taipei european high school 14 â€“ 16 education 2011 â€“ 2013

Taipei European High School 14 – 16 Education 2011 – 2013

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Introduction The High School Section of Taipei European School

Responding to the educational needs of expatriate families living in Taipei, the French, German and British communities separately opened three small schools around about 1990 to cater for their children, mainly of elementary age up to eleven years old. It soon became evident that there was much to be gained through joining forces and sharing facilities and resources on one campus, yet continuing to teach each respective national curriculum. This was the beginning of the Taipei European Schools, a collaborative venture sited initially at Wen Lin Road in Shihlin. During 2001, the Taipei European School was established, operating as a non-profit organisation through a Foundation.

Today, the Taipei European School is a unique project. The European Primary Campus (EPC) for 3 to 11 year olds that will accommodate up to 700 students is located in Tianmu and the European Secondary Campus (ESC) on Yangmingshan for 12 to 18 year olds caters to approximately 500 students. There are over 55 nationalities represented in TES and the experienced teaching staff come from many different international backgrounds.

Although the French, German and British sections continue to deliver their national curricula up to the age of 14 years, there are integrated classes of instruction in Physical Education and Sports, Chinese Language and Culture, Music, Art and Languages in the lower secondary programmes. The 14 to 16 years curriculum is delivered in the High School through IGCSE and GCSE courses with additional French and German curriculum units as required. French and German students can take national examinations at 15 and 16 respectively, as well as international IGCSE and IB exams depending on their study programme.

Students from 16 to 19 years follow the highly esteemed International Baccalaureate Diploma programme. The IB Diploma programme is a rigorous pre- university course that meets the needs of motivated secondary school students between the ages of 16 and 19 years. It is designed to fulfill requirements of various national education systems by incorporating the best educational elements from around the world. The Diploma is recognised worldwide for entry into universities and colleges. Since the summer of 2004, graduates from TES have entered quality universities around the world including Cambridge, Imperial College, UCL, LSE and Warwick in the UK; The Sorbonne in Paris; Michigan, USC and Washington in the US; UBC and Toronto in Canada; Melbourne, ANU and NSW in Australia; and HK, Singapore and NTU regionally to mention a few.

As you can see, the Taipei European Schools have come a long way since humble beginnings 17 years ago and we still have much to do. We will continue to strive towards our mission “to provide educational excellence and European culture and values within the context of Taiwanese society.”


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The International General Certificate of Secondary Education

I.G.C.S.E.

What Is The IGCSE?

The International General Certificate of Secondary Education (IGCSE) has been developed for 14 to 16 year olds. Its curriculum is equivalent to British GCSE, but the IGCSE has been specially tailored to meet international needs. The IGCSE is administered by Cambridge International Examinations (CIE) and is part of the prestigious University of Cambridge in England.

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Cambridge IGSCE is an internationally recognised qualification, equivalent in standard to the British GCSE.

Gives you a wide, varied and balanced programme of study.

Subjects are drawn from five subject areas: Languages, Humanities, Social Sciences, Mathematics, Creative, Technical and Vocational.

Cambridge IGCSE qualifications have been written with an international audience in mind and allow teaching to be placed in a localised context, so you'll find them relevant to your region.

Cambridge IGCSE is designed for students whose first language may not be English.

Provides a balanced mix of practical experience and theoretical knowledge.

IGSCEs are suitable for all students - to take account of differing abilities there is a choice between Core and Extended curriculum papers in most subjects.

You will be awarded for positive achievement - what you know, understand and can do.

Cambridge IGSCE qualifications will prepare you for further academic success, but are equally suitable for entering employment.

Suitable for progression to the International Baccalaureate (IB) and other post 16 courses.

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The Structure of IGCSE Courses

Cambridge International Examinations (CIE) produces a detailed booklet – A Guide to IGCSE, which is available from the school. Further details are also available at the CIE website www.cie.org.uk

IGCSE is designed as a two-year programme of study. The syllabus for each subject is detailed and covers a broad range of skills in that subject. For example, in IGCSE Mathematics, students will cover topics from number, algebra, geometry and statistics. All students cover all these areas of mathematics to varying degrees of difficulty. This gives students a broad and balanced knowledge of the subject, and therefore provides an excellent preparation for post 16 courses such as the IB. The same is true of all subjects at IGCSE and it is this important feature that makes IGCSE such an internationally recognised qualification.

How Is IGCSE Assessed?

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All subjects are assessed by examinations at the end of the second year of the IGCSE programme. These examinations are written by CIE and administered all over the world. CIE examiners in the UK also mark the papers. The final examinations assess skills as well as knowledge in each subject. These skills can be acquired only through consistent application and effort during the course.

• In some subjects, coursework completed during the course is assessed to give a proportion of the marks available. It is very important to realise that work done at any time during the course may contribute to the grade awarded in IGCSE. Course details are given in this booklet.

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Some language papers have a speaking test, which is administered in school but set and moderated by CIE.


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What about the Grading System?

To take account of differing abilities, there is a choice between Core and Extended curriculum papers in most subjects. This allows teachers to decide on the most appropriate level of papers for their students. The Core curriculum in each subject is within the ability range of a large majority of students. It provides a full overview of the subject and is targeted at students expected to achieve grades D to G.

The Extended curriculum, which comprises the Core curriculum and the Supplement, has been designed for the more academically able and leads naturally into higher education or professional training. It is targeted at those expected to achieve grades A to C. The Supplement describes the extra topics or depth, which must be added to the Core to produce the Extended curriculum.

Students need not enter for the same level of curriculum in all subjects.

Target Grades

Extended Curriculum

Core Curriculum

Grades Available

A* A B C D E ABC

DEFG CDEFG

The overlap of three grades (C, D and E) is designed to accommodate students who perform either better or worse than their teachers expect. Students who fail to meet the minimum satisfactory standard for either the Core curriculum (Grade G) or the Extended curriculum (Grade E) will be ungraded.

In a few subjects, the examination covers the complete ability range and there is no choice of curriculum. For those subjects the full range of grades is available.

Every year, students in over 100 countries throughout the world take IGCSE

examinations. Marking is standardised meaning that educational institutions can

equate a students’ grade in a particular subject with their ability and/or application

in thant subject. It is because of this that we are getting increasing numbers of

enquiries about IGCSE from students in other international schools within Taiwan.


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Comparison between IGCSE Grading System and US Grading System

The IGCSE grading system has been designed in line with the GCSE grading system. The broad range of attainment grades enables educational institutions and employers to gain precise information regarding a potential student or employee.

As a rough comparison to the US system we use the following grade conversion table.

IGCSE Grade A* A B C D E F G

Grade Descriptions

In order to give an idea of the attainment of students gaining certain grades at IGCSE, details on grade descriptions from the Co-ordinated Sciences syllabus are given below.

A Grade A candidate must show mastery of the core curriculum and the extended curriculum. A Grade C candidate must show mastery of the core curriculum plus some ability to answer questions which are pitched at a higher level. A Grade F candidate must show competence in the core curriculum.

A Grade A candidate is likely to • relate facts to principles and theories and vice versa • state why particular techniques are preferred for a procedure or operation • select and collate information from a number of sources and present it in a clear logical form • solve problems in situations which may involve a wide range of variables • process data from a number of sources to identify any patterns or trends • generate a hypothesis to explain facts, or find facts to support a hypothesis.

A Grade C candidate is likely to • link facts to situations not specified in the syllabus • describe the correct procedure(s) for a multi-stage operation • select a range of information from a given source and present it in a clear logical form • identify patterns or trends in given information • solve problems involving more than one step, but with a limited range of variables • generate a hypothesis to explain a given set of facts or data.

A Grade F candidate is likely to • recall facts contained in the syllabus • indicate the correct procedure for a single operation • select and present a single piece of information from a given source • solve a problem involving one step, or more than one step if structured help is given • identify a pattern or trend where only a minor manipulation of data is needed

US Grade A

B

C

D

Reporting and Assessment


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Communication with Families and Reports

Good communication with families is at the core of our approach to school. We encourage interaction and expect that parents will get to know the teachers through the personal appointment systems – the Parent-Teacher Interviews – which are held twice a year. We send two main reports to families at the end of semester 1 (January/February) and at the end of semester 2 (June). In addition there is an interim progress report in October so that families and students can be given regular feedback on progress towards the IGCSE. The aim of reporting is to be frank and fair in giving honest and regular feedback to students and families so that appropriate guidance and intervention can be undertaken. By understanding the implications of study and progress, students and families can plan in advance for careers and university options.

The reports will provide you with detailed information regarding your child’s academic progress in each of their subjects with grades being awarded in each of a number of Key Learning Areas. You will also receive feedback on a range of Learning and Performance Indicators. The Learning and Performance Indicators are detailed below.

LEARNING AND PERFORMANCE INDICATORS

Quality of Work Participation in Lessons Independent Learning Completion of Homework Completion of Classwork Ability to Work in a Group Attitude Organisation and Time management Communication Skills

Overall Effort

The Teacher Comment will include information on overall performance; strengths; areas for improvement; and any other issues (e.g. homework quality if there are issues, attitude). Any Learning and Performance Indicators that are marked as “Needs Development” will also be explained within the comment.

On each report your child will receive an Improvement Target for that subject. Targets are set to enable a student to achieve at a higher level in that subject or to help them expand their knowledge in a subject. In addition to their reports the students will also receive a target setting sheet detailing their improvement target for each subject. These targets will be discussed with teachers in designated Target Setting Weeks. These weeks coincide, where possible, with Parent Teacher Interviews so that the targets can be discussed with parents who attend the interviews. Targets will be monitored throughout the year.

Details of the Reporting Timeframe are on the next page.

In each of the categories one of the following will appear:

•Excellent. •Very Good •Good •Satisfactory •Needs

Development


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Assessment for Learning Taipei European High School

14 – 16 Education 2011 – 2013 8

Reporting Timeframe - IGCSE

October

November

December

January

February

March

Progress reports – Targets from these reports will appear on the teacher target sheets and student/parent target sheets

Parent Teacher Interviews and target setting week- Using the teacher target sheets and student/parent target sheets.

Full academic reports issued - Targets from these reports will appear on the teacher target sheets and student/parent target sheets.

Parent Teacher Interviews and target review and setting week- Using the teacher target sheets and student/parent target sheets.

April

May

June Full academic reports issued Progress made with academic targets set over the year will be reviewed on this report.

Homework

The importance of consistent application throughout the IGCSE programme has already been stated. Homework assignments will be set regularly and will often involve independent research and investigation. Students should ensure that they spend adequate time on their homework in order to ensure that the quality of work that they produce reflects their ability and best efforts. As a rough guide, homework should take between two to four hours each evening with some time being devoted to school work on the weekends as well.

Assessment

Assessment should:

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Identify – targets for improvement Inform – class organisation, planning, reports to parents and governors, target setting Diagnose – strengths and weaknesses

Feedback – matching learning activities, sharing judgements with the pupils Measure – evidence individual achievement Confirm – general impressions of performance Evaluate – knowledge and skills

Monitor – learning programmes Comply – statutory requirements, align school assessments with national standards Motivate – teachers and pupils

“Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to

decide where the learners are in their learning, where they n eed t o go an d h o w b est t o get t h ere”.

Assessm en t Ref o rm Gro up , 2002

Teachers at TES use the philosophies underpinning Assessment for Learning (AfL) strategies to guide their teaching and learning. The teacher who uses AfL effectively will:

• Provide continuous oral and written feedback which identifies strengths and the next step for improvement

• Promote student involvement in self assessment • Plan against what students know/can do/understand • Provide opportunities for all students to demonstrate their achievements • Make standards and learning objectives explicit to students • Promote inclusion by attending to all students’ learning needs, particularly for students who are at risk of underachievement • Engage students in rich questioning.

As a result, the students will: • Know what to do to improve. • Know what standards are required. • Know what has been achieved and what to do next. • Gain confidence, motivation and self-esteem as a learner • Improve self-evaluation skills • Make progress

Assessment of Learning

Regular topic tests are given in many subjects in order to assess the level of understanding. In addition to these assessments, students may receive speaking tests and practical skills tests.

A formal examination session takes place towards the end of IGCSE year one and this is followed by detailed academic reports. Students sit mock IGCSE examinations in January of IGCSE year two. Once again, this is followed by detailed academic reports. These examinations are very important as they provide students with a realistic picture of their level of attainment. It also gives students the opportunity to develop strategies for improvement before the final IGCSE examinations in May and June.

Tracking Student Progress

Student attainment is tracked and monitored throughout the IGCSE course and this data is used to identify underperformance as well as to celebrate success. Students in IGCSE take a baseline test administered by the University of Durham in England at the start of the IGCSE courses (Yellis). These tests predict performance at (I)GCSE and give an overview of student capabilities in a number of key learning areas. The Yellis data also assists in the tracking and monitoring of student progress.

The Value of the IGCSE


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IGCSE courses guarantee that students are faced with challenging, demanding and stimulating work for two years in all subjects. But what do the certificates awarded actually mean? The answer is that the IGCSE can serve different students in different ways, depending on their ultimate career intentions. Some of these are outlined below:

• For students who intend to go on to university or college, IGCSE is usually an intermediate qualification before taking the International Baccalaureate Diploma (or other post –16 courses). After completing the IGCSE curriculum, a student should acquire a knowledge and skill level that will allow them to continue their final two years of secondary education or advance to further vocational studies and training.

As a guide to attainment, universities in Europe generally require a minimum of 5 subject passes at the IGCSE level with grades in the A-B-C range: passes with grades D-E-F-G may be useful in complementing these results but the high A-B-C grades will almost always be required to fulfill the formal admission requirements. In addition to IGCSE these universities also expect further qualifications such as the International Baccalaureate.

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If these points do not clarify your own aspirations, please contact the school to assist you with your special requirements.

IGCSE has a worldwide currency and most countries recognise this qualification but it is important for each student to follow courses that are appropriate for their own goals and expectations.

Students who move between countries as a result of their expatriate life style will find that the knowledge and skills they acquire from studying the IGCSE curriculum will be readily transferable. Many international schools around the world use the IGCSE for students in the 14 – 16 years age group.

We have a wide experience in international education so please feel free to consult us if you have any problems or questions that are not dealt with in these pages. Contact Details are given on the back of this booklet.

More than Just Examinations!


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Course descriptions are provided in this booklet in order to give a clear picture of the courses the IGCSE students will follow. However, our aim is to ensure our students develop the skills necessary to become confident, self-motivated, responsible and socially aware individuals. To this end we provide our students with a variety of opportunities that will help them to enter the world as socially responsible individuals.

Core Curriculum Physical Education (PE)

PE also continues to play an important part in school life. Students are encouraged to participate both for personal pleasure (and for the personal benefits that accrue from an active involvement in sports) and on the competitive level. They continue to be introduced to a variety of sports, many of which have school teams that are active in fixtures against other international schools.

Form Time and PSHCE

High School students are assigned a form group where they will register at the start of every school day. The form tutor has an important role in the school life of their students. The form tutor acts as a first contact between the school and the parents. The form tutor is also available to offer guidance and counselling to their tutees. Form tutors work closely with the IGCSE Heads of Year. The Heads of Year are responsible for the pastoral and academic welfare of the students in IGCSE and liaise with form tutors, parents, the IGCSE Coordinator and other relevant authorities regarding the students in their care. In addition they organize and oversee the PSHE programme

Each week, the Personal, Social, Health and Citizenship Education (PSHCE) lesson looks at some of the issues facing adolescents and helps them to reflect on their own place as an individual in society today. A wide variety of issues are covered from the broad themes of health and relationships, careers and further study, citizenship, and global issues.

Extra Curricular Activities (ECAs)

A wide range of ECAs is available including many sporting teams and activities, drama, music, dance, peer mentoring and tutoring, Model United Nations (MUN), charity and service work and subject related activities. Part of the ECA programme is the International Award. The award is a major international programme of balanced self-development activities including outdoor pursuits and community service. We strongly encourage our students to become involved in ECAs. Apart from the obvious benefits to be gained from becoming involved in the wider school curriculum, many universities will look for this commitment from the students who apply to study at them.

The Student Council


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The school has an active Student Council whose members work independently in many areas of school life. Regular meetings are held and events from discos to outdoor adventure holidays are organised.

The Student Council provides a basis for the active learning of key skills and enables students to experience democratic activities. Student involvement improves communication between pupils and teachers, senior management and governors. This means that the school is developing into a community where students and teachers are working in partnership towards shared goals. Student councils provide an effective means of promoting a sense of ownership in a school.

The structure of the Student Council means that all students can be involved at some level, whether as a member of the council or by helping organize an activity. This gives all the children in a school the opportunity to develop important life skills such as communication, building positive relationships, peaceful conflict resolution, teamwork, effective leadership, critical and moral reasoning, emotional literacy and assertiveness. Many of these skills are important in helping children develop resilience to negative experiences and in improving their academic and non- academic achievements.

Work Experience

As part of the PSHCE programme, students in IGCSE year 1 spend a week doing work experience. This programme aims to offer students the opportunity to experience the conditions and demands of particular types of work and to give them the chance to apply the knowledge and skills they have obtained through their Personal and Social Education course. Students gain a great deal from this part of their education and we are very fortunate to be supported by many prestigious companies as well as government trade offices. Work Experience week is usually at the beginning of term two.

The High School Timetable


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The school day consists of 8 lessons of 40 minutes with most subjects having double lessons (80 minutes). Extra-curricular activities are available after school.

Time 08:00– 08:10 08:10 – 08:50 08:50 – 09:30 09:30 – 09:50 09:50 – 10:30 10:30 – 11:10 11:10 – 11:20 11:20 – 12:00 12:00 – 12:40 12:40 – 13:40 13:40 – 14:20 14:20 – 15:00

After School

Lesson Registration

1 2

Break 3 4

Break 5 6

Lunch and ECAs 7 8

Bus Optional ECAs

IGCSE Subject Choices 2011 -2013

Subject

Compulsory Subjects

First Language English and English Literature or

First Language English or

English as Second Language Mathematics Coordinated Sciences or Combined Science Core Curriculum Physical Education (PE) Personal, Social Health & Citizenship Education

Optional Choices

1. Mandarin or French or German or Spanish 2. Geography or Economics or Music or ICT or EAL 3. PE (examinable GCSE subject) or ICT or Art or Economics 4. History or Drama or Economics or French Foreign Language or EAL

Total

Lessons/week

6 6 8 2 2

4 4 4 4

40


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Notes on IGCSE Courses

• In the optional subjects, students must choose a language to study in addition to the study of English. This may be a first language or a foreign language.

Students may not sit Business Studies and Economics.

In order to provide a broad and balanced curriculum, students may not select Art and Music and Drama or Art and Physical Education and Drama. However, they may select two of the three subjects if they wish to

There will be no examination for Compulsory Curriculum Physical Education and PSHCE. These are school subjects.

All students will study the compulsory subjects, which act as a foundation for IGCSE. These subjects guarantee balance and breadth for every student with courses that are particularly relevant for international education.

The optional components allow students to concentrate on areas of special interest with a view towards a particular career or with an eye on the higher- level courses that will be studied at IB level.

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Making Subject Choices

Two factors need to be considered before embarking on the IGCSE courses.

In the first place, our courses are difficult and demanding and so students should have an aptitude for and an interest in their subjects in order to get most benefit from them. For students entering the IGCSE programme from TES there will be some opportunity for counselling and guidance into the most appropriate courses and sets. For newcomers to TES, serious consideration must be given to the alternatives available before the final decision of optional subjects is made.

Secondly, some thought should be directed to the possible career implications of choices made at this stage. Some universities and certain faculties require special combinations of subjects so students with specific career intentions may find that their choice of subjects is automatically restricted. We have devised the breadth and balance of the core curriculum to ensure that the majority of careers and university faculties are catered for but it is important to check about option choices if you already have a specific career in mind.


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The International Baccalaureate Diploma

The International Baccalaureate (IB) programme is a comprehensive and rigorous two-year curriculum, leading to examinations, for students generally aged between sixteen and nineteen. Based on the curriculum of no single country, it is a deliberate compromise between the specialisation required in some national systems and the breadth preferred in others.

The general objectives of the IB are to provide students with a balanced education, to facilitate geographic and cultural mobility, and to promote international understanding through a shared academic experience. In the thirty years since its founding, the IB Diploma has become a symbol of academic integrity and intellectual promise. The student who satisfies its demands demonstrates a strong commitment to learning, both in terms of the mastery of subject content and in the development of the skills and discipline necessary for success in a competitive world.

This superb programme offers a rounded education for students aiming for university or college. The Diploma is awarded on successful completion of the whole programme, with a point score based on results in each subject. It is accepted for admission to Universities in virtually every country in the world.

In order to enter the full IB Diploma we expect students to attain a certain academic level in their previous studies, whether this be the IGCSE programme or an alternative educational programme. TES students will also be asked to obtain a teacher recommendation for the subjects that they will study at Higher Level.

IB Certificate Programme

For students who do not meet the academic requirements of the IB Diploma there is the opportunity to graduate from TES with the High School Diploma while taking IB Certificate examinations. This programme of study is referred to as the IB Certificate Programme. Students who follow this course still have to meet rigorous standards but at a different level. The IB Certificate Programme will provide students with the opportunity to enter university and college, but options may be more restricted than with the full IB Diploma. A student following the IB Certificate programme will study the same courses as IB Diploma students but they may be able to study fewer subjects and not have to study subjects at higher level. Students following this course still have to take the IB subject examinations and meet all assessment requirements set by the IB for each subject taken. IB Certificate students will also be expected to complete a Creativity, Action and Service programme similar to the one the IB Diploma students undertake.

The High School Diploma

Provided they meet both the school’s credit requirements and the school attendance requirements, IB Diploma and IB Certificate students will be awarded a Taipei European High School Diploma.

Passes at IGCSE also count towards the High School diploma. If you require further information regarding either the IB Diploma or The High School Diploma please see Sarah Pearson or Stewart Redden.


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Pathways to Graduation from TES High School

The IB Diploma is an academically challenging and demanding pathway to University entrance. An “average” IGCSE student should be able to achieve the Diploma with consistent hard work over the two years of the course

New applications to TES High School for the academic year. Students required to meet certain entry standards (testing)

Recommended Requirement for IB Diploma entry 5 C grades or better (A & B grades preferable)

IB Diploma 3 HL subjects 3 SL subjects

TOK CAS

Extended Essay

University Entrance IGCSE A student would usually take 7 or 8 examination courses, graded from A* to G.

Students from TES Lower secondary moving through to TES High School. SATs Internal reporting and assessment

Employment Vocational Training

Other

Below recommended requirements to take a full IB Diploma programme Less than 5 C grades in external examinations with CIE

TES HS Diploma 6 SL subjects

TOK CAS

A student may drop to 5 SL subjects in Year 2

All students who complete their final year of high school study will be eligible for the TES High School Diploma, if they meet the requirements for the Diploma. The Diploma, together with IBO and CIE external examination certificates, the high school transcript and a school reference can be used by the student to apply for further training and/or employment after graduation from TES High School.

IGCSE Course

Descriptions


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First Language

English

IGCSE / Compulsory

Course Description The First Language English syllabus develops students’ ability to communicate accurately, appropriately and effectively in speech and writing. It is appropriate for students who have English as their first language or who have reached a high level of proficiency in English. Students may be entered at one of two levels: – Core (Grades C - G) or Extended (Grades A*- E)

In reading, students improve their skills in selecting and ordering information and learn to interpret and analyse different kinds of texts at a deeper level. Students are encouraged to use relevant vocabulary, to employ accurate grammar, spelling and punctuation, and to display a sense of style and awareness of audience and purpose for their writing. They are expected to be able to sustain ideas at some length in their coursework assignments.

While there is a strong emphasis on reading and writing skills, oral communication is also an important part of the course and students will participate in a range of activities to improve their oral skills.

The syllabus will help students to understand and respond appropriately to what they see, hear and experience, and to enjoy and appreciate the full variety of their first language. In addition, it will complement their other studies by developing general skills such as the ability to analyse, synthesize, make inferences, order facts and present opinions.

Assessment summary

External examination (50%) • One paper at the end of the course: Reading Passage(s) Core or Extended

Coursework Portfolio (50%) • Continuous Writing: A folder containing three pieces of writing in different styles and

genres, one of which is a response to a text/texts chosen by the school


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OVERVIEW Why should you study English as a Second Language?

English is a compulsory subject at TES

It is an English exam especially designed for students whose first language is not English.

It gives students the opportunity to gain a qualification in English that is not literature based.

The syllabus assesses students’ ability to use English as a medium of practical communication. Students must show a sound understanding of the English language.

What will you study in the course?

The subject matter of the exam will reflect an international perspective.

The topics selected will relate to the interests and needs of the students in using English as a Second Language, e.g. education, the world of work, current affairs, health and welfare, travel, and school affairs.

Students will learn how to:

write fluently in a variety of styles for different audiences and purposes;

understand and convey information;

communicate effectively and appropriately;

summarise accurately;

consolidate knowledge and understanding of grammar, spelling and punctuation in order to make writing more effective.

ASSESSMENT You will be assessed in the receptive skills of Reading and Listening, and the productive skills of Speaking and Writing. The overall balance of reading to writing is 50:50 in both Core and Extended tiers. Candidates will take either the Core exam or the Extended exam.

Students who take the Core tier can gain grades from C to G. Students who take the Extended tier can gain grades from A* to E.

For further information about this course and others offered by the EAL department, please contact: Bronwyn Thompson: Head of English as an Additional Language

Duration of examination Weighting

Paper 1 Reading and Writing (Core) 1 hour 30 minutes 70%

OR

Paper 2 Reading and Writing (Extended) 2 hours 70%

AND

Paper 3 Listening (Core) Approx 40 mins 15% ( count-in oral *)or 30%

OR

Paper 4 Listening (Extended) Approx 45 mins. 15 % ( count-in oral *) or 30 %

Component 5 Oral ( Core and Extended) Count-in oral *

Oral endorsement

10-15 minutes

15 % 0% ( A separate grade from 1( high ) to 5 (low) is given

14 – 16 Education 2011 – 2013 Taipei European High School

IGCSE Second Language English

English Literature

IGCSE

Course Description

Through the study of literature students are encouraged to read, interpret and evaluate literary texts and to explore areas of universal human concern, which leads them to a greater understanding of themselves and others. They will develop an understanding of texts in terms of meaning, historical and cultural contexts, and deeper themes or attitudes. They will learn to recognise and appreciate the ways in which writers use language to achieve their effects, and to communicate informed and sensitive personal responses to their reading.

Three texts, one from each genre of poetry, prose and drama are studied as set texts for formal examination and in addition students complete units of work on further texts in each genre for a coursework folder. Set texts studied are diverse and represent a wide range of periods and cultures. This enriches the inter-cultural awareness of the students and develops attitudes of tolerance, empathy and genuine respect for perspectives different from their own.

Set texts from recent years include: William Golding, Lord of the Flies Jane Austen, Pride and Prejudice Ian Cross, The God Boy Chinua Achebe, Things Fall Apart

Arthur Miller, The Crucible William Shakespeare, Richard III William Shakespeare, Much Ado About Nothing Songs of Ourselves: The Cambridge Anthology of Poetry in English

Assessment summary

External examination (75%) • Essay questions on three prescribed works. Students will study works from each of the

three main genres of prose, poetry and drama. Coursework (25%)

• A folder containing two pieces of writing from two other literary works studied during the course.


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Mathematics

IGCSE / Compulsory

Course Description

Students will be encouraged to develop their mathematical knowledge and skills in a way that builds confidence and provides satisfaction and enjoyment.

They will develop a feel for numbers and for patterns and relationships in Mathematics. There will be a strong emphasis on solving problems and presenting and interpreting results. Students will be encouraged to communicate clearly and reason logically using mathematical concepts.

The syllabus aims to encourage students to make use of Mathematics in other subjects and to provide a firm foundation for the further study of Mathematics and related disciplines. The IGCSE course is broad and balanced and exposes students to many branches of Mathematics such as number work, geometry, algebra, graphing, probability and statistics. It is an excellent preparatory course for post-16 courses.

Assessment summary

Assessment is through external examinations. Students may study IGCSE Mathematics at core or extended level. Core students are restricted to a maximum attainment of grade C. This is the best option for students who do not find Mathematics easy. The extended curriculum enables students to gain grades A* to E.

Core Assessment

Paper 1 – short response questions Paper 3 – more detailed questions

Extended assessment

Paper 2 – short response questions Paper 4 - detailed questions


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Coordinated Sciences

(Combined Science)

IGCSE / Compulsory

Course Description

Coordinated Science is a double award subject and students who successfully complete the course are awarded two grades at IGCSE. The syllabus is set out as units, each one clearly defined as being a Biology, Chemistry or Physics topic. These are extensively cross-referenced to each other to ensure that the subject content is presented as a coherent scientific whole. Students will develop scientific abilities and skills relevant to the study of science; which will be of use in everyday life and, if desired, will form a basis for more advanced study, including International Baccalaureate science at either standard or higher level. As science is a practical subject, students must complete a course work component in which their practical skills are assessed. This practical assessment will account for 20% of the student’s final grade. Students who joint the school mid year have the option of an alternative to coursework paper. The syllabus is aimed at giving students an understanding of the study and practice of science and an awareness that scientific applications have both beneficial and detrimental effects on individuals, society as a whole, and the local and global environment. The course aims to prepare students to become scientifically aware citizens in a technological world, to take an informed interest in scientific matters and to prepare the students to study science at a higher level

Combined Science is a single award subject and students who successfully complete this course are awarded one grade at IGCSE. The course has a shortened syllabus and assessments and an alternative to coursework exam. Students who would not normally consider studying science at a higher level, or who join the course late, would usually follow the less demanding Combined Science syllabus as an alternative to Co-ordinated Sciences.

Assessment summary

Coordinated Sciences

External examinations 80% Course-work component 20%

Combined Science External Examinations 100%


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The TES IGCSE Art and Design course is aimed at those students who would like the opportunity to develop a solid foundation of knowledge and skills in the subject. It is an excellent preparation for any student considering further study in the diverse range

of courses and careers that constitute the Visual Arts; this includes Art History, Fine Art, Architecture, Design, Crafts, Fashion and Photography.

It also provides students who have enjoyed Key Stage 3 Art the opportunity to maintain and develop their creativity, without necessarily wishing to study the subject beyond IGCSE Students who have completed Key Stage 3 Art are generally expected to have achieved a level 6 or above in the British National

Curriculum, however examples of Art works demonstrating an interest and commitment to the subject may be provided as an alternative

Media: Students are given the opportunity to learn how to use the following media; with which they can then express and

communicate their ideas:

Drawing, Ceramics, Photography and Photoshop, Design, Sculpture, ,Mixed Media, Video, Printmaking and Painting.

Projects: Students complete 6 or 7 projects over the 2 years. There is emphasis upon encouraging students to select their

own choice of media and to develop original and exciting outcomes to project tasks. Projects will include: Drawing, ‘Art is about Me and my Imagination’ Art is Experimental’ Art is Beautiful, Art is Expressive,

‘The Purposes of Art’ and ‘Art Communicates’.

The process of completing these projects provides students with the skills and knowledge to achieve to their best potential

in the final examination.

After the Christmas break of the second year students with complete a portfolio of their work and will then commence planning for their examination

The IGCSE Art and Design requires the completion of 2 questions, one will come from the paper

‘Observation and Interpretative’ and the other from a Design paper. There is an extensive choice of question and media to choose from within these 2 papers.

Art and Design

IGCSE / Option

Course Description

Assessment summary

14 – 16 Education 2012 – 2014 24

Taipei European High School

Information and

Communications

Technology

IGCSE / Option

Course Description

The Information & Communications Technology (ICT) IGCSE course covers a wide range of computing topics including:

• Components of a computer system - this details the hardware and software components of a computer system.

• Input and output devices – this looks at input and output devices and their suitability for tasks.

• Storage devices and media – this looks at various backing storage options available including disks, tape and memory (RAM and ROM).

• Computer networks – this looks at the concepts of networks, LANs, WANs, modems, Intranet and Internet and security.

• Data types – this looks at the different data types available, and incorporates a study on databases.

• The effects of using IT – in this section the students study security, computer viruses, copyright and the general implications of using IT in society including health-related issues.

• The ways in which IT is used - an overview of the many uses of IT and the various applications available, including communication applications, control applications, modeling and simulations and financial applications.

• Systems analysis and design - this final section of the syllabus covers the core concepts of systems analysis and design, following the key fundamentals of analysis, design, implementation, documentation and evaluation.

The above outline comprises the initial part - 40% - of the course and is externally assessed at the end of two years in one written examination paper. The remaining 60% of the grade is awarded through two practical skills exam papers which are also taken at the end of two years in timed practical tests within a computer lab. These practical skills test word processing, spreadsheets, and presentation capability, database and web design skills.

Assessment summary

External examinations: Knowledge and Understanding 40%, Practical Skills 60%


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The study of edexcel drama at GCSE allows students to analyse, discuss and experience practically a range of theatre styles and techniques. The course is exploratory in nature and as the qualification has no written examination, it is also largely practical. The study of drama helps students understand group dynamics as well as encouraging them to initiate ideas and problem solve. Texts and devised work are explored and a wide range of communication skills developed. Unit 1 of the course which is worth 30% of the marks awarded, comprises a six hour workshop ( controlled assessment ) and requires students to respond to a range of tasks in a devised context. Unit 2 is also worth 30% and is identical to unit 1 in terms of delivery except that unit 2 is concerned with scripted work. Both units require students to write up an evaluation of 2000 and 1000 words respectively. These are conducted under controlled conditions. In addition, unit 2 requires students to supply a written response ( live theatre review ) to a production seen. The final unit ( unit 3 ) is a practical performance ( scripted or devised ) which is developed in response to stimuli set by the examination board. This makes up the remainder of the marks available (40%).

Drama


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GCSE edexcel

Economics

IGCSE / Option

Course Description Economics is seen as an academic discipline and as a subject contributing towards a full understanding of economic decision-making in contemporary society. The IGCSE Economics course aims to provide students with a sound knowledge and understanding of economic principles and elementary economic theory, and to develop those economic skills which will allow them to understand better the world in which they live. It also aims to prepare students to participate more fully in decision-making processes as consumers and producers, and as citizens of the local, national and international community. The two-year course includes a study of the following:

The Individual

• The basic economic problem of scarcity and choice

• The operation of the price system in terms of supply and demand

• The individual as a producer, consumer and borrower

The Firm • The nature and functions of organizations and institutions in an economy

• The private firm as producer and employer

• The reasons for industrial location

The National Economy

• The role of government in an economy • The main economic indicators in an economy – inflation, unemployment, gross national

product and balance of payments

The International Economy • Developed and developing economies

• International aspects of interdependence and possible conflicts between the aims of individuals, firms and governments

Assessment summary Students who have followed this curriculum will be required to take three papers.

Paper 1 30 multiple-choice items (all questions to be answered)

Paper 2 Structured questions. Students must answer Section A and three questions in Section B.

Paper 4 A variety of questions which test enquiry skills.


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First Language

Chinese

IGCSE / Option

Course Description The First Language Chinese program will develop students’ ability to communicate accurately, appropriately and effectively in speech and writing. Students will be encouraged to read widely, to use relevant vocabulary, to employ correct grammar, spelling and punctuation, and to display a sense of style and audience. Although both writing and speaking skills are emphasized, only the reading and writing skills are tested in the examination. A study of First Language Chinese will promote personal development and understanding of self and others.

The IGCSE course aims to: Enable students to communicate accurately, appropriately and effectively in speech and writing. Enable students to understand and respond appropriately to what they hear, read and experience. Encourage students to enjoy and appreciate the variety of language. Complement the students’ other areas of study by developing skills of more general application (e.g. analysis, synthesis, drawing references.) Promote the students’ personal development and an understanding of themselves and others.

Assessment Criteria Students’ skills in the following two areas are assessed, i.e. Reading and Writing. The test papers are designed to assess these skills.

Paper 1 Reading Paper 2 Writing

Assessment Content All candidates take papers 1 and 2 and are eligible for the award of grade A* to G. The question papers will be set entirely in the target language.

Paper 1 Part 1 there will be one passage provided. Several questions will be set to assess students’ literary

comprehension. Candidates will be expected to select, compare and summarize specific information from the given passage. Part 2 there will be another passage provided linked with the one in Part 1 by theme. Candidates will

demonstrate their literary proficiency by summarizing and developing their own work with the given information from the previous two passages.

Paper 2 This paper will test candidates’ skills in continuous writing. A selection of eight titles will be provided calling for descriptive, narrative, or argumentative response in an appropriate style. Candidates will be required to choose one assignment and will be advised to write 400-600 characters.


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First Language

Dutch

IGCSE / Option

Course Description

Students follow the Cambridge IGCSE syllabus. The course is designed as a two year programme of study for examination at age 16-plus. The aims of this course is to enable students to write accurately, appropriately and effectively, understand and respond appropriately to what they read and encourage them to enjoy and appreciate the variety of language. We practice reading, vocabulary, grammar, spelling issues, understanding and conveying information, writing with different points of view, speaking and listening and poetry. Additional topics include creative writing, Dutch culture and the knowledge of The Netherlands in general.

Studenten volgen de Cambridge IGCSE syllabus. Deze cursus duurt 2 jaar en wordt afgesloten met een examen op 16-jarige leeftijd of ouder. Het niveau van deze cursus benadert het HAVO niveau in Nederland. Doelstellingen van deze cursus zijn studenten in staat te stellen het Nederlands op een juiste manier te schrijven (spelling), een juiste taalstructuur aan te brengen (grammatica), al dan niet gestuurd te schrijven (stelvaardigheid), geschreven teksten te kunnen analyseren (tekstanalyse), een stevige basiskennis van woorden en hun betekenis te bezitten, de taal goed te spreken en te verstaan en derhalve al het voorgaande combinerend, de taal te beheersen (taalbeheersing). Voorop staat de doelstelling studenten plezier te doen hebben in de taal en hen te stimuleren zelfstandig een aantal activiteiten te laten ondernemen als lezen, spreken, enz. Daarnaast confronteren we studenten met de historische en geografische kennis van en over Nederland en zijn cultuur.

Assessment summary

External examination 100%

Curriculum: Listening, Reading, Writing and Speaking.


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Modern Foreign

Languages (French or

Spanish or German)

IGCSE / Option

Course Description

In studying a modern foreign language, the emphasis is on developing the ability to communicate effectively in practical situations in all countries where the language is spoken. There are two IGCSE levels available: extended and core. Extended students are expected to attain a high standard in the four language skills: speaking, listening, reading and writing, whilst writing tasks in the core curriculum are less demanding. Although the key stage 3 curriculum is a pre-requisite to the IGCSE course, some students less experienced and even absolute beginners, may join the class and attempt to work towards the core examinations if they demonstrate appropriate language skills. Please note that core examination grades are restricted to a grade C or below.

Assessment summary


Core curriculum:

Extended:

Listening, Reading and directing writing, speaking.

Core curriculum with continuous writing.


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Foreign Language

Mandarin Chinese

IGCSE / Option

Course Description

In studying Mandarin Chinese as a foreign language, the emphasis is on developing the ability to communicate effectively in practical situations in all countries where the language is spoken. The four linked skills of reading, writing, speaking and listening are encouraged and expanded throughout the course.

The Syllabus offers students an insight into the culture and civilization of the countries where the language is spoken. It encourages a positive attitude towards language learning and a sympathetic approach to other cultures and civilizations.

Assessment summary


Core:

Extended:

Listening, reading and directed writing, speaking

Listening, reading and directed writing, speaking, continuous writing

Core curriculum Grades available: C to G

Paper 1

Paper 2

Paper 3*

Listening (35 minutes) Sections 1, 2 & 3

Reading and Directed Writing (1½ hours) Sections 1, 2 & 3

Speaking (15 minutes)

Extended curriculum (Core + Supplement) Grades available: A* to G

Paper 1

Paper 2

Paper 3*

Paper 4

Listening (35 minutes) Sections 1, 2 & 3

Reading and Directed Writing (1½ hours) Sections 1, 2 & 3

Speaking (15 minutes)

Continuous writing (1¼ hours)


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IGCSE Chinese as a Second Language

Course Description Cambridge IGCSE Chinese as a Second Language is recognised by universities and employers as proof of knowledge and understanding of the language. Candidates studying the syllabus are often studying the language in order to promote their educational or employment prospects. They gain an understanding of a wide range of social registers and styles, and learn to communicate appropriately. The topics selected relate to the interests and needs of the candidates in using Chinese as a Second Language, e.g. education, the world of work, current affairs, health and welfare travel, school affairs. The program aims to enable candidates to develop the ability to use Chinese effectively for the purpose of practical communication and to form a sound base for the skills required for further study or employment using Chinese as the medium. Assessment Summary All candidates take Papers 1 and 2, and are eligible for the award of grades A* to G. Paper 1 Duration Weighting 1. Reading and Writing: All questions should be attempted. There are five exercises testing reading,

information transfer, and writing. Paper 2 Duration Weighting 2. Speaking: Understand and respond to spoken language

Paper 1 Duration Weighting

Reading and Writing All questions should be attempted. There are five exercises testing reading, information transfer, and writing.

2 hours 70%

Paper 2 Duration Weighting

Speaking 10-12 minutes 30%

Assessment objectives and their weighting This syllabus assesses Reading, Writing and Speaking. Assessment Objectives (AOs) have been grouped under skill headings, but it is recognised that these are interrelated. READING – Understand and respond to written language. Candidates will be assessed on their ability to:

understand and respond to information presented in a variety of forms

select and organise material relevant to specific purposes

recognise, understand and distinguish between facts, ideas and opinions

14 – 16 Education 2011 – 2013 Taipei European High School

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WRITING – Communicate clearly, accurately and appropriately in writing. Candidates will be assessed on their ability to:

communicate clearly, accurately and appropriately

convey information and express opinions effectively

employ and control a variety of grammatical structures

demonstrate knowledge and understanding of a range of appropriate vocabulary

observe conventions of paragraphing, punctuation and character formation

employ appropriate register/style SPEAKING – Understand and respond to spoken language. Candidates will be assessed on their ability to:

communicate clearly, accurately and appropriately

convey information, articulate experience and express thoughts and opinions

employ and control a variety of grammatical structures

demonstrate knowledge of a range of appropriate vocabulary

employ suitable pronunciation and stress patterns

listen to and respond appropriately to the contributions of others Further guidance on the depth and scope to which the topic areas should be covered in the general conversation section is given below: • Area A: Everyday activities An appropriate level of discussion suitable for a Foreign Language examination would be, for example: a list of what happens before school: getting up, having breakfast etc.; The topic should be covered in more depth for a Second Language examination, and areas of discussion might include, for example, how you help in the house; school discipline; dangers of smoking/drinking. • Area B: Personal and social life An appropriate level of discussion suitable for a Foreign Language examination would be, for example: a list of family members, a description of rooms in the house etc.; The topic should be covered in more depth for a Second Language examination, and areas of discussion might include, for example, responsibilities of owning pets, the advantages and disadvantages of tourists for your country. • Area C: The world around us An appropriate level of discussion suitable for a Foreign Language examination would be, for example: a description of the location of your house in your town etc.; The topic should be covered in more depth for a Second Language examination, and areas of discussion might include, for example, the advantages/disadvantages of living in the country or in a town. • Area D: The world of work An appropriate level of discussion suitable for a Foreign Language examination would be, for example: what you plan to do after school etc.; The topic should be covered in more depth for a Second Language examination, and areas of discussion might include, for example, the advantages/disadvantages of going to university/going to work/having a gap year straight after school. • Area E: The international world An appropriate level of discussion suitable for a Foreign Language examination would be, for example: what you do to keep fit etc.; The topic should be covered in more depth for a Second Language examination, and areas of discussion might include, for example, the dangers of eating/drinking too much; the value of travel for young people.


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Geography

IGCSE/Option

Course Description

The IGCSE course in Geography is a two-year course, which aims to encourage students to develop:

a sense of place; an awareness of the characteristics and distribution of physical and human environments; an understanding of the processes affecting such environments; an appreciation of the ways in which people interact with each other and with their environment; an understanding of different communities and cultures throughout the world; an awareness of the contrasting opportunities and constraints presented by different environments.

The course is designed to build on topics studied at Key Stage 3 and is divided into three main themes:

Population and Settlement - Population Dynamics, Types of Settlement and Urban Studies; The Natural Environment – Structure, Landforms and Landscape Processes ( Tectonics, Weathering, River Processes, Marine Processes); Weather, Climate and Natural Vegetation, The Inter-relationship of Physical and Human Geography;

3. Economic Development and the Use of Resources – Agricultural Systems, Industrial Systems, Leisure Activities and Tourism, Energy and Water Resources, Environmental Risks and Benefits: Resource Conservation and Management.

1. 2.

Assessment Summary

Students undertake a series of assessment pieces in the course which cover a range of assessment objectives including: Knowledge and Understanding, Analysis, Judgment and Decision-Making and Investigation. In the final examinations students will sit the following examinations

Paper 1 Paper 2

Structured Questions Geographical Skills

Geography is a demanding course that has a large content base; however it provides a large number of cross-curricular links. It complements science subjects well, giving a more human insight into many of the topics covered in science. It also has a strong emphasis on the development of skills many of which are found in mathematics, English, IT, History and Art.


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History

IGCSE / Option

Course Description

The Twentieth Century, marked by momentous achievements, rocked by turbulent events and tragedy, is the intense setting for IGCSE History. Students are challenged to explore the motivations of the leaders who shaped the most ‘bloody’ century to date and investigate the causes and consequences of their actions through events that characterise the era, As a truly international course, IGCSE History promotes international understanding and is an excellent foundation for the IB diploma. Contrary to popular belief, the focus of History today and certainly at IGCSE level and beyond, is not on memorising dates and writing endless essays. Quite the contrary, many valuable, transferable skills are acquired and developed throughout the course.

Skills

• • • • • • •

Critical thinking. Presentation of ideas, orally and in writing. Formulation of concise arguments. Comprehension and interpretation of a range of information. Analysis of evidence, historical sources and media. Precise use of language. Independent study through the coursework component

Course Content

The course begins in 1919 when Europe lays in ruins after the Great War and peace plans are hastily imposed. The role and success of the League of Nations in upholding peace, leads students to the causes of World War II and the subsequent rise and brutal regime of Hitler. 1945 signals new hopes for lasting peace, but new lethal technology and suspicion draw the ‘superpowers’ into the Cold War. Korea, Cuba and Vietnam fall victim to the chill. Mao Tse Tungs’ Cultural Revolution fuels concern of a communist takeover, but is followed by the destruction of the Berlin Wall and the collapse of the Soviet Empire. To conclude, the effectiveness of the capabilities of the United Nations is scrutinised.

Assessment Summary

Two written examinations

Coursework (Paper 4)

Paper 1 40%

27%

Paper 2 33%


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Music

IGCSE / Option

Course Description

All students listen, perform and compose. These activities, inherent in all modern music courses, foster students’ aesthetic and emotional development, self-discipline and creative skills. The intention is to encourage students to appreciate and enjoy music in local and worldwide contexts and to continue this interest into later life.

Students are encouraged to develop a perceptive, sensitive and critical response to the main historical periods and styles of Western music. Students will also study one set work in detail from one of these time periods - Baroque, Classical, Romantic or Twentieth Century. Students will also be required to recognize the music of various non-Western traditions (Africa, Latin America, China, India and Far East Asia) and form an appreciation of cultural similarities and differences. Candidates will be expected to choose a prescribed focus of either Arab Music or the Music of Africa for more detailed study.

Assessment summary

External Examinations Paper 1 Unprepared Listening 24% Paper 2 Prepared Listening 16%

School-based assessment: Performing (Solo and Ensemble) 30% Composing (Two compositions) 30%


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Physical Education

GCSE / Option

Course Description

The GCSE course provides students with an opportunity to study both the practical and theoretical aspects of Physical Education. It is also designed to foster enjoyment in physical activity. The knowledge gained will enable pupils to develop an understanding of effective and safe physical performance.

The course is NOT just about playing sport. Pupils are required to develop an in-depth knowledge of activities looking at rules, tactics, skills and techniques as well as undertaking a detailed and complex theoretical component.

This course suits students who have a keen interest and ability in sport as well as an interest in how the human body works. Much of the theory work is based on human anatomy and the affects exercise has on the body (Exercise Physiology). Having a reasonable level of skill in different types of sport is an advantage in this course.

GCSE Physical Education can help students who are thinking of going in to careers such as: P.E. teaching, Physiotherapy, Sports Coaching, Sports Training, Community Sports Programmes, and working with children.

Assessment summary

Component 1 – External examination (40%)

Examination covering work based on the following key areas: - Human Anatomy: - Exercise Physiology - Factors Affecting Performance - Types of Training - Health, Safety and Training - Reasons and opportunities for participating in physical activity

Assessment of four Practical activities from at least two sporting categories from the list below:

Athletics

Adventurous Activities (i.e. Climbing, Kayaking)

Dance Gymnastics Swimming

Games (i.e. Badminton, Basketball)

Exercise Activities (i.e. Aerobics, Martial Arts)


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IGCSE Subject Choices

For the Academic Years 2011 – 2013

Name of Student:

Compulsory Subjects

All students study the compulsory subjects.

1.

2.

3.

4.

5.

English (1st or 2nd language)

1st Language may include the study of English Literature

Mathematics

Co-ordinated Sciences (leads to 2 awards)

Core Curriculum Physical Education

Personal, Social and Health Education

Optional Subjects

You must circle one (1) subject on each of the following lines.

LINE 1 Chinese 1st Language

Geography

Physical Education History

Chinese For Lang

Economics

ICT

Economics

French For Lang

Music

Art and Design Drama

German For Lang

ICT

Economics

French For Lang

Other (state)

EAL

EAL

EAL

LINE 2

LINE 3

LINE 4

Student’s Signature:

Parent’s Signature:

Date:


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Taipei European School

31, JianYe Road, Yang Ming Shan, Shihlin District, Taipei 11193

For information contact:

Chrysta Garnett ( Deputy Head )

Tel: +886-2-8145-9007 ext.2608

Fax: +886-2-2862-2023

Email: [email protected]

Website: http://www.taipeieuropeanschool.com/

14 – 16 Education 2011 – 2013 39

Taipei European High School

taipei european high school 14 â€“ 16 education 2011 â€“ 2013

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