BLUE BOOK_Colombo_2022

Purple Book Programme of Study International Advanced Level (For students moving to Year 12 in June 2022) Page | 1

TABLE OF CONTENTS 1. International Advanced Level Programme ................................................................................... 1 1.1. Mathematics.............................................................................................................. 111 1.2. Biology ......................................................................................................................... 14 1.3. Chemistry..................................................................................................................... 15 1.4. Physics ......................................................................................................................... 16 1.5. Cambridge International Computer Science ............................................................... 17 1.6. Economics.................................................................................................................... 19 1.7. Accounting ................................................................................................................... 20 1.8. Business ....................................................................................................................... 21 1.9. English Literature......................................................................................................... 22 1.10. Psychology ................................................................................................................... 24 1.11. Geography ................................................................................................................... 26 1.12. Law............................................................................................................................... 28 1.13. Drama .......................................................................................................................... 30 1.14. Pearson BTEC International Level 3 Foundation Diploma in Sport ............................. 32 2. SACE ............................................................................................................................................ 33 3. Gateway Pathways...................................................................................................................... 57 4. Public Examinations for Students Joining Year 12 in June 2022 ................................................. 62 5. Guidance for University Applications.......................................................................................... 65 6. Bring Your Own Device (BYOD) ................................................................................................... 73

Programme of Study 1. International Advanced Level Programme Students entering Year 12 (Advanced Level) in June 2022 will be embarking on the most crucial phase of their education at Gateway College. As such, they and you their parents, are advised to study this manual very carefully and use the guidance it contains as a basis for your decisions as to the route your son or daughter takes in his or her learning henceforth. Students entering the Advanced Level phase at Gateway College have four options: Option 1: Choose - 4 A Level subjects Students will prepare to sit Advanced Subsidiary (AS) examinations in June 2023 and Advanced Level (A2) examinations in June 2024 in four1 selected subjects. Please refer to the subject pages for descriptions of AS and A Level courses. AS Level is a qualification in its own right, the result of which will be useful for the student’s future prospects. The standard is broadly intermediate between that of IGCSE and full A-Level. It will be mandatory for students who have enrolled for the A Level course, to sit AS Level examinations at the end of Year 12, in all the subjects they have selected. Pass grades will be awarded in the range A to E. The A2 component will be subject to examination in June 2024, at the end of Year 13. The result will combine with that of AS, each contributing 50% to the final A-Level grade. Pass grades will be awarded in the range A* to E. Option 2: Choose - 3 A Level subjects and a Diploma (in Computing or Business), the University of Arizona Early University Program or ATCL Diplomas in Performing Students will prepare to sit Advanced Subsidiary (AS) examinations in June 2023, and Advanced Level (A2) in June 2024, in three selected subjects. Please refer to the subject pages for descriptions of AS and A Level courses. The fourth element in this option is either the diploma course (in Business or Computing), the University of Arizona Early University Program or ATCL Diplomas in Performing. 1 Students with exceptional results at GCE O level or IGCSE (Edexcel, Cambridge or Local) may be able to study a fifth subject, after satisfying the school’s evaluation criteria. Page | 1

International Advanced Level Please refer to the section on the Gateway Pathway Programmes for a description about these courses which will be taught during the two years of A Level alongside the 3 AL subjects. The diploma programmes will continue for two years, and are equivalent to the first year of a Degree. This means that, at the end of the course, your son or daughter has the option of joining the second year of a degree at a university in the UK, Australia, Canada, Malaysia and New Zealand or continuing for just two more years at the Universal College Lanka (UCL) and completing the full degree in Sri Lanka. The University of Arizona Early University Program will allow students to earn up to one year (approximately 30 credit hours) of direct, undergraduate credits from the University of Arizona while still in school, through online courses. Students will become eligible to apply for the second year of Bachelor’s degree studies offered at the University of Arizona or any other U.S. university. Building on the success of the Int. GCSE students in LAMDA Level 3 in Performance: Acting, Gateway has introduced drama at AL through ATCL qualifications offered by Trinity College London. Trinity is a leading international examination board that has been providing assessments around the world since 1877. Learners have the opportunity to reach level 4 on the Regulated Qualifications Framework (RQF) through the ATCLs which is equivalent in standard to the first year of an undergraduate degree course. Option 3: Choose - 2 A Level subjects and a Pearson BTEC International Level 3 Foundation Diploma in Sport Students will prepare to sit Advanced Subsidiary (AS) examinations in June 2023, and Advanced Level (A2) in June 2024, in two selected subjects. Please refer to the subject pages for descriptions of AS and A Level courses. The third element in this option is the Pearson BTEC International Level 3 Foundation Diploma in Sport which is equivalent to 1.5 A Level subjects. This qualification is designed to support learners who want to study sport alongside other areas of complementary study as part of a two-year, full-time study programme. The qualification supports progression to higher education when taken as part of a programme of study that includes International A Levels. Page | 2

Programme of Study BTEC qualifications encompass applied learning that brings together knowledge and understanding with practical and technical skills. This is achieved through learners performing vocational tasks that encourage the development of appropriate vocational behaviours and transferable skills such as communication, teamwork and research and analysis, which are valued in both higher education and the workplace. This option, therefore, is very useful for such students who have a natural aptitude towards Sports and wish to continue in this area while taking a flexible approach that will give them entry into higher education in other fields of study as well. Option 4: Australian Senior Secondary Certificate of Education Widening the choices available to our students, Gateway also offers the Australian Secondary Certificate of Education (equivalent of IGCSE & AL) through SACE International. This provides students an alternative to the UK International General Certificate of Secondary Education and A levels route. SACE is not just another universally accepted qualification but a programme that takes a divergent approach, which is flexible and student-centred where continuous assessments play a key role. Stage 2, the A Level equivalent of the South Australian Certificate of Education (SACE) is a modern, up-to-date secondary school qualification designed to equip students with the skills, knowledge, and personal capabilities to successfully participate in our fast-paced global society. The SACE is overseen by the SACE Board, a statutory authority of the South Australian Government. SACE is a globally recognised pre-university programme that provides entry into the world’s top universities. At Gateway, we offer a range of subjects under the SACE programme across the different disciplines. Please refer to pages 33 to 56 for more details. Page | 3

International Advanced Level Subjects Available at A Level: There is a wide range of subjects in the areas of Science, Mathematics, Business, IT and Humanities to select from. Points to consider when choosing subjects: • Your child should make his or her choices after due consultation with you, his or her teachers and the academic advisors of our school. • The student’s interests and abilities are of paramount importance. He or she should understand clearly that specialist study is more demanding than GCSE/IGCSE work and should be cautious of selecting a fuller academic programme than he or she can properly handle. • University courses have particular entrance requirements. Please refer to the UCAS Guide to Universities or individual University prospectuses, which are also available with the Higher Education Counsellor in our school. • Some subjects combine particularly well: the combination of Mathematics with two Science subjects is a clear example of this. Almost every student would be wise to choose at least two subjects that combine well. Entry Requirements To qualify for admission to any combination of Advanced Level subjects, students must have achieved at least three grade 6s and three grade 5s at IGCSE inclusive of English and Mathematics. Students who sat for the Sri Lankan O/L Examination, should have an A grade in English and B grades in at least 5 other subjects inclusive of Mathematics. Students selecting Further Mathematics and Mathematics should have grade 8 or an A grade in Mathematics at IGCSE or Local OL. Scholarships Academic scholarships ranging from 15% to 100% will be awarded to students obtaining eight grade 9s or more depending on the overall results. Students with eight grade 9s are awarded 15%, nine grade 9s are awarded 30%, ten grade 9s are awarded 50%, eleven grade 9s are awarded 70% and twelve grade 9s or more are awarded 100% scholarships. The student who obtains the best result in the school will also receive a 100% scholarship. Please note that the Distinction-Star, which is the highest achievement in BTEC Sport, will count as one subject for the purpose of scholarships. LAMDA Grade 8 Distinction will count towards the scholarship as well. The scholarships awarded at IGCSE remain effective in A2 as well if they obtain the highest possible grade in all their subjects at AS level. Students who did not qualify for scholarships at IGCSE but perform well at AS, will be given a 30% scholarship provided that they have obtained the highest possible grade in all their subjects at the June exam series. Students eligible for academic scholarships will receive them following a formal application process. Attendance A minimum of 80% attendance is required for students to sit for Term and Public examinations. Page | 4

Programme of Study Attire All students of Years 12 and 13 are expected to wear their school uniform complete with blazer. Students must demonstrate high standards of personal presentation by wearing their uniform correctly and with pride to, from and at school. Uniform should be kept clean, tidy and well- maintained. Examinations AS examinations will be taken in May/June 2023, and A2 in May /June 2024. Re-sit examinations may be permitted in January 2024 but students are expected to perform well in AS examinations to avoid re-sits, as it adversely affects A2 studies. In order to prepare students for the final Edexcel/Cambridge examinations, there will be 1 internal exam per semester at both AS and A2 levels. The performance in these exams is very important as the academic transcripts sent to universities will be based on these exams. Eligibility of students for final Edexcel/Cambridge examination will be decided based on their performance in the school semester exams and their attendance. Founder’s Award Participating in and completing the ‘Founder’s Award’ programme is mandatory for every A Level student. Gateway’s ‘Founder’s Award’ is designed to recognise and celebrate the achievements of students outside of the classroom. The self- empowering, non-competitive programme is offered to Advanced Subsidiary Level students to be completed in fourteen months during which time there are four school vacations too – August, December, April and the following August. Considered under four areas – Volunteering, Internship, Skills and Sport and Adventure (VISA), the Award lets students set their own goals, develop what they already do and discover their passion on aspects never explored before. On successful completion, students will receive the most prestigious ‘Founder’s Award’ on the day of the Graduation. The areas covered in the Founder’s Award are compatible with much of the requirements for the Duke of Edinburgh's Award, a structured youth development programme which is internationally recognised. Those interested are encouraged to register for the Bronze Award of the Duke of Edinburgh simultaneously and complete the Award using much of the work that is being done for the Founder’s Award and completing the rest under the supervision of a mentor appointed by the school. Page | 5

International Advanced Level Hybrid Learning Following the pandemic, Gateway has adopted a Hybrid system of teaching and learning, taking advantage of the student-centred technology-based approach that took root in the school during the recent past. This includes the use of up-to-date technology in the classroom which extends beyond the boundaries of the school to include homework and practice. The entire school campus has Wi-Fi access enabling students to work with tabs and laptops in any of their lessons. Microsoft has recognised Gateway College as a Showcase School, an elite group of schools (325 from around the world) that exemplify the best of teaching and learning in the world today. Being a Microsoft Showcase School, all teachers and students are provided with original Office 365 accounts. We expect every student to use the tools that are available through this facility to maximise their learning. Sri Lanka Telecom (SLT) has signed a landmark agreement with the Gateway College network to work alongside the group of schools using them as model schools in the use of technology in education. Under the new agreement, SLT has recognised the Gateway Colleges as EdTech Specialist Schools. As the exclusive internet service provider and the distributor of Wifi within the schools, SLT will strive to usher in new technologies to the Gateway Schools and engage with Gateway in joint research. Logo With the vision of becoming the preferred Digital Transformation partner for the Education Sector of Sri Lanka, DigiEdu, the Digital Education vertical of Dialog Enterprise too partnered with Gateway College to further facilitate the school’s Digital Transformation journey and identified the Gateway Schools as ‘Dialog DigiEdu Model Schools’. Both Dialog and Gateway believe in encouraging a digital-based learning journey by producing future-ready kids. At the heart of this hybrid approach is the latest technology that connects the classroom to the whole-school community and the wider world, through digital equipment such as smart panels and webcams that supports quality learning and teaching. During the academic year we will have certain days where lessons are conducted online and MS Teams will continue to be used for both class work and homework as well as alternative assessments. Gateway’s most recent investment is ‘Dugga’, a state-of-the-art Swedish digital assessment platform that can be used to conduct digital tests, exams, home exams, digital lessons, assignments and other types of assessment in education. Page | 6

Programme of Study Library Facilities Our effort at integrating technology to enhance the learning experience of our students does not mean we have compromised learning from books. The secondary school library is regularly updated with the most current publications making it one of the best equipped school libraries. We encourage our students to make use of the library which is an extended learning environment that can be used after school hours on weekdays until 4.30 pm and on Saturdays from 8.00 am to 12.00 noon. Sports and Co-curricular Activities The school lays much emphasis on the holistic development of body, mind and spirit. Sports, clubs and societies are, therefore, an integral part of the activities of the school. The wide and varied sports and co-curricular activities offered by the school are an excellent opportunity for students to build their confidence. The school expects each and every student to be involved in at least one sport and to be an active member of at least one club or society. We expect you to encourage your children to embrace the value of holistic education and immerse in the range of facilities provided by the school. To enhance this aspect we have a series of events and competitions related to sports, clubs and societies such as; the Gateway Dialog InnovaThon (focused on app development) and, Gateway Oxford Math Olympiad that are organised in collaboration with outside institutions and professional entities; as well as a variety of Inter-Gateway events ranging from Athletics to e-Sport, and from the Essay Competition that leads on to the Commonwealth one to Debating, Digital Art, Model United Nations and French among others. Homeroom Building on our learning from the pandemic, Gateway will continue to hold homeroom sessions at least once a month by having shorter periods and adding a 9th period. During these homeroom sessions students will have the opportunity to interact with each other and their teachers in a free and relaxed atmosphere. Page | 7

International Advanced Level A2 Level – Year 13 Time Bar June 2023 AS Level – Year 12 Academic year Begins June 2022 Academic year Begins November 2022 November 2023 First Semester Examination – Gateway First Semester Examination – Gateway SACE Compulsory Assignments SACE Examination March 2023 January 2024 Repeat AS Examination – Edexcel Mock Exam – Gateway SACE Compulsory Assignments May/June 2023 March 2024 AS - Examination – Edexcel/Cambridge Mock Examination - Gateway July 2023 May/June 2024 SACE Compulsory Assignments A2 - Examination – Edexcel/Cambridge September 2023 September 2024 DIB/DIC – NCC Exam – Year 12 Modules DIB/DIC – NCC Exam – Year 13 Modules Page | 8

Programme of Study Choices Available International A level: The courses are shown below in 4 groups. One subject should be selected from each group. A BC D Mathematics* Further Mathematics*^ Mathematics Mathematics (P1,P2,M1)+(P3,P4,M2) (FP1,FP2,FP3)+(M3,S1,S2) (P1,P2,S1)+(P3,P4,M1) (P1,P2,S1)+(P3,P4,M1) Biology Mathematics Chemistry Chemistry (P1,P2,S1)+(P3,P4,M1) Physics Physics Physics Business Business Biology Accounting Economics Economics Accounting Law^ English Literature Geography Psychology Economics Computer Science BTEC Level 3 Sport Drama University of Arizona Early University Level 4 - Diploma in Level 4 - Diploma in University of Arizona Program Computing (DIC) Business (DIB) Early University University of Arizona University of Arizona Program Early University Early University Program Program *Those who wish to take Further Mathematics in Group B must select Mathematics in Group A SACE: The courses are shown below in 5 groups. English is compulsory. One subject should be selected from groups B to E. A B C D E English as an Mathematical *Specialist Physics Chemistry Mathematics Additional Methods Biology Psychology Digital Language Technology General Accounting Business Economics Mathematics Innovation *Those who wish to take Specialist Mathematics in Group C must select Mathematical Methods in Group B • International A level ▪ Further Mathematics has to be combined with Mathematics. Students intending to take Further Mathematics in Group B have to select Mathematics in Group A. They cannot select Mathematics from any other group to combine with Further Mathematics. ▪ Please refer to the section on Mathematics to choose from the various combinations available. ▪ Students selecting BTEC Level 3 Sport from Group B must select one subject from Group A and one from Group C. They cannot select a subject from Group D. ▪ ^Further Mathematics and Law once selected cannot be dropped at A2. Page | 9

International Advanced Level ▪ Students who wish to learn Chemistry, Physics or Biology at Advanced level should note that they should have a minimum of Grade 5 in the same subject at the IGCSE examinations ▪ It will be mandatory for every student to take 4 subjects/courses during the first year and a minimum of 3 subjects/courses during the second year. A student must select a subject/course from each of the four columns. • SACE Programme ▪ Specialist Mathematics must be combined with Mathematical Methods. Students intending to take Specialist Mathematics in Group C must select Mathematical Methods in Group B. ▪ During June and July of Year 12, SACE students will have a general programme that focuses on research and analytical skills, independent learning skills and practical application of knowledge. ▪ Stage 2 subject specific teaching will begin in September and the programme will be completed in November of Year 13. ▪ At Stage 2, each student will study 5 subjects of 20 credits each. • It is expected that students will identify from the start those subjects which they intend to study for the full two years, so that they start with the determined commitment which experience has shown is helpful in enabling them to realise their potential. • In judging what is appropriate for your child, please bear in mind that the quality of Examination results is usually more important than mere quantity and that students at this stage tend to overestimate rather than underestimate their capabilities and commitments. • Change of subjects may be considered only up to 31st of July 2022. Such requests may be submitted only to the Head of Advanced Level using the prescribed form. Page | 10

Programme of Study 1.1. Mathematics Aims Mathematics units have been designed for schools and colleges to produce courses which will encourage students to: • develop their understanding of mathematics and mathematical processes in a way that promotes confidence and fosters enjoyment. • develop abilities to reason logically and recognize incorrect reasoning, to generalize and to construct mathematical proofs. • extend their range of mathematical skills and techniques and use them in more difficult, unstructured problems. • develop an understanding of coherence and progression in mathematics and of how different areas of mathematics can be connected. • recognize how a situation may be represented mathematically and understand the relationship between ‘real-world’ problems and standard and other mathematical models and how these can be refined and improved. • use mathematics as an effective means of communication. • read and comprehend mathematical arguments and articles concerning applications of mathematics. • acquire the skills needed to use technology such as calculators and computers effectively, recognize when such use may be inappropriate and be aware of limitations • develop an awareness of the relevance of mathematics to other fields of study, to the world of work and to society in general. • take increasing responsibility for their own learning and the evaluation of their own mathematical development. Page | 11

International Advanced Level Summary of Unit Content Mechanics M1 Mathematical models in mechanics; vectors in mechanics; kinematics of a particle moving in a straight line; dynamics of a particle moving in a straight line or plane; statics of a particle; moments. M2 Kinematics of a particle moving in a straight line or plane; centres of mass; work and energy; collisions; statics of rigid bodies. M3 Further kinematics; elastic strings and springs; further dynamics; motion in a circle; statics of rigid bodies. Pure Mathematics P1 Algebra and functions; coordinate geometry in the (x,y); trigonometry; differentiation; integration P2 Proof; algebra and functions; coordinate geometry in the (x, y) plane; sequences and series; exponentials and logarithms; trigonometry; differentiation; integration P3 Algebra and functions; trigonometry; exponentials and logarithms; differentiation; integration; numerical methods P4 Proof; algebra and functions; coordinate geometry in the (x, y) plane; binomial expansion; differentiation; integration; vectors Further Pure Mathematics FP1 Complex numbers; roots of quadratic equations; numerical solution of equations; coordinate systems; matrix algebra; transformations using matrices; series; proof. FP2 Inequalities; series; further complex numbers; first order differential equations; second order differential equations; Maclaurin and Taylor series; Polar coordinates. FP3 Hyperbolic functions; further coordinate systems; differentiation; integration; vectors; further matrix algebra. Statistics S1 Mathematical models in probability and statistics; representation and summary of data; probability; correlation and regression; discrete random variables; discrete distributions; the Normal distribution. S2 The Binomial & Poisson distributions; Continuous random variables; Continuous distributions; Samples; Hypothesis tests Mathematics units offered at Gateway include Pure Mathematics (P1 to P4 and FP1 to FP3), Mechanics (M1 to M3) and Statistics (S1 and S2). These units are offered in various combinations. Page | 12

Programme of Study Students opting for two Mathematics subjects (IAL Mathematics and IAL Further Mathematics) where the subject goes to greater depth in discipline should pursue both combinations of Mathematics offered over 2 years. Such students would in fact complete IAL Mathematics during the first year of study. The combinations offered are as follows: Course Requirements for entry Applicable Degree Courses IAL Maths and Further Maths Grade 8 at International Engineering/Mathematics GCSE or A grade at Sri (P1,P2, M1) + (P3,P4,M2) and Lankan O/ L (FP1,FP2,FP3) + (M3,S1,S2) IAL Pure Mathematics Grade 8 at International Engineering/Mathematics, (P1,P2, FP1) + (P3,P4,FP2) GCSE or A grade at Sri Computer Science, Lankan O/L Medicine IAL Mathematics (P1,P2, S1) + Grade 6 at International Medicine, Computer (P3,P4, M1) GCSE or B grade at Sri Science, Bio Science, Lankan O/L Management, Marketing, IAS Mathematics (P1,P2,S1) Accounting etc. IAS Pure Mathematics (P1,P2,FP1) Mathematics AS-level: Many students would be well advised, if not studying Mathematics elsewhere, to append AS-level Mathematics to their other three A levels, especially if they are studying non-scientific subjects. Not only is it a useful adjunct to subjects such as Economics and Accounting, it also adds to the strength of employment applications made after graduation to have taken Mathematics beyond O/L. Therefore, we have made provision for students to obtain IAS qualifications during the first year such as Mathematics (P1, P2, and S1). Mathematics A-Level involves six units. Gateway offers the subject as the combination: P1, P2, P3, P4, S1 and M1 to obtain IAL qualification. Mathematics and Further Mathematics is a course taken by most of the best mathematicians, and especially by those with aspirations towards University courses in Mathematics, Natural Sciences, Physics, Computer Science, Engineering, and Actuarial Science. It is also highly desirable for many other courses such as Economics. The course involves twelve units. Students are required to take P1, P2, P3, P4, M1 and M2 during their first year, and FP1, FP2, FP3, M3, S1 and S2 during their second year, in order to obtain both IAL Mathematics and IAL Further Mathematics qualifications. Page | 13

International Advanced Level 1.2. Biology Aims and Objectives The aims and objectives of the IAL in Biology are to enable students to develop: • essential knowledge and understanding of different areas of the subject and how they relate to each other • a deep appreciation of the skills, knowledge and understanding of scientific methods • competence and confidence in a variety of practical, mathematical and problem solving skills • their interest in an enthusiasm for the subject, including developing an interest in further study and careers associated with the subject. Course Structure • This qualification consists of six externally-examined units. • The International Advanced Subsidiary (IAS) is the first half of the International Advanced Level qualification and consists of three IAS units, Units 1, 2 and 3. This qualification can be awarded as a discrete qualification or can contribute 50% towards the International Advanced Level qualification. • The International Advanced Level consists of the three IAS units (Units 1, 2 and 3) plus three IA2 units (Units 4, 5 and 6). Students wishing to take the International Advanced Level must, therefore, complete all six units. • The assessment of quantitative skills in Biology will include at least 10% mathematical skills A breakdown of the units dealt with at AS and A2 levels are given below: AS Component Unit 1 Molecules, Diet, Transport and Health Unit 2 Cells, Development, Biodiversity and Conservation Unit 3 Practical Skills in Biology I - This unit is assessed by means of a written examination paper. Students may be required to apply their knowledge and understanding of biology to situations that they have not seen before. A2 Component Unit 4 Energy, Environment, Microbiology and Immunity Unit 5 Respiration, Internal Environment, Coordination and Gene Technology Unit 6 Practical Skills in Biology II - This unit is assessed by means of a written examination paper. Students may be required to apply their knowledge and understanding of biology from both the IAS and IA2 units in planning a complete investigation in some detail. Page | 14

Programme of Study 1.3. Chemistry Aims The aims and objectives of these qualifications are to enable students to develop: • Essential knowledge and understanding of different areas of the subject and how they relate to each other. • A deep appreciation of the skills, knowledge and understanding of scientific methods. • Competence and confidence in a variety of practical, mathematical and problem-solving skills. • Their interest in and enthusiasm for the subject, including developing an interest in further study and careers associated with the subject. Course Structure • This qualification consists of six externally-examined units. • The International Advanced Subsidiary (IAS) is the first half of the International Advanced Level qualification and consists of three IAS units – Units 1, 2 and 3. This qualification can be awarded as a discrete qualification or can contribute 50% towards the International Advanced Level qualification. • The International Advanced Level consists of the three IAS units (Units 1, 2 and 3) plus three IA2 units (Units 4, 5 and 6). Students wishing to take the International Advanced Level must, therefore, complete all six units. • Each unit is assessed by means of a written examination. Overall, a minimum of 20% of the marks across the papers will be awarded for mathematics at Level 2 or above. A breakdown of the units dealt with at IAS and IA2 levels are given below: IAS Component Unit 1 Structure bonding and introduction to organic chemistry Unit 2 Energetics, Group Chemistry, Halogeno alkanes and Alcohols Unit 3 Practical Skills in Chemistry I. This unit will assess students’ knowledge and understanding of experimental procedures and techniques that were developed in Units 1 and 2. IA2 Component Unit 4 Rates, Equilibria and Further Organic Chemistry Unit 5 Transition Metals and Organic Nitrogen Chemistry Unit 6 Practical Skills in Chemistry II – This unit will assess students’ knowledge and understanding of the experimental procedures and techniques that were developed in Units 4 and 5. Page | 15

International Advanced Level 1.4. Physics Aims The aims of the IAL in Physics are to enable students to: • enable students to sustain and develop an enjoyment of, and interest in, physics and its applications • develop an understanding of the link between theory and experiment and foster the development of skills in the design and execution of experiments • develop essential knowledge and understanding in physics and, where appropriate, the applications of physics with an appreciation of their significance and the skills needed for the use of these in new and changing situations • be a suitable preparation for higher educational courses in physics and related courses. Course Structure • This qualification consists of six externally-examined units. • The International Advanced Subsidiary (IAS) is the first half of the International Advanced Level qualification and consists of three IAS units – Units 1, 2 and 3. This qualification can be awarded as a discrete qualification or can contribute 50% towards the International Advanced Level qualification. • The International Advanced Level consists of the three IAS units (Units 1, 2 and 3) plus three IA2 units (Units 4, 5 and 6). Students wishing to take the International Advanced Level must, therefore, complete all six units. • The assessment of quantitative skills in Physics will include at least 40% mathematical skills *Physics is a compulsory requirement for those who wish to register with SLMC for medicine AS Component Unit 1 Mechanics and Materials Unit 2 Waves and Electricity Unit 3 Practical Skills in Physics 1. This unit is assessed by means of a written examination paper, which will have short-open, open-response, calculations and extended-writing questions. Students may be required to apply their knowledge and understanding of physics to situations that they have not seen before. A2 Component Unit 4 Further Mechanics, fields and Particles Unit 5 Thermodynamics, Radiation, Oscillations and Cosmology Unit 6 Practical Skills in Physics II. This unit is assessed by means of a written examination paper, which will have short-open, open-response, calculations and extended-writing questions. Students may be required to apply their knowledge and understanding of physics to situations that they have not seen before. Page | 16

Programme of Study 1.5. Cambridge International Computer Science Computer science is the study of the foundational principles and practices of computation and computational thinking and their application in the design and development of computer systems. This syllabus aims to encourage the development of computational thinking, that is thinking about what can be computed and how, by the use of abstraction and decomposition. It includes consideration of the data required. Learning computational thinking involves learning to program, by writing computer code, because this is the means by which computational thinking is expressed. Prior learning - Candidates beginning this course are not expected to have studied computer science or ICT previously. However, having subject knowledge of ICT-O/L or Computer science- O/L is beneficiary. Aims The aims of this course are to enable students to develop: • computational thinking skills • an understanding of the main principles of solving problems using computers • an understanding of the component parts of computer systems and how they interrelate, including software, data, hardware, communication and people • an understanding of the different methods of communication and the functionality of networks and the internet • the skills necessary to apply this understanding to develop computer-based solutions to problems Course Structure AS level content Unit 1: Theory Fundamentals Communication and Internet technologies Hardware Unit 2: Fundamental Problem- Processor fundamentals solving and Programming Skills System software Security, privacy and data integrity Ethics and ownership Databases Algorithm design and problem-solving Data types and structures Programming Software development Page | 17

International Advanced Level A2 level content Data Representation Unit 3: Advanced Communication and internet technologies Theory Hardware and virtual machines System software Unit 4: Practical Security Artificial Intelligence (AI) Computational thinking and problem solving Further programming The AS Level will be assessed through two external written papers. Both papers are compulsory. Paper 1: Theory Candidates will answer a number of questions, requiring some short fundamentals and some longer answers. The questions will test knowledge and understanding of the principles behind computer science as well as Paper 2: Fundamental the application of these to solve problems. Problem-solving and Candidates will answer a number of questions, requiring some short Programming Skills and some longer answers. The questions will test programming knowledge and skills. Candidates will not be required to write programming code. Candidates will be provided with an Insert to use in the exam with pseudo- code built-in functions and operators. The A2 Level will be examined through four papers: Paper 1 and Paper 2 at AS Level and Paper 3 (Advanced Theory - written paper) and Paper 4 (Practical paper on Programming). Both papers are compulsory. All papers are compulsory. Paper 3: Advanced Candidates will answer a number of questions, requiring some short Theory and some longer answers. Paper 4: Practical paper Candidates will be assessed through the programming tasks which carried out on a will be based around a small number of scenarios. Candidates will be computer assessed on their ability to write programs or program elements to solve tasks. Page | 18

Programme of Study 1.6. Economics Aims The aims of IAL in Economics are to: • Develop an interest in, and enthusiasm for, the subject • Appreciate the contribution of economics to the understanding of the wider economic and social environment • Develop an understanding of a range of concepts and an ability to use those concepts in a variety of different contexts • Use an enquiring, critical and thoughtful approach to the study of economics and develop an ability to think as an economist • Understand that economic behaviour can be studied from a range of perspectives • Develop analytical and quantitative skills, together with qualities and attitudes that will equip them for the challenges, opportunities and responsibilities of adult and working life. Course Structure • The Pearson Edexcel International Advanced Subsidiary in Economics and the Pearson Edexcel International Advanced Level in Economics are modular qualifications. • The Advanced Subsidiary can be claimed on completion of the International Advanced Subsidiary (IAS) units. • The International Advanced Level can be claimed on completion of all the units (IAS and IA2 units). AS Component Unit 1 Markets in Action Unit 2 Macroeconomics performance and policy A2 Component Unit 3 Business Behaviour Unit 4 Developments in the global economy. Page | 19

International Advanced Level 1.7. Accounting Aims The aims of IAL in Accounting are to develop: • Knowledge and understanding of the purposes of Accounting, Accounting concepts and techniques and to develop the application of those techniques • The skills of numeracy, communication, presentation, analysis and evaluation of accounting information • The ability to compile accounting reports and to use them as the basis of informed and rational decision making • A capacity for logical and objective thought which will serve as an end in its own right as well as a basis for further study in Accounting Course Structure • The Pearson Edexcel International Advanced Level in Accounting comprises of two units and contains an International Advanced Subsidiary subset of one IAS unit. • The International Advanced Subsidiary is the first half of the International Advanced Level course and consists of Unit 1. It may be awarded as a discrete qualification or contribute 50 per cent of the total International Advanced Level marks. • The full International Advanced Level award consists of one IAS unit (Unit 1), plus one IA2 unit (Unit 2) which makes up the other 50 percent of the International Advanced Level. Students wishing to take the full International Advanced Level must, therefore, complete both units. • The structure of this qualification allows teachers to construct a course of study that can be taught and assessed either as: AS Component: Unit 1 • Principles of Accounting and double entry • Limited Companies bookkeeping • Investment ratios • Statement of Cash Flow • Control procedures • Budgeting • Financial statements of Organizations • Standard Costing • Introduction to Costing • Project Appraisal • Analysis of Accounting statements • Break-even analysis • Social and ethical accounting • Marginal And Absorption Costing Information and communication technology (ICT) in Accounting. Page | 20

Programme of Study 1.8. Business Aims The aims of IAL in Business are to: • Develop an enthusiasm for studying business • Gain a holistic understanding of business in a range of contexts • Develop a critical understanding of organisations and their ability to meet society’s needs and wants • Understand that business behaviour can be studied from a range of perspectives • Generate entrepreneurship and creative approaches to business opportunities, problems and issues • Be aware of the ethical dilemmas and responsibilities faced by organisations and individuals • Acquire a range of relevant business and generic skills, including decision making, problem solving, the challenging of assumptions and critical analysis and evaluation of data • Apply analytical skills in a range of business contexts. Course structure • The Pearson Edexcel International Advanced Subsidiary in Business and the Pearson Edexcel International Advanced Level in Business are modular qualifications. • The Advanced Subsidiary can be claimed on completion of the International Advanced Subsidiary (IAS) units. • The International Advanced Level can be claimed on completion of all the units (IAS and IA2 units). AS Component Unit 1 Marketing and people Unit 2 Managing business activities A2 Component Unit 3 Business decisions and strategy Unit 4 Global business Page | 21

International Advanced Level 1.9. English Literature Aims and Objectives The aims and objectives of IAL English Literature are to enable students to: • read widely and independently set texts and others that they have selected for themselves • engage critically and creatively with a substantial body of texts and ways of responding to them • develop and effectively apply their knowledge of literary analysis and evaluation • explore the contexts of the texts they are reading and others’ interpretations of them • Undertake independent and sustained studies to deepen their appreciation and understanding of English Literature, including its changing traditions To enjoy and succeed in this subject, you will need: • an interest in literature and how it represents life and the world • an interest in people and how they interact with each other • an enjoyment of reading – everything from novels and stories to soap scripts and websites • an enquiring mind that likes to find patterns in things Course Structure The Pearson Edexcel International Advanced Subsidiary in English Literature consists of two externally examined units: Unit 1 and Unit 2. The Pearson Edexcel International Advanced Level in English Literature consists of four externally examined units: Unit 1, Unit 2, Unit 3 and Unit 4. You will study a choice of texts and topics which include those with a global context as well as texts selected from the English canon. Works will include those by Dickens, Bronte and Shakespeare, and pre-1900 poetry as well as post-2000 poetry and prose. There are four units in the course - Two to be completed at AS and two at A2. AS Component Unit 1 is a written open book examination. You will answer one question from Section A on poetry and one question from Section B on a set prose text. Section A: Answer one essay question from a choice of two on the studied prescribed Post-2000 Poetry poems Both essay questions will be comparative with one named poem plus a free Section B: Post-2000 Prose choice of second poem from the prescribed list of poems in the studied text The list of prescribed poems will be printed in the Source Booklet Answer one essay question from a choice of two on their studied novel. Page | 22

Programme of Study Unit 2 is a written open book examination. You will answer two questions from two drama texts. Section A: Answer one essay question from a choice of two on their studied pre-1900 Pre-1900 Drama drama text. Section B: Answer one essay question from a choice of two on their studied post-1900 Post-1900 Drama drama text A2 Component Unit 3 is a written open book examination. You will study: • Post-1900 unseen poetry • Prose – two novels from one of the prescribed themes You will answer one question in Section A comparing a seen poem with an unseen poem and one question on the specific movement/poet studied in Section B at an open book examination. Section A: Poetry Answer one essay question on a post-1900 unseen poem Section B: Prose The unseen poem will be printed in the Source Booklet Students answer one comparative essay question from a choice of two, on the two studied prose texts from their chosen theme. Unit 4 is a written open book examination. You will study: • One Shakespeare play chosen from the prescribed list • One specified collection of pre-1900 poems from one literary movement, from a choice of three You will answer one question from section A and one question from section B. Section A: Shakespeare • Answer one essay question from a choice of two on their studied play. Section B: Pre-1900 Poetry • Answer one essay question from a choice of two on their chosen movement. • The named poems will be printed in the Source Booklet. Please note: It is strongly advisable that a student has Grade 7, 8 or 9 at IGCSE examination as a pre-requisite in English Language. Page | 23

International Advanced Level 1.10. Psychology Aims The aims of IAL in Psychology are to: • develop students’ interest in, and enthusiasm, for the subject including developing an interest in progression to higher education and vocations in psychology • allow students to appreciate the scientific nature of psychology and to encourage contemporary debates through an understanding of research • allow students to develop and demonstrate deeper analytical skills, knowledge and understanding of psychology • allow students to develop essential knowledge and understanding of different areas of the subject and how they relate to each other • requires students to recognize, recall and show understanding of psychological knowledge • select, organise and communicate psychological knowledge in a variety of forms • analyse and evaluate knowledge and processes • apply psychological approaches to new situations • assess the validity and relevance of information • describe ethical, safe and skilful practical techniques and processes, understanding qualitative and quantitative methods • analyse, interpret, explain and evaluate the methodology, results and impact of their own and others’ activities in a variety of ways It is strongly advisable that a student has at least a Grade 5 as a pre-requisite in both Maths and English language. The course involves some essay writing, data collection, and interpretation of evidence. Summary of Unit Content • Psychology is a very useful subject for any career where you interact with people. Occupations such as medicine, journalism, HRM, nursing and marketing all welcome trainees who have studied psychology. • Psychology can be an invaluable subject for students who are considering Higher Education. This is because it sits on the boundary between Arts and Science subjects. Page | 24

Programme of Study AS Component Students are introduced to four major approaches in psychology during the AS course. • Social Psychology – Obedience and Conformity as two themes • Cognitive Psychology – Memory and Forgetting as two themes • Biological Approach - Genes and hormones as the main source of differences in aggression and biological body rhythms • Learning Approach – How learned behaviour affects aggression and phobias In each of the above approaches, students are guided to discover a key topic of research, learn about important scientific studies, and to find out how research is conducted in that area of psychology. Statistical tests are utilized to help interpret data collected in class exercises (practical). A2 Component The A2 course is designed to analyse the use of psychology in the real world. Students are encouraged to use recent evidence from events in the news. Students are expected to study three compulsory topics and one optional topic out of two that are available. • Criminological Psychology - Psychological explanations for criminal behaviour, problems with eyewitness testimony and treating offenders. (Optional) • Development Psychology - Development of attachment in infancy, as well as cognitive and language development of young children. (Compulsory) • Health Psychology - Problems associated with the use of recreational drugs. (Optional) • Clinical Psychology - Mental illness, their diagnosis and treatment. (Compulsory) • Psychological Skills – Conceptual and methodological issues (Compulsory) In the A2 course students will cover a section on Issues and Debates, where all the material that has been covered is drawn together to develop an overview of the subject knowledge, and also applying learnt theory to new situations is tested. The final analysis is expected to question whether psychology is really a science. Page | 25

International Advanced Level 1.11. Geography Aims The aims of IAL in Geography are to: • develop and apply understanding of geographical concepts and processes to understand and interpret our changing world • develop an awareness of the complexity of interactions within and between societies, economies, cultures and environments at scales from local to global • develop as global citizens who recognise the challenges of sustainability and the implications for their own and others’ lives • improve as critical and reflective learners, aware of the importance of attitudes and values, including ones’ own • become adept in the use and application of skills and new technologies through geographical studies, both in and outside the classroom The International Advanced Subsidiary and Advanced Level in Geography require students to: • develop knowledge and understanding of selected physical, human and environmental processes that underpin key geographical concepts • develop a knowledge and understanding of the key concepts of place, space, diversity, interdependence, people–environment interaction, the processes associated with these, and change over time • carry out research, and out-of-classroom work including fieldwork, as appropriate to the topics selected • use modern information technologies, including geographical information systems (GIS). • undertake individual research/investigative work, including fieldwork • consider new ideas and developments about the changing nature of geography in the 21st century and critically reflect on and evaluate the potential and limitations of approaches and methods used both in and outside the classroom. Summary of Unit Content Unit 1 (International Advanced Subsidiary level): Global Challenges The meaning, causes, impacts and management of global challenges. How we can influence global challenges through our own attitudes and actions. Topic 1: World at Risk Topic 2: Going Global Assessment: 1 hour and 45 minute examination paper. The paper consists of two sections: Section A Data response and short-answer questions. Page | 26

Programme of Study Section B Choice of World at Risk or Going Global - longer/guided essay questions. Unit 2 (International Advanced Subsidiary level): Geographical Investigations A closer look at how physical and human issues influence lives and can be managed, at a local scale. There are two compulsory topics that form this unit: Topic 1: Crowded Coasts Topic 2: Urban Problems, Planning and Regeneration There would be a requirement to undertake a local fieldwork and research data investigation into ONE of the two environments Assessment: 1 hour and 30 minute examination paper. Section A Data response and short-answer questions on Crowded Coasts and Urban Problems, Planning and Regeneration. Section B Compulsory short-answer questions on research and fieldwork investigation. Section C Choice of one fieldwork question, on Crowded Coasts or Urban Problems, Planning and Regeneration. Unit 3 (International Advanced level): Contested Planet Section A - Compulsory topics A1: Atmosphere and weather systems A2: Biodiversity under Threat Section B - optional topics: B1: Energy Security, or B2: Water Conflicts Section C - optional topics C1: Superpower Geographies, or C2: Bridging the Development Gap Students have to choose one topic from section B and one topic from section C. Assessment: 2 hour examination paper. Section A Longer/guided essay questions and a synoptic question. Section B Choice of one data response/essay question from two topics (B1 or B2). Section C Choice of one data response/essay question from two topics (C1 or C2). Unit 4 (International Advanced level): Unit 4 Researching Geography Options range from those with a strong physical geography focus, to those concerned more with environmental, social and cultural geographies. Students must select and study one of the following research options: Option 1 Tectonic Activity and Hazards Option 2 Feeding the World’s People Option 3 Cultural Diversity - People and Landscapes Option 4 Human Health and Disease Assessment: 1 hour and 30 minute examination paper Page | 27

International Advanced Level 1.12. Law Aims and Objectives The aims and objectives of this qualification are to enable students to: • develop a sound understanding of the nature of law and appreciate the role of law in society • understand the importance of legal institutions and their relationship to other institutions in society • understand the various branches of law in order to give a fuller picture of the role of law • develop knowledge of the sources of law, in particular statutes and cases, and of how these are applied to the determination of disputes • develop an analytical and critical approach to the application of legal principles • understand the appropriateness of dealing with certain aspects of behaviour within the law. The examination will test: • Knowledge of legal rules as defined in the syllabus, including issues of current legal concern. • Understanding of legal information and concepts, and the ability to identify the appropriate legal processes in different contexts. • An ability to evaluate the legal rules, information and concepts defined in the syllabus. • An ability to analyse information, select appropriate legal rules and to apply these in a reasoned manner in order to draw conclusions. • An ability to organise and present information, ideas, descriptions and arguments clearly and logically, using legal terminology, taking into account the use of grammar, punctuation and spelling. Syllabus Structure This qualification consists of two compulsory externally-examined papers. Students must complete both assessments in the same examination series. Paper 1 Content Overview • The nature and purpose of law. • Legal theories are introduced which help develop an understanding of the role, function and benefits of law in society. Page | 28

Programme of Study • Concepts of justice and morality are compared with law both in England and elsewhere. • Parliamentary and judicial law making. • How legal disputes are resolved by a range of people involved in that process. • The effectiveness, impact and costs of the law. Assessment: This paper consists of multiple-choice, short open-response, open-response and extended open- response questions. Students must answer all five questions, each worth 20 marks. Paper 2 Content Overview • The overlap between civil and criminal outcomes from the same event. • Separate legal consequences of activities. • The application of legal principles. • Outcomes in dispute resolution in decided cases and statutes. • The contrast in the use of law is explored through different contexts. Assessment: This paper consists of multiple-choice, short open-response, open-response and extended open- response questions. Students must answer all five questions, each worth 20 marks. Please note: It is strongly advisable that a student has a 7-9 grade at the IGCSE Examination as a pre-requisite in English Language. The course involves incisive analytical thinking, essay writing, extensive reading and interpretation of statues. Once chosen, Law cannot be dropped at A2 level. Page | 29

International Advanced Level 1.13. Drama The following diplomas awarded by Trinity College London (TCL) are offered under Drama: • ATCL Performing (Speech & Drama) • ATCL Performing (Performance Arts) Aims The aims of advanced level Drama are to enable students to: • foster the best possible communicative and performance skills through assessment, content and training that is innovative, personal and authentic. • be thoughtful, innovative, multi-skilled and reflective performers able to respond to direction, to interpret and innovate while developing and evidencing their skills in rehearsal and performance methodologies. • develop a deep understanding of the principles and practice of vocal and physical skills, characterisation and audience engagement through preparing and presenting a range of performance material of their own choice tailored to reflect individual preferences, interests and cultural backgrounds. • demonstrate understanding, contextual awareness and knowledge of technical skills through reflection on their own performing and presenting experiences. • appreciate the main principles of the discipline, and the limits of their current capabilities, knowledge and practice in relation to it and their implications. • plan and undertake small-scale, rigorous research or development activities, selecting appropriate methodologies. • operate effectively in moderately-critical and critical situations where success depends on designing appropriate responses, drawing on a high level of skill, a substantial range of approaches in handling complex and dynamic situations, knowledge and judgement. • demonstrate an understanding of a complex body of knowledge, good analytical techniques and problem-solving skills, with the ability to evaluate evidence, arguments and assumptions to reach sound judgements, communicating complex information effectively, with detailed reference to numerous and varied types of sources as relevant to oral and written communication. Course Structure Trinity College London is regulated by Office of Qualifications and Examinations Regulation (Ofqual) in England, CCEA Regulation in Northern Ireland and Qualifications Wales. The Trinity College London ATCL Performing (Speech & Drama) diploma qualification and the LTCL Performing (Speech & Drama) diploma qualification are regulated by the above education authorities within the Regulated Qualifications Framework (RQF). Page | 30

Programme of Study AS Component Associate of Trinity College London (ATCL) Performing (Speech & Drama) is a RQF Level 4 qualification equivalent in standard to the first year of an undergraduate degree course: Regulated title : TCL Level 4 Diploma in Performing (Speech and Drama) Qualification number : 600/0898/2 Since this is a diploma it is valued at 90 credits instead of UCAS points. ATCL consists of a single externally assessed unit: Unit 1. Structure of Unit 1: Performance (Practical exam & reflective response) 1.1 Performance (25 minutes): Perform from memory; a) a dramatic extract from published play, written post-1950 b) a dramatic extract from published play, written before 1950 c) a published lyric poem d) a passage of published narrative verse or a passage of prose, either fiction or non-fiction e) an impromptu talk based on the stimuli published on TCL website 1.2 Reflection (15 minutes) : Provide impromptu responses to; f) Set questions provided in the syllabus A2 Component Associate of Trinity College London (ATCL) Performing (Performance Arts) is a RQF Level 4 qualification equivalent in standard to the first year of an undergraduate degree course: Regulated title : TCL Level 4 Diploma in Performing (Performance Arts) Qualification number : 600/0898/2 ATCL consists of a single externally assessed unit : Unit 1. Structure of Unit 1 : Performance (Practical exam & reflective response) 1.1 Performance 25 minutes a) Perform four performance items; each from a different play or musical or dance form or other theatre form, contrasting in style and period b) Present all or part of an original or adapted story told solely through dance, mime, clowning or other movement skill. c) Give a demonstration talk about a contributory performance skill 1.2 Reflection (30 marks) a maximum of 15 minutes d) The candidate gives an impromptu response to set questions Page | 31

International Advanced Level 1.14. Pearson BTEC International Level 3 Foundation Diploma in Sport Overview This programme is designed for learners in the 16-19 age group, who wish to pursue a career in the global sports sector via higher education to access graduate entry employment in a sports role. Students with an interest to pursue sports education in health and fitness, coaching, sports business and facilities management across all sports will benefit from this programme. This pathway is designed to provide an overview of the sector, giving learners the opportunity to gain a broad understanding of the sport and leisure industry. Learners will study a range of mandatory units such as Health, Wellbeing and Sport and Careers in the Sport and Leisure Industry. This pathway is suitable for learners who either want to progress directly into industry or onto further or higher education. Credit value: 540 GLH Equivalent in size to 1.5 International A Levels Duration: 2 years (Year 12 and 13) Selected alongside 2 A Level complementary subjects Internal Assessment based on assignments to calculate final grade. Units are assessed using a grading scale of Distinction (D), Merit (M), Pass (P) and Unclassified (U). Progression The qualification has been designed in consultation with employers, professional bodies and higher education providers to ensure that the content is appropriate. Accepted by UK and international universities, and higher education institutions, for entry into relevant degree programmes. Internationally relevant content, designed to help learners develop the specific skills they need to progress on to further study or employment in the global sports industry. Learners are required to take 2 mandatory units that are directly relevant to the different progression routes. In addition, learners should take optional units that support these mandatory units and which give learner a comprehensive overview of the sports and leisure industry. AS Component A2 Component Unit 1 : Health, wellbeing and sports Unit 2: Careers in the Sport and Active leisure industry Unit 26 : Nutrition for Physical Performance Unit 11 : Business in Sport Unit 29 : Technical and Tactical Skills in Sport Unit 12 : Sports Tourism Unit 31 : Influence of Technology in Sport and Unit 30 : Organising Events in Sport and physical physical activity activities Page | 32

Programme of Study 2. SACE 2.1 Accounting Subject Description Accounting is the language of business and is used to tell the financial story of an entity. Accounting helps business owners to understand their business so that they can make informed decisions. The practice of accounting is used to record, report, analyse, and communicate past events, current activities, and potential challenges and opportunities. In Stage 2 Accounting, students develop and extend their understanding of the underpinning accounting concepts and conventions used to understand and classify financial transactions within a business. Through the learning in the focus area of managing financial sustainability, students develop and apply their knowledge of accounting processes to prepare and report accounting information to meet stakeholder needs. Students transfer this knowledge to scenarios and consider the influence of local and global perspectives on accounting practices. Students analyse and evaluate accounting information to develop and propose authentic accounting advice to inform the decision-making of a variety of stakeholders. Students develop critical thinking and problem-solving skills to devise accounting solutions and apply communication skills in authentic accounting contexts. Students examine current and emerging social trends, evolving technologies, government regulations, environmental issues, new markets, and other economic factors, as well as ethics and values, when exploring the practice of accounting. Students explore the impact accounting has had on society and possible future opportunities involving accounting. Learning requirements In this subject, students are expected to: • understand and explore accounting concepts and conventions • apply accounting concepts and conventions to create accounting information • explore and interpret stakeholder needs to inform accounting information requirements • analyse and evaluate accounting information to manage financial sustainability • analyse and evaluate accounting information to develop and propose authentic accounting advice to inform decision-making • Apply communication skills in an accounting context. Page | 33

International Advanced Level Content Stage 2 Accounting is a 20-credit subject structured around three focus areas: • understanding accounting concepts and conventions • managing financial sustainability • Providing accounting advice. These focus areas provide real-world opportunities and environments in which students can develop, extend, and apply their skills, knowledge, understanding, and capabilities to study accounting practices in a range of enterprises, including, for example: • local, national, and multinational enterprises • small, medium, and large businesses • public–private partnerships • primary, secondary, and tertiary enterprises • online enterprises • not-for-profit organisations. Through their study of each of the three focus areas, students develop and apply their understanding of the following underpinning learning strands: • financial literacy • stakeholder information and decision-making • innovation Evidence of learning All Stage 2 subjects have a school assessment component and an external assessment component. The following assessment types enable students to demonstrate their learning in Stage 2 Accounting. School Assessment (70%) • Assessment Type 1: Accounting Concepts and Solutions (40%) • Assessment Type 2: Accounting Advice (30%) External Assessment (30%) • Assessment Type 3: Examination (30%). Students provide evidence of their learning through six assessments, including the external assessment component. Students undertake: • four accounting concepts and solutions tasks • one accounting advice • one examination. Page | 34

Programme of Study 2.2 Biology Subject description The study of Biology is constructed around inquiry into and application of understanding the diversity of life as it has evolved, the structure and function of living things, and how they interact with their own and other species and their environments. Students investigate biological systems and their interactions, from the perspectives of energy, control, structure and function, change, and exchange in microscopic cellular structures and processes, through to macroscopic ecosystem dynamics. These investigations allow students to extend the skills, knowledge, and understanding that enable them to explore and explain everyday observations, find solutions to biological issues and problems, and understand how biological science impacts on their lives, society, and the environment. In their study of Biology, students inquire into and explain biological phenomena and draw evidence-based conclusions from their investigations into biology-related issues, developments, and innovations. Students explore the dynamic nature of biological science and the complex ways in which science interacts with society, to think critically and creatively about possible scientific approaches to solving everyday and complex problems and challenges. In Biology, students integrate and apply a range of understanding, inquiry, and scientific thinking skills that encourage and inspire them to contribute their own solutions to current and future problems and challenges and pursue scientific pathways. Learning requirements The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning in Stage 2 Biology. In this subject, students are expected to: 1. apply science inquiry skills to deconstruct a problem and design and conduct biological investigations, using appropriate procedures and safe, ethical working practices 2. obtain, record, represent, analyse, and interpret the results of biological investigations 3. evaluate procedures and results, and analyse evidence to formulate and justify conclusions 4. develop and apply knowledge and understanding of biological concepts in new and familiar contexts 5. explore and understand science as a human endeavour 6. communicate knowledge and understanding of biological concepts and information, using appropriate terms, conventions, and representations. Page | 35

International Advanced Level Content Stage 2 Biology is a 20-credit subject. The topics in Stage 2 Biology provide the framework for developing integrated programs of learning through which students extend their skills, knowledge, and understanding of the three strands of science. The three strands of science to be integrated throughout student learning are: • science inquiry skills • science as a human endeavour • Science understanding The topics for Stage 2 Biology are: • Topic 1: DNA and proteins • Topic 2: Cells as the basis of life • Topic 3: Homeostasis • Topic 4: Evolution Students study all four topics. The topics can be sequenced and structured to suit individual groups of students. Evidence of learning The following assessment types enable students to demonstrate their learning in Stage 2 Biology: School assessment (70%) • Assessment Type 1: Investigations Folio (30%) • Assessment Type 2: Skills and Applications Tasks (40%). External assessment (30%) • Assessment Type 3: Examination (30%). Students provide evidence of their learning through eight assessments, including the external assessment component. Students complete: • at least two practical investigations • one investigation with a focus on science as a human endeavour • at least three skills and applications tasks • one examination At least one investigation or skills and applications task should involve collaborative work. Page | 36

Programme of Study 2.3 Business Innovation Subject description In Stage 2 Business Innovation students are equipped with the knowledge, skills, and understandings to engage in designing, sustaining, and transforming business in the modern world. In a time when design-driven companies consistently outperform other stock market companies, Business Innovation foregrounds design thinking and assumption-based business planning tools to promote an iterative, human-centred approach to innovation and the transformation of business products, services, and processes. Students ‘learn through doing’ in Business Innovation, using design thinking and assumption-based planning processes to anticipate, find, and solve problems. They learn in an environment in which risk is encouraged, where ideas are built up rather than broken down, and fear of failure is replaced with the opportunity to iterate as initial assumptions about problems, customers, or solutions are refined. In Business Innovation students engage with complex, dynamic, real-world problems, to identify and design, test, iterate, and communicate viable business solutions. Through design thinking and direct involvement in innovation, students not only develop but also understand and apply their critical and creative thinking skills. Students learn to innovate and think like designers to find and solve problems that matter to specific people in a business environment characterised by change and uncertainty. Learning requirements In this subject, students are expected to: 1. explore problems and generate possible solutions to meet customer problems or needs using a customer-focused approach 2. apply decision-making and project management tools and strategies in business contexts 3. create and apply business intelligence to iteratively develop and evaluate business models and plans 4. analyse and evaluate the opportunities and challenges for business posed by digital and emerging technologies 5. analyse and evaluate, social, economic, environmental, and/or ethical impacts of global and local business 6. apply communication and collaborative skills in business contexts. Page | 37

International Advanced Level Content Stage 2 Business Innovation is a 20-credit subject structured around three key contexts: • designing business • sustaining business • transforming business. Students explore at least two of these contexts. Through these contexts, students develop and apply their understanding of the following underpinning learning strands: • innovation • decision-making and project management • financial literacy and information management • global, local, and digital perspectives. This understanding is extended and applied through each of the learning strands. These learning strands represent the knowledge, skills, understanding, and capabilities fundamental to the learning in the subject. Each of the learning strands should be developed and extended in the contexts selected for study. The learning strands may have different weighting in each of the contexts according to their importance and relevance to the focus of study. Evidence of learning All Stage 2 subjects have a school assessment component and an external assessment component. The following assessment types enable students to demonstrate their learning in Stage 2 Business Innovation: School Assessment (70%) • Assessment Type 1: Business Skills (40%) • Assessment Type 2: Business Model (30%). External Assessment (30%) • Assessment Type 3: Business Plan and Pitch (30%). Students should provide evidence of their learning though five assessments, including the external assessment component. Students undertake: • three business skills tasks • one business model • one business plan and pitch Page | 38

Programme of Study 2.4 Chemistry Subject description Chemistry is a 10-credit subject or a 20-credit subject at Stage 1 and a 20-credit subject at Stage 2. In their study of Chemistry, students develop and extend their understanding of how the physical world is chemically constructed, the interaction between human activities and the environment, and the use that human beings make of the planet’s resources. They explore examples of how scientific understanding is dynamic and develops with new evidence, which may involve the application of new technologies. Students consider examples of benefits and risks of chemical knowledge to the wider community, along with the capacity of chemical knowledge to inform public debate on social and environmental issues. The study of Chemistry helps students to make informed decisions about interacting with and modifying nature, and explore options which seeks to reduce the environmental impact of chemical products and processes. Through the study of Chemistry, students develop the skills that enable them to be questioning, reflective, and critical thinkers; investigate and explain phenomena around them; and explore strategies and possible solutions to address major challenges now and in the future. Students integrate and apply a range of understanding, inquiry, and scientific thinking skills that encourage and inspire them to contribute their own solutions to current and future problems and challenges, and pursue future pathways. Learning requirements The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning in Stage 2 Chemistry. In this subject, students are expected to: 1. apply science inquiry skills to deconstruct a problem and design and conduct chemistry investigations using appropriate procedures and safe, ethical working practices 2. obtain, record, represent, analyse, and interpret the results of chemistry investigations 3. evaluate procedures and results, and analyse evidence to formulate and justify conclusions 4. develop and apply knowledge and understanding of chemical concepts in new and familiar contexts 5. explore and understand science as a human endeavour 6. communicate knowledge and understanding of chemical concepts, using appropriate terms, conventions, and representations. Page | 39

International Advanced Level Content Stage 2 Chemistry is a 20-credit subject. The topics in Stage 2 Chemistry provide the framework for developing integrated programs of learning through which students extend their skills, knowledge, and understanding of the three strands of science. The three strands of science to be integrated throughout student learning are: • science inquiry skills • science as a human endeavour • science understanding. • The topics for Stage 2 Chemistry are: • Topic 1: Monitoring the environment • Topic 2: Managing chemical processes • Topic 3: Organic and biological chemistry • Topic 4: Managing resources. Students study all four topics. The topics can be sequenced and structured to suit individual groups of students. Evidence of learning The following assessment types enable students to demonstrate their learning in Stage 2 Chemistry: School assessment (70%) • Assessment Type 1: Investigations Folio (30%) • Assessment Type 2: Skills and Applications Tasks (40%) External assessment (30%) • Assessment Type 3: Examination (30%). Students provide evidence of their learning through eight assessments, including the external assessment component. Students complete: • at least two practical investigations • one investigation with a focus on science as a human endeavour • at least three skills and applications tasks • one examination. At least one investigation or skills and applications task should involve collaborative work. Page | 40

Programme of Study 2.5. Digital Technologies Subject Description Digital technologies have changed the ways that people think, work, and live. The application of digital technologies can lead to discoveries, new learning, and innovative approaches to understanding and solving problems. In Digital Technologies students create practical, innovative solutions to problems of interest. By extracting, interpreting, and modelling real-world data sets, students identify trends and examine sustainable solutions to problems in, for example, business, industry, the environment, and the community. They investigate how potential solutions are influenced by current and projected social, economic, environmental, scientific, and ethical considerations, including relevance, originality, appropriateness, and sustainability. Innovation in Digital Technologies involves students creating new ways of doing things, generating their own ideas and creating digital solutions to problems of interest. Solutions may take the form of a product, prototype, and/or proof of concept. Students use computational thinking skills and strategies to identify, deconstruct, and solve problems that are of interest to them. They analyse and evaluate data, test hypotheses, make decisions based on evidence, and create solutions. Digital Technologies promotes learning through initiative, collaboration, creativity, and communication, using project- and inquiry-based approaches. Learning requirements The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning in Stage 2 Digital Technologies. In this subject, students are expected to: 1. apply computational thinking skills, including abstraction, to approach, identify, deconstruct, and solve problems of interest 2. analyse data sets related to problems of interest to identify patterns and/or trends, draw conclusions, and make predictions 3. apply iterative project-development techniques to manage and evaluate proposed digital solutions to problems of interest 4. apply design and programming skills to create and document digital solutions 5. research and discuss ethical considerations in digital technologies 6. work individually and collaboratively to create and explain digital solutions. Page | 41

International Advanced Level Content Stage 2 Digital Technologies is a 20-credit subject that consists of the following focus areas: • Focus area 1: Computational thinking • Focus area 2: Design and programming • Focus area 3: Data analytics • Focus area 4: Iterative project development. • Students study all four focus areas. Computational thinking underpins the learning in this subject. In applying their computational thinking skills, students apply logical steps to identify and deconstruct problems that are of interest to them, recognise patterns through abstraction, design algorithms, and create innovative digital solutions. Evidence of learning All Stage 2 subjects have a school assessment component and an external assessment component. The following assessment types enable students to demonstrate their learning in Stage 2 Digital Technologies. School assessment (70%) • Assessment Type 1: Project Skills (50%) • Assessment Type 2: Collaborative Project (20%) External assessment (30%) • Assessment Type 3: Individual Digital Solution (30%). Students should provide evidence of their learning through six assessments, including the external assessment component. Students undertake: • four project skills tasks • one collaborative project Page | 42

Programme of Study 2.6. Economics Subject description Economics is the study of how we exchange scarce resources to satisfy our needs and wants and in doing so we gain insight into human behaviour in a variety of contexts, whether as individuals, firms, governments, or other organisations. An economic system is influenced by the social and political contexts that inform decisions made by the different participants in the economy. Through the study of Economics, students examine the most significant individual and social problems through the acquisition of analytical and problem-solving skills and the development of a logical, ordered way of looking at issues. These essential life skills promote the ability to balance different narratives, determine what assumptions matter, and build on existing knowledge. In Economics, students explore and analyse a variety of authentic economic contexts to develop, extend, and apply their skills, knowledge, understanding, and capabilities. Students develop an understanding that economic thinking can offer insights into many of the issues faced by society. In Stage 2 Economics, students use an inquiring, critical, and thoughtful approach to their study and further develop the ability to think like an economist. They apply their economic inquiry skills and their knowledge and understanding of economic concepts, principles, and models to analyse and respond to economic problems. Learning requirements The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning in Stage 2 Economics. In this subject, students are expected to: 1. understand economic concepts, principles, and models 2. apply economic concepts, principles, and models in a variety of contexts 3. apply communication skills in economic contexts 4. apply economic thinking to construct arguments and make recommendations 5. analyse a range of data and other information using economic concepts, principles, and models 6. analyse and evaluate the intended and unintended consequences of economic decisions. These learning requirements form the basis of the: • learning scope • evidence of learning that students provide • assessment design criteria • levels of achievement described in the performance standards. Page | 43

International Advanced Level Content Stage 2 Economics is a 20-credit subject. It consists of the following areas: • Thinking like an Economist o Economic inquiry skills o Data analysis o Microeconmics o Macroeconomics • Economic contexts o Firms o Macroeconomics management o Trade and globalisation o Wealth, poverty and inequality o The environment o Health o Sport and entertainment o School developed context Evidence of learning All Stage 2 subjects have a school assessment component and an external assessment component. The following assessment types enable students to demonstrate their learning in Stage 2 Economics • School assessment (70%) • Assessment Type 1: Folio (40%) • Assessment Type 2: Economic Project (30%) • External assessment (30%) • Assessment Type 3: Examination (30%). Students provide evidence of their learning through five or six assessments, including the external assessment component. Students complete: • three or four folio tasks • one economic project • one examination. Page | 44

Programme of Study 2.7. English as an Additional Language Subject Description English as an Additional Language is designed for students for whom English is a second language or an additional language or dialect. These students have had different experiences in English and one or more other languages. Students who study this subject come from diverse personal, educational, and cultural backgrounds. Learning requirements The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning in Stage 2 English as an Additional Language. In this subject, students are expected to: understand and analyse how language and stylistic features are used to achieve different purposes comprehend and evaluate information, ideas, and opinions presented in texts analyse and evaluate personal, social, and/or cultural perspectives in texts respond to information, ideas, and opinions, using sustained, persuasive, and effective communication create extended oral, written, and multimodal texts appropriate to different purposes, audiences, and contexts. Content Stage 2 English as an Additional Language is a 20-credit subject. This subject focuses on the development and use of skills and strategies in communication, comprehension, language and text analysis, and text creation. Through studying a variety of oral, written, and multimodal texts, including informational and literary texts, students develop an understanding of text structures and language features. Texts could include, for example, a newspaper article, a podcast, a short story, an extract from a prose text, or a scene from a film. Students explore the relationship between the structures and features and the purpose, audience, and context of texts. Information, ideas, and opinions in texts are identified and evaluated. Personal, social, and cultural perspectives in texts are analysed and evaluated. Page | 45

International Advanced Level Students develop confidence in creating texts for different purposes in both real and imagined contexts. Students broaden their understanding of sociocultural and sociolinguistic aspects of English, through their study of texts and language. They develop skills for research and academic study. The subject focuses on the following skills and strategies: Communication skills and strategies Comprehension skills and strategies Language and text analysis skills and strategies Text creation skills and strategies. Evidence of learning All Stage 2 subjects have a school assessment component and an external assessment component. The following assessment types enable students to demonstrate their learning in Stage 2 English as an Additional Language: School assessment (70%) • Assessment Type 1: Academic Literacy Study (30%) • Assessment Type 2: Responses to Texts (40%) • External assessment (30%) • Assessment Type 3: Examination (30%). Students provide evidence of their learning through seven assessments, including the external assessment component. Students complete: • two tasks for the academic literacy study (one oral and one written) • four tasks for the responses to texts (at least one oral and two written) • one examination. Page | 46

Programme of Study 2.8. General Mathematics Subject description General Mathematics is a 10-credit subject or a 20-credit subject at Stage 1, and a 20-credit subject at Stage 2. General Mathematics extends students’ mathematical skills in ways that apply to practical problem- solving. A problem-based approach is integral to the development of mathematical models and the associated key concepts in the topics. These topics cover a diverse range of applications of mathematics, including personal financial management, the statistical investigation process, modelling using linear and non-linear functions, and discrete modelling using networks and matrices. Successful completion of this subject at Stage 2 prepares students for entry to tertiary courses requiring a non-specialised background in mathematics. Learning requirements The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through learning in Stage 2 General Mathematics. In this subject, students are expected to: 1. understand mathematical concepts, demonstrate mathematical skills, and apply mathematical techniques 2. investigate and analyse mathematical information in a variety of contexts 3. recognise and apply the mathematical techniques needed when analysing and finding a solution to a problem, including the forming and testing of predictions 4. interpret results, draw conclusions, and reflect on the reasonableness of solutions in context 5. make discerning use of electronic technology to solve problems 6. communicate mathematically and present mathematical information in a variety of ways. Content Stage 2 General Mathematics is a 20-credit subject. Stage 2 General Mathematics offers students the opportunity to develop a strong understanding of the process of mathematical modelling and its application to problem-solving in everyday workplace contexts. Page | 47

International Advanced Level A problem-based approach is integral to the development of both the models and the associated key concepts in the topics. These topics cover a range of mathematical applications, including linear functions, matrices, statistics, finance, and optimisation. Stage 2 General Mathematics consists of the following six topics: • Topic 1: Modelling with linear relationships • Topic 2: Modelling with matrices • Topic 3: Statistical models • Topic 4: Financial models • Topic 5: Discrete models • Topic 6: Open topic. Students study five topics from the list of six topics above. All students must study Topics 1, 3, 4, and 5. For the fifth topic, schools may: • follow the content for Topic 2: Modelling with matrices as outlined in this document, or • choose to develop an open topic. Evidence of learning The following assessment types enable students to demonstrate their learning in Stage 2 General Mathematics: School assessment (70%) • Assessment Type 1: Skills and Applications Tasks (40%) • Assessment Type 2: Mathematical Investigations (30%) External assessment (30%) • Assessment Type 3: Examination (30%) Students provide evidence of their learning through eight assessments, including the external assessment component. Students undertake: • five skills and applications tasks • two mathematical investigations Page | 48