Dp handbook 2014 16 with front cover by Cam Woods

Guide to the Diploma Programme 2014-‐16 Zhuhai International School

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The Gold Standard in International Education “The IB Diploma Program (IBDP) is a rigorous pre-‐university course of study, leading to examinations, that meet the needs of highly motivated secondary school students between the ages 16 and 19 years." (IB – The Diploma Program, Geneva, IB, 1997, p.2) The IBDP is a balanced program designed to prepare students thoroughly for success in life beyond school. The IBDP is considered the ‘gold standard’ in high school leaving qualifications internationally, and the IBDP’s reputation for rigorous assessment gives IB Diploma holders access to the world’s leading universities and solid preparation for high achievement. Features which students expressly value include: • • • •

Its academic rigour Its breadth and balance Its emphasis on learning to think for oneself The development of the skills of individual research.

Not just for the academically gifted It is, however, not just for the academically gifted. Most schools allow any student with average reading skills to study the Diploma. A student with average ability who works consistently across the two years can complete the DP very successfully. Any student with a reasonable chance of success at university study should be able to cope with the demands of the Diploma. The IBDP is best suited for motivated and responsible students with a combination of the following characteristics: • • • • • •

A capacity and a desire for thinking critically and creatively An enjoyment of reading An ambition to attend, and thrive in, a university course A desire to develop positive and productive personal study habits, including self-‐discipline, self motivation, and time management Some fluency in a second language, or willingness to become fluent An ‘international’ outlook and a genuine concern for others (WAB High School Course Guide 2011-‐12)

The IBDP at a glance: • • • •

It is a 2-‐year program All students study 6 subjects, as well as 3 ‘core’ subjects Three subjects are taken at ‘Higher Level’ (HL) and 3 at Standard Level (SL) Assessments are set by the IBDP. Project work is marked by our teachers and moderated by the IBDP examiners. All exams are graded by IBDP examiners.

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The major aims of the IBDP are to: • • • •

Ensure knowledge of traditional academic disciplines and the individual’s own heritage, while fostering inquisitiveness and openness to new ideas Educate young people to act intelligently and responsibly in a complex society Equip students with a genuine understanding of themselves and others, raising their capacity of tolerance and engendering respect for different points of view Prepare young people for success in post-‐schooling education and vocations

Objectives of the International Baccalaureate Zhuhai International School is already well acquainted with the IBO’s Middle Years Programme (MYP) and Primary Years Programme (PYP). The Diploma Programme (DP), covering the last two years of schooling, was the first course developed by the organisation. It is the most widely known of the three programmes and for this reason many people refer to ‘the IB’ when they mean the IB Diploma Programme. The International Baccalaureate Organisation (IBO) was founded in the 1960s, with the aim that students should share an academic experience that would emphasise critical thinking, intercultural understanding and exposure to a variety of points of view. ZIS is familiar with its principles through the MYP and PYP: • •

Educating the whole person, developing general attitudes and values as well as rigorous scholarship; and Emphasising critical thinking and learning how to learn, as well as the learning of the disciplines themselves.

While the DP course had a very practical beginning in servicing the international community, it has evolved to combine the achievement of rigorous standards, concerns for critical thinking and the development of social and moral values. The DP's grading system is criterion-‐referenced, which means that each student’s performance is measured against well-‐defined levels of achievement. These are consistent from one examination session to the next and are applied equally to all schools. Unlike other systems, such as the American-‐ based AP, with criteria-‐based assessment in the DP, students are not compared to others, only to how they perform against the criteria.

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The DP Curriculum In line with the goal of educating the whole person, the DP curriculum requires that students study a range of disciplines, rather than specialising in only one or two. It does, however, allow a degree of specialisation. The DP combines a balance between breadth and depth through selective specialisation, and is explicitly coherent within itself. All students do 3 core subjects together over the 2 years of the course, as well as separate discipline studies.

The course at a glance As the course is scheduled over the full 2 years of years 11 and 12, Year 11 is commonly referred to as year 1 and Year 12 as Year 2. Students are required to do: • • • •

6 subjects (3 at higher level and 3 at standard level) plus Theory of Knowledge (ToK) Extended Essay, (begin in Year 1, submit in Year 2) Complete specified hours of Creativity, Action and Service.

Curriculum model The DP Curriculum model consists of a hexagon with six academic discipline areas (Groups) surrounding a core. Subjects are studied concurrently and students are required to study a range of subjects representing all the major disciplines.

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Diploma candidates must: • •

Choose one subject from Groups 1 – 5 Choose a 6th subject from Group 2, 3, 4 or 6

Three of the 6 subjects are taken at higher level (HL) and 3 subjects are taken at standard level (SL). • •

SL courses comprise at least 150 contact hours over the two years. HL courses comprise at least 240 contact hours over the two years.

*HL subjects range broader and more deeply in their exploration of knowledge, concepts, skills and understanding

Our DP Admissions policy All students, whether new or current, entering the IBDP at ZIS must gain approval from the IBDP Admissions Panel. This panel consists of the DP Coordinator and MYP Coordinator, and they may take direction from the Head of School. For current ZIS students, the Panel will review: • •

Personal Project performance and grades Year 11 Semester 1 and 2 MYP subject grades and teachers’ comments

For new students new to ZIS, the Panel will review: • • • • •

School reports Samples of school work TESOL grades, or equivalent School-‐based language and academic evaluations as deemed necessary Attendance and performance at interview

Some students may enter through our Scholarship program. This program is overseen by the Admissions Panel, and scholarship students need to continue to meet ongoing attendance, attitude and achievement requirements for the duration of their scholarship.

What if you aren’t ready yet? Students may not be ready academically or linguistically. These students will counselled on a case-‐by-‐ case basis. Pathways at ZIS for them could include: • •

Repeating Year 11 Entering the Diploma as a certificate candidate (per subject)

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Groups (academic disciplines) at a glance Group 1: Studies in Language & Literature

A first modern language: Language A1. This is usually the student’s native language. For ZIS students this is typically English or Mandarin.

Group 2: Language Acquisition A second modern language. Students who have previously studied a second language for a number of years will study that language as their Group 2 language. ZIS typically offer Mandarin and English, and other languages will be considered case-‐by-‐case. Another option is ab intio Language – a beginner’s language course at SL only.

Group 3: Individuals and Societies ZIS currently offers Business & Management and Environmental Systems and Societies (for Group 3 & 4) in Group 3, and will support students to do Economics through Pamoja online learning. *Students can choose 1 or 2 subjects from this Group.

Group 4: Experimental Sciences ZIS will offer 1 or more of the following subjects available in this group: • • • •

Biology Physics Environmental Systems and Societies (for Group 3 & 4) Chemistry

*Students can choose 1 or 2 subjects from this Group. A common curriculum model applies to all subjects in Group 4. This model offers a parallel structure at both higher and standard levels whereby all candidates study a core of material which is supplemented by various options.

Group 5: Mathematics and Computer Science ZIS will offer Mathematics Standard Level, Mathematical Studies and Mathematics Higher Level. Mathematics Standard Level is designed to provide a background of mathematical thought and a reasonable level of technical ability. It is a demanding course containing a variety of mathematical topics. Students require a sound background in Algebra.

Group 6: The Arts/Options In this Group, emphasis is placed on practical production by the student and exploration of a range of creative work in a global context. ZIS offers Visual Art in this Group. *Options: Instead of a Group 6 subject, a candidate may select an additional subject from Groups 2 to 4

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Core subjects:

Theory of Knowledge (TOK) Theory of Knowledge (TOK) is an interdisciplinary requirement intended to stimulate critical reflection on knowledge and experience gained inside and outside the classroom. It is mandatory for every Diploma Programme student; it adds coherence to the programme. TOK should involve at least 100 hours of class time during the programme’s two years. Students are helped to consider how they know what they know (different ways of “knowing”) and to develop habits of reflection which they bring to each subject, resulting in a deeper intellectual experience. As befits an international programme, the TOK course explores various cultural traditions and encourages students to think about the strengths and limitations of different ways of knowing. TOK is not another name for philosophy, yet in a broad sense the aim of TOK is to encourage a philosophical cast of mind and to promote clarity of thought and good judgment.

Extended Essay The extended essay is an externally assessed, independent research assignment of 4,000 words in one of the six subject areas. This is one of the ways in which IB Diploma Programme students can specialize in a certain subject area and prepare for University studies.

Creativity, Action, Service (CAS) Creativity, action, service (CAS) requires a minimum of 150 hours of participation over the two years in creative, physical and service activities in the local community. The essence of CAS is not the number of hours completed however – it is the spirit in which they are done. The CAS requirement allows students to gain real-‐life experience beyond the classroom. Creativity is interpreted broadly to include a wide range of arts activities as well as the creativity students demonstrate in designing and implementing service projects. Action can include not only participation in individual and team sports but also taking part in expeditions and in local or international projects. Service encompasses a host of community and social service activities. Some examples include helping children with special needs, visiting hospitals and working with refugees or homeless people. Each school appoints a CAS supervisor who is responsible for providing a varied choice of activities for all Diploma Programme students. Programmes are monitored by IBO regional offices. Students are expected to be involved in CAS activities for the equivalent of at least three to four hours each week during the two years of the programme. A system of self-‐evaluation encourages students to reflect on the benefits of CAS participation to themselves and to others, and to evaluate the understanding and insights acquired.

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Possible subject combinations at ZIS Students will study the core plus six subjects, one from each Group or, as an alternative to a Group 6 subject, students may choose another subject from groups 2, 3, or 4. Students who choose environmental systems and societies SL automatically meet the requirements for both groups 3 and 4, allowing them to select a sixth subject from groups 2, 3, 4 or 6. Subjects are offered at both SL and Hl. However, Environmental systems and societies and Mathematical studies are only available at SL. Although the subjects below may be offered as choices it is highly unlikely that they will all run. This will happen when there is not enough demand for a subject, if a subject cannot be resourced, where a student is not qualified or doesn’t meet pre-‐requisites for a subject, and where a subject is not suitable for a student’s academic pathway. Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 English – Mandarin Business & Biology SL/HL Mathematical Visual Arts Language & BSL/HL Management Studies SL SL/HL Literature SL/HL Physics SL/HL SL/HL English BSL/HL Math SL Film*SL Environmental Chemistry Mandarin – Ab initio Systems & SL/HL Math HL Language & French* Societies (SL only) Literature Ab initio Environmental SL/HL Italian Economics*SL/HL Systems & Ab initio Philosophy*SL/HL Societies (SL Spanish* Pyschology*SL/HL only) * these subjects may be either offered using Pamoja online learning, or here at ZIS. Pamoja work with the IBO to offer DP courses. Taking a Pamoja course requires approval from the DP Coordinator. A student may only choose 1 Pamoja online course in their mix of subjects. Visit the Pamoja site for more information: http://www.pamojaeducation.com/IB-‐online-‐courses/ For information about subjects, further to that included in this booklet, visit the IBO’s Diploma Programme ‘subject outlines’ site: http://www.ibo.org/diploma/assessment/subjectoutlines/

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More information The IB website has detailed explanations on all parts of the Diploma Programme. It also has parent and student information sections. Visit www.ibo.org

IB Coordinator

IB DP Coordinator: Mr Cam Woods

Staff contacts

cameronw@zischina.com

Subject English A

Teacher Mrs Sherry Van Hesteren sherryv@zischina.com Mrs Cindy Li cindyl@zischina.com Mrs Daisy Wei daisyw@zischina.com Mrs Cindy Li cindyl@zischina.com Mr Cam Woods cameronw@zischina.com Mr Eric Regh ericr@zischina.com Mrs Vanessa Leah vanessal@zischina.com Ms Sue Castles suec@zischina.com Mrs Sherry Van Hesteren sherryv@zischina.com Mrs Sue Castles suec@zischina.com Mr Cam Woods cameronw@zischina.com

Mandarin A English B Mandarin B Business & Management Environmental Systems and Societies Mathematics Visual Art Theory of Knowledge Creativity Action Service Extended Essay

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Group 1 – Language and literature English and Mandarin are offered in Language A, and both will be available as Standard Level (SL) or Higher Level (HL). Other languages may be attempted as self-‐directed, however only after approval from the DP Coordinator. It is a two-‐year course. Its purpose is to immerse students in the study a wide range of fiction, non-‐fiction, and media texts, including works in translation, from a variety of cultures. Students develop the ability to engage in close, detailed analysis of texts, paying attention to their formal, stylistic, and aesthetic qualities and to make relevant connections. Text selection and instruction encourage an appreciation of the different perspectives of people from other cultures, and how these perspectives construct meaning. Language A: Language and Literature promotes in students the IB Learner Profile Traits of open-‐mindedness and reflection, and an enjoyment of, and lifelong interest in, language and literature. Standard and Higher level The curriculum is the same for both levels. There are 3 key differences between the two: 1. The number of instructional hours required (Standard Level: 150; Higher Level: 240) 2. The number of texts students are required to study at each level (more at Higher Level) 3. Number and difficulty of assessments. (Fewer and easier at Standard Level)

ZIS Recommendation An MYP score of 5 or more in Year 11 Language A. Fluency in English and successful completion of prior English courses is recommended, and may inform a student’s choice of Standard or Higher level. Things to consider when deciding between SL and HL • • •

Students who are native speakers or have advanced English language proficiency Students who enjoy reading Students who are able to write academic essays

Internal Assessment SL and HL Orals Individual Oral Commentary (15%) Students comment on an extract from a literary text studies in part 4 of the course. Extract accompanied by two guiding questions Further Oral Activity (15%) Students complete at least two further oral activities one based on Part 1 and one based on part 2 of the course

External Assessment Paper 1 SL (1.5 hours) HL (2 hours): Textual Analysis (25%) Textual Analysis based on two unseen texts, one text chosen for analysis [SL] Comparative Textual Analysis based on two pairs of unseen texts, students write a comparative analysis of one pair of texts [HL] Paper 2 SL (1.5 hours) HL (2 hours): Essay (25%) An essay based on works studied in Part 3 Written Assignment (20%) One assignment [SL] / Two assignments [HL] written during the course and externally assessed, 800-‐1000 words Year 2 In Part 3, Literature: Text and Contexts, students focus on how culture, audience, and context shape meaning in a text. The compulsory study of a text in translation in this part encourages students to reflect on their own cultural assumptions through an examination of work produced in other languages and cultures. In Part 4, Critical Study, students look closely at the construction of literary texts to develop an appreciation of their rich complexities.

Course Content – Year 1 In Part I, Language in Cultural Context, students are given the opportunity to explore how language develops in specific cultural contexts, how it impacts on the world, and how language shapes both individual and group identity. Part 2, Language and Mass Communication invites students to consider the way language is use in the media, particularly the mass media. Who should do this subject? A subject in Group 1 is compulsory for all students. The actual language chosen should be a student’s mother-‐tongue.

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Group 2 – Language acquisition Language B: English, Mandarin

English and Mandarin are offered in Language B, and both will be available as Standard Level (SL) or Higher Level (HL). Other languages may be possible as self-‐directed however only after approval from the DP Coordinator. The language B course gives students the opportunity to reach a high degree of competence in the language skills of listening, speaking, reading and writing. This level of proficiency will enable students to gain the necessary confidence to explore the culture(s) of their second language in relation to their own. an increasing emphasis is placed on cultural discovery and comparison as the course progresses to ensure students can make opinions and draw conclusions about the world of their second language in an informed way. students will therefore learn to value the link between language and culture, and language and knowledge through links beyond the language B classroom to ToK and other subject areas. The aim of the course is to prepare students to use the language appropriately in a range of situations and contexts and for a variety of purposes. It allows students to develop an awareness and appreciation of the culture(s) of the countries in which the target language is spoken The skills of listening, speaking, reading and writing are equally emphasized, and are taught and developed through the study of a range of authentic oral and written texts chosen by the teacher.

ZIS Recommendation An MYP score of 5 or more in Year 11 Language B. Students should have appropriate prior study (usually considered to be at least 3 years) in the language they choose. The language of instruction in this course will be in the chosen language.

Internal Assessment Interactive oral (10%) A range of speaking tasks will be completed over the two years. Individual oral (20%) A 10 minute oral examination conducted by the teacher.

External Assessment Paper 1 (1.5 hours) Receptive Skills [Text Handling] (25%) Paper 2 (1.5 hours) Written Production (25%) Written Assignment: Receptive and Written Productive Skills 300-‐400 word written exercise based on core (SL); 500-‐600 word creative writing based on one of the literary works (HL) (20%) Two of the following options: Cultural Diversity Customs and Traditions Health Leisure Science and Technology

Course Content Core: Communication and Media Global Issues Social Relationships

Who should do this subject? A subject in Group 2 is compulsory for all students. The question is then, which language is best suited tot he student. Please see ‚ZIS recommendation’.

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Ab initio English and Mandarin are offered in Language B, and both will be available as Standard Level (SL) or Higher Level (HL). Other languages may be possible as self-‐directed however only after approval from the DP Coordinator. The Ab Initio course gives students the opportunity to further their linguistic skills by taking up a second foreign language, or to learn a foreign language for the first time. Ab Initio aims to develop interactive, receptive and productive skills. Students should begin to understand the differences between their own culture and that of the language they are learning. The aim is to promote the idea that the language is more than a school subject and that, after two years, students will be able to carry on learning the language more independently if they wish to do so. The course focuses on everyday situations and aspects of the culture related to them. This ensures that appropriate emphasis is placed on communication to ensure students can communicate successfully in an environment where the language is spoken. Students will also learn to value the link between language and culture, and language and knowledge through links beyond the classroom to TOK and other subject areas.

ZIS Recommendation There are no prior learning requirements, however students cannot chose an Ab initio language that they have studied previously in Secondary school.

Internal Assessment (25%) External Assessment (75%) Individual oral Paper 1 (1.5 hours) Receptive Skills [text-‐handling] (30%) A 10 minute, three part Interactive skills oral examination Paper 2 (1 hour) Productive Skills [2 writing tasks] (25%) conducted by the teacher. Written Assignment (2 hours) Pieces of writing, 200-‐300 words in class (20%) Course Content Leisure and Work continued Individual and Society -‐ sports -‐ daily routine -‐ technology -‐ physical health -‐ transport -‐ education Urban and Rural Environment -‐ relationships -‐ environmental concerns -‐ shopping -‐ global issues -‐ food and drink -‐ town& services Leisure and work -‐ neighbourhood -‐ employment -‐ weather -‐ entertainment -‐ physical geography -‐ holidays -‐ media Who should do this subject? An ‚Ab initio’ subject is suitable for someone who does not meet the requirements to learn a Language B or who has a passion to begin a particular or new language.

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Group 3 – Individuals & Societies Business and Management

Business and management is a rigorous and dynamic discipline that examines business decision-‐making processes and how these decisions impact on, and are affected by, internal and external environments. The course is designed to develop an understanding of business theory, as well as an ability to apply business principles, practices and skills. The application of tools and techniques of analysis facilitates an appreciation of complex business activities. The courses are designed to give students an understanding of business principles, practices and skills. Emphasis is also placed on understanding technical innovation and day-‐to-‐day business functions of marketing, human resource management and finance. However, a fundamental feature of the course is the concept of synergy. In its technical sense, it is a concept that means an organization should seek an overall return greater than the sum of its parts. Applied to the Business and Management courses, it necessitates a style of teaching and learning based on integrating and linking the various modules to give students, by the end of the course, a holistic overview. Other characteristics of the Business and Management courses are that teaching and learning should include the application of tools and techniques of analysis to enhance the understanding of complex business activities. Students should also appreciate the ethical concerns and issues of social responsibility in the business environment. Finally, students should be able to make sense of the forces and circumstances that drive change in a globilised, interdependent and multicultural world. This should enable students to assimilate the principles of business and management, and to become critical and effective participants in local and world affairs.

ZIS Recommendation An MYP score of 5 or more in Year 11 Humanities or equivalent. Subject-‐wise, there are no prerequisites to study DP Business and Management. However, a familiarity with business concepts would be an advantage.

Internal Assessment (25%) External Assessment (75%) SL SL Written commentary (on an aspect an existing business) Paper 1 (1.25 hours) Case study (35%) -‐ Any topic from the SL core syllabus (1,500 words/ 25 marks) Paper 2 (1.25 hours) Extended response (40%) (25%) HL HL Paper 1 (2.25 hours) Case study (40%) Research project Business plan -‐ Any topic from the HL syllabus Paper 2 (2.25 hours) Extended response (35%) (2,000 words/ 25 marks) (25%) Course Content Year 2 Year 1 Human resources Business organisation and environment Operations management Marketing Business Strategy Accounting and finance Who should do this subject? • Students who want to study Commerce, Finance, Business or Management at university • Students who want to work in the areas of business, management and finance, or as entrepreneurs themselves • Students who have completed IGCSE Business Studies with strong grades • Students who have received a grade 0f 5 or above for their Personal Project • Students who have achieved well in Criteria B of MYP Humanities

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Economics Economics will be available at both SL and HL, however this may be in an online / distance education format conducted by Pamoja Education. Pamoja work with IB to offer some DP subjects online. Economics is a dynamic social science, essentially about the concept of scarcity and the problem of resource allocation. Although Economics involves the formulation of theory, it is not a purely theoretical subject: Economic theories can be applied to real-‐world examples and increases understanding of poverty, trade and the workings of governments, firms and markets. Alongside the empirical observations of Economics, students of the subject are asked to formulate probing questions. Encouraging students to explore such questions forms the central focus of the Economics course.

ZIS Recommendation An MYP score of 5 or more in Year 11 Humanities or equivalent. Subject-‐wise, there are no prerequisites to study DP Economics. However, a familiarity with economics and business concepts would be an advantage.

Internal Assessment (SL 25%, HL 20%) Candidates produce a portfolio of four commentaries, which link theory to a real -‐ world situation

External Assessment (SL 75%, HL 80%) SL Paper 1 (1 hour) Four extended-‐response questions based on all sections of the syllabus (25%) Paper 2 (2 hours) A data-‐response question paper based onall sections of the syllabus (50%) HL Paper 1 (1 hour) Four extended-‐response questions basedon all sections of the syllabus (20%) Paper 2 (1 hour) A short-‐answer question paper based onall sections of the syllabus (20%) Paper 3 (2 hours) A data-‐response paper based on allsections of the syllabus (40%) Course Content Year 2 Year 1 Trade Microeconomics and Markets International Economics Macroeconomics and Performance of the Economy Theory of the Firm (HL only) Development Economics Each topic has HL-‐only and HL-‐extension material, for example, in Macroeconomics the topic is broken up like so: 2.1 The level of overall economic activity (one topic HL extension) 2.2 Aggregate demand and aggregate supply (one topic HL only) 2.3 Macroeconomic objectives (some topics HL extension, plus one topic) 2.4 Fiscal policy (HL only) 2.5 Monetary policy (HL only) 2.6 Supply-‐side policies (HL only) Who should do this subject? • Students who want to study Commerce, Finance or Management at university • Students who want to work in areas such as banking, finance, politics and international development • Students who have completed IGCSE Business Studies with strong grades • Students who have received a grade of 5 or above for their Personal Project

•

Students who have achieved well in Criteria B of MYP Humanities

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Environmental Systems & Societies Environmental systems and societies is a trans-‐disciplinary subject, designed to combine the techniques and knowledge associated with group 4 experimental sciences with those associated with group 3, individuals and societies, allowing students to fulfil requirements for both a DP group 3 and 4 subject if they wish. This course is offered at the Standard Level only. The intent of this course is to provide students with a coherent perspective of the interrelationships between environmental systems and societies; one that enables them to adopt an informed personal response to the wide range of pressing environmental issues that they will inevitably come to face. Students’ attention will be constantly drawn to their own relationship with their environment and the significance of choices and decisions that they make in their own lives.

ZIS Recommendation An MYP score of 5 or more in Year 11 Science or equivalent. Subject-‐wise there are no prerequisites to study DP Environmental Systems and Society. However, an interest in environmental issues and how humanity interacts with its various environments, and a passion for environmental challenges, is of use.

Internal Assessment (20%) External Assessment (80%) Will be derived from tasks undertaken from the Practical Paper 1 (1 hour) Short-‐answer and data-‐based questions Scheme of Work (PSOW) which will constitute 30 hours or (30%) more recorded practical and fieldwork. The internal Paper 2 (2 hours) Case study analysis and structured essay assessment will be flexible enough to allow a wide variety of responses (50%) investigations to be undertaken which reflect the breadth and depth of the subject syllabus. Evidence of student’s best two performances on each of the criteria and best performance on the PS criterion will be submitted as their Internal Assessment. Course Content • Human Population, Carrying Capacity and Resource Topics covered: Use • Systems and Models • Pollution Management • The Ecosystem • Global Warming • Conservation and Biodiversity • Environmental Value Systems • Island Field Trip Who should do this subject? This course is designed for students that have a passion for engaging with environmental challenges, for those wishing to study in areas that require environmental awareness, such as Science, Planning and some Engineering disciplines,

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Group 4 – Sciences Biology

Biologists have accumulated huge amounts of information about living organisms, and it would be easy to confuse students by teaching large numbers of seemingly unrelated facts. In this course, it is hoped that students will acquire a limited body of facts and, at the same time, develop abroad, general understanding of the principles of the subject. There are four basic biological concepts that run throughout this course; Structure and function, Universality versus diversity, Equilibrium within systems, and Evolution. These four concepts serve as themes that unify the various topics that make up the three sections of the course: the core, the additional higher level (AHL) material and the options. Differences between Higher and Standard Level. Group 4 students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the options studied. However, while the skills and activities are common to students at both SL and HL, students at HL are required to study some topics in greater depth, to study additional topics and to study extension material of a more demanding nature in the common options. The distinction between SL and HL is one of breadth and depth.

ZIS Recommendation An MYP score of 5 or more in Year 11 Science or equivalent.

Internal Assessment – Group 4 Project (24%) Assessment evidence is derived from tasks undertaken from the Practical Scheme of Work (PSOW) which will constitute SL-‐ 40/ HL-‐ 60 hours or more recorded practical and fieldwork. The internal assessment will be flexible enough to allow a wide variety of investigations to be undertaken which reflect the breadth and depth of the subject syllabus. Evidence of the student’s best two performances on each of the criteria and best performance on the PS criterion will be submitted as their Internal Assessment

External Assessment (76%) SL Paper 1 (0.75 hours) multiple choice (20%) Paper 2 (1.25 hours) Data base and extended response (32%) Paper 3 (1 hour) Short answers on options (24%) HL Paper 1 (1 hour) multiple choice (20%) Paper 2 (2.25 hours) Database and extended response (36%) Paper 3 (1.25 hours) Short answers and one extended question on options (20%) Options SL Option A: Human nutrition and health Option B: Physiology of exercise Option C: Cells and energy Options SL and HL Option D: Evolution Option E: Neurobiology and behaviour Option F: Microbes and biotechnology Option G: Ecology and conservation Options HL Option H: Further human physiology

Course Content Core -‐-‐-‐ 80 hours Topic 1: Statistical analysis Topic 2: Cells Topic 3: The chemistry of life Topic 4: Genetics Topic 5: Ecology and evolution Topic 6: Human health and physiology AHL (Additional higher level) – 55 hours Topic 7: Nucleic acids and proteins Topic 8: Cell respiration and photosynthesis Topic 9: Plant science Topic 10: Genetics Topic 11: Human health and physiology Who should do this subject? • Students that have an interest and desire to learn more about the world around them. • Students who intend further study in general Sciences, Medicine, Biomedicine, Pharmacology, Physiotherapy, Sports Sciences and Human Movement Students at SL are required to study any two options from A–G. Students at HL are required to study any two options from D–H.

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Chemistry Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful preparation for employment. The DP Chemistry course includes the essential principles of the subject but also, through selection of options, allows teachers some flexibility to tailor the course to meet the needs of their students. Differences between Higher and Standard Level The skills and activities are common to students at both SL and HL, however students at HL are required to study some topics in greater depth. (See below.) SL students participate in 40 hours of practical work; 60 hours of practical work is required for HL students.

ZIS Recommendation An MYP score of 5 or more in Year 11 Science. Concurrent enrolment in Mathematics Standard Level is recommended for HL students

External Assessment (76%) SL Paper 1 (0.75 hours) multiple choice (20%) Paper 2 (1.25 hours) Data base and extended response (32%) Paper 3 (1 hour) Short answers on options (24%) HL Paper 1 (1 hour) multiple choice (20%) Paper 2 (2.25 hours) Database and extended response (36%) Paper 3 (1.25 hours) Short answers and one extended question on options (20%) Kinetics Equilibrium Redox Acids and bases Organic Chemistry Option 1: Modern Analytical Chemistry Option 2: Medicines and drugs

Course Content Measurement and data processing Atomic structure Periodicity Bonding Quantitative Chemistry Energetics Who should do this subject? • Students that have an interest and desire to learn more about the world around them. • Students who intend further study in general Sciences, Medicine, Biomedicine, Pharmacology, Physiotherapy, Environmental Science

HL students will study the SL core and additions to the SL core.

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Group 5 – Mathematics Mathematics will be available at both SL and HL. There are 2 Standard Level options – Mathematical Studies and Math SL. Of these, Math SL is the more difficult. Students must chose 1 subject from Group 5.

ZIS Recommendation Each of the 3 Mathematics courses are suitable for particular students. When choosing, consider your strengths in this discipline and what you need for further tertiary study. Your choice of Math course needs to be confirmed with the DP Coordinator. The DP Coordinator will consider your Math grades from the previous year, your academic and career pathway needs, and feedback from previous teachers. For Math Studies, an MYP score of 4 or more in Year 11 Mathematics is a pre-‐requisite. For Math SL, an MYP score of 5 or more in Year 11 Mathematics is a pre-‐requisite. For Math HL, an MYP score of 7 in Year 11 Mathematics is a pre-‐requisite.

Mathematical Studies This course caters for students with varied backgrounds and abilities and is designed to build confidence and encourage an appreciation of mathematics in students for whom mathematics will not be a significant part of their future studies. Students coming into this course need to be equipped with well-‐developed basic skills, knowledge and processes. Students will need to be aware of the pathways for which this subject is and is not a pre-‐requisite. Students taking this course are well prepared for a career in social sciences, humanities, languages or arts. These students may need to utilize the statistics and logical reasoning that they have learned as part of the mathematical studies SL course in their future studies.

Internal Assessment (20%) External Assessment (80%) Project – an individual piece of work involving the collection of Paper 1 (1.5 hours) Short answer (40%) information or the generation of measurements, and the Paper 2 (1.5 hours) Extended response (40%) analysis and evaluation of the information or measurements Course Content Sets and Logic Use of the Graphics Calculator Probability Number Statistics Sequences and Series Functions – quadratic and exponential Algebra and Functions Trigonometry – right angled and non right-‐angled Coordinate Geometry Calculus – differentiation Who should do this subject? • Math is useful but not central to your desired field of study at university • Math is not your strongest subject

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Math SL This course caters for students who already possess knowledge of basic mathematical concepts, and who are equipped with the skills needed to apply simple mathematical techniques correctly. The majority of these students will expect to need a sound mathematical background as they prepare for future studies in subjects such as chemistry, economics, psychology and business administration. Internal Assessment (20%) External Assessment (80%) Mathematical Exploration (20 marks). This is a short report Paper 1 (1.5 hours) Non-‐Calculator (40%) based on a topic chosen by him or her, and it should focus on Paper 2 (1.5 hours) GDC required (40%) the mathematics of that particular area. The emphasis is on mathematical communication (including formulae, diagrams, graphs and so on), with accompanying commentary, good mathematical writing and thoughtful reflection. 6-‐12 pages long. Course Content Differential Calculus Number: Sets, classification, Indices, Logarithms Differential Calculus – Trigonometric Functions Sequences & Series Integral Calculus Functions, Coordinate Geometry, Quadratics Matrices Statistics Vectors Trigonometric Functions Probability Exponential Functions & Modeling Who should do this subject? • You are a good math student and can apply simple, and some complex, mathematical techniques correctly. • You feel successful when doing math.

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You are interested in studying science, medicine, engineering, economics or business in university.

Math HL This course caters for students with a strong background in mathematics who have proven competence in a range of analytical and technical skills. These students will likely include mathematics as a major component of their university studies, either as a subject in its own right or within courses such as Physics, Engineering and Technology. Others may take this subject because they have a strong interest in mathematics and enjoy its challenges and engaging with its problems. The course provides an in-‐depth treatment of Algebra, Functions, Equations, Circular Functions, Trigonometry, Vectors, Statistics, Probability, Calculus and one of the options topics: Statistics, Probability, Sets, Relations, Groups, Calculus and Discrete Mathematics. Internal Assessment (20%) External Assessment (80%) Mathematical Exploration (20 marks). This is a short report Paper 1 (2 hours) Core Non-‐Calculator (30%) based on a topic chosen by him or her, and it should focus on Paper 2 (2 hours) Core GDC required (30%) the mathematics of that particular area. The emphasis is on Paper 3 (1 hour) Option Topic GDC required (20%) mathematical communication (including formulae, diagrams, graphs and so on), with accompanying commentary, good mathematical writing and thoughtful reflection. 6-‐12 pages long. Course Content Students must study all the sub-‐topics in one of the following Algebra options as listed in the syllabus details. Functions and equations 1. Statistics and probability Circular functions and trigonometry 2. Sets, relations and groups Vectors 3. Calculus Statistics and probability 4. Discrete Mathematics Calculus Who should do this subject? • You are a strong math student, can apply complex mathematical techniques correctly and really enjoy doing math.

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You are interested in studying Mathematics, Engineering, Sciences, Medicine or Economics at university.

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Group 6 – The Arts Visual Art

The IB Visual Arts course is for students with a special interest in developing the skills of artistic investigation and expression, and the process of creative development. Its emphasis on process is similar to that of the Personal Project. The IB Visual Arts course demands practice in the use of various media, knowledge and experimentation of artistic techniques, development of creative ideas and the ability to relate to all art in the many social, cultural and historical contexts. Option A of the course is designed for students who wish to concentrate on studio practice in visual arts, and is more focused on the creative ‘product’. Option B is designed for students who wish to concentrate on contextual, visual and critical investigation in visual arts, and is more focused on the creative ‘process’. Assessment in visual arts consists of an evaluation of the student’s body of work as a whole – both the finished products and the processes of artistic investigation and development. Students must present their Studio work in the Candidate Record Booklet, which is viewed by and discussed with a visiting examiner. Students will produce investigation workbooks to support, inform, develop and refine Studio work through sustained contextual, visual and critical investigation. Assessment for learning will include the creation of bodies of work in response to given stimuli, independent investigations of styles and techniques, investigation of artists and artworks, media experimentations and presentations to small groups based on artwork development.

ZIS Recommendation Students choosing IB Visual Arts need a strong self-‐guided work ethic and a love for artistic expression. A large amount of independent work outside of class will be required. Taking Art in Year 11 or equivalent, and earning strong grades, is a requirement Internal Assessment Option A (40%) Investigation Workbooks (IWB) The student presents selected pages of his or her investigation workbooks that have been produced during the course. This selection is internally assessed by the teacher and externally moderated by the IBO at the end of the course.

External Assessment – Studio Work Option B (60%) The student prepares a selection of his or her studio work in the form of an exhibition. This is externally assessed by an examiner following an interview with the student about the work. The creation of a Candidate Record Book which contains 15-‐18 photographs representing the studio artwork produced over the two year period, and 25-‐30 A4 sized copies of the Investigation Workbook. Year 2 Student’s development of a personal aesthetic for responding to their world and the issues it presents guides the development of artworks. What is the role of the artist as author or maker? How do artists document? How is a document of an ephemeral artwork valued as the event? How do we explain the ways in which social identity is addressed in art? “Artists deliberately set out to provoke audience’s reactions!”

Course Content Year 1 Students develop a structure for responding to and speaking about artworks. How do we transform the world around us? How can audiences understand the value of artistic expression? Is art only about personal expression or is there more? How are artworks part of the society in which they are produced? How do we define art? Who should do this subject? • Are interested in Visual Arts • Are looking to study in a discipline that requires creative thinking and solutions, or an understanding of the creative process, such as Business, Management, the Sciences, liberal Arts and Psychology • Want a broad range of subjects in their DP experience Students who are interested in these things, but who would like to pursue particular study in visual arts, should consider the HL course. Who should not do this subject? Students who are struggling academically or looking for a ‘light’ course should not take IB Visual Arts. This is a rigorous course that will put heavy demands on a student’s preparation time for their other subjects and on a student’s personal time.

HL students have the opportunity to develop a larger body of work and to work at greater depth.

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