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KYSIS ABOUT KOLEJ YAYASAN SAAD (KYS) AND KYS INTERNATIONAL SCHOOL (KYSIS) Kolej Yayasan Saad (KYS) is a private co-educational boarding school in Malaysia. It was established in 1995. The background, aims and philosophy of the school can be obtained from our official homepage link http://kysm.edu.my/ KYS is consistently the best performing school in the country. All our students complete their secondary education scoring high grades in the SPM examination (an equivalent to IGCSE O Level examination), following which, they win pre-university scholarships mainly to do the Cambridge International ALevel. We work hard using the national curriculum to develop learning skills so that, post SPM, our students are able to manage A-level subjects and to excel in the A-level examination leading to placement into the worlds top notch universities. An expansion plan to establish KYS International School (KYSIS) to offer the Cambridge International ALevel, within the campus of the current school, was incubated back in 2008. With approval given by the Ministry of Education to run an international school in April 2012, KYSIS has now started its first intake for July 2013. To ensure that students stand a good chance for placement into the worlds top notch universities, the Alevel at KYSIS is fully staffed by experienced UK teachers. We provide a fully immersed British school learning style at one third of what it would cost in the UK. In addition to this, personal development will also be given to students. Subjects offered are at AS and A levels. Advanced level subjects include Physics, Chemistry, Biology, Mathematics, Further Mathematics, Economics, Accounting and History. Thinking Skills is offered at AS level. English support is also provided to enhance students English language proficiency. Subject combinations cover both the science and business related options and students can choose either of those options. Our ultimate aim is to gain acceptance as a feeder school to the worlds top notch universities. Click here for A-Level Scholarship Application Form. Write SCHOLARSHIP at the top right hand corner of your completed application form.

KYS International School A LEVEL SUBJECT CHOICE BOOKLET 2013 to 2015 DESCRIPTION OF SUBJECTS (Cambridge Web site www.cie.org.uk Cambridge Advanced 16 19) MATHEMATICS AS & A2 (9709) Cambridge International AS & A2 Level Mathematics is accepted internationally as proof of mathematical knowledge and understanding. Successful candidates gain lifelong skills, including: a deeper understanding of mathematical principlesthe further development of mathematical skills including the use of applications of mathematics in the context of everyday situations and in other subjects that they may be studyingthe ability to analyse problems logically, recognising when and how a situation may be represented mathematicallythe use of mathematics as a means of communicationa solid foundation for further study. The syllabus allows Centres to choose the route to AS and A Level Mathematics. Students may choose to take the Advanced Subsidiary (AS) qualification only. AS Level students will study and be assessed in pure mathematics and mechanics. Topics covered include the following

Pure Mathematics 1 (P1) 1. 2. 3. 4. 5. 6. 7. 8. 9. Quadratics Functions Coordinate geometry Circular measure Trigonometry Vectors Series Differentiation Integration Mechanics 1 (M1) 1. 2. 3. 4. Forces and equilibrium Kinematics of motion in a straight line Newtons laws of motion Energy, work and power

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Students who choose to obtain an A level in Mathematics follow the A2 programme in the 2nd year. Topics covered include the following

Pure Mathematics 3 (P3)

Mechanics 2 (M2)

1. Algebra 2. Logarithmic and exponential functions 3. Further trigonometry 4. Further differentiation 5. Further integration 6. Numerical solution of equations 7. Further vectors 8. Differential equations 9. Complex numbers 1. Motion of a projectile 2. Equilibrium of a rigid body 3. Uniform motion in a circle 4. Hookes law 5. Linear motion under a variable force

Assessment objectives The abilities assessed in the examinations cover a single area: technique with application. The examination will test the ability of candidates to: understand relevant mathematical concepts, terminology and notation; recall accurately and use successfully appropriate manipulative techniques; recognise the appropriate mathematical procedure for a given situation; apply combinations of mathematical skills and techniques in solving problems; present mathematical work, and communicate conclusions, in a clear and logical way.

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WEIGHTING % Paper Type of Paper DURATION Marks AS About 10 shorter and longer questions About 7 shorter and longer questions About 10 shorter and longer questions A2 (course) 5 (M2) About 7 shorter and longer questions 1 h 15 min 50 20 A2

1 (P1) AS (course) 4 (M1)

1 h 45 min

75

60

30

1 h 15 min

50

40

20

3 (P3)

1 h 45 min

75

30

FURTHER MATHEMATICS A2 (9231) Cambridge International A Level Further Mathematics is accepted by universities and employers as proof of mathematical knowledge and understanding. Successful candidates gain lifelong skills, including: a deeper understanding of mathematical principlesthe further development of mathematical skills including the use of applications of mathematics in the context of everyday situations and in other subjects that they may be studyingthe ability to analyse problems logically, recognising when and how a situation may be represented mathematicallythe use of mathematics as a means ofcommunicationa solid foundation for further study. Prior learning Knowledge of the syllabus for Pure Mathematics (units P1 and P3) in Mathematics 9709 is assumed forPaper 1, and candidates may need to apply such knowledge in answering questions.

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Knowledge of the syllabus for Mechanics units (M1 and M2) and Probability and Statistics units (S1 and 2) in Mathematics 9709 is assumed for Paper 2. Candidates may need to apply such knowledge in answeringquestions; harder questions on those units may also be set. Students will be examined at the end of the second year of the course. The examination comprises of two papers as follows: Paper 1 1. Polynomials and rational functions 2. Polar coordinates 3. Summation of series Paper 2 MECHANICS (Sections 1 to 5) 1. Momentum and impulse 2. Circular motion 3. Equilibrium of a rigid body under coplanar forces 4. Rotation of a rigid body 5. Simple harmonic motion STATISTICS (Sections 6 to 9) 6. Further work on distributions 7. Inference using normal and tdistributions 8. 2 -tests 9. Bivariate data

4. Mathematical induction

5. Differentiation and integration 6. Differential equations 7. Complex numbers 8. Vectors

9. Matrices and linear spaces

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SCHEME OF ASSESSMENT: AS and

Paper

A2 Type of Paper

DURATION

Marks

WEIGHTING %

There are about 11 questions of 1 different marks and lengths on Pure Mathematics Mechanics: 4 or 5 questions of different marks and lengths on (worth 2 44 marks) Statistics: 4 or 5 questions of different marks and lengths on (worth 44 marks)A final question ( worth 12 marks). 3 h 0 min 100 50 3 h 0 min 100 50

SCIENCE: CHEMISTRY, BIOLOGY and PHYSICS AS and A2 The aims of all three courses in Science are to: Provide, through well-designed studies of experimental and practical science, a worthwhile educational experience for all students, whether or not they go on to study science beyond this level and, in particular, to enable them to acquire sufficient understanding and knowledge to 1.1 become confident citizens in a technological world and able to take or develop an informed interest in matters of scientific import; 1.2 recognise the usefulness, and limitations, of scientific method and to appreciate its applicability in other disciplines and in everyday life; 1.3 be suitably prepared for studies beyond A Level in Science, Engineering, Medicine or in Sciencedependent vocational courses. Develop abilities and skills that 2.1 are relevant to the study and practice of science; 2.2 are useful in everyday life;

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2.3 encourage efficient and safe practice; encourage effective communication. Develop attitudes relevant to science such as 3.1 concern for accuracy and precision; 3.2 objectivity; 3.3 integrity; 3.4 the skills of enquiry; 3.5 initiative; 3.6 inventiveness. 4. Stimulate interest in, and care for, the environment in relation to the environmental impact of Science and its applications. 5. Promote an awareness of the impact science has on it community. 6. Stimulate students and create a sustained interest in Science so that the study of the subject is enjoyable and satisfying. CHEMISTRY AS & A2 (9701) AS LEVEL STUDENTS WILL STUDY AND BE ASSESSED ON THE CORE OF THE ELEVEN SECTIONS BELOW. A LEVEL STUDENTS WILL STUDY CORE AND EXTENSION OF ALL ELEVEN SECTIONS, WITH APPLICATIONS ON BIOCHEMISTRY, ANALYTICAL TECHNIQUES AND STRUCTURE.

Atomic Structure Stoichiometry Chemical Bonding and Structure States of Matter Chemical Energetics Electrochemistry

Equilibria Reaction Kinetics Periodicity Inorganic Chemistry Organic Chemistry

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BIOLOGY AS and A2 (9700) AS LEVEL STUDENTS WILL STUDY AND BE ASSESSED ON THE FIRST ELEVEN SECTIONS, A LEVEL STUDENTS WILL STUDY AND BE ASSESSED ON ALL TWENTY ONE SECTIONS.

1. Cell Structure 2. Biological Molecules 3. Enzymes 4. Cell Membranes and Transport 5. Cell and Nuclear Division 6. Genetic Control 7. Transport 8. Gas Exchange 9. Infectious Disease 10. Immunity 11. Ecology

12. Energy and Respiration 13. Photosynthesis 14. Regulation and Control 15. Inherited Change 16. Selection and Evolution 17. Biodiversity and Conservation 18. Gene Technology 19. Biotechnology 20. Crop plants 21. Aspects of Human Reproduction.

PHYSICS AS and A2 (9702)

AS Level students will study and be assessed on the core of the six sections below, A Level students will study core and extension of the all six sections.
General Science Newtonian Mechanics Matter Oscillations and Waves Electricity and Magnetism Modern Physics

Students taking the complete A Level will also study the following topics in the application of Physics.
Direct sensing Remote sensing Communicating information.

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METHODS OF ASSESSMENT IN ALL SCIENCE SUBJECTS: The assessment for all three science courses is by external examinations which concentrate on the following skills: A B C Knowledge with understanding Handling, applying and evaluating information Experimental skills and investigations WEIGHTING % Science Paper Type of Paper DURATION Marks AS 1 2 Multiple-choice (40 questions) Structured questions on AS Practical Test(Two or more experiments) Structured questions onA2 Core and applications Planning, evaluation and analysis 1h 1 h 15 min 40 60 31 46 A2 15 23

AS (course)

2h

40

23

12

4 A2 (course) 5

1 h 45 min

100

38

1 h 15 min

30

12

To obtain the full A level the student must complete AS course and A2 course.
Students for Advanced Subsidiary (AS) certification will take Papers 1, 2 and 3 at end of the first year. Students then carry their AS marks for P1 and P2 and then sit Papers 4, 5 and 6 at the end of the second year.

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THINKING SKILLS AS (8436) Thinking Skills involves the learning of a specific set of intellectual skills independent of subject content. This reflects the need to encourage students to develop more mature and sophisticated ways of thinking. By taking a course in Thinking Skills and applying these skills to their wider academic learning, it is hoped that students will approach their other subjects with an improved ability to understand, analyse and resolve problems. Students will find Thinking Skills of great benefit in preparation for higher education and a wide range of careers, including the fields of law, scientific research, social science, journalism, medicine, business, accounting and engineering. Universities are increasingly looking for students who can demonstrate a high level of objective and rigorous thinking. As a curriculum subject, Thinking Skills offers students an excellent opportunity to express themselves in a free and open fashion. Lively debate, critical and investigative thinking are to be encouraged in the lessons, coupled with informed and disciplined reasoning.

The aims of the Thinking Skills syllabus are:

To provide students with a specific and transferable set of skills for solving problems, critical thinking and reasoning. To encourage students to apply these skills to realistic scenarios. To develop students abilities to understand and engage confidently in argument and reasoning.

The Thinking Skills syllabus has two aspects: Problem Solving and Critical Thinking. Each of these consists of a set of sub-skills. These are explained in more detail below.

Problem Solving The problem solving component is designed to assess a students ability to analyze numerical and graphical information in the context of real life situations and apply appropriate numerical techniques in order to find new information or derive solutions. For the examination students need to be able to apply simple mathematics to new situations in order to demonstrate an ability to manipulate numerical and graphical data. They will need to be able to extract and use relevant data and find methods of using information in order to come to conclusions. Students are also required to recognise how the same data may be presented in different forms. They are expected to be able to think critically about information, evaluate possible reasons for unexpected variations and be able

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to use information for informed decision-making. Thinking Skills is not designed as a test of students mathematical abilities. Rather, the Problem Solving element of this subject is about using logical methods of handling numerical, graphical and pictorial data. Problem solving skills are not only desirable but essential to lawyers, sociologists, geographers, historians and those in many other professions. They have to understand and use numerical information, to analyze it and to draw conclusions from it. Critical Thinking Central to Critical Thinking is the notion of argument. From the start students should learn to recognise when someone is engaged in reasoned argument, as distinct from quarrelling, disputing, reporting or explaining. Different examples of reasoning and argument need to be explored in order to understand their common characteristics, and most importantly the use of reasons (or premises) to support conclusions. Candidates should acquire a basic language of reasoning: everyday words such as therefore, because, ifthen, which are used in arguments; and semi-technical terms such as conclusion, assumption, flaw, sufficient, which are used to talk about argument. The main activities which comprise Critical Thinking are analysis, evaluation and construction of argument. By analyzing arguments students learn to identify the key elements of a reasoned case, and to understand how they function. Evaluation involves making informed judgments about the soundness, strength or weakness of a piece of reasoning. This frequently includes assessing the impact of responses to an argument: challenges, supporting evidence, counter-examples, etc. In addition candidates are required to engage in their own reasoning, based on given stimulus material.

The assessment for the CIE Thinking Skills syllabus is organised into two papers.

ADVANCED SUBSIDIARY QUALIFICATION AS

Number of Questions Maximum Mark

Paper

Type

Duration

Weight (%)

Multiple Choice Questions Short answers and essay

1h 30m

30

30

50

1h 30m

45

50

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Paper 1 Is a multiple-choice paper consisting of three distinct parts: There are questions on Assessing Arithmetic (extracting and processing data; applying formulae; mathematical modelling; decision making). Communications has questions (understanding the meaning, function, relevance and significance of text and different types of communication). There are also questions on Assessing Argument (identifying conclusions, assumptions and flaws; drawing conclusions; assessing the impact of evidence; applying principles). All questions are based on a scenario or a passage. Paper 2 Consists of three compulsory questions based on a scenario or argument. One question requires evidence to be evaluated. Questions two and three are concerned with evaluating and presenting arguments. These are assessed by structured and essay type questions. Paper 2 largely builds on the Assessing Argument part of Paper 1.