BLUE BOOK_Colombo_2022

Programme of Study • one examination. 2.9. Mathematical Methods Subject description Mathematical Methods is a 20-credit subject at Stage 2. Mathematical Methods develops an increasingly complex and sophisticated understanding of calculus and statistics. By using functions and their derivatives and integrals, and by mathematically modelling physical processes, students develop a deep understanding of the physical world through a sound knowledge of relationships involving rates of change. Students use statistics to describe and analyse phenomena that involve uncertainty and variation. Mathematical Methods provides the foundation for further study in mathematics, economics, computer sciences, and the sciences. It prepares students for courses and careers that may involve the use of statistics, such as health or social sciences. When studied together with Specialist Mathematics, this subject can be a pathway to engineering, physical science, and laser physics. Learning requirements The learning requirements summarise the key skills, knowledge and understanding that students are expected to develop and demonstrate through learning in Stage 2 Mathematical Methods. 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. think mathematically by posing questions, solving problems, applying models, and making, testing, and proving conjectures 4. interpret results, draw conclusions, and determine the reasonableness of solutions in context 5. make discerning use of electronic technology to solve problems and to refine and extend mathematical knowledge 6. communicate mathematically and present mathematical information in a variety of ways. Page | 49

International Advanced Level Content Stage 2 Mathematical Methods is a 20-credit subject. Stage 2 Mathematical Methods focuses on the development of mathematical skills and techniques that enable students to explore, describe, and explain aspects of the world around them in a mathematical way. It places mathematics in relevant contexts and deals with relevant phenomena from the students’ common experiences, as well as from scientific, professional, and social contexts. Stage 2 Mathematical Methods consists of the following six topics: • Topic 1: Further differentiation and applications • Topic 2: Discrete random variables • Topic 3: Integral calculus • Topic 4: Logarithmic functions • Topic 5: Continuous random variables • Topic 6: Sampling and confidence intervals. The suggested order of the topics is a guide only; however, students study all six topics. If Mathematical Methods is to be studied in conjunction with Specialist Mathematics, consideration should be given to appropriate sequencing of the topics across the two subjects. Evidence of Learning The following assessment types enable students to demonstrate their learning in Stage 2 Mathematical Methods. School assessment (70%) • Assessment Type 1: Skills and Applications Tasks (50%) • Assessment Type 2: Mathematical Investigation (20%) External assessment (30%) • Assessment Type 3: Examination (30%) Students provide evidence of their learning through eight assessments, including the external assessment component. Students undertake: • six skills and applications tasks • one mathematical investigation • one examination. Page | 50

Programme of Study 2.10. Specialist Mathematics Subject description Specialist Mathematics is a 20-credit subject at Stage 2. Specialist Mathematics draws on and deepens students’ mathematical knowledge, skills, and understanding, and provides opportunities for students to develop their skills in using rigorous mathematical arguments and proofs, and using mathematical models. It includes the study of functions and calculus. The subject leads to study in a range of tertiary courses such as mathematical sciences, engineering, computer science, and physical sciences. Students envisaging careers in related fields will benefit from studying this subject. Specialist Mathematics is designed to be studied in conjunction with Mathematical Methods. Learning requirements The learning requirements summarise the key skills, knowledge and understanding that students are expected to develop and demonstrate through learning in Stage 2 Specialist 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. think mathematically by posing questions, solving problems, applying models, and making, testing, and proving conjectures 4. interpret results, draw conclusions, and determine the reasonableness of solutions in context 5. make discerning use of electronic technology to solve problems and refine and extend mathematical knowledge 6. communicate mathematically and present mathematical information in a variety of ways. Content Stage 2 Specialist Mathematics is a 20-credit subject. The topics in Stage 2 extend students’ mathematical experience and their mathematical flexibility and versatility, in particular, in the areas of complex numbers and vectors. The general theory of Page | 51

International Advanced Level functions, differential equations, and dynamic systems provides opportunities to analyse the consequences of more complex laws of interaction. Specialist Mathematics topics provide different scenarios for incorporating mathematical arguments, proofs, and problem-solving. Stage 2 Specialist Mathematics consists of the following six topics: • Topic 1: Mathematical induction • Topic 2: Complex numbers • Topic 3: Functions and sketching graphs • Topic 4: Vectors in three dimensions • Topic 5: Integration techniques and applications • Topic 6: Rates of change and differential equations. The suggested order of the topics is a guide only; however, students study all six topics. Each topic consists of a number of subtopics. These are presented in the subject outline in two columns, as a series of key questions and key concepts, side by side with considerations for developing teaching and learning strategies. Evidence of learning The following assessment types enable students to demonstrate their learning in Stage 2 Specialist Mathematics. School assessment (70%) • Assessment Type 1: Skills and Applications Tasks (50%) • Assessment Type 2: Mathematical Investigation (20%) External assessment (30%) • Assessment Type 3: Examination (30%) Students provide evidence of their learning through eight assessments, including the external assessment component. Students complete: • six skills and applications tasks • one mathematical investigation • one examination. Page | 52

Programme of Study 2.11. Physics Subject description The study of Physics is constructed around using qualitative and quantitative models, laws, and theories to better understand matter, forces, energy, and the interaction among them. Physics seeks to explain natural phenomena, from the subatomic world to the macrocosmos, and to make predictions about them. The models, laws, and theories in physics are based on evidence obtained from observations, measurements, and active experimentation over thousands of years. Through further developing skills in gathering, analysing, and interpreting primary and secondary data to investigate a range of phenomena and technologies, students increase their understanding of physics concepts and the impact that physics has on many aspects of contemporary life. By exploring science as a human endeavour, students develop and apply their understanding of the complex ways in which science interacts with society, and investigate the dynamic nature of physics. They explore how physicists develop new understanding and insights, and produce innovative solutions to everyday and complex problems and challenges in local, national, and global contexts. In Physics, 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. Students also 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 Physics. In this subject, students are expected to: 1. apply science inquiry skills to deconstruct a problem and design and conduct physics investigations, using appropriate procedures and safe, ethical working practices 2. obtain, record, represent, analyse, and interpret the results of physics investigations 3. evaluate procedures and results, and analyse evidence to formulate and justify conclusions 4. develop and apply knowledge and understanding of physics concepts in new and familiar contexts 5. explore and understand science as a human endeavour 6. communicate knowledge and understanding of physics concepts, using appropriate terms, conventions, and representations. Page | 53

International Advanced Level Content Stage 2 Physics is a 20-credit subject. The topics in Stage 2 Physics 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 Physics are: • Topic 1: Motion and relativity • Topic 2: Electricity and magnetism • Topic 3: Light and atoms. Students study all three 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 Physics: 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 | 54

Programme of Study 2.12. Psychology Subject description Since most of the dominant paradigms in psychology in the last hundred years have been scientific ones, this subject emphasises the construction of psychology as a scientific enterprise. Psychology is based on evidence gathered as a result of planned investigations following the principles of scientific inquiry. By emphasising evidence-based procedures including observation, experimentation, and experience, this subject allows students to develop useful skills in analytical and critical thinking and in making inferences. The skills learnt through Psychology are parallel to those learnt in other science subjects: how to be a critical consumer of information; how to identify psychological processes at work in everyday experiences; how to apply knowledge to real-world situations; how to investigate psychological issues; and how to be an effective communicator. Psychology aims to describe and explain both the universality of human experience and individual and cultural diversity. It also addresses the ways in which behaviour can be changed. It offers a means for making society more cohesive and equitable. An inquiry approach to psychology enables students to define the scope of their learning by identifying investigable questions, deconstructing and designing their research using scientific approaches, using data, and analysing and critiquing their findings. 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 Psychology. In this subject, students are expected to: 1. develop and apply knowledge and understanding of psychological concepts in diverse contexts 2. apply science inquiry skills to deconstruct a problem and design and conduct psychological investigations, using appropriate procedures and safe, ethical working practices 3. obtain, record, represent, analyse, and interpret the results of psychological investigations 4. evaluate ethical practices, procedures, and results, and analyse evidence to formulate and justify conclusions 5. explore and understand psychological science as a human endeavour Page | 55

International Advanced Level 6. communicate knowledge and understanding of psychological concepts, using appropriate terms, conventions, and representations. Content Stage 2 Psychology is a 20-credit subject. The topics in Stage 2 Psychology provide the framework for developing integrated programs of learning through which students extend their knowledge, skills, and understanding of the three strands of science. The five topics for Stage 2 Psychology are: • Topic 1: Psychology of the Individual • Topic 2: Psychological Health and Wellbeing • Topic 3: Organisational Psychology • Topic 4: Social Influence • Topic 5: The Psychology of Learning. Students study all five topics. The topics can be sequenced in any order and structured to suit individual groups of students. Evidence of learning The following assessment types enable students to demonstrate their learning in Stage 2 Psychology. 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 six or seven assessments, including the external assessment component. Students complete: • at least one psychological investigation • one investigation with a focus on science as a human endeavour • at least three skills and applications tasks • one examination. Page | 56

Programme of Study 3. Gateway Pathways Through our ‘Gateway Pathways’ initiative, we have pioneered the concept of integrating the early stages of higher education within the framework of high school education so that students also enjoy the benefits of school life. This novel proposition falls in line with the future trajectory of the global higher education sector: Universities are reaching out to students who are still at school to enable them to get a head start in terms of transitioning to higher education (https://www.chronicle.com/article/The-Future-Is-Now-15/140479). Gateway College students will be able to complete the equivalent of the first year of their undergraduate studies in parallel to their A/Levels or complete the International Foundation Diploma within one year to enter university in a shorter period of time. At Gateway, we have developed a broad range of partnerships with international universities. At present, progression opportunities are available with universities in Australia, UK, USA, Canada, Republic of Ireland, Singapore and Malaysia. Students also have the option of completing their full degree studies in Sri Lanka within a shortened period of time with the Universal College Lanka (UCL). The programmes offered through the ‘Gateway Pathways’ initiative are as follows: • Three A/Levels plus NCC Level 4 Diploma in Business (equivalent to the first year of a British undergraduate degree) • Three A/Levels plus NCC Level 4 Diploma in Computing (equivalent to the first year of a British undergraduate degree) • Three A/Levels plus University of Arizona Early University Program Key Considerations • The NCC Level 4 Diploma qualifications and the University of Arizona Early University Program will be delivered over a period of two years, to ensure that students are able to combine their studies with A/Levels. • The assessments and examinations of the Diploma programmes and the University of Arizona Early University Program will not overlap with AS and A2 examinations or preparations for AS and A2 examinations. • Students pursuing the Gateway Pathway programmes will benefit from guest lectures (face-to-face) and online webinars delivered by academics from our world-class partner universities. Page | 57

International Advanced Level Arrangements are being made to organise guest lectures by leading professionals, industry tours and work placement opportunities to enhance the employability skills and practical knowledge of the Gateway Pathway students. 3. 1. NCC Level 4 Diplomas 3.1.1 NCC Level 4 Diploma in Business (First year of a British Undergraduate Degree) The NCC Education’s Level 4 Diploma in Business is internationally recognised as equivalent to the first year of an undergraduate degree programme in Business and related fields. It comprises 120 Credits as per the higher education framework in the UK and is developed as per the Regulated Qualifications Framework (RQF) of UK and is regulated by the Office of Qualifications and Examinations Regulation (OFQUAL) in England. The Units (Modules) Offered and Module Completion Timing Completed along with AS Level - 2022/2023 Modules Assessment Completion September Principles of Marketing Global Assignment 2023 Essentials of Management Global Assignment Completion September Business Mathematics Global Examination 2024 Understanding Business Organisations Global Assignment Completed along with A2 Level - 2023/2024 Modules Assessment Introduction to Finance Global Assignment Fundamentals of Economics Global Assignment e-Business Global Assignment Communication for Business Global Assignment Detailed Syllabuses will be given to students at the time of enrolment. Page | 58

Programme of Study 3.1. 2 NCC Level 4 Diploma in Computing (First year of a British undergraduate degree) The NCC Education’s Level 4 Diploma in Computing is internationally recognised as equivalent to the first year of an undergraduate degree programme in Computing and Information Technology related fields. The programme comprises 120 Credits. It is developed as per the Regulated Qualifications Framework (RQF) of UK and is regulated by the Office of Qualifications and Examinations Regulation (OFQUAL) in England. The Units (Modules) Offered and Module Completion Timing Completed along with AS Level - 2022/2023 Modules Assessment Completion Computer Networks Global Assignment September Designing and Developing a Website Global Assignment 2023 Office Solutions Development Global Assignment Databases Global Examination & Global Assignment Completed along with A2 Level - 2023/2024 Modules Assessment Completion September Software Development Techniques Global Examination 2024 Skills for Computing Global Examination & Global Assignment Designing & Developing Object Oriented Programs Global Assignment Computer Systems Global Assignment Detailed Syllabuses will be given to students at the time of enrolment. 3.1.3 Assessment and Certification Details of NCC Diplomas Assessment and Moderation Assessments of all modules will be offered in a number of assessment cycles each year. All modules are assessed by examination or coursework assignments. All local assessments and marking is subject to moderation by the NCC Education Regional Moderator. Grading of Candidate Performance REFERRED All modules are graded as follows: PASS MERIT Candidates not achieving a minimum moderated mark of 40% DISTINCTION Candidates achieving a moderated mark in the range of 40%-59% Candidates achieving a moderated mark in the range of 60%-69% Candidates achieving a moderated mark in the range of 70% and above Page | 59

International Advanced Level After each assessment session, students are issued with the results slip, which details the grade achieved in each module assessed. Programme-Level Certification and the Record of Achievement A student will be eligible for a level 4 Diploma in Computing or level 4 Diploma in Business certificate when the eight core modules are passed (i.e. each module has a grade of ‘Pass’ or better) within the eligibility period. All students, whether they pass the required set of modules or not, will be issued with a Record of Achievement. The Record of Achievement indicates the grade that they have been awarded for each module for which full assessment has been undertaken within the eligibility period. Certificate The certificate will carry the signature of the Director-Quality and the Chair of the Academic Board of NCC Education. 3.2 University of Arizona Early University Program Founded in 1885, the University of Arizona (UOA) is a globally recognised university. Based in Tucson, it is recognised as one of the top public research institutions in the state. University of Arizona's is ranked among the Top 100 in the world – U.S. News and World Report, Best Global Universities. The University of Arizona Academy (UArizona Academy) offers academically talented students the opportunity to enroll in a carefully curated set of online college courses alongside UArizona undergraduate students. Students typically start after successfully completing Year 11 and may earn 15 credits in non-degree seeking admission status; these credits can be applied towards a UArizona undergraduate degree program, in-person or fully online. After completion of 15 units, well-qualified students will be invited to apply for degree-seeking admission. In this status, students may earn more credits while in school. A University of Arizona advisor will help you to determine which and how many courses to take, and how those credits will apply toward your UArizona degree requirements. All courses taken in the UArizona Academy program will be recorded on an official University of Arizona transcript. Students who are able to complete 30 credits may apply for credit transfer to the second year of undergraduate study at the University of Arizona. Or any other US university* These fully accredited online courses are delivered directly to students through the university’s learning management system. Students have access to recorded lessons, assignments, and group discussions, and the UArizona professor provides synchronous office hours, open to all participants. Page | 60

Programme of Study Students can complete their coursework at home or, in school with the assistance of a school teacher who serves as a local academic advocate. *the credits awarded are at the discretion of the receiving university. Transfer credit is evaluated at the time of acceptance to the university. Benefits of joining the Uarizona Academy Program • Significant competitive advantage in College Selection Process • Students receive an official University of Arizona transcript, and may transfer and continue their undergraduate education at the University of Arizona or at another U.S. university. • Opportunity to learn from world class professors • Lower cost of study and reduced duration to complete a degree • Exciting exploratory courses in a broad range of subjects. Build your knowledge in a subject that already interests you or explore new fields that may inspire you to learn something new. • Students earning a 3.0 GPA on six or more units may be considered for the prestigious UArizona Academy Scholars merit award, which can be used to attend UArizona in Tucson, Arizona, USA. Scholarship value is dependent on GPA and the number of units completed. Schedule: Courses are taught on a 7-week or 15-week schedule. In a given term, approximately half of the Global online courses that UArizona Academy students can choose from are taught over a 7-week period, so it is possible to take two courses sequentially in one semester, or four over a full academic year. Summer courses (June-August) are also available for students to earn additional credits. For information about UArizona Academy, visit: https://everywhere.arizona.edu/uarizona- academy To learn more about the University of Arizona, visit: https://www.arizona.edu/ Page | 61

International Advanced Level 4. Public Examinations for Students Joining Year 12 in June 2022 Introduction • The results you achieve in public examinations would be vital in pursuing your future academic as well as professional endeavours. • The information below is to familiarise you with some of the more important school Rules and Regulations, as well as those of Pearson Edexcel, the UK Awarding Body (Exam Board) and Cambridge International. • You will be assessed by not only written examinations, but also by a combination of coursework and written examinations. • For more information, please contact the Subject Teacher/s and the Deputy Principal (Academic). Examinations Students joining Year 12 in June 2022 will be sitting for the Advanced Subsidiary Level examinations in May/June 2023, and the Advanced Level examinations in May/June 2024. The school, as well as the Examination Boards, have their own entry deadlines. If these are not met, penalty fees are applicable. Therefore, students should submit the duly completed applications by the stipulated deadlines. Entries will not be made until the term fees and the relevant examination entry fees (including penalty fees, if applicable) have been paid. Entry/Application Requirements • Above 80 % attendance • Completion of continuous assessments and school exams Examination Series Entries and Deadlines The application form will be issued with the Semester 1 Progress Report. Applicable fees for the summer (May/June) examination series will be available by mid-January. The duly completed application form, signed by the applicant, and either the father, mother or guardian, should be handed over to the class teacher by the date given by the school. It is important that those who have sat for the Edexcel examinations previously, submit the Unique Candidate Identifier (UCI) number. Failure to do so would result in the generation of a new UCI number, thereby losing previously banked marks/results. Page | 62

Programme of Study When entering the candidate name, ensure that the Last name/s (Surname) and the First name/s (given names) are written as they appear in the Passport, if the applicant has one. If the applicant does not have a passport, enter as given in the English translation of the Certificate of Birth. It is important, that examination statements of results and certificates bear the name as given in the passport. University admissions officers and/or visa officers may ask for clarification if all documents do not bear the same name. Statement of Entry: Once the entries are submitted, Examinations Department will download the draft Statement of Entries and submitted to every student for approval with a deadline to confirm. Draft SoE should be scrutinized carefully to ensure the Units/subjects/cash-in codes are entered correctly and your personal details are correct. If the student/parent do not respond by the given date, it will be presumed as the draft SoE is correct. After the given deadline all Entries will be confirmed and Examination Bodies will close the entries and print/courier the Statement of Entries. Any change after the given deadline will be charged by the Examination Bodies. Applicants should submit a recently taken passport size colour photograph properly attired in the school uniform (with tie/scarf), which will be pasted on the SoE, and authenticated by the Registrar – Gateway College. The authenticated SoE will be required to get admission to the examination hall. Students should note examination dates and times very carefully, as there have been instances in the past, where candidates have failed to show-up due to misreading the examination date and/or session. Attire Candidates must be properly attired in the school uniform, to be admitted to the examination hall. Absence The school must be notified promptly if a candidate is unable to attend an examination. If illness is the reason, then a medical certificate on a hospital letterhead, covering the period of absence, will be needed for a refund of examination fees. The refund of examination fees is subject to Edexcel’s acceptance of the medical certificate. Page | 63

International Advanced Level Results • Results of the summer examination series will be released on the third Thursday of August. • You will be able to access your results on the Edexcel ‘Results Plus Direct’ service. Details will be available from the Registrar. • The ‘Statement of Results’ will be issued on production of the Statement of Entry. Post-Results Services • If you are not happy with the grade awarded, you may submit an application for review of marking. • Talk to the Registrar in this regard, as soon as possible. Examination board charges are applicable. There are deadlines to be met. • An ‘Access to Scripts’ service is also available. The Registrar could be consulted in this regard. • Discuss with your subject teacher, before submitting an application for Review of Marking. Grades/marks awarded may be revised upwards or downwards. Money deposited will be refunded only if the unit mark contributes to a change of the subject grade. Students should bear in mind that grades have even come down in the past. Certificates • Certificates of the summer series will be received by 31st October. • Students who are on the school roll should collect their certificates on the specified day of the week (if the school is in session), between 2:00 pm and 3:30 pm. • Students who are not on the school roll should obtain a prior appointment to collect their certificates by sending an email to the official school email address. • If a candidate is unable to call over personally to collect his/her certificate, a parent may do so, with a prior appointment, presenting proper credentials and proof of identity. • Certificates NOT collected within 12 months of their receipt will be destroyed confidentially, in keeping with examination board regulations. • If you do not collect your certificate/s as stated above, and it is destroyed, or the original is lost, you will not get another original. For details on Pearson Certificate Services, you may visit the website given below: https://qualifications.pearson.com/en/support/Services/certificate-services/replacement- documents.html We hope you find these notes helpful and that you have great success. If you have any other questions please do not hesitate to talk to the Examinations Office staff. Page | 64

Programme of Study 5. Guidance for University Applications Selecting the best possible course for your undergraduate studies is a key decision to make, and often a challenging one. Every course is different, from the diversity of the subject matter, the diversity of students in the class with you, and the future job opportunities that could come out of the course that you complete. When it comes to recruitment for jobs, the international education experience - especially at renowned educational institutions, does often give a distinct advantage to graduates with a foreign exposure. Consider the following points when thinking about what course you want to apply for: • List the fields of study that interest you. The important thing is to choose an area you will enjoy learning about and will help you reach your goals. • Assess your aptitude and capability in the field of study that interests you. Your ability to sustain the interest in a course of study will largely depend on how well you cope with the rigour of the programme of work. • Research about the courses you are interested in and find out about the career prospects. The internet, newspapers, television and people around you are the best sources of information. Talk to your teachers and the academic counsellor. • Review the course outline of the course(s) you want to apply for. Have a look at the subjects you must undertake and the types of learning, assignments and examination tasks involved. Choosing the Best University The next step on your university admissions journey is to decide which universities you are going to apply to. When choosing a country to study in, as well as your own personal interests, you should think about practicalities such as the costs of studying in that country - both tuition costs and living costs, your graduate career prospects and your overall safety and welfare. The type of experience you have during your time abroad will vary hugely depending on where you go, so make sure to pick a study destination based on your own personal interests as well as the country’s academic reputation, in order to keep a healthy work/play balance. It is also important to consider other factors such as climate, location (urban/rural), the cost and availability of financial aid, programs you are interested in and extra activities available before finalizing your university choices. Page | 65

International Advanced Level There are universities that are specialized for a specific field of study, and therefore it is recommended to research the universities that are rated the best for your intended choice of subjects. You can research leading universities with the World University Rankings. Use the subject rankings to discover universities which are best for your subject, and also consult national rankings of universities in your chosen destination. Just as you are selective about the right university for you, the university would also be equally selective in choosing the students right for them. This means, you will have to put in a lot of time, energy and effort into getting in. High grades in challenging courses are only the start! You need to start thinking about some aspects on admissions. These are some questions you need to ask yourself. • What does it take to get into a university? • What do university admissions officers look for in an applicant? • What can you do to make your application stand out? The outcome of the admission process may affect your future career path considerably. Therefore, it is essential to plan your higher education path in an informed and timely manner. It would be less stressful to start early and plan your process well. The points below will help you know what you should be doing to prepare yourself from Years 12 and 13, for university admission. At Year 12 This year is going to be challenging and extremely important for your academic career. • Work hard for good grades. The AS grades need to be strong. When universities look at your transcripts, they put a heavy emphasis on AS grades. If you are not planning to take a gap year, decisions are made before admission officers see your final AL results! • Enrol in challenging courses. • Build up your vocabulary and reading skills and improve your writing skills. • Identify your teachers and counsellors who can write strong letters of recommendation for you. • Take time to research universities. Start asking questions from the admissions officers of Universities – if your questions are sensible (and not questions that have answers directly on the website!) they will remember you at the time your application reaches them. Page | 66

Programme of Study • Prepare for standardized tests such as SATs, IELTS, TOFEL, UKCAT, BMAT, LNAT, etc. The Counsellor can advise you on what standardized tests you need to focus on. Plan on your standardized tests and take some of them if possible. Most universities need to see these results at the time they evaluate your applications. Your performance at these will predict how well you would do at university level and will probably also qualify you for merit scholarships. (Please see the appendix for detailed information about standardized tests.) • Get involved in community service, work experiences, university summer camps etc. that will help you to show your values, talents and skills. • Continue to engage in sports, clubs and societies and keep a record of your achievements. Choose activities that you are passionate about. Proven dedication and leadership in one or two activities will make you a stronger applicant than having a list of multiple activities where you have not made any impact. At Year 13 It is the time to get serious about your application. Keep in mind that the application is the tool through which you meet your admissions officer/s. • Research all universities on your list and prioritize them. • Make checklists of what is due and when. You will have a lot to keep track of since deadlines will vary from university to university and country to country. • Make time to meet your recommenders and talk to them about your plans. Discuss your list of universities, the deadlines and directions on how to submit recommendations online. When asking for recommendations, give them everything they need. Keep in mind that through recommendations the application officers see you through other people’s eyes. Remember to send a “thank you” note after you know the recommendation is turned in. • Read up as much as possible about writing application essays before you start writing. For admissions officers, your essay or statement of purpose (SOP), is like meeting you. This is where you have total control over the application. Remember to proofread. (Adapted from ‘The Best 380 Colleges’ 2019 Edition by Princeton Review) Entry Requirements for University Admissions There is no “ideal” student for any university. Universities all over the world want to give applicants as many opportunities as possible to demonstrate their strengths and potential. Therefore, most universities adopt a holistic review process which evaluates academic excellence, intellectual vitality and personal context of each applicant. Entry requirements vary widely between universities and between countries, so be sure to check the information provided by your prospective university before submitting anything. Generally, each applicant is assessed individually, using the following information: Page | 67

International Advanced Level • Academic records (includes secondary school record and examination results) • Standardized test scores • Letters of recommendations • Application essay / personal statement / statement of purpose • Financial capability Academic Records The university needs to see that you have achieved the necessary entry requirements. Before applying, you need to check that you have or are likely to achieve the right grades at the right level and in the right subjects for the institution/s and the course/s you have chosen. This is measured by taking into account, how your qualifications match their own system. UK looks at the International A/Ls while American universities who do not have culminating examinations, look at high school graduation as an admission requirement. Simply said, if you have achieved the required qualifications to enter a university in the country from which you gained the qualification, most universities would accept that qualification. At times, some universities might even ask you to get the qualification evaluated officially. Some universities want to see how you have academically evolved over the recent past. Therefore, they might ask for the last four years of school test marks (school transcripts). These indicate the variety of subjects you have taken and how you have academically progressed over the years. It would be quite advantageous if your school transcripts can be sent along with the school profile. Standardized Test Scores Most countries would have certain tests as part of the admissions criteria. While some institutions may require them, others would recommend them. If you want to apply to a course that is conducted in English, the university would need to see that you have the required proficiency in the language. IELTS and TOEFL are tests that would measure your competency in English. SAT and ACT tests measure your reasoning skills and aptitude. Standardized test scores are important for admission to selective universities. Letters of Recommendation (LOR) Many universities require letters of recommendation (LOR) from teachers or other adults who know you well. Ask your references to write recommendations well in advance of the deadlines. The earlier you ask, the better! Page | 68

Programme of Study You may want to give them a short written summary of your achievements and goals to help them write about you. Through letters of recommendation (LOR), they see you as other people see you. They also serve to indicate how ready you are for a demanding course of study. LORs should ideally describe your academic and non-academic backgrounds. The more selective the college or university, the more important your letters and statements of evaluation become in the admissions process. LORs allow the admissions committee to: • Go beyond the academic measures such as, A/L, IB, GPA, standardized tests, class rank, rigor of courses, etc. • Have a strong sense of what the applicant would contribute to the college campus. It provides a third party perspective on a student which would help the admissions committee to “pull” the entire application together. A LOR also gives an insight into the student’s strengths and weaknesses and is an instrument through which the recommender may give additional information about the student. • Have insight into the intangibles such as intellectual ability and aptitude, reaction to setbacks or criticism, relative maturity, inquiring attitude of mind, level of engagement, professionalism and how this student has made a difference. Do keep in mind that the recommender’s job is not to explain why the applicant is a perfect fit for a particular university, but to present a complete picture of the candidate based on the information and interactions the recommender has had with the candidate. The Personal Statement/Application Essay/Statement of Purpose Many universities require an essay or a personal statement as part of your application. Your essay is a chance for you to give admission officers a better idea of your character and strengths. It is the writing that you submit to the university in order to persuade the admissions officers to accept you into their university. You are trying to persuade the admissions officer to enrol you into their university, and therefore always keep in mind that you need to use this as an opportunity to bring out the most unique characteristics you possess and show the admissions officer how you stand out from other applicants. Essay topics vary from university to university and range from very specific to open- ended. The essay questions are crafted in such a way to make you think, reflect, self-analyse, and workout in your mind how you feel about a certain topic and how you want to express those feelings in writing. Common topics include career aspirations, academic strengths and weaknesses, past experiences, and reasons for applying to a particular university. Page | 69

International Advanced Level While the test scores, class rank and exams indicate one’s academics performance and aptitudes, the application essay brings in the personal component. Therefore no two essays will ever look the same and that is what makes the essay so special and decisive. There is no magic formula for an application essay. However, the following tips will help you: • Take your time: Your essay should be drafted well in advance of the application deadline to ensure adequate time for review and revision. The best essays come from students who have spent a significant time to think on the topic and prepare. Choosing the topic, putting together your message, composing a first draft, editing a second draft and polishing the final product into a compelling read are all important stages of good writing and each require their own amount of time. • Choose wisely: Whatever topic you choose, be sure you can relate it back to you as an individual and how it affected you and made you who you are today. • Remember that it is not your resume: The essay is more of an opportunity for you to tell the admissions committee of who you are, what makes you unique, what your passions and interests are and to talk about the meaningful experiences you have had. • Be compelling: The essay gives you an opportunity to tell the admissions committee, more about yourself. Tell that terrific story that makes you so special. You may have listed your many accomplishments at extra-curricular, but they also want to know how you used those opportunities to achieve what you have, in your short life. Be proud about your achievements but take humble pride in doing so. • Proofread, proofread & proofread. Financial Capability All students would need to show that they have sufficient funds to cover expenses – especially for tuition, accommodation and food. Take time to discuss this fact with your parents. Ask them how much they can set-aside for you, for one year. This will help you when selecting universities. Think wisely. Scholarships / Financial Aid Some universities may offer financial aid or scholarships for international students. Some might allow students to work while studying. Your chosen university is perhaps the best place to get funding information relevant to you. You should check each country’s policies and regulations when deciding on financial matters. Page | 70

Programme of Study While it is important to explore opportunities for scholarships / financial aid, you should not request for financial support if your parents can afford to meet your costs. The fact is that except for a few highly ranked universities, your chances of securing a place will be less when you request for such concessions. Scholarships based on merit, on the other hand, will not have any bearing on your financial status and if the university wishes they will offer such merit based scholarship whether you request for financial aid or not. Use of Social Media The content you share on social media like Twitter, Facebook, Instagram, etc. sheds light on your interests and passions. It may give a more in-depth look at your volunteer work or special projects and also provide evidence of your interest in a particular major, college, or career. Your creativity and technology skills may be spotlighted too. According to new data, colleges and universities pay attention to what applicants post on social media. Try to make the most of your social media time by; • keeping your profile information up to date. • investing the time to maintain quality in your postings, blogs, and videos. • showcasing your leadership, awards, or expertise in a meaningful manner. Be mindful that university admissions officers take a look at an applicant’s social media accounts. General Notes • The documents specified above are only a collective suggestion that most universities look for, however specific universities might request for additional documents. Please check with the respective university’s website • Be organized and meet deadlines. Make sure you are aware of all deadlines and that you are prepared well ahead of time to ensure that all aspects of your application are complete. An incomplete application can delay a decision and may reduce your chances of being accepted. • Contact the school counsellor for further queries. • Create a checklist to make the application process go smoothly and help you meet deadlines. Page | 71

International Advanced Level University Application Checklist  Here is a sample list of important tasks to complete for each university application.   1. Gather information about the application form  2. Make a note about regular application deadline  3. Make a note about early application deadline  4. Take required standardized tests  5. Submit standardized test scores  6. Request recommendation letters  7. Give recommenders helpful information (i.e., résumé, deadlines)  8. Draft initial essay(s)  9. Proofread essay(s) for spelling and grammar  10. Have two people read essay(s)  11. Revise your essay(s)  12. Proofread your revision  13. Request high school transcript/predicted results from school  14. Complete college applications  15. Use exact same name on all of your forms  16. Carefully review entire application  17. Have an adult review application  18. Sign and submit application (online or paper) and application fee on time  19. Request school to submit school transcript/predicted results  20. Send additional materials if needed  21. Submit financial aid form, if needed  22. Receive admission and financial aid award letter  23. Review letters of admission decisions  24. Ask questions about student resources and services  25. Compare university features, financial aid awards and make a decision  26. Respond to university you are attending  27. Respond to universities whose offers you are declining 28. Make enrolment deposit to chosen universities by the given deadline 29. Send final transcripts (Adapted from College-Advising-Essentials, 2018 Edition by The College Board) Page | 72

Programme of Study 6. Bring Your Own Device (BYOD) The COVID-19 experience highlighted the importance of technology in education. Being a Microsoft Showcase School and with the provision of original Microsoft 365 licenses at no cost to parents, Gateway College facilitates the extension of learning from school to home in a seamless manner. With the provision of wireless access across the school and an attractive package for connectivity and data at home, we believe that the students are likely to increase their productivity when they enjoy the comfort and familiarity they have with the use of their own device both at home and school. We have, therefore, adopted a Bring Your Own Device (BYOD) policy for the A/L students. BYOD policy allows students to bring in their laptops (not tabs nor mobile phones) to school. Gateway has laid certain guidelines for students to follow and request both students and parents to sign the ‘BOYD Student Agreement’ before the students commences his/her AL course. Students are able to take out their devices during lessons only at the invitation of their teacher. It is not a ‘right’ that the students enjoy, and they are not permitted to use the device against the wishes of the teacher. The use of technology for the lesson is solely the discretion of the teacher. If a device is misused in any way, a teacher has the right to remove it from the student and handover the device to the school office. A student is fully responsible for the upkeep and care of his/her device. Student Responsibilities in the BYOD initiative 1. Operating system and anti-virus software Students must ensure they have a legal and licensed version of a supported operating system and of software. If applicable, students’ devices must be equipped with anti-virus software. 2. Gateway College Wi-Fi network connection only Student devices are permitted only to connect to the department’s Wi-Fi network while at school. There is no cost for this service. 3. Battery life and charging Students must ensure they bring their device to school fully charged for the entire school day. No charging equipment will be supplied by the school. 4. Theft and damage Students are responsible for securing and protecting their devices at school. Any loss or damage to a device is not the responsibility of the school. Page | 73

International Advanced Level 5. Confiscation Students’ devices may be confiscated if the school has reasonable grounds to suspect that a device contains data which breaches the BYOD Student Agreement. 6. Maintenance and support Students are solely responsible for the maintenance and upkeep of their devices. 7. Ergonomics Students should ensure they are comfortable using their device during the school day particularly in relation to screen size, sturdy keyboard etc. 8. Data back-up Students are responsible for backing-up their own data and should ensure this is done regularly. 9. Insurance/warranty Students and their parents/caregivers are responsible for arranging their own insurance and should be aware of the warranty conditions for the device. The school will not accept responsibility for loss or breakage. BYOD Device Requirements 1. Wireless connectivity The School will provide Wi-Fi connectivity. 2. Operating system The current or prior version of any operating system. Windows 10 or higher preferred. 3. Software and apps Students are expected to connect to Office 365 using their school accounts. All software and apps should be fully updated. Microsoft Teams Desktop app should be installed in the device. 4. Memory and RAM A minimum specification of 16 GB storage and 2 GB RAM to process and store data effectively. Other considerations • Casing: Tough and sturdy to avoid breakage. • Weight: Lightweight for ease of carrying. • Durability: Durable and strong. • Camera should be covered Accessories • Carry case: Supply a carry case or skin to protect the device. • Back-up storage: 1 TB of storage provided through your Microsoft Accounts. Page | 74

BRING YOUR OWN DEVICE (BYOD) STUDENT AGREEMENT Students must read and sign the BYOD Student Agreement in the company of a parent or caregiver unless otherwise directed by the Principal. This page is to be signed and returned to the school. *The word “Device’ refers ONLY to laptops. Other digital devices such as tabs or mobile phones are not allowed.  I agree that I will abide by the school’s BYOD policy and that:  I will only use the school’s Wi-Fi network for learning and will not bring other devices that will allow access to Internet such as dongles.  I will use my device during school activities only at the direction of the teacher.  I will not attach any school-owned equipment to laptop device without the permission of the school.  I will use my own portal/internet log-in details and will never share them with others.  I will not use my device to commit academic dishonesty on assignments or tests.  I will not create, transmit, retransmit or participate in the circulation of content that attempts to undermine, hack or bypass any hardware and software security mechanisms that have been implemented by the school.  I will not copy, transmit or retransmit any material that is protected by copyright, without prior permission from the copyright owner.  I will not take photos or make video or audio recordings of any individual or group without the express written permission of each individual (including parent/caregiver consent for minors) being recorded and the permission of an appropriate staff member.  I will not use my own device to knowingly search for, link to, access or send anything that is offensive, pornographic, threatening, abusive or defamatory and considered to be bullying.  I will report inappropriate behaviour and inappropriate material to my teacher. I understand that my activity on the internet is recorded and that these records may be used in investigations, court proceedings or for other legal reasons.  I acknowledge that the school cannot be held responsible for any damage to, or theft of my device.  I understand and have read the limitations of the manufacturer’s warranty on my device.  I have reviewed the BYOD Device Requirements document and have ensured my device meets the minimum outlined specifications.  I understand that the school has the right to inspect files on my device at any time irrespective of if it has been the cause of any problem  I have read the BYOD Student Responsibilities document and agree to comply with the requirements. I understand that if the rules and expectations set out above are abused then the privilege of use of personal devices at school may be taken away from me. I understand that the non-compliance of any of the above will result in disciplinary action by the school. Date: ___/___/____ _______________________________________ in the presence of : _____________________________ Student name: Parent/caregiver name: _______________________________ _____________________________ Student signature Parent/caregiver signature Page | 75