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INTERNATIONALA LEVELS AND AMERICAN HIGH SCHOOLDIPLOMA2016-2018

We inspire learning and intercultural understanding, enriqueciendo la vida de nuestros niños y nuestro mundo

SIS HANDBOOKS

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SOTOGRANDE INTERNATIONAL SCHOOL VALUES

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INTERNATIONAL A LEVELS & AMERICAN HIGH SCHOOL DIPLOMA

We inspire learning and intercultural understanding, enriqueciendo la vida de nuestros niños y nuestro mundo.

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We offer an academic programme which al-lows students to pursue their passion whether it be music, golf, tennis, polo or any of the other specialist opportunities available on our beautiful coast at the highest level while still achieving academic success.

It is our aim to inspire students to realise their full potential as young adults, learners and individuals who can set and attain personal goals.

We embrace the SIS values as a profile of the whole person as a lifelong learner.

A small team of well-qualified and experi-enced teachers nurture and stimulate our students.

MISSION STATEMENT

INTERNATIONAL A LEVELS & AMERICAN HIGH SCHOOL DIPLOMA

OVERVIEW

This section provides a summary of how courses will be organised in the last two years of school for students normally aged 16-18 years. Students either follow a pathway leading to the Ameri-can High School Diploma (HSD) or to the the achievement of two or three International A lev-els (A levels).

Please note that, since this is a new programme, courses are subject to change and may be de-pendent on numbers.

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SUMMARY

COMUNICACIÓN DEL PERSONALCON CASA

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AMERICAN HIGH SCHOOL DIPLOMA COURSES

(US grades 11 & 12/UK Years 12 & 13)Students follow the two-year programme in four subject areas: English, Spanish, Mathematics and Business Management.

Students fulfilling the graduation requirements will be awarded the American High School Diploma.

AMERICAN HSD CURRENT COURSE OFFERINGS

These choices are subject to change and for the most up to date options please contact the Programme Head Paul Clark on [email protected].

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AMERICAN HIGH SCHOOL DIPLOMA

ENGLISH LANGUAGE AND LITERATURE

This course is designed for students who have experience of using English in an aca-demic context. The study of texts, both literary and non-literary, provides a focus for developing an understanding of how language works to create meanings in a culture, as well as in particular texts. The focus of the English language and literature course is directed towards develop-ing and understanding the constructed nature of meanings generated by language and the function of context in this process. The course comprises four parts - two relate to the study of language and two to the study of literature. A key aim of the course is to encourage students to question the meaning generated by language and texts. Helping students to focus closely on the language of the texts they study and to become aware of the role of each text’s wider context in shaping its meaning is central to the course.

SPANISH LANGUAGE HIGHER LEVEL

This course is designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken. This process encourages the learner to go beyond the confines of the classroom, expanding an awareness of the world and fostering respect for cultural diversity. Both independent and collaborative learning is encouraged.

Spanish Language at higher level is a language development course designed for stu-dents with at least five years previous learning of Spanish. The main focus of the course is on the development of language skills. These language skills should be developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts related to the culture(s) con-cerned. Students will study two Spanish texts in addition to language development.

SPANISH LANGUAGE INTERMEDIATE AND BEGINNERS LEVEL

Spanish Language at intermediate/beginners level is a language acquisition and devel-opment course. The main focus of the course is on the development of language skills. These language skills should be developed through the study and use of a range of written and spoken material. at the intermediate level material will extend from every-day oral exchanges to literary texts related to the culture(s) concerned. The beginners level language course is organized into themes. Each theme has a list of topics that provide the students with opportunities to practise and explore the language as well as to develop intercultural understanding. Through the development of receptive, produc-tive and interactive skills, students should be able to respond and interact appropriately in a defined range of everyday situations.

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BUSINESS MANAGEMENT

Business management examines business decision-making processes and how these decisions impact on and are affected by internal and external environments. The course is designed to develop an understanding of business theory, as well as an ability to ap-ply business principles, practices and skills. The course considers the diverse range of business organizations and activities and the cultural and economic context in which business operates. Emphasis is placed on strategic decision-making and the day-to-day business functions of marketing, production, human resource management and finance. Links between the topics are central to the course, and this integration promotes a ho-listic overview of business activity.

MATHEMATICS

The nature of mathematics can be seen as a well-defined body of knowledge, as an abstract system of ideas, or as a useful tool. Mathematical knowledge provides an im-portant key to understanding the world in which we live. This course caters for stu-dents who already possess good knowledge of mathematical concepts, and who are equipped with the skills needed to apply mathematical techniques correctly. The major-ity of students will expect to need a sound mathematical background as they prepare for future studies in subjects such as chemistry and economics. The course focuses on introducing important mathematical concepts through the development of mathemati-cal techniques in a comprehensible and coherent way.

MATHEMATICAL STUDIES

This course has an emphasis on applications of mathematics, and the largest section is on statistical techniques. It is designed for students with varied mathematical back-grounds and abilities. It offers students opportunities to learn important concepts and techniques and to gain an understanding of a wide variety of mathematical topics. It prepares students to be able to solve problems in a variety of settings, to develop more sophisticated mathematical reasoning and to enhance their critical thinking. The indi-vidual project is an extended piece of work based on personal research involving the collection, analysis and evaluation of data. Students taking this course are well pre-pared for a career in social sciences, humanities, languages or arts.

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ASSESSMENT AND THE GRADING SYSTEM

Assessment of achievement in each subject of the American HSD Programme is based on a coursework element and final examinations taken in June of the second year.

Each subject is graded on a scale of 1 (minimum) to 7 (maximum), as shown below. The grades are referenced to grade criteria rather than to performance of any group of stu-dents in any particular year. Grade 3 or above is considered a pass. Grade 1 or 2 is a fail for the course.

GRADUATION REQUIREMENTS FOR THE AMERICAN HSD

The American High School Diploma is awarded subject to satisfactory completion of the following requirements. Each course at SIS earns one credit for successful comple-tion of one academic year of the course. Students transferring to SIS will be awarded credits for the previous two years of schooling on a case by case basis. Students must achieve a minimum of 24 credits in accordance with the requirements below to gain a credit: 4 credits English2 credits Mathematics2 credits Experimental Sciences2 credits Additional Mathematics or Science3 credits Social Sciences2 credits Additional Language9 credits Other Electives*

* Other electives include credits in the Arts, Physical Education, Sports, Technology, as well as any additional credits in any subject group above. These language skills should be developed through the study and use of a range of written and spoken material. At the intermediate level material will extend from every-day oral exchanges to literary texts related to the culture(s) concerned. The beginners level language course is organized into themes. Each theme has a list of topics that provide the students with opportunities to practise and explore the language as well as to develop intercultural understanding. Through the development of receptive, produc-tive and interactive skills, students should be able to respond and interact appropriately in a defined range of everyday situations.

GRADUATION REQUIREMENTS FOR THE

The high number of Elective credits is designed to accommodate students of varied educational backgrounds who may have had a less traditional educational experience, such as home schooling or sports coaching outside of school.

In order to qualify to play Division I college level sports in the US the following core course credit requirements must also be met:

4 credits English3 credits Mathematics2 credits Experimental Sciences1 credit Additional English, Mathematics or Science2 credits Social Sciences (history, geography, economics)4 credits Additional English, mathematics, science, social science, foreign language, comparative religion or philosophy 10 of these core courses, including 7 in English, mathematics or sciences must have been completed prior to the beginning of the second year of the programme.

In order to qualify to play Division II college level sports in the US the following core course credit requirements must also be met:

3 credits English2 credits Mathematics2 credits Experimental Sciences3 credit Additional English, Mathematics or Science2 credits Social Sciences (history, geography, economics)4 credits Additional English, mathematics, science, social science, foreign language, comparative religion or philosophy

There are additional requirements regarding Grade Point Average (GPA) combined with SAT scores in order to play college level sport during the first year. See NCAA Eligibility

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AMERICAN HIGH SCHOOL DIPLOMA

Students will take two or three Advanced level subjects at Advanced Subsidiary level in year 1 and Advanced 2 level in year 2. The examination board will be Pearson Edexcel. International A levels will be modular and two modules will be taken in June of year 1 and two further modules in June of year 2. All the examinations for UK A levels must be taken at the end of year 2 (linear A levels), though students can qualify for AS levels at the end of year 1 (AS levels are not equiv-alent to an A2 level).

Students may take three Advanced Subsidiary levels in year 1 and drop one subject in year 2 to complete two full Advanced levels

INTERNATIONAL A LEVELS COURSES(US GRADES 11 & 12/UK YEARS 12 & 13)

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INTERNATIONAL A LEVEL CURRENT COURSE OFFERINGS

These choices are subject to change and for the most up to date offering please contact the Programme Head Paul Clark at [email protected]

INTERNATIONAL A LEVELS SUBJECTS

ENGLISH LITERATURE

The aims and objectives are to enable students to:• read widely and independently set texts and others that they have selected for themselves • engage critically and creatively with a substantial body of texts and ways of responding to

them • develop and effectively apply their knowledge of literary analysis and evaluation • explore the contexts of the texts they are reading and others’ interpretations of them • undertake independent and sustained studies to deepen their appreciation and understand-

ing of English literature, including its changing traditions.

MATHEMATICS

The assessment objectives of this qualification are to:

• Recall, select and use their knowledge of mathematical facts, concepts and techniques in a variety of contexts.

• Construct rigorous mathematical arguments and proofs through use of precise statements, logical deduction and inference and by the manipulation of mathematical expressions.

• Recall, select and use their knowledge of standard mathematical models to represent situ-ations in the real world; recognise and understand given representations involving standard models; present and interpret results in terms of the original situation.

• Comprehend translations of common realistic contexts into mathematics; use the results of calculations to make predictions, or comment on the context; and, where appropriate, read critically and comprehend longer mathematical arguments or applications.

• Use contemporary calculator technology and other permitted resources accurately and ef-ficiently; understand the limitations. Answer to appropriate accuracy

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SPANISH

The aims and objectives are to enable students to: • enhance their linguistic skills and promote and develop their capacity for critical thinking on

the basis of their knowledge and understanding of the language, culture and society of the country or countries where the language is spoken

• develop control of the language system to convey meaning, using spoken and written skills for both practical and intellectual purposes as increasingly confident, accurate and inde-pendent users of the language

• develop their ability to interact effectively with users of the language in speech and in writ-ing, including through online media

• develop language learning skills and strategies, including communication strategies to sus-tain communication and build fluency and confidence

• engage critically with intellectually stimulating texts, films and other materials in the original language, developing an appreciation of sophisticated and creative uses of the language and understanding them within their cultural and social context

• develop knowledge about matters central to the society and culture, past and present, of the country or countries where the language is spoken

• mediate between cultures and between speakers of the language and speakers of English • foster their ability to learn other languages • equip themselves with transferable skills such as autonomy, resourcefulness, creativity, criti-

cal thinking, and linguistic, cultural and cognitive flexibility that will enable them to proceed to further study or to employment

• develop their capacity for critical and analytical thinking through the language of study de-velop as independent researchers through the language of study.

BUSINESS STUDIES

The assessment objectives of this qualification are to:

• Demonstrate knowledge and understanding of the specified content. • Apply knowledge and understanding of the specified content to problems and issues arising

from both familiar and unfamiliar situations. • Analyse problems, issues and situations. • Evaluate, distinguish between and assess appropriateness of fact and opinion, and judge

information from a variety of sources.

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ASSESSMENT AND THE GRADING SYSTEM

International A levels are graded A* to E. The A* grade was introduced in 2008 to differentiate the highest performing students from other A-grade candidates. If you don’t get enough marks to pass with an E, you will be awarded a U, which means ‘unclassified’.

Two international A levels, at a minimum grade E, are normally the minimum re-quirement to enter university or college.

ASSESSMENT FEE

There is an assessment fee that must be paid by each candidate in order to be en-tered for the international A Level examinations. This fee is levied by the school to cover all costs associated with examinations and their assessment com-ponents.

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ECONOMICS

The assessment objectives of this qualification are to:

• Demonstrate knowledge and understanding of the specified content. • Apply knowledge and understanding of the specified content to problems and issues arising

from both familiar and unfamiliar situations. • Analyse economic problems and issues. • Evaluate economic arguments and evidence, making informed judgements.

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ENTRY REQUIREMENTS

At Sotogrande International School we are keen to recruit students who are able to develop both aca-demically and personally within an environment that fosters personalized learning and development. Students must demonstrate the academic potential to be successful in their chosen course of study. We value the unique attributes of applicants who devote a substantial proportion of their time and energy to their chosen passion.

External applicants will normally be required to take admissions tests in both English and Mathematics. Applicants for whom English is not their mother tongue will be required to take an English proficiency test if they have not been studying in a school where English is the language of instruction for at least 4 years

MINIMUM ENTRY REQUIREMENTS FOR THE AMERICAN HIGH SCHOOL DIPLOMA

2 years English2 years Mathematics2 years Experimental Sciences2 years Social Sciences (history, geography, economics)2 years Additional English, mathematics, science, social science, foreign language, comparative religion or philosophy6 credits Other Electives (credits may be awarded for sport)

MINIMUM ENTRY REQUIREMENTS FOR INTERNATIONAL A LEVELS

• Satisfactory completion of the equivalent of ten full year courses in Years 10 and 11 (UK equivalent).• Satisfactory completion of two years of core courses in English, Mathematics, Science and

Humanities. • Final Grade C equivalent in both English and Mathematics. • Final Grade B equivalent in any subject or related subject to that chosen for A level study.

Please note that the International A level minimum requirements may be flexible for exceptional cir-cumstances.

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University RecognitionThe American High School Diploma gained at SIS is recognised as an American High School Diploma, which provides entry to higher education in the USA and many other countries, usually in combination with US SATs. The SATs have been redesigned, effec-tive March 2016 Redesigned SAT.

Entry to Spanish universities is through the American High School Diploma in conjunc-tion with the general ‘Selectividad’ exami-nations. Official courses offered by Span-ish State universities are usually studied in Spanish and some Autonomous Communi-ties may request that non-Spanish students sit Spanish language university entrance examinations.

UNIVERSITY RECOGNITION

International A Levels are universally rec-ognised as university preparatory courses and provide entry to universities across the world. Two A levels, at a minimum grade E, are normally the minimum requirement to enter university or college.

Universities offering courses in English may also require evidence of English language proficiency through an English language test. This is particularly true of the UK and United States and students for whom English is not their first language may be required to achieve a minimum level in IELTS or TOEFL tests.

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Sotogrande International School

Avda La Reserva SN

11310 Sotogrande Cádiz

+34 956 795 902

[email protected]

www.sis.ac

OPENING MINDS. CREATING MAGIC. CHANGING THE WORLD.