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