowFootball, Basketball and Netball RulesUpdated Fixtures for Football and Basketball (BJSL 2010)U15 Netball ScheduleU19 NETBALL SCHEDULE 

Curriculum

Year Group	August - December			January-March		April - June
	Unit 1	Unit 2	Unit 3	Unit 4	Unit 5	Unit 6	Unit 7
Year 7	Basketball	Swimming	Athletics	Touch rugby	Net sports	Ultimate	Softball
Year 8	Basketball	Swimming	Athletics	Touch rugby	Volleyball	Ultimate	Softball
Year 9	Touch Rugby	Swimming	Ultimate	Volleyball	Basketball	Athletics	Softball
Year 10	Football	Swimming	Aerobics	Volleyball	Basketball	Athletics	Softball
Year 11	Football	Swimming	Aerobics	Volleyball	Basketball	Softball	Softball

Lower Secondary

By the end of lower secondary student are expected to be able to meet the following standards.

1. Students are able to move competently using a variety of fundamental and specialised motor skills.

2. Students can monitor and maintain a health-enhancing level of physical fitness.

3. Students are able to apply movement concepts and basic mechanics of skill performance when learning and refining motor skills.

4. Students comprehend the basic principles of wellness and are able to apply concepts that enable them to make meaningful decisions that
positively impact their health and wellness.

5. Students participate in a wide variety of physical activities that provide opportunities for enjoyment, challenge, self-expression and lead to
maintaining a personalized active lifestyle.

6. Students demonstrate empathy, understanding, and respect for the numerous differences exhibited by people in an activity setting.

7. Students exhibit responsible and self-directed behaviours that lead to positive social interactions in physical activity

IGCSE

Course Summary
The IGCSE Physical Education course involves a combination of practical and theoretical work. One double lesson per week is spent on practical activities and a second double lesson in the classroom covering the theoretical aspects.
Practical activities are drawn from three main areas:

• Games - such as basketball, football, volleyball and rounders
• Athletics - including track and field events
• Swimming - involving timed swims for different strokes, lifesaving skills and personal survival skills
• If students have interests in other areas, such as sailing, horse-riding or dance, it may be possible for them to be assessed in an activity conducted outside of lesson times.
• The theory component of the course is divided into three units:
• Factors affecting performance
• Health, safety and training
• Reasons and opportunities for participation in physical activity

Assessment Summary
IGCSE Physical Education is assessed by a combination of coursework and a final
exam:

• Paper 1 - Written exam with short answer and structured questions; counts for 40% of final grade
• Paper 2 - Coursework - Four practical activities taken from the areas listed above; counts for 60% of final grade

International Baccalaureate (IB)

Assessment Information

Previous Events

ISB SKI TRIP: VERBIER SWITZERLAND

Fifteen students and two staff from ISB enjoyed an action packed week of skiing and snowboarding at the prestigious Swiss resort of Verbier in Switzerland during our March term break. This was the first time a trip of this nature had been attempted by the school and the cultural, environmental, physical and personal experience gained by the students involved was immeasurable. After a "short" seventeen hour flight and a stunning two hour bus ride from Geneva to Verbier we found ourselves transferred from a hot, humid jungle environment to the spectacle of broad green valleys and snow capped peaks as far as the eye could see. The contrast could not have been more dramatic. Many of the students had never seen snow before and proceeded to invent endless activities that required them to get up well before breakfast and spend hours playing in the fluffy soft powder that had fallen overnight. We were based at a beautiful traditional Swiss chalet nestled into the hillside overlooking one of the world's most stunning vistas. There were over a hundred students at the chalet from Hong Kong, Dubai, Tunisia, Mexico and Brunei. Each student was placed in a small ski or snowboard group based on their level of ability. This enabled students to receive individual attention and improve their technique quickly. Most ISB students progressed from the beginners' slopes at the base of the mountain to skiing moderate longer slopes higher up. The days skiing finished around 4:00pm when an army of hungry young people returned to devour an afternoon snack before rushing off into town for some shopping, a quick swim in the indoor pool at the leisure centre or just relaxing before dinner. After dinner the students engaged in many different activities. These included ice skating, a games night, a torch light walk through the snow covered streets of Verbier, a visit to the local museum and a disco. These activities allowed the students from all over the world to interact, understand each other and become friends. It was obvious that learning to ski was only a small part of a much greater and valuable experience. The week culminated in a slalom ski race where ISB picked up many medals in the beginners skiing and snowboarding categories. Then all too soon the week had come to an end and just like the snow; our time in Verbier seemed to just melt away. Thankfully, the memories will linger on; probably for a lifetime.   Click here for more

	"A drama critic is a man who leaves no turn un-stoned". George Bernard Shaw "Drama is like life with the dull bits cut out". Alfred Hitchcock

Introduction

Drama is a practical, artistic subject, which should be an enjoyable experience for all students. Through Drama, students recreate and examine people's actions, see how they might have come about and where they might lead.  By examining human interactions, Drama helps students to face intellectual, physical, social and emotional challenges. 

Drama is taught here to encouraging the students to question stimuli and evidence, to use their imagination, in performance, through directing, designing or writing. The nature of the subject allows them to work as a leader, a participator, an ensemble and as an individual. Drama is not only about performance and play, but culture, tradition and history. Avenues of cross-curricular development in ISB are encouraged, as well as utilising current issues, affairs and various forms of stimuli (aural, visual and spatial texts). Many of the schemes of work have been written to co-inside with other subject areas, such as English, History, ICT, Math's and PSHE. 

Teaching Time

• All students in the British Lower Secondary School take part in one 1 hour 20 minutes Drama lesson per week.

• All GCSE students take part in two 1 hour 20 minutes Drama lessons per week

•All IB students take part in three 1 hour 20 minutes Drama lessons per week. 

Aims

1. The long-term aim of Drama teaching is to help students to understand themselves and the world they live in.

2. To recognise different cultures

3. And the importance of negotiation and teamwork

The following aims are for all year groups. To:

• Explore the imaginative potential of the individual and the group.
• Communicate effectively through the medium of Drama.
• Care for the individual and the group.
• Develop the ability to trust and be trusted.
• Foster co-operation and consideration.
• Foster problem solving and active learning for all students and all abilities.
• Foster awareness of dramatic culture and artifice.
• When appropriate, face up to gender based issues.
• Foster enjoyment and appreciation of Drama and Theatre as a vocation and a leisure activity.
• To recognize what political, social and historical areas can be learnt through the medium of Drama.
• To understand the importance of development, presentation and evaluation.
   

Objectives

The following are the desired objectives that make up the framework for the delivery of Drama in years 7 to 11. These objectives will be visited by the students at the appropriate time during their course and are not timetabled to specific key stages.

To:

1. Experiment with ideas, issues and themes.

2. Work in a range of real and symbolic roles.

3. Work in a range of real and symbolic situations.

4. Understand that drama can be intended to make statements and comments on a range of subjects.

5. Tackle challenges, unfamiliar roles/styles of work.

6. Show ability to develop and extend set work.

7. Show willingness to take on responsibility. Work in flexible group sizes.

8. Show ability to lead, direct or support others as necessary.

9. Show respect for others and thus become trusting and trustworthy.

10. Be supportive of the work of others within the group and thus become trusting and trustworthy.

11. Understand and demonstrate the concept of listening as active participation.

12. Work with any member of the group.

13. Develop a working vocabulary that includes an understanding of the following;

 

Recent Events

Speechless

'Speechless' is very loosely based on Shakespeare's 'Romeo and Juliet': with its controversial love story between Jack and Cat and the rivalry between Lucian Valley High and Fable Heights High: "Two households both alike in dignity". This story is told from the point of view of three students from Fable Heights High, who are part of a self-initiated journalist club. It is through the eyes of Jackie, Lizzie and Tom, that we see the trial and tribulations of being a teenager in a modern society... The difficulty of fitting in, pressures of being a success and of cause, no story is complete without some form of jealousy and competition.

 

Curriculum

At ISB students study Drama at the Key Stage 3, IGCSE Edexel and IB Levels

Lower Secondary

Drama work at Key Stage 3 is designed to give all students the opportunity of developing a series of skills that they can build upon over the three years. In Year 7, group practical and vocal work is the key to developing individual skills.

Learning simple lines, gaining an understanding of theatrical terms and use of space are introduced. These are developed further in years 8 and 9, and provide an excellent basis for GCSE study.

Lower Secondary Year Overview

Year 7 Schemes of Work

Year 8 Schemes of Work

Year 9 Schemes of Work

 

GCSE

Drama is offered at the GCSE Edexcel Level.  This is a two year program, which consists of three main units of dramatic exploration.

• In Unit One of the course, students will use drama to express their feelings and ideas about a range of issues extracted from different times and cultures.
• In Unit Two of the course, students will look at a play to see how a playwright expresses their ideas about a theme or topic and will explore ways of making the play work on stage.
• Students will have the choice of being involved in the performance of a play from an existing script or a devised performance.

GCSE Performance Evening (Open Exam) 

On Thursday 29^th August, 18 Drama students performed their GCSE exam at the DiGadong Theatre. The evening comprised of three very different 25 minutes performances. 

The first group performed Jon Rob's 'Living with Lady Macbeth'. This light hearted story, explores one girls desire to play the part of Lady Macbeth in the school show despite what her friends and family think. 

'Fame', was the second performance and this was devised by the group. The play evolved from a stimulus and used physical theatre and abstract monologues to explore the difficulties of dealing with fame. 

The final performance was a documentary drama called 'Find Me' by Olwen Wymark.This play combined humour with serious issues to explore one family's struggles in dealing with a very difficult child.

Fame		Find Me		Lady McBeth

 Click here for more GCSE Perfomances Photos

GCSE Year Overview

Course Summary

In GCSE Drama, students cover three areas:

• Unit 1 - Using drama to express your feelings and ideas about a range of issues extracted from different times and cultures
• Unit 2 - Looking at a play to see how the playwright expressed his/her ideas about a theme or topic and explore ways of making the play work on stage.
• Examination - Students have the choice of being involved in the performance of a play from an existing script or can devise their own performance. This is marked by external examiners.

Assessment Summary

GCSE Drama is assessed by coursework and the final performance exam.

• Coursework - assessed by the teacher and moderated by the exam board; counts for 60% of final grade
• Written portfolio (20%)

Practical coursework sessions (40%

Examination - Play Performance - a practical exam which evaluates each student's individual performance skills; counts for 40% of final grade.

For more details for Assessment objectives click here

 

International Baccalaureate (IB)

MVT

MVT is a Devised performance created by 7 Year 12 Theatre Arts students. The play will be performed in ISB newly built Drama Studio on Monday 28 th February 2011. Performances will run throughout the day and an intimate audience of 30 will be invited to one of the 5 performances that take place on that day. An open performance will be performed at 430pm on the same day.

The concept behind MVT was to create a piece of theatre that educates the audience about some of the very influential theatre movements of the 20 th and 21 st Century. The episodic structure to this play is linked by the theme of marriage. The intention of the MVT is to excite, entertain and expand the audiences' perception and understanding of theatre. The small audience will be encouraged to move throughout the space and let their senses engage in the energy of this exciting theatrical experiment.





 

IB Theatre Arts Years 12/13

New Course started in 2007 and first examinations took place in 2009

To follow the appropriate examination syllabus and endeavour to help each individual to maximise his or her achievement.

IB Theatre Arts programme first started in 2003 at ISB and the NEW course started in 2008 (first examination 2010).

Syllabus Aims

Although the Theatre Arts programme is divided into parts, there are strong links between each part. The skills a student is expected to have acquired at the end of the course should be gained from all areas of the programme.Having completed the course a student will be expected to demonstrate:

1. Knowledge of the major developments and techniques in the theatrical history of more than one culture.

2. An ability to interpret play scripts and other theatrical texts analytically and imaginatively.

3. An understanding of the art of the stage and of the essential nature of criticism in the theatre, particularly self-criticism.

4. An ability to perform before an audience, and to demonstrate an understanding of, and some skill in acting techniques

5. The acquisition of sufficient technical skill to produce satisfactory work in more that one of the theatrical arts or crafts, technical,    design, performance, directing or writing.

6. An understanding of the basic processes of theatrical production.

7. An ability to research independently and apply that research to both theoretical and practical work.

 

THE COURSE

The course consists of five elements, as outlined and explained below:

Theatre in Performance	A practical introduction to ensemble work, voice, improvisation, acting and characterisation and mime. Creating small performances or full length productions. They must also watch a minimum of 4 professional or armature productions.
Theatre in the World	Students look at historical, cultural and theoretical developments in theatre practice. Two or three contrasting areas of theatre are studied, from an international perspective.
Theatre in the Making	A detailed study of at least three play texts as plans for action, in the original or translation into devised work.  The plays are chosen from more than one theatrical tradition, culture or movement. This is studied from the directors, actors, designers or technician perspective. And students must look at least two disciplines.
Independent Project	A practical study of the basic principles and practices of theatre production. The student can take on the role as writer, director or choreographer and must lead a company of other through an independent project of performance study.

IB Theatre Arts topics you may study click here

IB Theatre Arts Course broken down into assessment units click here

 Theatre Movements and Traditions

 Recommended Reading for IB Theatre Arts students

The Glass Menagerie		Realise, Real Eyes, Real Lies		Waiting for Godot		Who Knows
Theatre Traditions		Theatre Movements		Accidental Death of Anarchist
		Last Words

Assessment Information

The goal of student assessment in Drama at ISB is to enhance learning and foster further student growth in the objectives of the program. Thus, the emphasis is on the developmental process; only one part of which is the external or public form that that the drama experience takes.

Students have multiple opportunities to demonstrate their skills and progress in the dramatic arts; such as; group work, discussion, performance, journal reflections and written assignments.

The individual progress of each Drama student, is assessed using the following strategies:  Teacher Observations, Anecdotal Records, and Teacher, Peer and Self Evaluations.

Useful Links

http://www.ibo.org/
http://www.edexcel.org.uk/quals/gcse/drama/gcse/1699

 

Previous Events

BOOK WEEK and DRAMA WORKSHOPS

In January 2011, Primary students at ISB, celebrated book week with a host of exciting activities. The Drama Department helped play their role, by leading a range of workshops and performances. Year 7 invited Primary to watch their own scripted performances based on traditional fairy tale conventions. Year 8 ran a series of game workshops, which were designed to help improve students' confidence and spoken English. Year 9 worked with Years 3 to 5 helping create costumes of well-known book characters out of recycled materials. It was a fun-filled week for all of Lower Secondary and Primary.

 

The aim of the Design Technology Department at the International School Brunei is to offer equal opportunities to all students. We achieve this by offering a broad balanced curriculum, which allows students of both sexes to maximise their potential.

As a department we promote high standards of academic achievement through designing, making and evaluating results. We work together as an enthusiastic team and promote an environment where all students develop personal responsibility and self-motivation but consider the needs and achievements of others.  All lessons are taught in either a fully equipped multi material workshop or in the graphics studio.

Student Gallery

  

Year 7	Year 8	Year 9	IGCSE	IB

Curriculum

Programmes of study are translated into differentiated schemes of work to match the ability, attitude and developmental level of individual pupils.  Each project undertaken by the students incorporates new skills while reviewing those learnt in a previous project.  The Department works with learning support to offer both one-on-one support and a gifted and talented programme.

Lower Secondary

Students in year 7 - 9 follow a modified UK national curriculum.  The modifications take into account the multi cultural student intake.



YEAR 7	YEAR 8	YEAR 9
Term 1 overview	Term 1 overview	Term 1 overview
Plastic Key Tag Project	Desk Tidy Project	Roman Ballista Project
Pop-up Card Project	Packaging Project	Battle of the Bands
Term 2 overview	Term 2 overview	Term 2 overview
Picture Frame Project	Metal Figure Project	Automata Project
Term 3 overview	Term 3 overview	Term 3 overview
Bridge	Electronic safety lights	CAD project
		EXAMS / REVISION

IGCSE

The following course are offered at IGCSE level

IGCSE Design Technology Graphic Products

Course Summary - Graphics Products

Graphic Products involves pupils developing skills used by designers in the design studio. This includes planning, designing, learning about colour techniques, computer graphics, modelling and a wide variety of different technical drawing skills. The students' main aim is to be able to communicate their ideas using various techniques of the design process.

Assessment

The course is assessed by a mixture of coursework and final examination.

Design Paper - Written                                                          25%
Graphics Paper - Drawing                                                      25%
School-based coursework                                                      50%

Why study Design Technology - Graphic Products ?

This subject opens up a wide variety of careers, such as working in advertising, planning, architecture, graphic design, interior design and production.

IGCSE Design Technology Realistation

Course Summary -Resistant Materials

Design and Realisation involves developing the skills used by designers within the area of materials and production processes. This is intended to be a practical subject used to create a broad understanding of materials and their processes. You will also learn about using the design process and develop your designing, planning and drawing skills. Problem solving is an important aspect of any career chosen - students will realistically understand about materials and production process.

Assessment

The course is assessed by a mixture of coursework and final examinations.

            Design Paper - Written                                                          25%
            Theory paper - Written                                                          25%
            School-based coursework                                                      50%

                                               
Why study Design and Realisation?

Many students have taken this subject further in higher education and are studying engineering at Colleges or University. This course will suit students interested in a career in graphics engineering, production and all aspects of Design Technology careers.

DESIGN & TECHNOLOGY - GRAPHIC PRODUCTS

Course Summary
Graphic products involves developing skills used by designers in the design studio. This includes:

• Planning
• Designing
• Learning about colour techniques
• Computer graphics
• Modelling
• Different technical drawing skills

The main aim of the course is to enable students to communicate their ideas using various drawing techniques and to have a working knowledge of the design process.

Assessment Summary

IGCSE Design and Technology - Graphic Products is assessed by a combination
of coursework and final exams:

• Paper 1- Design drawing; counts for 25% of final grade
• Paper 2 - Graphic products, drawing; counts for 25% of final grade
• Paper 5 - Coursework - school-based coursework; personally identified project centred on a chosen option; A3 folder with photos, etc.; counts for 50% of final grade

DESIGN & TECHNOLOGY - RESISTANT MATERIALS

Course Summary
Resistant materials involves developing the skills used by designers within the area of materials and
production processes. This is a practical subject used to create a broad understanding of materials and
their processes. This includes:

• Using the design process
• Developing designing and drawing skills
• Cutting, shaping and joining materials
• Problem solving

Assessment Summary
IGCSE Design and Technology - Resistant Materials is assessed by a combination of coursework and final exams:

• Paper 1 - Design drawing; counts for 25% of final grade
• Paper 2 - Resistant materials theory; counts for 25% of final grade
• Paper 5 - Coursework - school-based coursework; personally identified project centred on a chosen option; a final product; A3 folder with photos, etc.; counts for 50% of final grade

 

International Baccalaureate

Design Technology of offered as an option in Group 4 (Experimental Sciences). Students are free to select to study at standard or higher level. Both courses are two year programmes with the final exams been taken in the May exam session. HL students should have previous experience of Design Technology and should ideally have gained a C or above at IGCSE/O Level.

Assessment Information

The course is assessed by a mixture of coursework and final examinations.

Standard Level

Component	Overall Weighting (%)	Duration (hours)	Format and Syllabus
Paper 1	20	¾	Multiple-choice
Paper 2	24	1	Section A - One data based question and several short answer questions Section B - One extended-response question on the core topics
Paper 3	20	1	Several short-answer questions and extended-response questions in the option studied
IA - Investigations and group 4 project	18	27	Teacher choice
IA - Design Project	18	28	Student choice

Higher Level

Component	Overall Weighting (%)	Duration (hours)	Format and Syllabus
Paper 1	20	1	Multiple-choice
Paper 2	24	1 ¾	Section A - One data based question and several short answer questions Section B - One extended-response question on the core topics
Paper 3	20	1 ¼	Several short-answer questions and extended-response questions in the option studied
IA - Investigations and group 4 project	18	40	Teacher choice
IA - Design Project	18	41	Student choice

Useful Links

www.cie.org.uk 
www.ibo.org
www.howstuffworks.com
www.designmuseum.org/
www.design-council.org.uk
www.design-engine.com
Design Technology Vocabulary Years 7 - 13

 

Previous Events

 

ISB host a teachers workshop

On Monday 26th June, The International School Brunei hosted a workshop for a number of local teachers of Design Technology.  The teachers led by Mr Duncan Watkin, Head of Design Technology at ISB participated in several practical activities including graphics, modelling and the use of workshop machinery.   The teachers finished the day equipped
with new skills and knowledge, which they can pass onto the students they teach.

 

Year 7 CAS Day

On Friday 4th May the Year 7 students rose to the challenge of 'The Great Egg Race'.  The students working in teams has to complete a number of challenges designed to promote team work and problem solving skills.  After a number of 'warm up' activities including Blind Mans Maze, Tallest tower the students had 2 hours to design and make a device to 'hold' a ping pong ball for 15 seconds and then release the ball down a ramp and onto the table.

Year 8 CAS Day

Following the success of the year 7 CAS day on Friday 15th June the Year 8 students had a 'Construction Challenge' day.  The students had a day of fun challenges including blind sheep herding, crossing the canyon of death.  The day had an added twist as a staff team entered into the fun and despite their best efforts work beaten in the final challenge of the day.

   

WHY STUDY INFORMATION & COMMUNICATION TECHNOLOGY?

The world is becoming increasingly dominated by the use of ICT systems, which influence every aspect of our everyday lives. The study of ICT will help provide students with the analytical, communication and technical skills that they will need as an active participant in this exciting and dynamic world. ICT at ISB in years 7 to 9 will also provide students with an essential foundation for any further courses offered, including the Cambridge International Diploma in ICT or the Edexcel IGCSE ICT in years 10 & 11 or the International Baccalaureate Diploma course Information Technology in a Global Society (ITGS) in years 12 & 13.

    

Recent Events

 ITGS Students Think Big!
 

ITGS Students were invited to sit in at the Think Big IT Conference at the Empire in October 2011. Topics such as Digital Marketing and Social Media, were high up on the agenda, with an invited guest speaker Anne Burgraff from America, sharing with us some top tips on how to use You Tube and Facebook to promote your product. The Old Spice campaign was an excellent example. Other speakers from ProjekBrunei and RBA's Tweeter, also gave a more local insight into the use of social media.

Year 12 ITGS Trip to HSBC Bank, BSB

 On Thursday of this week, the Year 12 Information Technology in A Global Society (ITGS) group took a trip to the HSBC Branch in Bandar Seri Begawan, to hear first hand from the experts about the HSBC E-Channel and Security. E-banking is part of the ITGS syllabus and students went to find out more on the technology being used and the impacts this is having on society. Nazri explained the different features of the HSBC website which offers both the public website and Internet banking. Freddie a more in depth discussion on the technical aspects of Internet Banking as well as the additional features being developed such as the HSBC Facebook page and HSBC Brunei app. Finally Dexter, discussed Security and Fraud, educating us all how to bank online safely and how to avoid falling prey to ATM machine skimming.  Remember to all ways 'feel the ATM'. Elizabeth our host, then concluded the session with a quick quiz, with all students winning a chocolate prize. We are very grateful for HSBC giving up their busy schedules to educate us in these matteres.




 

Curriculum

Lower Secondary Year 7 - 9

In years 7 - 9, students follow a course that is an adaptation of the Cambridge Starter Awards in ICT - On Track level, which is inline with the English National Curriculum. The course consists of 9 modules that are delivered over the 3-year period. The modules include:

Year 7

Term	Activities	Mark Scheme
1	Multi-media presentations including the use of Microsoft Power Point and creating podcasts	Year 7 Term 1 mark scheme Audacity Year 7 Term 1 Mark scheme PowerPoint
2	Researching and Presenting Information	Year 7 Term 2 Mark Scheme
3	Image capturing and editing	Year 7 Term 3 Mark Scheme

Year 8

Term	Activities	Mark Scheme
1	Databases for a purpose	Year 8 Term 1 Mark scheme
2	Website design for a purpose	Year 8 Term 2 Mark Scheme
3	Control for a purpose using a Visual Control	Year 8 Term 3 Mark Scheme

Year 9

Term	Activities	Mark Scheme
1	Animation for a purpose	Year 9 Term 1 Mark Scheme
2	Visual control technology and Desktop Publishing	Year 9 Term 2 Mark Scheme
3	Control Technology Game Maker	Year 9 Term 3 Mark Scheme

Learning objectives are clearly outlined in this course and students participate in a variety of activities in order to practise and develop their ICT skills. At the end of each module, students complete an assessment piece, which is marked either as Pass, Merit or Incomplete; these tasks are then compiled into an assessment portfolio.

In addition to the discrete ICT lessons on offer at Key Stage 3, students have access to ICT in the other curriculum areas when teachers utilize the computers in the classroom for whole class teaching, during Library sessions and when the ICT rooms are booked by the subject teacher within their lesson time.

Outside of the curriculum, the Secondary ICT suite is open to all students at lunchtime and after school where students can use the computers for school related tasks e.g. Internet research, completion of homework tasks, presenting of class work and analysing of data. A variety of structured ICT related extra curricular clubs are offered after school by the ICT staff, which changes each term.

IGCSE

INFORMATION & COMMUNICATION TECHNOLOGY - ICT

Course Summary

AO1: Knowledge and understanding - students should be able to demonstrate knowledge and understanding of the specific content (ICT systems, Impact of ICT, Use of ICT systems, Find and Select Information, Develop, Present & Communicate Information

AO2: Application - students should be able to apply their knowledge, skills and understanding to a range of situations to solve problems

AO3: Evaluation - students should be able to reflect crucially on the way they and others use, create or develop ICT systems and discuss and review the impact of ICT applications in the wider world.

Assessment Summary
IGCSE Information and Communication Technology is assessed by a combination of practical and written exam:

• Paper 1 - 1 ½ hours Written Paper consisting of short answer questions (50%)
• Paper 2 - 3 hour Practical Paper where students will complete a number of set computer related tasks using the key software e.g. spreadsheets, databases, presentation software, word-processing software etc (50%)

For a detailed outline of the course and its contents visit the IGCSE wikis where students can join and edit the site. You are required to be a member of this site.  ISBIGCSEICT

WHY STUDY INFORMATION TECHNOLOGY?

Expertise in the use of I.T. is useful in most professional careers and higher education. If you have an interest in Engineering, Electronics, Graphic Design, Systems Analysis, Programming, PC user support as a career then this subject will be of particular use to you.

INTERNATIONAL COMPUTER DRIVING LICENCE - ICDLTM

Course Summary
This course consists of 7 modules each of which are assessed throughout the year when students have finished studying the module.

Modules Summary

1. Basic Concepts of IT: To understand the physical make up of a computer and concepts such as data storage, memory and viruses.
2. Using the computer and managing files: The fundamental functions of a personal computer and its operating system.
3. Word Processing: Create and format word-processing documents and use more advanced features.
4. Spreadsheets: Develop, format and use basic formulas and functions in spreadsheets.
5. Databases: Designing and planning simple databases and to be able to retrieve information.
6. Presentations: Create, format and prepare presentations using graphics, charts and slide show effects.
7. Information and communication: Use a web browser and search engines to find information on the Internet; Use e-mail to send and receive and organize messages.

Assessment Summary
Each module in the International Computer Driving Licence (ICDL) is assessed by an online computer practical test using the ICDL testing software, taken under controlled examination conditions in the ICT Room.
The students will be prepared by completing quizzes and a mock test before sitting each module test. On the successful completion of all seven modules, students will receive their ICDL certificate.

IB

In year 12 and 13 students have access to 2 ICT courses on offer.

IB Information Technology in a Global Society (ITGS) SL or HL

INTRODUCTION

This course focuses on the study and evaluation of the impact of information technology on individuals and society. It explores the advantages and disadvantages of the use of digitized information at the local and global level. ITGS provides a framework for the student to make informed judgments and decisions about the use of information technology within social contexts.

ITGS shares methods of critical investigation and analysis with other social sciences and also considers the ethical questions found in the study of philosophy. Students come into contact with IT on a daily basis because it is so pervasive in the world in which we live. This widespread use of IT inevitably raises important questions about social and ethical issues that shape our society of today. ITGS offers a systematic study of these issues, whose range is such that they fall outside the scope of any other single discipline.

COURSE CONTENT:

The course covers social and ethical issues related to the use of IT, such as security of information, authenticity and policies and standards. It also focuses on IT systems in a social context, where students will take a closer look at the hardware requirements of IT systems; have a look at a broad coverage of different software applications; make a study of communication systems such as the Internet and a look at integrated systems such as robotics and artificial intelligence. All these areas under study will be linked to the impact IT has had on business and employment, education, health, arts, entertainment and leisure, science and the environment and politics and the government.

WORK METHOD:

The study of ITGS requires commitment and a student's awareness of the impact ICT is having on their everyday lives. Throughout the course students must analyse and evaluate the social impact of information technology on individuals and society and consider the ethical issues raised by this impact.
The analysis of social issues can be guided by answering the following questions?

What are the social issues associated with a particular IT development?

• How did the IT development emerge?
• Who are the stakeholders who initiate and control the IT developments and are affected by them?
• What are the advantages and disadvantages for the stakeholders?
• What feasible solutions can be applied to overcome problems?
• What is the social impact of the IT development on human life in both local and global communities?
• The analysis of ethical issues can be guided by answering the following questions:
• What are the ethical issues associated with a particular IT development?
• Who is responsible and who is accountable?
• What policies, rules and laws apply to the situation?
• What are the alternative ethical decisions and what are their consequences?

For a detailed outline of the course and its contents visit the ISB ITGS wikis where students can join and edit the site. You are required to be a member of this site if you want to be able to edit, if not you can simply browse. ISBITGSwikis

Assessment (2010 onwards)

Standard Level

External assessment (3 hours) 70%

Paper 1 (1 hour 45 minutes) 40%

Five structured questions that assess in an integrated way the three strands of the syllabus.

• Social and ethical significance
• Application to specific scenarios
• IT systems

Students answer three of five structured questions on any of the SL/HL core topics.

Paper 2 (1 hour 15 minutes) 30%

 

This paper consists of one unseen article.

Students are required to write a response to this article.

 

Internal assessment 30%

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

 

Project (30 hours)

The development of an original IT product for a specified client. Students must produce:

• a cover page using prescribed format
• an original IT product
• documentation supporting the product (word limit 2,000 words).

 

Higher Level

 

External assessment (4 hours 45 minutes) 80%

Paper 1 (2 hours 15 minutes) 35%

Seven structured questions in three sections that assess in an integrated way the three strands of the syllabus.

• Social and ethical significance
• Application to specific scenarios
• IT systems

Section A

 

Students answer two of three structured questions on any of the SL/HL core topics.

Section B

Students answer one of two structured questions based on topic 3.10, "IT systems in organizations".

 

Section C

Students answer one of two structured questions based on topic 3.11, "Robotics, Artificial intelligence and expert systems".

Paper 2 (1 hour 15 minutes) 20%

This paper consists of one unseen article.
Students are required to write a response to this article.

Paper 3 (1 hour 15 minutes) 25%

Four questions based on a pre-seen case study.

Internal assessment 20%

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Project (30 hours)

The development of an original IT product for a specified client. Students must produce:

• a cover page using prescribed format
• an original IT product
• documentation supporting the product (word limit 2,000 words).

External Assessment 80%

Written papers 4 hours

Paper 1 1 hour 20%

Four compulsory short-answer questions that assess in an integrated way sections 1 and 2 of the syllabus:

social and ethical issues and IT systems in a social context.

 

Paper 2 2 hours 35%

Three structured questions from a choice of four on areas of impact.

Paper 3 1 hour 25%

Three questions based on a case study.

Internal assessment 20%

Portfolio and extension 20%

Students must produce:

• three pieces of written work on social and ethical issues based on three different areas of impact,

each 800-1,000 words

• an extension to one of the portfolio pieces, 800-1,000 words.

Written papers 3 hours

 

Paper 1 1 hour

Four compulsory short-answer questions that assess in an integrated way sections 1 and 2 of the syllabus:

social and ethical issues and IT systems in a social context.

Paper 2 2 hours 45%

Six structured questions that assess in an integrated way sections 1, 2 and3 of the syllabus: social andethical issues, IT systems in a social context and areas of impact.

The paper is divided into two parts.

Part A: one compulsory question on business and employment.

Part B: five questions, one on each of the other areas of impact. Students are required to answer two

questions from this section, each one on a different area of impact.

 

Internal assessment 30%

 

Project 30%

An IT solution to a problem set in a social context. Students must produce:

 

• a product developed through the integration of IT skills
• a written report(2,000-2,500 words)a log book

 

Higher Level

 

Career Information

ITGS is highly recommended for students wishing to develop an appreciation for the changing world in which we live in and the impact ICT has had on our everyday lives. There will be some usage of different software applications with hands on experience when producing the internally assessed project and within class assignments. This course would benefit any student wishing to further their studies in the field of ICT, however, it will be focusing on more of the social issues and less emphasis is placed on the technical aspects of ICT

 

Previous events of the ICT Dept

Once again students of ISB were warmly welcomed by HSBC staff to find out more about IT in banking. Oliva Ong, Ex ISB student gave an interesting presentation on Internet Banking, followed by Dexter Keasberry who covered all of the information about Security and Fraud. IT was interesting to see the trends in developments from the increase in users from 30 000 to 3000 000 over the last ten years and how HSBC , although not allowing staff to use Face Book at work, uses the HSBC Face Book Page to interact with customers and market their new products. Also ISB would like to thank Alan Liew from Human Resources, who helped arrange the trip.



 

Useful Links

Revise ICT

http://www.reviseict.co.uk/

 

GCSE Bitesize

This site for revision is a fully integrated revision guide via TV, books and the internet, covering 11 subjects. Each element can be used separately. The service is offered by the BBC.
www.bbc.co.uk/education/gcsebitesize/revision

ICT IGCSE Interactive Learning

http://www.ictgcse.com/?act=home

Teach-ICT

An extensive ICT site packed full of materials for KS3, KS4 and KS5 students. Includes links, resources and ICT theory information together with interactive quizzes and games.

http://www.teach-ict.com/