principal’s foreword - hkbuas principal’s foreword dear students, the mission of a-school is...

2

Principal’s ForewordDear Students,

The mission of A-School is mentoring our students, fostering their personal

growth to encourage initiative, positive attitudes, individuality and creativity, thus

providing a basis for lifelong learning.

To achieve this, both the curriculum framework formulated by the Education

Bureau and the curriculum models of advanced countries are considered when setting

the school curriculum.

For junior grades, reference is made to the curriculum guides announced by

the Curriculum Development Council in designing our school curriculum in order

to lay a solid foundation for learning the New Senior Secondary (NSS) studies. The

introduction of project-based learning is also an integral part of our curriculum

that allows students to connect knowledge, skills, values and attitudes, as well as to

construct a solid knowledge base through diversified learning activities.

The senior secondary curriculum is more concrete in its focus on catering for

students’ diversified interests, needs and capabilities. Since 2016/17 academic year,

two curriculum streams have been offered for Grades 11 and 12 students to cater for

their needs of further study plan: the local NSS Curriculum for the Hong Kong Diploma

of Secondary Education Examinations and the General Certificate of Education A-Level

(GCEAL) Programme for the Cambridge/Edexcel GCE AL Examinations. No matter

which stream is pursued, students are required to choose two to three elective subjects

according to their abilities and interests. Subject choice is indeed very important and

will affect students’ choice of university programmes and life planning.

This Curriculum Booklet provides comprehensive information about the

objectives, frameworks and modes of assessment of the subjects offered in senior

grades. It also serves as an important guide for G9 students who are choosing

electives for their senior grade studies. The diverse strengths, interests, aptitudes and

aspirations of students to match the prospective university programmes should be

taken into account when making the decision. Students could seek the views from

your parents and teachers. Also, our Further Studies team and our Senior Consultant

(Further Studies) Dr. Robert Lam are ready to render assistance to help students map

out their study pathways.

Yours sincerely,

Dr. CHAN Wai-kai, Benjamin

School Principal

3

Curriculum Overview ............................................................ 4

Subjects Offered in G10 –G12 ............................................ 4

NSS Subjects ............................................................................. 5 to 23

Other Learning Experiences ............................................... 24

IGCSE Subjects .......................................................................... 25 to 36

GCE A-level Subjects ............................................................. 37 to 45

IELTS ............................................................................................. 46

Further Studies ......................................................................... 47

CONTENTS

4 New Senior Secondary (NSS) Subjects

Curriculum OverviewAll G7 – G9 students in HKBUAS follow the same school-based junior secondary curriculum, with reference to local and international education trends and practices. The curriculum aims at nurturing generic skills and developing the skills of learning to learn, which in turn fosters lifelong learning.

At G10, all students study the New Senior Secondary (NSS) curriculum required by the Education Bureau. A top-up programme will be offered to those G10 students who plan to sit for the IGCSE exam. At G11, students may continue with the NSS curriculum or switch to a two-year GCE A-level (GCEAL) curriculum.

Hong Kong Diploma of Secondary Education (HKDSE)

The three-year New Senior Secondary (NSS) curriculum leads to the Hong Kong Diploma of Secondary Education (HKDSE). Students have to study four core subjects, plus two to three elective subjects. Students will attend the HKDSE examinations at the end of G12.

International General Certificate of Secondary Education (IGCSE)

IGCSE is one of the world’s most popular international qualifications for 14 – 16 year olds. It is widely recognised by leading universities and employers worldwide, and is also serving as an international benchmark for further education. All the IGCSE subjects offered are administered by either University of Cambridge International Examinations (CIE) or London Examinations (Edexcel).

GCE Advanced Level (GCEAL)

GCEAL is an internationally benchmarked qualification, taken in over 125 countries, and is accepted as proof of academic ability for entry to universities worldwide. The syllabuses develop a deep understanding of subjects and independent thinking skills. All the GCEAL subjects offered are administered by either University of Cambridge International Examinations (CIE) or London Examinations (Edexcel).

NSS GCE A-level Top-up IGCSE Programme (Optional)*

Chinese Language ● ●

English Language ● ●

Mathematics ● ●

Liberal Arts Liberal Studies ●

Accounting ● ●

Additional Mathematics ●

Biology ● ● ●

Business Fundamentals Business, Accounting & Financial Studies ●

Business Studies ● ●

Chemistry ● ● ●

Chinese History ●

Economics ● ● ●

Geography ●

History ●

Information and Communication Technology ●

Literature in English ●

Mathematics Extended M1 / M2 ●

Music ●

Physics ● ● ●

Physical Education ●

Pure Mathematics ●

Visual Arts / Arts and Design ● ●

* Grade 10 students can opt to participate in our top-up programmes for the IGCSE examinations.

Subjects offered in G10-G12

Higher Education

Hong Kong Diploma of Secondary Education (HKDSE)

Exam

New Senior Secondary Curriculum

4 Core Subjects +2-3

Electives + OLE

NSS Curriculum plus IGCSE Top-up Programme

4 Core Subjects + 2 - 3 Electives + Other Learning Experiences (OLE)

School-based CurriculumG7-G9

G10

G11- G12

GCE A-level Curriculum 3 Electives+ English +

Chinese + OLE

Cambridge / Edexcel

GCE A-level Exam

5Curriculum (G10-G12)

課程目標

本課程讓所有學生在初中中國語文課程的基礎上，進一步：

•• 提高讀寫聽說能力、思維能力、審美能力和自學能力；培養語文學習的興趣、良好的學習態度和習慣；

•• 培養審美情趣，陶冶性情；

•• 培養品德，加強對社群的責任感；

•• 體認中華文化，培養對國家、民族的感情。

中國語文科

Core Subjects 必修部分

中國語文教育課程宗旨

多元化的課程組織

有效的學習、教學及評估

學習範疇價

值

觀

和

態

度

共

通

能

力

語

文

自

學

思

維

品

德

情

意

中

華

文

化

文

學

說

話

聆

聽

寫

作

閱

讀

（學習目標及學習重點）以讀寫聽說為主導，帶動其他學習範疇

各學習範疇有機結合、相連互通

＋

基礎及高中教育階段學習目標

課程架構

中國語文教育學習領域課程架構圖示如下：

中國語文科包括必修及選修兩部分。

必修部分

約佔本科課時的三分之二至六分之五，學習內容涵蓋閱讀、寫作、聆聽、說話、文學、中華文化、品德情意、思維和

語文自學九個學習範疇的學習。

選修部分

約佔本科課時的六分之一至三分之一，高中學習階段的選修單元共有兩個，學校會按學生興趣和能力，以及課程及評

估要求選擇合適的選修單元。以2016至2017年度為例，本校開設自擬單元(中國文學專題)及文化專題探討。

評估方式

評估是學與教的組成部分。學校以校內評估和校本評核(SBA)的方式促進學與教。評估的方式不應限於紙筆測試，可靈

活採用不同方式，如觀察、提問、課堂討論、專題報告、閱讀報告等。學校會合理地安排必修部分和選修部分評估的

頻次和份量，以免對學生造成不必要的壓力。


進展性評估

校內評估活動

校內評估是恆常採用的評估措施，是中國語文課程高中三年學與教的組成部分。校內評估着重進展性方面的評估，以

促進學生學習為主要目的。學校會因應本身的發展條件，重視學生學習多元化，設計高中中國語文課程的校內評估。

學習歷程檔案（校本評核）

學習歷程檔案能有效評估學生在整個學習過程中的表現。學習歷程檔案的資料是經長時期蒐集和整理出來的，可清晰

顯示學生的學習能力、學習過程和學習成果。檔案內可收集個人的閱讀紀錄，包括讀書報告、作者簡介及評論、個人

閱讀日誌、佳句摘錄、與教師、同儕交流的紀錄、參加作家座談會後記、個人藏書目錄等。教師會根據檔案資料，從

不同角度評估學生的閱讀質量，藉此提高學生的自我監控、自我管理和自學能力。

總結性評估

評核內容 *比重 *時間

公開考試卷一　閱讀能力

由2018年起，本卷將分為甲、乙兩部：

　　　甲部　文言文指定篇章

　　　乙部　課外篇章（文言文及白話文）

24% 1小時30分鐘

卷二　寫作能力 24% 1小時30分鐘

卷三　聆聽及綜合能力 18% 約1小時30分鐘

卷四　說話能力 14% 25分鐘

校本評核甲　必修部分：

　　閱讀活動6%

乙　選修單元（兩個）：

　　日常學習表現及單元終結表現14%

* 香港考試及評核局將於稍後公布2020年的評核大綱，上述為2019年香港中學文憑考試中國語文科各卷的比重及評核時間，僅供參考。


English Language

Objectives

The English Language curriculum at the senior secondary level specifically aims to enable students to:

•• broaden and deepen the language competencies they have developed through basic education, so that they are able to use English with increasing proficiency for personal and intellectual development, effective social interaction, further study, vocational training, work and pleasure;

•• further develop their interest and confidence in using English as their understanding and mastery of the language grow;

•• further broaden their knowledge, understanding and experience of various cultures in which English is used;

•• develop and prepare themselves for further study, vocational training or work; and

•• further develop learning how to learn skills and positive values and attitudes conducive to meeting the needs of our rapidly changing knowledge-based society. These include the interpretation, use and production of texts for pleasure, study and work in the English medium.

Curriculum Framework

The NSS English Language Curriculum is made up of the compulsory part and the elective part. It provides a flexible framework that broadens students’ learning experience and caters for their diverse needs, interests and abilities.

Both the compulsory and elective parts include the learning of English Language in the Interpersonal, Knowledge and Experience Strands. They also comprise the same learning objectives, which embody the essential content of learning for English Language at the senior secondary level.

Compulsory Part

In the compulsory part, teachers will apply the organising structure of modules and tasks to facilitate the learning and teaching of the four language skills, grammar, communicative functions, vocabulary and text-types.

Elective Part

This part comprises a range of modules which are categorised into Language Arts and Non-Language Arts. Students are required to take three of the modules with at least one from each group. Students of A-School take:

Language Arts:

•• Learning English through Drama

•• Learning English through Pop Culture

Non- Language Arts:

•• Learning English through Workplace CommunicationMode of Assessment

The assessment comprises two components: public examination and school-based assessment (SBA). The table below outlines the assessment design for the public assessment:

Components Weighting Duration

Paper 1 Reading 20% 1 hour 30 minutes

Paper 2 Writing

Part A Short guided task on the Compulsory Part

Part B Long open-ended task on the Elective Part

25% 2 hours

Paper 3 Listening & Integrated Skills 30% 2 hours

Paper 4 Speaking

Part A Group Interaction

Part B Individual Response

10%8 minutes for group discussion (4 students in a group) and 1 minute for individual response

School-based Assessment

Group Interaction and Individual Presentation covering both the Compulsory and Elective Parts

15%


Mathematics

Mode of Assessment

The tables below outline the assessment design for the public assessment for the compulsory part and modules 1 and 2:

Compulsory Part Weighting Duration

Paper 1 Conventional questions

Paper 2 Multiple-choice questions

65%

35%

2 hours 30 minutes

1 hour 15 minute

Module 1 (Calculus and Statistics) or Module 2 (Algebra and Calculus) Weighting Duration

Conventional questions 100% 2 hours 30 minutes

Remarks:

The students’ performances in the public examination in the compulsory part, module 1 and module 2 will be separately reported for the reference of different users.

Objectives

The Mathematics curriculum at the senior secondary level specially aims to:

•• further develop students’ mathematical knowledge, skills and concepts;

•• provide students with mathematical tools for their personal development and future career pathways;

•• provide a foundation for students who may further their studies in Mathematics or related areas;

•• develop students the generic skills, and in particular, the capability to use mathematics to solve problems, reason and communicate;

•• develop students’ interest and positive attitudes towards mathematics learning;

•• develop students’ competence and confidence in dealing with mathematics needed in life; and

•• help students fulfill their potential in mathematics.


The curriculum consists of a compulsory part and an extended part. In short, students can focus on learning in the compulsory part. For students who are more capable in mathematics, more mathematically oriented or need more mathematical knowledge and skills to prepare for their future studies and careers may choose to study a module from the extended part (M1 or M2).

Compulsory Part Extended ModuleCompulsory part focuses on three main areas, including:

•• Numbers and algebra

•• Measure, shape and space

•• Data handling

Module 1 (Calculus and Statistics) focuses more on mathematical applications as statistical knowledge is an indispensable tool in an information-based economy.

Module 2 (Algebra and Calculus) is more rigorous and caters for students who plan to acquire more mathematics-related knowledge in the future.


通識教育

通識教育科的課程架構

學習範圍獨立專題探究

自我與個人成長

● 單元一：個人成長與人際關係

學生須運用從三個學習範圍所獲取的知識和角度，並推展

至新的議題或情境，來進行一項獨立專題探究。下列的建

議主題，可用於幫助學生發展自己的獨立。

專題探究題目：

● 傳媒

● 教育

● 宗教

● 體育運動

● 藝術

● 資訊及通訊科技

社會與文化

● 單元二：今日香港

● 單元三：現代中國

● 單元四：全球化

科學、科技與環境

● 單元五：公共衛生

● 單元六：能源科技與環境

學習範圍之間的聯繫•• 三個學習範圍並非三個獨立的知識領域

•• 不是自成一體的學科

•• 從一個學習範圍所獲得的領悟及角度，應用於另外兩個學

習範圍的研習中

獨立專題探究•• 通識教育科課程不可缺少的部分

•• 六個單元提供基礎和情境，讓學生訂定自己的獨立專題探

究的題目

•• 引用學習範圍中所學，把相關的知識、不同角度及各種技

巧，應用來探討六個單元中沒有直接涉及的一項當代議題

•• 聯繫本科的各個單元、其他科目及在高中階段所經歷的整

體學習機會

•• 學習在真實的議題和問題上，應用本科所學習對事物的理

解和觀點，並且將之引申到新的情境之中

獨立專題探究的三個階段

2017年始獨立專題探究以新模式進行，以學生自動性及報

告作為評分。以下為本校的專題教學活動:

階•段課•業

第一階段專題探究建議書

第二階段資料搜集

第三階段習作

評核設計

部分內容比重考試時間

公開考試卷一資料回應題

卷二延伸回應題

50%

30%

2小時

1小時15分鐘

校本評核獨立專題探究 20% /

成績水平與匯報•• 採用水平參照模式匯報評核結果

•• 按變量或刻度上的臨界分數而訂定水平標準

•• 參照這套水平標準來匯報考生表現的等級

臨界分數

成績水平與匯報

•• 整體等級=公開考試 + 校本評核的成績

•• 用統計方法調整校本評核的成績，以調控學校間在校本評

核評分準則上的差異

•• 但會維持學校對學生的評級排序

•• 為了維持現時公開評核的區別能力供遴選之用，在獲取第

5級水平的考生中，表現最優異的考生成績將以「**」標示，

隨後表現較佳的考生成績則以「*」標示


ObjectivesThe Biology curriculum at the senior secondary level specially aims to:•• provide biology-related learning experiences that enable students to develop scientific literacy, so that they can participate actively in our rapidly changing knowledge-based society; and•• prepare students for further studies or careers in the fields related to life science, and become lifelong learners in science and technology.

Curriculum FrameworkThe curriculum comprises compulsory part and elective part:

Compulsory Part (200 hours) I. Cells and Molecules of Life •• Molecules of life

•• Cellular organisation•• Movement of substances across membrane•• Cell cycle and division

II. Genetics and Evolution •• Basic genetics •• Molecular genetics•• Biodiversity and evolution

III. Organisms and Environment •• Essential life processes in plants •• Essential life processes in animals •• Reproduction, growth and development

IV. Health and Diseases •• Personal health •• Diseases •• Body defence mechanisms

Elective Part (any 2 out of 4) V. Human Physiology: Regulation and Control

• Regulation of water content (osmoregulation) • Regulation of body temperature

• Regulation of gas content in blood • Hormonal control of reproductive cycle

VI. Applied Ecology • Human impact on the environment • Pollution control • Conservation

• Sustainable development• Human impact on the environment

VII. Microorganisms and Humans

• Microbiology • Use of microorganisms

• Harmful effects of microorganisms• Microbiology

VIII. Biotechnology • Introduction to biotechnology • Techniques in modern biotechnology • Biotechnology in medicine

• Biotechnology in agriculture • Bioethics

Mode of AssessmentThe assessment comprises two components: public examination and school-based assessment (SBA). The table below outlines the assessment design for the public assessment:

Components Content Weighting DurationPublic Examination Paper 1 Compulsory Part

Section A – Multiple-choice questionsSection B – Short questions, structured questions & essay questions

60%2 hours 30 minutes

Paper 2 Elective Part Structured questions

20% 1 hour

School-based Assessment (SBA) 20% --

School-based Assessment (SBA)

School-based assessment (SBA) is compulsory for all school candidates. In the SBA of Biology, candidates are required to perform a stipulated amount of practical work, which may include scientific investigations, laboratory work, and fieldwork, etc. In Grade 11 and Grade 12, they will be assessed in two ability areas: practical skills abilities (A) and reporting of investigative work (B). Ability area A carries 8% of the subject mark, while ability area B carries 12% of the mark.The assessment comprises two components: public examination and school-based assessment (SBA).

Biology

Elective Subjects 選修部分


Business Environment

Introducing to Accounting

Basics of Personal Financial

Management

Decision-making•• Knowledge and Skills•• Values and Attitudes•• Multiple Persepectives

Accounting Module•• Financial Accounting•• Cost Accounting

Business Management Module•• Financial Accounting•• Human Resources Management•• Marketing Management

OR

Introduction toManagement

Compulsory Part -Holistic View of Business

Elective Part - In-depth Study in a Focused Area

Business, Accounting and Financial Studies

Objectives

The BAFS curriculum at the senior secondary level specially aims to enable students to:

•• understand and critically evaluate local and global business issues, not only as members of the business world but also as responsible and contributing citizens;

•• appreciate the pace of change in the business world, so that they become reflective, self-motivated and self-managed lifelong learners, who can act proactively and make informed decisions in an ever-changing environment;

•• be equipped with an understanding and capability to search for, interpret, analyse and make use of information for business development; and

•• develop an awareness of and interest in business for planning their academic and career development.


The curriculum comprises two parts, compulsory and elective part. The compulsory part covers the holistic views of business and the elective part is an in-depth study in either Accounting Module or Business Management Module.

Mode of Assessment

The table below outlines the assessment design for the public assessment:


Paper 1 Compulsory part 40% 1 hour 15 minutes

Paper 2 Elective part

• Accounting module

• Business management module

60% 2 hours 15 minutes


Objectives

The Chemistry curriculum at the senior secondary level specially aims to enable students to:

•• understand phenomena, facts and patterns, principles, concepts, laws and theories in chemistry;

•• learn chemical vocabulary, terminology and conventions;

•• appreciate applications of chemistry in everyday life;

•• understand methods used in scientific investigations.


Compulsory Part Elective Part

•• Planet earth (8 hrs)

•• Microscopic world I (24 hrs)

•• Metals (22 hrs)

•• Acids and bases (27 hrs)

•• Fossil fuels and carbon compounds (20 hrs)

•• Microscopic world II (8 hrs)

•• Redox reactions, chemical cells and electrolysis (26 hrs)

•• Chemical reactions and energy (9 hrs)

•• Rate of reaction (9 hrs)

•• Chemical equilibrium (10 hrs)

•• Chemistry of carbon compounds (27 hrs)

•• Patterns in the chemical world (8 hrs)

•• Industrial chemistry (26 hrs)

•• Materials chemistry (26 hrs)

•• Analytical chemistry (26 hrs)

Mode of Assessment


Public Examination Paper 1 Compulsory Part

Section A – Multiple-choice questions

Section B – Short questions, structured questions & essay questions


Paper 2 Elective Part

Structured questions20% 1 hour

School-based Assessment (SBA) Practical related tasks 20%

Public Examination

Paper 1 comprises two sections: A and B. Section A consists of multiple-choice questions and carries 18% of the subject mark. Section B includes short questions, structured questions and an essay question, and carries 42% of the subject mark. Candidates have to attempt all questions in this paper.

Paper 2 consists of structured questions and carries 20% of the subject mark. Candidates are required to answer the questions on the 2 electives selected.


School-based assessment (SBA) is compulsory for all school candidates. Students are required to perform a stipulated amount of practical work, which may include designing experiments, reporting and interpreting experimental results, etc. Apart from these, students attempting the HKDSE Chemistry examination may also be required to design and conduct a group-based experimental investigative study with a view to solving an authentic problem. They are expected to make use of their knowledge and understanding of chemistry in performing such an investigative study, through which their generic skills, practical skills, process skills, reporting skills, etc. would be developed and assessed.

(The SBA components are subject to change due to the streamlining proposals of HKEAA)

Chemistry

13Curriculum (G10-G12)中國歷史

教學目標

本校高中課程主要為學生建構歷史知識，掌握研究歷史的技能，訓練學生應試技巧，從學習歷史中訓練邏輯思維，提升

判斷能力，為應付中學文憑試作好準備。

課程架構

本科主要分為「歷代發展」與「歷史專題」兩部分。「歷代發展」為必修課程，旨在使學生宏觀地了解中國歷史的發展

脈絡。「歷史專題」則由學校在各選修擬設的主題中選擇其中一個教授，旨在從側面探究歷史的發展。

必修部份—歷史發展

必修部分為「歷代發展」，此部分為「甲部：上古(夏商周)至十九世紀中葉(清中葉中英鴉片戰爭前)」及「乙部：十九

世紀中葉(清中葉中英鴉片戰爭爆發)至二十世紀末」兩大時段。

選修部份—歷史專題

選修部份為「歷史專題」提供以下六個單元，

由課任老師選擇其中一個供學生選讀。

•• 「二十世紀中國傳統文化的發展：承傳與轉變」

•• 「地域與資源運用」

•• 「時代與知識分子」(本校選教)

•• 「制度與政治演變」

•• 「宗教傳播與文化交流」

•• 「女性社會地位：傳統與變遷」

評核模式

公開考試設兩卷。

部分內容比重時間

試卷一：歷代發展

設必答題，涵蓋甲、乙兩部，佔40分（提供多項資料，考核學生不

同能力，預期作答時間為55分鐘）；其餘甲部及乙部各設3題，考生

須分別各選答1題，佔50分。

70% 2小時15分

試卷二：歷史專題設6單元，每單元各設3題，學生從所選的1個單元中選答2題，共答2題完卷，佔50分。

30% 1小時20分


Economics

Learning Expectations

•• Understand the human world through enquiring into how resources are used to serve individuals and society.

•• Understand the principles and forces that affect people in their everyday lives.

•• Apply theories and concepts to real-world issues, and develop students’ problem-solving and critical thinking skills.

•• Master a variety of tools and skills for the effective communication of economic ideas and discussion of economic issues.

•• Learn to draw conclusions based on logical analysis, and be aware of the value judgments underlying the choices they make.

•• Make rational economic choices for their own lives and decisions on various social issues.

NSS Curriculum


Microeconomics Macroeconomics

A. Basic Economic Concepts F. Measurement of Economic Performance

B. Firms and Production G. National Income and Price Level

C. Market and Price H. Money and Banking

D. Competition and Market Structure I. Macroeconomic Problems and Policies

E. Efficiency, Equity and the Role of Government J. International Trade and Finance

Part 1:

Monopoly Pricing, Anti-competitive Behaviours and Competition Policy

Part 2: (Adopted in A-School)

Extension of Trade Theory, Economic Growth and Development

Mode of Assessment


Paper 1 (multiple-choice questions) 30% 1 hour

Paper 2 (conventional paper)

•• Part 1: Compulsory Part (Includes ONE data-response question)

•• Part 2 : Elective Part (Elective Part 2 chosen)


Com

pulso

ryEl

ectiv

e


Geography

Objectives

•• To enable students to understand the Earth they inhabit, to recognise and interpret, from a spatial perspective, the arrangement of phenomena and features on Earth, the processes at work, the interactions that occur, the changes that result, and the issues and management responses that arise

•• To develop students the general intellectual capacity and generic skills needed for lifelong learning through geographical enquiry, and the ability to apply these in life situations

•• To enable students to appreciate the wonder, interdependence and fragility of the local and global environment, and the importance of promoting sustainable development

•• To develop students a sense of citizenship, a global outlook, and readiness to take actions for the betterment of society, the nation and the world

Who are suitable to study Geography?

•• Nature lover

•• With a passion to make our Earth a better place to live

•• Enjoy outings and outgoing

•• Responsible (towards ourselves & the world)

•• Willing to walk (tremendous walking in field studies)

•• Diligent

Measuring river velocity in River Silver

Field trip to an organic farm, Ha Pak Nai (Grade 11)

Urban field trip study in Sheung Wan (Grade 12)


Syllabus Lesson Time

Compulsory Part:

7 geographical issues and problems60% (around 170 hours*)

Elective Part:

2 out of 4 electives20% (around 50 hours*)

Fieldwork + Spatial Data Enquiry

(Should be infused in the learning and teaching of the Compulsory and Elective Parts20% (around 50 hours*)

Topics:

Core:•• Opportunities and risks – is it rational to live in hazard-prone areas? •• Managing river and coastal environments: A continuing challenge •• Changing industrial location – How and why does it change over space and time? •• Building a sustainable city – Are environmental conservation and urban development mutually exclusive? •• Combating famine – Is technology a panacea for food shortages? •• Disappearing green canopy – Who should pay for the massive deforestation in rainforest regions? •• Global warming – Are humans responsible?

Elective:•• Dynamic Earth •• Weather and Climate

Mode of Assessment

NSS (Public) Assessment System:

Paper 1 Paper 2

Weighting 75% 25%

Duration 2.75 hours 1.25 hours

Scope Compulsory / Core Part (7 topics)

Elective Part (2 topics)

Section/ question type

A. Multiple-choice (20 questions, including map reading questions

B. Fieldwork-based (1 question) (15%)

C. Data-based / Structured (2 questions) (30%)

D. Short Essay (1 question) (10%)

E. Data-based / Structured (1 question) (15%)

F. Short Essay (1 question) (10%)

Local topographical map: 1:20,000 / 1:5,000 and/or simplified map extracts


Objectives

The History curriculum at the senior secondary level specially aims to enable students to:

•• discover where they stand in the contemporary world through understanding the origins and development of modern events;

•• develop the skills of critical thinking, making sound judgments and effective communication through exploring historical issues;

•• approach past and current events in an impartial and empathetic manner, using a variety of perspectives; and

•• understand the characteristics and values of their own culture, and appreciate the shared humanity and common problems of the world’s many peoples.


Compulsory Part Theme A : Modernisation and Transformation in Twentieth-Century Asia

Theme B: Conflicts and Cooperation in the Twentieth-Century World

Assessment Framework


Components Weighting DurationsPaper 1

Data-based questions60% 2 hours

Paper 2

Essay-type questions 40% 1 hour 30 minutes

History

Grade 10 students cooking and tasting original wartime recipes of The Great War


Information and Communication Technology

Objectives

The ICT curriculum at the senior secondary level specially aims to:

•• provide students with essential knowledge, concepts and applications of information, communication and computer systems;

•• equip students with problem-solving and communication skills, and encourage them to think critically and creatively;

•• develop students into competent, effective, discriminating, ethical and confident users of ICT for their lifelong learning; and

•• nurture students with positive values and attitudes towards appreciating the impact of ICT on our knowledge-based society.


The curriculum comprises compulsory part and elective part:

Compulsory Part Elective Part

A. Information Processing

B. Computer System Fundamentals

C. Internet and its Applications

D. Basic Programming Concepts

E. Social Implications

Multimedia Production and Web Site Development

Mode of Assessment


Components Content Weighting Duration

Public Examination Paper 1 Compulsory Part Section A – Multiple choice questionsSection B – Structured questions

55% 2 hours

Paper 2 Elective Part Structured questions

25% 1 hour 30 minutes

School-based Assessment (SBA) 20% --


Literature in English

Objectives

The aims of the Literature in English curriculum are to enable learners to:

•• appreciate and enjoy a wide range of literary or creative texts and other related cultural forms;

•• develop their capacity for critical thinking, creativity, self-expression, personal growth, empathy and cultural understanding;

•• enhance their awareness of the relationship between literature and society;

•• develop a greater sensitivity to the nuances of the English language; and

•• be adequately prepared for areas of further study or work, where qualities promoted in the study of literature, such as creativity, critical thinking and inter-cultural understanding, are highly valued.


The syllabus is based on the study of one set of texts, which will vary over time. The set offers a choice of one of two novels, one of two plays, one of two films, a set of short stories selected from a given volume and a set of poems selected from a given volume. The texts will be examined as follows:

Genre Paper(s)

Novels 1 Part I Section A, Part II & 2 Section A (text analysis)

Plays 1 Part I Section B, Part II & 2 Section A (text analysis)

Films 1 Part I Section C, Part II

Short stories 1 Part I Section D, Part II

Poetry 1 Section B (Comparison of works by one or more poets)

Set texts

Novels: Lord of the Flies, William Golding OR To Kill a Mockingbird, Harper Lee

Plays: The Taming of the Shrew, William Shakespeare OR The Crucible, Arthur Miller

Films: The Painted Veil (2006) Dir: John Curran OR Life of Pi (2012) Dir: Ang Lee

Short stories: Fiction: A Pocket Anthology (Seventh Edition) ed. R.S. Gwynn. Penguin Academics (2014).

C. P. Gilman: The Yellow Wallpaper

Edith Wharton: Roman Fever

Flannery O’Connor: Everything that Rises Must Converge

Shirley Jackson: The Lottery

Raymond Carver: Cathedral

Alice Walker: Everyday Use

Alice Munro: The Bear Came Over the Mountain

Margaret Atwood: Happy Endings

Poetry: From The Rattle Bag ed. S. Heaney & T. Hughes, Faber and Faber

Elizabeth Bishop: ‘The Bight’, ‘The Fish’, ‘Sandpiper’

Robert Frost: ‘Desert Places’, ‘Gathering Leaves’, ‘Stopping by Woods on a Snowy Evening’

John Keats: ‘La Belle Dame sans Merci’, ‘Ode to a Nightingale’, ‘To Autumn’

Sylvia Plath: ‘Crossing the Water’, ‘Mushrooms’, ‘Poppies in July’

Dylan Thomas: ‘Do not go gentle into that good night’, ‘Poem in October’, ‘The hand that signed the paper felled a city


Mode of AssessmentThe table outlines the various components of the public assessment of Literature in English in the 2018 HKDSE:


Paper 1 Essay Writing 50% 3 hours

Paper 2 Appreciation 30% 2 hours

School-based Assessment (starting from 2019) 20%

Paper 1 Essay Writing (3 hours) (50%)

This paper will be divided into two parts. Part I (30% of the subject mark) will comprise four sections, A – D. Candidates may choose to answer a question on one of two novels in Section A, one of two plays in Section B, and one of two films in Section C. Section D will cover a single volume containing short stories. In Part I there will be two questions on each text. Part II (20% of the subject mark) will comprise eight questions requiring comparisons of two or more of the set texts from Part I. Candidates must answer three questions from the paper as a whole, two from Part I (taken from different sections) and one from Part II, which must cover those genres the candidate has not already covered in Part I. All questions will require essay-type answers, with some inviting imaginative expansion of texts.

Paper 2 Appreciation (2 hours) (30%)

This paper will be divided into 3 sections. Candidates must choose one question from a choice of four in Section A, one question from a choice of two in Section B and one question from a choice of two in Section C. Multi-part questions will invite critical analyses of a single passage from either of the prescribed novels or the prescribed plays in Section A (10% of the subject mark), two or three set poems either by the same or different poets in Section B (12% of the subject mark), and one or two unseen poems in Section C (8% of the subject mark). For the Unseen Poetry section, candidates should study a broad range of modern poetry, including themes such as love, nature, war, death and animals. Candidates will be expected to show an ability to understand the thought and feeling in the poetry, and the ways in which these are conveyed. Copies of the set and unseen poems will be included in the question paper.

Paper 3 School-based Assessment (20%)

The SBA component of Literature in English constitutes 20% of the total weighting for the subject. It involves the preparation of an extended essay on a theme/work/writer connected to the learner’s study in the subject OR an analytical study/review of a film/play/performance, OR (a) piece(s) of creative writing, of around 2000 to 2500 words. Work for the Portfolio should be related to, but not exclusively or extensively based on, the set texts. Learners can use the texts they study as an inspiration for their Portfolio work, but they should not include detailed analysis of those works. Instead they should focus on other arts-related materials. In the context of this subject, ‘arts’ refers to activities such as literature, cinema, television, music, painting and dance, which people can take part in for the purposes of enjoyment, or to create various impressions and/or meanings. The main prose or film works chosen for study should have been written or made originally in English. Studies of other cultural media should centre on the works of English-speaking artists or performers. Candidates should be encouraged to make connections between what they read and things occurring in Hong Kong and around the world. Cross-cultural references can be made in the work, e.g. comparing the set film with local films/ television. Extended essays which deal exclusively with such subjects as history, sociology, psychology, scientific or liberal studies are not appropriate.


Music

Objectives

The Music curriculum at the senior secondary level specifically aims to enable students to:

•• develop creativity and nurture aesthetic sensitivity;

•• further develop their musical competence;

•• construct knowledge and understanding of diverse music cultures;

•• develop critical responses to music, and communicate effectively through music;

•• build a foundation for pursuing further studies in music and preparing for careers in music and related areas; and

•• cultivate a lifelong interest in music and develop positive values and attitudes towards music.


The curriculum consists of Compulsory and Elective Parts. Students are required to study all three modules in the Compulsory Part and choose one module in the Elective Part. For the Elective Part, students in school will be choosing Paper 4b - Performing II.

Compulsory Part

Module 1 (Listening) requires students to:•• listen to and study musical works from the following periods and genres: music in the western classical tradition from the Baroque period to the 20th Century (20%), Chinese instrumental music (8%), Cantonese operatic music (6%), and local and Western popular music (6%);

•• use appropriate music terminology/notations to demonstrate the development of aural perception and knowledge about music elements, structures, expressive qualities and compositional devices; and

•• describe and discuss music in relation to its historical and cultural contexts.

Module 2 (Performing I) requires students to:•• sing or play two or more pieces in an instrumental / vocal ensemble in contrasting styles in a recital (6-12 min) (15%), and;

•• take part in an oral presentation lasting for 3 to 5 minutes to explain their understanding and interpretation of the music performed (3%); and

•• sing at sight a tonal melody of 8 to 12 bars (2%).

Module 3 (Creating I) requires students to:•• create two or more compositions (6-15 min) of different styles which display a structural design (16%); and

•• present a reflective report to record and display the creating process of each composition (4%).

Elective Part

Module 4B (Performing II) requires students to:•• sing or play three or more pieces individually in contrasting styles in a recital (10-20 min), and take part in a viva voce to explain their understanding and interpretation of the music performed; or

•• submit a recognised qualification for exemption.

Mode of Assessment



Public Examination

Compulsory Part Paper 1: Listening Paper 2: Performing IPaper 3: Creating I

External assessment (public written examination)School-based assessment (practical examination)External assessment (Portfolio)

40%20%20%

2 hours to 3 hoursAround 30 minutesN.A.

Elective Part(choosing one paper)Paper 4B: Performing II

External assessment (practical examination) OR other recognised qualifications 20% Around 30 minutes


Physics

Objectives

The Physics curriculum at the senior secondary level specially aims to enable students to:

• understand phenomena, facts and patterns, principles, concepts, laws, theories and models in physics; • learn the vocabulary, terminology and conventions used in physics; • acquire knowledge of techniques and skills specific to the study of physics; and • develop an understanding of technological applications of physics and of their social implications.

Curriculum FrameworkThe curriculum comprises compulsory part and elective part:

Compulsory Part I. Heat and Gases •• Temperature, heat and

internal energy•• Transfer processes•• Change of state•• Gases

II. Force and Motion •• Position and movement•• Force and motion•• Projectile motion•• Work, energy and power•• Momentum•• Uniform circular motion•• Gravitation

III. Wave Motion •• Nature and properties of waves•• Light•• Sound

IV. Electricity andMagnetism

•• Electrostatics•• Circuits and domestic electricity•• Electromagnetism

V. Radioactivity andNuclear Energy

•• Radiation and radioactivity•• Atomic model•• Nuclear energy

Elective Part (any 2 out of 4)

VI. Astronomy and Space Science

•• The universe as seen in different scales•• Astronomy through history•• Orbital motions under gravity•• Stars and the universe

VII. Atomic World •• Rutherford’s atomic model•• Photoelectric effect•• Bohr’s atomic model of hydrogen•• Particles or waves•• Probing into nano scale

VIII. Energy and Use of Energy

•• Electricity at home•• Energy efficiency in building and transportation•• Renewable and non-renewable energy sources

IX. Medical Physics •• Making sense of the eye and the ear •• Medical imaging using non-ionizing radiation•• Medical imaging using ionizing radiation

Mode of Assessment



Public Examination Paper 1 Compulsory PartSection A – Multiple-choice questionsSection B – Short questions, structured questions & essay questions

60% 2.5 hrs

Paper 2 Elective Part Multiple-choice questions & structured questions

20% 1 hr

School-based Assessment (SBA) Practical related tasks 20%


School-based assessment (SBA) is compulsory for all school candidates. Students will be assessed by their teachers on their performance of a wide range of skills involved in practical work throughout Grade 10 to Grade 12. Students are required to perform a stipulated amount of practical work, which may include designing experiments, reporting and interpreting experimental results, etc. Design and conduct an investigative study with a view to solving an authentic problem are also required. They are expected to make use of their knowledge and understanding of Physics in performing such an investigative study, through which their generic skills, practical skills, process skills and reporting skills, etc. will be developed and assessed. Over the three years of Grade 10 to Grade 12, there should be at least two marks for experiments (EXPT) and one mark for investigative study (IS) or an experiment with a detailed report (EXPT*).


Objectives

The Physical Education curriculum at the senior secondary level specifically aims to enable learners to:

•• learn the knowledge and skills for establishing an active and healthy lifestyle;

•• cooperate both physical skills and PE related theories to develop and enhance higher-order thinking;

•• build up knowledge by linking the concepts they learnt through participation in PE and apply the concepts to improve sports performance;

•• develop positive sport-related values, attitudes and moral behaviors and show them in daily life; and

•• develop the generic skills for lifelong learning and participating in physical activities.


The curriculum comprises nine parts:

Part I - Physical Education, Sport, Recreation, Leisure and Wellness: History and Recent Development

Part II - Human Body

Part III - Movement Analysis

Part IV - Fitness and Nutrition for Health and Performance in Physical Activities

Part V - Physiological Basis for Exercise and Sports Training

Part VI - Sports Injuries, Treatment and Precautions

Part VII - Psychological Skills for PE, Sport and Recreation

Part VIII- Social Aspects of PE, Sport and Recreation

Part IX - Sport and Recreation Management

Mode of Assessment


Component Content Weighting Duration

Public Examination Paper I. Multiple choice and short questions 42% 2 hours 15 minutes

Paper II. Long Questions 18% 1 hour 15 minutes

Paper III. Practical Examination

1. Assessment in TWO physical activities

Physical Activity 1 (Choose 1)

Badminton /Basketball/Football/ Table tennis /Volleyball

Physical Activity 2 (Choose 1)

Athletics/Gymnastics/Swimming

2. Assessment in physical fitness tests*

40%

13

13

13

--

*Physical Fitness Tests include Sit-Up, Sit & Reach, 1Mile Run and Pull Up (for Boys) or Flexed Arm Hang (for Girls).

Physical Education


Objectives

The Visual Arts curriculum at the senior secondary level specially aims to enable students to:

•• develop creativity and imagination: Through active participation in art appreciation, criticism and making, students will develop new and different ways to enhance their power of imagination, creative thinking and presentation skills. Students can use artwork to express themes and topics related to themselves, their surroundings and the works of other artists. They can also make critical appreciation of artwork and learn to see art from different or new perspectives.

•• develop skills and processes: Students will learn to use visual language, different art forms and a variety of materials and techniques for art making. They will develop their skills in using verbal language to describe, analyze, communicate their thoughts, and develop a positive attitude to continuous exploration and experimentation through the process of making and presenting their ideas.

•• cultivate critical responses: As students learn to understand artwork, they acquire the ability to give critical, informed

Visual Arts

and intelligent responses based on a well-explored background of information about the artwork, the artist, and, just as important, with reference to their own experience, education, culture and personal judgment.

•• understand arts in context: Students will learn to understand the meaning and value of artwork in their own and other contexts, e.g. art historical, personal, social, cultural, ideological and political contexts.


The curriculum comprises two parts:

I. Visual arts appreciation and criticism in context

Students are expected to construct knowledge, develop skills, enrich their aesthetic and artistic experience, and cultivate positive individual and social values and attitudes through the learning of visual arts appreciation and criticism in context.

II. Visual arts making

Students are expected to display the skills of handling media, materials and art language, to enrich their aesthetic and artistic experience, and to cultivate positive individual and social values and attitudes through the learning of visual arts making.

Mode of Assessment



Public Examination Choose either paper 1 or paper 2Paper 1 – Visual presentation of a themePaper 2 – DesignEach paper is divided into two partsPart A Written presentation on critical appreciation of reproductions of artwork provided (10%)Part B Art making (40%)

50% 4 hours


Submit ONE portfolios, each of which should consist of:• Research workbook (20%)• Artwork / Critical studies (30%)

50% --


NSS OLE

OLE in A-School aims at achieving a whole person development in virtue, wisdom, physical strength, sociability, aesthetic endeavors and spirituality for our students, we offer broad and balanced activities, nurture their interests and potential in different aspect, cultivate a positive attitude towards the changing world.

OLE Framework

Lesson Time Distribution

Other Learning Experiences Lesson Ratio Lesson Time (at least)

Moral and Civic Education

10 -15% 270 - 405 Hours

Community Service

Career-related Experience

Aesthetic Development

Physical Development

其他學習經歷

Other Learning Experiences

德育及公民教育

Moral & Civic Education與工作有關係的經驗

Career-related Experiences

藝術發展

Aesthetic Development

體育發展

Physical Development

社會服務

CommunityService

Other Learning Experiences (OLE)


Cambridge IGCSE First Language Chinese (0509) (只提供英文版本)

Objectives

The IGCSE in First Language Chinese enables students to:

•• communicate accurately, appropriately and effectively in writing

•• understand and respond appropriately to what they read

•• encourage students to enjoy and appreciate the variety of language

•• complement the students’ other areas of study by developing skills of a more general application (e.g. analysis, synthesis, drawing of inferences)

•• promote the students’ personal development and an understanding of themselves and others.


Assessment Objectives All candidates should be able to: Candidates aiming for Grades A* to C should, in addition, be able to

Reading •• demonstrate understanding of words within extended texts

•• scan for and extract specific information

•• identify main and subordinate topics, summarise, paraphrase, re-express

•• show some sense of how writers achieve their effects

•• recognise and respond to simple linguistic devices including figurative language

•• show a more precise understanding of extended texts

•• recognise the relationship of ideas

•• evaluate effectiveness, draw inferences, compare, analyse, synthesise

•• show understanding of how writers achieve their effects

•• recognise and respond to more sophisticated linguistic devices

Writing •• express thoughts, feelings and opinions in order to interest, inform or convince the reader

•• show a sense of audience

•• demonstrate adequate control of vocabulary, syntax and grammar

•• exercise care over punctuation and spelling

•• write accurate simple sentences

•• attempt a variety of sentence structures

•• recognise the need for paragraphing

•• use appropriate vocabulary

•• show a wider and more varied sense of different styles to interest, inform or convince the reader

•• show a clear sense of audience

•• demonstrate a sophisticated use of vocabulary and structures

•• demonstrate accuracy in punctuation and spelling

•• write accurate complex sentences

•• employ varied sentence structures

•• write in well-constructed paragraphs

•• use imaginative and varied vocabulary

Mode of Assessment

Components Weighting Durations

Paper 1 – Reading 60% 2 hours

Paper 2 – Writing 40% 1 hour 15 minutes

26 International General Certificate of Secondary Education (IGCSE) Subjects

Cambridge IGCSE English as a Second Language (0510) (speaking endorsement)

Objectives

The aims of Cambridge IGCSE English as a Second Language are to:

•• develop learners’ ability to use English effectively for the purpose of practical communication;

•• form a solid foundation for the skills required for further study or employment using English as the medium;

•• develop learners’ awareness of the nature of language and language-learning skills; and

•• promote learners’ personal development.


Reading•• identify and retrieve facts and details

•• understand and select relevant information

•• recognise and understand ideas, opinions and attitudes and the connections between related ideas

•• understand what is implied but not actually written, e.g. gist, relationships, writer’s purpose/intention,

•• writer’s feelings, situation or place

Writing•• communicate clearly, accurately and appropriately

•• convey information and express opinions effectively

•• employ and control a variety of grammatical structures

•• demonstrate knowledge and understanding of a range of appropriate vocabulary

•• observe conventions of paragraphing, punctuation and spelling

•• employ appropriate register/style

Listening•• identify and retrieve facts and details

•• understand and select relevant information

•• recognise and understand ideas, opinions and attitudes and the connections between related ideas

•• understand what is implied but not actually stated, e.g. gist, relationships between speakers, speaker’s purpose/intention, speaker’s feelings, situation or place

Speaking•• communicate clearly, accurately and appropriately

•• convey information and express opinions effectively

•• employ and control a variety of grammatical structures

•• demonstrate knowledge of a range of appropriate vocabulary

•• engage in and influence the direction of conversation

•• employ suitable pronunciation and stress patterns

Mode of Assessment

Cambridge IGCSE English as a Second Language candidates take three components: Reading and writing (Component 1 or Component 2), Listening (Component 3 or Component 4) and Speaking (Component 5 or Component 6). Candidates who study the Core curriculum take Components 1 and 3, and candidates who study the Extended curriculum take Components 2 and 4. It is not possible for candidates to combine Component 1 with Component 4 or Component 2 with Component 3.


Components Weighting

Candidates take either: or:

Component 1 Reading and writing (Core)

Written paper

1 hour 30 minutes

There are seven tasks in the paper, testing a range of reading and writing skills.

Candidates who take this component are eligible for grades C-G.

70 marksExternally marked

Component 2 Reading and writing (Extended)

Written paper

2 hours

There are seven tasks in the paper, testing a range of reading and writing skills.

Candidates who take this component are eligible for grades A*-E.


70%

and either: or:

Component 3 Listening (Core)

Written paper

Approximately 40 minutes

Candidates listen to several short extracts and longer texts, and complete a range of task types, including short-answer questions, gap filling, matching and multiple choice.

Candidates who take this component are eligible for grades C-G.


Component 4 Listening (Extended)

Written paper

Approximately 50 minutes

Candidates listen to several short extracts and longer texts, and complete a range of task types, including short-answer questions, gap filling, matching, multiple choice and note taking.

Candidates who take this component are eligible for grades A*-E.


30%

Component 5 Speaking

After a 2–3 minute warm-up conversation, candidates engage in a 6–9 minute discussion with the examiner on a given topic.

In syllabus 0510, marks for the Speaking component do not contribute to the overall grade candidates receive for the written components. Instead, where candidates perform to an appropriate standard, certificates record separately the achievements of grades 1 (high) to 5 (low) for speaking.


Objectives

The IGCSE Mathematics enables students to gain lifelong skills, including:

•• the development of their mathematical knowledge;

•• confidence by developing a feel for numbers, patterns and relationships;

•• an ability to consider and solve problems and present and interpret results;

•• communication and reason using mathematical concepts; and

•• a solid foundation for further study.


All students in A-School will study the extended curriculum which covers the following topics:

Mathematics (Extended Curriculum)•• Number

•• Algebra and graphs

•• Geometry

•• Mensuration

•• Co-ordinate geometry

•• Trigonometry

•• Matrices and transformations

•• Probability

•• Statistics

Mode of Assessment

All students studying IGCSE Mathematics in A-School will follow the extended curriculum and take two written papers as shown below:


Paper 2 Short-answer questions (70 marks)

Paper 4 Structured questions (130 marks)

35%

65%

1 hours 30 minutes

2 hours 30 minutes

* Paper 1 & 3 are assessed for the core curriculum only and not applicable to candidates in A-School.

Cambridge IGCSE Mathematics (0580)


Cambridge IGCSE Accounting (0452)

Objectives

The IGCSE Accounting enables students to develop:

•• knowledge and understanding of the principles and purposes of accounting for individuals, businesses, non-trading organisations and society as a whole;

•• an understanding of accounting principles, policies, techniques, procedures and terminology;

•• improved skills of numeracy, literacy, communication, enquiry, presentation and interpretation;

•• improved accuracy, orderliness and the ability to think logically; and

•• an excellent foundation for advanced study.


The syllabus covers the following topics:

•• The purpose of accounting

•• Sources and recording of data

•• Verification of accounting records – Control systems

•• Accounting procedures – Period end adjustments

•• Principles of financial statements

•• Preparation of financial statements for different forms of ownership

•• Analysis and interpretation – Ratio analysis

•• Accounting principles and policies

Mode of Assessment

All students will take two written papers. The table below outlines the assessment design for the public assessment:


Paper 1

This is a structured question paper with 8–12 multiple choice items and short-answer questions.


Paper 2

This is a structured question paper.50% 1 hour 45 minutes


Objectives

The IGCSE Additional Mathematics is intended for higher ability students or strong interests in Mathematics. Students are expected to be prepared to follow courses leading to Cambridge International A-level Mathematics.

This curriculum enables students to gain lifelong skills, including:

•• the further development of mathematical concepts and principles;

•• the extension of mathematical skills and their use in more advanced techniques;

•• an ability to solve problems, present solutions logically and interpret results; and



The syllabus for Cambridge IGCSE Mathematics (0580) will be assumed as prerequisite knowledge. The following topics will be covered in the Additional Mathematics curriculum:

Additional Mathematics•• Set language and notation

•• Functions

•• Quadratic functions

•• Indices and surds

•• Factors of polynomials

•• Simultaneous equations

•• Logarithmic and exponential functions

•• Straight line graphs

•• Circular measure

•• Trigonometry

•• Permutations and combinations

•• Binomial expansions

•• Vectors in 2 dimensions

•• Matrices

•• Differentiation and integration

Mode of Assessment


Public Examination Weighting Duration

Paper 1

10–12 questions of various lengths50% 2 hours

Paper 2

10–12 questions of various lengths 50% 2 hours

Cambridge IGCSE Additional Mathematics (0606)


Objectives•• an ability to record from direct observation and personal experience

•• an ability to identify and solve problems in visual and/or other forms

•• creativity, visual awareness, critical and cultural understanding

•• an imaginative, creative and personal response

•• confidence, enthusiasm and a sense of achievement in the practice of art and design

•• growing independence in the refinement and development of ideas and personal outcomes

•• engagement and experimentation with a range of media, materials and techniques, including new media and technologies, where appropriate

•• experience of working in relevant frameworks and exploration of manipulative skills necessary to form, compose and communicate in two and/or three dimensions

•• knowledge of a working vocabulary relevant to the subject and an interest in, and a critical awareness of, other practitioners, environments and cultures

•• investigative, analytical, experimental, interpretative, practical, technical and expressive skills which aid effective and independent learning.

Curriculum FrameworkThe broad areas of study are:

•• painting and related media

•• printmaking

•• three-dimensional studies

•• photography, digital and lens-based media

•• graphic communication

•• textile design

Candidates can respond to any component using any of the media above.

Mode of Assessment


Components Requirement Weighting

Component 1

Broad-based assignment

100 marks

Externally assessed

•• Supporting studies

Unlimited preparatory period during which time candidates produce their supporting studies.

•• Controlled test

Candidates take an eight-hour test.

50%

Component 2

Design-based assignment

100 marks

Externally assessed

•• Supporting studies

Unlimited preparatory period during which time candidates produce their supporting studies.

•• Controlled test

Candidates take an eight-hour test.

50%

Component 3

Critical and historical assignment

100 marks

Externally assessed

•• Folder

Candidates produce a folder of 1500–2000 words with illustrative material (maximum size A2). 50%

Component 4

Coursework assignment

100 marks

Internally marked by teachers and externally moderated

•• Supporting portfolio

Candidates produce a portfolio of up to four sheets (eight sides) of A2.

•• Final outcome

Candidates produce a final outcome in a chosen medium.50%

Cambridge IGCSE Art and Design (0400)


Objectives

The IGCSE Biology enables students to:

•• acquire sufficient knowledge and understanding;

•• recognise that science is evidence based and understand the usefulness, and the limitations, of scientific method;

•• develop skills that are relevant to the study and practice of biology;

•• develop attitudes relevant to biology; and

•• appreciate that science is subject to social, economic, technological, ethical and cultural influences and limitations, etc.



1. Characteristics and Classification of Living Organisms

2. Organisation of the Organism

3. Movement in and out of the Cells

4. Biological Molecules

5. Enzymes

6. Plant Nutrition

7. Human Nutrition

8. Transport in Plants

9. Transport in Animals

10. Diseases and Immunity

11. Gas Exchange in Humans

12. Respiration

13. Excretion in Humans

14. Coordination and Response

15. Drugs

16. Reproduction

17. Inheritance

18. Variation and Selection

19. Organisms and Their Environment

20. Biotechnology and Genetic Engineering

21. Human Influences on Ecosystems

Mode of Assessment

All students in A-School should study both the core and the extended syllabus content. They will sit for three papers as shown below:


Paper 2

Multiple Choice (Extended)

A multiple-choice paper consisting of 40 items of the four-choice type.

30% 45 minutes

Paper 4

Theory (Extended)

A written paper consisting of short-answer and structured questions.

50%1 hour 15 minutes

Paper 6

Alternative to Practical

A written paper consisting questions based on the experimental skills.

20% 1 hour

Cambridge IGCSE Biology (0610)


Objectives

The IGCSE Business Studies enables students to:

•• make effective use of relevant terminology, concepts and methods, and recognise the strengths and limitations of the ideas used in business;

•• apply their knowledge and critical understanding to current issues and problems in a wide range of business contexts;

•• distinguish between facts and opinions, and evaluate qualitative and quantitative data in order to help build arguments and make informed judgements;

•• appreciate the perspectives of a range of stakeholders in relation to the business environment, individuals, society, government and enterprise;

•• develop knowledge and understanding of the major groups and organisations within and outside business, and consider ways in which they are able to influence objectives, decisions and activities;

•• develop knowledge and understanding of how the main types of businesses are organised, financed and operated, and how their relations with other organisations, consumers, employees, owners and society are regulated;

•• develop skills of numeracy, literacy, enquiry, selection and use of relevant sources of information, presentation and interpretation;and

•• develop an awareness of the nature and significance of innovation and change within the context of business activities.



•• Understanding business activity

•• People in business

•• Marketing management

•• Operations management

•• Financial information and decisions

•• External influences on business activity

Mode of Assessment



Paper 1

Written examination consisting of four questions requiring a mixture of short answers and structured data responses


Paper 2

Written examination consisting of four questions based on a case study, provided as an Insert with the paper


Cambridge IGCSE Business Studies (0450)


Objectives

The IGCSE Chemistry enables students to:

•• acquire sufficient knowledge and understanding to become confident citizens in a technological world and develop an informed interest in scientific matters;

•• recognise that science is evidence based and understand the usefulness, and the limitations of scientific method

•• develop skills that are relevant to the study and practice of chemistry; and

•• develop attitudes relevant to chemistry such as concern for accuracy and precision, objectivity, integrity, enquiry, initiative, inventiveness.



1. The particulate nature of matter

2. Experimental techniques

3. Atoms, elements and compounds

4. Stoichiometry

5. Electricity and chemistry

6. Chemical energetics

7. Chemical reactions

8. Acids, bases and salts

9. The Periodic Table

10. Metals

11. Air and water

12. Sulfur

13. Carbonates

14. Organic chemistry

Mode of Assessment



Paper 2



30% 45 minutes

Paper 4

Theory (Extended)



Paper 6



20% 1 hour

Cambridge IGCSE Chemistry (0620)


Cambridge IGCSE Economics (0455)

Objectives

The IGCSE Economics enables students to gain lifelong skills, including:

•• an understanding of economic theory, terminology and principles;

•• the ability to apply the tools of economic analysis;

•• the ability to distinguish between facts and value judgments in economic issues;

•• an understanding of, and an ability to use, basic economic numeracy and literacy;

•• the ability to take a greater part in decision-making processes in everyday life;

•• an understanding of the economics of developed and developing nations; and

•• an excellent foundation for advanced study in economics.


•• Basic economic problem

•• The allocation of resources

•• The individual as producer, consumer and borrower

•• The private firm as producer and employer

•• Role of government in economy

•• Economic indicators

•• Developed and developing economies

•• International aspects

Mode of Assessment


Paper 1 (multiple-choice questions) 30% 45 minutes

Paper 2 (Structured questions) 70% 2 hours 15 minutes


Objectives

The IGCSE Physics syllabus enables students to:

•• better understand the technological world, with an informed interest in scientific matters;

•• recognise the usefulness (and limitations) of scientific method, and how to apply this to other disciplines and in everyday life;

•• develop relevant attitudes, such as a concern for accuracy and precision, objectivity, integrity, enquiry, initiative and inventiveness;

•• develop an interest in, and care for, the environment;

•• better understand the influence and limitations placed on scientific study by society, economy, technology, ethics, the community and the environment; and

•• develop an understanding of the scientific skills essential for both further study and everyday life.


The physics syllabus covers the following topics:

1. General physics1.1 Length and time1.2 Motion1.3 Mass and weight1.4 Density1.5 Forces1.6 Momentum (Extended candidates only)1.7 Energy, work and power

3. Properties of waves, including light and sound3.1 General wave properties3.2 Light3.3 Electromagnetic spectrum3.4 Sound

2. Thermal physics2.1 Simple kinetic molecular model of matter2.2 Thermal properties and temperature2.3 Thermal processes

4. Electricity and magnetism4.1 Simple phenomena of magnetism4.2 Electrical quantities4.3 Electric circuits4.4 Digital electronics (Extended candidates only)4.5 Dangers of electricity4.6 Electromagnetic effects

5. Atomic physics5.1 The nuclear atom5.2 Radioactivity

Mode of Assessment



Paper 2



30% 45 minutes

Paper 4

Theory (Extended)



Paper 6



20% 1 hour

Cambridge IGCSE Physics (0625)

37Curriculum (G10-G12) 37

Objectives

The GCEAL Accounting enables students to:

•• develop an ability to apply accounting concepts, principles and practices;

•• understand the role of accounting as an information system for monitoring, problem-solving and decision making and the place of accounting in changing economic, social and technological environments;

•• develop a critical and analytical approach to examining and evaluating accounting policies and practices; and

•• develop skills of communication, analysis, interpretation and presentation of both qualitative and quantitative accounting information.



Topics Sub-topics

1. Financial Accounting •• The accounting cycle

•• Accounting for non-current assets

•• Reconciliation and verification

•• Preparation of financial statements of sole traders, partnerships and limited companies, manufacturing businesses and not for profit organisations

•• Analysis and communication of accounting information to stakeholders

•• International Accounting Standards

•• Auditing and stewardship of limited companies

•• Business purchase and merger

•• Consignment and joint venture accounts

•• Computerised accounting systems

•• Analysis and communication of accounting information

2. Cost and Management Accounting

•• Costing for materials and labour

•• Traditional costing methods

•• The application of accounting to business planning

•• Activity based costing (ABC)

•• Budgeting and budgeting control

•• Standard costing

•• Investment appraisal

Mode of Assessment

All students should take the following papers in the same examination series for the full Cambridge GCE A-level qualification.


Paper 1 Multiple Choice questions 15% 1 hour

Paper 2 Structured Questions

Four structured questions35% 1 hour 30 minutes

Paper 3 Standard Questions

Section A: Four structured questions on financial accounting

Section B: Two structured questions on cost and management accounting

50% 3 hours

Cambridge GCEAL Accounting (9706)

GCE A-Level (GCEAL) Subjects

38 GCE A-Level (GCEAL) Subjects

Objectives

The GCEAL Biology enables students to:

•• develop their interest in, and enthusiasm for, biology including developing an interest in further study and careers in the subject;

•• appreciate how society makes decisions about biology-related issues and how biology contributes to the success of the economy and society;

•• develop and demonstrate a deeper appreciation of the skills, knowledge and understanding of How Science Works; and

•• develop essential knowledge and understanding of different areas of biology and how they relate to each other.


The syllabus covers the following units:

Edexcel GCEAL Biology (YBI01)

Unit 1 Lifestyle, Transport, Genes and Health

Content summary:

•• structure and function of carbohydrates, lipids and proteins; enzyme action

•• structure and properties of cell membranes; passive and active transport

•• structure and role of DNA and RNA

•• replication; protein synthesis

•• monohybrid inheritance

•• gene mutations

•• principles of gene therapy; social and ethical issues

Unit 2 Development, Plants and the Environment

Content summary:

•• cell structure and ultrastructure of eukaryote and prokaryote cells; cell specialisation

•• the role of meiosis

•• genotype and environmental influence

•• stem cell research and its implications

•• biodiversity; adaptations and natural selection

•• principles of taxonomy

•• plant cell structure

•• transport of water in plants

•• uses of plant products

Unit 3 Practical Biology and Research Skills

Content summary:

Students are expected to develop experimental skills, and a knowledge and understanding of experimental techniques, by carrying out a range of practical experiments and investigations while they study Units 1 and 2. This unit will assess students’ knowledge and understanding of experimental procedures and techniques that were developed throughout Units 1 and 2.

Unit 4 The Natural Environment and Species Survival

Content summary:

•• photosynthesis; energy transfer within ecosystems

•• evidence for global warming

•• evolution through natural selection and speciation

•• nutrient recycling

•• DNA profiling and PCR

•• structure of bacteria and viruses

•• infectious diseases (e.g. AIDS and TB) and immunology

Unit 5 Energy, Exercise and Coordination

Content summary:

•• ATP, glycolysis, anaerobic/aerobic respiration

•• control and functioning of heart; ventilation and cardiac output

•• homeostasis

•• the nervous system

•• impact of exercise on body, and improving performance

•• hormonal coordination

•• brain structure and development

•• imbalances in brain chemicals

•• Human Genome Project

Unit 6 Practical Biology and Investigative Skills

Content summary:

Students are expected to develop a wide knowledge and understanding of experimental procedures and techniques throughout the whole of their International Advanced Level course. They are expected to become aware of how these techniques might be used to investigate interesting biological questions. This unit will assess students’ knowledge and understanding of experimental procedures and techniques and their ability to plan whole investigations, analyse data and to evaluate their results and experimental methodlogy.


Mode of Assessment

All students should take the following papers in the same examination series for the full Edexcel GCE A-level qualification.


Unit 1

Lifestyle, Transport, Genes and Health

The examination paper will include objective questions, structural questions and short-answer questions. (80 marks)


Unit 2

Development, Plants and the Environment



Unit 3

Practical Biology and Research Skills



Unit 4

The Natural Environment and Species Survival



Unit 5

Energy, Exercise and Coordination



Paper 6

Unit 6 Practical Biology and Investigative Skills




ObjectivesThe GCEAL Business Studies enables students to:•• understand and appreciate the nature and scope of business, and the role of business in society;•• develop critical understanding of organisations, the markets they serve and the process of adding value;•• evaluate business behavior from the perspective of a range of stakeholders including customer, manager, creditor, owner/shareholder and employee;•• develop an awareness of the political, economic, environmental, ethical, governmental, legal, social and technological issues associated with business activity; and•• develop quantitative, problem-solving, decision-making and communication skills.



Topics Sub-topics

Business and its environment • Enterprise • Business structure • Size of business • Business objectives • Stakeholders in a business• External influences on business activity

People in organisation • Management and leadership • Motivation • Human resource management• Organisational structure • Business communication

Marketing • What is marketing? • Market research • The marketing mix• Marketing planning • Globalisation and international marketing

Operations and project management • The nature of operations • Operations planning • Inventory management• Capacity utilization • Lean production and quality management • Project management

Finance and Accounting • The need for business finance • Sources of finance • Costs • Accounting fundamentals • Forecasting cash flows and managing working capital• Budgets • Contents of published accounts • Analysis of published accounts • Investment appraisal

Strategic Management • What is strategic management? • Strategic analysis • Strategic choice • Strategic implementation

Mode of Assessment



Paper 1 Short answer and essaySection A: Four short answer questionsSection B: One essay from a choice of three questions


Paper 2 Data ResponseTwo data response questions


Paper 3 Case studyFive questions and one essay (from a choice of two) based on a case

50% 3 hours

Cambridge GCEAL Business Studies (9609)


Objectives

The GCEAL Chemistry enables students to:

•• develop an interest in, and enthusiasm, for chemistry including developing an interest in further study and careers in chemistry;

•• develop an appreciation of how society makes decisions about scientific issues and how the sciences contribute to the success of the economy and society;

•• develop a deeper understanding of the skills, knowledge and understanding of How Science Works; and

•• develop essential knowledge and understanding of different areas of the subject and how they relate to each other.



Mode of Assessment



Unit 1The Core Principles of Chemistry

The paper will consist of objective test questions, mixture of short-answer and extended answer questions.


Unit 2Application of Core Principles of Chemistry

The paper will consist of objective test questions, mixture of short-answer and extended answer questions and contemporary context questions

20%1 hour 30 minutes

Unit 3Chemistry Laboratory Skills l Alternative

The paper will consist of objective questions, short answer questions and long answer questions


Unit 4General Principles of Chemistry l

The paper will consist of objective test questions, mixture of short-answer and extended answer questions and data questions, with use of a data booklet.


Unit 5General Principles of Chemistry ll

The paper will consist of objective test questions, mixture of short-answer and extended answer questions and data questions, with use of a data booklet.


Paper 6Chemistry Laboratory Skills ll Alternative

The paper will consist of short answer questions and long answer questions.


Edexcel GCEAL Chemistry (YCH01)

1. The Core Principles of Chemistry •• Formulae, equations and amount of substance•• Energetics•• Atomic structure and the periodic table •• Bonding•• Introductory organic chemistry

2. Application of Core Principles of Chemistry •• Shapes of molecules and ions•• Intermediate bonding and bond polarity•• Intermolecular forces•• Redox•• The periodic table – groups 2 and 7•• Kinetics•• Chemical equilibria•• Organic chemistry•• Mechanisms•• Mass spectra and IR•• Green chemistry

3. Chemistry Laboratory Skills I Alternative

Students are expected to develop experimental skills, and a knowledge and understanding of the necessary techniques, by carrying out a range of practical while they study Units 1 and 2.

4. General Principles of Chemistry I •• How fast? – rates•• How far? – entropy •• Equilibria •• Application of rates and equilibrium•• Acid/base equilibria•• Further organic chemistry•• Spectroscopy and chromatography

5. General Principles of Chemistry II •• Redox and the chemistry of the transition metals•• Organic chemistry – arenes, nitrogen compounds and synthesis

6. Chemistry Laboratory Skills II Alternative

Students are expected to develop experimental skills, and a knowledge and understanding of the necessary techniques, by carrying out a range of practicals while they study Units 4 and 5.


Cambridge GCEAL Chinese (9715) (只提供英文版本)

Objectives

The GCEAL Chinese aims to enable students to:

•• develop the ability to understand a language from a variety of registers

•• enable students to communicate confidently and clearly in the target language

•• form a sound base of skills, language and attitudes required for further study, work and leisure

•• develop insights into the culture and civilisation of the countries where the language is spoken, including the study of literary texts where appropriate (this does not apply to AS Language qualifications)

•• encourage positive attitudes to language learning and a sympathetic approach to other cultures and civilisations

•• support intellectual and personal development by promoting learning and social skills.


All textual material used in the examinations will be drawn from the topic areas below, with reference to the country or countries where the language is spoken.

Mode of Assessment



Component 2Reading and Writing

Candidates answer specific and general comprehension questions on the two passages, and respond to a task requiring a summary or comparison of issues raised.


Component 3 Essay

Candidates choose one question and write an essay in the target language of 250–400 characters.


•• Sport

•• Free time activities

•• Travel and tourism

•• Education

•• Cultural life/heritage

•• War and peace

•• The developing world

•• Scientific and medical advances

•• Technological innovation

•• Environment

•• Conservation

•• Pollution

•• Contemporary aspects of the country or countries where the language is spoken

•• Human relationships

•• Family

•• Generation gap

•• Young people

•• Patterns of daily life

•• Urban and rural life

•• The media

•• Food and drink

•• Law and order

•• Religion and belief

•• Health and fitness

•• Work and leisure

•• Equality of opportunity

•• Employment and unemployment


Cambridge GCEAL Economics (9708)

Objectives

The GCEAL Economics enables students to develop:

•• an understanding of the factual knowledge of economics;

•• a facility for self-expression, not only in writing but also in using additional aids, such as statistics and diagrams, where appropriate;

•• the habit of using works of reference as sources of data specific to economics;

•• the habit of reading critically to gain information about the changing economy we live in; and

•• an appreciation of the methods of study used by the economist, and of the most effective ways economic data may be analysed, correlated, discussed and presented.

Assessment Objectives

• AO1 Knowledge and understanding – 30%

• AO2 Application – 20%

• AO3 Analysis – 30%

• AO4 Evaluation – 20%


1. Basic economic ideas and resource allocation

2. The price system and the micro economy

3. Government microeconomic intervention

4. The macro economy

5. Government macro intervention

Mode of Assessment



Paper 1 (multiple-choice questions) (AS level syllabus content) 20% 1 hour

Paper 2 (Data Response and Essay)

Section A: One data response question

Section B: One structured essay from a choice of three

(AS level syllabus content)

15%

15%

1 hour 30 minutes

Paper 3 (multiple-choice questions) (additional A level syllabus content) 15% 1 hour 15 minutes

Paper 4 (Data Response and Essay)

Section A: One data response question

Section B: Two structured essays from a choice of six

(Additional A level syllabus content)

10%

20%

2 hours 15 minutes


Objectives

The GCEAL Mathematics is designed for higher ability students who show strong interests in Mathematics. The curriculum enables students to gain lifelong skills, including:

•• a deeper understanding of mathematical principles;

•• the further development of mathematical skills including the use of applications of mathematics in the context of everyday situations and in other subjects that they may be studying;

•• the ability to analyze problems logically, recognising when and how a situation may be represented mathematically

•• the use of mathematics as a means of communication; and



Students who study this course should have previously completed a Cambridge IGCSE course in Mathematics or Additional Mathematics. Students will study “Pure Mathematics”, plus “Mechanics” and “Probability and Statistics” in the broad area of applications. The following tables briefly summarise the content of each component:

Pure Mathematics

Unit P1: Pure Mathematics 1 (Paper 1) Unit P3: Pure Mathematics 3 (Paper 3)

QuadraticsFunctionsCoordinate geometryCircular measureTrigonometryVectorsSeriesDifferentiationIntegration

AlgebraLogarithmic and exponential functionsTrigonometryDifferentiationIntegrationNumerical solution of equationsVectorsDifferential equationsComplex numbers

Applications

Unit M1: Mechanics 1 (Paper 4) Unit S1: Probability & Statistics 1 (Paper 6)

Forces and equilibriumKinematics of motion in a straight lineNewton’s laws of motionEnergy, work and power

Representation of dataPermutations and combinationsProbabilityDiscrete random variablesThe normal distribution

Mode of Assessment

All students in A-School should take the following papers in the same examination series for the full Cambridge GCE A-level qualification.


Paper 1 Pure Mathematics 1 (P1)

About 10 shorter and longer questions30% 1 hours 45 minutes

Paper 3 Pure Mathematics 3 (P3)


Paper 4 Mechanics 1 (M1)


Paper 6 Probability and Statistics 1 (S1)


Cambridge GCEAL Mathematics (9709)


Objectives

The GCEAL Physics enables 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 including How Science Works;•• demonstrate the importance of physics as a human endeavour that interacts with social, philosophical, economic and industrial matters; and•• prepare for higher educational courses in physics and related courses.

Curriculum FrameworkThe syllabus covers the following units:

Unit 1 Physics on the Go This unit involves the study of mechanics (rectilinear motion, forces, energy and power) and materials (flow of liquids, viscosity, Stokes’ Law, properties of materials, Young’s modulus and elastic strain energy).

Part of this topic may be taught using applications that relate to, for example, sports.

The other part of this topic may be taught using, for example, a case study of the production of sweets and biscuits. It may also be taught using the physics associated with spare part surgery for joint replacements and lens implants.

Unit 2 Physics at WorkThis unit involves the study of waves (including refraction, polarization, diffraction and standing (stationary) waves), electricity (current and resistance, Ohm’s law and non-ohmic materials, potential dividers, emf and internal resistance of cells, and negative temperature coefficient thermistors) and the wave/particle nature of light.

Unit 3 Exploring PhysicsStudents are expected to develop experimental skills, and a knowledge and understanding of experimental techniques, by carrying out a range of practical experiments and investigations while they study Units 1 and 2.

This unit will assess students’ knowledge and understanding of experimental procedures and techniques that were developed in Units 1 and 2.

Unit 4 Physics on the MoveThis unit involves the study of further mechanics (momentum and circular motion), electric and magnetic fields, and particle physics.

Several different contexts may be used to teach parts of this unit including a modern rail transport system, communications and display techniques.

Particle physics is the subject of current research, involving the acceleration and detection of high-energy particles. This area of the specification may be taught by exploring a range of contemporary experiments.

Unit 5 Physics from Creation to CollapseSeveral different contexts may be used to teach parts of this unit including music, medical physics, technology in space, solar cells and an historical study of the nature of light. This unit involves the study of thermal energy, nuclear decay, oscillations, astrophysics and cosmology.

Several different contexts may be used to teach parts of this unit including space technology, medical physics and the construction of buildings in earthquake zones. The astrophysics and cosmology section of this specification may be taught using the physical interpretation of astronomical observations, the formation and evolution of stars, and the history and future of the universe.

Unit 6 Experimental PhysicsStudents are expected to further develop the experimental skills and the knowledge and understanding of experimental techniques that they acquired in Units 1 and 2 by carrying out a range of practical experiments and investigations while they study Units 4 and 5.

This unit will assess students’ knowledge and understanding of the experimental procedures and techniques that were developed in Units 4 and 5.

Mode of Assessment


Components Content Weighting DurationUnit 1Physics on the Go

The paper will consist of objective questions, short-answer questions and long-answer questions (80 marks). 20% 1 hour 30 minutes

Unit 2Physics at Work


Unit 3Exploring Physics


Unit 4Physics on the Move


Unit 5Physics from Creation to Collapse


Paper 6Experimental Physics

The paper will consist of short-answer questions and long-answer questions (40 marks). 10% 1 hour 20 minutes

Edexcel GCEAL Physics (YPH01)

46 Other Qualifications

Objectives

The International English Language Testing System (IELTS) is the world’s most popular high-stakes English language test for study and work, with more than 2.2 million tests taken each year. The objectives of this assessment are:

•• to reflect real life use of English – at study, at work, and at play; and

•• to prepare test takers for further studies and work.

Framework

The test is designed to assess the four English language skills, namely, Listening, Reading, Writing and Speaking.

Listening

Students should be able to understand main ideas and detailed factual information, the purpose of an utterance, recognise relationships and connections between facts and follow the development of ideas.

Reading (IELTS Academic)

Students should be able to apply a wide range of reading skills, including reading for gist, reading for main ideas, reading for detail, skimming, understanding logical argument, arguments, and recognising writers’ views or claims.

Writing (IELTS Academic)

Students will be presented with a graph, table, chart or diagram and asked to describe, summarise or explain the information in their own words. Students should be able to describe and explain data, outline the stages of a process, illustrate how a machine or device works or describe an object or event. Students are also expected to write an essay in response to a point of view, argument or problem.

Speaking

Students should be able to express opinions and information, initiate and respond to questions appropriately. Students are expected to take an active part in the interaction. Students should show their awareness of pronunciation, fluency, stress, intonation, grammatical accuracy and lexical appropriacy.

Mode of Assessment


Listening 25% Approximately 30 minutes

Reading 25% 60 minutes

Writing 25% 60 minutes

Speaking 25% 11-14 minutes

Candidates receive scores on a Band Scale from 1 (the lowest) to 9 (the highest). A profile score is reported for each skill. The four individual scores are averaged and rounded to produce an Overall Band Score. Overall Band Scores and scores for each sub-test (Listening, Reading, Writing and Speaking) are reported in whole bands or half bands.

The IELTS band score scale

9 Expert user 8 Very good user 7 Good user

6 Competent user 5 Modest user 4 Limited user

3 Extremely limited user 2 Intermittent user 1 Non-user

International English Language Testing System (IELTS)


Life Planning

The Life Planning programmes are divided into two parts, extending from Grade 7 to Grade 12. Part 1 is for the junior grades to explore their individual uniqueness, passion and aspiration. Part 2 is for senior grades, focusing on life-study balance, thus preparing them for college application and taking charge of their destiny.

Further Studies

The Further Studies Unit aims to provide support for students seeking further education. We offer consultation on further studies to both junior grades and senior grades. For junior grades, we provide support in their subject selection. For senior grades, we assist them in developing multiple pathways of higher education. The three main pathways are UGC funded programmes through JUPAS, non-UGC funded programmes offered by private institutions, and other programmes offered by overseas universities and colleges. We organise seminars for students at Grade 10 to identify their passion and interests. In Grade 11, students are encouraged to explore their options for further education, while in Grade 12, we will assist students in their application to universities and colleges.

Collegelink

Seminars on local and overseas studies are regularly held through Collegelink. Additional seminars would be arranged for admission to popular programmes such as Accounting, Business Management, Engineering and Healthcare Services. Furthermore, we support UCAS applicants through A-School by offering consultation and tracking progress at UCAS.

Education Exhibition

In order to let students know more about various programmes offered by private universities and colleges, we organise education exhibitions at A-School for both parents and students. This gives them an opportunity to speak directly to institutional representatives and obtain first-hand information.

International Benchmarks

The School encourages students to attempt international assessments in their senior grades. IELTS, IGCSE and GAPSK for Putonghua are recommended. Our aim is to equip students with international qualifications for further education.

JUPAS

Our Further Studies Team offers individual consultation for both parents and senior students to prepare for JUPAS application. Dr. Robert Lam, our Senior Consultant, would host a series of consultation sessions for both parents and students. Our aim is to assist them in developing concrete plans for further education by exploring further studies options that meet the needs of individual students.

In Grade 9, subject selection is the main concern. Members of Further Studies Team would guide Grade 9 students to develop outlines for possible careers. Our aim is to align career options with the necessary subjects required at senior secondary level.

In Grades 10 to 12, a series of workshops and seminars will be held to assist students in selecting JUPAS programmes, screening out activities for Other Experiences and Achievement (OEA) and writing of Additional Information. JUPAS application process is an ongoing process which lasts until the end of Grade 12. Furthermore, workshops will be organised in July for the release of HKDSE results and rearrangement of JUPAS programme choices.

Non-JUPAS

This is an alternative to programmes offered by JUPAS institutions. Support will be given to applicants in selecting appropriate programmes through E-APP. Our school will invite admission officers from those institutions to take part in our in-house Non-JUPAS Expo. This gives an opportunity for both parents and students to enquire about admission requirements and programmes information.

Overseas Studies

Besides application to local institutions, some students may pursue further education overseas. A-School is a registered UCAS centre for application to U.K. universities. We offer advice to UCAS applicants in selecting universities and programme choices. We can provide additional support to registered students by tracking their application progress and giving timely advice. In addition, pre-application workshops are offered to applicants on writing their Personal Statement and guidelines on the UCAS procedure.

Further Studies

principal’s foreword - hkbuas principal’s foreword dear students, the mission of a-school is...

Documents