Teaching and Learning at SJI International

The attributes of the IB Learner Profile underpin much of the teaching and learning throughout SJI International with a desire to develop curious, independent and confident learners from Grades 7 right through to Grade 12.

The most important principle within the school’s educational philosophy is that of active learning. Students learn and, above all, understand best when information and concepts are processed. This processing takes place through activity. It is even more powerful when students first discover for themselves the information or concept and then process it.

Crucially, active learning is about students doing. This involves a wide range of activities, which will vary according to the subject: research, role plays, simulations, thinking exercises, decision making exercises, debates, presentations and so on. This provides a stimulating educational environment and one that is intellectually challenging for the students.

With a greater emphasis on the students’ learning there also comes greater demand for participation from the students. It is not a matter of putting questions to the teacher, but of the students expressing their own opinions; being able to debate, defend, challenge, deduce, analyse and synthesize.

This type of learning is facilitated by smaller more interactive classes that rely on a blend of teacher led activities, group work, and class activities may well be led by students. This means that lecture or lecture-style lessons are an extremely rare method of delivery at SJII.

What is the nature of Mathematics at FC?

FC Mathematics at SJII is a curriculum that challenges students at all levels. Our goals include preparing students for whatever mathematics subject they choose in the IB and to give students the opportunity to extend themselves in developing a deeper appreciation of the discipline.

What is the approach to learning?

Learning is student-centered. Students will learn through different teaching methods and styles, including pair and group work, activities which promote thinking skills and creativity and IT-based lessons.

The emphasis is on building skills in mathematics based on a thorough understanding of mathematical principles and their application. Students will also be encouraged to undertake their own mathematical investigations under the guidance of their teacher, devise their own strategies for problem-solving and to raise questions relating to mathematical concepts and methods.

What is the subject content?

The following content will be used as a basis to help students achieve the outcomes described above. In this way, although students will become familiar with traditional topics in mathematics, these are seen as a vehicle for promoting mathematical thinking rather than being labored over for their own sake.

Area Topics

Functions

Algebra

Trigonometry & Vectors

Calculus

Differentiation

Calculus Integration

Applied Mathematics

Statistics & Probability

The language and notation of functions, absolute functions, inverse functions, composite functions; transformation of functions

Simultaneous Equations; Quadratics; Exponents; Logs; Polynomials, Sequence & Series

Solution of Triangles, Circular Measure, Graphs of Trigonometric functions, Trigonometric Identities, Trigonometric equations , Vectors in 2D

Differentiation of various functions including integer, fractional and negative indices; Differentiation of composite functions; products and quotients, trigonometric functions, logarithmic and exponential functions; Investigating gradients; Higher derivatives and their use in determining turning points

Integration of polynomials, trigonometrical functions, selected composite, quotients and exponential functions. Definite Integrals – areas under curves

Application of differentiation and integration to analyze motion and to solve equations of motion

Descriptive Statistics & Data Analysis ; Probability Diagrams & Conditional Probability; Binomial Expansion, Counting Principles & Binomial Distribution

What is the nature of assessment?

Throughout the course, students will sit for topic tests, an end-of-year examination, complete extended tasks for homework, as well as a number of mathematical investigations and modeling projects to develop their mathematical skills as well as their mathematical initiative and problem-solving skills. Students may also be required to make oral presentations.

What is the nature of English at FC?

The FC English course prepares students for six possible English courses at IB level: English Literature (HL or SL), English Language and Literature (HL and SL) and English B (HL and SL). Students will study both units of Literature and Language. In the Literature components, there will be an emphasis on improving students’ appreciation and understanding of Literature through the study of a variety of genres such as Poetry, Prose and Drama. In the Language units, the focus will be analysing and developing students’ understanding of how language works across a range of texts. Skills of analysis and evaluation are also developed alongside the ability to think independently. In order to prepare students for the rigorous demands of IB English, the Department aims to instill in students the importance of wider reading. Homework is an integral part of the course.

What is the approach to learning?

As students will be aiming to take one of six courses at IB level, differentiation by task and ability is key to this course.

In English Language, all students are taught to communicate accurately and effectively in both speech and writing. A range of skills are developed:

● The ability to understand and respond appropriately to what is heard, read and experienced.

● The ability to enjoy and appreciate a range of text types incorporating a variety of styles.

● The ability to analyse, synthesise and evaluate.

● The ability to effectively identify the audience, purpose and context of a range of texts.

For second language speakers of English, students will develop the skills below in addition to those above:

● The ability to communicate clearly and effectively in a range of situations, demonstrating linguistic competence and intercultural understanding

● The ability to understand and use language to express a range of ideas with accuracy and fluency

● The ability to organise ideas on a range of topics in a clear and convincing manner

● The ability to understand, analyse and respond to a range of written and spoken texts.

In English Literature, all students are encouraged to enjoy the experience of reading and to develop the following:

● An understanding of, and the ability to respond to, a range of literary texts from different periods in literary history.

● The ability to produce an informed personal response that is appropriate and effective.

● An appreciation of the ways in which writers use language to achieve specific effects.

● An understanding of the contribution of Literature to areas of human concern.

For second language speakers of English an additional area will be developed:

● Understand and use works of literature written in the target language.

What is the subject content?

Students will study three main units during the year:

Area of Exploration

Readers Writers and Texts

January to May

Name of the unit: What will be included:

How Texts Move Us Poetry from Different Cultures

A variety of poetry from the English-speaking world.

Audio Visual Texts (music videos and media campaigns)

Advertisements and persuasive techniquesHow language is used to persuade- stylistic analysis.

FC Exam: essay on an unseen poem, and an essay on an unseen advertisement.

Time and Space

June to September

Borders and Barriers Personal Barriers/ Boundaries

Language and gender

How does language show bias?

Gatekeepers to the Media - barriers and borders

Media Bias

What is news? To what extent are our views of the world our own?

Physical boundaries

Language and power

How is language used to include and exclude?

The Great Gatsby (Novel study)

America in the 1920s- barriers in this context (prohibition, race, gender, social class, poverty, etc..)

Coursework: A 10-minute oral presentation on how an area of human concern is conveyed in two texts of the candidate’s choice.

Intertextuality

October to End of school year

How Texts Entertain

Importance of Being Earnest – 19 Century play by Oscar Wilde

Analysis of different texts which satirise society- textual analysis.

What is the nature of assessment?

Students will be evaluated through a variety of summative and formative assessments which will be modeled on IB internal and external assessments. In addition, there will be a final FC examination towards the end of the year

The aim of the FC Science course is to provide students with a learning experience that is centered around active learning that teaches Science through inquiry and nurtures curiosity while at the same time producing learners who are ready to take on the challenges of the IB program.

Classes are taught in three separate strands by specialist teachers. This helps expose students to the methods and content expertise of an IB specialist teacher while preparing them for the decision of which Group 4 Science subject to elect for their diploma. The content covered across the three sciences is below:

Biology Chemistry Physics

Characteristics of Living

Organisms

Biomolecules & Enzymes

Gas Exchange & Respiration

Transport

Coordination & Response

Inheritance

Atomic Structure

Bonding & periodicity

Quantitative

Organic Chemistry

Energetics & Kinetics

Acids and Bases

Oxidation/Reduction

Reactions

Waves Mechanics

Thermal Physics

Electricity

Motors and Generators

In addition, a unifying project is also carried out at the conclusion of the year aimed at developing student’s ability to identify questions and concepts that underpin scientific investigations as well as designing and conducting experiments. Students will enhance their investigative skills through the use of technology and mathematics. In addition, students are expected to be able to formulate and revise scientific explanations using logic and evidence. Students will also have the opportunity to create alternative explanations or models based upon their evaluations. Finally, students should be able to communicate and defend a scientific argument. A variety of methods will be used to communicate the material and skills required which may include:

● Flipped classrooms (Independent study which is followed up by consolidative work to reinforce understanding)

● Case studies (Real life practical application of concepts taught in class)

● Practical work

● Group Tasks

● Student led activities (presentations, modelling and discussion)

Assessment of students’ knowledge and progress will be via:

● Past exam papers

● Presentations

● Formative assessment (such as on-line quizzes)

● Self and peer assessment

● Coursework (Practical write-ups)

Languages are part of the cultural richness of our society and the world in which we live. Learning languages contributes to mutual understanding, a sense of global citizenship and personal fulfillment.

For our Singaporean Citizens and Permanent Residents, we comply with the Singapore Ministry of Education’s Mother Tongue Language (MTL) Requirements. Please click here to access the school policy on MTL Requirements.

What is the nature of Languages at FC level?

Students will develop the ability to communicate effectively with the use of the language in listening, speaking, reading and writing. They will use the language whenever and wherever possible. Students will also learn the culture of the countries where the language is spoken so that they have a better understanding of the similarities and differences between their own culture and the culture of the language they are learning. In this way, students will develop critical thinking around culture and intercultural connections.

The course aims to form a sound base of the skills, language and attitudes required for further study, work and leisure:

● Offer insights into the culture and civilisation of the countries where the language is spoken

● Develop a fuller awareness of the nature of language and language learning;

● Encourage positive attitudes toward language learning and towards speakers of other languages and a sympathetic approach to other cultures and civilisations;

● Provide enjoyment and intellectual stimulation;

● Complement other areas of study by encouraging skills of a more general application (e.g. analysis, memorising, drawing of inferences).

What is the approach to learning?

In Languages, students will improve their listening, speaking, reading and writing skills using a learnercentered approach that is not restricted to textbooks. Instead, students will be exposed to various types of texts taken from a range of materials. Students will learn the language through diverse activities such as role-plays, oral presentations and language games. Assignments and assessments are varied so that students are aware of their strengths and areas to be improved.

Pre-Ab Initio Pathway (Spanish, and based on demand: French/Indonesian/Japanese)

FC students who have been approved to study an ab initio course (i.e. for beginners) as part of the IB Diploma in Grades 11 and 12 will instead follow a self-study course assigned by the school. Whilst all four communicative skills are self-studied, their progress is monitored and regular assessments are set by a teacher.

Students whose language is not taught within the school curriculum are able to learn their first language on the Home Language Programme (additional fees apply). We currently offer French, German, Japanese, and Korean, Vietnamese; however, additional languages can be offered upon request. The student will follow either a first or foreign language programme of study to prepare them for either Language A or Language B at IB. If necessary, students may also do School Supported Self-Taught when they get to Grade 11.

Further information:

Please note:

1. FC students will be placed in different IGCSE Language classes according to their language choices and, in the case of Chinese, their proficiency levels.

2. IGCSE Chinese, Malay and Indonesian examinations take place in the earlier part of Grade 10: the oral examination is in March, and the written examination occurs in May. Express Tamil O Level examinations take place in November in Grade 9 or in June in Grade 10, depending on the student’s Tamil pathway.

3. FC students who are Singaporeans or Permanent Residents whose government-approved Mother Tongue Language is Chinese are required to take the IGCSE examination, except if: i. they have an exemption from the MoE which means do not have to study Chinese; or ii. they have already obtained at least a C6 grade in their GCE(O) Chinese examinations.

4. Because of the small class sizes, Indonesian, Malay and Tamil will be taught for two periods per week instead of three. For the remaining one period, students will report to the school library to do self-study. Subject teachers will set meaningful work for the students.

Language pathways:

Hindi (students who have learned the language for some years and have attained a satisfactory level of competency)

Second Language

Indonesian G10 examination

First Language IGCSE Bahasa Indonesia

Foreign Language

(There is no IGCSE Indonesian exam)

Little or no exposure to Indonesian

G10 examination

IB Diploma (Grades 11 and 12)

IGCSE Hindi as a Second Language

Hindi B SL / HL (exam in May in G12)

IB Diploma (Grades 11 and 12)

Indonesian A: language and Literature SL/HL (May exam)

Indonesian A: literature SL/HL

Indonesian B SL/HL

Indonesian ab initio

Malay G10 examination

First Language

Second Language

Foreign Language

IGCSE Malay - First Language (exam in May in Grade 10)

GCE O Level Express Malay (exam in May in Grade 10)

IGCSE Malay - Foreign Language (exam in May in Grade 10)

IB Diploma (Grades 11 and 12)

Malay A: Literature SL/HL (exam in May in G12)

Malay B SL

Malay B SL

Spanish G10 examination

Foreign Language

IGCSE Spanish - Foreign Language

(Little or no exposure to Spanish)

IB Diploma (Grades 11 and 12)

Spanish B SL / HL

Spanish ab initio

What is the nature of Global Perspectives at FC Level?

Global Perspectives is dynamic and relevant. It is a practical subject that helps students to think and rethink about the world they live in and the issues we face. Students will learn and practice the skills of collaboration, communication, information and media literacy organization, affective skills and reflection, critical thinking and creative thinking. Global Perspectives fosters flexible thinking and is designed to encourage students to rethink their knowledge and provide them with the skills for life-long learning.

What is the approach to learning?

In Global Perspectives students learn how to deconstruct an argument and look at its component parts and then to reconstruct an argument after reflecting on its relative strengths and weaknesses. Global issues are examined through the lenses of the IB humanity subjects of Geography, History, Economics, Psychology and Business and Management. Students need to organise themselves, to analyse material, to think creatively and independently and to make decisions about an issue they may not ordinarily have thought about using this critical path to enquiry.

Global Perspectives gives students the opportunity to direct their own learning and choose a global issue to investigate that resonates with them.

What is the subject content?

In Global Perspectives the subject content will be contemporaneous with the issues of the day and will include the examination of ongoing issues such as poverty and gender equality. The content is intended to be directed by student interest.

What is the nature of assessment?

As well as effective written communication in a range of course work appropriate styles, such as essays, reflections and reports, the syllabus is structured as a direct preparation for Group Three Individuals and Societies IB subjects. It helps to foster the research, enquiry, group and individual presentation skills and study skills that can be applied throughout the IB programme.

The assessment is largely formative. Assessment tasks are varied to help develop the appropriate skills needed to complement the IB learner profile. For each topic students have at least one formative assessment, this varies between presentation tasks, contribution to debates, news-reports, and a reflective journal. Summative Assessments are as follows:

1. Written examination

A written paper consisting of compulsory, structured questions based on sources provided with the examination paper. Candidates analyse and evaluate arguments, interrogate evidence and compare perspectives on global issues.

2. Essay

Candidates explore different perspectives on an issue of global significance arising from their studies during the course and write an essay based on their research. Students will carry out practice essays with given titles, but for their assessment the essay title is devised by candidates themselves. The essay must be between 1750 and 2000 words and written in continuous prose.

3. Team Project

Candidates work in teams to identify a local problem which has global relevance. Individual team members research the issue and suggest solutions to the problem based on their research findings. Teams work together to agree a set of proposed team solutions to the problem and then put their plan into action.