BLUE BOOK GCK_2021

Purple Book Programme of Study International Advanced Level (For students moving to Year 12 in June 2021) Page | 1

TABLE OF CONTENTS 1. International Advanced Level Programme ................................................................................... 1 1.1. Mathematics.................................................................................................................. 8 1.2. Biology ......................................................................................................................... 12 1.3. Chemistry..................................................................................................................... 13 1.4. Physics ......................................................................................................................... 14 1.5. Cambridge International Computer Science ............................................................... 16 1.6. Economics.................................................................................................................... 18 1.7. Accounting ................................................................................................................... 19 1.8. Business ....................................................................................................................... 21 1.9. English Literature......................................................................................................... 22 1.10. Psychology ................................................................................................................... 25 1.11. French .......................................................................................................................... 27 1.12. Geography ................................................................................................................... 30 1.13. History.......................................................................................................................... 33 2. Public Examinations for Students Joining Year 12 in June 2021................................................. 34 3. Guidance for University Applications.......................................................................................... 37 4. Gateway Pathways...................................................................................................................... 47 4.1. NCC Level 4 Diploma in Business ................................................................................. 49 4.2. NCC Level 4 Diploma in Computing ............................................................................. 51 4.3. University of Arizona Early University Program .......................................................... 53 4.4. NCC Level 3 International Foundation Diploma in Higher Education Studies ............. 55 5. Bring Your Own Device (BYOD) ................................................................................................... 58

Programme of Study 1. International Advanced Level Programme Students entering Year 12 (Advanced Level) in June 2021 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 three options: Option 1: Choose - 4 A Level subjects Students will prepare to sit Advanced Subsidiary (AS) examinations in June 2022 and Advanced Level (A2) examinations in June 2023 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 2023, 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) or the University of Arizona Early University Program Students will prepare to sit Advanced Subsidiary (AS) examinations in June 2022, and Advanced Level (A2) in June 2023, 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) or the University of Arizona Early University Program. 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 the diplomas and the University of Arizona Early University Program, 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, Malaysia, New Zealand or Australia 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 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. Option 3: Take the International Foundation Diploma The International Foundation Diploma programme, awarded by the international awarding body NCC Education, is available to students who complete Sri Lankan or Edexcel/Cambridge OL/IGCSE. The Foundation Programme, which is of a year’s duration, will be of benefit to students who wish to continue their studies to degree level and beyond, without taking Options 1 or 2 above. The programme, in addition to raising students’ English Language Skills and Mathematical Skills, will provide a firm grounding in Business/Computing/Engineering along with study skills and personal development. After completing the Foundation Programme, students can start their higher education at a reputable university abroad in countries such as the UK, the US, Australia, Malaysia and Canada or in Sri Lanka at Accolade by Gateway and at the Universal College Lanka (UCL). Please refer to the section on the Gateway Pathway Programs for further details. 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 GCE (OL)/IGCSE work and should be cautious of selecting a fuller academic programme than he or she can properly handle. Page | 2

Programme of Study • 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 25% 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 25%, nine grade 9s are awarded 50%, ten grade 9s are awarded 75% and eleven or more grade 9s are awarded 100%. 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 4 ‘A’s at AS level. If they obtain 3 ‘A’s only, the scholarship will be reduced to half of what they had received before. Students who did not qualify for scholarships at IGCSE but perform well at AS, will be given a 50% 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. 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. Page | 3

International Advanced Level Examinations AS examinations will be taken in May/June 2022, and A2 in May /June 2023. Re-sit examinations may be permitted in January 2023 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 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 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 recognize 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 | 4

Programme of Study Hybrid Learning Over the last year Gateway has adopted a new Hybrid system and will move to a new mode of teaching and learning, based more on the student centred technology-based approach that has been taking root in the school in the recent past. 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. The BOYD policy adopted for the A Level section is a part of this programme. 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. As part of our hybrid learning model, every semester, at least one Assessment will be conducted digitally. 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. Page | 5

International Advanced Level A2 Level – Year 13 Time Bar June 2022 AS Level – Year 12 Academic year Begins June 2021 Academic year Begins November 2021 November 2022 First Semester Examination - Gateway First Semester Examination - Gateway March 2022 January 2023 Mock Exam – Gateway Repeat AS Examination - Edexcel May/June 2022 March 2023 AS - Examination – Edexcel Mock Examination - Gateway IFY – NCC Exam – Compulsory modules May/June 2023 September 2022 A2 - Examination - Edexcel IFY – NCC Exam – Optional Modules DIB/DIC – NCC Exam – Year 12 Modules September 2023 DIB/DIC – NCC Exam – Year 13 Modules Page | 6

Programme of Study Choices Available The courses are shown below in 4 groups. One subject should be selected from each group. A B C D Mathematics Accounting Economics Business (P1,P2,S1)+(P3,P4,D1) Computer Science Biology Chemistry Physics Level 4 - Diploma in Further Mathematics* Level 4 - Diploma in English Literature Mathematics Business (DIB) (FP1,FP2,FP3)+(S1,S2,M3) Computing (DIC) Psychology Geography Mathematics* (P1,P2,M1)+(P3,P4,M2 (P1,P2,S1)+(P3,P4,M1) French University of Arizona History University of Arizona Physics Early University Program University of Arizona Early University Chemistry Early University Program University of Arizona Program Early University Program • Further Mathematics has to be combined with Mathematics. Students intending to take Further Mathematics in Group B have to select Mathematics in Group C. 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. • Further Mathematics once selected cannot be dropped at A2. • 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 • The University of Arizona Early University Program can be chosen with any 3 subjects (one subject each from any 3 groups) • 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. • 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 2021. Such requests may be submitted only to the Head of Advanced Level using the prescribed form. Page | 7

International Advanced Level 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 | 8

Programme of Study 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 Page | 9

International Advanced Level Decision Mathematics D1 Algorithms, Algorithms on graphs, Algorithms on graphs II, Critical path analysis and Linear programming Mathematics units offered at Gateway include Pure Mathematics (P1 to P4 and FP1 to FP3), Mechanics (M1 to M3), Statistics (S1 and S2) and Decision Mathematics (D1). These units are offered in various combinations. 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 Mathematics (P1,P2, S1) + Grade 6 at International Medicine, Computer Science, (P3,P4, M1) GCSE or B grade at Sri Bio Science, Management, Lankan O/L Marketing, Accounting etc. IAS Mathematics (P1,P2,S1) 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. Page | 10

Programme of Study 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 | 11

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 | 12

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 | 13

International Advanced Level 1.4. Physics Aims The aims of the IAL in Physics are to enable students to: • provide seamless progression from the Key Stage 4 programme of study and 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 • demonstrate the importance of physics as a human endeavour that interacts with social, philosophical, economic and industrial matters • 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 A breakdown of the units dealt with at AS and A2 levels are given below: 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. Page | 14

Programme of Study 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 | 15

International Advanced Level 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 | 16

A2 level content Programme of Study Unit 3: Advanced Theory Data Representation Communication and internet technologies Unit 4: Practical Hardware and virtual machines System software 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 | 17

International Advanced Level 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 | 18

Programme of Study 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 bookkeeping • Control procedures • Financial statements of Organizations • Introduction to Costing • Analysis of Accounting statements • Social and ethical accounting Page | 19

International Advanced Level A2 Component: Unit 2 • Limited Companies • Investment ratios • Statement of Cash Flow • Budgeting • Standard Costing • Project Appraisal • Break-even analysis • 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. Page | 22

Programme of Study Section A: Answer one essay question from a choice of two on the studied Post-2000 Poetry prescribed poems Both essay questions will be comparative with one named poem plus a Section B: free choice of second poem from the prescribed list of poems in the Post-2000 Prose 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. 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- Pre-1900 Drama 1900 drama text. Section B: Answer one essay question from a choice of two on their studied post- Post-1900 Drama 1900 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. Page | 23

International Advanced Level 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 | 24

Programme of Study 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 | 25

International Advanced Level 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 | 26

Programme of Study 1.11. French Aims The aims of IAL in French are to enable students to develop: • an understanding of a wide variety of complex texts for different purposes • an understanding of standard spoken language, whether live or broadcast, on both unfamiliar and familiar topics normally encountered in personal, social, academic or vocational contexts • the ability to write clear, well-structured texts using an appropriate style, highlighting relevant salient issues, providing points of view with supporting arguments (where relevant) and showing controlled use of organisational patterns, connectors and cohesive devices • the ability to express themselves fluently, spontaneously and appropriately in a range of speaking contexts with little obvious searching for expressions or use of avoidance strategies • the skills necessary for further study or employment, either in French-speaking countries or where French is used as the main medium of communication for business and commerce • an understanding of the nature of language in different cultural contexts in order to build up competence in communication. The knowledge and understanding requirements of this Advanced Subsidiary and Advanced Level specification are inextricably linked to the four language skills of speaking, listening, reading and writing in French in line with the requirements of the subject criteria. Summary of Unit Content Unit 1: Spoken Expression and Response in French This unit rewards students for their ability to converse in French on a general topic area (GTA) that they have chosen in advance. Students will need to demonstrate that they can engage in a discussion in French that relates to a chosen GTA and allied subtopics. Students will be expected to give relevant and appropriate information, convey opinions, interact and respond to a range of questions. They must choose two of the following GTAs: • Youth matters • Lifestyle, health and fitness • Environment and travel • Education and employment. Students will then be examined on one of their two chosen GTAs, which they will be informed of on the day of the examination. Page | 27

International Advanced Level Assessment: Assessed by Pearson Edexcel, which will be in two sections totalling 8 to 10 minutes, with 15 minutes preparation time. Section A Requires students to respond to four Pearson-set questions on a stimulus related Section B to the student’s chosen GTA. Requires the teacher/examiner to engage the student in a discussion that, although still relating to the same GTA and its linked subtopics, moves away from the main focus of the stimulus. Unit 2: Understanding and Written Response in French This unit requires students to understand and convey their understanding of French-language texts and recordings. In addition, students will need to produce an essay to demonstrate an ability to manipulate the French language in continuous writing. Students will be expected to recognise and use the French language in a variety of contexts and in relation to a prescribed range of general topic areas. The unit draws on four GTAs: • Youth matters • Lifestyle, health and fitness • Environment and travel • Education and employment Assessment: Assessed by Pearson Edexcel. The paper will be in three sections. Section A Requires students to listen to a range of authentic recorded French-language Section B material and to retrieve and convey information given in the recording by Section C responding to a range of French-language questions. Requires students to read authentic French-language printed materials and to retrieve and convey information by responding to a range of mainly French- language test types. Requires students to write 200-220 words in the form of a letter, report or article in French, based on a short printed French-language stimulus. Unit 3: Understanding and Spoken Response in French This unit requires students to demonstrate the effectiveness of their French-language skills by presenting and taking a clear stance on any issue of their choice. They will be expected to interact effectively with the teacher/examiner, defend their views and sustain discussion as the teacher/examiner moves the conversation away from their chosen issue. They will be expected to use the language of debate and argument to discuss the issue and will also be assessed for understanding as well as communication and quality of spoken language. Page | 28

Programme of Study Assessment: Assessed by Pearson Edexcel. The assessment for this unit has two sections: Students will first need to outline their chosen issue for about one minute, adopting a definite stance towards the issue. They should then defend and justify their opinions for up to four minutes. The teacher/examiner will then initiate a spontaneous discussion in which a minimum of two further unpredictable areas of discussion will be covered. These issues may or may not relate to the chosen issue but will not require specialised factual knowledge or relate to French-language culture. This unit therefore assesses advanced-level understanding as well as speaking skills. Unit 4: Research, Understanding and Written Response in French This unit requires students to understand and convey their understanding of French language texts and recordings. In addition, students will need to produce an essay to demonstrate an ability to manipulate the French language in continuous writing. Students will be expected to recognise and use the French language in a variety of contexts and in relation to a prescribed range of general topic areas. The unit draws upon seven GTAs: • Youth matters • Lifestyle, health and fitness • Environment and travel • Education and employment • Technology in the French-speaking world • Society in the French-speaking world • Ethics in the French-speaking world. Assessment: Assessed by Pearson Edexcel. The paper will be in three sections. Section A Requires students to listen to a range of authentic recorded French-language material and to retrieve and convey information given in the recording by responding to a range of French-language questions. Section B Requires students to read authentic French-language printed materials and to retrieve and convey information by responding to a range of mainly French-language test types. Section C Requires students to answer one question, in French, that relates to a topic or a text chosen from the prescribed list featured in the specification (Set topics, texts and films). Students should write 300-400 words. The assessment rewards students for communicating relevant information effectively as well as for the quality of the French language produced Page | 29

International Advanced Level 1.12. 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 • be inspired by the world around one, and gain enjoyment and satisfaction from geographical studies and understand the relevance. 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 • extend an understanding of geographical ideas, concepts and processes • 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. Page | 30

Programme of Study 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. There are two compulsory topics that form this unit: Topic 1: World at Risk Topic 2: Going Global Assessment: 1 hour and 45 minute examination paper. Examination paper set and marked by Edexcel. The paper consists of two sections: Section A Data response and short-answer questions. 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. Examination paper set and marked by Edexcel. The paper consists of three sections. 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. Page | 31

International Advanced Level Assessment: 2 hour examination paper. Examination paper set and marked by Edexcel, which consists of three sections. 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 Examination paper set and marked by Edexcel. Candidates will be given a list of questions based on the four options. Candidates will select and answer one question that relates to the option they have studied. Page | 32

Programme of Study 1.13. History Aims and Objectives The aims and objectives of this qualification is to enable students to: • develop their interest in and enthusiasm for history and an understanding of its intrinsic value and significance • acquire an understanding of different identities within society and an appreciation of aspects such as social, cultural, religious and ethnic diversity, as appropriate • build on their understanding of the past through experiencing a broad and balanced course of study • improve as effective and independent learners, and as critical and reflective thinkers with curious and enquiring minds • develop the ability to ask relevant and significant questions about the past and to research them • acquire an understanding of the nature of historical study, for example that history is concerned with judgements based on available evidence and that historical judgements are provisional • develop their use and understanding of historical terms, concepts and skills • make links and draw comparisons within and/or across different periods and aspects of the past • organise and communicate their historical knowledge and understanding in different ways, arguing a case and reaching substantiated judgements. Syllabus Structure This qualification consists of four externally examined units. The International Advanced Level consists of the two IAS units (Unit 1 and 2) and two IA2 units (Unit 3 and 4) Content and Assessment Overview Unit Topic Area Assessment Unit 1 - Depth 1C: Germany, 1918– The paper has four questions. Students must Study with 45 answer two 25-mark essay questions from a Interpretation choice of four. Unit 2 – Breadth 1C: Russia, 1917–91: Students answer two questions: one from Study with Source From Lenin to Yeltsin Section A and one from Section B. A source Evaluation booklet is provided for Section A. Unit 3 - Thematic 1A: The USA, Students answer two questions: one from Study with Source Evaluation Independence to Civil Section A and one from Section B. A source War, 1763–1865 booklet is provided for Section A. Unit 4 - 1C: The World Students answer two questions: one from International Study Divided: Superpower Section A and one from Section B. A source with Historic Relations, 1943–90 booklet is provided for Section A. Interpretations Page | 33

International Advanced Level 2. Public Examinations for Students Joining Year 12 in June 2021 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 2021 will be sitting for the Advanced Subsidiary Level examinations in May/June 2022, and the Advanced Level examinations in May/June 2023. 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 | 34

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, and finalised, the Examination Board issues a ‘Statement of Entry’ (SoE) for the examination, detailing the papers for which entries have been made. The SoE should be scrutinized carefully, to ensure units/subjects entered, and your personal details are correct. Applicants should submit a recently taken passport size colour photograph (bust only), properly attired in the school uniform (with tie/scarf), which will be pasted on the SoE, and authenticated. 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. 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. Page | 35

International Advanced Level 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 | 36

Programme of Study 3. 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 | 37

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 | 38

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) Page | 39

International Advanced Level 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: • 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. Page | 40

Programme of Study 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! 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. Page | 41

International Advanced Level 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. 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. Page | 42

Programme of Study 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. 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. Page | 43

International Advanced Level 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 | 44

Programme of Study 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 Page | 45

International Advanced Level   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 | 46

Programme of Study 4. Gateway Pathways This section elaborates the opportunities that Gateway College students have to begin their higher education journey while still enjoying the benefits of school life. Through our ‘Gateway Pathways’ initiative, we are pioneering the concept of integrating the early stages of higher education within the framework of high school education. 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 in fields such as Business, Computing and Engineering (through a Diploma in Computing or Business or the University of Arizona Early University Program) or complete the International Foundation Diploma within one year to enter university in a shorter period of time. Over the past decade, at Gateway, we have developed a broad range of partnerships with international universities. These include prestigious institutions such as the University of Adelaide (a Group of Eight university in Australia), Macquarie University, James Cook University, Deakin University, University of Arizona and Embry-Riddle Aeronautical University (known as ‘the Harvard of the Sky’). 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 Accolade by Gateway and the Universal College Lanka (UCL). In addition, we are in the process of organising more progression agreements with reputed international universities across the world. 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 • NCC Level 3 International Foundation Diploma in Higher Education Studies (with Business, Computing and Engineering pathways) Page | 47

International Advanced Level 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 including the University of Adelaide, Deakin University and University of Arizona. • 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. Page | 48