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Contents
ISLAND SCHOOL CURRICULUM OVERVIEW .................................................................................................................. 3
Core aims of Teaching and Learning at Island School…............................................................................................ 3
The Island School Skills Framework .......................................................................................................................... 3
ABOUT YEARS 7 AND 8 (JUNIOR PHASE) ...................................................................................................................... 6
Overview ................................................................................................................................................................... 6
Course Subjects by Year ........................................................................................................................................... 7
The Junior Phase Team ............................................................................................................................................. 7
ABOUT YEARS 9-11 (MIDDLE PHASE) ........................................................................................................................... 8
The Why .................................................................................................................................................................... 8
Overview ................................................................................................................................................................... 8
The Curriculum Structure ......................................................................................................................................... 9
Entrance .................................................................................................................................................................... 9
Elements ................................................................................................................................................................. 11
Explorations ............................................................................................................................................................ 15
The Middle Phase Team ......................................................................................................................................... 16
ABOUT YEARS 12-13 (SENIOR PHASE) ........................................................................................................................ 17
About Senior Phase Learning .................................................................................................................................. 17
Vision ...................................................................................................................................................................... 17
Curriculum Philosophy ............................................................................................................................................ 17
Curriculum Entitlement .......................................................................................................................................... 18
Learning Support .................................................................................................................................................... 18
Induction Week ...................................................................................................................................................... 18
Applied Learning ..................................................................................................................................................... 18
IB Diploma .............................................................................................................................................................. 19
Student Leadership ................................................................................................................................................. 20
The Senior Phase Team .......................................................................................................................................... 21
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ISLAND SCHOOL CURRICULUM OVERVIEW
The Island School curriculum encourages students’ to excel by developing a love for learning. We focus
on developing communication and collaboration skills, creativity and a student’s capacity to learn.
Alongside these skills is the development of each conscience, so they can understand their role and place
in a world of other individuals, humanity as a whole and the environment in which they live.
In the junior years, the broad range of subjects includes all disciplines grouped round a trans-disciplinary
core called Island Time. Here we focus on developing conceptual thinking and research skills as well as
given them an introduction to global awareness.
From Years 9-11 students follow the Island Futures curriculum which has at its core the idea that students
are motivated by different things and learn in different ways. Students study a number of IGCSEs and in
addition to these exam based courses also choose from a wide range of courses that can take them further
and deeper than those constrained by the exam syllabus.
Our philosophy in the senior phase of Island School is that students should have choice. They must
choose the best curriculum for their particular needs, whether that is the Applied Learning Pathways or
the International Baccalaureate (IB) Programme.
Core aims of Teaching and Learning at Island School…
develop student’s intellectual, academic, imaginative, physical, moral and social self.
for students to grow into people who contribute positively to the communities they become part
of.
to develop global awareness and inter-cultural understanding.
to ensure that every student achieves examination results in line with or beyond expectation.
Click here to see a full copy of our Teaching and Learning Statement
The Wellbeing of children is very important, which is why we have created a curriculum through which
students gain the knowledge and skills they need to help manage their lives, now and in the future, as
individuals and members of society.
In Years 7&8 students look at topics such as Health and Wellbeing and Identity.
In the Middle School, students have a lesson once every three weeks on issues such as self-esteem
and risk.
Targeted ‘Focus Days’ concentrate on specific issues at key points in our students’ development.
For example, the Year 9s have a Sexuality and Relationships programme and the Year 10s have a
Drugs and Alcohol education programme. Often this involves guest speakers.
The Upper School has an induction programme which includes sessions on mindfulness, stress
management and life beyond school.
We view Wellbeing as a whole school responsibility which extends to every member of the community
and underpins our core values.
The Island School Skills Framework
A few years ago we began research into the skills and competencies our students should be equipped with
when the leave Island School. We did this by consulting parents in a series of meetings and discussions
around the theme of what they wanted their children to get out of an Island School education. We asked
alumnae what they got out of their time here that was most useful in their later lives. We consulted with
local businesses and employers about what they needed from those who were going to be successful in
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the workplace and we asked universities and colleges about what characterised excellent university
students. Finally we researched the literature and studies of the key skills that are described around the
world.
Our conclusion was the Island School Skills framework, know to all as the 5 Cs. These have been used in
a variety of ways throughout the school. Some courses, such as Island Time in years 7 and 8 are directly
written to make the skills the focus of the course. Others blend content and knowledge with the skills, so
they are always developed in context. At the IB Diploma level our 5 Cs map very closely to the IBs
Approaches to Teaching and learning which has been draw up subsequently. The also match the ESF
Learning Goals.
Our students use the language of the 5 Cs to describe their learning and become eloquent on how their
Creativity in Science relates to their creativity in Art, for example. Our teachers use this language in all
our courses and at all levels to emphasise the commonalities of learning across subjects as well as the
specific nature of the skills in a particular disciple.
In brief, these are the 5 Cs:
Communication
This encompasses all aspects of how we share with other humans. We include all types of written, oral,
visual or digital communication. When students research a key question or topic they need to gather their
information from a wide variety of sources. They will formulate their thoughts and opinions through
discussion, blogs and collaborative documents. They will respond to the research question by writing,
presenting, displaying or producing materials such as books, pamphlets, websites, films and recordings.
In every area of our curriculum understanding of the content is taken to a higher level when one has to
communicate that understanding.
Collaboration
Traditional education stresses individual achievement. Our students are very good at individual projects
and individual exams. This isolated working is important but it is not the full picture of how we work as
adults. In almost every human endeavour we need to work in teams and groups to get the best results. At
Island School we believe the skills of collaboration do not just grow magically inside us. They need to be
taught, practiced and worked on. They need to be analysed and broken down into the different roles that
each part of the group needs to take, and the different phases that a group project will go through. We
start this at the beginning of year 7 and continue to develop the skills throughout the 7 years of school. In
this way our students learn to collaborate, to lead and to follow at the appropriate time. They take their
skills from the curriculum courses to the extracurricular responsibilities they take on, because working
with others n every situation.
Creativity
There are many rival definitions of creativity. Our understanding is broad and rich. We identify the
opportunities for students show their creativity in a Maths exploration, in designing a Science experiment,
in writing a research paper on a humanitarian issue, in the Arts, the Technologies, languages and Sports.
In essence learning is a creative activity, and there are commonalities between the different colours of
creativity. Students identify these commonalities and transfer the skills from the areas where they are
confident creators to the ones they need to work on. Creativity is not an innate facet that some have and
some don’t. All our students can be creative in a variety of ways if they are taught the processes of
creativity, and this is what we strive to do.
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Conscience
This is about our place in the world and our relationship to it. We all need to understand the effect our
actions have on others and the environment we share. To have a conscience about our role in the world
we need to research and learn about the world about us and see the effect we have on people and places.
As humans we can turn a blind eye to the suffering of others or the degradation of the planet, or we can be
mindful of what we do and turn our behaviour into positive actions that have a beneficial effect. There are
aspects of conscience running through all our courses because not human action is without consequences.
The well-educated human understands these consequences, and that what we want from all Islanders.
Capacity to Learn
The fifth C collects together a variety of dispositions that are obviously important for success in the
academic programme. They are just as important in all activities that our students take on. These include
research skills and the ability to think critically about the results of that research, to know when to accept
a knowledge claim as being true and when to question it. Also in this category is the grit and
determination to see a project through, to push oneself through the hours of practice or the difficult
problems that stretch the mind to create great learning. Islanders should be able to be relied upon to see a
task through to its end however great the challenge.
For a more detailed description of the way the 5 Cs are broken down into separate subskills see here.
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ABOUT YEARS 7 AND 8 (JUNIOR PHASE)
Overview
The first two years at Island School are both the start of a new journey and the continuation of an old one.
Much of what the students encounter will be new and exciting but we are also building on the experiences
of their years in primary school. Joining Island School in Year 7 is a combination of jumps forward and
small steps on an well-trodden path.
When you meet an Islander, as former Island school Students are known, the first thing they will tell you
is what house they were in. The House System is at the heart of everything we do. It dates from the very
first days of Island School in 1967 and is the source of what Alumnae of all generations affectionately
remember as The Spirit of Island School. For new students it is the central point of reference for their
school lives. The house group is also their form group for many courses in years 7 and 8. It is the main
friendship group throughout the school and the group in which many sporting, artistic and academic
activities are undertaken. The house staff – Form Tutor, Head of House and Senior Head of House – will
be the first point of contact for parents and the people who get to know individual students best from their
arrival to writing university references and beyond.
One of the academic subjects that is taught in house groups lies in the centre of our curriculum. Island
Time draws on the experiences of Primary School education with its emphasis on trans-disciplinary
inquiry. It also draws on all the other subject areas as a central place where literacy, language,
mathematics, technology, science, the humanities and the arts can meet. We picture Island Time as an
island in the centre of our curriculum with bridges to all the other subjects giving them a joint, as well as
individual meaning.
To see more detail on the aims and structure of this subject read The Island Time Manifesto here.
Circling round Island Time are the individual subjects, taught by subject specialists:
English
Mathematics
Languages – Chinese, French, Spanish and Japanese are offered
The Sciences
The Humanities
The Arts – Music, Drama and Visual Arts
The Technologies – Design, Textiles and Food Technology
Physical Education
These subjects engage the students in subject specific skills as well as the generic ones used across all
subjects. The understanding students gain will equip them to make choices in future years about where to
concentrate, develop and specialise. This eventually leads to choices for university and life beyond.
At Island School we believe strongly in what we call the integrity of childhood. Childhood is not just
preparation for adult life, it is important and must be enjoyed for its own sake. By encouraging a love for
learning we hope that Island School students become more responsible, creative, analytical, engaged and
happy. We strongly echo the ESF vision that learning should be joyful.
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Course Subjects by Year
Year 7 Subjects Year 8 Subjects
Chinese
Design Technology
Drama
English
French
Humanities
ICT
Island Time
Maths
Music
Physical Education
Science
Spanish
Visual Arts
Chinese
Design Technology
Drama
English
French
French – Beginners
Humanities
ICT
Island Time
Japanese
Maths
Music
Physical Education
Science
Spanish
Spanish – Beginners
Visual Arts
The Junior Phase Team
Gareth Stevens, Vice Principal – [email protected]
Julian Reed, Senior Leader – [email protected]
Kate Sommerville, Senior Head of Wilberforce House / Year 7 Leader –
Angela Worthington, Senior Head of Fleming House / Year 8 Leader –
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ABOUT YEARS 9-11 (MIDDLE PHASE)
The Island Futures programme spans years 9 to 11. It is the result of deep research into curricula around
the world, serious discussion with our parents and students and inspired enthusiastic work from our
teaching staff. It captures the Island School Values of pursuing excellence, embracing responsibility and
celebrating individuality in a unique way. Students have more choice, more chance to take control of their
learning and to personalise the curriculum for their own needs.
There is a combination of core subjects followed by all and a wide range of choices that allow students to
tailor their educational journey to their passions. The programme prepares students for what is to follow
while engaging them fully in the opportunities of the middle years of secondary school.
The Why
We recognize that the world in in constant change and if our students are not empowered to move with
this change, they are at risk of being cast adrift. Yes, the examination results still matter, but this simply
isn’t enough.
We also know that our students, of the same age, can be quite different from each other, not only in
personality but also in social development, academic ability and learning preferences. They have different
strengths are ready for new challenges at different times.
The Island Futures curriculum will afford students a much more effective way of achieving all they want
from their education. After considerable research into curriculum developments worldwide, after meeting
with business leaders, alumni and parents we have developed an approach to curriculum, teaching and
learning which better fits the millennium we live in.
For a more detailed background into the defining aims of the curriculum, read the Island Futures
Manifesto here.
Overview
The Island Futures Curriculum refers to the curriculum taken
by students in Years 9, 10 and Year 11. It:
develops students skills and knowledge and prepares them
for the challenges within the IB Diploma and Applied
Learning Pathway,
supports students to be confident independent learners,
collaborators and critical thinkers;
gives students experiences and opportunities to discover
their passions;
allows students to specialise within a broad all round
education;
gives students the opportunity to serve others and develop compassion;
prepares students for life beyond school,
makes education engaging, inspiring and fun.
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The Curriculum Structure
Island Futures provides a rounded education with a compulsory core, complemented by a wide range of
student choice in subjects and courses. These choices are made after discussion and guidance with house
staff and teachers, and through consultation with parents. Students are advised of the impact that any
choice may have on their future at school and beyond
Island Futures is divided into four areas:
Entrance courses comprise the bulk of the programme. Maths, English and World Literature are
compulsory. Other subjects are chosen from the Arts, Humanities, Sciences and Technologies. They
prepare students for GCSE or IGCSE certification.
Elements courses provide the opportunity for students find to their passion. There are over 50 courses to
choose from covering a wide range of areas such as Architecture, Marine Biology, Law and Acting,
Students take 10 courses over three years and these courses are internally assessed.
Explorations, a compulsory course, leads to the IGCSE in Global Perspectives and the IE Award in ICT.
Students work in research groups to study such areas as World Conflict, Health, Poverty and Education.
Leadership and collaboration skills are developed during the three years as the research groups contain
students from years 9, 10 and 11.
Escape comprises Physical Education, Health and Fitness and the opportunity for Outward Bound
activities. We work with outside organisations to provide a range of alternative activities both inside and
outside school.
Entrance
Entrance courses are the basic courses in the main subject areas. They follow British GCSE or IGCSE
curricula and lead to examinations and qualifications in each subject. Typically each course span two
years, in Years 10 and 11, with final exams and coursework presented in May or June of Year 11.
A good set of IGCSE qualifications can be useful for students hoping to go to University in the United
Kingdom or in Hong Kong, although they are not absolutely necessary. In these places it is the level of
the grades that students obtain that is much more important than the number of the grades. For other
countries the qualifications are not particularly valuable, although the experience may well be.
The Entrance courses are for all students to follow as the starting point for putting together a programme
for Island Futures. In addition to the core subjects, English and Maths, they will need to pick from the
other choices in Languages, Sciences, Humanities, Arts and Technologies that will suit them best.
These GCSE and IGCSE courses are Entrance level courses which make studying for the qualifications,
and sitting the exams available to all students. Some subjects ( Maths and Chinese) may start the GCSE
programme in Year 9. Others (Sciences, Humanities, English Language and World Literature) will start
them in year 10.
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ENTRANCE COURSES YR 9 ENTRANCE COURSES YR 10-11
Mathematics
Science
Textiles Technology
Food Technology
Music
Visual Arts
Design & Technology
Theatre Drama
Philosophy & Religious Studies
History
Geography
English
World Literature
Business
IGCSE Science
Physics
Chemistry
Biology
English
World Literature
Food Technology
Engineering
Textiles Technology
Economics
Geography
Theatre Drama
Mathematics
Religious Studies
Music
History
French
Spanish
Chinese
Japanese
Visual Arts
Which courses are compulsory?
All students will study Maths and English for all of Years 9, 10 and 11. The English programme is based
around two GCSE courses, English Language and World Literature, and goes continuously for Year 9 to
Year 11. Various set texts are studied as well as the use of English for various types of reading, writing,
listening and speaking.
The Maths classes are set according to the student’s facility with the subject. Those who are capable to do
so are taken well beyond the GCSE syllabus to prepare for the higher levels of IB Maths. Those who find
the subject more challenging are given extra support to take them through and beyond the basic skills.
In Year 9 there are other compulsory constraints. These following constraints apply only to Year 9. All
students will study Science, one or two Languages other than English, and at least one Humanities course.
Students will need to take at least one Arts course and one Technology course. These may be in the
Entrance section or within the Elements programme.
What are the options?
The optional courses are listed above. Note that even in year 9 there is significant flexibility to choose a
programme that emphasises particular areas or has a broad range.
In Year 10 and 11, these choices open up and students can choose not only which Sciences, Languages,
Humanities, Arts and Technologies they take, but how many in each area. These choices must be made in
conjunction with courses chosen in the Elements part of the curriculum. One of the differences between
Entrance and Elements is that Entrance courses are defined by UK examining boards and lead to an
external exam.
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Are there constraints on the options, and are certain courses necessary for the IB or Advanced
Diplomas?
There are no hard and fast constraints apart from English and Maths. However students will have a lot of
guidance and will need to be looking carefully at their aims for the IB or Advanced Diplomas and their
university or even career aspirations. It would, for example, be very difficult to imagine a student taking
an IB Science course at Higher Level without having followed that subject in Years 10 and 11 either at
Entrants or in Elements.
Do students have to take the final exams?
The exam is not mandatory. Students who need the qualifications and students who would benefit from
the exam practice should certainly take the exams. However for some students UK IGCSEs are of no
value as qualifications and will be following the course more to get internal school grades for a transcript
that will help them apply for universities in countries such as the USA. These discussions can be had with
guidance staff so that all students make the right decision.
Elements
Designed by teachers around their particular passions and fields of expertise, Elements courses aim to
ignite in students a similar passion and an intrinsic motivation to learn. The wide range of courses, taught
in longer time slots, will allow students to learn more deeply, often in a collaborative and
transdisciplinary way and to go well beyond the dictates and confines of an examination syllabus. The
skills acquired by students on these courses will help bridge the gap between IGCSE, the IB Diploma and
the world beyond Island School.
Elements courses are available to students in years 9, 10 and 11. Students will choose from a wide variety
of these courses and build up a programme of elements over the three years. If they already know what
their passionate interests are they will choose options that allow them to dig much deeper into them. If, as
is probably most often the case, they are still unsure of their passions, they will sample from across the
range to them to discover their passions.
What courses are on offer, and how long will students spend on them?
The top panel gives a list of the courses that are currently planned for the school year 2016/2017. The list
of courses changes slightly each year. If you are reading the website version of this document, then each
course name is a link to more information about it.
In Year 9 students will have one block of Elements a week. Most of the courses run for half a year, and so
they can pick two courses in the year.
In Year 10 and 11 students will have two elements blocks, leading to 4 courses.
Where do these courses come from?
When adults remember their school experiences and are asked about memorable teachers or classes that
made a formative impression on their lives, they often refer to teachers who were passionate about their
subject. It is this passion from the teacher that so often ignites the passion in the student. Elements aims to
prioritise this effect by ensuring teachers are teaching about their passions. For this reason the courses
come from the teachers themselves. Each one has been proposed by a teacher wanting to ignite the flame
of excitement in their students about something they really love. The courses have been written by groups
of teachers working together and drawing on a variety of outside influences.
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Each course will have aspects where students can make choices about the course direction. They will be
encouraged and allowed to follow their interest within the scope of the course. Many courses will have a
real world impact and will involve students leaving the classroom and the campus to experience and to
learn. Students often engage with professionals from outside Island School to discover what each area of
discipline entails in the adult world.
How will students choose?
There will be several criteria, that may influence choices, and students will work with guidance staff and
their parents throughout the process.
Courses will include the range of specific skills that students will learn and improve while taking on the
course. These skills fall under the broad headings of the IB framework of Approaches to Learning but set
in the language of Island Schools 5 Cs. Students will engage in discussions with their guidance staff about
the skills that they need to develop and will be able to map the courses that they choose in relation to
these needs over the three year period.
Courses will be linked to various subject areas. In some cases they will be specifically linked to one area,
but several of the courses will be linked to more than one as they transcend the usual boundaries. Students
will be able to map out the courses they take in relation to these so that they complement or support.
Year 9-11 Elements Wednesday Semester 1
SUBJECT AREA ELEMENTS CHOICES
ENGLISH No Fear Shakespeare
Brilliant Books 2016
MATHS Maths for Life
Mathematics and Cryptography
SCIENCE Chemistry Concepts 1
EXPLORATIONS
Run Your Own Business
Freakonomics
Law
Social Psychology
Active History
TECHNOLOGY
Fashion Forward
Lord’s Kitchen
Python Programming
Web Technologies: PHP, MY SQL and JAVA SCRIPT
CREATIVE ARTS
Page to Stage
Art in Action
From Borrett Road to Broadway
The Story of Cinema
Social Action Media
PE
Outdoor and Adventurous Education
Sports, Exercise and Health Science
Sports Performance
OTHERS Critical Thinking
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Year 9-11 Elements Wednesday Semester 2
SUBJECT AREA ELEMENTS CHOICES
ENGLISH Brilliant Books
MATHS Maths for Life
Further Maths
SCIENCE Biology Matters 2
EXPLORATIONS
Run Your Own Business
Freakonomics
Law
Just Google It
Active History
TECHNOLOGY
Wearable Art
Lord’s Kitchen
Python Programming
Web Technology Programming PHP, MY SQL and JAVASCRIPT
CREATIVE ARTS
Artworks
Rock the Foundation
Social Action, Media and Film
Get This Show on the Road
PE Outdoor and Adventure Education
Sports, Exercise and Health Science
OTHERS Critical Thinking
Year 8-11 Elements Thursday Semester 1
SUBJECT AREA ELEMENTS CHOICES
ENGLISH Debating
Writers’ Block
MATHS Mathematical Genie
SCIENCE
Biology Matters 1
Pre-IB Chemistry
Fundamental Physics 1
Pre-IB Fundamendtal Physics 3
EXPLORATIONS
Urban Survival
Philosophy at the Movies
History: Film, Food & Fashion
TECHNOLOGY
Capturing Your Sweet Indulgence
A Food Lover’s Guide to Culture
The Magic of Animation
Architectural Design
3D Product Design
Robotics
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CREATIVE ARTS
World of Dance
Through the Eyes of the Lens
Artistic Expressions
Creative Clay
Now That’s What I Call Music
So You Want to be an Actor
Film 101
PE Sports Performance
LANGUAGES
Independent Language Centre
Spanish and French
English Language Learning in Different Contexts EAL
Year 8-11 Elements Thursday Semester 2
SUBJECT AREA ELEMENTS CHOICES
ENGLISH Debating
Writers’ Block
MATHS Mathematical Genie
SCIENCE
Fish are Friends
Biology Matters 3 Pre-IB Biology
Chemistry Concepts 2
Fundamental Physics 2
EXPLORATIONS
Philosophy at the Movies
History: Film, Food & Fashion
Futurology
TECHNOLOGY
Capturing Your Sweet Indulgence
A Food Lover’s Guide to Culture
App Design
Architectural Design
3D Product Design
Robotics
CREATIVE ARTS
Through the Eye of the Lens
Future Fest Art
Future Fest Theatre
Future Fest Music
Future Fest Dance
Future Fest Film
PE Sports Performance
LANGUAGES
Independent Language Centre
Spanish and French
English Language Learning in Different Contexts EAL
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Explorations
Organized in more extended blocks of time, the Explorations course will develop students’ understanding
of world issues and their capacity to be self-aware, to think critically and to serve others. This will be
fostered through themed units focused on global perspectives but also relevant to the students’ lives,
including personal and social education and the safe and effective use of technologies.
Explorations is a course that students will take throughout years 9, 10 and 11. In it we pull together a
variety of different aspects of our programme in order to make them coherent. The course is distinctive in
both its content and the way in which students learn. It adds a learning experience not found in the
Entrance or Elements courses to a content base that is again different from the other aspects.
What will students learn in Explorations?
Global Perspectives
Several of the units that students will study over the three years will be drawn from the content of the
Cambridge Global Perspectives IGCSE course. This is split into three parts.
1. Students are required to complete two individual research reports on a question that they have
chosen. These two pieces are worth 40% combined.
2. Students complete a group project where they have to research, plan, deliver and review a project.
It is different to the individual piece in that it requires the students to have to actually do
something about an issue. The examined work is focused on how the students collaborate, plan
and review their work. This is worth 30% of the qualification.
3. The final part of the course is an exam that involves students being presented with stimuli before
answering questions based around it. This is a skills based assessment and although we will spend
time preparing for it, there is no revision that students are able to prepare for it. This will be
completed in May and is also worth 30%.
All of the topics for these pieces are based around events that are happening within the world and include
areas such as poverty, health, sport and recreation or global warming, in total there are 20 topics.
Over the entire Explorations program students will complete a combination of the group and individual
tasks allowing them to produce a variety of outcomes. From these completed tasks, students will be able
to choose which pieces they wish to submit in year 11 for their final pieces.
Should you require more information about the course then please find the Cambridge syllabus here:
http://www.cie.org.uk/images/128448-2015-syllabus.pdf
CAS
Part of the aim of the Global Perspectives IGCSE requires action on the issues being studied. This fits in
perfectly with the demands of the Creativity Action Service (CAS) element of the IB Diploma. So some
of the work done in the Explorations units will lead to action that cultivates these skills and prepares the
students for this mandatory part of the IB Diploma
Digital Literacy
Students will be required to learn a variety of ICT skills throughout the course and demonstrate these in
their responses to the questions posed in the various Explorations units. There will be opportunities for
them to learn the various skills and the emphasis is for students to choose the appropriate ones to
demonstrate for their response to each issue. If students can show adequate use of a wide enough variety
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of skills they will be eligible for the IE Award, which is a Diploma in Applied ICT accredited by ASDAN
in the UK.
Personal Health
Some of the units will link global issues to issues of personal health and development. Students will study
materials and work with visiting speakers to gain understanding of issues of adolescent development that
will support them in taking positive responsible decisions about their lives.
Critical Thinking
Analysing claims of knowledge is at the heart of the IB Theory of Knowledge course. Students will
develop skills to help them tell knowledge from opinion and propaganda. They will question the basis of
claims of truth from a wide variety of areas. These will include the sciences, politics and advertising.
They will compare and contrast academic papers, newspaper articles and web sites. One of the key
questions we all face is which sources of knowledge are reliable and why?
Blogs
All students are maintaining a blog for their Explorations course and we would encourage you to look at
your son/daughters. A link to their blog is available from the Explorations option on the ARR.
How will students learn in Explorations?
There are several aspects to this course that will make it different from others. The key skills that we will
focus on will be in the areas of research, analysis and presentation of results. Students will work in groups
on broad areas of the curriculum, defining their research questions, and planning the way in which they
will addressed. They will use a wide variety of materials made available to them, and research others.
They will then need to decide which is the best way to present the results of their research. This may be
an academic paper, a delivered presentation, a web site, a film, a collection of newspaper articles or one
of any number of alternatives.
The teacher will be there to guide and support them through the decision making processes, and to make
sure they keep one eye on the various requirements of Global Perspectives IGCSE and the IE Award. The
students will also learn from each other as the groups are set up for younger students to learn from the
older ones as the older ones take on more responsibility and leadership.
The Middle Phase Team
Trudy Lant, Vice Principal – [email protected]
Paul Bentham, Senior Leader – [email protected]
Jenny Hodson, Vice Principal / Year 9 Leader – [email protected]
Pippa Peters, Senior Head of Nansen House / Year 10 Leader –
Paul Harries, Senior Head of Einstein House / Year 11 Leader –
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ABOUT YEARS 12-13 (SENIOR PHASE)
About Senior Phase Learning
Life and education at Island School is so much more than just their academic lessons. Academic success
is obviously very important, and we challenge students to achieve the best that they possibly can, through
a rich and broad range of experiences.
Our students take on all sorts of roles in and out of school. They lead in proposing, organising and
managing events that range from the humanitarian and the environmental to the artistic and the sporting.
The opportunity and the responsibility is for students in these two years to set the agenda for the whole
school. These chances come from taking on established roles; in Wanbo – the environmental group,
joining ISSU – our student union, being a house or school prefect, participating within our Student
Learning Advisory team or being a part of a fair, cultural evening or fashion show committees. They also
come from student innovations that lead to new events and opportunities. Senior students are the leaders
of our school, looked up to as role models by the younger students and relied upon for their independence
and responsibility by staff.
Monica Gilbert-Saez
Vice Principal
Vision
Students choose to come here and they also choose the best curriculum for their particular needs, whether
that is the Applied Learning Pathways or the International Baccalaureate (IB) Programme.
Our students will have to make daily choices too – choices that match the school’s philosophy of
excellence, responsibility and individuality. In other words, our senior students know how important it is
to choose to be their best, to choose to do the right thing and to make the choices that help them stand out
for all the right reasons.
All our students are encouraged to make choices that have a positive effect on those around them and on
the wider local and global community, now and into the future.
Our key aims are strongly linked to the mission statement of the International Baccalaureate Organisation
(IBO):
The development of all talents: intellectual, academic, imaginative, physical, moral and social.
-To develop inquiring, knowledgeable and caring young people to create a better and more peaceful
world through intercultural understanding and respect.
-To encourage students – across the world – to become active, compassionate and lifelong learners who
understand that other people, with their differences, can also be right.
Curriculum Philosophy
Being a senior student at Island School should:
enable you to further develop your understanding of internationalism.
enable you to further develop inter-cultural competency.
enable you to build a healthy self-esteem, personal confidence, empathy and verbal oracy.
enable you to take responsibility for your own learning and develop life-learning skills
enable you to develop your critical thinking skills.
allow you to enjoy participating in the life of the Island School community.
give you positive and assured progression to Higher Education.
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Curriculum Entitlement
All students will participate in a full programme of creativity, action and service (CAS).
All pathways will provide opportunity for ongoing development.
All students should have an opportunity to maintain their mother tongue within ESF provision.
Learning Support
The Individual Needs Department supports students when necessary in a range of ways whether it be by
helping with academic writing or language skills.
Induction Week
Island School is extremely proud of our new approach to Induction Week. Our senior students benefit
from a week filled with different activities, such as the Gold Coast Conference, Xcrossroad Simulation,
Michelle Hugues Cup, G4 Project for Science and listening to renowned speakers, that ensure their
smooth transition into their senior years.
Our current Year 12 students are currently taking on board the responsibility to create, organise and
prepare all aspects of the Induction Week for the next Year 11 2016 cohort.
Applied Learning
Students on the Applied Learning Pathway choose a mixture of IB and BTEC subjects. The BTEC
courses are as ‘applied’ as possible, this means that when studying the Business course they will be
running a business and the TV and Film course sees students doing a lot of filming and editing.
Students can choose three BTEC subjects from groups 4,5,6 from the table below. Students are also
encouraged to pick 2 IB certificate subjects from options groups 1, 2 and 3. All students have one period
per week dedicated to the GCE AS Level Extended Project and one period per week where they work
closely with the Higher Education Department focusing on their higher educational needs.
IB Cert
Block 1
IB Cert
Block 2
IB Cert
Block 3
BTEC 1
Block 4
BTEC 2
Block 5
BTEC 3
Block 6
Compulsory
ALP Core
Eng Lit Maths Chinese A Business
(SD)
Business
(SD)
Business
(D*)
Extended
project and
’core’
Eng Lang Lit Maths
Studies Chinese B
Hospitality
(SD) Sport (SD)
Art and
Design
(Fashion and
Textiles)
(SD)
Maths GCSE
resit
Eng Lit and
Performance Maths SL French
TV and Film
(SD)
Performing
Art (SD)
English
GCSE resit#
Eng B
Spanish B
Spanish Ab
Japanese B
Japanese Ab
Self Taught
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What Type of Student Would Thrive by Choosing the ALP?
“I need to have some more space and support to experience successful learning and to build up my self
confidence before taking on future studies.”
“I am particularly skilled in one of the subjects offered in the ALP.”
“I do well when I am working on something I love, but struggle when asked to learn something I do
not enjoy or see the point of.”
“I am more practical. I enjoy doing projects and creating things.”
“I am creative but do not like exams.“
“I am really good with people and enjoy working with others.”
IB Diploma
The International Baccalaureate (IB) Diploma
Programme is an academically challenging and balanced
curriculum that prepares students for success at
university and beyond. It has been designed to address
the intellectual, social, emotional and physical well-
being of students. The programme has gained extensive
recognition and respect from the world’s leading
universities.
Students have to choose six subjects for the full IB
Diploma. This must include at least one from each
Group 1-5. Students then opt to take up a Group 6
Subject or choose an additional elective subject from
Group 1-5. Students must choose 3 subjects at Higher
Level and 3 at Standard Level.
All IB Diploma students have to complete the IB Core. This includes the Extended Essay, Theory of
Knowledge and CAS (Creativity, Activity and Service). Click here to read more about Core.
Group 1 – Studies in
Language and
Literature (A)
Literature High Standard
Language & Literature (English or
Chinese) High Standard
Literature & Performance
Standard
Chinese Language High Standard
Self Taught Language
Standard
Group 2 Language
Acquisition
Chinese High Standard
English High Standard
French High Standard
Japanese High, Ab Initio Standard
Spanish High, Ab Initio Standard
Group 3 Individuals
and Societies
Business & Management High
Economics High Standard
Environmental Systems
Standard
Geography High Standard
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History High Standard
Philosophy High Standard
Psychology High Standard
Group 4 Sciences
Biology High Standard
Chemistry High Standard
Physics High Standard
Environmental Systems
Standard
Design & Technology High Standard
Food Design & Technology High Standard
Sports Science
Standard
Group 5 Mathematics
Higher High
Standard High Standard
Studies
Standard
Anticipated High Standard
Group 6 The Arts
Theatre High Standard
Visual Arts High
Music High Standard
Film High Standard
Literature and Performance
Standard
Student Leadership
Student Union
Groups of Year 12 students campaign for a week in October to be voted Student Union leaders. The
different groups create manifesto videos which helps the voters (all students) decide on their preferred
party. The groups campaign for changes like new items of uniform, or the creation of different social
events.
Student Learning Advisors
The Student Learning Advisors are students from each year who act as the voice of the student body.
They aim to improve learning methods by listening to students and reporting their comments to the senior
leadership team both anecdotally and in written reports. Their feedback is used to plan the revision and
exams timetables and the Induction Week.
Senior Prefects
Prefects are divided into groups; Camp, House and School with responsibilities for each.During Quest
Week (when students are not on their normal timetable) the Year 7 and 8 camps are almost entirely led by
the Camp Prefects. Instead of being authoritative figures, prefects are role models and develop close
bonds with the lower year groups.
The House Prefects work with the younger years to promote leadership and communication across the
year groups. Whether this be through inter-year sporting events or through a system of mentoring, every
house’s prefects are responsible for working with younger students to create a strong house spirit and
sense of place within the school community.
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School prefects are involved in a variety of school-wide activities ranging from the set-up of the annual
school fair to helping visiting Y6’s. As ambassadors to the school, they are given the responsibility of
providing tours to visitors.
The school spirit is maintained through the work of the prefects, and interaction between the year groups
results in a more unified student body. For the sixth-formers, it is an education in leadership that provides
an additional dimension to their academic studies, and shapes them to become more mature members of
society.
The Senior Phase Team
Monica Gilbert-Saez, Vice Principal - [email protected]
Matt Rappel, Senior Leader and IB Coordinator - [email protected]
Roger Wilkinson, Head of Careers and HE Guidance/Applied Learning Pathway Coordinator -
Kevin Lester, Senior Head of Da Vinci House and Year 13 Leader -
Pak Chan, Senior Head of Rutherford House and Year 12 Leader - [email protected]
Colin Spanos, TOK and CAS Coordinator - [email protected]