Victoria Shanghai Academy Diploma Program Handbook by Anthony BREWER

Victoria Shanghai Academy   DP Curriculum Handbook

Table of Contents Victoria Shanghai Academy   DP Curriculum Handbook 1

Program Requirements 4

Selecting Courses of Study at the Diploma Level 4

Subjects available at VSA 5

Diploma Programme Courses (Certificate) 6

How does one Succeed in the IBDP? 7

Examinations 8

Reporting Periods 8

At risk students 8

The Core 9

The Extended Essay 9

Theory of Knowledge 9

Creativity, Activity & Service 10

English Language and Literature 11

English Literature 12

Chinese Language and Literature 13

Chinese Literature 14

Geography 20

History 21

Psychology 22

Biology 24

Chemistry 25

Design Technology 26

Physics 27

Environmental Systems and Societies 28

University Considerations 29

Group 5: Mathematics 30

Mathematics: Analysis and Approaches (HL&SL) 30

Mathematics: Applications and Interpretation HL and SL 31

Visual Arts 33

Music 34

Theatre 35

University Counselling Services 37

University Options 38

Submitting E-coursework 40

Chinese Language B (HL) 15

French & Spanish Language B 16

French & Spanish Language Ab Initio 17

Aims and topics 17

Business Management 18

Economics 19

The IBDP at Victoria Shanghai Academy Welcome to the world of the International Baccalaureate Diploma (IBDP)! You are about to embark on a challenging yet invaluable learning experience which will hopefully enable you to become more independent, well-rounded, inquisitive, aware of the world around you and more willing to take calculated and informed risks. Victoria Shanghai Academy welcomes you to the final two years of your secondary school life and we hope you are responsible and enthusiastic about what is being offered to you. This handbook will provide information about the International Baccalaureate Diploma Program (IBDP) curriculum and help you in deciding which courses best suit you.

Figure 1. Diploma Program Framework Image source: Diploma Program from Principles into Practices

Learning Pathways at Victoria Shanghai Academy

The IBDP curriculum offered by VSA provides a cohesive and comprehensive two-year programme of concurrent study for highly motivated students who come from varying educational backgrounds, abilities and interests and who are seeking tertiary opportunities both locally and abroad. Thus, the IBDP is a rigorous pre-university programme, which promotes learning and creativity and provides a sound basis for lifelong learning. The IB Diploma Programme is recognised as an excellent university preparatory course and is thus highly regarded by universities and colleges around the world.

At VSA, students will generally choose to follow the full International Baccalaureate Organisation’s Diploma program. This pathway offers the most opportunity for students and is recognised by educational institutes worldwide, giving students access to a wide range of programs. VSA students have gone on to study in universities such as HKU, Duke (US), Oxford (UK), UBC (CDN), and École hôtelière de Lausanne.

At VSA, you will have a variety of courses and levels of focus in each course from which to choose, complemented by a wide selection of co-curricular activities to provide a well-rounded education. Your educational experience is not simply meant to develop your mental ability but will also work to strengthen your physical, emotional, ethical, creative and spiritual advancement.

Some students may choose the Courses option which will allow students to select the Diploma level courses that are most suitable for their post secondary requirements. This option is offers a slightly reduced program for students who do not need the full Diploma. However, this program may restrict the university options for students.

Douglas Kane Diploma Coordinator Victoria Shanghai Academy

Program Requirements In order to enter the Diploma Programme at VSA, students must demonstrate a genuine desire to advance in their studies and must meet the basic requirements as stipulated: • Satisfactory academic achievement (to be decided by Head of school and DP Coordinator). For VSA students, satisfactory completion of the MYP Certificate requirements will be necessary. • Participation in co-curricular programmes including community service requirements • Appropriate behaviour and following of school rules Students from outside VSA will be admitted provided they meet the entrance criteria as set out by the Secondary Principal and the DP Coordinator. Copies of their academic transcripts, successful completion of admissions tests and an interview with the DP Coordinator will be basic requirements. Upon successful admission, students will be expected to meet with the DP Coordinator to discuss subject

What are the Subject Groups:

• Group 1: Language and Literature • Group 2: Language Acquisition • Group 3: Individuals and Societies • Group 4: Science • Group 5: Mathematics • Group 6: The Arts

Selecting Courses of Study at the Diploma Level Students usually choose 3 subjects (and not more than 4) at HL and 3 at SL for a total of SIX subjects. What’s the difference between Higher and Standard Level courses? Higher Level subjects require in-depth, intensive, study over the two years, with a minimum of 240 hours teaching time. Students normally choose Higher Level subjects based on their academic strengths and interest. Standard Level subjects are less demanding and require less specialised knowledge and understanding. They take a minimum of 150 hours teaching time. They are good enough to satisfy most prerequisite requirements for first year university courses.

Considerations when selecting courses: • A special combination of subjects is sometimes required for certain university courses. If this is your case, please inform the IBDP Coordinator. • Students cannot take the same subject at both Higher and Standard Levels. • Students cannot select the same language in both Language A1 and Language B, which means that all students must study two languages (Chinese, English, French or Spanish). • A bilingual diploma requires students to take two languages A1, or one Language A1 and the rest of your courses in another language (example: taking Chinese AI). LANGUAGES DO NOT HAVE TO BE STUDIED AT HIGHER LEVEL.

Subjects available at VSA

Group 1

Group 2

Group 3

Chinese B

Business Management

French B

Economics

Spanish B

Geography

French Ab Initio

History

Spanish Ab Initio *** Students may choose another subject from group 1 instead

Psychology

Group 4

Group 5

Group 6

Biology

Mathematics: analysis and approaches

Music

English / Chinese Language & Literature English / Chinese Literature Studies

Chemistry Physics Design Technology

Mathematics: applications and interpretation

*** Environmental Systems and Societies

Things to consider when selecting courses: • Courses will only be offered if a sufficient number of students opt for it. • Choose one subject from each of groups 1 to 6; 3 at Higher Level and 3 at Standard Level • **Chinese B is only available to a minority of students with permission from the Diploma Coordinator. • It is expected that students studying English and Chinese at Diploma will do so as language A. • A bilingual diploma requires students to take two languages A1, or one Language Al and the rest of your courses in another language (example: taking Chinese AI). LANGUAGES DO NOT HAVE TO BE STUDIED AT HIGHER LEVEL. • Group 2 languages and Environmental Systems and Societies does not have an HL option. • Selections will be reviewed by the Diploma Coordinator, the Secondary Principal, Head of Year Y10, HOD’s, Deputy Principal (Academic) and Homeroom Teachers.

Theatre Visual Arts *** Students may choose another subject from group 3 or 4 instead

Acceptance into the diploma program at VSA At VSA we are committed to providing the IB Diploma programme to those who meet both the academic and personal requirements. In stating this, we are aware that this type of educational programme is not suited to all students and in these cases it is in the students’ best interests that a more appropriate educational programme be found before the end of the MYP. However, academic attainment is of key importance, and students that have struggled to meet the requirements of the MYP Certificate will struggle also at Diploma. Therefore entrance into the programme is only guaranteed if students are expected to obtain their MYP certification (36 points) at the end of MYP. However, of particular importance, are the higher level subject choices and students are advised to discuss with the appropriate teacher whether they have the ability to proceed in the subject considered.

Diploma course selection timeline

Diploma Programme Courses (Certificate)

• September: Courses Evening

Once it has been determined that a student will not be completing the full Diploma Programme at VSA, we recommend that ‘DP course students’ choose five to six subject courses, which may be taken at either HL or SL.

• November: Subject Specific trial lessons

We recommend that five of the courses should be drawn each from:

• December: Initial subject selection • January: Parent meetings • February: Final subject selection

• Group 1: Studies in Language and Literature

final dates will be emailed to relevant parents and students

• Group 3: Individuals and Societies, • Group 4: Experimental Science and • Group 5: Mathematics

Please note:

• Group 6: Arts or another humanities or science

The provision of these dates is meant to allow for as much consideration and revision to course selections as possible so that when final courses are selected, few changes are made.

Students may opt to take a sixth subject, which may be TOK or Extended Essay. These traditional core components of the Diploma Programme are now offered as separate courses.

This is designed to ensure the streamlining of hiring practices, timetabling and class lists, all of which will facilitate the smooth operation of the Diploma Programme at VSA.

Students will receive individual grades for each of the courses instead of a Diploma as they would if they completed the Diploma Programme.

Can I changes courses at a later date? Students will be given a further opportunity to select courses if: • Courses on offer have attracted insufficient students and will be withdrawn. • Course combinations do not meet the diploma requirements • Course selections do not meet likely university requirements • Course selections are incompatible with the students likely attainment as predicted by their teachers At the start of the DP1 academic year any changes in subject choices will only be considered if: • Changes can be accommodated within the existing timetable • Students meet the academic standards • Classes are NOT FULL – once classes are full they will be closed to any further students at the absolute discretion of the class teacher.

How does one Succeed in the IBDP? Students should be managing about 15 hours of homework per week with additional time required for Theory of Knowledge, Creativity Action and Service as well as the Extended Essay. Make clear and concise study plans for the coming weeks / months, writing out due dates for essays, assignments, sporting and social events. Good communication demonstrated through articulating and engaging yourself in class discussions. Be sure to ask questions anytime you are unsure of what is expected. Keep your notes well organised and be sure to review them from time to time rather than just before a test or exam. Make sure your work has been properly researched, argued well and acknowledges all sources used. Carefully check your work for spelling and grammar errors before handing it in for marking

Achieving the IBO DIploma? The IB Diploma will be awarded to a candidate whose total score is 28 points or above, provided all the following requirements have been met: • CAS requirements have been met. • There is no “N” awarded for TOK, the EE or for a contributing subject. • There is no grade E awarded for TOK and/or the EE. • There is no grade 1 awarded in a subject/level. • There are no more than two grade 2s awarded (SL or HL). • There are no more than three grade 3s or below awarded (HL or SL). • The candidate has gained 12 points or more on HL subjects. (For candidates who register for four HL subjects, the three highest grades count.)

A Bilingual Diploma

• The candidate has gained 9 points or more on SL subjects. (Candidates who register for two SL subjects must gain at least 5 points at SL.)

A student who has completed one of the following requirements will be eligible to receive the Bilingual Diploma.

• The candidate has not received a penalty for academic misconduct from the final award committee.

• Takes two A1 languages (eg. English and Chinese) • Takes examinations in at least one of the subjects from • Groups 3 or 4 in a language that is not the same language as his or her language Al nominated for Group I (eg. Taking Chinese Al) • Submits an extended essay in a group 3 or 4 subject written in a language that is not the same language as his or her language Al nominated for Group 1

The IB Grading Scheme is as follows : l = very poor 2 = poor 3 = mediocre 4 = satisfactory 5 = good 6 = very good 7 = excellent 7

Examinations Examinations are a necessary part of the Diploma programme as they account for 60% or more of your final grades. They are a way to synthesise knowledge in a given subject, determining which areas you have attained some degree of mastery over and those that require further development and study.

Reporting Periods You will receive progress and summative report cards at the following times: • DP1 (mid October) Interim Report: no comments • DP1 (early January) Term Reports: grade and comments

At VSA, you will experience exams four times over the course of your studies. They will occur at the following times:

• DP1 (late March/April) Second interim report: no comments)

• DP 1: December and End of Year Examinations – early June

• DP1 (May/June) Second Term Report: grade and comments

• DP 2: Mock Examinations December - February (dependent on timing of Chinese New Year)

• DP 2 (mid October) Interim Report: no comments

• Official IBDP Examinations - first 3 weeks of May You will be given at least one week of study leave prior to the final set of exams. These are intended to be used as independent study time at home in order to properly prepare you for the exams themselves. You are expected to use this time wisely. You may, if necessary, meet to discuss aspects of the course with your subject teacher during this time if a meeting can be properly arranged beforehand. Following examination periods, teachers will hand back exams and go over answers and solutions in class. In some cases, you may be expected to revise or rewrite papers to assist in your study. These, however, will not affect your exam grades. As well as formal examinations, your teachers may periodically assign tests, assessment tasks, labs, or orals in class which may constitute part of your final grade. Your teacher will provide such details in course outlines.

• DP2 (early January) Term Report: Grade, comments • DP2 (late March/early April) Final Report: grade, comments, and transcript • Early July: IB final results available

At risk students Students may find themselves unable to meet the challenges of the Diploma program by the end of their first academic year. If a student meets any of the following criteria; • Students who are unable to attain a minimum of 26 points across all 6 subjects • concerns have been raised regarding the progress of their Extended Essay, TOK or CAS programme • attain a level 2 in any HL subject;

Academic Honesty: A note about Private Tutors Private tuition has become a common feature of Hong Kong education. VSA has no objection to their use. However please bear in mind 2 factors: 1. Academic honesty – any internal coursework not considered to be the work of the student will automatically be a failing condition of the Diploma 2. Nearly all course are highly examination based – only students who have succeeded in “independent” learning will be successful in these

he/she will be required to meet with the Diploma Coordinator to discuss their options for the next year. Students may not be able to continue with the Diploma Program and may be given the option to: • Opt to take the 5 or 6 certificate subjects instead of the full Diploma, • Repeat the first year altogether • Withdraw from VSA

The Core • The Extended Essay • Theory of Knowledge • Creativity, Activity, Service In order to obtain the IB Diploma, all students must successfully complete the three core elements of the Diploma. These 3 elements are not only necessary additional requirements or discrete entities, but are, more importantly, a cornerstone of VSA’s as well as the IBO’s mission and philosophy:

The Extended Essay The extended essay offers the opportunity for DP students to investigate a topic of special interest, in the form of a 4,000-word piece of independent research. The area of research undertaken is chosen from one of the DP subjects and acquaints them with the independent research and writing skills expected at university. This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner. It is intended to promote high-level research and writing skills, intellectual discovery and creativity. As an authentic learning experience it provides students with an opportunity to engage in personal research on a topic of choice, under the guidance of a supervisor.

Theory of Knowledge DP subject guides help teachers to identify meaningful links between specific disciplines and elements of the core, and teachers should provide opportunities to allow for these links to be explored. TOK is a course that is fundamentally about critical thinking and inquiry into the process of knowing or construction of knowledge rather than about learning a specific body of knowledge. The TOK course examines the nature of knowledge and how we know what we claim to know. It does this by encouraging students to analyse knowledge claims and explore questions about the construction of knowledge. The task of TOK is to emphasise connections between areas of shared knowledge and link them to personal knowledge in such a way that an individual becomes more aware of his or her own perspectives and how they might differ from others.

Assessment of TOK Part 1: External Assessment - Essay on a prescribed title One essay on a title chosen from a list of six prescribed titles. Part 2: Internal Assessment - Presentation One presentation to the class by an individual or a group (max of three persons); approximately 10 minutes per student. One written presentation planning document for each student. https://www.ibo.org/programmes/diploma-programme/ curriculum/theory-of-knowledge/

All students undertake three mandatory reflection sessions with their supervisor, including a short interview, or viva voce, following the completion of the extended essay Students attend workshops on different subjects in September of year 1 and have determined their research question by November and submitted their first draft by June. Students present their research in October of Year 2 and submit the final draft by November.

https://www.ibo.org/programmes/diploma-programme/ curriculum/extended-essay/

Creativity, Activity & Service The emphasis in CAS is on helping students to develop their own identities, in accordance with the ethical principles embodied in the IB mission statement and the IB learner profile. CAS complements a challenging academic programme in a holistic way, providing opportunities for self-determination, collaboration, accomplishment and enjoyment. It involves students in a range of activities alongside their academic studies throughout the DP.

A note about community support: Teachers, parents, outside agencies as well as overseas organisations can help find and develop suitable CAS opportunities for students, but students must also take some initiative for their own learning and development in this area.

Creativity: Exploring and extending ideas leading to an original or interpretive product or performance. (School productions, learning a musical instrument or art class) Activity: Physical exertion contributing to a healthy lifestyle. (Ball hockey, dragon boat, rugby, volleyball, football or basketball) Service: Collaborative and reciprocal engagement with the community in response to an authentic need. (Oxfam, Crossroads, Kai Fong, SPCA, or Masarang)

CAS contributes to the IB’s mission to create a better and more peaceful world through intercultural understanding and respect. Each students must also demonstrate fulfilment of the key eight Learning Outcomes of CAS: • Increased awareness of their own strengths and areas for growth • Undertaken a new challenges • Planned and initiated activities

Bonus Points The EE is assessed together with TOK to give up to 3 bonus diploma points. The points are awarded based on a matrix, which combines the results from both areas. An unsatisfactory performance in either area resulting in a score of E, is a failing condition for the Diploma, regardless of points score.

• Worked collaboratively with others • Shown perseverance and commitment • Engaged with issues of global importance • Considered the ethical implications of their actions • Developed new skills

EE / TOK A B C

https://www.ibo.org/programmes/diploma-programme/ curriculum/creativity-activity-and-service/cas-projects/

D E

2 Failing condition

1 Failing condition

0 Failing condition

Failing Failing Failing Failing Failing condition condition condition condition condition

Studies in Language and literature English Language and Literature Overview In this course, students study a wide range of literary and non-literary texts in a variety of media. By examining communicative acts across literary form and textual type alongside appropriate secondary readings, students will investigate the nature of language itself and the ways in which it shapes and is influenced by identity and culture. Approaches to study in the course are meant to be wideranging and can include literary theory, sociolinguistics, media studies and critical discourse analysis among others. The model for language A: language and literature is the same at SL and HL but there are significant quantitative and qualitative differences between the levels. SL students are required to study four literary works and a number of non-literary texts that is equivalent in teaching and learning time, whereas HL students are required to study six literary works and a number of non-literary texts that is equivalent in teaching and learning time. In paper 1, both SL and HL students are presented with two previously unseen non-literary extracts or texts from different text types, each accompanied by a guiding question. SL students are required to write a guided analysis of one of these, while HL students must write guided analyses of both non-literary extracts or texts. In addition, HL students will have a fourth assessment component, the higher level (HL) essay, a written coursework task that requires students to explore a line of inquiry in relation to a studied non-literary text or texts, or a literary text or work. The outcome of this exploration is a 1200-1500 word essay in which HL students are expected to demonstrate a deeper understanding of the nature of linguistic or literary study.

• develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they contribute to diverse responses and open up multiple meanings • develop an understanding of relationships between texts and a variety of perspectives, cultural contexts, and local and global issues and an appreciation of how they contribute to diverse responses and open up multiple meanings • develop an understanding of the relationships between studies in language and literature and other disciplines • communicate and collaborate in a confident and creative way • foster a lifelong interest in and enjoyment of language and literature.

Topics: (HL/SL) Readers, writers and texts Non-literary texts are chosen from a variety of sources and media to represent as wide a range of text types as possible, and works are chosen from a variety of literary forms. The study of the non-literary texts and works focuses on the nature of language and communication and the nature of literature and its study. This study includes the investigation of how texts themselves operate as well as the contexts and complexities of production and reception. Focus is on the development of personal and critical responses to the particulars of communication.

Time and space Non-literary texts and literary works are chosen from a variety of sources, literary forms and media that reflect a range of historical and/or cultural perspectives. Their study focuses on the contexts of language use and the variety of ways literary and non-literary texts might both reflect and shape society at large. The focus is on the consideration of personal and cultural perspectives, the development of broader perspectives, and an awareness of the ways in which context is tied to meaning.

“If you write one story, it may be bad; if you write a hundred, you have the odds in your favour.” – Edgar Rice Burroughs

• develop skills in interpretation, analysis and evaluation 11

Intertextuality: connecting texts Non-literary texts and literary works are chosen from a variety of sources, literary forms and media in a way that allows students an opportunity to extend their study and make fruitful comparisons. Their study focuses on intertextual relationships with possibilities to explore various topics, thematic concerns, generic conventions, modes or literary traditions that have been introduced throughout the course. The focus is on the development of critical response grounded in an understanding of the complex relationships among texts.

Assessment Outline - HL • External Assessment (80%) • Paper 1 - Guided literary Analysis 35% • Paper 2 - Comparative Essay 25% • Higher level (HL) Essay 20% • Internal Assessment (20%) • Individual Oral 20%

Assessment Outline - SL • Internal Assessment (70%) • Paper 1 - Guided literary Analysis 35% • Paper 2 - Comparative Essay 35% • Internal Assessment (30%) • Individual Oral 30%

University Courses and Careers The study of English Language and Literature prepares students for the studying English Literature, History, Law and courses such as Linguistics. The skills the students acquire are relevant in a wide range of careers from law through to journalism. https://www.ibo.org/programmes/diploma-programme/ curriculum/language-and-literature/language-a-languageand-literature-slhl/

English Literature Overview In this course students will focus exclusively on literary texts, adopting a variety of approaches to textual criticism. Students explore the nature of literature, the aesthetic function of literary language and textuality, and the relationship between literature and the world. The model for language A: literature is the same at SL and HL but there are significant quantitative and qualitative differences between the levels. SL students are required to study 9 works, while HL students are required to study 13. In paper 1, both SL and HL students are presented with two previously unseen literary extracts or texts from different literary forms, each accompanied by a guiding question. SL students are required to write a guided analysis of one of these, while HL students must write guided analyses of both literary extracts or texts. In addition, HL students will have a fourth assessment component, the higher level (HL) essay, a written coursework task that requires students to explore a line of inquiry in relation to a studied literary text or work. The outcome is an essay of 1,200–1,500 words in which HL students are expected to demonstrate a deeper understanding of the nature of literary study.

Aims • engage with a range of texts, in a variety of media and forms, from different periods, styles, and cultures • develop skills in listening, speaking, reading, writing, viewing, presenting and performing • develop skills in interpretation, analysis and evaluation • develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they contribute to diverse responses and open up multiple meanings • develop an understanding of relationships between texts and a variety of perspectives, cultural contexts, and local and global issues and an appreciation of how they contribute to diverse responses and open up multiple meanings • develop an understanding of the relationships between studies in language and literature and other disciplines • communicate and collaborate in a confident and creative way • foster a lifelong interest in and enjoyment of language and literature. 12

Topics (HL/SL)

University Courses and Careers

Readers, writers and texts

The study of English Literature prepares students for the studying English Literature, History, Law and courses such as Linguistics. The skills the students acquire are relevant in a wide range of careers from law through to journalism.

Works are chosen from a variety of literary forms. The study of the works could focus on the relationships between literary texts, readers and writers as well as the nature of literature and its study. This study includes the investigation of the response of readers and the ways in which literary texts generate meaning. The focus is on the development of personal and critical responses to the particulars of literary texts.

“千里之行，始於足下" - 老子

Time and space

Chinese Language and Literature

Works are chosen to reflect a range of historical and/or cultural perspectives. Their study focuses on the contexts of literary texts and the variety of ways literary texts might both reflect and shape society at large. The focus is on the consideration of personal and cultural perspectives, the development of broader perspectives, and an awareness of the ways in which context is tied to meaning.

Overview

Intertextuality: Connecting texts Works are chosen so as to provide students with an opportunity to extend their study and make fruitful comparisons. Their study focuses on intertextual relationships between literary texts with possibilities to explore various topics, thematic concerns, generic conventions, literary forms or literary traditions that have been introduced throughout the course. The focus is on the development of critical response grounded in an understanding of the complex relationships among literary texts.

Assessment Outline - HL • External assessment (80%) • Paper 1: Guided literary analysis (35%) • Paper 2 Comparative essay (25%) • Higher level (HL) essay (20%) • Internal assessment (20%) • Individual oral (20%)

Assessment Outline - SL • External assessment (70%) • Paper 1: Guided literary analysis (35%) • Paper 2 Comparative essay (35%) • Internal assessment (30%)

The study of Chinese language and literature, and the development of the relevant skills, is divided into three areas of exploration—the exploration of the nature of the interactions between readers, writers and texts; the exploration of how texts interact with time and space and the exploration of intertextuality and how texts connect with each other. Across the three areas of exploration at least four works must be studied in the SL course and at least six works must be studied in the HL course. In the language A: language and literature course students will learn about the complex and dynamic nature of language and explore both its practical and aesthetic dimensions. They will explore the crucial role language plays in communication, reflecting experience and shaping the world. Students will also learn about their own roles as producers of language and develop their productive skills. Throughout the course, students will explore the various ways in which language choices, text types, literary forms and contextual elements all effect meaning. Through close analysis of various text types and literary forms, students will consider their own interpretations, as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems and to negotiate meanings for texts.

Aims and Topics (HL/SL) The course revolves around seven key concepts which recur in the study of literature: culture, identity, communication, creativity, transformation, representation and perspective. Moreover, the students investigate three areas of exploration in relation to the texts studied: ‘Readers, writers and text’, ‘Time and place’ and ‘Intertextuality’.

• Individual oral (30%) 13

Students also engage with a variety of global issues: • conflict, peace and security • culture, language and identity • environmental and/or economic sustainability • equality and inequality • health and development • science, technology and society In addition, students develop a learner portfolio in which they explore concepts, global issues and areas of exploration. They are encouraged to explore connections between texts.

Assessment Assessment outline - HL • HL external assessment (80%) • Paper 1: Guided literary analysis (35%)

• Paper 2: Comparative essay (25%)

• Higher level essay (20%)

• HL internal assessment (20%) • Individual oral (15 minutes) – 20%

Assessment outline - SL • SL external assessment (70%) • Paper 1: Guided literary analysis (35%) • Paper 2: Comparative essay (35%)

Chinese Literature In Chinese language A literature, students will learn about the various manifestations of literature as a powerful mode of writing across cultures and throughout history. Through close analysis of literary texts in a number of forms and from different times and places, students will consider their own interpretations, as well as the critical perspectives of others. In turn, this will encourage the exploration of how viewpoints are shaped by cultural belief systems and how meanings are negotiated within them. Students will be involved in processes of critical response and creative production, which will help shape their awareness of how texts work to influence the reader and how readers open up the possibilities of texts. With its focus on literature, this course is particularly concerned with developing sensitivity to aesthetic use of language and empowering students to consider.

Aims and Topics Students will explore and develop an understanding of factors that contribute to the production and reception of literature, such as: • The creativity of writers and readers • The nature of the interaction with the writers’ and readers’ respective contexts and with literary tradition • The ways in which language can give rise to meaning and/or effect • The performative and transformative potential of literary creation and response.

• SL internal assessment (30%) • Individual oral (30%)

Prior Learning There are no requirements according to the IB but a proficient level of Chinese as determined by the relevant teacher is expected to ensure success in this course.

University Courses and Careers These courses help prepare students for a wide range of university courses and careers related to the study of Literature and Language are journalism, publishing, working in radio and television, advertising and teaching. However, the courses also provide training in some fundamental skills that can then be directed into areas such as business, law, accountancy education and marketing.

Assessment

Language Acquisition

Assessment outline - HL • HL external assessment (80%) • Paper 1: Guided literary analysis (35%) • Paper 2: Comparative essay (25%) • Higher level essay (20%) • HL internal assessment (20%) • Individual oral (20%) Assessment outline - SL • SL external assessment (70%)

Chinese Language B (HL) Language B is a language acquisition course designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken. This process allows the learner to go beyond the confines of the classroom, expanding their awareness of the world and fostering respect for cultural diversity.

There are no requirements according to the IB but a proficient level of Chinese as determined by the relevant teacher is expected to ensure success in this course. It is also recommended that students have an interest in writing critical essays about texts.

IBDP Chinese Language B (HL) develops students’ linguistic abilities through the development of receptive, productive and interactive skills. Students further develop their ability to communicate in Chinese through the study of the language, themes and texts. Students are expected to extend the range and complexity of Chinese Language and understand in order to communicate. They describe situations, narrate events, make comparisons, explain problems, and state and support their personal opinions. In doing so, they continue to develop their knowledge of vocabulary and grammar, as well as their conceptual understanding of how Chinese language works, in order to construct, analyse and evaluate arguments on a variety of topics relating to course content and Chinese culture.

University Courses and Careers

There are five prescribed themes throughout the program:

• Paper 1: Guided literary analysis (35%) • Paper 2: Comparative essay (35%) • SL internal assessment (30%) • Individual oral (30%)

Prior Learning

These courses help prepare students for a wide range of university courses. Study at HL in particular prepares for study in Literature, Linguistics and Media, but also prepares well for the Humanities in general. The more obvious careers related to the study of Literature are journalism, publishing, working in radio and television, advertising and teaching. Moreover, the courses also provide training in some fundamental skills that can then be directed into areas such as business, law. https://www.ibo.org/programmes/diplomaprogramme/curriculum/language-and-literature/ language-a-literature-slhl/

• Identities ( Unique Chinese ) • Experiences (Leisure Travelling, Festivals) • Human ingenuity (Amazing advertisement) • Social organisation (Education) • Sharing the planet. (Environmental protection) Students are provided opportunities to communicate about matters of personal, local or national, and global interest. The themes allow students to compare the target language and culture(s) to other languages and cultures. 3 types of text will be covered namely Personal texts, Professional texts and Mass media texts. Students in the language acquisition courses require to developing conceptual understanding of 5 important concepts Audience, Context, Purpose, Meaning and Variation Please note: Chinese Language B is only taught at HL level at VSA.

Assessments: External assessment (75%) Paper 1: Productive skills (25%) One written task of 450–600 words from a choice of three, each from a different theme, choosing a text type from among those listed in the examination instructions.

Chinese is a language of over 1.2 billion people in the world today and Chinese speakers remain highly sought after by language and culture related careers. Bilingualism is especially important for transnational companies who will need representative in China and other countries where Mandarin is spoken.

Paper 2: Receptive skills (50%) • Separated sections for listening and reading: • Listening comprehension (25%) • Reading comprehension (25%) • Comprehension exercises on three audio passages and three written texts, drawn from all five themes. Internal assessment (25%) Individual oral assessment (25%) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. A conversation with the teacher, based on an extract from one of the literary works studied in class, followed by discussion based on one or more of the themes from the syllabus.

Prior Learning Students enter Language B courses with varying degrees of exposure to the target language.It is, therefore, important that students are placed into a course that is most suited to their language development needs and that will provide them with an appropriate academic challenge. For those students entering DP language acquisition should be appropriately placed from the Middle Years Programme (MYP) language continuum. According to the Common European Framework of Reference for Languages (CEFR), it is also suggested that students already at CEFR A2 or B1 in the target language can comfortably take language B SL. Students already at CEFR B1 or B2 can comfortably take language B HL.

University Courses and Careers World language is widely respected as a subject, both in terms of content and skills, can help to advance one’s career. Globalisation has led to an increase in the number of transnational companies today and has also fostered business relationships with people from different countries.

https://www.ibo.org/programmes/diploma-programme/ curriculum/language-acquisition/language-b-sl-and-hl/

French & Spanish Language B Language B is an additional language-learning course designed for students with some previous learning of that language. It may be studied at either SL or HL. The main focus of the course is on language acquisition and development of language skills. These language skills should be developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts, and should be related to the culture(s) concerned. The material should be chosen to enable students to develop mastery of language skills and intercultural understanding. It should not be intended solely for the study of specific subject matter or content. Classroom activities will involve frequent engagement in discussions and participation in group and individual oral presentations. Students will learn to plan, draft and redraft written submissions on given topics Students will also be exposed to a wide range of informative, persuasive and entertaining texts. As well, there will be some study of literature, but not in the same breadth or depth as Language Al or A2 courses.

Aims

French & Spanish Language Ab Initio

Language B is a language acquisition course developed at two levels—standard level (SL) and higher level (HL)—for students with some background in the target language. While acquiring a language, students will explore the culture(s) connected to it. The focus of these courses is language acquisition and intercultural understanding.

Overview

Five prescribed themes are common to the syllabuses of language B. The themes provide relevant contexts for study at all levels of language acquisition in the DP, and opportunities for students to communicate about matters of personal, local or national, and global interest.

Language skills will be developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to target language cinema and music and extracts of literary texts.

Aims and topics

The five prescribed themes are • Identities • Experiences • Human ingenuity • Social organization

Language Ab Initio is an additional language-learning course designed for students with no (or very little) previous learning of that language. It can only be studied at Standard Level.

Please note: HL students are required to read two prescribed works of literature.

• Sharing the planet. The themes allow students to compare the target language and culture(s) to other languages and cultures with which they are familiar. The themes also provide opportunities for students to make connections to other disciplinary areas in the DP.

Assessment outline - HL External Assessment (75%) Paper 1: Productive Skills - Writing (25%) Paper 2: Receptive skills - Listening and Reading (50%) Internal assessment: Individual oral (25%)

Assessment outline - SL External Assessment (75%) Paper 1: Productive Skills - Writing (25%) Paper 2: Receptive skills - Listening and Reading (50%) Internal assessment: Individual oral (25%)

University Considerations: Language B is acceptable for many university programmes which do not require extensive reading and/or writing. Check with specific universities whether SL/ HL is sufficient for continued language study at undergraduate level.

The overall aim of the Language Ab Initio course is for students to achieve communicative competence in a variety of everyday situations. At the end of the course students will be expected to: • Demonstrate an awareness and understanding of the intercultural elements related to the prescribed topics (see syllabus below) • Communicate clearly and effectively in a range of situations • Understand and use accurately the basic structures of the language • Understand and use an appropriate range of vocabulary • Use a register and a format that are appropriate to the situation. The Language Ab Initio course is organised into three themes: • Individual and society • Leisure and work • Urban and rural environment Each theme is sub-divided into a list of further topics that provide the students with opportunities to practice and explore the languages as well as to develop intercultural understanding. Through the development of receptive, productive and interactive skills, students should be able to respond and interact appropriately in a defined range of everyday situations.  https://www.ibo.org/programmes/diploma-programme/ curriculum/language-acquisition/language-ab-initio-sl/

Assessment outline

Aims

External Assessment (75%)

The aims of the Higher Level course are similar to those of the Standard Level, except that it requires much greater analytical skills and depth of knowledge. Students will be required to read newspapers and business journals to keep updated on economic and business issues of the real world.

Paper 1: Productive Skills - Writing (25%) Paper 2: Receptive skills - Listening and Reading (50%) Internal assessment: Individual oral 25%

University Considerations: Ab initio language is acceptable for many university programmes and represents a good level of challenge for many universities. However, check with specific universities as to whether ab initio level is advanced enough to continue study at undergraduate level.

• Encourage a holistic view of the world of business • Empower students to think critically and strategically about individual and organisational behaviour • Promote the importance of exploring business issues from different cultural perspectives • Enable the student to appreciate the nature and significance of change in a local, regional and global context • Promote awareness of the importance of environmental, social and ethical factors in the actions of individuals and organisations • Develop an understanding of the importance of innovation in a business environment.

Topics

Group 3: Individuals and Societies

The curriculum model for Diploma Programme business management is a core curriculum for HL and SL consisting of five obligatory units with common content and learning outcomes. In addition to the core, HL students are expected to complete extension areas of study in all five units, adding depth and breadth to the course. • Unit 1: Business organisation and environment • Unit 2: Human resource management

Business Management Overview   This is a research-based subject where candidates are expected to investigate contemporary real-life business organisations and case studies at a variety of levels, from the local to the global, as well as from smaller-scale businesses to multinational ones. This course is designed to give students an; international perspective and to encourage their appreciation of cultural diversity among different types of business organisations, and individuals and groups within them through the use of six concepts (change, culture, ethics, globalisation, innovation and strategy).

• Unit 3: Finance and accounts • Unit 4: Marketing • Unit 5: Operations management Assessment External assessment: It consists of two examination papers at SL and at HL that are externally set and externally marked. They are designed to allow students to demonstrate their competencies in relation to the business management assessment objectives. The external components contribute 75% to the final assessment at both SL and HL. Pre-seen case study (Paper 1): The pre-seen case study is provided by the IB well before the examination session. The pre-seen case study is the same for SL and HL students, although different questions could be set for 18

each level. The purpose of the pre-seen case study is to assess, in depth and across a number of topics, the students’ ability to apply business management knowledge to a given situation. Internal assessment: It is an integral part of the course and is compulsory for both SL and HL students. It enables students to demonstrate the application of their skills and knowledge, and to pursue their personal interests, without the time limitations and other constraints that are associated with written examinations. The internal assessment requirements at SL and at HL are different for the business management course. The SL internal assessment is a written commentary and the HL internal assessment is a research project.

Assessment Assessment outline (HL) • External Assessment (75%) • Paper 1 Structured questions (35%) • Paper 2: Structured and extended response (40%) • Internal Assessment: Written commentary (25%)

Assessment outline (SL) • External Assessment (75%) • Paper 1: Structured questions (30%) • Paper 2: Structured and extended response (45%) • Internal Assessment: Written Commentary (25%)

University Considerations Good preparation for Business, Accountancy, Auditing and Marketing courses at university. Should not be taken at HL if HL Economics also planned. Recommend SL Maths for Business but high marks at Math Studies may be acceptable. Check with the University Counseling Office. Good preparation for courses in accounting, auditing, finance, business, management, marketing, logistics, human resources, tourism and hotel management. Future career options could include accountants (CPA), auditors, financial planners, private bankers and business consultants. https://www.ibo.org/programmes/diploma-programme/curriculum/ individuals-and-societies/business-and-management/

Economics Overview The study of economics is essentially about the concept of scarcity and the problem of resource allocation. Economics is not a purely theoretical subject; it can be used to understand many real world problems, such as international trade and development. It also incorporates elements of history, geography, sociology, political studies as well as many other fields of study. The scientific approach characterises the standard methodology of economics. This methodology can be summarised as a progression from problem identification, through hypothesis formulation and testing, arriving finally at a conclusion.

Aims The course aims to provide students with an understanding of the economic world in which they live, as well as the value of economic principles, theories, concepts and skills. It hopes to prepare students for further study in economics, business or related fields as well as prepare students in their lives as consumers and as citizens in making informed and deliberated decisions. A main goal of the course is to demonstrate the interdependence of countries, recognising the effects of economics on culture, analysing current world issues and their potential implications and recognising the need for economic development around the world.

SL + HL Topics Microeconomics • Competitive markets: demand and supply • Elasticities • Market Failure • Government Intervention Macroeconomics • The level of overall economic activity • Aggregate Demand and Aggregate Supply • Macroeconomic objectives I: Low unemployment, low and stable rate of inflation • Macroeconomic objectives II: Economic growth and equity in the distribution of income • Demand-side and supply-side policies

International Economics

Geography

• Exchange rates and the balance of payments • Economic integration and the terms of trade • Understanding economic development Development Economics • Topics in economic development • Foreign sources of finance and foreign debt • Consequences of economic growth and the balance between markets and intervention

HL Specific Topics • Microeconomics-Theory of the Firm

Assessment Assessment outline (HL) • External Assessment (80%) • Paper 1: Extended response paper (30%) • Paper 2: Data response paper (20%) • Paper 3: An extension paper (20%) • Internal assessment (20%) • Portfolio of three commentaries (20%)

Assessment outline (SL) • External Assessment (80%) • Paper 1: Extended response paper (30%) • Paper 2: Data response paper (20%) • Internal assessment (20%) • Portfolio of three commentaries (20%)

University Considerations Excellent choice for economics, business or finance careers such as major economic policy government departments, private sector employers and international organisations (such as the Hong Kong Monetary Authority, The World Bank Group and OECD), economics and financial forecaster, economics researcher, financial analyst, policy advisor, wealth management analyst, management consultant, business analyst, quantitative analyst, statistical analysts, also recommended highly for Law.

Overview Geography is a dynamic subject that is firmly grounded in the real world and focuses on the interactions between individuals, societies and physical processes in both time and space. It seeks to identify trends and patterns in these interactions. It also investigates the way in which people adapt and respond to change, and evaluates actual and possible management strategies associated with such change. Geography describes and helps to explain the similarities and differences between different places. These may be defined on a variety of scales and from the perspectives of a different range of actors, with varying powers over decision-making processes. Within individuals and societies subjects, geography is distinctive in its spatial dimension and occupies a middle ground between social or human sciences and natural sciences. The Diploma Programme geography course integrates physical, environmental and human geography, and ensures that students acquire elements of both socio‑economic and scientific methodologies. Geography takes advantage of its position to examine relevant concepts and ideas from a wide variety of disciplines. This helps students develop life skills and have an appreciation of, and a respect for, alternative approaches, viewpoints and ideas.

Aims IB Geography at the HL and SL levels attempt to develop in students: • An aptitude for understanding current local and global issues • Development of excellent problem solving skills • Solution focused approaches to inquiry • International and global perspectives on environmental, social, cultural, economic, and political issues • An ability to be flexible and collaborative both in further study and the workplace • Data analysis and reporting skills

https://www.ibo.org/programmes/diploma-programme/ curriculum/individuals-and-societies/economics/

Topics

University Considerations

Geographic themes (HL & SL)

Geography is seen as a “facilitating” subject by many top Universities. Geography specialists might go on to study degrees in areas such as earth and environmental sciences, economic development, environmental management, international trade, transportation analysis and planning, diplomacy, government administration and operations, market analysis, urban and regional planning, research, teaching, cartography, Geographic Information Systems (GIS) and private business. The reality however is that geography develops well rounded, knowledgeable thinkers with useful transferable skills.

• Leisure, tourism and sport • Food and health • Urban environments Geographic perspectives - global change (HL & SL) • Population distribution - changing population • Global climate—vulnerability and resilience • Global resource consumption and security Geographic perspectives - global interactions (HL only)

https://www.ibo.org/programmes/diploma-programme/ curriculum/individuals-and-societies/geography/

• Power, places and networks • Human development and diversity • Global risks and resilience Fieldwork skills - Leading to one written report based on a fieldwork question, information collection and analysis with evaluation

History Overview History is more than the study of the past. It is the process of recording, reconstructing and interpreting the past through the investigation of a variety of sources. It is a discipline that gives people an understanding of themselves and others in relation to the world, both past and present. It is an exploratory subject that poses questions without providing definitive answers. In order to understand the past, students must engage with it both through exposure to primary historical sources and through the work of historians. Historical study involves both selection and interpretation of data and critical evaluation of it.

Assessment Assessment outline (HL) • Paper 1 Two extended response (20%) • Paper 2 Short answer questions (25%) • Paper 3 Three extended answer questions (35%) • Internal assessment (20%) • Fieldwork. One written report (2500 words) based on a group field research project Assessment outline (SL) • Paper 1 Two extended response (20%) • Paper 2 Structured answer questions (40%) • Internal assessment (20%) • Fieldwork. One written report (2500 words) based on a group field research project

Diploma Program History consists of a standard level (SL) and higher level (HL) core syllabus comprising an in-depth study of an individual prescribed subject and the selection of two thematic topics. HL students will complete three additional areas of study from one region of the World.

Aims • Promote an understanding of history as a discipline, including the nature and diversity of its sources, methods and interpretations • Encourage an understanding of the present through critical reflection upon the past • Encourage an understanding of the impact of historical developments at national, regional and international levels • Develop an awareness of one’s own historical identity through the study of the historical experiences of different cultures.   21

Topics

Psychology

HL & SL Topics: • The Road to Global War • Case Studies: Pre-WWII Italy, Germany, and Japan • Rise and Development of single Party States • Case Studies: Nazi Germany, Castor’s Cuba. Maoist China, & The Cold War HL Topics • The Americas and the Second World War, 1933-45 • The Cold War and the Americas, 1945-81 • Civil Rights and Social Movements in the Americas

Assessment Internal Assessment • Paper 1: Source analysis SL (30%) / HL (20%) • Paper 2: Essay responses SL (45%) / HL (25%) • Paper 3: Essay responses based on options (HL 35%) Internal Assessment • Historical Investigation SL (25%) / HL (20%)

University Considerations Required at HL for History at university. Excellent course to prepare for Law, Media, Government. Highly recommended for university courses which require extensive reading and writing thus it will help with many different subjects at university.

Overview Psychology is the scientific study of behaviour and mental processes. Psychology has its roots in both the natural and social sciences, leading to a variety of research designs and applications, and providing a unique approach to understanding modern society. IB psychology examines the interaction of biological, cognitive and sociocultural influences on human behaviour, thereby adopting an integrative approach. Understanding how psychological knowledge is generated, developed and applied enables students to achieve a greater understanding of themselves and appreciate the diversity of human behaviour. The ethical concerns raised by the methodology and application of psychological research are key considerations in IB psychology. • To encourage the systematic and critical study of human experience and behaviour • Identify, to analyse critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and society • Enable the student to collect, describe, test and analyse data used in studies of society • Promote the appreciation of the way in which learning is relevant to student lives, and the culture of other societies • Develop an awareness in the student that human attitudes and beliefs are widely diverse • Enable the student to recognise that the content and methodologies of the subjects in group 3 are contestable and that their study requires the toleration of uncertainty. • Develop an awareness of how psychological research can be applied for the benefit of human beings • Ensure that ethical practices are upheld in psychological inquiry • Develop an understanding of the biological, cognitive and sociocultural influences on human behaviour • Develop an understanding of alternative explanations of behaviour

https://www.ibo.org/programmes/diploma-programme/ curriculum/individuals-and-societies/history/

• Understand and use diverse methods of psychological inquiry.

Topics

Group 4: Experimental Sciences

Part 1: Core • 1.1 Biological Level of analysis - Study of the brain, immune system, nervous system, and genetics • 1.2 Cognitive Level of analysis - Modern approach to human behaviour that focuses on how we think. • 1.3 Sociocultural level of analysis - Study of individuals in a social context, such as family, friends, institutions, and wider society. Part 2: Prescribed Options • 2.1 Abnormal psychology is the study of people's emotional, cognitive, and/or behavioural problems. • 2.2 Psychology of human relationships focuses on helping behaviour, prejudice and conflict are explored through the lenses of the biological, cognitive and socio-cultural approaches.

Aims of the Experimental Sciences • Appreciate scientific study and creativity within a global context through stimulating and challenging opportunities • Acquire a body of knowledge, methods and techniques that characterise science and technology • Apply and use a body of knowledge, methods and techniques that characterise science and technology • Develop an ability to analyse, evaluate and synthesise scientific information • Develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities • Develop experimental and investigative scientific skills including the use of current technologies

Part 3: Qualitative research (HL only) - It provides insights into behaviour using a variety of research methods.

• Develop and apply 21st century communication skills in the study of science

Part 4: Simple experimental study - Students replicate an original psychology study and write up a scientific report.

• Become critically aware, as global citizens, of the ethical implications of using science and technology

https://www.ibo.org/programmes/diploma-programme/ curriculum/individuals-and-societies/psychology/

• Develop an appreciation of the possibilities and limitations of science and technology • Develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge.

IMPORTANT: The Group 4 Project The group 4 project The group 4 project is a collaborative activity where students from different group 4 subjects, within or between schools, work together. It allows for concepts and perceptions from across disciplines to be shared while appreciating the environmental, social and ethical implications of science and technology. It can be practically or theoretically based and aims to develop an understanding of the relationships between scientific disciplines and their influence on other areas. The emphasis is on interdisciplinary cooperation and the scientific processes.

Biology Overview Biology is the study of life. There are more species alive on Earth today than ever before, this diversity makes biology both an endless source of fascination and a considerable challenge. Biologists attempt to understand the living world at all levels using many different approaches and techniques. Many areas of research in Biology are extremely challenging and many discoveries remain to be made. The Biology Diploma Program is taught at both standard (SL) and higher level (HL), with the syllabus encouraging students to develop certain skills, attitudes and attributes. All students will undertake a core syllabus, an Internal Assessment (IA) and an option. Students at HL are required to study some topics in greater depth.

Assessment Outline External Assessment • Examination papers: 80% (HL and SL) • Paper 1: Multiple Choice (SL & HL: 20%) • Paper 2: Extended Response and Data Analysis (SL: 40%, HL: 36%) • Paper 3: Option Topic and questions on experimental work (SL: 20%, HL: 24%)

Internal Assessment • IA: (20%) The IA is based on one individual scientific investigation

Prior Learning Note on Options:

Topics The syllabus for the Diploma Program biology course is divided into three parts: the core, the AHL material and the options. A syllabus overview is provided below.

Students at SL are required to study one option from A - D. The duration of the option is 15 hours.   Students at HL are required to study any one options from A - D. The duration of the option is 25 hours.

Core • Topic 1: Cell biology • Topic 2: Molecular biology • Topic 3: Genetics • Topic 4: Ecology • Topic 5: Evolution and biodiversity • Topic 6: Human physiology Additional Higher Level • Topic 7: Nucleic acids

While there is no intention to restrict access to Group 4 subjects, some previous exposure to formal science education would be necessary. Students who have undertaken the IB Middle Years Program (MYP) or studied an equivalent national science qualification would be well prepared for Biology. There are also basic mathematical requirements for students who take the course, for example, students should be able to perform basic arithmetic functions, calculate means and percentages, and plot graphs.

• To p i c 8 : M e t a b o l i s m , C e l l re s p i r a t i o n a n d photosynthesis

University Considerations

• Topic 9: Plant biology

Biology is widely respected as a subject, both in terms of content and skills. For University courses in Medicine, Veterinary Science and Biochemistry, it is recommended that students take the subject at HL, along with taking Chemistry. Other courses at University where taking Biology at DP may be of benefit include: Psychology, Marine Biology, Ecology, Environmental Sciences

• Topic 10: Genetics and evolution • Topic 11: Animal physiology Options SL and HL • Option A: Neurobiology and behaviour • Option B: Biotechnology and bioinformatics • Option C: Ecology and conservation • Option D: Human Physiology

https://www.ibo.org/programmes/diploma-programme/ curriculum/sciences/biology/

Chemistry Overview Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. Chemical principles underpin both the physical environment around us and all biological systems. Chemistry is often a mandatory requirement for many other courses at university, such as medicine, biological science and environmental science. Both theory and practical work are undertaken by students as they complement one another naturally, both in school and in the wider scientific community. The DP chemistry course allows students to develop a wide range of practical skills and to utilise concepts and skills learnt in mathematics such as graphing and logarithms. It also allows students to develop interpersonal and information technology skills, which are essential to life in the 21st century. By studying chemistry, students become more aware of the scientific method, how scientists work, the scientific method and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterises Chemistry as a DP course. Students are provided opportunities to develop manipulative skills, design investigations, collect data, analyse results and evaluate and communicate their findings, most notably in their internal assessment.

Additional higher level (AHL) • Atomic structure • The periodic table—the transition metals • Chemical bonding and structure • Energetics/thermochemistry • Chemical kinetics • Equilibrium • Acids and bases • Redox processes • Organic chemistry • Measurement and analysis Optional themes (Choice of one out of four) • Materials

Topics

• Biochemistry

SL Core

• Energy

• Stoichiometric relationships • Atomic structure • Periodicity • Chemical bonding and structure

• Medicinal chemistry

Assessment outline External Assessment

• Energetics/thermochemistry

• Paper 1: 40 multiple-choice questions (20%)

• Chemical kinetics

• Paper 2: Data-based, short answer and extended response questions (36%)

• Equilibrium • Acids and bases • Redox processes • Organic chemistry • Measurement and data processing

• Paper 3: Data-based, short answer and extended response questions (24%)

Internal Assessment • Individual Investigation and write-up (20%)

Prior Learning

Topics

Chemistry should be based on personal interest, educational and career aspirations and a good record of attainment in the MYP science course. With that in mind, it is recommended that at least a Level 5 be attained in Years 9 and 10 Science, with an emphasis on Criterion A (Knowing and Understanding) to succeed at the Standard Level, and Levels 6 or 7 in Years 9 and 10 for the Higher Level.

Core

University Considerations Chemistry is an excellent basis for progression to a science degree programme. It provides a wide range of career opportunities, including: Medical Science, Chemical Engineering, Pharmacology and Research. Studying chemistry opens doors to a range of sectors and opportunities, meaning your future career isn't restricted to the lab.

• Human factors and ergonomics • Resource management and sustainable production • Modelling • Raw material to final product • Innovation and design • Classic design Additional higher level (AHL) • User-centred design (UCD) • Sustainability • Innovation and markets • Commercial production Practical work

https://www.ibo.org/programmes/diploma-programme/ curriculum/sciences/chemistry/

• Design project • Group 4 project

Design Technology Overview Design technology aims to develop internationally minded people whose enhanced understanding of design and the technological world can facilitate our shared guardianship of the planet and create a better world. It focuses on analysis, design development, synthesis and evaluation. The creative tension between theory and practice is what characterises design technology within the Diploma Programme sciences group. Inquiry and problem-solving are at the heart of the subject. Design technology requires the use of the design cycle as a tool, which provides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, and the testing and evaluation of the solution. In design technology, a solution can be defined as a model, prototype, product or system that students have developed independently. While designing may take various forms, it will involve the selective application of knowledge within an ethical framework. Students are to develop not only practical skills but also strategies for creative and critical thinking.

• Teacher-directed activities

Assessment Assessment Outline (SL) External Assessment • Paper 1 Multiple Choice (30%) • Paper 2 Data based questions, short answer questions and extended questions (30%) Internal Assessment • Design project (40%) Assessment Outline (HL) External Assessment • Paper 1 Multiple Choice (20%) • Paper 2 Data based questions, short answer questions and extended questions (20%) • Paper 3: Structured questions on the HL extension material (20%) Internal Assessment • Design project (40%)

University Considerations

Topics:

Useful for Design programmes e.g. graphic design, fashion styling, art and design, also helpful for engineering, construction and building services and architecture.

Core • Measurements and uncertainties • Mechanics • Thermal physics

https://www.ibo.org/programmes/diploma-programme/ curriculum/sciences/design-technology/

• Waves • Electricity and magnetism • Circular motion and gravitation • Atomic, nuclear and particle physics • Energy production Additional higher level • Wave phenomena • Fields • Electromagnetic induction • Quantum and nuclear physics • Optional Themes (Choice of one out of four)

Physics

• Relativity • Engineering physics

Overview

• Imaging

Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself, from the very smallest particles to the vast distances between galaxies. Despite the exciting and extraordinary development of ideas throughout the history of physics, observations remain essential to the very core of the subject. Models are developed to try to understand observations, and these themselves can become theories that attempt to explain the observations. Besides helping us better understand the natural world, physics gives us the ability to alter our environments. This raises the issue of the impact of physics on society, the moral and ethical dilemmas, and the social, economic and environmental implications of the work of physicists.

• Astrophysics

By studying physics students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterises the subject. Teachers provide students with opportunities to develop manipulative skills, design investigations, collect data, analyse results and evaluate and communicate their findings.

Practical scheme of work • Prescribed and other practical activities • Individual Investigation • Group 4 project

Assessment outline External Assessment (80%) • Paper 1: Multiple choice (20%) • Paper 2: Short answer and extended response (36%) • Paper 3: Data & practical based questions (24%) Internal Assessment (20%) • Investigation and write-up (20%)

The important thing is to not stop questioning. Curiosity has its own reason for existing. - Albert Einstein

Interdisciplinary Subject Environmental Systems and Societies Overview

Note on maths requirements For the Higher level physics course - Students require maths at Extended level in year 10 at a 6 and above overall. For Standard level physics - Students would need to have completed MYP extended maths at a 4 or above.

Prior Knowledge Past experience shows that students will be able to study a group 4 science subject at SL successfully with no background in, or previous knowledge of, science. Their approach to learning, characterised by the IB learner profile attributes, will be significant here. However, for most students considering the study of a group 4 subject at HL, some previous exposure to formal science education would be necessary. Specific topic details are not specified but students who have undertaken the IB Middle Years Programme (MYP) or studied an equivalent national science qualification or a school-based science course would be well prepared for an HL subject.

University Considerations

This course is firmly grounded in both the scientific exploration of environmental systems in structure and function and in the exploration of cultural, economic, ethical, political and social interactions of societies. Students will become able to recognise and evaluate the impact of our complex system of societies on the natural world and to recognise the environmental issues of the 21st century in order to suggest suitable management solutions. Students should be encouraged to develop solutions from a personal to a community and to a global scale. Through the exploration of cause and effect, the course investigates how values interact with choices and actions, resulting in a range of environmental impacts. Students develop an understanding that the connections between environmental systems and societies are diverse, varied and dynamic. The complexity of these interactions challenges those working towards understanding the actions required for effective guardianship of the planet and the sustainable and equitable use of shared resources. As an interdisciplinary subject, environmental systems and societies is designed to combine the techniques and knowledge associated with group 4 (the experimental sciences e.g. biology) with those associated with group 3 (individuals and societies e.g. geography). By choosing to study an interdisciplinary course such as this as part of their diploma, students are able to satisfy the requirements for both groups 3 and 4 of the hexagon, thus allowing them to choose another subject from any hexagon group (including another group 3 or 4 subject).

https://www.ibo.org/programmes/diploma-programme/ curriculum/sciences/physics/ Physics gives you the opportunity to explore the phenomena of the universe and to look at theories that explain what is observed. This subject combines practical skills with theoretical ideas to develop descriptions of the physical universe. Physics doesn't restrict your options, it expands them. As well as being needed for many careers in science and engineering, the skills and knowledge that you can develop by studying physics keeps the door open to doing just about everything else.  28

Aims and Topics The central concepts of the ESS course include sustainability, equilibrium, strategy, biodiversity and EVSs. Many of the issues encountered in the course and beyond, such as resource management, pollution, globalisation and energy security, are linked to these concepts and so it is important that these issues are emphasised in each context. Environmental systems do not function in isolation, but show deep complexity and interaction with other systems to which they connect in a physical and temporal sense. Topic 1: Foundations • Systems and Models • Environmental Value Systems • The Environmental Movement Topic 2: Ecosystems and ecology • Feeding relationships • Energy and productivity • Measuring ecosystems Topic 3: Biodiversity and conservation • Measuring diversity • Threats to diversity • Conservation methods Topic 4: Human systems and resource use • Population dynamics • Resource allocation

Topic 7: Atmospheric systems and societies • Atmospheric circulation • Atmospheric pollution • Acid precipitation Topic 8: Climate Change and energy production • Greenhouse effect • Anthropogenic climate change • Mitigating climate change

Assessment External assessment (75%) • Paper 1: Case Study question responses (25%) • Paper 2: Short answer and structured essays (50%) Internal assessment • Individual investigation and write-up (25%)

University Considerations Taken as a humanities subject (Group 3) it combines well with another lab science for Environmental programmes at university. Taken as both Groups 3 & 4 opens up another selection for specialisation or to study an interest such as Art or Music

https://www.ibo.org/programmes/diploma-programme/ curriculum/sciences/physics/

• Waste Topic 5: Water and aquatic food production systems • Aquatic food systems • Marine ecosystems • Water pollution Topic 6: Soil systems and terrestrial food production • Terrestrial Food systems • Unequal distribution of food • Soil degradation and conservation

Note: The environmental systems and societies course is only offered at SL. There is no HL option available.

Group 5: Mathematics

Mathematics: Analysis and Approaches (HL&SL) Overview

Group 5: Mathematics Overview The nature of mathematics can be summarised in a number of ways: for example, it can be seen as a welldefined body of knowledge, as an abstract system of ideas, or as a useful tool. For many people it is probably a combination of these, and there is no doubt that mathematical knowledge provides an important key to understanding the world in which we live. Mathematics can enter our lives in many ways: we buy produce in the market, predict times, estimate shapes and sizes; and it can also extend into our chosen profession: artists need to learn about perspective; economists need to recognise financial trends; and engineers need to take account of structural angles and stress patterns. There are two mathematics strands available to DP students: Mathematics: Analysis and Approaches, and Mathematics: Applications and Interpretation. These two strands might approach mathematics from different perspectives, but they are connected by the same mathematical knowledge, ways of thinking and approaches to problems. Each course is available at SL and HL at VSA.

Aims • Develop an appreciation, curiosity and enjoyment of the elegance, power and usefulness of mathematics • Develop logical, critical and creative thinking that is required in problem solving • Develop an understanding of the concepts, principles and nature of the subject

The Mathematics: Analysis and Approaches course is for students who enjoy developing their mathematical thinking to become fluent in the rigour and logic of mathematical arguments. Students who take Mathematics: Analysis and Approaches will be those who enjoy mathematical problem solving and generalisation, and who are competent in a range of analytical and technical skills. They should be comfortable in the manipulation of algebraic expressions and enjoy the recognition of patterns and understand the mathematical generalisation of these patterns. Students who wish to take Mathematics: Analysis and Approaches at higher level will have strong algebraic skills and the ability to understand simple proof. They will be students who enjoy spending time with problems and get pleasure and satisfaction from solving challenging problems. The internally assessed component, the exploration, offers students the opportunity for developing independence in their mathematical learning and showcasing their understanding. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas.

Aims and Topics All topics are compulsory and students must study all subtopics in each of the topics outlined below. Students are also required to be familiar with the topics listed as prior learning. More focus will be on Number and Algebra, Geometry and Trigonometry, and Calculus. Topic 1: Number and Algebra Generalising numerical concepts to solve mathematical problems.

• Employ and refine their powers of abstraction and generalisation

Topic 2: Functions

• Develop patience and persistence in problem solving

Using graphs, equations and expressions to represent relationships between variables.

• Appreciate the multicultural, international and historical perspectives that mathematics embodies

Topic 3: Geometry and Trigonometry

• Transfer skills to alternative situations and to future technological developments

Quantifying movements, measurements and transformations in spaces and planes in 2D and 3D.

• Communicate clearly and confidently in a variety of contexts 30

Topic 4: Statistics and Probability

External assessment: HL

Collection, analysis and interpretation of data, alongside theory. Understanding representations to make informed decisions, predictions and valid comparisons.

Paper 1: Non-calculator. (30%)

Topic 5: Calculus

Paper 2: Graphic display calculator required. (30%)

Understanding the rates of change between two variables and interpreting the behaviour and features of functions.

A mixture of short and extended response questions based on the syllabus.

The toolkit and the mathematical exploration The internal assessment is an individual exploration. This is a piece of written work that involves investigating an area of mathematics. To prepare for this, investigative, problem-solving and modelling skills will constitute the toolkit of skills that students will develop in the course.

A mixture of short and extended response questions based on the syllabus.

Paper 3: Graphic display calculator required. (20%) Two extended-response problem-solving questions.

Internal assessment: HL Mathematical Exploration. (20%) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. https://www.ibo.org/contentassets/ 5895a05412144fe890312bad52b17044/subject-briefdp-math-analysis-and-approaches-en.pdf

Mathematics: Applications and Interpretation HL and SL Overview

Assessment Outline External assessment: SL

Paper 1: Non-calculator (40%) A mixture of short and extended-response questions based on the syllabus. Paper 2: Graphic display calculator required. (40%) A mixture of short and extended-response questions based on the syllabus. Internal assessment: SL Mathematical Exploration: (20%)

The Mathematics: Applications and Interpretation course is for students who are interested in developing their mathematical skills to describe our world and solve practical problems. It focuses on using the power of technology alongside exploring mathematical models in a variety of contexts and applications. Students who take Mathematics: Applications and Interpretation will be those who enjoy using mathematics in real-world situations and problems. Students who wish to take Mathematics: Applications and Interpretation at higher level will have strong algebraic skills and experience of mathematical modelling of real-world problems. They will be students who get pleasure and satisfaction when exploring challenging applications and who are comfortable to undertake this exploration using technology.

“Talent is important, but how one develops and nurtures it is even more so." Terrence Tao

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. 31

The internally assessed component is similar to the previous mathematics course. Known as the exploration, it offers students the opportunity for developing independence in their mathematical learning and showcasing their understanding. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas.

Internal assessment: SL

Aims and Topics

Extended-response questions based on the syllabus.

All topics are compulsory and students must study all sub-topics in each of the topics outlined below. Students are also required to be familiar with the topics listed as prior learning. More focus will be on Functions, Statistics and Probability.

Paper 3: Graphic display calculator required. (20%)

Topic 1: Number and Algebra Generalising numerical concepts to solve mathematical problems in the real world. Topic 2: Functions Using graphs, equations and expressions to model and communicate relationships between variables. Topic 3: Geometry and Trigonometry Quantifying movements, measurements and transformations in spaces and planes in 2D and 3D. Topic 4: Statistics and Probability Collection, analysis and interpretation of data, alongside theory. Understanding representations to make informed decisions, predictions and to test hypotheses.. Topic 5: Calculus Understanding the rates of change between two variables and interpreting the behaviour and features of functions. Applying understanding to real-world situations.

Assessment External assessment: SL

Mathematical Exploration. (20%) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

External assessment: HL Paper 1: Graphic display calculator required. (30%) Short-response questions based on the syllabus. Paper 2: Graphic display calculator required. (30%)

Two extended-response problem-solving questions.

Internal assessment: HL Mathematical Exploration. (20%) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

University Considerations As these strands are new to the DP curriculum, it is advised that students contact university admission offices for specific course requirements regarding IB Mathematics. Students should also consider the type of Mathematics they enjoy studying, the area of mathematics in which their interests lie and also their other subject choices within the IB framework to help them select which mathematics strand is most appropriate for them. For university programmes that involve large mathematical content such as mathematics, engineering, physics and elite economics, Mathematics: Analysis and Approaches is recommended; whereas if students are considering degree courses in the applications and modelling of mathematics such as business management, financial mathematics, social sciences, some economics and design, Mathematics: Applications and Interpretation is advised. https://www.ibo.org/contentassets/ 5895a05412144fe890312bad52b17044/subject-briefdp-math-applications-and-interpretations-en.pdf

Paper 1: Graphic display calculator required. (40%) Short-response questions based on the syllabus. Paper 2: Graphic display calculator required. (40%) Extended-response questions based on the syllabus.

Group 6: The Arts

• make artwork that is influenced by personal and cultural contexts • become informed and critical observers and makers of visual culture and media • develop skills, techniques and processes in order to communicate concepts and ideas.

Topics Visual arts in context Examine and compare the work of artists from different cultural contexts Visual arts methods

Visual Arts

Look at different techniques for making art. Communicating visual arts

Overview The IB Diploma Programme visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thoughtprovoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to further study of visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts.

Aims The aims of the arts subjects are to enable students to: • Enjoy lifelong engagement with the arts • B e c o m e i n f o r m e d , re fl e c t i v e a n d c r i t i c a l practitioners in the arts • Understand the dynamic and changing nature of the arts • explore and value the diversity of the arts across time, place and cultures • express ideas with confidence and competence • develop perceptual and analytical skills. In addition, the aims of the visual arts course at SL and HL are to enable students to:

Explore ways of communicating through visual and written means.

Assessment outline External Assessment (HL/SL) Comparative study (20%) • 10–15 screens which examine and compare at least 3 artworks, at least 2 of which need to be by different artists • 3–5 screens which analyse the extent to which the student’s work and practices have been influenced by the art and artists examined • A list of sources used Process Portfolio (40%) • 13–25 screens which evidence sustained experimentation, exploration, manipulation and refinement of a variety of art-making activities Note: Throughout the course students are required to maintain a visual arts journal. Although sections of the journal will be selected, adapted and presented for assessment, the journal itself is not directly assessed or moderated. It is, however, regarded as a fundamental activity of the course.

Internal Assessment

Aims

Exhibition (40%)

The assessments aim to test all students’ knowledge and understanding of key concepts through various activities that demonstrate:

• A curatorial rationale that does not exceed 700 words • 8–11 artworks • Exhibition text (stating the title, medium, size and intention) for each artwork

• knowledge, understanding and perception of music in relation to time, place and cultures • appropriate musical terminology to describe and reflect their critical understanding of music • comparative analysis of music in relation to time, place and cultures. • creative skills through exploration, control and development of musical elements • performance skills through solo or group music making • critical-thinking skills through reflective thought.

https://www.ibo.org/programmes/diploma-programme/ curriculum/the-arts/visual-arts/

Music Overview Music course seeks to develop students’ knowledge and potential as musicians, both personally and collaboratively. IB Diploma Programme music students are required to study musical perception and actively listen to a wide range of music from different parts of the world, musical cultures and time periods. They also develop aural perception and understanding of music by learning about musical elements, including form and structure, notations, musical terminology and context. Through the course of study, students become aware of how musicians work and communicate. In addition, the course enables students to:

Students’ success in the music standard level course is measured by combining their grades on external and internal assessment.

Components A. Musical perception (SL & HL) B. Creating C. Solo performing D. Group performing (SL only)  Note on HL / SL • All music students are required to take A. Musical perception component. • SL students are only required to take one of B, C or D. • HL students are required to take B & C:

• enjoy lifelong engagement with the arts • b e c o m e i n f o r m e d , re fl e c t i v e a n d c r i t i c a l practitioners in the arts understand the dynamic and changing nature of the arts • explore and value the diversity of the arts across time, place and cultures • express ideas with confidence and competence • develop perceptual and analytical skills • develop their knowledge and potential as musicians, both personally and collaboratively. 34

Assessment Outline

Theatre

External Assessment (HL & SL) Listening Paper: • SL - Four musical perception questions (30%) • HL - Five musical perception questions (30%) Musical Links Investigation: (20%) Investigation and write up of 2000 words on the significant links between two or more pieces from distinct musical cultures. Internal Assessment (SL) Creating or performing: (50%) SL Students choose ONE of the three options (50%) • Creating: Two pieces of coursework with recordings and written work • Solo performing: A recording selected from pieces presented during one or more public performances • Group performing: A recording selected from pieces presented during two or more public performances HL Students are assessed on BOTH • Creating: (25%) three pieces of coursework with recordings and written work • Solo performing: (25%) A recording selected from pieces presented during one or more public performances https://www.ibo.org/programmes/diploma-programme/ curriculum/the-arts/music/

Overview Theatre is a practical subject that encourages discovery through experimentation, risk-taking and the presentation of ideas. The IB DP theatre course is multifaceted and gives students the opportunity to actively engage in theatre as creators, designers, directors and performers. It emphasises working both individually and collaboratively as part of an ensemble. The teacher’s role is to create opportunities that allow students to explore, learn, discover and collaborate to become autonomous, informed and skilled theatre-makers. Students learn to apply research and theory to inform and to contextualise their work. Through researching, creating, preparing, presenting and critically reflecting on theatre, they gain a richer understanding of themselves, their community and the world. Students experience the course from contrasting artistic and cultural perspectives. They learn about theatre from around the world, the importance of making theatre with integrity, and the impact that theatre can have on the world. It enables them to discover and engage with different forms of theatre across time, place and culture, promoting international-mindedness and an appreciation of the diversity of theatre.

Aims • The aims of all DP arts subjects are to enable students to: • enjoy lifelong engagement with the arts • become informed, reflective and critical practitioners in the arts • understand the dynamic and changing nature of the arts • explore and value the diversity of the arts across time, place and cultures • express ideas with confidence and competence • develop perceptual and analytical skills • explore theatre in a variety of contexts and understand how these contexts inform practice (theatre in context) • understand and engage in the processes of transforming ideas into action (theatre processes) • develop and apply theatre production, presentation and performance skills, working both independently and collaboratively (presenting theatre) 35

In addition, the aims of the HL theatre course are to enable students to: • understand and appreciate the relationship between theory and practice (theatre in context, theatre processes, presenting theatre).

External Assessment Director’s notebook (SL - 35% / HL - 20%) Develop ideas regarding how a play text could be staged for an audience. Research presentation (SL - 30% / HL - 20%)

Topics Theatre in context • Research and examine the various contexts of: • at least one theatre theorist • at least one published play text • at least one world theatre tradition. • Reflect on personal approaches, interests and skills in theatre. Theatre processes • Explore at least one theorist and collaboratively engage in creating theatre based on their theory. • Take part in the practical exploration of at least two contrasting published play texts and engage with the process of transforming a play text into action.

Deliver an individual presentation (15 minutes maximum) that outlines and physically demonstrates research into a convention of a theatre tradition. Solo theatre piece (HL - 35%) HL ONLY Create and present a solo theatre piece (4–8 minutes) based on an aspect(s) of theatre theory. Internal Assessment Collaborative project (SL - 35% / HL - 25%) Collaboratively create and present an original piece of theatre (lasting 13–15 minutes) for and to a specified target audience.  https://www.ibo.org/programmes/diploma-programme/ curriculum/the-arts/theatre/

• Practically examine the performance conventions of at least one world theatre tradition and apply this to the staging of a moment of theatre. • Respond to at least one starting point and engage with the process of transforming it collaboratively into an original piece of theatre. Presenting theatre • Create, present and evaluate at least one theatre piece based on an aspect of a theatre theorist’s work. • Direct and present at least one scene or section from one published play text. • Present a moment of theatre which demonstrates the performance convention(s) of at least one world theatre tradition. • Participate in at least one production of a collaboratively created piece of original theatre, created from a starting point, which is presented to others.Assessment Outline

University Counselling Services VSA has its own University Counselling Office which is located in the Secondary School Library on the 7th floor. The UCO is responsible for advising and assisting VSA students in their university applications. It advises on IB course selections to ensure that students have the proper entrance requirements for university. It assists students in university and program selection, advises on writing personal statements and entrance essays, reviews actual applications before they are submitted, writes recommendations on students, conducts mock interviews and advises on standardised testing (SATâ&#x20AC;&#x2122;s) and university scholarships. It maintains a library of university publications and schedules visits to VSA by university representatives throughout the school year.

*IMPORTANT* Please note, it is VSA policy not to disclose predicted grades to either students or parents. These are strictly confidential and will be disclosed to universities admissions offices only.

The University counsellors also: Meet individually with each student (and often with parents) to map out specific university plans any time. Make group presentations to students on careers and university systems. Administer SAT tests at the school.

Course Selection The University Counselling Office believes that the first consideration in selecting IB courses should be the studentâ&#x20AC;&#x2122;s interests and abilities. Selecting courses for which one is not prepared or hold little interest can at best lead to a stressful IB experience and at worst failure to obtain the diploma. However if the student knows what he or she intends to study at university there are certain combinations of courses that are recommended. In most cases these combinations are not mandatory but are preferred selections offering what universities expect to see. There are, however, several courses that are required for specific university programs, especially in Medicine, Engineering and some Finance Programs based on Mathematics. Please see the list of recommended combinations (appendix) followed by preferred IB subjects required by the Chinese University of Hong Kong and Hong Kong University of Science & Technology. The UCO is willing to discuss course selections with students and parents if requested.

Closing remarks The IB Diploma Programme promises to be an exhilarating, exciting and an emotional two-year period in your life! I promise that it will bring a degree of some change and growth in all of you - whether visible during or at the end of the programme or years later. Hopefully, it will not only provide you with a high-quality academic foundation for tertiary education, but will also be the basis for a life of inquiry and learning, a new understanding and respect for the world and the people who inhabit it as well as providing you with the intellectual, social and emotional tools necessary to face fixture challenges. However, it can also be a stressful time in your life: assessments, coursework deadlines, extended essays, CAS, exams, commitments, etc. Please make use of the available resources needed to cope with these pressures. Most importantly, find someone to talk to, to share your frustrations and anxieties with. I am available to speak to you any time you may be having difficulties and will gladly offer and support or guidance you may need. You should also make use of our guidance counsellors, Heads of Year, university counsellors, Deputy Principals and any of the subject teachers you feel comfortable talking to. We are there to help in any way we can. Sincerely, Doug Kane Diploma Coordinator

University Options The IBO will send your results directly to those universities you have given to the UCO except for the UK where the IBO will send your results to UCAS who will then send them on to your Firm and Insurance choices.

Institutions in the UK For the UK, if you meet the offer from your Firm choice, that university will be expecting you to attend there. If you miss your First choice but meet your Insurance choice conditions, your Insurance choice will be expecting you to attend there. Should you miss both choices you should immediately see the UCO who will help you apply to more UK universities. There is no need to talk to an agent at this point as the UCO will know other universities that may accept you. Applications by email should be submitted to these universities ASAP. In the event that you are unable to find another university, the UCO will take you to clearing in August. If you have missed your offer by only 1 or 2 points the UCO will either appeal for you or assist you in making an appeal which must be submitted ASAP. In the event that your results are significantly higher than your offers and you want to attempt to enter another university in the UK you should see the UCO ASAP.

Institutions in Hong Kong For Hong Kong, the UCO will be sending your results to all HK universities where you are holding an offer OR have yet to receive a reply. We will fax your final marks to these universities the day before you are able to see your results. If you have been rejected by a HK university BUT your results are significantly higher than predicted, we will fax the results to the university along with an appeal letter. You must keep your email and telephone numbers the same so HK universities will be able to make contact with you.

Institutions in Canada and the US For the US and Canada the IBO will send results directly to the universities where you have asked us to send them. UNLESS there is a major disaster universities here will accept you as long as you pass the diploma AND you have not been given specific conditions by the university. The UCO will be sending final transcripts to any US or Canadian university that you know you will be attending. In the event that you have been given specific conditions and you do not meet them please see the UCO ASAP. You do have the option of asking for a remark of a paper or papers if you so desire. Please check with the IB Diploma coordinator who can tell if you are close to a grade boundary. Remarks are not recommended if you are close to the bottom boundary as remarks can result in a lower grade and you could lose points.

I didn’t get the exam results I needed.

Post Results Services Examinations are written and marked by trained professionals who have many years experience as a teacher and trainer in the field of the subject. In some cases you may not be happy about the exam results but don’t first assume that you’ve been assessed unfairly. However, examination systems are not perfect and you may find yourself with a mark you disagree with. What should you do next. You have two options available to you. You may retakes or remarks. Remarks cost money unless your grade is remarked higher in which case the remark is free. Should you desire a remark please see the IB Diploma coordinator as soon as possible. You also have the option of re-sitting an exam in November but this will not help with university entrance in September. When you reach your final decision where you will go, you must tell any other university from whom you have accepted an offer that you will not be attending that institution, and Inform the UCO of your final destination.

Retakes VSA does not offer Diploma retakes except in exceptional circumstances. Such circumstances might include sustained illness or circumstances beyond the candidate’s control that prevented them completing their diploma in the main May session. Final approval is at the discretion of the Secondary School Principal. 38

In the event that a retake is authorised, the candidate will be required to bear the cost of registration, administration and invigilation of the examinations. These costs are available upon request and are non-refundable. Candidates who wish to retake for other reasons, for example, to improve their point score, can approach other IBO centres who may be willing to accept them as external candidates for retakes. Enquiry Upon Results 1, 2, & 3 Also known as ‘Remarks of Examinations’ The enquiry upon results service provided by the IB (known informally as a ‘remark’ of an examination) allows candidates the option of having all of their externally assessed work remarked by senior examiners. There are three categories of remarks A coordinator may request a: Category 1: the re-mark of externally assessed material per subject for an individual candidate Category 2: the return of externally assessed material by component or by subject for all candidates Category 3: re-moderation: the re-moderation internal assessments by subject/level. Note: Since the re- moderation of IA’s affects all the candidates in a particular subject, a category 3 remoderation will only be undertaken if the raw mark differs from the moderated mark by more than 20%. Remarking is not available for multiple choice components (MCQ) A candidate’s grade may be lowered or raised as a consequence of a category 1 enquiry upon results, but no grade will be lowered as a consequence of a category 2 or category 3 enquiry. Considerations IMPORTANT: Remarks are per subject not per paper/ component. This means that if you request a remark, all papers in that subject will be remarked – this also includes WL in the case of A1 Languages and WT in the case group 2 as well as TOK and EE if requested. IA's are not considered part of a Category 1 remark. Remarks cost approx. USD 110 per subject. Should you request a remark, you will need to bring in the EURCAT form and a payment cheque before the request is

submitted. If the remark is successful and the grade is changed, your cheque will be returned to you. Remarks can result in a downgrade, or remain unchanged. In both cases you will be required to pay the USD 115.00 fee. If however your mark is upgraded, you will be refunded the USD 115.00. In considering a remark, it is important to note the following: if you are on the lower end of a grade boundary it is more likely that you will be downgraded than if you were on the upper end of a grade boundary. If, for example, you received 10 marks in a particular paper with a grade boundary of 10-16 corresponding to a level 4/7, it would be extremely unwise to consider a remark, which may be downgraded to a 9 resulting in a grade of 3/7. In this case, a remark request would be a poor decision, especially if you had done well in other papers in this subject. Remember, all papers per subject are remarked not just one. After the DP coordinator receives your remark request, he/ she will determine the grade boundaries for the component/ subject requested based on the component report which can be accessed on IBIS after the 5th of July. I will then offer my advice via email if a remark is a suitable option or not. Remarks take time. The IB does not specify how long remarks take as this is often determined on a case-by-case basis and/ or the availability of examiners who very often are on vacation. Please be patient, I will contact you as soon as I hear from the IB. After I request a remark on your behalf, you must wait until the IB contacts me regarding the status of your remark. When I hear from the IB, I will contact you immediately. Please be patient and try not to add to the email congestion that often results from the unavoidable anxiety surrounding the entire process. Please think carefully about the concerns outlined above. Once you are sure which subjects you wish to have remarked, send me a brief, but clear, email detailing your request and I will reply with a confirmation of your remark registration. I will then contact you as soon as I hear back from the IB, which, based on my experience takes roughly 3-4 weeks. As always, please don’t hesitate to get in touch if you have any concerns. I can be contacted by email at dkane@vsa.edu.hk or by phone at 3402 1200 (ext. 8231)

Submitting E-coursework Overview Apart from the e-submission of internal assessments (IAâ&#x20AC;&#x2122;s), which is handled by coordinators, students will only submit two major assessments on-line by themselves â&#x20AC;&#x201C; the TOK essay and the Extended Essay To successfully submit their TOK or Extended essays students will need both their PIN and personal code.

Guidelines

the TOK and EE coordinators will have access to all uploaded essays. The role of the teacher is to then view/ read each essay before digitally signing each essay to the effect that, to the best of their knowledge, it is the authentic work of the candidate. Step 5. After the TOK teacher or EE supervisor has authenticated and submitted each essay they become available to the coordinator for submission to the IB. coordinators will not see on IBIS any examiner allocations for theory of knowledge. Once received electronically the IB will direct essays to the appropriate examiners.

Step 1. login to: https://candidates@ibo.org (Before beginning, make sure your essay has a cover page with your chosen essay question, your name and candidate number) If the above link doesn't work try this one: https://candidates.ibo.org/index.cfm? event=authnHandler.showLoginForm

Step 2. Candidates must upload their essay via the website https://candidates.ibo.org They log in using their six character alphanumeric personal code and a personal identification number (PIN) issued by the coordinator. This is the same PIN candidates will use to access their results in July. The date from which essays can be uploaded will be published in a news item on IBIS. Step 3. After agreeing to the terms and conditions for using the website a candidate then enters the prescribed title and number of words in their essay, digitally signs the candidate declaration and then uploads their essay. Step 4. Once candidates have submitted their essays 40