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DANE COURT GRAMMAR SCHOOL

IB World School

International Baccalaureate

Careers Related Certificate

Prospectus 2013

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“We are currently preparing students for jobs that don’t yet exist, using technologies that haven’t been invented,

in order to solve problems we don’t even know are problems yet.”

(Karl Fisch, “Did You Know”)

Today’s students need to be prepared for tomorrow’s rapidly changing and competitive jobs market; at Dane

Court we want our students to become self-confident, internationally minded learners who can play an active

part in this changing world. The International Baccalaureate Career-related Certificate (IBCC) aims to provide a

curriculum for students that will equip them for further education and also the world of work.

What is the IBCC?

The IBCC is a new ‘package’ of qualifications that World Schools like Dane Court can deliver from 2012. It

combines the academic rigour and principles of the IB with well-established vocational qualifications and a

unique ‘core’ course. This means that our Sixth Form students will have the opportunity to participate in an IB

education while following a career-related course that suits their talents and aspirations.

The aims of the IBCC

To develop students who are well equipped for the world of work

To encourage students to think creatively and independently and become lifelong learners

To provide a locally relevant education that develops in our students the capacity to make a positive

difference

To remove the distinction that exists in many educational systems between knowledge skills and

practical skills

How will the IBCC be taught?

A vocational course

worth two A Levels A ‘core’:

Approaches to Learning

Reflective Project

Community and Service

Basic language skills

Two IB subjects at

standard level

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Head of Department: Miss C Diffley

Aims of the Course

The Edexcel GCE in Applied Business is a broad-based qualification that provides the opportunity for

students to explore the world of business in a highly practical way. By adopting an investigative approach,

students will develop a range of skills whilst discovering the problems and opportunities faced by local,

national and international businesses – providing excellent preparation for further studies at university and

hands on experience ready for entry into the world of work.

An understanding of business will benefit most career paths. Business Studies is an exciting and interesting

subject which can help you to understand the world in which we live. Businesses are dynamic organisations

that reflect the values of society and the people working within them. A study of business will help you to

gain an insight into both. Whether you have aspirations of becoming an entrepreneur, want to pursue a talent

or interest and still make a living, or wish to follow a more fixed profession, business is likely to be useful to

you. Business Studies is a flexible subject that provides academic learning as well as an opportunity to

develop practical skills. It may be combined with and will compliment a wide range of subjects.

Course Outline

The qualification has an AS/A2 structure and is available as a Single Award (3 units AS, 6 units A2) or

Double Award GCE (6 units AS, 12 units A2). Two thirds of the units are assessed internally on a

coursework portfolio basis and one third is an external written examination. We will be offering the course as

a Double Award.

Assessment

The AS units focus on investigation. This will include learning about:

Unit 1: Investigating People at Work (externally assessed through written examination)

Unit 2: Investigating Business (internally)

Unit 3: Investigating Marketing (internally)

Unit 6: Investigating Promotion (externally)

And two from the following three units (all internally assessed)

Unit 4: Investigating Electronic Business

Unit 5: Investigating Customer Service

Unit 7: Investigating Enterprise

The A2 units focus on decision making and the impact of decisions on business. Students will learn about:

Unit 8: Business Development (externally assessed through written examination)

Unit 10 Marketing Decisions (externally assessed through written examination)

And four from the following five units (all internally assessed)

Unit 9: Managing and Developing People

Unit 11: Impact of Finance on Business Decisions

Unit 12: International Dimensions of Business

Unit 13: Organising an Event

What do I need to know or be able to do before taking this course?

Anybody who satisfies the general entry requirements to the Sixth Form should regard themselves as

potentially suitable for this course. A Business Studies GCSE or equivalent qualification would be useful,

however.

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Head of Department: Mrs J Baker

Aims of the Course If you like working with people and want to do something rewarding and worthwhile in your adult life, this course may open doors for you. Whether or not you have made up your mind about what you want to do or be when you leave school, Health and Social Care will give you the opportunity to make decisions, to explore the huge number of career options and possibly to rule out any areas that are not for you. We plan to make the course fun, activity packed and to get out and about as much as we can. We may even visit another country to compare Health and Social Care provision. You will be the next generation of highly qualified adults to enter the Health and Social Care Profession.

Course Outline This course is a vocational qualification leading to a Cambridge Technical Diploma in Health and Social Care (equivalent to two A Levels). The course provides a broad background in Health and Social Care which allows students flexible progression routes and a variety of pathways into various careers. Assessment

The course consists of coursework units which are internally assessed and externally moderated. There is no examination. A variety of methods may be used to present work for assessment. The focus will be upon high quality evidence which is well researched, referenced and professionally presented.

Over the two years students will gain a total of 120 credits, which is equivalent to a maximum of 280 UCAS points (150 credits worth of mandatory units and 70 credits worth of optional units).

Compulsory Units:

Developing effective communication in health and social care (10 credits) Equality, diversity and rights in health and social care (10 credits) Health, safety and security in health and social care (10 credits) Development through the life stages (10 credits) Sociological perspectives for health and social care (5 credits) Psychological perspectives for health and social care (5 credits)

Optional Units: Students will have some opportunity to select the optional units according to their interests and career preferences. Optional units may include some of the following:

Nutrition for health and social care (10 credits) Caring for older people (5 credits) Dementia care (5 credits) Promoting health education (10 credits) Dealing with challenging behaviour (10 credits) Physiology of fluid balance (10 credits) Human inheritance for health and social care (10 credits)

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Head of Department: Mr A White

Aims of the course

The course is designed to give students the opportunity to gain an education and specific qualification to

enter employment in the sport sector or to progress to higher education qualifications. The course has a range

of opportunities to develop sport specific knowledge and understanding, as well as techniques, personal skills

and attitudes essential for successful performance in working life.

Course Outline Students will complete 12 units over the period of the course:

Unit Aim

Anatomy for Sport and Exercise Understand the structure and function of the

human body.

Sport and Exercise Physiology Understand the body in action from a

biological perspective.

Fitness Training Understand the fitness requirements, methods

of training and plan, monitor and evaluate a

fitness training programmes.

Fitness Testing for Sport and Exercise Understand, conduct and analyse a range of

laboratory-based and field-based fitness tests.

Sports Nutrition Understand the concepts of nutrition and plan

a diet appropriate for a selected sports

activity.

Sport and Exercise Psychology Understand the effects of personality and

motivation on sports performance the

relationships between stress, anxiety, arousal

and understand group dynamics in sports

teams.

Research Methods for Sport and Exercise Understand how to carry out effective

research and how it helps an athlete.

Research Project in Sport and Exercise Conduct studies & investigate sporting issues

Sports Coaching Be able to understand, plan and deliver a

sports coaching sessions.

Current Issues in Sport Understand how contemporary issues,

cultural influences and barriers affect

participation in sports activities.

Sports Injuries Understand how common sports injuries can

be prevented and their symptoms

Be able to plan and construct treatment and

rehabilitation programmes for common

sports injuries.

Analysis of Sports Performance Understand the performance profile, be able

to analyse and provide feedback to athletes

regarding performance.

Assessment Students will be assessed in a variety of situations, including practical performance, exams and coursework

tasks. Each unit is mared individually with students gaining either a distinction, merit or pass. The first six

units in year one create half of your score and the final six units in year two the other half. On completion of

the course over two years the student would then achieve one of the following awards and resultant UCAS

points;

UCAS Points BTEC (D – Distinction / M – Merit / P – Pass):

DD = 240 DM = 200 MM = 160 MP = 120 PP = 80

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What is ‘Approaches to Learning’?

The Approaches to Learning (ATL) strand is part of the IBCC core. It is a course that emphasises the

development of transferable life skills needed to operate successfully in a variety of contexts, now and in the

future. It helps students to ask questions such as how do I learn best, how do I know and how do I

communicate my understanding?

Through approaches to learning, students are provided with the tools to enable them to take responsibility for

their own learning. Central to this is "learning how to learn" and developing in individuals an awareness of

how they learn best, of thought processes and of learning strategies.

What are the aims?

The ATL course aims to encourage students to be:

confident and competent communicators

reflective, creative and critical thinkers

responsible for their own learning and development

problem solvers

aware of and sensitive to different cultures and perspectives

Topics covered in ATL lessons will include:

1. How to work as part of an effective team

2. Debating ethical issues

3. Interview skills

4. How to plan, organise and complete a project

5. Basic language skills (we can offer modern European languages and Braille)

How will it be taught?

You will have timetabled ATL lessons but there will be considerable crossover between this, the reflective

project and your vocational studies.

How will it be assessed?

Approaches to learning will be internally assessed by the school. A portfolio of evidence will be compiled by

each student and submitted at the end of the course.

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What is the ‘Reflective Project’?

This is an in-depth body of work produced over an extended period and submitted towards the end of the

course. It should reflect the student’s experience of the IBCC, and in particular, the area of vocational study.

The aims of the project are:

To produce an extended piece of work

To engage in personal enquiry, action and reflection

To develop research and communication skills

To develop skills of critical and creative thinking

How does it work?

Students will be required to:

Identify an issue of interest arising from their vocational study

Then identify an ethical dilemma associated with it

Research the issue

Work with the local community

Present the project using skills developed in the Approaches to Learning course. The format could

be a written essay of no more than 3,000 words, or it could take the form of a film, PowerPoint

presentation or website.

Ideas might include:

Should school meals be sourced locally?

Should the Government be required to fund lifeguard provision?

What is the impact of tourism on the environment in Ramsgate?

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What is ‘Community and Service’?

In this aspect of the IBCC core, students have to liaise with members of the local community and undertake

unpaid and voluntary activities that help the community and also have a learning benefit for the student. 50

hours is the suggested time to be spent over 2 years.

The course aims:

To provide a service that meets a community need

To develop working relationships with the community

To build on students’ existing skills while developing new ones

How does it work?

Students will be required to do the following:

PLAN - Identify a community need. It may relate to your vocational study. Then find a

community partner with whom you can draw up a plan for your project.

DO - Lead and manage your project, solving problems and applying solutions

REFLECT - During and after the ‘do’ stage, reflect upon what you have learned in terms of

knowledge and skills. This could be a written journal, a news article or a film.

Ideas could include:

Designing and creating an eco-friendly garden in a local school. (This would involve learning

about ecosystems)

Raising awareness of health issues that are problematic in the local community. (e.g. learning

about types 1 and 2 Diabetes)

Developing a website to increase awareness of a local facility (thereby learning and improving

skills of web design)

Designing a youth development programme for the local area (e.g. learning about adolescent

behavioural problems)

How is this assessed?

The Community and Service element of the IBCC is internally assessed by the school.

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INTERNATIONAL BACCALAUREATE RESULTS 2012

No of students entered Percentage achieving the Diploma Average Diploma points score

25(2012) 100 34.3

21(2011) 100 33.8

19(2010) 100 32.0

UK/Worldwide average 77.9(2011) 29.6(2011)

SUBJECT RESULTS (7 is the highest grade)

HIGHER LEVEL

SUBJECT ENTRIES 7 6 5 4 3 2 1 Average

(School)

Average

(Worldwide)

English 11 3 7 1 5.2 4.7

French 1 1 5.0 5.1

German 4 1 3 5.3 5.8

Spanish 1 1 6.0 5.5

History 5 4 1 5.8 4.7

Mathematics 6 1 2 1 1 1 5.0 4.4

Philosophy 4 2 2 5.5 4.7

Biology 9 4 1 3 1 5.9 4.4

Chemistry 9 4 1 1 2 1 5.6 4.6

Physics 9 2 4 3 5.6 4.7

Film 6 2 2 2 4.0 4.6

Geography 5 3 1 1 6.4 5.1

Psychology 4 1 3 5.3 4.6

Social Anth. 1 1 7.0 5.0

TOTALS 75 15 21 25 10 3 1 5.5 4.9

% attaining

each level

20.0 28.0 33.3 13.3 4.0 1.3

A level Grade equivalent A* A B C D

STANDARD LEVEL

SUBJECT ENTRIES 7 6 5 4 3 2 1 Average

(School)

Average

(Worldwide)

English 14 4 10 6.3 5.0

French 7 1 2 2 2 5.3 4.8

German 1 1 5.0 5.2

Italian (Ab) 6 5 1 3.8 4.9

Spanish (Ab) 6 4 2 5.7 5.2

Mathematics 7 1 2 3 1 4.0 4.5

Mathematics

(Studies)

12 2 3 5 1 1 5.3 4.7

Biology 4 1 1 2 5.0 4.3

Chemistry 4 1 1 2 5.0 4.1

Physics 1 1 7.0 4.2

Film 2 2 6.0 4.3

Geography 6 3 2 1 6.3 4.5

Psychology 1 1 6.0 4.2

Social Anth. 3 1 2 5.3 4.6

Visual Arts 1 1 7.0 4.4

TOTALS 75 15 25 17 12 5 1 5.5 4.6

% attaining

each level

20.0 33.3 22.7 16.0 6.7 1.3

A level Grade equivalent A* A B C D

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Subject A* A B C D E U Total

Art & Design 2 0 0 2 3 0 0 7

Biology 2 3 4 4 2 4 0 19

Business Studies 0 0 0 2 1 1 0 4

Chemistry 1 5 4 3 0 0 0 13

Computer Studies 0 0 1 1 0 1 0 3

D&T Food Technology 1 0 3 1 0 0 0 5

Design and Technology 0 2 3 8 2 1 0 16

Drama 0 0 1 3 2 1 0 7

English Literature 9 7 22 21 6 0 0 65

French 0 1 0 0 1 0 0 2

General Studies 2 7 11 27 34 23 16 120

Geography 0 3 4 4 8 0 0 19

German 0 1 0 1 2 0 0 4

History 0 2 7 7 4 0 0 20

Mathematics(Further) 0 0 1 0 1 0 0 2

Mathematics 1 5 8 6 10 1 1 32

Media Studies 1 1 14 13 5 0 0 34

Physics 0 3 9 4 5 4 1 26

Psychology 0 6 7 18 7 5 2 45

Religious Studies 0 0 1 2 2 1 0 6

Sociology 0 2 1 8 3 1 0 15

Spanish 0 2 1 0 1 0 0 4

Sport/PE Studies 0 0 1 1 2 2 0 6

Totals 19 50 103 136 101 45 20 474

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Our students have achieved their A level or IB examination results and now gone on to a variety of destinations.

70% achieved their first choice university place and 10% went to their insurance choice.

A small number were allocated a place through Clearing

8% are taking a gap year and the other students are in employment

The vast majority of our students take up places to study at university: some examples are, Developmental Psychology at

Oxford, Medicine at Cambridge, English at Leicester, French and Modern Greek at Kings, Civil Engineering at

Loughborough, Primary Education at Christ Church Canterbury, Geography at Southampton, Landscape Architecture at

Sheffield, Radio and Film Production at Newcastle, and Chemistry at Sussex.

The table below shows our IB students university offers in April 2012

Subject University IB Points University IB Points

Firm offer Insurance offer

Psychology Bristol 36

6,6,6 at HL

Sussex 35

5 in Psych

Philosophy Heythrop 28 Kent 35

15 HL

Law Nottingham 38 Leicester 36

English Exeter 34

6 in English

UEA 32

5 in English

Geography Southampton 34

Geology Southampton

32

16 HL + 5 in Phys

and 6 in Maths

Birmingham

32

6 in Geog or

Physics

Classics and English Nottingham 34

6 in HL English

UEA 33

Engineering Bath 36

6 in HL Maths

Modern History Southampton 34

17 at HL, 6 in

History

Kent

33

or 16 at HL

5 in History

Biomed science Southampton 32

15 at HL + 6 in

Chem

Kent 32

Surrey 36 Exeter 32

Psychology Kent 36 Essex 34

Medicine Cambridge 40

7,7,6 at HL

Nottingham 38

6,6,6 at HL

English Christ Church 28

Criminology Surrey 34

Psychology Lancaster 34

16 at HL

University of East Anglia 32

Bio med Southampton

32

with 16 at HL and

6 in chem.

Warwick

35

with 6 in bio

and 5 in

chem.

English Exeter 34 Plymouth 27

Modern Languages Southampton

34

17 at HL and 6 in

Ger and Sp

Exeter

32

5 in German

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International Baccalaureate at Dane Court Grammar School

March 2011

This document was a report commissioned by Her Majesty’s Inspectorate on the IB, written in response

to their visit to Dane Court earlier this year.

Context Dane Court Grammar is a larger-than-average sized selective 11-18 school with specialist status for

languages. It serves a mixed socio-economic area, which relies heavily on part-time employment. The

large majority of students are from White British backgrounds, but the proportion from minority ethnic

backgrounds is increasing. The proportion of students entitled to free school meals is below the national

average but 50% of students who enter the sixth form are entitled to the EMA grant. The International

Baccalaureate (IB) is offered as an alternative option to A’ Level in the sixth form. Fifty of the 330

students in the sixth form take the IB programme. The school intends to adopt the Middle Years

Programme in the near future.

Results 2010 In 2010 the first cohort of 19 students took the IB diploma. All students were successful in gaining the

diploma and their results ranged from 27 points to 40. Achievement for this group of students was

impressive. The school average for the higher level subjects in the IB exceeded the international average

in five subjects, English, History, Philosophy, Biology and Film. English results were particularly

strong, with two students gaining seven points, the top grade. The school total across all higher level

subjects matched the international average. All students in this cohort were of above average ability,

though only two students were classed as high ability as indicated by school data. Students’ progress

was outstanding. All gained a place at a university of their choice or in employment. Eighty-five percent

of these students were first generation university candidates. One boy gained a place at Cambridge and

he explained the positive impact of the IB on his success, writing ‘You have to do tough things on the IB.

For me, the main lesson was perseverance’.

Independent Learning HMI interviewed nine students from Year 12 and 13. All enthused about the IB and spoke effusively

about their independent study which includes the Extended Essay, Creativity, Action and Service (CAS)

and the Theory of Knowledge (TOK) elements of the course. The Year 13 students said the 4000 word

Extended Essay was ‘very challenging, probably the hardest part of the IB’ but all valued the experience

and felt this aspect prepared them exceptionally well for university. They chose the essay titles in

conjunction with their tutor and all were original. Titles such as ‘Do organic fruits contain more vitamin

C than their counterparts?’ demonstrated the range of subject matter studied and students’

inquisitiveness. Students appreciated the opportunity to learn about the Harvard referencing system and

visiting university libraries to carry out research for the extended essay. All agreed ‘it gives us a greater

independence, we are thinking for ourselves’. They commented with irony that although the essay is

only worth 1.5 points it holds the key to the diploma. Without exception, the students were proud of

their achievements in this aspect.

Theory of Knowledge Students described the Theory of Knowledge as ‘Challenging’. One student said ‘it makes your brain

melt’ explaining the questioning, critical thinking and discussion elements of the Theory of Knowledge

course. Another explained that he saw things in everyday life that previously he would take for granted,

‘questioning things more readily’. This learning attribute was evident in lessons. High quality debate

and questioning of presented information was an intrinsic feature in the English, Physics and Geography

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lessons observed. Students’ knowledge of the learner profile was strong, but they explained that learning

the skills was implicit. As one student said ‘we don’t focus specifically on it, but it is ingrained in all we

do’.

Teaching Teachers demonstrated excellent subject knowledge and were highly skilled at planning lessons which

developed students’ understanding and skills. All lessons involved activities which matched the

students’ needs exceptionally well. Teachers adapted their teaching style effectively to lead, challenge or

support the students throughout the lesson. Staff and students enthused about the holistic nature of the

course and linking subjects together. An example of this was the joint work between the English, History

and Language department in studying World War 1. Teachers appreciated the flexibility in the

curriculum. They said the ‘latitude is lovely, but terrifying’, describing how ‘not setting parameters’ and

‘relying on students independent study’ was much better for students, but more difficult for teachers,

though ‘invigorating’. They described the curriculum as ‘something refreshing because if empowers

teachers to be creative’. Teachers spoke of being taken ‘out of their comfort zone’, particularly with

regard to assessment. However, this led in turn to imaginative ways to assess work. For example, the

staff assessed an ‘interactive oral’ by filming it. In addition, the English department built on the

experience of the Language department to teach students to excel in the English oral, as previously this

was not a discrete area of study.

Range of Courses on the IB Programme

Students on the IB felt it provided more flexibility over future career choices than the A’ level route.

Two thirds of the Year 12 students spoken to chose the IB because they were undecided about career

paths and wanted to keep their options open. They said the number of subjects studied (six) was ‘not

much of a change from GCSE in terms of workload, though higher level subjects were more difficult

than standard’. Three students said it would ‘give them an edge for getting into university’. They

appreciated studying a language and two students said this would enable them to work internationally

and to gain a place at a university abroad. However, from the seven Year 11 students spoken to, only

three were certain they would take the IB. Those expressing doubts cited studying more subjects than

required at A’ level, resulting in a higher workload, as a potential barrier.

IB and IBCC training

Staff teaching on and leading the IB were highly motivated by the programme and likened it to receiving

a ‘massive injection of adrenaline’. They were excellent ambassadors for the IB and were passionate

about the need to deliver ‘internationalism’ to their students. Such is their drive that they are running a

pilot IB project with eight local non-selective schools to link the IB with vocational studies as part of the

IBCC. They regarded the IB training as ‘some of the highest quality experienced’ and cited the ongoing

support received from online forums, collaboration with colleagues internationally and from the IBSCA

as excellent. Members of staff were excited by discussing their subject with colleagues from Africa,

Europe and the Middle East. They described the IB programme itself as ‘liberating to teach’ and

explained how they were ‘taken out of their comfort zones’, being introduced to subject matter they had

not considered since university. Teachers were highly motivated, attending training during holidays and

weekends. All considered the progress made by students in their emotional and social development in

particular as exceptional. Progress they felt was immeasurable in terms of students’ future potential at

university, in the workplace and in their contribution to society in general.

Gill Jones

HMI

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The aim of all IB programmes is to develop internationally minded people who, recognizing their common

humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB learners strive to be:

Inquirers: They develop their natural curiosity. They acquire

the skills necessary to conduct inquiry and research and show

independence in learning. They actively enjoy learning and this

love of learning will be sustained throughout their lives.

Knowledgeable: They explore concepts, ideas and issues

that have local and global significance. In so doing, they

acquire in-depth knowledge and develop understanding across

a broad and balanced range of disciplines.

Thinkers: They exercise initiative in applying

thinking skills critically and creatively to recognize and

approach complex problems, and make reasoned, ethical

decisions.

Communicators: They understand and express

ideas and information confidently and creatively in

more than one language and in a variety of modes of

communication. They work effectively and willingly in

collaboration with others.

Principled: They act with integrity and honesty, with

a strong sense of fairness, justice and respect for the

dignity of the individual, groups and communities. They

take responsibility for their own actions and the

consequences that accompany them.

Caring: They show empathy, compassion and respect

towards the needs and feelings of others. They have a

personal commitment to service, and act to make a

positive difference to the lives of others and to the

environment.

Risk-takers: They approach unfamiliar situations and

uncertainty with courage and forethought, and have the

independence of spirit to explore new roles, ideas and strategies.

They are brave and articulate in defending their beliefs.

Balanced: They understand the importance of intellectual,

physical and emotional balance to achieve personal well-being

for themselves and others.

Reflective: They give thoughtful consideration to their own learning and

experience. They are able to assess and understand their strengths and

limitations in order to support their learning and personal development..

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Dane Court Grammar School Broadstairs Road

Broadstairs

Kent

CT10 2RT

Tel: 01843 864941

www.danecourt.kent.sch.uk