IB_Prospectus_2017_LIVE

Dane Court
Grammar School

IB World School

GREAT SIXTH
REWARDS FORM

WORLD
CLASS

HUGE SUPERB
CHOICE FACILITIES

International Baccalaureate

Prospectus 2017

International Baccalaureate
Pathways to success

Choose one of the following pathways

International Baccalaureate
Diploma Programme

The International Baccalaureate Diploma Programme (IBDP) is an internationally recognised post-16
course, which prepares students for entry to higher education.
It is a world class qualification fit for the 21st Century.
The course aims to educate the whole person, via

iploma Prograits core components (please see below), and
D mmencourages students to reflect upon, and
IB eevaluate, actions critically.

The Curriculum
Group 6 Group 1

The curriculum is made up of six
subject groups together with a core
comprising of three parts. This Group 5 The Core Group 2

is illustrated by the circle with Theory of Knowledge
the three parts of the core at its Creativity, Activity, Service
centre. Students study six subjects
selected from the subject groups.
Extended Essay

Three of these subjects are studied
at higher level and the remaining
Group 4
three subjects are studied at standard In Group 3 ss
level.

te eStudents must choose one subject from
r neach of Groups 1 to 5. However, instead
national Mindedof a Group 6 subject, a candidate may select

an additional subject from Groups 2 to 4. The
courses that we offer are listed below.

For further guidance on how to configure your choices please see the appendix at the back of this
prospectus.

Group 1 Group 2 Group 3 Group 4 Group 5 Group 6

English French Environmental Biology Mathematics Film
Literature German Systems and Chemistry Maths Studies Music
Societies

Japanese Geography Environmental Theatre
(ab initio) History Systems and Visual Arts
Societies
Spanish

Philosophy Food Science

Psychology Physics

Group 1 - English Literature

Head of Department: Mrs A Walsh

Aims of the course

The key aim is to foster the enjoyment of and the ability to fully understand and analyse a broad range of
literary genres, moving the students far beyond their accustomed reading patterns. Texts integral to students’
literary heritage, plus a range of texts in translation, are studied. Students will become confident, independent
readers and interpreters of literature. They will be able to articulate in a clear and expressive way their personal
response and to deconstruct skillfully authorial purposes and techniques, including comparative analysis of
set texts and unseen material. At higher level, thirteen works of literature are studied, while ten texts are
covered at standard level. There is the opportunity to participate in a three day trip to Stratford-upon-Avon to
see Shakespeare (and other texts) brought to life on stage.

Course outline

1. Texts in translation
• Students study three texts in translation. One piece of written coursework must be completed by
higher and standard level students on one of these texts. This assignment will be completed in year 12.

2. Oral presentation
• A fifteen minute talk on individual choice of topic from thematically linked texts studied in class; there
is an opportunity to be creative in response. This task will be completed in year 12.

3. Oral commentary
• Standard level – a ten minute recorded discussion with a teacher on a passage from texts studied in
class. Students will not know in advance which extract they will be given but will have twenty minutes
preparation time. This component will be assessed in the autumn term of year 13.
• Higher level – a ten minute recorded discussion with a teacher on a poem studied in class. Students
will not know in advance which poem they will have. They are given twenty minutes to prepare the
extract for discussion. There is a discussion for ten minutes on another text. This component will be
assessed during the autumn term of year 13.

4. Exam preparation
• A comparative essay on a selection of texts by a range of poets studied in class in year 13.
• Unseen commentary – a choice between analysing poetry, prose or drama. Work on this paper will be
ongoing throughout the course but particularly emphasised in year 13.

Assessment

Internal assessment: 55% (coursework)

25% Texts in translation
30% Oral presentation and oral commentary

External assessment: 45%

Paper 1 – Unseen commentary 20%
Paper 2 – Comparative analysis of poetry 25%

Group 2 - French, German, Spanish
Higher Level

Head of Modern Foreign Languages Faculty: Mrs A Radix
Head of German: Mrs G Green
Head of Spanish: Ms B Valverde

Aims of the course

Language B courses are available in French, German and Spanish. Students following language B higher
level course will be expected to have studied the relevant language successfully to GCSE level. Students will
be equipped with the necessary skills to be successful in the target language in both social and professional
contexts: the higher level courses also aim to prepare students for the study of French, German and Spanish
in Higher Education. Therefore, the aim of French B, German B and Spanish B courses at Dane Court is to
equip students with the skills needed to communicate effectively, and spontaneously, in the target language.
To promote this, the four skills of listening, speaking, reading and writing will be regularly practised so that
students develop their ability to both understand, and use, the spoken and written word. Learning a language
is intellectually stimulating and we aim to promote the enjoyment of language learning. We also aim to raise
students’ awareness of the links between languages and different cultures.

What skills will you gain?
At the heart of the courses are the three central elements of language, texts and cultural awareness. Students
will be able to recognize, understand and produce a number of different types of texts to suit specific social
and linguistic purposes.

Course outline

Core topics: Communication and media Optional topics: Cultural diversity

Global issues Customs and traditions

Social relationships Health

Leisure

Science and technology

At higher level two works of literature are also studied.

Assessment
Students will be assessed on their understanding of three interrelated areas: language, cultural interaction
and message. The higher level course is assessed in the April/May of the second year of the course. Formal
assessment includes external examinations and internal assessment, as follows:

External assessment:

Paper 1: Text handling (25%)

Paper 2: Written production (25%)

Written assignment (20%)

Internal Assessment:

Individual oral (20%)
Interactive oral activity (10%)

Group 2 - Modern Foreign Language
ab initio

Head of Modern Foreign Languages Faculty: Mrs A Radix
Head of German: Mrs G Green
Head of Spanish: Ms B Valverde

Aims of the course

The ab initio standard level course is available in French, German, Japanese, and Spanish. The overall
objective of the ab initio course at Dane Court is for students to achieve communicative competence in a
variety of everyday situations. To promote this, the four skills of listening, speaking, reading and writing will
be regularly practised so that students develop their ability to both understand and use the written and spoken
word.

Learning a foreign language provides the opportunity for enjoyment, creativity and intellectual stimulation.
We will encourage an awareness and appreciation of the different perspectives of people from other cultures.

The aim of the ab initio course is to promote the idea that learning a language is more than a school subject and
to encourage students to continue to use their language skills independently after the course.

Course outline

The course focuses on everyday situations and aspects of the culture related to them. This ensures that the
appropriate emphasis is placed on communication. The course is organized into topic areas which provide
the teacher and the student with a context in which communicative functions and grammatical structures and
vocabulary can be practised. Topics studied include the following:

Individual and society Leisure and work Urban and rural environment

Daily routines Employment Global issues
Education Entertainment Environmental concerns
Food and drink Holidays Neighbourhood
Physical health Media Physical geography
Relationships Transport Town and services
Shopping Technology Weather
Sport
Assessment

External assessment:

Paper 1: Text handling (30%)

Paper 2: Written production (25%)

Written assignment (20%)

Internal assessment:
Oral exam (25%)

This is an intensive language learning course which will enable committed students to achieve a very high
standard by the end of the two years. During the course, visiting the target language country to practise
language skills acquired is therefore highly recommended.

Group 3 - Environmental Systems and Societies

Head of Department: Mrs F Gallantree

Aims of the course

The main purpose of this course is to give students a coherent perspective on the interrelationships between
environmental systems and societies. So what does this mean? It means that we won’t just say “here is an
environmental problem, isn’t it terrible…” To really understand the causes and effects of environmental
problems, and how people try to manage them, we will need to look at the issues from many angles (e.g.
scientific, ethical, historical, economic, cultural and socio-political). This is called taking a ‘holistic’ approach.

By the end of this course students will be able to adopt an informed personal response to current environmental
issues. They will also understand the impact on the environment of the choices and decisions we make in our
own lives. Students will also gain an appreciation of the global diversity of environments and ecosystems,
cultural and historical differences in attitudes to the environment, and differing perspectives on sustainability.

Through the study of environmental systems and societies (ESS) students will be well prepared for university
degrees in a range of subjects from politics to biology, from archaeology to chemistry.

The subject is very helpful for students who have chosen sciences and mathematics at higher level and want
to strengthen their science profile yet further, but also for students who understand the value of science in their
overall profile but do not want to take a ‘traditional’ science subject. The skills of research and analysis that
students will learn will support them in a large number of fields.

Course outline (The ESS course is offered at standard level only)
As a trans-disciplinary subject ESS is designed to combine the techniques and knowledge associated with
Group 4 (the experimental sciences) with those associated with Group 3 (individuals and societies). By
choosing to study ESS, students are able to satisfy the requirements for both Groups 3 and 4, thus allowing
them to choose another subject from any option group (including another Group 3 or 4). The eight topics that
students will study come under the following headings:

1. Foundation of environmental systems and 5. Soil systems and terrestrial food production
societies systems and societies

2. Ecosystems and ecology 6. Atmosphere systems and societies

3. Biodiversity and conservation 7. Climate change and energy production

4. Water and aquatic food production systems 8. Human systems and resource use.

and societies

Assessment

The final grade is made up of marks from external exams and internal assessment. Students are required to

complete 30 hours of practical work during the course with the internal assessment (IA) submission requirement

being one longer investigation/exploration which will be used to assess skills such as planning, results analysis

and conclusion, discussion and evaluation, applications and communication.

Assessment component Weighting
External exam paper 1 (1 hr) 25%
External exam paper 2 (2 hrs) 50%
Internal practical assessments 25%

Group 3 - Geography

Head of Department: Mr M Hutchings

Aims of the course

The geography course has been designed to develop the themes of world interdependenceand the interrelationship
between people, place and the environment. There is a global perspective to the core and option topics which
geographers will be familiar with; however, there is no requirement to have studied geography at GCSE level,
although this would obviously be beneficial. Geography is recognised as being able to give students a wide
range of choices in a variety of different career fields. Any student with an interest in local and global issues,
be they a physical event, such as lithospheric (tectonic) hazard, or a human orientated event, such the growth
of the world’s population, would be interested in this course.

Course Outline (standard level and higher level)
1. Core theme – population, resources and development (compulsory)
2. Optional themes – standard level select two; higher level select three; higher level also do Global
Interactions as the higher level extension paper.

Core Options Higher level extension

Populations in transition Oceans and their coastal margins Measuring global
Freshwater – issues and conflicts interactions

Disparities in wealth and development Extreme environments Changing space – the
shrinking world
Patterns in environmental quality and Hazards and disasters – risk
sustainability assessment and response Economic interactions and
flow

Patterns in resource consumption Urban environments Environmental change
The geography of food and health Sociological exchanges
Higher level and standard level Political outcomes
compulsory Global interactions at the
local level

Opportunities are given throughout the course to enable student learning through practical fieldwork, including

a three day residential trip. The higher level course consists of 220 hours of externally assessed taught theory

and 20 hours of fieldwork based investigation; the standard level course consists of 130 hours of externally

assessed taught theory and 20 hours of fieldwork based investigation.

Assessment: higher level
External assessment (80%)

• Paper 1 (25%) -1 hr 30 mins - three questions on core; structured and extended.
• Paper 2 (35%) - 2 hrs - questions on options; students answer three (questions on paper 2 are

structured questions based on stimulus material with a choice of two questions on each theme
from the options section)
• Paper 3 (20%) - 1 hr - higher level extension only – answer one from three essay questions
• Internal assessment (20%) - externally moderated - 2,500 word fieldwork report.

Assessment: standard level
External assessment (75%)

• Paper 1 (40%) - 1 hr 30 mins - three questions on core structured and extended
40%

• Paper 2 (35%) - 1 hr 20 mins - questions on options; students answer two (questions on paper 2
are structured questions based on stimulus material with a choice of two questions on each theme
from the options section)

• Internal assessment (25%) - externally moderated - 2,500 word fieldwork report.

Group 3 - History

Head of Department: Mr A Baker
Aims of the course
We live in an increasingly globalised world and events in a completely different region will impact upon our
lives significantly. As world citizens we need to be informed and unprejudiced. History at Dane Court aims
to provide students with a broad knowledge and understanding of what happened in the 20th century. studying
events in some or all of the following countries: South Africa, the USA, Russia, China, Germany, Italy, Spain
and Britain.
Students will be encouraged to think in a global context, rather than seeing history from a solely Euro-centric
viewpoint. They will be challenged to examine a variety of attitudes and perspectives to understand how
cultural and geopolitical factors impact upon historical enquiry. Study of GCSE history is not absolutely
essential, but will be of great benefit to students who take this course. The most important quality you can
bring to lessons is an open, enquiring mind.

Course Outline
Standard level
Paper 1: Rights and protest
Case study 1 – The civil rights movement in the USA 1954-65 (Ku Klux Klan; Martin Luther King; Malcolm
X; Civil Rights Act and Voting Rights Act).
Case study 2 – Apartheid South Africa 1948-64 (Apartheid; protests; Nelson Mandela and Albert Luthuli).
Paper 2: World history topics
Topic 10 – Authoritarian states (20th Century)
Topics will include Hitler and Lenin/Stalin in Europe, Mao in China.
Topic 12 – The Cold war
This will examine the origins, developments and end of the Cold war, including crises such as the Cuban
missile crisis and leaders such as Reagan and Gorbachev.

Historical investigation
An essay (max 2,200 words) on a topic of the student’s choice.
This is a great opportunity for students to explore an area that they find interesting, either from within the
syllabus or from outside of it.

Higher level In addition to the above:
Paper 3: Aspects of the history of Europe
Topic 12 – Imperial Russia, revolutions and the emergence of the Soviet state 1855-1924
This will allow students to understand the context within which a communist revolution altered the course of
Russian history, and will afford one half of the study of an area across over a century.
Topic 14 – European states in the inter-war years 1918-1939
This will complement topic 3 on paper 2 and will involve fascinating events like the Spanish civil war, the
regime of Mussolini in Italy and Britain 1918-39.
Topic 9 – The USSR and post-Soviet Russia 1924-2000
This will complete the picture for Russian history and will also complement the work done for paper 2.

Assessment
Written Papers – 5 hrs (higher level), 2 hrs 30 mins (standard level)
All students do Papers 1 and 2 and the historical investigation. To achieve the higher level, students will
also take Paper 3.

• Paper 1 – Source analysis – Four short-answer/structured questions. 1 hr.
• Paper 2 - Two essays from a choice. 1 hr 30 mins.
• Historical Investigation – on the student’s choice, internally assessed and externally moderated.
• Paper 3 – Three essays from a choice. 2 hrs 30 mins.







Group 4 - Chemistry

Head of Department: Mrs T Wood

Aims of the course

This course is an introduction to modern chemistry and its uses, for example in medicine. At higher level it
teaches skills and concepts that will be needed for university-level study of chemistry and related subjects.
(chemistry is important for many other courses in higher education, such as medicine, veterinary medicine,
biological science, biochemistry and environmental science). If a student is to take two science subjects,
the chemistry department would recommend that both of them are taken at higher level. However, many
students will not take chemistry any further, so at both higher and standard level the course aims to provide
an understanding of how chemical ideas can be used to explain the properties of the materials around us, and
how new materials can be made, as well as aiming to develop skills in solving both qualitative and quantitative
problems.

Course outline

The same topics are studied at both standard and higher level, but are taken further at higher level. Topics

include:

• the structure of atoms • equilibria

• chemical bonding • organic chemistry

• patterns in the periodic table • acids and bases

• calculations in chemistry • oxidation and reduction

• rates of reactions • measurement, data processing and spectroscopy

• chemical reactions and energy • one optional topic

Chemical knowledge is ultimately based on experiments, so the acquisition of experimental and data-
analysis skills is essential. Therefore about 20% of lesson time will be spent doing experiments and analysing
experimental data.

Textbooks (Chemistry - Pearson Baccalaureate - Catrin Brown and Mike Ford) will be provided. There is also
an IB study guide, for which students are asked to contribute 50% of the cost.

Assessment
Assessment is by three examination papers at the end of the course (80%) and internally assessed practical
work throughout the course (20%).

IB Internal Assessments
These will constitute 20% of the final assessment in both standard level and higher level courses. Practical
work will consist of 40 hours for standard level and 60 hours for higher level. Within this, time allocated for
internal assessment will be a minimum of 10 hours for both standard level and higher level.

Internal assessment is assessed using the following components: personal engagement, exploration, analysis,
evaluation and communication.

Assessment component Style of paper Standard level Higher level

External exam paper 1 Multiple choice 20% 20%

External exam paper 2 Written paper: compulsory short and a 40% 36%
choice of extended questions.

External exam paper 3 Written paper: extended questions on 20% 24%

optional topic studied, a data based

question and questions based on

experimental work.

Group 4 - Environmental Systems and Societies

Head of Department: Mrs F Gallantree

Aims of the course

The main purpose of this course is to give students a coherent perspective on the interrelationships between
environmental systems and societies. So what does this mean? It means that we won’t just say “here is an
environmental problem, isn’t it terrible…...” To really understand the causes and effects of environmental
problems, and how people try to manage them, we will need to look at the issues from many angles (e.g.
scientific, ethical, historical, economic, cultural and socio-political). This is called taking a ‘holistic’ approach.

By the end of this course students will be able to adopt an informed personal response to current environmental
issues. They will also understand the impact on the environment of the choices and decisions we make in our
own lives. Students will also gain an appreciation of the global diversity of environments and ecosystems,
cultural and historical differences in attitudes to the environment, and differing perspectives on sustainability.

Through the study of environmental systems and societies (ESS) students will be well prepared for university
degrees in a range of subjects from politics to biology, from archaeology to chemistry.

The subject is very helpful for students who have chosen sciences and mathematics at higher level and want
to strengthen their science profile yet further, but also for students who understand the value of science in their
overall profile but do not want to take a ‘traditional’ science subject. The skills of research and analysis that
students will learn will support them in a large number of fields.

Course outline (The ESS course is offered at standard level only)
As a trans-disciplinary subject ESS is designed to combine the techniques and knowledge associated with
Group 4 (the experimental sciences) with those associated with Group 3 (individuals and societies). By
choosing to study ESS, students are able to satisfy the requirements for both Groups 3 and 4, thus allowing
them to choose another subject from any option group (including another Group 3 or 4). The eight topics that
students will study come under the following headings:

1. Foundation of environmental systems and 5. Soil systems and terrestrial food production
societies systems and societies

2. Ecosystems and ecology 6. Atmosphere systems and societies
7. Climate change and energy production
3. Biodiversity and conservation 8. Human systems and resource use.

4. Water and aquatic food production systems
and societies

Assessment
The final grade is made up of marks from external exams and internal assessment. Students are required to
complete 30 hours of practical work during the course with the internal assessment (IA) submission requirement
being one longer investigation/exploration which will be used to assess skills such as planning, results analysis
and conclusion, discussion and evaluation, applications and communication.

Assessment component Weighting
External exam paper 1 (1 hr) 25%
External exam paper 2 (2 hrs) 50%
Internal practical assessments 25%









Group 6 - Film

Head of Department: Miss N Razzaq

Aims of the course

This is an exciting and varied course combining the academic with the practical. The aim of the film course is
to create critically autonomous students who gain a wide range of skills in the study and production of film and
truly make the transition from film fan to film student. They will be able to analyse a variety of film texts from
different historical periods, genres and film traditions. Students will be able to apply academic approaches
including concepts and theories relating to film to further enhance their interpretations and develop their
theory of knowledge. Furthermore, their theoretical understanding of film will be applied to their practical
work which will encourage research, creativity, practical and technical skills.

Course outline
In order to develop students’ analytical and creative ability, they will be introduced to a wide range of films
from across the globe. There is a focus on the application of film language through micro analysis, key concepts
such as representation, ideology, audience, narrative and institution as well as genre. Internationalism will
be developed by examining films from other countries with an emphasis on movements such as French new
wave, British new wave, the historical development of American cinema, contemporary Spanish cinema and
Japanese anime to Japanese horror. Students are also given the opportunity to study and present their own
study of film from an international context so the course remains diverse and contemporary. Students should
be able to communicate their understanding orally, through essay writing and through their own practical
work. They will present throughout the course to the class so these crucial skills become second nature.

Students will develop practical skills through a series of film–making tasks related to their academic analysis.
For example, they may be asked to produce a short film sequence in a Film Noir style, or produce an opening
sequence for a classical Hollywood̶style–film. Through a series of workshops students will be taught scripting,
storyboarding, filming and editing skills using industry standard software (Final Cut Pro) on Apple Mac.

Assessment
External assessment:

Standard level/higher level: An oral presentation of detailed textual analysis of an extract from a
prescribed film for up to a maximum of 10/15 minutes. (25% of final mark)

Standard level/higher level: Independent study: rationale, script and annotated list of sources for a
documentary production of 8-10/12-14 pages. (25% of final mark)

Internal Assessment:

The Production Portfolio (50% of final mark)

Standard level 4-5 minute short film: students work in groups of four or fewer and undertake roles of
director, writer, cinematographer, sound designer, editor to create the opening of a film of a clearly
identifiable genre.

Higher level 6-7 minute film: students work in groups of four or fewer and undertake roles of director,
writer, cinematographer, sound designer, editor to create the opening of a film of a clearly identifiable
genre. In addition to this, at higher level, students create an individual trailer to support their short film.

Group 6 - Music

Head of Department: Mrs A Cooper

Aims of the course

This course should inspire students to gain a lifelong love of music, whether they choose to study music at
university or music college or go on to choose a different pathway. Music is a practical subject that allows
students to gain confidence, take risks and develop as a performer, composer and collaborator. By the end of
the course, students will have developed excellent performance skills as a soloist working on one or more
instruments if this is desired. Composition is explored through many different genres of music and students
develop their skills by composing with their instruments and using our advanced mac music software, Logic
Pro X and Sibelius. This allows students to compose for instruments that they may not necessarily play or for
ensembles such as a jazz trio or for orchestra. For their final submissions, students can choose to compose in
a variety of styles.

Students develop their musical knowledge through listening to familiar and unfamiliar music. This establishes
a richer understanding of music from different cultures such as world music, classical, folk and popular music.
This knowledge is then developed through a musical investigation, exploring the similarities between one
musical culture to another. For example, Minimalist and African music.

Students will need to perform at around a grade 6-8 level on their chosen solo instruments and students must
have a strong understanding of music theory, either grade B or above in GCSE Music or grade 5 theory and
grade 6+ on their principal instrument.

Course Outline
• Creating/Composing – higher level students will submit three pieces of coursework and if chosen at
standard level, students submit two. (Composing is optional at standard level). Each piece must be 3-6
minutes in length, in their chosen style/genres.
• Solo Performing – this component is compulsory for higher level. (Standard level students are able to
choose this instead of creating/composing). Students should focus on one or two instruments or voice
and perform a selection of contrasting pieces in front of an audience. Higher level students have to
perform for 20 minutes and standard level students, if they opt for this, for 15 minutes.
• Group Performing – this component is an option for standard level students only. A group can be
as small as 2 people; however, the participating role of each performer must be of equal performance.
Students perform in one group and submit 20-30 minutes of contrasting Music and can be collated over
the two years.
• Music Perception – this is compulsory for students at both standard and higher level. They will
have to create a musical links investigation which explores the similarities and differences between
two different musical cultures e.g. Chopin and Gamelan. Students are encouraged to explore, analyse
and examine pieces of music from these cultures and can present it in a variety of formats, such as
a magazine article or an essay. Students will also take a formal listening examination, discussing in
detail two prescribed works and answer questions regarding unfamiliar works from genres such as
Classical, Folk, World and Popular Music.

Assessment breakdown:

Standard Level student Higher Level student
Composing and Creating – 25%
Internally Marked Either Composing and Creating OR Solo Performing – 25%
Solo Performing with optional Group
Performing – 50% Listening paper (3 hrs) 30 %
Musical Links Investigation – 20%
Externally Marked Listening paper (2 hrs 15 mins) – 30%

Musical Links Investigation – 20%









IBDP Core - Theory of Knowledge

Head of Department: Miss J Vincent

Aims of the course

• To develop an awareness and understanding of how knowledge is constructed, examined and
evaluated.

• To give the diploma cohesion by drawing on areas of study and enabling students to make links
throughout their subjects.

• To encourage students to reflect on their own experiences and those of the international
community throughout the IB programme and to inspire them to adopt diverse ways of thinking
and looking at the world.

• To enable all students to learn valuable and transferable skills such as critical thinking, creativity
and independence through looking at various knowledge issues.

Course outline

Area 1 – ‘Knowers, knowing and knowledge issues’ – looks at the students as knowers; what they know and
how they know it (in brief). Examining concepts such as belief, truth, justification, reality, evidence, and
diversity of knowledge through cultures. Students will then be introduced to the idea of knowledge issues.

Area 2 – ‘Ways of knowing’ – this is a chance to explore the various ways in which people have or acquire
knowledge. It will involve discussions on emotion, reason, sense, perception and language and how these
help us to ‘know’.

Practice presentation – a chance for students to practise an exam style presentation in order to help them
prepare for the final assessment.

Area 3 – ‘Areas of knowing’ – during this part of the course students will move from the abstract to the more
concrete. Students will examine different areas of study such as natural science, arts, ethics, mathematics,
human science, and history. Students will explore knowledge throughout these subject areas and ask questions
about the type, certainty and existence of knowledge within these areas. They will also make links between
all the areas of knowing and realise that knowledge falls into these categories and each area fills gaps left by
other areas.

Extras: In order to give cohesion to the course, outside speakers and subject specialists will be invited to give
lessons which link the theory of knowledge to specific subject areas. Time will also be set aside in the second
year for the students to complete the presentation and the essay.

Course assessment

1. External assessment – essay on a prescribed title (1,200-1,600 words)
2. Internal assessment – presentation (10 mins)

IBDP Core - CAS

What is it about?

CAS stands for Creativity, Activity and Service.

For creativity, you need to complete tasks which are seen to be creative, such as organising or advertising an
event, writing reports or magazine articles, learning new musical skills etc.
For activity, you could take up a new sport/exercise or improve on skills, learn manual skills etc. (It is not
enough simply to exercise).
For service, you need to ascertain the needs of the community, local or otherwise, and aim to provide a service
to meet those needs and improve ‘quality of life’ of the community.
You must also include an international/intercultural element in at least one of your projects.

What is the aim?
The aim of CAS is to develop the person as a whole mind and body. Learning to reflect on experiences
and improve is crucial to this development. CAS is about experiential learning (learning through your
experiences) and should be a lifelong changing experience.

How will it be run?
Although the CAS hours will have to be completed in your own time, you will be given guidance at
school in this aspect of the course. You will need to complete at least 50 hours in each element but
quality counts over quantity. You should have a variety of activities, some long (at least 10 weeks) and
some shorter projects (maybe a one-off activity). The best activities involve all three elements of CAS.

How will CAS be assessed?
CAS is assessed by the CAS Co-ordinator and is based on how well you have met each of the eight
CAS learning outcomes. Written reflections, comments in discussions and meetings, comments from
activity supervisors, and interim and final reviews will form the basis of assessment to determine
whether you have developed in each of the required areas and grown mentally, physically and creatively
as a person. As part of the IB core, you must meet the CAS requirements to gain your diploma.

Possible activities

Creativity
• Create events.
• Performing (theatre? choir? band?)
• Learn a new instrument.

Activity
• Assist in coaching school sports teams after school.
• Take up a new personal activity, such as sports, inside or outside school.
• Dance classes.
• Duke of Edinburgh award activities.

Service
• Mentoring/tutoring.
• Assisting in local primary schools.
• Helping in old people’s homes or hospitals.
• Working in a charity shop.

There are many other potential areas to explore. Of course, most ideas should come from you yourselves
and will be incorporated if suitable.

The International Baccalaureate
Career-related Programme (IBCP)

‘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 Grammar School 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 Programme
(IBCP) aims to provide a curriculum for students that will equip them for further education and also the world
of work.

What is the IBCP?
The IBCP is a new ‘package’ of qualifications that IB World Schools like Dane Court Grammar School can
deliver. 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 IBCP
• 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 IBCP be taught?

A vocational A ‘core’ consisting of :
course • Professional and
worth two
A levels Personal Skills
• Reflective project
• Service Learning in the

Community
• Langauge Development

Minimum of two IB subjects at
standard level.
Students can study up to three
subjects with one at Higher Level

IBCP - Business and Finance

Head of Department: Miss C Diffley
IBCP – Business and Finance
This year, the Business and Finance IBCP offers an exciting combination of two complementary courses;
The London Institute of Banking and Finance Diploma in Financial Studies (DipFS); and/or BTEC Level 3
National Extended Certificate in Business, equivalent to an A Level.

BTEC Level 3 National Extended Certificate in Business
With a track record built over 30 years of learner success, BTEC Nationals are widely recognised  by industry
and higher education as the signature vocational qualification at Level 3. They provide progression to the
workplace either directly or via study at a higher level at university level.  BTECs embody a fundamentally
learner-centred approach to the curriculum, with a flexible, unit-based structure and knowledge applied in
project-based assessments. They focus on the holistic development of the practical, interpersonal and thinking
skills required to be able to succeed in employment and higher education. The content of this qualification
has been developed in consultation with academics to ensure that it supports progression to higher education.
Employers and professional bodies have also been involved and consulted to confirm that the content is
appropriate and consistent with current practice for learners planning to enter employment directly in the
business sector.

Course outline
Learners taking this qualification will study three mandatory units and two optional units.  The mandatory
learning programme covers business environments, marketing, and finance.
The mandatory units are as follows:
Unit 1: Exploring Business
In this introductory unit, learners study the purposes of different businesses, their structure, the effect of the
external environment, and how they need to be dynamic and innovative to survive. You will also look at the
importance of innovation and enterprise to the success and survival of businesses, with the associated risks
and benefits.  
Unit 2 Developing a Marketing Campaign (externally assessed)
Learners will gain skills relating to, and an understanding of, how a marketing campaign is developed. You
will examine the marketing aims and objectives and be given market research data in order to develop your
own marketing campaign for a product; giving opportunity for real life experience, drawing from learning
across the programme of study and use of creativity and design.
Unit 3 Personal and Business Finance (externally assessed)
This unit includes aspects of both personal and business finance, from financial advice to an introduction to
accountancy, sources of finance and money management and planning tools such as cashflow forecasting.
Measuring the financial performance of a business will require you to prepare and analyse statements of
comprehensive income and statements of financial position.
Optional Units
The optional units have been designed to support choices in progression to business courses in higher education
and to link with relevant occupational areas:

• Human resources
• Accounting and personal finance
• Marketing
• Law
• Work experience

Employer involvement
This course will seek to form connections and networks between school, students and employers in industry.
This will include: guest speakers and interview opportunities, work experience, up-to-date and current business
material as case studies and exemplars and visits to appropriate businesses.





IBCP - Health and Social Care
CTEC Level 3 Diploma

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 relevant to the working world and hope to enable you to get out to see health and social care in action.
We will draw upon the expertise of professionals such as a counsellor, dementia matron, practice nurse, NHS
adult safeguarding manager, playgroup leader and care home manager. 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 (50 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:

• Professional and personal development involving work experience (20 credits)
• Nutrition for health and social care (10 credits)
• Caring for children (10 credits)
• Dementia care (5 credits)
• Coping with change (5 credits)
• Promoting health education (10 credits)
• Dealing with challenging behaviour (10 credits)
• Safeguarding adults (10 credits)
• Physiological disorders (10 credits)
• Anatomy and physiology for health and social care (10 credits)

IBCP - Information Technology
BTEC Level 3 Diploma

Head of Department: Mr S Lycett

Aims of the course:

Information technology is seen by many as one of the most important subjects taught in schools today. Not
only have computers become a vital part of our everyday lives, most employers now expect a high level of
computing knowledge and adaptability from their employees to meet the demands of ever-evolving technology.
The software and devices students will be using five years from now will be completely different from what
we are currently using and students will need the skill and the ability to adapt to this rapidly evolving age.
The BTEC level 3 diploma in information technology teaches the students essential skills to obtain one of
many careers in the IT Sector which is a fundamental enabler for every other industry in the United Kingdom.
Indeed, the Sector Skills Council estimates that the IT industry contributes over £75 billion to the economy.
They forecast that over the subsequent five years the sector could generate up to an additional £47bn to the
economy and create 500,000 new jobs in the United Kingdom. With this in mind, the value of the BTEC level
3 qualification in information technology will be clear for all who participate.

Course outline: Students will take 8 units of which 6 are mandatory and 3 are externally assessed.
Mandatory content (83%).
External assessment (46%).
Equivalent in size to two A Levels.

Modules:
• Information technology systems
• Creating systems to manage information
• Using social media in business
• Programming
• IT project management
• Cyber Security and Incident management
• Website development
• Digital 2D and 3D graphics

The BTEC level 3 diploma in information technology is designed specifically to provide specialist work-
related qualifications in a range of sectors and give learners the knowledge, understanding and skills needed
to prepare them for employment in the IT world and beyond.

Assessment:
Three units are externally assessed through examination and six units are internally assessed. All assessment
for the BTEC qualifications in this specification is criterion referenced, based on the achievement of specified
learning outcomes. Each unit within the qualification has specified assessment and grading criteria which
are to be used for grading purposes. A summative unit grade can be awarded at ‘Pass (P)’, ‘Merit (M)’ or
‘Distinction (D)’. Students complete four by the end of their first year and a further four by the end of the
course where they will receive one of the following grades:

D*D*         D*D           DD              DM             MM              MP              PP

On successful completion of a BTEC level 3 diploma in information technology, learners can progress into or
within employment or continue their study in the same area at degree level.

IBCP - Sport and Exercise Science
BTEC Level 3 Diploma

Teacher in charge: Mr A White

Aims of the course:

The course has been designed in association with a number of universities to create a well-balanced programme
of study to equip students for higher education or to move directly into a career within the sports industry.
Each of the 8 units of study will challenge the students in different ways, giving them exposure to scenarios
and experiences that will support their development.

Course outline:

Students will complete 8 units of study over two years

• Sport and Exercise Physiology
• Functional Anatomy
• Applied Sports Psychology
• Field and Laboratory Based Fitness Testing
• Applied Research Methods in Sport & Exercise Science
• Coaching for Performance and Fitness

Plus two optional units

Assessment:

Students will be assessed in three ways:

• Assignments (internally set and marked)
• Tasks (completed in a controlled environment, set by the examination board)
• Written Exams (set and marked by the examination board)

Each unit will receive a Pass, Merit or Distinction grade. These grades will then combine to give an overall
grade for the course. On successful completion of the course students will combine this result with their other
IBCP courses, offering them a balanced set of results that will have the potential to allow students to access to
some of the best sport-related courses in the country.

IBCP Core - Professional and Personal Skills

What is ‘Professional and Personal Skills’?

The professional and personal skills (PPS) strand is part of the IBCP 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 PPS 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 PPS 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 PPS 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.





International Baccalaureate Diploma
Results 2016

No of students entered Percentage achieving the diploma Average diploma points score
94 (2016
84 (2015) 96 34
88 (2014)
16 (2013) 91 33
25 (2012)
21 (2011) 91 33

UK/Worldwide average 100 34

100 34

100 33

81 (2015) 30 (2016)

Subject results (7 being the highest grade)

Higher level results

Subject 7654 3 2 1 No. Ave.Grd Ave.Grd
Cand. (School) (World)
1 1
English 3 21 27 5 2 2 56 5.39 4.81
5
French 122 2 8 5 5.80 5.27
5 E
German 11 6 2 6.00 5.86
6
Spanish 731 11 5.55 5.40
22
Geography 5 13 5 1 D 24 5.92 5.24

History 533 11 6.18 4.85

Philosophy 2551 14 5.43 4.90

Psychology 13 23 10 49 4.92 4.68

Social and Cultural 151 7 6.00 5.01
Anthropology

Biology 6 15 7 18 48 5.10 4.33
37 4.92 4.48
Chemistry 4 12 7 7 4 5.25 4.54
22 4.77 4.62
Design Technology 13 19 3.47 4.46
13 5.62 4.36
Physics 3382 10 4.80 4.79
332
Maths 143

Film 2 5 5 1

Visual Art 325

Total 33 109 106 54

A level grade equivalent A* A B C

International Baccalaureate Diploma
Results 2016

Standard level results

Subject 7 6 5 4 3 2 1 No. Ave.Grd Ave.Grd
Cand. (School) (World)

English 2 24 31 3 60 5.42 5.00

French ab initio 2 11 5 2 1 21 5.52 4.91

German 622 10 5.40 5.05

German ab initio 2266 16 4.00 4.89

Italian ab initio 11331 9 3.78 4.91

Japanese ab initio 153 9 4.78 5.00

Spanish 3441 12 5.75 5.06

Spanish ab initio 1 10 6 3 1 21 5.29 5.11

Geography 132 6 4.83 4.72

History 32 5 5.60 4.69

Philosophy 2444 14 5.29 4.68

Psychology 1 8 12 9 3 1 34 4.76 4.33

Biology 2263 13 5.23 4.25

Chemistry 1221 6 4.50 3.93

Design Technology 11 2 5.50 4.03

Environmental Systems 2 7 8 2 1 20 5.35 4.16
and Soc.

Physics 331 7 4.29 4.05

Maths 1732 13 4.54 4.39

Maths Studies 6 26 23 29 3 87 5.03 4.41

Film 1441 10 4.50 4.13

Visual Art 1 1 3.00 4.34

Total 21 114 131 84 33 3 376

A level grade equiv. A* A B C D E

International Baccalaureate Careers - Related
Programme Results 2016

  Distinction* Distinction* Distinction Distinction Merit Cohort
Distinction* Distinction Distinction Merit Merit 9
Health & Social Care 8
Sport 5 4 1 1 1
2 B D
  6 C E Cohort
IFS Diploma in A 7
Financial Studies 14
1

IB Student University Destinations

Destinations – 144 year 13 students 2016

University Gap Year Employment

74% 14% 5%

Detailed University Destinations: 106 students

Firm University Choice Insurance University Choice Clearing
80% 16% 4%

55% places in top 25 universities

Name Destination Course Name Destination Course
Kent Jack DOWNER Philosophy Kings, London
Ellie ALBONE Biomedicine Fashion Retail Samuel DRURY Employment
Academy London Apprenticeship
Otis ANDERSON Fashion Retail Kent
Canterbury Christ Exeter
Charlie ANZANI Social Sciences Church Kieran Apprenticeship in Coventry
Paramedic Science Surrey DUCKWORTH Banking Reading
Charlotte Scarlett EDDY
ARTHUR Economics Exeter Joshua EDEKI Philosophy and Politics Greenwich
Canterbury Christ Jack FARLEY Gap Year
Poppy Anthropology Church Biomedical Science Gap Year
ATTWELL- Film/Media UEA Rachel FERRIS
BUSHELL Hannah FERRY Finance and Investment Gap Year
Psychology Reading Banking Mid Kent College
Samuel BARRS Brighton
Accounting and Finance Reading Engineering Medway School of
Maisie Mechanical Engineering Canterbury Christ Pharmacy
BODEMEAID Quantity Surveying Church Suzannah Kent
Policing (CSI) Kent FLETCHER
Jack Exeter Warwick
BRIGHTWELL Jenny FODEN
Employment Deakin University,
Molly BROOKS Alfie FOSTER Construction Melbourne
Kent Management Royal Holloway
Daniel BROWN Bath Georgina Pharmacy MSc
King’s College, GILLARD Newcastle
Emma BRYANT London Valentine Architecture
Coventry GOESEL Apprenticeship
Sophie BULL Canterbury Christ Daniel Language Bournemouth
Church GOODBOURN Bournemouth
Sarah BURKE Applied Psychology Apprenticeship Georgia GRIFFIN Criminology and
Emily BURTON Conservation Biology Forensic Science Kent
and Ecology Apprenticeship Connor Business Management
Alice CARROLL GRIFFITHS Southampton
Tim CARTER Biochemistry Employment Matthew Computer Science
Lily CHIU French and Politics HANCOX Oxford
Sumaiyah Neuroscience Employment Leah HAZELTON Apprenticeship
CHOUDHURY Sussex
Solomon COLE Economics Sussex Alex HE Accounting
Jessica COMBE Psychology and Applied Canterbury Christ Frederick Software Development Gap Year
Criminology Church HISCOCK Portsmouth
Reece COOK Apprenticeship Harry HOLDEN Economics and Bath
Tyler COX International Relations Accounting
Allysha CROW Teaching Canterbury Christ Billy Environmental Science Apprenticeship in
Paul CUMMINS Church HOUSEMAN Sport
Molly DAWSON Durham James HOWARD Geography Gap Year
Lola DEAL Joshua HOWE Kent
Employment Gap Year
Andrew DEAN Engineering Imogen English Literature and Essex
Bradley DENTON Apprenticeship in Canterbury Christ HUMPHREYS Film/media
Systems Church
Nottingham Nasif ISHRAQ
Business
Alex IVES Sports Management
Martin Philosophy and English Psychology
DOCHERTY Megan
Jessica DOLTON Counselling, Coaching JACKSON
Reece DOUGAL and Mentoring
Chemistry Tristan JEVONS
Matthew
DOWLING Sarah JONES Psychology
Business Studies
Lucy JONES
Todd JORDAN

Hamid KUTI

IB Student University Destinations

Name Destination Course Name Destination Course
Juliet Biology Exeter Terri-Anne Psychology Kent
LANDEMAN SMITH
Sabrina Foundation Art and UCA Izzy Politics and International Gap Year
LATCHMAN Design SPRINGTHORPE Relations
Jesil LEVINE- Medicine Bristol George Gap Year
BOATENG SPURRIER Childhood Studies
Nik LOGINOV Chemistry York Lara Art Foundation Year East Anglia
Grace Anthropology Kent SRIVALSAN- English Literature
MACARTNEY JONES Paramedic Practice Portsmouth
Lucy MACKAY Primary Education with Canterbury Christ Amy STAIGER Criminology UCA
QTS Church Luke STEPHENS Construction Cardiff
Ljiljana Biomedical Science Surrey Kiana STEVENS Management and Surrey
MACURA Ellie STOKES Surveying Lincoln
Anita MAJD Mathematics Kent Matthew SYME Biological Sciences Reading
Zainab Gap Year William TAKER
MANSOOR Kent
Charlotte MAY Gap Year Anna TAYLOR Gap Year
Sports Erin
Thomas Film Apprenticeship TOWNSEND Gap Year
MCGUIRK Biomedical Sciences Gloucestershire Craig TRINDALL
Nursing York
James MILEHAM Canterbury Christ Henry TUCKER Apprenticeship
Sound Design Church
Kirsty MILLER Staffordshire Amika Genetics Nottingham
Spanish TUPCHAROEN Sport Science
Zoe Business Kent Canterbury Christ
MONTELLANO Fashion Management Kingston Joe TWYMAN Church
Westminster Nottingham
Joseph MORLEY- Natural Sciences Daniel VAN Law
STONE Bath HINSBERGH Durham
Apprenticeship Prudence VARY History Leicester
Lucy MOUNT Gap Year Anila VIEPADAN Medicine/Pharmacy Bath
Esme VOTTA Physics MSc Loughborough
Oliver MURPHY Royal Veterinary Dom WALLEN Sports Management/
College Coaching Loughborough
Genevieve Staffordshire Emily WATKINS Industrial Design and
MUSGRAVE Queen Mary Technology Canterbury Christ
York Kaine WEBB Accounting and Finance Church
Amy NAPIER Canterbury Christ
Southampton Church
Luba NJOBE Canterbury Christ
Brunel Church
Gregory Veterinary Science Kent Portsmouth
NOCENTINI Gap Year
City University, Leeds
Roisin NOONE London
Oxford Apprenticeship
Danielle OLIVER Law Canterbury Christ Siana WELLS Adult Nursing
Ben PARSONS Economics Church Bristol
Alexander Biological Science Gap Year, returning Shane WELLS Accounting and
PAYNE to Norway Management Gap year
Joshua Philosophy Kingston Gregory Environmental Science
PLUCKROSE UCL WHATLEY Neuroscience
Zoe POND Civil Engineering UCA Ellen
Jordan POTTER Law Oxford Brookes WHITEHEAD Pharmacology
Annie PRIAULX Southampton Harry
Journalism WILTSHIRE
Alice PRICE Portsmouth Liberty
Reading WONFORD-
Alice RAWSON Biochemistry SCOTT
Lauren RIGNEY Primary Teaching Clara WOODALL

Maren RISENG

Gehan SADAKA Pharmacy Foundation Michael Gap year
Ria SAREEN Earth Sciences WOODROW
Darryl SCOTT Art Foundation Year International Relations UEA
Nicholas SHORT English Literature Isabella and Modern History Gap Year
Haeshiya Pharmacology WOODWARD
SIVAKUMARAN
Charlie SMITH Computer Science Kaan YESIL
Josh SMITH Construction
Management Thajhan Business Kingston
YOGENDRAN
Modern Languages and Birmingham
Emily YOUNG Business Management





The IB option block table

When selecting subjects students must consult the IBDP choices table opposite and this option block table.
IBDP students must choose subjects from the different blocks below i.e. three subjects from the higher level
courses in blocks A to C and three subjects from the standard level courses in blocks D to H.
Some subjects appear in more than one block to allow for flexibility of choice.

IBDP: If a student chooses Art, French, German, Spanish or Film at higher level, some lessons are
taught in block C whilst the remaining lessons are taught in block H. This means that their standard level
options must come from blocks D to G only.

IBDP: Choose one from each block IBDP: Choose three from different blocks D to H

AB C DE F GH

English English English English English English English

French Japanese French German Spanish
ab initio ab initio ab initio ab initio

Spanish German

Psychology Psychology Psychology Psychology Philosophy Psychology

IB Higher Level Courses Philosophy History Geography History
Geography Environmental
Biology Biology Physics
Physics Biology Maths Food systems and
Chemistry Chemistry Chemistry science societies(ESS)

Standard Level Courses Maths Maths Maths Maths
standard studies studies studies
Maths
studies Theatre

Theatre Film Film

Music Music

Visual Visual
arts arts

Business studies

IBCP Courses Engineering

Health and social care

Information technology

Sport and exercise C DE F GH
science

AB

IBCP: Choose one IBCP: Choose two from different blocks D-H OR three from different
IBCP course blocks C-H. For Engineering, choose one each from blocks D and F

If ​neither of these distinct programmes meets individual needs then we can arrange a customized course for
students from these blocks, following discussion at interview.

Dane Court Grammar School
Broadstairs Road
Broadstairs
Kent CT10 2RT
Tel: 01843 864941
Web: danecourt.kent.sch.uk