ISHCMC Curriculum Guide-HS by ISHCMC

High School Curriculum Guide

2012- 2013

CONTENTS 3

Curriculum Overview

3 4

The International School Academic Diploma The International Baccalaureate Programmes Summarized IB Middle Years Programme IB Diploma Programme The International Baccalaureate Middle Years Programme - Grades 9 and 10 High School Effort Grade MYP Subject Groups I. Myp Language A Ii. Myp Language B Iii. Myp Humanities Iv. Myp Sciences V. Myp Mathematics Vi. Myp Arts Vii. Myp Health & Social And Physical Education Viii. Myp Technology The International Baccalaureate Diploma Programme – Grades 11 and 12 DP Subject Groups I. Dp Group 1: Language A Ii. Dp Group 2: Second Language Iii. Dp Group 3: Individual And Societies Iv. Dp Group 4 - Experimental Sciences V. Dp Group 5 - Mathematics Vi. Dp Group 6 – The Arts Vii. Sports Leadership – Grade 11 Pe Viii. Lifetime Sports – Grade 12 Pe

4 4 5 10 11 11 16 22 25 27 30 36 38 40 47 47 51 55 65 68 78 85 85

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Curriculum Overview

The International School Academic Diploma

All high school students are working towards gaining the school-based High School Diploma. This diploma is equivalent to a High School Diploma (U.S.) and is usually a pre-requisite for admission to colleges in North America. To qualify for graduation and the award of the High School Academic Diploma a student must satisfy the following requirements: • The completion of eight semesters in Grades 9 through 12 to a satisfactory standard. • The completion of an Extended Essay (IB) by IB Diploma students. • The accumulation of 25 credits, which include: Subject

Credits

English or Language A

Social Science

Mathematics

Science

Second Language

Creative Studies

Physical Education & Electives

Community, Action and Service

Theory of Knowledge

Explanations / Other Specific Requirements

A unit of credit will be given upon successful completion (Grade 3 or higher) of each class meeting at least four class periods per week for a full academic year during which the students must have been in attendance for 85% of instruction per semester. A half credit will be given for successful completion of a class meeting fewer than four class periods per week for a full academic year. A repeated course will not be sanctioned with a second credit. The transcripts of incoming students shall be evaluated by the Administration. Credits from similar schools may be transferred. The evaluation of credits will be based on certified, previous school records. Academic accomplishments at other schools shall be converted to equivalent credits. Students must pass English (A or B) in both 11th and 12th grades. IB Diploma students must take the TOK course in Grades 11 and 12, while IB Certificate students satisfy TOK requirements by completing the Grade 11 course through they can earn additional credit by completing the Grade 12 course. English B counts towards the English requirement. Successful completion of C.A.S will gain 0.25 credits per semester. 3

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

11th and 12th grade students must take a minimum of six courses each year. A maximum of seven credits may be earned towards the diploma in each ninth and tenth grade. Physical Education and Health and Social Education must be taken for every semester of attendance in grades 9 and 10. Physical education must be taken in grades 11 and 12. In exceptional circumstances some of these requirements may be waived or individual students, particularly one-year seniors, may be exempted from certain requirements at the schoolâ&#x20AC;&#x2122;s discretion, subject to the approval of the Headmaster and notification to the Board of Management.

The International Baccalaureate Programmes Summarized All students in Grades 9 through 12 pursue the International Baccalaureate programmes as well as working towards the High School Diploma:

IB Middle Years Programme

Students in grades 6-10 follow the International Baccalaureate Middle Years Programme (IBMYP). This programme requires students to study eight subject groups plus complete a Personal Project and spend time on Community and Service projects.

IB Diploma Programme

In grades 11 and 12, most students follow the IB Diploma Programme (DP). This programme requires students to complete internal assessment and external examinations in 6 subjects (3 at HL, 3 at SL) plus a course in Theory of Knowledge, an extended essay, and time spent on Creativity, Action and Service (CAS) projects. Students may also follow an IB Certificate programme which does not require the completion of 3 subjects at Higher Level (HL). They will still attend the CAS and ToK courses but are not examined; they do not submit an extended essay.

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

The International Baccalaureate Middle Years Programme - Grades 9 and 10 The International Baccalaureate Middle Years Programme (IBMYP) is a five year programme for students in Grades 6 to 10 (IBMYP Years 1 to 5). It is part of the IB continuum of courses, preceded by the Primary Years Programme, for children to Grade 5, and followed by the Diploma Programme, which is a pre-university course for Grades 11 and 12.

Three fundamental concepts of the MYP are:

• Holistic Education The MYP is based around traditional school subjects, but rejects the fragmentation that results when people assume that subjects have no relation to each other. Students are encouraged to look at knowledge in an interdisciplinary way, approaching issues and solving problems with knowledge obtained from a variety of sources. • Intercultural Awareness This “goes beyond mere tolerance towards the ideas and artifacts of other cultures. It is positive, empathetic movement towards others, a readiness to act co-operatively in genuine exchange and shared effort.” The aim is to show respect for cultural differences while promoting what are seen to be universal human values, so fostering understanding among young people, “enabling future generations to live more peacefully and productively than we do today.” • Communication The MYP stresses the importance of clarity of expression, of listening to others, of appreciating different cultures and ways of thinking through the learning of languages, and other aspects of the programme.

Subject Groups

At ISHCMC in Grades 9 & 10 we offer: Language A – English, Korean and Vietnamese and Mother Tongue Option*. Language B – French,English and in Grade 9 Mandarin. Mathematics Sciences – Chemistry, Biology, and Physics Humanities - History and Geography The Arts - Music, Drama and Visual Arts Technology Physical Education *Students have the opportunity to take Mother Tongue lessons during the Language B timetabled slot instead of a foreign language. This involves the parents finding a teacher/tutor who is available at the same time slot as the Language B lesson. Following acceptance by the IBMYP of the course taken by the student it is possible for this course to be listed on the student’s Record of Achievement.

Areas of Interaction

The areas of interaction give the MYP its distinctive core and support holistic learning. These areas are common to all disciplines and are incorporated into the MYP so that students will become increasingly aware of the connections between subject content and the real world, rather than considering subjects as isolated areas unrelated to each other or to the world. The MYP presents knowledge as an integrated whole, emphasizes the acquisition of skills and selfawareness, and the development of personal values. Consequently, students are expected to develop an awareness of broader and more complex global issues. In every year of the MYP, students are required to experience and explore each of the five areas of interaction: 5

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

• Approaches to learning (ATL), in which students take increasing responsibility for their learning, organised around the following questions: - How do I learn best? - How do I know? - How do I communicate my understanding? • Community and service, through which students become aware of their roles and their responsibilities as members of communities, organised around the following questions: - How do we live in relation to each other? - How can I contribute to the community? - How can I help others? • Human ingenuity looks at human contributions resulting from the instinct to create, innovate, develop, or transform our lives or our world, based on these questions: - Why and how do we create? - What are the consequences? • Environments aims to help students to see the links between economic, political, cultural and social issues, to develop positive and responsible attitudes, and to gain the motivation, skills and commitment to contribute to their environments. It does this by asking: - Where do we live? - What resources do we have or need? - What are my responsibilities? • Health and social education deals with physical, social and emotional health and intelligence, key aspects of development leading to complete and healthy lives, by asking: - How do I think and act? - How am I changing? - How can I look after myself and others? The areas of interaction are explored through the subjects, thereby fulfilling their integrative function. Some aspects, however, may also be approached as separate modules and interdisciplinary projects throughout the MYP. Student participation in the areas of interaction culminates in the personal project (see below).

Interdisciplinary Units

As well as working on subject-specific units of work, students also work on interdisciplinary units, involving learning objectives and assessment criteria from more than one subject. The integrity of the academic disciplines is maintained, as are subject-specific objectives, but the intention is that the students will “develop a realisation that most real-life problems require insights from a variety of disciplines.”

Community and Service

All students in the Grades 9 and 10 are required to meet the requirements of the service program. These are listed below. Much of the community service work will be directed and overseen by the school, but parents are encouraged to support their children in community involvement outside of school. You can learn more about the activities being offered at the Parent Information Evening in Term 1 of each school year. 1. You must participate in a variety of both Community and Service activities.* 2. You must participate in at least two long-term projects per year. 3. You must meet each of the 6 ISHCMC C&S Outcomes. ** 4. You must provide evidence of the above in IB Manager. 5. You must share your experiences through your portfolio at Student-Led Conferences. *Community Activities require active involvement in the ISHCMC community. Most athletic, artistic and academic extracurricular activities fall into this category. Service Activities help others who are in need. The purpose of these activities is to help other 6

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

people and the planet. All Global Issues Network groups are service activities. **The Community & Service Outcomes are: 1. Undertake new challenges 2. Work collaboratively with others 3. Show perseverance and commitment 4. Engage with issues of global importance 5. Contribute to the community 6. Increase my awareness of other cultures Students are required to meet all outcomes before the end of year 10. In order to qualify for the MYP Certificate, all students in Grades 9 & 10 must fulfill the requirements of the ISHCMC Community and Service programme. Each year students are required to: • participate in both service and community activities, • participate in at least two long-term activites, • meet each of the six ISHCMC Community and Service outcomes, • provide evidence of these activities using ManageBAC, Share these experiences at the Student-Led Conference. Some of the community service work in Grades 9 and 10 will be directed and overseen by the school, but parents are encouraged to support their children in community involvement outside of school as much as possible.

The Personal Project

The personal project is undertaken in the final stages of the MYP Programme, and at ISHCMC will be started during Term 4 of Grade 9 and completed in Grade 10. It is an independent piece of work that is intended to be the student’s sustained involvement with and experience of the five areas of interaction. Students are expected to apply methods and techniques developed through approaches to learning, and illustrate their appreciation of at least one of the other areas of interaction. The personal project can take various forms, such as: • an original work of art (visual, dramatic or performance) • a written piece of work on a special topic • a piece of creative writing • an original science experiment • an invention, or specially designed object or system • the presentation of a developed business, management or organisational plan. All personal projects must include a structured piece of writing which includes: • a title page • a table of contents • an introduction (goal, area of interaction focus, outline of process) • a description of the process • an analysis of research (including references) • a conclusion • a bibliography • appendices (if appropriate) Each student works with a qualified person in the school who acts as a supervisor for the personal project, providing appropriate guidance and vouching for the authenticity of the work submitted.

Assessment and Reporting

IBMYP does not set formal examinations within the MYP, but moderates the assessment tasks 7

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

that ISHCMC sets (see External Moderation). Assessment tasks are varied and include a wide variety of opportunities for students to express their learning. Assessment is criterion- referenced, which means that students are not compared with each other, but are assessed according to subject specific criteria. Students’ achievement on the criteria determines their MYP Grade. (See MYP General Grade Descriptors).

External Moderation

Assessed work completed by ISHCMC Grade 10 students sent to the IB Curriculum and Assessment Centre for validation of the grades and nature of the assessment tasks. This ensures that the assessment of the work is compatible with international standards.

IBMYP Certificate

The IB will issue an IBMYP certificate to each student who satisfies the following conditions. The student must: • gain at least a 2 in each IBMYP subject • gain at least a 3 for the personal project • have participated in the IBMYP programme for at least 2 years • have met the school’s expectations for community and service • have gained a total of 36, out of a possible 63, from 8 subject groups and the personal project combined (where two subjects from the same subject group are studied, the higher of the two grades is counted towards the final total).

IBMYP Record of Achievement

All students registered in Grade 10 will receive a Record of Achievement. It will indicate achievement in each subject, based on achievement on subject criteria. The following grade descriptors apply to student achievement in all subject areas:

IBMYP General Grade Descriptors

The general grade descriptors below illustrate the IBMYP 1-7 scale. These are not specific to any particular subject-group criteria; rather, they serve to make a generalized statement about the skills and knowledge mastered by the student. NA - Not able to be assessed due to level of English language proficiency and understanding. S - Satisfactory completion – ungraded course. Grade 1 - Minimal achievement in terms of the objectives. Grade 2 - Very limited achievement against all the objectives. The student has difficulty in understanding the required knowledge and skills and is unable to apply them fully in normal situations, even with support. Grade 3 - Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support. Grade 4 - A good general understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation. Grade 5 - A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight. 8

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Grade 6 - A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student generally demonstrates originality and insight. Grade 7 - A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality. The school reports fully to parents twice a year, with each student receiving a level of achievement on the above 1 to 7 scale, for each academic subject. The awarded level of achievement is based on student achievement on subject specific criteria. Interim reports are sent in October and March. In addition, there are parent-teacher-student conferences, providing an opportunity for discussion of the progress of each child in each subject. Parents are also welcome to make an appointment with a subject teacher or with the Head of Section at any mutually convenient time. Parents may also be invited in to discuss particular issues, if a childâ&#x20AC;&#x2122;s progress gives cause for concern. In addition to these conferences we hold Student-Led Conferences in the second semester. These conferences give students the opportunity to formally share with their parents the work they have completed throughout the year and the progress they have made to meet the goals they set for themselves at the start of semester one. Subjects and Time Allocation SUBJECT (Grades 9/10)

PERIODS PER WEEK

Language A

Language B

Mathematics

Science (Biology, Chemistry, Physics)

4-8

Humanities (History, Geography)

4-8

The Arts

Health, Social and Physical Education

Technology

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

High School Effort Grade

Needs Improvement

Inconsistent

Satisfactory

Good

Excellent

Approach to work

Participation

Attitude

Organisation

Despite encouragement and good opportunities, I never participate in discussions or activities. I rarely, ask or answer a question and am reluctant to do so.

I regularly cause disruptions or am distracted and need to be reminded to focus and engage in activities. I never encourage peers and show no enthusiasm and poor concentration in lessons.

I am never punctual and I do not use my time effectively. I never arrive to class with all required resources and am rarely ready to start the lesson. My homework and other assignments are usually late or incomplete and I rarely give reasons for the delay. I often have to be reminded to submit my work.

My homework and assignments are usually incomplete or rushed. My work is not structured or neat. I do not reflect upon my work to set clear goals.

Despite encouragement, I usually only participate in discussions or activities if prompted. I occasionally ask or answer questions but do not demonstrate initiative to do so.

I am often distracted and occasionally need to be refocused. My behaviour may sometimes stop others from learning or working and I do not always concentrate. I sometimes encourage peers and work with some enthusiasm.

I am frequently late to class and/or do not use my time effectively. I frequently arrive to class without required resources and am sometimes ready to start the lesson. My homework and other assignments are occasionally late and incomplete. I sometimes fail to give reasons for the delay. I occasionally need to be reminded to submit my work.

My homework and assignments are sometimes complete but with a minimal amount of effort or detail. My work is frequently not structured or neat. I rarely reflect upon my work to set clear goals.

I sometimes participate in discussions or activities. I ask thoughtful questions and am also prepared to answer questions and contribute, sometimes through my own initiative.

I am consistently focused on activities and I am rarely distracted in lessons. I work well with and encourage my peers and work with enthusiasm. I usually ask for assistance when I need it.

I rarely arrive to class late and use my time effectively. I usually arrive to class with the required resources and am usually ready to start the lesson. My homework and other assignments are almost always in on the due date and complete. I never have to be reminded to submit my work.

My homework and assignments are usually complete with evidence of good effort and detail. My work is neat and an attempt is made to structure it. I sometimes reflect upon my work to set clear goals.

I participate positively in most discussions or activities. I ask thoughtful questions and am also prepared to answer questions and contribute often through my own initiative.

I remain focused on activities without having to be reminded. I am never distracted in lessons. I am usually a caring and positive role model and work well with others. I always encourage peers and work with enthusiasm. I ask for assistance when I need it.

I rarely arrive to class late and use my time effectively. I usually plan ahead and set myself goals effectively. I rarely arrive to class without all the required resources and am always ready to start the lesson. My homework and other assignments are almost always in on the due date and complete. I never have to be reminded to submit my work. I usually catch up on work from lessons I missed.

My homework and assignments are usually complete with evidence of very good effort and detail. My work is neat and usually well structured. I consistently reflect upon my work to set clear goals.

I am proactive and always participate positively in discussions or activities. I ask thoughtful questions and work very hard to make quality contributions. I show excellent initiative and am prepared to step outside my comfort zone and take risks.

I am always focused on activities. I am highly motivated and committed to improving myself. I work well with others and I am always a caring and positive role model. I always encourage peers and work with high levels of enthusiasm. I am proactive in asking for assistance when I need it.

I am punctual and always use my time effectively. I plan ahead and set myself goals effectively. I always arrive to class with all required resources and am always ready to start the lesson. My homework and other assignments are always in on the due date and complete. I never have to be reminded to submit my work. I always catch up on work from lessons I missed.

My homework and assignments are always complete with evidence of exceptional effort and detail beyond expectations. My work is always neat and well structured. I always reflect upon my work to set clear goals.

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

MYP Subject Groups I. MYP LANGUAGE A Language A is considered to be the student’s best language, first language or ‘mother tongue’. However, at ISHCMC, where English is the language of instruction, students may study English as Language A, even though it may not be their first language. Students in Grades 9 and 10 will have the opportunity to study Language A in one of English, Korean or Vietnamese. Students with two strong languages may study Language A English as well as Language A Korean or Language A Vietnamese. Students taking two Languages A do not need to take a Language B to receive the MYP Certificate. Aims The aims of teaching and study of Language A are to encourage and enable the student to: • use the language as a vehicle for thought, creativity, reflection, learning and selfexpression • use language as a tool for personal growth, social interaction a for developing relationships within the international community • comprehend more clearly aspects of their own culture and those of other cultures by exploring the interdependence of human beings through a variety of works • explore the many facets of the language through the use of media and information technology • develop the skills involved in speaking, listening, reading, writing and viewing in a variety of contexts • respond appropriately to a variety of texts • read widely to promote a lifelong interest in language and literature • develop a critical and creative approach to studying and analyzing literature • develop language skills through interdisciplinary work • consider the role of literature both culturally and historically • reflect on the learning process in various ways and at various stages • empathize with real people and fictional characters as and when appropriate Language: The pragmatics of language is predominantly taught within the context of literature and media study, along with some specialized textbook study. Writing: Students undertake a wide range of writing tasks, including creative, persuasive, and analytical. Particular focus is placed on using appropriate language and register for the task in hand, in preparation for the Diploma. Reading: A range of poetry, plays and novels are studied, with a focus on how writers use language to create meaning, character, and tone. Additionally, the issue of influencing and manipulating people through language is addressed.

ENGLISH Grade 9 Print and Visual Texts: Through the MYP Units of Work, the following texts are examined: 11

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Advanced Grammar in Use

Martin Hewings

Things Fall Apart

Chinua Achebe

Mao’s Last Dancer

Li Cunxin

A Step from Heaven

An Na

Julius Caesar

William Shakespeare

Global Tales

Naidoo, Donovan, Hicks

Selected speeches

Various

I am Sam

(Dir.) Jessie Nelson

Flowers for Algernon

Craig

The Killer’s Tears

Bondoux

Animal Farm

Orwell

Grade 10 Print and Visual Texts: Through the MYP Units of Work, the following texts are examined: Advanced Grammar in Use

Martin Hewings

Assorted Poems

S.T. Coleridge

Journey to Jo’Burg

Beverly Naidoo

The Village by the Sea

Anita Desai

Lord of The Flies

Golding

Fiela’s Child

Dalene Matthee

Macbeth

William Shakespeare

Romeo and Juliet

William Shakespeare

The Shawshank Redemption

(Dir.) Frank Darabont

Wag the Dog

(Dir.) Barry Levinson

Brave New World

Huxeley

KOREAN Grade 9 Print and Visual Texts: Through the MYP Units of Work, the following texts are examined: Novel

Author

Bom Bom

Kim Yoo Jung

A Lucky Day

Hyun Jin Gun

Snowy Road

Lee Chung Joon

Shower

Hwang Soon Won

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Poems

Poets

Azalea, Cho Hon

Kim So Wol

Nah Gue Nae, Chung No Ru

Park Mok Wol

The Flag, A Rock

Yoo Chi Hwan

Chu IL Seo Jung, Dessin

Kim Kwang Gyun

‘World’ Novels

Authors

Animal Farm

George Orwell

My Uncle Jules

Guy de Maupassant

Jane Eyre

Charlotte Bronte

Essays

Authors

Touching Winds

Lee Hyo Jung

Non-Possession

Bub Jung

Praise the Youth

Min Tae Won

Dramas and Scenarios

Authors

On the Field

Lee Hyo Jung

Shrie

(Dir.) Kang Jae Gyu

Grade 10 Print and Visual Texts: Through the MYP Units of Work, the following texts are examined: Novels

Authors

Dongbak Flower

Kim Yoo Jung

Captain Lee

Jun Kwang Yong

Memil Flower

Lee Hyo Seok

The Way to Sampo

Hwang Seok Young

Poems

Poets

A Mirror, Flower Tree

Lee Sang

Flowing River, Sunshine Whispering

Kim Young Ran

Choo Chun Sa, With Chrysanthemum

Seo Jung Joo

Seo Si, Another Hometown

Hwang Seok Young

‘World’ Novels

Authors

Jane Eyre

Charlotte Bronte

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Essays

Authors

A Longing for an Unknown Place

Jeon Hae Rin

Gandhiâ&#x20AC;&#x2122;s Spinning Wheel

Kim Jong Chul

Korea in the 19th Century

Isabella Bishop

Dramas and Scenarios

Authors

Writing Paper

Lee Guen Sam

Seo Pyun Jae

(Dir.) Lim Gon Tak

VIETNAMESE Grade 9 Print and Visual Texts: Through the MYP Units of Work, the following texts are examined: Chuyen Nguoi Con Gai Nam Xuong

Nguyen Du

Truyen Kieu

Nguyen Du

Ben Que

Nguyen Minh Chau

Con Co

Che Lan Vien

Mua Xuan Nho Nho

Thanh Hai

Sang Thu

Huu Thinh

Tieng Goi Noi Hoang Da

Jack London

Mua Len Trau

(Dir.) Nguyen Vo Nghiem Minh

Cua De Danh

(Dir.) Do Thanh Hai

Kinh Van Hoa

(Dir.) Nguyen Minh Chung

Grade 10 Print and Visual Texts: Through the MYP Units of Work, the following texts are examined: 101 Truyen Ngay Xua

(Ed.) To Hoai

Tuc Ngu Ca Dao Dan Ca Viet Nam

(Ed.) Vu Ngoc Phan

Nhung Chiec Am Dat

Nguyen Tuan

Co Huong

Lo Tan

Ben Que

Nguyen Minh Chau

Thoi Tho Au

Macxim Gorki

David Copperfeild

Charles Dickens

Thi Nhan Viet Nam 1932-1941

(Ed.) Hoai Thanh, Hoai Chau

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Co Tich Viet Nam 9

(Dir.) Huynh Phuc Dien

Co Tich Viet Nam 16

(Dir.) Nguyen Minh Chung

Bao Gio Cho Den Thang Muoi

(Dir.) Dang Nhat Minh

Chim Phong Sinh

(Dir.) Tran Quang Dai

Assessment There are three criteria with which students are assessed. Language A Assessment Criteria Criterion A

Content

Maximum 10

Criterion B

Organisation

Maximum 10

Criterion C

Style and Language Mechanics

Maximum 10

Grade Boundaries Grade

Boundaries

0–4

5–9

10 – 14

15 – 19

20 – 23

24 – 27

28 – 30

*Please note that the information in this table is correct at the time of going to print, but is subject to change. For up-to-date information please visit the IBMYP Curriculum section of the ISHCMC portal.

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

II. MYP LANGUAGE B Introduction The primary aim of Language B is to encourage students to gain competence in a modern language other than their mother tongue, with the long-term goal of proficiency in the additional language being studied. The programme concentrates on the four skills of speaking, writing, listening and reading and place a strong emphasis on intercultural awareness. Learning an additional language expands students’ cognitive and analytical abilities, fosters communication and encourages an understanding of, and respect for, students’ own countries and cultures and those of others. Language B is offered at: • Phases 5-6(English only) for students who are excellent but not native speakers. • Phases 3-4(English, Mandarin,French) for students who have exited Phase 2. • Phases 1-2(French and Mandarin)for students who are beginners or who are at the Phase 1 or 2 level. Aims The aims of the study of a modern foreign language are to: • Enable the student to use the language effectively as a means of practical communication, providing a sound base of communication skills necessary for future study, work and leisure. • Enable the student to understand the nature of language and the process of total language learning, which comprises the integration of linguistic, cultural and social components. • Enable the student to develop an appreciation of a variety of literary and non-literary texts. • Offer insight into the cultural characteristics of the communities where the language(s) is (are) spoken. • Encourage an awareness and understanding of the perspectives of people from other cultures. • Promote involvement with different communities where relevant. • Provide access to varied sources of information. • Foster curiosity, a lifelong interest and enjoyment in language learning.

Language B phases

From September 2012 or January 2013, the language B subject group will be organized into six phases. The phases represent a developmental continuum of additional language learning (language B). Depending on their prior additional language learning experiences, students may: • Start their MYP language B course in any phase on the continuum • Exit their MYP language B course from any phase on the continuum The pathways to further study are multiple. Phases 4, 5 and 6 allow for a smooth transition from MYP language B to DP group 2 courses and, for a number of students, to group 1 courses. The MYP framework for language B reflects the concepts and skills of the presumed knowledge for these DP courses. Generally speaking, students will move from Language B to Language A upon successful completion of phase 6 in Language B. Students continuing on to the DP will have developed not only an inquiring and reflective approach to language learning but also critical thinking and literacy skills that they will be able to apply and extend in group 1 and group 2 courses.

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Phase 1 Emergent communicators in phase 1 understand and respond to simple phrases, statements and questions. They identify basic messages, facts, opinions, feelings and ideas presented in oral, visual and written language and demonstrate their comprehension in simple oral and written phrases. They can give basic information in a limited range of everyday situations, using oral and written language appropriate to a very limited range of social and cultural contexts. They begin to understand that language use is connected to a purpose and an audience. Phase 2 Emergent communicators in phase 2 understand and respond to simple spoken and written texts. They identify messages, facts, opinions,feelings and ideas presented in oral, visual and written language and can show their comprehension in short oral and written tasks. They interact to share information in a limited range of familiar situations, using basic language appropriate to a limited range of social and cultural contexts. They are aware that language varies according to what is being used for andto whom they are addressing themselves. Phase 3 Capable communicators in phase 3 understand and respond to a limited variety of spoken and written texts. They understand specific information, can identify main ideas and some detail presented in oral, visual and written language and demonstrate their comprehension in a limited range of oral and written forms. They engage in conversationand write structured text to express their ideas, opinions and experiences on a range of familiar and some unfamiliar situations, in a limited range of social and culturalcontexts. They understand that they can speak and write in different ways for different purposes and audiences. Phase 4 Capable communicators in phase 4 understand and respond to a variety of spoken and written texts. They interpret specific information, main ideas and some detail presented in complex oral, visual and written language, draw conclusions and recognize implied opinions and attitudes in texts read and viewed. They engage in conversation and write structured text to share informative and organized ideas on topics of personal interest and global significance, in a range of social and cultural contexts. They can communicate substantial informationcontaining relevant anddeveloped ideas and justified opinions on events, experiences and some concepts explored inclass. They identify aspects of format and style, and speak and write with a clear sense of audience and purpose. Phase 5 Proficient communicators in phase 5 analyse specific information, ideas, opinions and attitudes presented in oral, visual and written language. They draw conclusions, infer information and recognize implied opinions and attitudes. They respond and react to questions and ideas in a range of spoken,visual and written texts. They engage actively in conversations in social and some academic situations to provide substantial information containing relevant and focused ideas supported by examples and illustrations. They organize information and ideas into a clear and effective structure to express their understanding and opinions on topics of personal interest and global significance. They interpret aspects of format and style, and are able to adapt register and style of language to suit the context of the task. Phase 6 Proficient communicators in phase 6 evaluate the important information, details and ideas presented in spoken, written and visual language, in social and academic contexts. They analyse the information, draw conclusions and make inferences about ideas, opinions and attitudes implied in a wide range of spoken, visual and written texts. They engage actively in conversations in social and academic situations to contribute substantial information and give detailed analysis and explanation. They organize information and ideas logically and effectively to 17

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

communicate their understanding, opinions and perspectives to a wide range of audiences, and for a variety of social and academic purposes.

English B Standard Phase 4 - 5 Skills Reading may include the close study of novels, films, plays, poems and magazine or newspaper articles. Comprehension is assessed throughout the course and students must practice the skills of note taking, summarizing and writing concisely about a range of topics, in short periods of time. Speaking includes oral presentations, group and pair work and participation in class discussions. There is an emphasis on effective essay writing. Writing skills are developed through journals, book and film reviews, descriptive, opinionative, analytical and creative writing. Listening skills are developed through the use of a variety of audio-visual material and interaction in class Units: • Greeting and Meeting • Dear Sir, Madam, Hi Friend • Crime doesn’t pay • I have a dilemma • Once Upon A Time • Music Tells… • Changing Places • Inventions Saved Us

Social English, cultural values and expectations Short writing structures such as letter writing, email, messaging. Reading analyzing and writing Crime fiction & nonfiction Identifying and solving everyday situations and problems. Grammar, vocabulary and style of Children’s Literature. A study of language, culture, individuals and society in music. Dreams, ambitions, challenges. Life is a journey. Past, present and future innovation.

Core Texts Headway Pre-Intermediate – Student’s book & Workbook Headway Intermediate - Students book & Workbook (selected units) A wide range of newspaper, magazine & Internet resources One novel and a film study. Note-taking, summarizing, and a variety of writing and speaking structures are an ongoing focus in this course. Phase 5 -6 Reading includes the study of novels, short stories, films, plays, poems and some non-fiction, selected from the Language A list. In depth text interpretation of a range of text types is developed throughout the course. Personal reading is an extremely important aspect of the course as this is one of the main ways for students to increase their vocabulary and improve their writing style. Students are expected to read regularly outside class. Speaking may include oral presentations, group and pair work and participation in class dis18

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

cussions based on the literary and other texts studied during the course. Writing includes the development of a variety of skills, in particular, formal literary analysis, journal, creative writing, book and film reviews and persuasive writing. Language is primarily taught through the study of text and writing, but areas of difficulty are focused on as the need arises. Listening skills are not separately assessed, but are further developed in class discussion in all units. Listening skills are especially important in the film and media units which are also parallel to Language A.

Mandarin B Standard Skills Reading may include textbook passages, short stories, online resources and magazine/newspaper articles. Students must demonstrate comprehension skills throughout the course and will be assessed through reading comprehension tasks. Speaking includes oral presentations, group works, pair conversations, role plays and participation in class discussions. Writing skills are developed through in classroom essays, long term assignments, creative writings and presentations etc. Listening skills are developed through listening comprehension exercise, videos and interaction with both teacher and peers in class. Phase 1 -3 •About China: its language, geography and food •Summer Holidays •Travel •World famous cities •Family Tree •Pets •Personality •Local community •Volunteer work •Traditional festivals •Communication and media •Education and career •Environment and technology Core text • Chinese Made Easy 4

French B Skills Reading may include textbook passages, short stories, simplified novels and magazine/newspaper articles. Students must demonstrate comprehension skills throughout the course, for example, identifying information, dealing with unfamiliar language, drawing conclusions and identifying opinions, attitudes and writing styles etc. 19

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Speaking may include formal and informal exchanges such as role-plays, discussions, debates, pair work interviews, interpretation of an illustrated text and presentations. Writing skills are developed through tasks such as letter writing, advertisements, essays, creative writing, interpretation of an illustrated text and presentations etc. Listening may include podcasts and radio reports, speeches songs or any other recorded information. Viewing may be part of the listening task. Students will develop the ability to respond to the information they hear and see.

Standard

Phase 1 - 2 • Greeting & Introductions • Home and family • Expressing preferences • Free time activities • In town • School and daily routine • Food and drink Core text • Encore Tricolore 1, Nelson Thornes, U.K. • French magazines. “Bonjour” “Allons-y” • Internet resources Phase 2 - 3 The above topics are developed further with the addition of: • Young People • Town and Country • Transport • Our planet • Education • Food • Shopping in town • The Family • Eating out • City life • Health and sport Core text • Encore Tricolore 4, French Magazines “Les dossiers de I’Actualite ”, “Okapi”, “Géo”. Phase 3 - 4 • Travel & tourism / French culture • Media • Health • Future Plans • Dealing with Problems Core Text • Encore Tricolore 5 • Authentic materials e.g. newspapers, Les dossier de I’Actualite, ” Phosphore”, “Géo”. Grade 10 Units The above topics are developed further with the addition of: 20

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Language B Assessment Criteria ASSESSMENT CRITERIA Criterion A

Oral communication

Maximum 8

Criterion C

Reading Comprehension

Maximum 8

Criterion D

Writing

Maximum 8

Grade Boundaries Grade

Boundaries

0-3

4-7

8-12

13-17

18-22

23-27

28-32

ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) EAL should be in a separate category as it is a different department; EAL is NOT part of Language B

Aims The English as an Additional Language Support programme in Grades 9 and 10 is an integral part of the curriculum at ISHCMC but it is not a recognized MYP subject and, as such, is not assessed by MYP Criteria. Respect for and understandings of cultural differences, recognition of the unique linguistic needs of each student, and sensitivity to the cultural adjustment process, are fundamental to its philosophy. The main aims of the programme are: • To help students gain better access to the curriculum. • To support students in developing their English language skills to the level required for successful participation in the social, cultural and academic life of the school. Content The programme concentrates on improving students’ reading comprehension, writing skills, vocabulary development and oral/aural skills. The programme needs to be flexible enough to accommodate changing student needs. So, although there is a general curriculum outline for each grade level, each lesson and unit of work is adapted to meet the particular needs and abilities of students in each class at any given time. The programme currently includes some in-class language support. This means that an EAL Support teacher goes into subject classes to support students with the language needs of specific lessons and/or topics. 21

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Assessment EAL Support teachers use a variety of assessment techniques to provide students and their parents with feedback on English language skills development. Individual portfolios of selected writing assignments are used to keep a cumulative record of students’ progress that are then passed on to following teachers at the end of the year. These are periodically shared with students to foster self-evaluation and confidence as they witness their progress over a period of time. Portfolios may contain examples of first attempts at writing through to final drafts, posters, class activities such as reading comprehension and literature responses, as well as formal endof-unit assessment tasks and self-reflections. Portfolios are supplemented by teacher observations and grading records of oral/aural progress. These may include details of oral presentations, student participation in discussion and debate, dramatic role play, the re-telling or reading aloud of fiction and non-fiction texts, plus cooperative group work.

III. MYP HUMANITIES Introduction MYP humanities encourages learners to respect and understand the world around them and equips them with a skills base appropriate for a learner in the 21st century. MYP humanities involves inquiring into historical, contemporary, geographical, political, social, economic, religious, technological and cultural contexts that influence and have an impact on individuals, societies and environments. This encourages learners, both students and teachers, to consider varied local and global contexts. MYP humanities defines itself as incorporating disciplines traditionally found in the humanities, such as history and philosophy, as well as disciplines found in the social sciences, such as economics, geography, sociology and politics. Through the MYP humanities framework, knowledge and conceptual understanding, as well as thinking critically and communication, contribute to the development of the student as a whole. All subject groups in the MYP share a common foundation through the attributes of the International Baccalaureate (IB) learner profile and with the fundamental concepts of the MYP— holistic learning, intercultural awareness and communication. Aims The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to experience and learn. These aims, therefore, suggest how the student may be changed by the learning experience. The aims of the teaching and learning of MYP humanities are to encourage and enable the student to: • Appreciate the range of human and environmental commonalities and diversities • Understand the interactions and interdependence of individuals, societies and environments in different contexts • Understand how both environmental and human systems operate and evolve over time • Identify and develop a concern for human and environmental well-being • Act upon opportunities to be a responsible global citizen • Develop effective inquiry skills to achieve conceptual understanding in humanities.

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

GEOGRAPHY Content The Geography course is divided into core topics on the natural environment and human environment. The topics to be investigated include: Grade 9 • Weather, Climate and Ecosystems – What makes the weather what it is? How do people relate to it, especially in its extremes? • Population and Migration – What makes populations grow… or not? What makes people move? How globalized are you? • Fresh Water – Is there enough water for our thirsty world? How can people manage fresh water re-sources – in rivers and underground aquifers – sustainably? • Plate tectonics – When and where is the earth not solid and stable? How do people deal with volcanoes and earthquakes? Grade 10 • Development – What and where is it? Is it all about money? How do you make it happen? • Leisure and Tourism – How does it affect development, both economic and cultural? • Agriculture: The Business of Growing – How can this hungry world be fed? • Industry – Where can you put what kind of factory? • Settlements and Urbanization – Why are cities where they are? Can they be grown sustainably? • Impacts of War (interdisciplinary unit focusing on war in Indochina and other examples) – How do geographers aid the study and mitigation of the impacts of war? Core Texts: The New Wider World, 3rd Edition, David Waugh New Key Geography for IGCSE, 2nd Edition, David Waugh and Tony Bushell

HISTORY Content This course examines a range of themes and events in modern history and allows students some scope to choose topics of personal interest. Grade 9 • Crime and Punishment (crime and punishment in England from the middle ages to the 19th century; attitudes towards capital punishment in various countries in the 20th century) • Call to War (long-term and short-term causes of the American Civil War and the First World War) • Money, Money, Money (the boom and depression in the United States 1920s-1930s; comparison with either the German hyperinflation of 1923 or the Asian financial crisis of 1997-8) • Industry and Empire (the industrial revolution in Britain; the British empire in India in the 19th century; the opium trade and the opening of China; the New Imperialism and the scramble for Africa). Grade 10 • Revolutions (economic, social and political change in Russia from the 1860s to 1917; comparison with a non-European revolution of the student’s choice) 23

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

• Clash of Ideas (Democracy, Fascism and Communism: the Second World War in Europe and the early Cold War; the Korean War) • Human Rights and the State (Totalitarianism; Cambodia under Pol Pot in the 1970s; comparison with another totalitarian regime of the student’s choice) • Impacts of War (an interdisciplinary unit which focuses on war in Indochina in the 1960s and 1970s and allows students to develop a group project drawing on other examples of their own choice) Texts Schools History Project – Crime and Protest. Todd, Allan and Whittock, Martyn. Heinemann, 2009. GCSE Modern World History (e-learning edition). Walsh, Ben. Hodder Murray, 2005. Assessment Individual assessment tasks may focus on one or more of the Humanities criteria. At the end of the course, the overall level achieved in each of the criteria will be assessed. Humanities Assessment Criteria Criterion A

Knowledge and Understanding

Maximum 8

Criterion B

Investigating

Maximum 8

Criterion C

Thinking Critically

Maximum 8

Criterion D

Communicating

Maximum 8

Grade Boundaries for Grades 9 and 10 Grade

Boundaries

1 2

NOT YET

SPECIFIED

BY THE

IBO

6 7 *Please note that the information in this table is correct at the time of going to print, but is subject to change. For up-to-date information please visit the IBMYP Curriculum section of the ISHCMC portal

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

IV. MYP SCIENCES Introduction The sciences emphasize the role of inquiry and encourage the development of scientific inquiry skills and transferable thinking skills. Aims The sciences aim to help students appreciate the links between science and everyday life as well as the dynamic interactions between science and society. The aims of the teaching and study of sciences are to encourage and enable students to: • develop inquiring minds and curiosity about science and the natural world • acquire knowledge, conceptual understanding and skills to solve problems and make informed decisions in scientific and other contexts • develop skills of scientific inquiry to design and carry out scientific investigations and evaluate scientific evidence to draw conclusions • communicate scientific ideas, arguments and practical experiences accurately in a variety of ways • think analytically, critically and creatively to solve problems, judge arguments and make decisions in scientific and other contexts • appreciate the benefits and limitations of science and its application in technological developments • understand the international nature of science and the interdependence of science, technology and society including the benefits, limitations and implications imposed by social, economic, political, environmental, cultural and ethical factors • demonstrate attitudes and develop values of honesty and respect for themselves, others, and their shared environment

Content

The following topics will be studied: Grade 9 Students elect to follow either one or two sciences during the course of their first two years of High School. The following topics make up the course in each science: • Biology Cells and the organization of living things, Diet and health, Digestion, Transport systems in humans, Gaseous exchange in animals, Respiration, Photosynthesis, Transport systems in plants, Support and movement in plants and animals, Homeostasis. • Chemistry States of Matter, Structure of the Atom, Metals & Non-metals, Periodic Table, Atoms and Ions, Bonding, Structures of Compounds, Rates of reactions, Acids and Bases, The Mole, Electrolysis. • Physics Forces and Motion, Kinetic Energy and Momentum, Strength of Solids, Gravity, Particles in Motion, Energy Transfer, Heat Transfer, Energy Resources. Grade 10 Students continue in Grade 10 following their chosen science course. The following topics make up the course in each science: • Biology Responding to changes in the Environment, Reproduction, Human Reproduction, Inheritance, Evolution, Ecology and cycles in the environment. • Chemistry Oxidation and Reduction, Ammonia, Fertilizers and the chemical industry, Burning, Pollution and Acid Rain, Geology, Water, Water treatment and non-aqueous solvents, Petroleum and organic chemistry, Plastics, Plants, Impurities, food hygiene and medical implications, Re25

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

• Physics

activity series and metals, Cells, Metals and alloys, Colloids. Electricity, Magnetism, Electrical energy, Waves, Light and Sound, Atomic Physics and radioactivity.

Core Texts IGCSE Chemistry, Harwood IGCSE Biology, Jones and Jones IGCSE Physics, CIE by Bradley and Sunley Assessment Students will be assessed using the MYP Assessment Criteria. Students will carry out practical work and write formal laboratory reports, take summative end-of-unit tests and produce extended written work on topical science issues. A variety of other assessments will also be carried out. The MYP criteria are outlined below. Criterion A, ‘One World’, looks at the effect that science has on our society and the student’s appreciation of the positive and negative social impact of certain science issues. Criterion B, ‘Communication’, focuses on the ability of the student to put across their viewpoint and other scientific information. Criterion C, ‘Scientific Knowledge and Concepts’ is concerned with assessing the students ability to apply what they have learned, especially to unfamiliar situations. Criterion D, ‘Scientific Enquiry’ looks at the practical skills of the student and their ability to plan investigations and evaluate their method. Criterion E, ‘Processing Data’ assesses the individual’s competence in manipulating raw data to find patterns. Finally, Criterion F, ‘Attitudes in Science’ is concerned with the work ethic of the student and how they interact with each other and their environment. Science Assessment Criteria Criterion A

One world

Maximum 6

Criterion B

Communication in science

Maximum 6

Criterion C

Knowledge and understanding of science

Maximum 6

Criterion D

Scientific inquiry

Maximum 6

Criterion E

Processing data

Maximum 6

Criterion F

Attitudes in science

Maximum 6

Grade Boundaries for Grades 9 and 10

Grade

Boundaries

0–5

6 – 11

12 – 18

19 – 24

25 – 28

29 – 32

33 – 36

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

V. MYP MATHEMATICS Introduction Students will have the opportunity to study two courses: Mathematics and Extended Mathematics. All students should have the opportunity to develop skills and understanding of concepts from the Extended Mathematics topics. The decision of the topics and timing of the extension topics will be made by the teacher and will be influenced by the readiness of the students and the time available to cover the extended material. The Mathematics content covers basic areas of Mathematics deemed necessary for students to continue their study in grades 11 and 12, and it is designed for those whose area of interest lie in other areas of the curriculum. The Extended Mathematics curriculum, which covers all of the content in more depth and has additional topics, is available for those students who wish to continue their study of Mathematics in Mathematics Standard or Higher Level in grades 11 and 12. Any student wishing to continue to do the IB diploma and study Mathematics Standard or Higher Level Mathematics should do as much of the extended course as possible. In the rare cases where a student is an extremely strong mathematician and succeeding in other areas of the Diploma programme, he/she will be able to enter for Mathematics HL and Further Mathematics SL as an additional subject and supported in his/her studies by a member of the Mathematics department. For the grade 11 students of 2012-13 the Further Mathematics course will be at HL. Calculators: The Mathematics Faculty suggest the purchase of the CASIO FX 9860 series, which are priced at around 2 million VND. Aims The aims of the teaching and study of mathematics are to enable our students to: • recognize that mathematics permeates the world around us • appreciate the usefulness, power and beauty of mathematics • enjoy mathematics and develop patience and persistence when solving problems • understand and be able to use the language, symbols and notation of mathematics • develop mathematical curiosity and use inductive and deductive reasoning when solving problems • become confident in using mathematics to analyse and solve problems both in school and in real-life situations • develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics • develop abstract, logical and critical thinking and the ability to reflect critically upon their work and the work of others • develop a critical appreciation of the use of information and communication technology in mathematics • appreciate the international dimension of mathematics and its multicultural and historical perspectives. Content The following topics will be studied:

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Grade 9 • Number

• Number Extension • Algebra

• Algebra Extension

• Geometry and Trigonometry • Geometry and Trigonometry Extension • Statistics and Probability • Statistics and Probability Extension • Discrete Mathematics

Surds Rational Numbers Standard Form. Irrational Numbers and Approximation Surds with binomial denominators Linear Relations Integer Exponents and Laws of Indices Simultaneous Equations Quadratic factorisation Indices including fractional indices Quadratic Equations and Quadratic Functions Simultaneous Equations Other Functions Transformations Mensuration (include Accruacy of Measurements) Trigonometric Ratios Analytical Geometry (distance and mid-point) Trigonometric Graphs Inter-quartile Range Measures of location and dispersion Estimating Probability of successive events Standard Deviation Normal Distribution Binomial Probability Algorithms

Core text Mathematics for the International student 9 MYP 4: Haese and Harris publication Grade 10 • Number • Number Extension • Algebra

• Algebra Extension

Problems with Approximate and Real values Surds and Radicals Irrational Numbers and Approximation Variation Logarithms Simultaneous Equations Inequalities (only linear) Graphs of Special Functions (including Domain and Range) Expansion and Factorisation of Linear and Quadratic Expressions Integer and negative exponents Matrices Logarithms Higher-level relations, functions and their graphical representations – exponential, logarithmic Inverse and Composite Functions Arithmetic and Geometric Series Inequalities

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

• Geometry and Trigonometry

Volume and Surface Area of Pyramids Trigonometry Congruence and Similarity Circle Theorems Similarity and Congruence Theorems Deductive Geometry (including Circle properties) Vectors Non-right angled Trigonometry Cumulative Frequency Probability of successive trials Univariate Data Analysis Conditional probability Bivariate Data analysis Logic Directed Networks

•Geometry and Trigonometry Extension • Statistics and Probability • Statistics and Probability Extension • Discrete Mathematics • Discrete Mathematics Extension

Core text Mathematics for the International student 10 MYP 5 Pre-Studies: Haese and Harris publication Mathematics for the International student 10 MYP 5 Plus: Haese and Harris publication MYP Mathematics Assessment Criteria Knowledge and Understanding

Maximum 8

Application and Reasoning

Maximum 8

Communication

Maximum 6

Reflection and Evaluation

Maximum 6

Grade Boundaries for Grades 9 and 10 Grade

Boundaries

0-4

5–8

9 – 12

13 – 17

18 – 21

22 – 25

26 – 28

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

VI. MYP ARTS Introduction The Arts are a form of human expression through activity. They are a powerful medium for the exploration of the human condition, our society and our world. Students are provided with the opportunity to learn about the Arts as well as experiencing the processes, skills and techniques required to be a practicing artist. Aims Participation in the Arts should enable students to: • experience and develop curiosity, interest and enjoyment in their own creativity and that of others • explore through the processes of visual and performing arts • acquire and develop skills needed for the creation of visual and performing art work • use the language, concepts and principles of visual and performing arts • communicate their thoughts and ideas through visual and performing arts • create visual and performing art work • reflect on, appreciate and evaluate their work and the work of others • develop receptiveness to visual and performing art forms across time, place and cultures, and perceive the significance of these art forms as an integral part of life

VISUAL ARTS Introduction The Visual Arts promote distinctive and unique ways of understanding and developing an individual’s creative and perceptive abilities in, for example, drawing, painting, printmaking, sculpture and photography. Particular emphasis is placed on developing skills in drawing, painting, printmaking, sculpture and photography. Our goals are to provide a holistic approach to the development of the individual student, to allow students to investigate and appreciate art from different cultures and environments, and to actively involve students in the development of original artworks. Aims Students are expected to: • Develop a conceptual understanding of the production of visual artworks. • Develop the skills and techniques required to produce successful visual artworks. • Develop knowledge and understanding of the art form(s) studied • Apply knowledge, understanding, skills and strategies to develop and elaborate ideas, themes or compositions • Reflect on the themes and issues encountered during the course, and to evaluate creative development and processes • Develop an aesthetic, cultural and critical awareness of the visual arts. The Developmental Workbook The Developmental Workbook is a written record of the students’ development as an artist, encouraging experimentation and critical thinking. It should include: • Visual and written independent research • Critical appreciation of the visual, functional and aesthetic qualities of the art forms studied • Awareness of cultural, historical and social context of the work • Experimentation studio research with a variety of media, developing technical practices. • Development of ideas from concept to resolved composition. 30

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Content Grade 9 • Students use the developmental workbook throughout the creative cycle to reflect upon, evaluate and appraise work in order and to support and promote the creative development of ideas. • Students extend subject specific vocabulary to show aesthetic and critical awareness. • Students develop visual and oral presentation skills. Present work formally and informally. • Students develop understanding of how historical developments and cultural perspectives have shaped the arts. • Students develop an understanding of themes and issues that can be studied through the arts. • Students explor e the art elements and design principals structured activities. • Students develop an understanding the design process and develop skill in elaborating ideas, themes and compositions to a point of realisation. • Students build on observational and experimental drawing skills using a variety of media. • Students build on skills in Drawing, Painting, Sculpture, Printmaking and Digital art and are introduced to Performance Art. Grade 10 • Students continue to use the developmental workbook throughout the creative cycle to reflect upon, evaluate and appraise work in order to support and promote the creative development of ideas. • Students continue to extend subject specific vocabulary to show greater aesthetic and critical awareness. • Students continue to develop visual and oral presentation skills. Present work formally and informally. • Students continue to develop understanding of how historical developments and cultural perspectives have shaped the arts. • Students continue to develop an understanding of themes and issues through the arts. • Students continue to build on extended observational and experimental drawing skills using a variety of media. • Students begin to apply the art elements and design principles in their work. • Students further develop their students’ understanding of the design process, developing and elaborating ideas, themes and compositions to a point of realisation. • Students show greater skill in Drawing, Painting, Sculpture, Printmaking and Digital art and are introduced to Installation art. • Students use materials with greater sensitivity and demonstrate an increased understanding of their characteristics. • Students develop skills in mixed media work. Assessment Assessment takes place in two forms; ‘Process assessment’ in the developmental workbook and ‘Summative Assessment’ in the final product or artwork. The MYP Arts criteria are used to assess student learning. See end of Arts section.

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

MUSIC Introduction The study of Music in Grades 9 and 10 will develop students’ skills in relation to the three main areas of Music: performing (both as a soloist and in an ensemble), listening and composing. • Students will consolidate their theoretical knowledge from earlier grades, be given opportunities for performing in a range of situations and will further develop their understanding of compositional processes and musical genres across a wide range of styles and cultures. Aims • To enable candidates to acquire and consolidate a range of musical skills, knowledge and understanding, through the activities of listening, performing and composing. • To assist candidates to develop a perceptive, sensitive and critical response to the main historical periods and style of Western music. • To help candidates recognise and understand the music of various non-Western traditions, and thus help form an appreciation of cultural similarities and differences. • To provide the basis for an informed and lasting love and appreciation of Music. • To provide a foundation for further study in Music for those candidates who wish to continue Music at IB Diploma. Grade 9 Content Listening • Students will begin a glossary of musical terms, and start to use them when writing and/or talking about musical extracts. • Students will learn specific vocabulary relating to the Baroque and Classical Western Art Music periods, as well as a range of World Music cultures, e.g.. Indonesian gamelan, Indian raga and Caribbean steel pan music. • Students will begin to identify and analyse a wide range of musical styles and genres. • Students will begin to learn rhythmic dictation in simple time, as well as 4-bar melodic dictation in a major key. • Students will begin their analysis of a specific Set Work, e.g.. Bach’s Brandenburg Concerto no. 2, and will analyse it in terms of harmony, melody and so on. Performing • Students will nominate a solo instrument/voice and will begin to develop their technical competence on this instrument, challenging themselves in terms of the level of piece selected. • Students should rehearse regularly with a private teacher. • Students will perform solo and ensemble pieces in workshops at regular intervals throughout the course; these performances will be recorded and assessed. • Students will learn how to analyse their own, and peers’ performances to make them better for the next time. • Students should learn a wide range of musical styles, so they can present varied performances. • Students will be given the opportunity to perform in concerts, assemblies, etc. Composition • Students will begin to learn the skills necessary to compose in a wide range of styles, including programmatic composition, pentatonic and whole tone scale pieces and waltzes. • Students will learn and develop appropriate notation skills, including the ability to use computer software in writing scores. 32

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

• Students will be set specific compositional tasks over the course: each one will concentrate on a specific aspect of musical theory, with the aim that students learn the art of composition as an ongoing and developing language of expression. Grade 10 Content Listening • Students will develop and extend their glossary of musical terms from Grade 9, and be encouraged to use them confidently and fluently when writing and/or talking about musical extracts. • Students will extend their specific vocabulary knowledge, including words relating to the Romantic and Modern periods of Western Art Music, as well as other World Music cultures e.g. Australian aboriginal music, the panpipe music of the Andes and Spanish flamenco. • Students will learn to identify and analyse a wide range of musical styles and genres with greater confidence and accuracy. • Students will develop their rhythmic and melodic dictation skills, with examples in compound time and longer melodic extracts including minor keys. • Students will continue to study a specific Set Work, e.g.. Bach’s Brandenburg Concerto no. 2, and will analyse it in terms of harmony, melody and so on. • Students will develop all the above skills to write a Musical Investigation project on a musical subject of their choice. Performing • Students will continue to develop their technical competence on their solo instrument, aiming to improve at each workshop performance. • Students should continue to rehearse regularly with a private teacher and in their regular ensemble groups. • Students will continue to perform solo and ensemble pieces in workshops at regular intervals throughout the course; these performances will be recorded and assessed. • Students will learn how to analyse their own, and peers’ performances to make them better for the next time. • Students should learn a wide range of musical styles, so they can present varied performances. • Students will be given the opportunity to perform in concerts, assemblies, etc. Composition • Students will develop and extend their compositional skills, focusing on particular forms and styles, for example ternary and rondo, a song and compositions for a wider range of instruments. • Students will develop their notation skills, concentrating on specific articulation, dynamics and tempo markings to enhance their work. • Students will continue to be set specific compositional tasks over the course: each one will concentrate on a specific aspect of musical theory, with the aim that students learn the art of composition as an ongoing and developing language of expression. • Students will develop a final portfolio of work which will consist of 3 contrasting compositions: these will be edited and revised so that they represent the best the student can offer. These pieces will be notated, performed, recorded and assessed. They will also include a written commentary explaining the process of composition. Assessment Assessment takes place in two forms; ‘Process Assessment’ i.e. the Developmental / Research Workbook and ‘Summative Assessment’ i.e. the final product or piece. The MYP Arts criteria are used to assess student learning. See end of Arts section. 33

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

DRAMA

Introduction Positive experience in Drama develops imagination and makes students more sensitive and responsive to the natural and man made world. It also enhances self-esteem and builds confidence. The High School Program provides a detailed understanding of a range of theatrical forms enabling students to gain a broad knowledge of performance through various social, historical and cultural contexts. It also enables students to evolve a wide range of performance skills and acquire a sophisticated awareness of how to shape and structure a performance. Students are expected to analyse and discuss dramatic techniques, forms and theories using appropriate language and they should understand and show initiative in planning and self-evaluation in the development of Performance. Aims Students are expected to: • Develop an appreciation of a variety of performance styles • Gain a wide knowledge of dramatic techniques and apply them to their practical work. • Explore a range of issues acknowledging the connections made with the Areas of Interaction. • Develop a cultural and critical understanding of theatrical forms and theories. • Develop the knowledge to perform and direct plays in a confident and skillful way. • Develop an awareness of the impact of Theatre on today’s world. Developmental Workbook The developmental journal is a record of the student’s development as a performer and encourages experimentation and critical thinking. It should include: • A record of the process of creation. • Research of theatre in Cultural and Historical contexts. • The application of approaches to learning skills in its presentation, such as legibility, organisation and referencing. • Written refection and evaluation. Content Grade 9 Students will explore 4 core units of study: • Brecht’s Epic Theatre – an exploration of how Theatre can be used to educate and not just entertain its audience. • Devising Theatre – this unit investigates how Theatre can be created to reflect or change our societies and express ideas. • Realism – an introduction to using Stanislavsky’s acting techniques to create believable characters on stage. It explores a text and culminates in an evening performance to the ISHCMC community. • Shakespeare for Beginners – this unit develops familiarity and confidence in understanding the world of Theatre’s most memorable playwright. Students will extend their presentational and analysis skills by exploring a range of monologues and plays. Grade 10 Students will explore 5 core units of study: • Physical Theatre – Using techniques of Physical Theatre to explore the text Kafka’s Metamorphosis. • Commedia del’ Arte – experiencing this style of improvised Theatre which combines physical and verbal comedy and slapstick clowning performance. • From Page to Stage – This unit explores a theatrical text in detail and culminates in an 34

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

evening performance to the ISHCMC community. • Introduction to Asian Theatrical Styles – In this unit students explore a range of Asian Theatre styles and cultures including Japanese, Chinese, Indian and Indonesian. • Theatre Sports – This is a fun and challenging competition which encourages students to demonstrate their improvisational, comedy and team work shills that they have learned throughout the course. Assessment Assessment takes place in two forms: ‘Process Assessment’ demonstrated through the Developmental Workbook and through their Engagement in all tasks, and ‘Summative Assessment’, which can be the final product (an essay or presentation) or performance. Student self-assessment in a written or discussion format is an integral part of the learning process in the MYP Drama Program. Students will use the Developmental Workbook throughout the creative process to reflect upon, evaluate, assess and appraise work and to support and promote creative development. Students will also develop a detailed understanding of the technical aspects of theatre such as set design, lighting and sound through a variety of tasks. The MYP Arts criteria are used to assess student learning. Arts Assessment Criteria The following MYP Arts criteria are used to assess student learning in Visual Arts, Music and Drama: Criterion A

Knowledge and Understanding

Maximum 8

Criterion B

Application

Maximum 10

Criterion C

Reflection and Evaluation

Maximum 8

Criterion D

Artistic Awareness and Personal Engagement

Maximum 8

Grade Boundaries for Grades 9 and 10 Grade

Boundaries

0–3

4–8

9 – 13

14 – 20

21 – 25

26 – 30

31 – 34

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

VII. MYP HEALTH & SOCIAL AND PHYSICAL EDUCATION Introduction The Physical Education, and Health and Social Education programme fosters the students’ individual development in the areas of physical, social and emotional health. The curriculum and activities embrace the cultural diversity of the school and recognize the importance of providing authentic and life long skills for students to live a healthy and productive life. Aims The aims of the Grade 9 and 10 MYP Physical Education programme are to enable students to: • Appreciate and understand the value of physical activity and its relationship to living a healthy lifestyle • Work to their optimal level of physical fitness and develop the skills necessary to maximize their fitness potential • Develop an understanding and appreciation of movement as a creative medium connected to communication, and expression • Develop the motor skills necessary to participate successfully in a variety of physical activities • Experience enjoyment and satisfaction through physical activity • Develop both their personal and social skills • Show knowledge and understanding in a variety of physical activities and evaluate their own and others’ performances • Demonstrate the ability to reflect upon their own physical activity experiences and performances Content Grade 9 Physical Education • Fitness – Personal Assessment • Volleyball • Movement Education: Composition of an Aerobics Routine • Swimming • Track and Field • Basketball • Soccer • Racquet sports and Striking Games

Health and Social Education • Study Skills and the Human Brain • Sports Nutrition • Gender Development • Self and Relationships • Challenges and Adversity • Substance Abuse and Dependency: Alcohol Core texts: Personal, Health and Physical Education, Book 4, 3rd Edition, Lees and Lees Grade 10 Physical Education • Fitness – Personal Assessment • Soccer • Movement Education: Composition of a Dance Routine (Cultural Fusion) • Swimming 36

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

• Track & Field • Basketball • Racquet Sports and Striking Games • Volleyball

Health and Social Issues • Careers Unit • Conflict and Conflict Resolution • Body Image • Drug awareness and dependency Core texts Active Outcomes 2 – PDHPE Stage 5, Proctor, Ruskin, Harper Assessment A variety of formative and summative assessment tasks are given for each unit. In Physical Education classes, assessment tools include; individually based fitness grams, self/peer assessments, video analysis, attitude and effort rubrics, and skills checklists. In Health and Social Education, assessment tasks include individual and cooperative assignments/projects, role playing, discussions and quizzes. In both contexts the focus of all our assessments tasks are to find various ways to maximize and analyze our students’ understanding and development. Assessment Criteria Criterion A

Knowledge and Understanding

Maximum 8

Criterion B

Movement Composition

Maximum 6

Criterion C

Performance and Application

Maximum 10

Criterion D

Social skills and Personal Engagement Maximum 8

Grade Boundaries for Grades 9 and 10 Grade

Boundaries

0–5

6 – 10

11 – 15

16 – 20

21 – 24

25 – 28

29 – 32

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

VIII. MYP TECHNOLOGY Introduction The technology programme in Grades 9 and 10 is a compulsory study that continues to develop concepts and skills covered in Grades 6 to 8. It consists of a practical approach to learning, taught over 4 periods per week, in using technology as a tool. Within the MYP, students are required to develop and continually apply the variety of technology skills involved in inventing, creating, constructing, testing, modifying and evaluating solutions to real problems. Students are also required to adapt to new experiences and be able to approach problems with appropriate skills and techniques. MYP technology is organised into three branches: • Information • Materials • Systems Technology deals with all three branches, stressing their inter relatedness. All technology work is based upon the design cycle – a model of learning and work organisation incorporating knowledge, research, skills and design principles in problem-solving contexts. Students will begin each year with work on the design cycle, initially concentrating on the ‘Create’ stage but gradually developing their skills and understanding in the other areas. Aims Technology at ISHCMC is designed to create a balance between the imparting of skills, the acquisition of techniques and knowledge, and the growth and awareness of the students’ personal responses. The aims of technology are to: • encourage an awareness of the impact of technology on society and the environment • develop an appreciation of the international and intercultural aspects of technology • provide a variety of technological information and ideas • encourage curiosity, ingenuity, resourcefulness and discrimination • stimulate self-confidence through the knowledge and application of technology • develop practical skills through the creation of products/solutions • promote effective, informed, appropriate communication • foster responsibility for designs, decisions, actions and assessment • promote effective cooperation and respect for individual differences when responding to technological challenges • develop logical-thinking skills. As well as the knowledge necessary to work towards these aims, the students will also acquire a number of skills. • Practical skills the ability to complete given tasks. • Analytical skills the collection, interpretation and use of information. • Organizational skills the planning of work and meeting deadlines. • Social skills the communication of ideas. Content Across their time in Grades 9 and 10, students will have opportunities to work in many of the following areas: • Animation • Electronic music 38

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

• Desktop Publishing • Graphic Design • Simulations And Modeling (Programming) At the end of Grade 10 students embark on an open project. Here, they can choose their own area of interaction and work independently to solve a real-life problem. Assessment Students are assessed for each unit on all aspects of the design cycle (Investigate – Design – Plan – Create – Evaluate – Attitudes in Technology). Students are assessed on written assignments such as process journals and reflective evaluations as well as on the final product created for each unit. MYP Technology Assessment Criteria Criterion A

Investigate

Maximum 6

Criterion B

Design

Maximum 6

Criterion C

Plan

Maximum 6

Criterion D

Create

Maximum 6

Criterion E

Evaluate

Maximum 6

Criterion F

Attitudes in Technology

Maximum 6

Grade Boundaries for Grades 9 and 10 Grade

Boundaries

0–5

6–9

10 – 15

16 – 21

22 – 26

27 – 31

32 – 36

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

The International Baccalaureate Diploma Programme – Grades 11 and 12 The academic programme for Grades 11 and 12 has the International Baccalaureate Diploma Programme as its core curriculum and is designed as a comprehensive and academically demanding curriculum, which is recognized internationally as an excellent preparation for university. Based on the educational tradition of no single country, it represents the desire to provide students of different linguistic, cultural and educational backgrounds with the intellectual, social and critical perspectives necessary for the adult world that lies ahead in today’s global society. To qualify for the award of an IB Diploma students must choose six subjects. The selection of three subjects at Higher Level (HL) and three at Standard Level (SL) requires students to engage in the study of Languages, Sciences, Mathematics, and Individuals and Societies over a two year period. It is a deliberate compromise between the preference of specialization in some countries and the breadth often preferred in others. The intent is that students should learn how to learn, how to analyse, reach considered conclusions about languages, literature, society and the scientific nature of our global environment. The six subjects must be chosen by selecting one from each of the following groups: NB Two subjects may be taken from Group 1 instead of one from Group 1 and one from Group 2 (All subjects listed are available at Higher and Standard levels unless otherwise indicated). Subject Groups

Subjects

Language A1

English Literature A, English Language and Literature A , Vietnamese Literature A, Korean Literature A, Chinese Literature A, Self-Taught Literature A SL

Second Language

English A2, English B, French B, Spanish Ab Initio SL

Individuals & Society

History, Geography, Business & Management, Information Technology in a Global Society (ITGS)

Experimental Sciences

Physics, Biology, Environmental Systems & Societies SL

Mathematics

Mathematics Higher Level, Mathematics SL, Mathematical Studies (SL only)

The Arts & Electives

Visual Arts, Music, Theatre, Chemistry, Business & Management

In addition to these academic subjects IB Diploma students are also required to: • Write an Extended Essay • Study the Theory of Knowledge (ToK) course • Carry out activities in the Creativity, Action and Service (CAS) programme Physical Education is not required for the IB Diploma but there is a school requirement for all students of two lessons per week.

Conditions for the Award of an IB Diploma

Each of the six academic subjects is graded on a 1 to 7 scale (1 is poor, 7 is excellent) based on coursework and the final examination. A maximum of three bonus points are awarded according to the combined standard of a student’s ToK and Extended Essay work. Therefore, the maximum points total is 45. To qualify for the IB Diploma the student must achieve a minimum of 24 points (other conditions may apply), submit an Extended Essay and have fulfilled the CAS and ToK requirements. 40

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

The IB Certificate Programme

Some students will find they are better suited to an IB Certificate course. This means they do not follow the full IB Diploma programme. They may take five or six subjects, some at Higher Level, if advised, and take part in the TOK and CAS programmes. The student must however qualify for the ISHCMC Diploma and may take a balance of IB courses and sit for individual subjects at the examination session. Grades are awarded for each subject taken and an IB certificate is awarded on successful achievement in the examination of a specific course.

CORE COMPONENTS: CAS, TOK & EXTENDED ESSAY CREATIVITY, ACTION, SERVICE (CAS) Nature Creativity, action, service (CAS) is at the heart of the Diploma Programme. It is one of the three essential elements in every student’s Diploma Programme experience. It involves students in a range of activities alongside their academic studies throughout the Diploma Programme. A successful completion of CAS is one of the requirements for obtaining the IB diploma. The three strands of CAS, which are often interwoven with particular activities, are characterized as follows. Creativity: arts, and other experiences that involve creative thinking. Action: physical exertion contributing to a healthy lifestyle. Service: an unpaid and voluntary exchange that has a learning benefit for the student. CAS enables students to enhance their personal and interpersonal development through experiential learning. At the same time, it provides an important counterbalance to the academic pressures of the rest of the Diploma Programme. A good CAS programme should be both challenging and enjoyable, a personal journey of self-discovery. Each individual student has a different starting point, and therefore different goals and needs, but for many their CAS activities include experiences that are profound and life-changing. Aims The CAS programme aims to develop students who are: • Reflective thinkers. Students should gain a better understanding of their strengths and limitations, identify goals and devise strategies for personal growth. • Willing to accept new challenges and new roles. • Aware of themselves as members of communities with responsibilities towards each other and the environment. • Active participants in sustained, collaborative projects. • Balanced. Students should enjoy and find significance in a range of activities involving intellectual, physical, creative and emotional experiences. Activities and Projects Students are required to complete a minimum of three activities for both creativity and service and be involved in at least one service project involving teamwork for a minimum of three semesters. Larger scale activities of this sort may provide excellent opportunities for students to engage “with issues of global importance”. (GIN, Loreto, East Meets West, Operation Smile, Habitat for Humanity). An ideal project would also integrate creativity and action. The school will offer a range of opportunities for CAS; however, all students should be involved in CAS activities that they have initiated themselves. 41

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

An activity must meet all four of these criteria to be considered to be a CAS activity. • Real, purposeful activities, with significant outcomes • Personal challenges – the tasks must extend students and be achievable in scope • Thoughtful consideration, such as planning, reviewing progress and reporting • Reflection on outcomes and personal learning

Events ISHCMC being very involved in the local community, students should participate in one of the social events organized or supported by the school (Family Fun Day, LoretoFest, Christmas Charity Bazaar, Terry Fox Run, International Day, Gala concert, New Zealand Festival, Big Day Out, etc.). Time In the course of their CAS work, students should develop a number of personal skills in order to fulfil a range of personal outcomes. In order to have sufficient time in which to do this, they should aim to spend the equivalent of half a day per school week with a reasonable balance between creativity, action and service. “Hour counting”, however, is not encouraged. Off campus Students need to have parents fill in a Parental Agreement Form before they can start on an activity off campus. Evaluating: Learning outcomes The most important aspect of evaluation is self-evaluation by the student. As a result of their CAS experience as a whole, including their reflections, students should be able to demonstrate that they have met each of the following learning outcomes: • Increased their awareness of their own strengths and areas for growth. • Undertaken new challenges. • Planned and initiated activities. • Worked collaboratively with others. • Shown perseverance and commitment in their activities. • Engaged with issues of global importance. • Considered the ethical implications of their actions. • Developed new skills. In order to meet the CAS requirement, students will be expected to have provided evidence of having fulfilled each of these by the completion of the diploma programme. This focus on learning outcomes emphasizes that it is the quality of a CAS activity (its contribution to the student’s development) that is of most importance. Documentation ISHCMC has a subscription to IB Manager, a web-based system designed to help IB schools better manage their IB programme. It is very important to document ongoing activities and reflections. This documentation can take many forms (journal, blog, website, videos, album, etc.). By the end of the programme, students must provide 10 sample pages from their ongoing documentation. These sample pages, which may, for example, be printouts from electronic logs, must include the list of the principal activities undertaken and evidence of both planning and reflection.

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Students’ documentation should provide evidence for: • Their initial goals and plans for their CAS programme • The CAS activities that they have undertaken • Their plans for each activity or project • Their reflections on each activity (before, during and afterwards) • Which learning goals have been achieved and how From this documentation, it should be possible for the reader to tell what happened, why it happened, how it happened, what its value was and what students learned from it. Procedure 1. Think carefully about how the activity fits into the overall CAS programme. 2. Add a CAS activity in IB Manager, describe it and target the learning outcomes. These will help students decide if the activity really is a CAS activity. 3. Carry out the activity after its pre-approval by the CAS Coordinator (and approval by parents if off campus). 4. Reflect continuously on the activity and document reflections. 5. Request supervisor evaluation. Reflection Reflection is a skill. Like any other skill, it is developed by practice. The fundamental questions for any activity are: • What did I plan to do? • What did I do? • What were the outcomes, for me, for the team I was working with, and for others? The answers to these questions can be complex. Most activities will involve a combination of these. Deeper questions As students develop their skills of reflection, students should consider some of the following in their journal: • How did I feel? • What did I perceive? • What did the activity mean to me? • What value did the activity have? • What did I learn from this activity? • How could this new insight be applied more widely? There is no point in writing lengthy accounts about relatively routine experiences. CAS meetings Throughout your CAS programme, students will meet with their Homeroom teacher who will give them formative feedback on their progress and offer guidance on future activities.

Timeline 11th grade, beginning of 1st semester: First consultation with Homeroom teacher. Set goals for the CAS programme 11th grade, beginning of 2nd semester: Second consultation with Homeroom teacher Provide evidence for learning outcomes and reflective work 12th grade, beginning of 1st semester: Third consultation with Homeroom teacher Provide evidence for learning outcomes and reflective work 43

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

12th grade, beginning of 2nd semester: Fourth consultation with Homeroom teacher Submit final documentation. EXTENDED ESSAY The purpose of this essay is to develop skills in the methods of critical research. Students select a topic for research that is linked to one of their subjects, most usefully the one they plan to study at university. With the guidance of a teacher advisor they work over several months to produce an essay of a maximum of four thousand words. This is assessed by an external examiner. THEORY OF KNOWLEDGE (TOK) The purpose of the course is to enable students to step back from the immediate demands of their six subjects and to ask some fundamental and critical questions about “knowledge”. What are the different means by which we acquire knowledge? Are all forms of knowledge equally valid? Are there types of knowledge beyond the empirical and logical forms? To what extent do “values” constitute a form of knowledge? Theory of Knowledge is, above all, a course in rigorous, critical thinking. It is assessed in two ways: An essay on a given title which is assessed externally. A presentation which is assessed internally.

The Award of Bonus Points Bonus points may be awarded at the IB examination depending on the combined standard of a student’s ToK and Extended Essay work. According to the quality of work produced for each, a candidate will be awarded one of the five grades, A – E. The following matrix shows the number of bonus points awarded for all possible combinations of the five grades: Theory of Knowledge A

Extended

Essay

For example, a candidate who achieves a grade of B for Theory of Knowledge and a grade of C for the Extended Essay will be awarded one bonus points. Candidates who achieve a grade E in either Theory of Knowledge or the Extended Essay will be awarded an F for their bonus points score. The award F is a failing condition for the Diploma.

Selecting a Programme When planning a course of study students should bear the following in mind: A student can qualify for the Bilingual Diploma if they take two Language A1 courses or if they take a Language A1 in a language other than English and study the rest of their Diploma subjects in English. To gain the IB Diploma a student must have at least one Language A1. Self-Taught Language A1 should be the student’s mother tongue language and may be studied at SL only, usually instead of English A1. 44

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Candidates may not take the same language in both Groups 1 and 2. Payment for IB examinations is separate from school fees. The school reserves the right to withdraw courses for which there is not a minimum enrolment of five students. Placement of Students in Grades 11 and 12 The guidelines below have been established in order to provide students with a programme of studies that is consistent with their academic and personal needs. The grades attained during grade 10, including semester 1, interim reports, semester 2 and their overall MYP Certificate score, are considered as a guide to a student’s ability to successfully complete the IB Diploma. There are 3 categories of Study: 1) IB Diploma Student Students may be placed in a programme of study leading to the IB Diploma, following successful completion of the MYP programme at ISHCMC or its equivalent elsewhere. The status will be subject to continual monitoring by individual teachers and the students’ suitability for their chosen course will be reviewed after the 1st semester report and at the end of Year 11. The standards for Higher level subjects are stringent and the following guidelines apply: • Grade 6 - 7 at the end of the MYP course prepares a student to study a Higher level subject. • Grade 4 – 5 at the end of the MYP course prepares a student to study a Higher level subject on a probationary basis. 2) IB Diploma Probationary Student Students may be placed on a probationary basis in the Diploma programme Their status will be continually monitored by individual teachers and the students’ suitability for their chosen course will be reviewed after the 1st Interim report with a further review after the 1st and 2nd semester reports. 3) IB Certificate / ISHCMC Diploma Student Students may select a programme of studies not leading to the IB Diploma. Students will be continually monitored by faculty and will be encouraged to sit 6 Standard level subjects or a limited combination of Standard & Higher level subjects. Students may also choose to sit a limited number of external examinations while still studying the full 6 subjects giving them the opportunity to complete graduation requirements. Parent/Teacher Conferences and Parent Information Evenings will give parents an opportunity to discuss the student’s progress with teachers and the effect that the grades which the student is attaining may have on their status in specific courses. In addition, parents and students may request a Parent/Teacher Conference whenever a concern arises. Specific considerations for placements • Only students who have studied IB MYP Extended Maths, or an equivalent, can be considered for the Mathematics higher level course in the IB Diploma. 45

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

• Students who have not studied a subject previously who wish to take that subject in Grade 11 can select that subject at a standard level or at a probationary higher level status. • Unless external grades indicate otherwise, students entering the School late in Grade 10 or during the first semester of Grade 11 will be considered probationary IB Diploma students. General considerations when it comes to the placement of students: • Effort grades attained by student showing academic intent • Recommendation from EAL Department • Recommendation from Counsellor • Recommendations to the Headmaster from the Head of High School, the IB Coordinator and relevant Grade 10 subject teachers.

Further study The Counsellor is available to give guidance about tertiary programmes and assist with application to colleges and universities in different countries. The Counselling Resources Library contains useful reference books about the required entry standard for specific universities from around the world. It is advisable to contact universities directly as prerequisites can change. Students with the IB Diploma have entered more than 700 universities in some 70 countries. Many colleges in the U.S. readily accept students with the IB, and may give credit for Higher Level IB courses. They recognize that applicants who have taken the IB are well prepared for university study and that their willingness to complete such a rigorous course speaks well of their academic potential. Different universities have different entrance requirements. The best sources of information are the prospectuses from universities. Copies of the prospectuses of many of the world’s universities are available in the Counselling Resource Library. If a university prospectus is not available, it can be obtained by writing to the university concerned or viewed on the university website. Addresses of all universities around the world are also available and the Counsellor is available for advice and help.

Calendar The two-year programme is organized so that the workload is paced as follows: Grade 11

Grade 12

Semester 1 IB Orientation Weekend Community Service (CAS) Fieldtrips/Fieldwork

Semester 1 Completion of Extended Essay Completion of Coursework in groups 1,3,5

Semester 2 Extended Essay CAS Community Service Trip Group 4 Project Fieldtrips/Fieldwork

Semester 2 Completion of CAS activities Completion of coursework in Groups 2,4,6 IB Examination revision IB Trial Examinations IB Final Examinations Graduation

A more detailed timeline of assessments is provided to students in their academic planners early in the programme. An academic calendar is issued to parents and students prior to the start of each school year that gives times of assessments, reports and parent evenings. 46

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Support Services for Grades 11 and 12 students EAL: EAL students take the English Language B SL or HL course. This course is designed for speakers of English as another language and fulfils the English requirement of the IB Diploma. Special Education Needs (SEN): Students in Grades 11 and 12 must be able to cope with the academic curriculum offered without support. This means that only limited EAL inclass support or SEN help is available for students in these grade level.

DP Subject Groups I. Dp Group 1: Language A

Language A: Literature This is a high level literary analysis course offered in English and Vietnamese. Language A: Literature And Language This course includes both literature components and cultural/media components, offered in English, Korean and Mandarin.

LITERATURE A

Higher Level study 13 texts, and Standard Level 10 texts. The majority of texts are chosen from the IB Prescribed List of Authors, and works in translation must be included. Both courses are divided into 4 ‘Parts’ Part 1: Literature in Translation(25%) 2 works at Standard level, 3 at Higher. Pupils write one essay (1200-1500) based on one of the studied texts. Part 2: Detailed Study (15%) 2 works at SL, 3 at HL. Assessed by recorded oral commentary (SL), and recorded oral commentary plus discussion (HL) Part 3: Literary Genres (25%) 3 works at SL, 4 at HL, all of the same genre. Assessed by examination (essay) Part 4: Options (15%) 3 works at SL, 4 at HL. Assessed by Oral presentation. Works studied may include film treatments, graphic novels and a range of contemporary genres. The final examination consists of two papers. Paper 1 is an Unseen Commentary, and Paper 2 an essay based on the Part 3 works. These two papers comprise 50% of the final grade.

Language and Literature A

Course Outline Part 1: Language in cultural context Texts are chosen from a variety of sources, genres and media. Part 2: Language and mass communication Texts are chosen from a variety of sources, genres and media. Part 3: Literature—texts and contexts SL: Two texts, one of which is a text in translation from the prescribed literature in translation (PLT) list and one, written in the language A studied, from the prescribed list of authors (PLA) for the language A studied, or chosen freely. HL: Three texts, one of which is a text in translation chosen from the prescribed 47

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

literature in translation (PLT) list and one from the prescribed list of authors (PLA) for the language A studied. The other may be chosen freely. Part 4: Literature—critical study SL: Two texts, both of which are chosen from the prescribed list of authors (PLA) for the language A studied. HL: Three texts, all of which are chosen from the prescribed list of authors (PLA) for the language A studied. Assessment Paper 1: Textual analysis (1 hour 30 minutes) The paper consists of two unseen texts. Students write an analysis of one of these texts. (20 marks) 25% Paper 2: Essay (1 hour 30 minutes) In response to one of six questions students write an essay based on both the literary texts studied in part 3. The questions are the same at HL but the assessment criteria are different. (25 marks) 25% Written task Students produce at least three written tasks based on material studied in the course. Students submit one written task for external assessment. (20 marks) This task must be 800–1,000 words in length plus a rationale of 200–300 words. 20% Individual oral commentary (15%) Students comment on an extract from a literary text studied in part 4 of the course. (30 marks). Students are given 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. The mark of one further oral activity is submitted for final assessment. (30 marks) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. 30%

中文：語言及文學 A 課程綱要第一部份：文化語境中的語言閱讀文本選取字不同的來源、類別及媒介。第二部份：語言與大眾傳媒閱讀文本選取字不同的來源、類別及媒介。第三部份：文學——作品及背景標準級：學生將研讀兩部作品，一部為選自世界文學書目(PTA)的翻譯作品，另一部為選自中文A書目(PLA)的中文作品，亦可為學校自選作品。第四部份：文學——評論研究標準級：學生研讀兩部作品，均選自中文A書目(PLA)。 48

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

校外評估卷一：文本分析（一小時三十分鐘）（25%）卷面包含兩篇考生從未讀過的文章。考生選取一篇撰寫評論。（20分）卷二：論文（一小時三十分鐘）（25%）在六道題目中選取一題，依據第三部份所學的文學作品回答題目。（25分）論文（20%）部評估的成績。（20分）論文字數在1000至1200字之間，并需附有240字至360字的立意闡釋。校內評估個人口頭評論（15%）考生將對第四部份的作品節選予以賞析。（30分）節選附有兩道引導題目。其他口頭活動（15%）考生將完成至少兩項其他口語活動。一項基於第一部份所學作品，另一項基於第二部份所學作品。口語活動的成績將呈送考試中心作為最後成績。（30分）校內評估，考生將在校內由老師評估。但在課程完成時，將由外部考官審核并確定最終分數。

TIEÁNG VIEÄT A

(Chỉ dành cho lớp 11 – Đối với lớp 12: vui lòng tham khảo sách hướng dẫn năm trước) Năm nay, hai khóa học mới sẽ thay thế khóa học A1 và A2 cũ, áp dụng cho lớp 11. Tên của hai khóa mới này là Ngôn Ngữ A: Văn Học, và Ngôn Ngữ A: Văn Học và Ngôn Ngữ. Cả hai khóa học đều dành cho Nhóm 1 và có giá trị ngang bằng các cấp độ của Ngôn Ngữ cũng như độ khó về mặt học thuật. Ngôn Ngữ A: Văn Học sẽ thay thế A1 cũ và tiếp tục là khóa phân tích văn học cấp độ cao. Ngôn Ngữ A: Văn Học và Ngôn Ngữ sẽ thay thế A2 cũ. Môn này bao gồm cả văn học và văn hóa/ truyền thông. Năm nay, Văn Học A đưa ra ở cả tiếng Anh và tiếng Việt. Văn Học và Ngôn Ngữ được áp dụng cho tiếng Anh, tiếng Hàn Quốc và tiếng Quan Thoại. VAÊN HOÏC A Cấp độ Cao sẽ học 13 chủ đề, cấp độ Tiêu Chuẩn sẽ học 10 chủ đề. Phần lớn các chủ đề được chọn từ danh sách các tác giả bắt buộc của chương trình IB và kèm theo cả các bài tập về chuyển ngữ. Cả hai khóa học đều được chia làm 4 phần Phần 1: Văn Học trong chuyển ngữ (25%) 2 tác phẩm cho cấp độ Tiêu Chuẩn, 3 tác phẩm cho cấp độ Cao. Học sinh viết 1 bài tiểu luận (từ 1200 đến 1500 từ) dựa trên một trong những chủ đề đã học. Phần 2: Nghiên cứu chi tiết (15%) 2 tác phẩm cho cấp độ Tiêu Chuẩn, 3 tác phẩm cho cấp độ Cao. Đánh giá bằng cách diễn giải bằng lời qua băng ghi âm (cấp độ Tiêu Chuẩn), và diễn giải bằng lời qua băng ghi âm kèm theo bình luận (cấp độ Cao) Phần 3: Các thể loại văn học (25%) 3 tác phẩm cho cấp độ Tiêu Chuẩn, 4 tác phẩm cho cấp độ Cao, tất cả cùng một thể loại. Đánh giá bằng cách kiểm tra viết (tiểu luận). 49

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Phần 4: Tùy chọn (15%) 3 tác phẩm cho cấp độ Tiêu Chuẩn, 4 tác phẩm cho cấp độ Cao. Đánh giá bằng cách thuyết trình. Tác phẩm có thể kèm phim ảnh, tiểu thuyết và các thể loại đương đại Kiểm tra cuối khóa gồm 2 bài thi. Bài thi 1 là một bài bình luận không được chuẩn bị trước, và Bài thi 2 là một bài tiểu luận dựa trên một trong các tác phẩm từ phần 3. Hai bài thi này chiếm 50% tổng điểm số. VAÊN HOÏC VAØ NGOÂN NGÖÕ A Phần 1: Văn học trong bối cảnh văn hóa Các chủ đề được chọn đa dạng từ nguồn gốc, thể loại và phương tiện. Phần 2: Văn học và thông tin đại chúng Các chủ đề được chọn đa dạng từ nguồn gốc, thể loại và phương tiện. Phần3: Văn học — Chủ đề và bối cảnh Cấp độ Tiêu Chuẩn: Hai chủ đề, một trong hai chủ đề không phải là chủ đề nguyên ngữ từ các tác phẩm bắt buộc đã được dịch và một là tác phẩm được viết bằng ngôn ngữ đang học trong các tác phẩm bắt buộc cho Văn Học A, hoặc tự do chọn. Cấp độ Cao: Ba chủ để, một trong ba chủ đề không phải là chủ đề nguyên ngữ từ các tác phẩm bắt buộc đã được dịch. Các chủ đề còn lại được tự do chọn. Phần 4: Văn học — Phê bình Cấp độ Tiêu Chuẩn: Hai chủ đề, cả hai đều được chọn từ các tác phẩm bắt buộc cho Văn Học A Cấp độ Cao: Ba chủ để, tất cả đều được chọn từ các tác phẩm bắt buộc cho Văn Học A Ñaùnh giaù Bài thi 1: Phân tích nguyên bản (1 giờ 30 phút) Bài thi gồm hai chủ đề không được chuẩn bị trước. Học sinh viết phân tích một trong hai chủ để này. (20 điểm) 25% Bài thi 2: Tiểu luận (1 giờ 30 phút) Học sinh trả lời một trong sáu câu hỏi và viết một bài tiểu luận dựa trên cả hai chủ đề đã học trong phần 3. Các câu hỏi giống như cấp độ Cao nhưng tiêu chuẩn đánh giá khác (25 điểm) 25% Bài Viết Hoc sinh hoàn thành ít nhất ba bài viết dựa trên những bài đã học Học sinh nộp một bài viết cho việc đánh giá từ bên ngoài (20 điểm) Bài viết này khoảng 800 đến 1000 từ cộng thêm 200 đến 300 từ nói lên lý do, cơ sở để chọn chủ đề này. 20% Thuyết trình cá nhân (15%) Học sinh bình luận một đoạn trong một chủ đề đã học trong phần 4 của chương trình (30 điểm). Học sinh được cho hai chủ đề định hướng Hoạt động bên cạnh việc thuyết trình (15%) Học sinh phải hoàn thành ít nhất hai hoạt động đính kèm, một dựa trên phần 1 và một dựa trên phần 2 của chương trình Điểm của một hoạt động sẽ được đưa vào đánh giá cuối kỳ.(30 điểm) Phần này được quyết định nội bộ bởi giáo viên và giám khảo IB bên ngoài vào cuối khóa. 30%

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Ii. Dp Group 2: Second Language Language B (English, French, Spanish Ab Initio) Introduction Group 2 consists of three language courses accommodating the different levels of linguistic proficiency that students have when they begin. There is a single set of group 2 aims, which are common to all the courses, but the assessment objectives are differentiated according to what the students are expected to be to able to demonstrate at the end of each course. The aims of group 2 are to: 1. develop students’ intercultural understanding 2. enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes 3. encourage, through the study of texts and through social interaction, an awareness and appreciation of the different perspectives of people from other cultures 4. develop students’ awareness of the role of language in relation to other areas of knowledge 5. develop students’ awareness of the relationship between the languages and cultures with which they are familiar 6. provide students with a basis for further study, work and leisure through the use of an additional language 7. provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of an additional language.

Language B SL/HL (English, French)

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. The language B syllabus approaches the learning of language through meaning. Through the study of the core and the options at SL and HL, plus two literary works at HL, students build the necessary skills to reach the assessment objectives of the language B course through the expansion of their receptive, productive and interactive skills. SL and HL are differentiated by the recommended number of teaching hours, the depth of syllabus coverage, the study of literature at HL, and the level of difficulty and demands of assessment and assessment criteria. The core—with topics common to both levels—is divided into three areas and is a required area of study. • Communication and media • Global issues • Social relationships In addition, at both SL and HL, teachers select two from the following five options. • Cultural diversity • Customs and traditions • Health • Leisure • Science and technology Also, at HL, students read two works of literature. Topics The course comprises five topics: three from the core and two chosen from the five options. 51

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

At least two aspects must be covered in each of the five topics that make up the course. Additionally, at HL students must read two works of literature. For example, a course could be structured as follows. Topic Aspects covered Communication and media Advertising Bias in media Global issues Global warming Migration Social relationships Language and identity Social structures Health Diet and nutrition Drug abuse Science and technology Ethics and science Impact of IT on society Assessment component: LANGUAGE B SL External assessment 70% Paper 1 (1 hour 30 minutes): Receptive skills Text-handling exercises on four written texts, based on the core. 25% Paper 2 (1 hour 30 minutes): Written productive skills One writing exercise of 250–400 words from a choice of five, based on the options. 25% Written assignment: Receptive and written productive skills Intertextual reading followed by a written exercise of 300–400 words plus a 100-word rationale, based on the core. 20% Internal assessment Internally assessed by the teacher and externally moderated by the IB. 30% Individual oral (8–10 minutes) Based on the options: 15 minutes’ preparation time and a 10-minute (maximum) presentation and discussion with the teacher. 20% Interactive oral activity Based on the core: Three classroom activities assessed by the teacher. 10% Assessment component: LANGUAGE B HL External assessment 70% Paper 1 (1 hour 30 minutes): Receptive skills Text-handling exercises on five written texts, based on the core. 25% Paper 2 (1 hour 30 minutes): Written productive skills Two compulsory writing exercises. Section A: One task of 250–400 words, based on the options, to be selected from a choice of five. Section B: Response of 150–250 words to a stimulus text, based on the core. 25% Written assignment: Receptive and written productive skills Creative writing of 500–600 words plus a 150-word rationale, based on one of the literary texts read. 20% Internal assessment Internally assessed by the teacher and externally moderated by the IB. 30% Individual oral (8–10 minutes) Based on the options: 15 minutes’ preparation time and a 10-minute (maximum) presentation and discussion with the teacher. 20% Interactive oral activity Based on the core: Three classroom activities assessed by the teacher. 10%

Spanish Ab Initio (Standard level only) Introduction The Spanish ab initio course is a two year course designed for students with little or no prior experience of the language they wish to study. All final decisions on the appropriateness of the 52

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

course for which students are entered are taken by coordinators in liaison with teachers, using their experience and professional judgment to guide them. The most important consideration is that the language ab initio course should be a challenging educational experience for the student. Aims The overall objective of this course is for students to achieve communicative competence in a variety of everyday situations. At the end of the Spanish Foundation course candidates will be expected to demonstrate the ability to: • Communicate information and some basic ideas clearly and effectively, in a limited range of situations • Understand and use accurately the essential spoken and written forms of the language in a limited range of situations. • Understand and use a limited range of vocabulary in common usage. • Show an awareness of some elements of the culture(s) related to the language studied. Content The three themes (individual and society, leisure and work, urban and rural environment) are made up of a series of 20 topics. These serve as the foundation for the acquisition of the language and the study of different text types. Through the study of the three interrelated themes, students will develop the skills necessary to fulfill the assessment objectives of the Spanish ab initio course. Individual and society environment Daily routines Education Food and drink Personal details, appearance and character Physical health Relationships Shopping

Leisure and work Employment Entertainment Holidays Media Sport Technology Transport

Urban and rural Environmental concerns Global issues Neighbourhood Physical geography Town and services Weather

Resources Listos 1, Listos 3 Ponte al dia Descubre 1 & 2 GCSE Vocabulary Accion Gramatica Internet sites IB past examination papers Films, music and other audiovisuals Internal Assessment Individual Oral (25%) This is a three-part oral internally assessed by the teacher and externally moderated by an IB examiner in the second year of the course. Part 1: Presentation of a visual stimulus (from a choice of two) by the student Part 2: Follow-up questions on the visual stimulus Part 3: General conversation including at least two questions on the written assignment 53

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

External Assessment Paper 1: Text Handling (30%) This is a final, external examination consisting of questions based on a number of written texts. Paper 2: Written Production (25%) This is also a final external examination consisting of 2 short pieces of writing (one of at least 60 words and the other of at least 120 words), for example, an informal or formal letter, a brochure or flyer, fax or email and an advertisement, based on topics students have studied. Written Assignment (200 - 300 words, 20%) The written research assignment takes place in the second year of the course under supervised conditions, lasting approximately two hours. Students will choose a topic that involves comparing a cultural aspect of a Spanish-speaking country to their own culture. Students may bring their resources(2-4) into the class on the day of the assignment. The essay will describe the topic, compare it to their own culture, and reflect on what they have learned. This paper is externally moderated by the IBO.

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Iii. Dp Group 3: Individual And Societies HISTORY SL/HL

The aims of the History courses at SL and HL are to: • 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 though 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. Course Content One prescribed subject Either Prescribed subject 2: The Arab-Israeli conflict 1945-79 • Last years of the British Mandate; UNSCOP partition plan and the outbreak of civil war. • British withdrawal; establishment of Israel; Arab response and 1948/49 war. • Demographic shifts: the Palestinian diaspora 1947 onwards; Jewish immigration and the economic de-velopment of the Israeli state. • Suez Crisis of 1956: role of Britain, France, the United States, the USSR, Irael and the UNO. • Arabism and Zionism; emergence of the PLO. • Six Day War of 1967 and the October War of 1973: causes, course and consequences. • Role of the United Stated, USSR and UNO. • Camp David and the Egyptian-Israeli Peace Agreement. Or Prescribed subject 3: Communism in crisis 1976-89 • The struggle for power following the death of Mao Zedong (Mao Tse-tung), Hua Guofeng (Hua Kuo‑feng), the reemergence of Deng Xiaoping (Teng Hsiao-p’ing) and the defeat of the Gang of Four • China under Deng Xiaoping: economic policies and the Four Modernizations • China under Deng Xiaoping: political changes, and their limits, culminating in Tiananmen Square (1989) • Domestic and foreign problems of the Brezhnev era: economic and political stagnation; Afghanistan • Gorbachev and his aims/policies (glasnost and perestroika) and consequences for the Soviet state • Consequences of Gorbachev’s policies for Eastern European reform movements: Poland—the role of Solidarity; Czechoslovakia—the Velvet Revolution; fall of the Berlin Wall. Two 20th century history topics Both of: Topic 3: Origins and development of authoritarian and single-party states Asia and Oceania: China – Mao; Indonesia – Sukano Europe – Hitler

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

and Topic 4: Nationalist and independence movements in Africa and Asia • Movemensts: Africa – Ghana. Rhodesia/Zimbabwe; Asia – India and Pakistan, Indochina. • Leaders: Ho Chi Minh (Vietnam), Jinnah (Pakistan), Gandhi (India), Mugabe (Zimbabwe), Nkrumah (Ghana) Higher Level: additional topics HL option 4: Aspects of the history of Asia and Oceania Impact of the World Wars on South and Southeast Asia to the mid 20th century • Government of India Acts 1919 and 1935 and the response of nationalists. • Gandhi, Nehru and Indian nationalism: non-cooperation, civil disobedience and Quit India. • Jinnah: the growth of Muslim separatism. • Factors contributing to independence and partition of the South Asian subcontinent: 1947 Independence Act and its effects in India and Pakistan; Sri Lanka 1948. • Legacy of Japanese occupation in Southeast Asia. • Growth of modern nationalism: Indonesia (Dutch East Indies), Vietnam, Cambodia. Laos (French Indo-China). • Case study on one country in South or Southeast Asia (other than one already named in this section); political, social and economic effects of the First World War and/or the Second World War. (Burma) The Republic of China 1912-49 and the rise of Communism • The 21 Demands (1915); New Culture Movement; the Treaty of Versailles (1919); the May Fourth Movement (1919). • Yuan Shikai (Yuan Shih-k’ai); warlordism; ideology and policies. • Chinese Communist Party (CCP): leadership, ideology and policies. • The First United Front (1924-7); Second United Front (1936-45). • The Fifteen-Year war (1931-45) between China and Japan. • Chinese Civil War and the Communist victory (1946-9). China: the regional superpower from mid 20th century to 2000 • Establishment of the Communist state 1949-1961; the role of Mao. • Transition to socialism; successes and failures in social and economic developments 1949-61. • Great Proletarian Cultural Revolution: causes and effects, political, social and cultural impact. • Foreign affairs 1949-76: Sino-American relations; establishment and breakdown of Sino–Soviet relations/conflicts; China as a global power. • China after Mao: the struggle for power, “Gang of Four” and leadership of Deng Xiaoping (Teng Hsiao-p’ing) 1976-97; political and economic developments; Jiang Zemin (Chiang T’se-min). • China’s impact on the region: relations with other states; Hong Kong and its return to China; economic, political and social developments in Nationalist China (Taiwan).

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Assessment Higher Level Paper 1 ( 20 %) 3 prescribed topics from 20th century topics Candidate answers 4 questions on ONE topic. 1 Hour Paper focuses on Historical skills / knowledge in regard to sources. Paper 2 (25%) Broad/specific essay questions on all 6 20th century Topics Candidate answers 2 questions from two different topics. 1.5 hours Paper 3 (35%) Essay question on Regional topics. Candidate answers 3 question 2.5 hours Internal Assessment (20%) Standard Level Paper 1 ( 30 %) 3 prescribed topics from 20th century topics Candidate answers 4 questions on ONE topic. 1 hour. This paper focuses on Historical skills / knowledge in regard to sources. Paper 2 (45%) Broad/specific essay questions on all 6 20th Century topics Candidate answers 2 questions from two different topics. 1.5 hours Internal assessment (25%) Information on Internal Assessment The internal assessment is a Historical Investigation carried out by the student which demonstrates application of skills and knowledge. Topics should be flexible, need not be syllabus related, and reflect students’ interest. All topics must be approved by the teacher. Ideas for topics • Historical topic/theme using various primary and secondary sources. • Topic based on Fieldwork i.e. museum, archaeological site, etc... • Discussion of an historical topic based on documents. • Local history project. • Project based on oral interviews. • Historical investigation based on the interpretation of an art work (Film, Novel, Opera, etc.) Requirements & Format • Plan of investigation – 2 marks – State subject, reasons for choice, and methods used in the report • Summary of evidence – 5 marks – Summary of all sources • Evaluation of Sources – 4 marks – A critical evaluation of the Sources (at least two) with reference to origins and value and limitations • Analysis – 5 marks – Historical importance of the subject, historiographical issues and critical analysis of topic. • Conclusion – 2 marks – Conclusion must be clearly stated and consistent with evidence presented • List of sources & words limit – 2 marks – Bibliography and length

GEOGRAPHY SL/HL

Geography is a dynamic subject that is firmly grounded in the real world and focuses on the interactions between individuals, societies and the physical environment in both time and 57

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

space. It seeks to identify trends and patterns in these interactions and examines the processes behind them. It also investigates the way that people adapt and respond to change and evaluates management strategies associated with such change. Geography describes and helps to explain the similarities and differences between spaces and places. These may be defined on a variety of scales and from a range of perspectives. Within group 3 subjects, geography is distinctive in that it occupies the middle ground between social sciences and natural sciences. The Diploma Programme geography course integrates both physical and human geography, and ensures that students acquire elements of both scientific and socio-economic methodologies. Geography takes advantage of its position between both these groups of subjects to examine relevant concepts and ideas from a wide variety of disciplines. This helps students develop an appreciation of, and a respect for, alternative approaches, viewpoints and ideas. Geography aims In addition to the common aims of all Group 3 subjects, the geography syllabus at SL and HL enables students to: • Develop an understanding of the interrelationships between people, places, spaces and the environment • Develop a concern for human welfare and the quality of the environment, and an understanding of the need for planning and sustainable management • Appreciate the relevance of geography in analysing contemporary issues and challenges, and develop a global perspective of diversity and change. Distinctions between Higher Level (HL) and Standard level (SL) • All students do the Core Theme – Patterns and Change (HL/SL) • SL students study two optional themes; HL students study three optional themes, providing further breadth • HL students study the HL extension – Global Interactions – and examine, evaluate and synthesize the prescribed concepts, which by their nature are complex, contestable interlinked and require holistic treatment. This provides further depth at HL. Course Content Part 1: Core theme—patterns and change (SL/HL) There are four compulsory topics in this core theme. 1. Populations in transition 2. Disparities in wealth and development 3. Patterns in environmental quality and sustainability 4. Patterns in resource consumption Part 2: Optional themes (SL/HL) There are seven optional themes. Two optional themes are required at SL. Three optional themes are required at HL. 1. Freshwater—issues and conflicts 2. Oceans and their coastal margins 3. Extreme environments 4. Hazards and disasters—risk assessment and response 5. Leisure, sport and tourism 6. The geography of food and health 7. Urban environments Part 3: HL extension—global interactions (HL only) There are seven compulsory topics in the HL extension. 1. Measuring global interactions 58

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

2. Changing space – the shrinking world 3. Economic interactions and flows 4. Environmental change 5. Sociocultural exchanges 6. Political outcomes 7. Global interactions at the local level Fieldwork (SL/HL) Fieldwork, leading to one written report based on a fieldwork question, information collection and analysis with evaluation. External Assessment – SL 75%, HL 80% SL: Paper 1 – Syllabus content: Core theme (1 hour 30 minutes) – 40% Paper 2 – Syllabus content: Two optional themes (1 hour 20 minutes) – 35% HL: Paper 1 – Syllabus content: Core theme (1 hour 30 minutes) – 25% Paper 2 – Syllabus content: Three optional themes (2 hours) – 35% Paper 3 – Syllabus content: Higher level extension (1 hour) – 20% Internal Assessment – SL 25%, HL 20% Fieldwork, leading to one written report based on a fieldwork question, information collection and analysis with evaluation. Texts Planet Geography, 5th ed., Stephen Codrington Geography, an Integrated Approach, 4th ed., David Waugh Geography for the IB Diploma, Oxford IB Study Guide, Garrett Nagle and Briony Cooke A variety of specialized texts and current case studies

INFORMATION TECHNOLOGY IN A GLOBAL SOCIETY Introduction The Diploma programme Information Technology in a Global Society (ITGS) course is the study and evaluation of the impact of information technology on individuals and society. It explores the advantages and disadvantages of the use of digitised information at the local and global level. ITGS provides a framework for the student to make informed judgments and decisions about the use of information technology (IT) within social contexts. Although ITGS shares methods of critical investigation and analysis with other social sciences, it also considers ethical questions found in the study of philosophy. Students come into contact with IT on a daily basis because it is so pervasive in the world in which we live. This widespread use of IT inevitably raises important questions about social and ethical issues that shape our society today. Aims • Develop an understanding of the advantages and disadvantages of new technologies as methods of expanding our knowledge of the world at the local and global level. • Promote an understanding of the social significance of information technology for individuals, communities and organisations. • Analyse and evaluate the ethical considerations arising from the widespread use of information technology at the local and global level. • Recognise that people can hold diverse opinions about the impact of information technology on individuals and societies. 59

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Objectives • Understand and critically examine the global impact of IT developments. • Demonstrate a knowledge and understanding of the social and ethical implications of IT systems and developments at the local, national and global level. • Analyse and evaluate the social and ethical implications of IT developments • Analyse and evaluate relevant examples of the global impact of IT in a portfolio of individually researched studies. • Design and apply IT solutions to a problem set in a social context through a project. • Express ideas clearly and coherently with supporting arguments and examples. Content Students are required to study all sections below: Social and Ethical Issues relevant to the use of Information Technology. • Reliability • Integrity • Security • Privacy and Anonymity • Authenticity • Intellectual Property • Equality of Access • Control • Globalisation and Cultural Diversity • Policies and Standards • People and Machines Information systems in a social context. • Hardware and networks - Systems Fundamentals - Networks • Software applications - Software Fundamentals - Databases and Spreadsheets - Word Processing and Desktop Publishing - Images, Sound and Presentations - Modeling and Simulations - Tutorials, Training and Wizards Communications systems • The Internet • Personal and Public Communications Integrated systems • Robotics • Artificial Intelligence and Expert Systems Assessment Comparison of HL and SL Assessment Models

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Higher Level

Standard Level

External assessment Paper 1 (common paper)

Paper 2

Paper 3

35% 2 hour 15 minutes Seven structured questions in three sections. 20% 1 hour 15 minutes This paper consists of one unseen article. 25% 1 hour 15 minutes Four questions based on a preseen case study

40% 1 hour 45 minutes Five structured questions 30% 1 hour 15 minutes This paper consists of one unseen article.

Internal assessment Project

Teaching hours

20% 30 hours IT product, report and log book 240

30% 30 hours IT product, report and log book 150

BUSINESS AND MANAGEMENT SL/HL Aims • Promote the importance of exploring business issues from different cultural perspectives • Encourage a holistic view of the world of business • Enable the student to develop the capacity to think critically about individual and organizational behaviour • Enhance the student’s ability to make informed business decisions • Enable the student to appreciate the nature and significance of change in a local, regional and global context • Promote awareness of social, cultural and ethical factors in the actions of organizations and individuals in those organizations • Appreciate the social and ethical responsibilities associated with businesses operating in international markets. Difference between hl and sl The HL course in Business and Management differs from the SL course in Business and Management in terms of the: • hours devoted to teaching (240 hours for HL compared to 150 hours for SL) • extra depth and breadth required (topic 6 for HL students and the HL extension units) • nature of the learning outcomes (more higher-order skills for HL) • nature of the internal assessment task • nature of the examination questions Syllabus overview Topic 1: Business Organisation and Environment • 1.1 Nature of business activity • 1.2 Types of organisation • 1.3 Organisational objectives • 1.4 Stakeholders • 1.5 External environment 61

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

• 1.6 Organisational planning tools • 1.7 Growth and evolution • 1.8 Change and the management of change - HL only • 1.9 Globalisation Topic 2: Human Resources • 2.1 Human resource planning • 2.2 Organisational structure • 2.3 Communication • 2.4 Leadership and management • 2.5 Motivation • 2.6 Organisational and corporate cultures – HL only • 2.7 Employer and employee relations – HL only • 2.8 Crisis management and contingency planning – HL only Topic 3: Accounts and Finance • 3.1 Sources of finance • 3.2 Investment appraisal • 3.3 Working capital • 3.4 Budgeting – HL only • 3.5 Final accounts • 3.6 Ratio analysis Topic 4: Marketing • 4.1 The role of marketing • 4.2 Marketing planning • 4.3 Product • 4.4 Place • 4.5 Promotion • 4.6 Place (distribution) • 4.7 International marketing • 4.8 E-commerce Topic 5: Operations Management • 5.1 Production methods • 5.2 Costs and revenues • 5.3 Break-even analysis • 5.4 Quality assurance • 5.5 Location • 5.6 Innovation – HL only • 5.7 Production planning • 5.8 Project management – HL only Topic 6: Business Strategy – HL ONLY • Stage 1: Strategic analysis • Stage 2: Strategic choice • Stage 3: Strategic implementation

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Assessment – HL

Syllabus content Method

External Paper 1 All 6 topics Based on a case study issued in advance. Section A (HL/SL) Students answer two of three structured questions. (30 marks) Section B (HL/SL) Students answer one compulsory structured question including evaluative skills. (20 marks). Section A and section B are common to both HL and SL students. HL students also have a section C.

HL - SECTION C Students answer one compulsory question focusing on strategic decision making through the use of extension material. (30 marks) Total marks 80 marks Component time 2 ¼ hours Weighting

40%

Assessment Paper 2 All 6 topics

Internal Assessment

HL – Section A

Any topic from the full HL syllabus Research Project

Students answer one of two structured questions based on stimulus material with a quantitative element. (25 marks)

Research proposal and action plan – a working document not part of the actual report, but part of planning.

HL – Section B

Report that addresses an issue facing Students answer two an organisation or of three structured analyses a decision questions based on to be made by an stimulus material. organisation. (50 marks) (Maximum 2,000 words) (25 marks)

75 marks 2 ¼ hours

25 marks 15 hours

35%

25%

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Assessment – SL

Syllabus content Method

External Paper 1 All 5 topics

Assessment Paper 2 All 5 topics

Internal Assessment

50 marks 1 ¼ hours

60 marks 1 ¼ hours

25 marks 15 hours

35%

40%

25%

Based on a case study issued in advance. Section A (HL/SL) Students answer two of three structured questions. (30 marks) Section B (HL/SL) Students answer one compulsory structured question including evaluative skills. (20 marks) Section A and section B are common to both HL and SL students. SL students do not have a section C.

Total marks Component time Weighting

Any topic from the HL/SL core syllabus SL – Section A Written CommenStudents answer one tary of two structured Written commenquestions based on tary based on three stimulus material to five supporting with a quantitative documents about a element. (20 marks) real issue or problem facing a particular SL – Section B organisation. Students answer two (Maximum 1,500 of three structured words) questions based on (25 marks) stimulus material. (40 marks)

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

IV. DP GROUP 4 - EXPERIMENTAL SCIENCES Experimental science subjects are classified under group 4 in the IB hexagon. Here at ISHCMC we offer students three courses in science, from which they will be able to select one or two. Physics and biology are timetabled together, so that students may choose one or the other. Chemistry is offered as an elective subject, enabling students to choose a second science subject, should they wish to do so. All science courses in the IB diploma programme share a common structure. Firstly, there are two possible levels, standard and higher level. At standard level the subjects are similar to, but more demanding, than IGCSE courses, for example, and therefore at a level that most well-motivated students can achieve. At higher level the subjects are much more demanding and the syllabus content is designed to enable students to then enter university courses in the individual science subjects. Syllabus organisation in each of the sciences includes the following: • A core of material that is studied at both Higher and Standard Level. • Additional core material that is taken at Higher Level only. • A range of options at both Standard and Higher Level which allow certain chosen areas of the subject to be studied in more depth. • A programme of practical work which is assessed throughout the course. • An extended practical project, known as a Group 4 project, involving all three science subjects, to which devote s minimum of ten hours of research per science subject studied. Aims All Diploma Program experimental science courses aim to: • Provide opportunities for scientific study and creativity within a global context which will stimulate and challenge students • Provide a body of knowledge, methods and techniques which characterize science and technology • Enable students to apply and use a body of knowledge, methods and techniques which characterize science and technology • Develop an ability to analyze, evaluate and synthesize scientific information • Engender an awareness of the need for, and value of, effective collaboration and communication during scientific activities • Develop experimental and investigative scientific skills • Develop and apply the students’ information technology skills in the study of science • Raise an awareness of the moral, ethical, social, economic and environmental implications of using science and technology • Develop an appreciation of the possibilities and limitations associated with science and scientists • Encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method.

ENVIRONMENTAL SYSTEMS AND SOCIETIES This course, offered at Standard Level only, aims to provide students with a sound understanding of the interrelationships between the environment (and its systems) and people (both individuals and societies). Students are encouraged to reflect upon a range of current environmental issues, from the individual to the global level.

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Content: Standard Level • Systems and models (5 hours) • The ecosystem (31 hours) • Human population, carrying capacity and resource use (39 hours) • Conservation and biodiversity (15 hours) • Pollution management (18 hours) • The issue of global warming (6 hours) • Environmental values systems (6 hours) Assessment Throughout the course students will complete a minimum of thirty hours practical work. This may include laboratory work, fieldwork investigations in the school and local area, simulations, presentations and surveys. This accounts for 20% of the final grade, while the remaining 80% is assessed through two unseen examinations sat at the end of the course.

BIOLOGY Underpinning the Biology syllabus are the linking themes of structure and function, universality versus diversity, equilibrium within systems, evolution and genetic inheritance. Content - Biology: Standard Level Core Topics Statistical analysis • Cells • The Chemistry of Life • Genetics • Ecology and Evolution • Human Health and Physiology Option Topics • Physiology of Exercise • Ecology and Conservation Content - Biology: Higher Level All Core Topics from the standard level curriculum in addition to the following Additional Higher Level Topics: • Nucleic Acids and Proteins • Respiration and Photosynthesis • Human Reproduction • Defence Against Infectious Disease • Nerves, Muscles and Movement • Excretion • Plant Science Option Topics • Ecology and Conservation • Neurology and Behaviour

PHYSICS

Physics is the most fundamental of the experimental sciences as it seeks to explain the universe itself, from the very smallest particles - which may be truly fundamental - to the vast distances between galaxies. Content - Physics: Standard Level Core Topics • Physical Measurement • Mechanics • Thermal Physics 66

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

• • • • •

Oscillations And Waves Electric Current Fields And Forces Atomic Physics Energy Power And Climate Change

Content - Physics: Higher Level All Core Topics from the standard level curriculum in addition to the following Additional Higher Level Topics: • Measurement and Uncertainties • Advanced Mechanics • Advanced Thermal Physics • Advanced Waves • Electromagnetism • Quantum Physics • Digital Technology

CHEMISTRY

Chemistry is an experimental science that combines academic study with the acquisition of practical investigative skills. It is called the central science, as chemical principles underpin both the physical and environment in which we live and all biological systems. Content - Chemistry: Standard Level Core Topics • Quantitative Chemistry • Atomic Structure • Periodicity • Bonding • Energetics • Kinetics • Equilibrium • Acids and bases • Oxidation and reduction • Organic chemistry • Measurement and data processing Content - Chemistry: Higher Level All Core Topics from the Standard Level curriculum are studied in greater depth giving the students further insight into the subject matter. Assessment For all Group 4 subjects, both the Standard and Higher Levels, written examinations form 76% of the total grade in each subject. Three papers are to be completed by the candidates, two on the core syllabus and one on options topics. The examinations for Higher Level students are longer, as these students have covered a larger amount of course content. The remaining 24% of the assessment for the IB Sciences is derived from the assessed practical work, including the Group 4 project.

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

V. DP GROUP 5 - MATHEMATICS Introduction Students should consult their Grade 10 Mathematics teacher for advice on which level of Mathematics they should study in Grades 11 and 12. All students will need to have a suitable calculator for the course. The school recommends a Casio CFX 9860 model. As the IB has strict rules on the calculators used, students who wish to use one different to those recommended above must consult their Mathematics teacher for advice.

Mathematical Studies

Mathematical Studies caters for students with various backgrounds and abilities. It is designed to build confidence and encourage an appreciation of mathematics in students who do not anticipate a need for mathematics in future studies and for whom this will be their last formal mathematics course. The Mathematical Studies course concentrates on mathematics which can be applied to contexts related as far as possible to other curriculum subjects, to common world occurrences and to topics that relate to home, work and leisure situations. Aims Having followed the Mathematical Studies course, students will be expected to: • Know and use mathematical concepts and principles • Read and interpret a given problem in appropriate mathematical terms • Organise and present information/data in tabular, graphical and/or diagrammatic forms • Know and use appropriate notation and terminology • Formulate a mathematical argument and communicate it clearly • Select and use appropriate mathematical techniques • Demonstrare an understanding of both the significance and reasonableness of results • Recognise patterns and structures in a variety of situations and make generalisations • Recognise and demonstrate an understanding of the practical application of mathematics • Use appropriate technological devices as mathematical tools. The Course Mathematical Studies is a two-year course. During the two years students must study seven topics. In addition they must produce an individual piece of project work based on an area of the syllabus studied, involving the collection and/or generation of data, and the analysis and evaluation of this data. Core Text Haese and Harris, Mathematics for the international student Mathematics SL Students are required to posses their own IB recognised graphic calculator. Grade 11 2012-2013 Content Number & Algebra SI and other basic units of measurement Use of graphing calculators Sets of the number systems, significant figures and scientific notation Rounding and computation errors Arithmetic and geometric sequences and series Linear equalities and inequalities and associated word problems Quadratic equations, their factorisation and graphing with a graphical calculator Geometry and Trigonometry Trigonometric ratios 68

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

The sine and cosine rules and their applications Standard forms of linear equations and their graphs (y = mx+c and ax+by+d = 0) Simultaneous equations Applications of coordinate geometry in 2-D and 3-D Angle between two lines 3-D trigonometry Statistics Discrete and Continuous data Box-and-whiskers and stem-and-leaf plots Histograms, cumulative frequency curves Measures of central tendancy Statistical Applications Measures of dispersion Bivariate data: Scatter plots, regression analysis, correlation coefficients Chi squared test for independence Normal Distribution Mathematical models Functions, mappings and relations Linear models f(x) = mx + c Quadratic models Exponential models and their application in solving equations Models using functions of the form f(x) = axm +bxn +â&#x20AC;Ś, m,n Îľ Z Sets, Logic and Probability Venn diagrams, sets and their application Frequency diagrams, statistical measures and measures of spread Basic concepts of symbolic logic Probability and Venn diagrams Conditional probability Grade 12 2013 - 2014 Content Statistical Applications Measures of dispersion Bivariate data: Scatter plots, regression analysis, correlation coefficients Chi squared test for independence Normal Distribution Sets, Logic and Probability Logic Truth tables and logical equivalence Using graphical calculators to solve a combination of functions Financial Number and Algebra Currency conversions and financial tables Simple and compound interest Use of loan charts to determine payments Introductory Differential calculus Gradient between two points Derivative of polynomial functions Equations of tangents to a curve 69

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Increasing and decreasing functions Local Maximum and minimum points, stationary points. Grade 12 2012-2013 Content Sets, Logic and Probability Logic Functions Functions, mappings and relations Trigonometric functions and their applications Graphs and properties of exponential functions Using graphical calculators to solve a combination of functions Financial Mathematics Currency conversions and financial tables Simple and compound interest Use of loan charts to determine payments Introductory Differential calculus Gradient between two points Derivative of polynomial functions Equations of tangents to a curve Increasing and decreasing functions Local Maximum and minimum points Assessment Students are to be assessed on each topic using both formative and summative techniques, including a formal end-of-semester examination. The systematic progress of project work will be assessed, and related to deadlines, for both internal and external purposes. Continual assessment 50% Examination 30% Portfolio project 20%

Mathematics Standard Level

This course of Mathematics caters for students who anticipate a need for a sound mathematical background in preparation for their future studies. Concepts are included because they underpin important mathematical processes or because they are essential to any further study in mathematics. The students most likely to select this subject will be those who expect to go on to study subjects which have a significant mathematical content, for example, chemistry, economics, geography, psychology and business administration. Aims Having followed the Mathematics Standard Level course, students will be expected to: • Know and use mathematical concepts and principles • Read, interpret and solve a given problem in appropriate mathematical terms • Organise and present information and data in tabular, graphical and/or diagrammatic forms • Know and use appropriate notation and terminology • Formulate a mathematical argument and communicate it clearly • Select and use appropriate mathematical strategies and techniques • Desmonstrate an up understanding of both the significance and reasonableness of results • Recognise patterns and structures in a variety of situations and make generalisations • Demonstrate an understanding of and the appropriate use of mathematical modeling. • Use appropriate technological devices as mathematical tools. 70

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

The Course 2012- 2014 (new syllabus) Students must study seven topics. In addition they must produce an individual Exploration, which is a piece of written work that involves investigating an area of mathematics. Core Texts Haese and Harris, Mathematics for the international student Mathematics SL Students are required to possess their own IB recognised graphic calculator. Grade 11 Content Algebra Arithmetic and geometric sequences and series Exponents and Logarithms, change of base and the natural base â&#x20AC;&#x2122;eâ&#x20AC;&#x2122; The Binomial Theorem Functions and Equations Functions: f(x): -> f(x) Composite and inverse functions Standard forms of linear and quadratic equations and their graphs Transformations (translations, reflections and dilations) of graphs Linear and quadratic simultaneous equations, discriminant and graph plotting Absolute value, reciprocal, (asymptotes), exponential and logarithmic functions Application of graphing skills and solving equations that relate to real-life situations Circular Functions and Trigonometry Radian measure, arcs and sectors The trigonometric ratios Double angle formula, Graphs of composite trigonometric functions Solution of trigonometric equations Calculus Rates of change and the process of differentiation The product, quotient and chain rules Derivatives of trigonometric, exponential and logarithmic functions Rates of change and application to maximum and minimum problems Tangents, normals and curve sketching Graphical behavior of functions Grade 12 2013-2014 Content Calculus Kinematics and calculus Integration and standard integrals Definite integrals and their application to problem solving Vector Geometry Scalar and vector quantities Vector equations of lines in two and three dimensions The scalar product and resultants Lines in planes and in three dimensions Coincident and parallel lines

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Statistics and Probability Frequency diagrams, statistical measures and measures of spread Cumulative frequency Linear correlation of bivariate data Probability and Venn diagrams Conditional probability and probabilities with and without replacement Expected values for Discrete Random variables Binomial Distribution The Normal Distribution Assessment Students are to be assessed on each topic using both formative and summative techniques, including se-mester exams and a formal mock examination. One exploration will be assessed for both internal and ex-ternal purposes. The Course 2011- 2013 (old syllabus) Students must study seven topics. In addition they must produce at least two pieces of individual Portfolio work based on different areas of the syllabus. Core Texts Haese and Harris, Mathematics for the international student Mathematics SL Students are required to possess their own IB recognised graphic calculator. Grade 12 2012 - 2013 Content Calculus Kinematics and calculus Integration and standard integrals Definite integrals and their application to problem solving Graphical behaviour of functions Vector Geometry Scalar and vector quantities Vector arithmetic and the unit vector The scalar product and resultants Lines in planes and in three dimensions Coincident and parallel lines Statistics and Probability Frequency diagrams, statistical measures and measures of spread The Normal Distribution Probability and Venn diagrams Conditional probability Expected values for Discrete Random variables Binomial Distribution Assessment Students are to be assessed on each topic using both formative and summative techniques, including semester exams and a formal mock examination. Regular portfolio assignment work with deadlines will be assessed for both internal and external purposes. Continual assessment Examination Portfolio assignment 72

50% 30% 20%

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Mathematics Higher Level

Mathematics Higher Level caters for students with a good back ground in mathematics who are competent in a range of analytical and technical skills. The majority of these students will be expecting to 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 meeting its challenges and engaging its problems. Aims Having followed the Higher Level course, students will be expected to: • Know and use mathematical concepts and principles • Read, interpret and solve a given problem in appropriate mathematical terms • Organise and present information and data in tabular, graphical and/or diagrammatic forms • Know and use appropriate notation and terminology • Formulate a mathematical argument and communicate it clearly • Select and use appropriate mathematical strategies and techniques • Demonstrate an understanding of both the significance and reasonableness of results • Recognise patterns and structures in a variety of situations and make generalisations • Demonstrate an understanding of and the appropriate use of mathematical modeling. • Use appropriate technological devices as mathematical tools. The Course Mathematics Higher level is a two-year course. During the two years students must study six compulsory Core topics and one of four Optional topics. In addition they must produce an individual Exploration, which is a piece of written work that involves investigating an area of mathematics. Core Text Haese and Harris, Mathematics for the international student Mathematics HL Advanced mathematics reference library. Students are required to posses their own IB recognised graphic calculator. Grade 11 Content Number & Algebra Arithmetic and Geometric sequences and series. Convergent series Exponents and Logarithms Counting principles, including Permutations and Combinations The Binomial Theorem Mathematical Induction and forming conjectures Circular Functions and Trigonometry Radians Trigonometric ratios Compound angle identities Inverse trigonometric function and graphs Algebraic and graphical methods for solutions Sine and Cosine Rules and the area of a triangle. Applications in 3-D problems Function and Equations Relations and functions including odd and even functions Graphs of functions Transformations of graphs 73

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Rational functions x ax + b and its graph cx + d Absolute value, exponential, logarithmic and trigonometric functions Inverse, composite functions and rational functions Polynomials, The Remainder and Factor Theorems Quadratics and the discriminant, and sum and product of roots Inequalities and Absolute value functions Calculus Differentiation and second derivatives Tangents, normals and curve sketching Tangents, normals and curve sketching Derivatives of trigonometric and logarithmic functions and their inverses Maximum and minimum value and related rate problems Application to mathematical modeling Grade 12 Content Calculus Indefinite integration and solving for â&#x20AC;&#x2DC;câ&#x20AC;&#x2122; Standard integrals. The definite integral Volumes of revolution about the x-axis and y-axis Kinematics Integration by substitution and by parts Statistics Frequency diagrams and statistical measures. Measures of spread Basic and Conditional probability Combined events Discrete and continuous random variables. Mean and variance The Binomial, Poisson and Normal Distributions Algebra Complex numbers. Representation in the complex plane Polar forms of complex numbers. Locus in a complex plane Polynomials over a complex field Vector Geometry Scalar and vector quantities. Vector arithmetic Scalar product of two vectors Vector equations of a line in two or three dimensions Coincident, parallel, intersecting and skew lines Resultants and the vector product Vector equation of a plane Line and plane geometries. Intersections and distances Vector representation of transformations Option Topic Students are required to study one of the following extended topics: Statistics and Probability Sets, Relations and Groups Calculus Discrete Mathematics The choice of topic will depend upon the majority interest of the class 74

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

The Course 2012-13 (old syllabus) Mathematics Higher level is a two-year course. During the two years students must study six compulsory Core topics and one of five Optional topics. In addition they must produce at least two pieces of individual Portfolio work based on different areas of the syllabus. Core Text Haese and Harris, Mathematics for the international student Mathematics HL Advanced mathematics reference library. Students are required to possess their own IB recognized graphic calculator. Grade 12 Content Calculus Indefinite integration and solving for â&#x20AC;&#x2DC;câ&#x20AC;&#x2122; Standard integrals. The definite integral Integration by parts and The Reduction formula Geometric and statistical applications of integration Differential equations and their solutions. Application to mathematical modeling Statistics Frequency diagrams and statistical measures. Measures of spread Basic and Conditional probability Discrete random variables. Mean and variance The Binomial, Hypergeometric and Normal Distributions Number and Algebra Complex numbers. Representation in the complex plane Polar forms of complex numbers. Locus in a complex plane Polynomials over a complex field Matrices and Transformations Matrices and matrix operations 2 by 2 through to n by n matrices Simultaneous equations Vector Geometry Scalar and vector quantities. Vector arithmetic Unit vectors and the scalar product Resultants and the vector product Lines in two and three dimensions Line and plane geometries. Intersections and distances Vector representation of transformations Standard transformations. Determinants Option Topic Students are required to study one of the following extended topics: Statistics and Probability Sets, Relations and Groups Series and Differential Equations Analysis and Approximation Discrete Mathematics The choice of topic will depend upon the majority interest of the class Assessment Students are to be assessed on each topic using both formative and summative techniques, including semester exams and a formal mock examination. Regular portfolio assignment work 75

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

with deadlines will be assessed for both internal and external purposes. Continual assessment Examination Portfolio assignment

50% 30% 20%

Further Mathematics Standard Level (grade 12 2012 - 2013)

This course caters for students with a good background in mathematics who have attained a high degree of competence in a range of analytical and technical skills, and who display considerable interest in the subject. Most of these students will intend to study mathematics at university, either as a subject in its own right or as a major component of a related subject. The course is designed specifically to allow students to learn about a variety of branches of mathematics in depth and also to appreciate practical applications. The nature of the subject is such that it focuses on different branches of mathematics to encourage students to appreciate the diversity of the subject. Students should be equipped at this stage in their mathematical progress to begin to form an overview of the characteristics that are common to all mathematical thinking, independent of topic or branch.

Further mathematics SL Total 150 hrs

The course consists of the study of one geometry topic and the four mathematics HL option topics. Students must also be familiar with the topics listed as presumed knowledge and in the core syllabus for the mathematics HL course.

Geometry syllabus content 30 hrs

Requirements Students must study all the sub-topics in this topic, as listed in the syllabus details. Topic 1—Geometry

Mathematics HL options syllabus content 120 hrs

Requirements Students must study all the sub-topics in all of the following topics as listed in the syllabus details. Students will be presumed to have studied one of the option topics as part of the mathematics HL course. Consequently, this portion of the further mathematics SL course is regarded as having a total teaching time of 120 hours, not 160. Topic 2—Statistics and probability 40 hrs Topic 3—Sets, relations and groups 40 hrs Topic 4—Series and differential equations 40 hrs Topic 5—Discrete mathematics 40 hrs Further Mathematics Higher Level 2012-2014 (new syllabus) This course caters for students with a good background in mathematics who have attained a high degree of competence in a range of analytical and technical skills, and who display considerable interest in the sub-ject. Most of these students will intend to study mathematics at university, either as a subject in its own right or as a major component of a related subject. The course is designed specifically to allow students to learn about a variety of branches of mathematics in depth and also to appreciate practical applications. The nature of the subject is such that it focuses on different branches of mathematics to encourage students to appreciate the diversity of the subject. Students should be equipped at this stage in their mathematical progress to begin to form an overview of the characteristics that are common to all mathematical thinking, independent of topic or branch.

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Further mathematics HL Total 240 hrs The course consists of the study of linear algebra and geometry topic and the four mathematics HL option topics. Students must also be familiar with the topics listed as presumed knowledge and in the core sylla-bus for the mathematics HL course. Further Mathematics syllabus content 96 hrs Requirements Students must study all the sub-topics in this topic, as listed in the syllabus details. Topic 1— Linear Algebra Topic 2 - Geometry Mathematics HL options syllabus content 144 hrs Requirements Students must study all the sub-topics in all of the following topics as listed in the syllabus details. Students will be presumed to have studied one of the option topics as part of the mathematics HL course. Conse-quently, this portion of the further mathematics SL course is regarded as having a total teaching time of 144 hours, not 192. Topic 2—Statistics and probability 48 hrs Topic 3—Sets, relations and groups 48 hrs Topic 4—Calculus 48 hrs Topic 5—Discrete mathematics 40 hrs

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

VI. DP GROUP 6 – THE ARTS VISUAL ARTS

Aims Students who study Visual Arts at either Higher Level or Standard Level are expected to: • Explore opportunities to make personal, sociocultural and aesthetic experiences meaningful through the production and understanding of art. • Develop an inquiring and integrated approach towards visual arts in their various historical and contemporary forms. • Promote visual and contextual knowledge of art forms from various cultures. • Demonstrate the pursuit of quality through experimentation and purposeful creative work in various expressive media. • Learn about themselves and others through individual and where appropriate collaborative engagement with the visual arts. • Develop greater sensitivity and responsiveness to the natural and man made world. • Build self-esteem and confidence in problem solving and sequencing the development of ideas. • Develop insight and understanding into the values and attitudes of other cultures and historical times. • Explore a variety of skills, techniques and processes in a range of art forms and mastery in those they are interested in. Grade 11 Content Higher Level and Standard Level

Studio Work Students create artworks in response to a structured program involving two units of work. The first, ‘Temples’ is designed to engage students with the built environment and various cultures. The second, ‘Self and Identity’, permits a more personal exploration of the internal world of the individual. • Students demonstrate through purposeful exploration an inquiring and integrative approach to a variety of visual phenomena. • Students learn to synthesize art concepts and skills in works that are personally socioculturally and aesthetically meaningful. • Students learn to resolve formal and technical problems encountered in studio practice. • Students develop technical skill and an appropriate use of a range of media. • Students produce works of art with imagination and creativity through individual and, where appropriate, collaborative work. Investigation Workbooks Students learn to develop and maintain a visual and written record which documents independent and personal research, critical analysis of art from various cultures; exploration of the historical and cultural contexts of more than one culture; experimental investigation of visual qualities and expressive forms and evidence of growth through reflection. Students demonstrate clearly in visual and written terms how personal research has led to an understanding of the topics or concepts being investigated. • Students learn to analyze critically the meaning and aesthetic qualities of art works using an informed vocabulary. • Students show awareness of the cultural, historical and social dimensions of themes in more than one cultural context. • Students examine the visual and functional qualities of art from their own and other cultures for meaning and significance. • Students develop the interrelationship between the Investigation Workbook and Studio Work. 78

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Grade 12 Content Higher Level and Standard Level

Studio Work Students create a collection of artworks to a self directed theme or concept which is personally meaningful. They build on what they have learnt and developed in Grade 11. • Students create a body of work that is exploratory, creative and imaginative. • Students create a body of work that is thoughtful, powerful and significant. • Students create a body of work where subject matter, artistic ideas and techniques are combined well to produce a coherent outcome. • Students create work that is well planned; its form is the result of the thoughtful application of the art elements and principles of design. • Students create work that shows technical skill and effective use of medium. Investigation Workbook Students continue to maintain and develop a visual and written record which documents independent and personal research, critical analysis of art from various cultures; exploration of the historical and cultural contexts of more than one culture; experimental investigation of visual qualities and expressive forms and evidence of growth through reflection. • Students create workbooks that show independent research, both visual and verbal, with outcomes that are clearly understood. • Students examine the meaning and significance of art from various cultures. • Students investigate socio-cultural and historical contexts, in more than one culture. • Students show a thorough, wide ranging and experimental investigation of visual qualities and expressive forms. • Students show a close relationship between the investigation workbooks and the studio work in which reflection and research support experimentation and successful artistic planning. Assessment Studio Work Higher Level & Standard Level Exhibition and interview. 60%

External Assessment

The studio component is externally assessed by a visiting examiner and externally moderated by the IBO. Students design and mount their exhibition and discuss their work in a 30-40 minute oral exam with the examiner.

Investigation Workbook Higher Level & Standard Level Investigation Workbooks 40%

Internal Assessment

The Investigation component is internally assessed by the teacher and externally moderated by the IBO. Students compile a Candidate Record Booklet containing a personal statement of no more than 300 words, a photographic record of their Studio Work and a selection of scanned pages from their Investigation Workbooks. This document is what is examined for external and internal assessment. IBDP Visual Arts will give students a folio of Art work that is suitable for entry into many Art and Design fields at tertiary level study.

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

MUSIC

Aims • To give students the opportunity to explore and enjoy the diversity of music throughout the world. • To encourage students to develop perceptual skills through a breadth of musical experiences, where they will learn to recognise, speculate, analyse, identify, discriminate and hypothesise in relation to music. • To enable students to develop creatively their knowledge, abilities and understanding through performance and composition. • To assist students to develop their potential as musicians, both personally and collaboratively, to the full. • To develop their performance skills through solo and/or ensemble music making. • To develop their compositional skills through the exploration and investigation of musical elements (HL students only). • To use appropriate musical language and terminology to describe and reflect their critical understanding of music. • To develop perceptual skills in response to music. • To know and understand music in relation to time and place. Grade 11 Content Higher Level and Standard Level: Musical Perception and Analysis (50%) • Students will learn how to analyse using the 10 musical parameters of melody, rhythm, harmony, tempo, texture, tone/timbre, instrumentation, orchestration, mood and dynamics. • Students will begin their study of a Prescribed Work, set by the IB. It changes every 2 years. Currently the set work is Purcell’s Dido and Aeneas. • Students will begin their study of a wide range of musical genres and styles, including the Medieval, Renaissance and Baroque periods of Western Art Music, a variety of World Music cultures and Fusion. The Prescribed Work and the Listening examples are equal to 30% of the total marks • Musical Investigation (20%): students will choose and begin their preparation for an independent study into the relationship between two identifiable and distinct musical cultures, one from the Western world, and one from a World Music culture. They will focus on one piece from each genre. They will then present their research as a media script, for one of the following mass media: TV, radio, magazine article, website, PowerPoint, etc. N.B. Higher Level students will study both Solo Performance and Composition; Standard Level students have 3 options: Solo Performance, Group Performance or Composition. Solo Performance (25% for HL; 50% for SL) • Students will nominate an instrument/voice. • Throughout the course, students will practice and perform a wide range of styles of pieces. • One of these will be recorded every half-term or so. • Students are expected to have private individual lessons from a local teacher for the duration of the course. • Students are occasionally permitted to play in a small ensemble as one of their final pieces can be an ensemble piece.

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Group Performance (SL ONLY; 50%) • Students following this option are expected to be active, participating members of a musical ensemble which performs in public at least twice during the course. • The ensemble may perform music of any style or genre; however, it should demonstrate a range of musical styles as far as possible. • Ensembles may rehearse in or outside of school. • Students not studying for the IB Music course may also be involved in the ensemble, or students from other Grades, or from outside school. • No professional musician may be a member of the ensemble. • Ensembles should rehearse regularly, ideally once a week. • The two public performances will be recorded, and should last from 15 – 30 minutes in total. Composition (HL 25%; SL 50%) • Students will learn how to compose in a variety of styles, including Minimalism, the use of ostinato techniques, a set of themed miniatures and a song. Students will develop compositional skills through practice and experiment. • Throughout the course, they will be set a new compositional task every 5 weeks or so: each one will deve lop new skills in terms of melody, harmony and so on. • Students may compose for any ensemble; however, all compositions chosen for the final portfolio have to be recorded, so practicality has to be a consideration! • Students are encouraged to keep all their drafts and a record of any changes they made to their initial intentions. • All compositions will be performed where possible and evaluated using the IB criteria. Grade 12 Content Musical Perception and Analysis (50%) • Students will continue their study of the Prescribed Work, begun in Grade 11. They will practice timed essays in preparation for the final written exam. • Students will continue to study a wide range of Musical genres and styles, including the Classical, Romantic and Modern periods of Western Art Music, other World Music cultures, Popular music and Jazz. • Musical Investigation (20%): students will complete their project. There is a 2000 word limit. Solo Performance (25% for HL; 50% for SL) • Students will continue to practice, record and evaluate pieces in the same manner as Grade 11. • They are encouraged to consider all the IB criteria in selecting their pieces, especially with regard to their repertoire. • Students will eventually have to submit a recording of the best of these performances, from any they have recorded during the course (approximately 22 minutes total for HL; 18 minutes total for SL). • Students are expected to continue having private individual lessons from a local teacher for the duration of the course. Group Performance (SL ONLY; 50%) • Students will continue to rehearse and perform with their ensemble. Hopefully the members of the group can remain the same throughout the course. If one or two members of the ensemble leave, it is up to the IB Music student to find suitable replacement(s). • Students will eventually have to submit a recording of the best of their public performances, from any they have recorded during the course (approximately half an hour’s worth of music). 81

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Composition (HL 25%; SL 50%) • Students will continue to write compositions every 5 weeks or so. During Grade 12 a certain amount of freedom is encouraged to allow the student to specialize in certain styles. However, tasks will still be set by the teacher, including film music, a piece for small ensemble, the use of sonata form and a Theme and Variations. • At the end of the course, a final portfolio is created, which consists of three contrasting compositions for HL and two contrasting compositions for SL. • Full written statements and recordings need to accompany the pieces for the portfolio, as well as all rough drafts and final scores. Computer programmes are encouraged in the presentation of scores and recordings, for example Sibelius and Guitar Pro. Assessment

Higher Level External Assessment: 50% • Listening Paper: 2 and a half hours 30% - Two question on the Prescribed Work (in an essay style) using a clean copy of the score. - Four questions on unprepared musical extracts, to be answered in note-form. Extracts may or may not be accompanied by scores. - Each candidate has their own CD for this paper and will use their own personal CD player for the exam. • Musical Investigation: 20% A written media script for a specific audience, of 2000 words, investigating the relationships between two musical genres. Internal Assessment 50% • Solo Performance: 25% Presentation of approx. 22 minutes of solo recitals, on a tape. • Composition: 25% Three contrasting compositions (5 – 15 minutes total when performed), with recordings and a written statement.

Standard Level External Assessment: as for HL. Internal Assessment ONE of the following options: • Solo Performance 50% Presentation of 15 minutes of solo recitals, on a CD. • Group Performance 50% Presentation of two public performances, on a tape, (15 – 30 minutes). • Composition 50% A portfolio with 2 contrasting compositions, recordings, scores and written statements. N.B.

• It is preferable that students would have studied Music in Grades 9 and 10 before attempting the IB course, particularly IB Higher Level. This is due to the compulsory analysis of the Prescribed Work, and the general standard of theory required coping with this subject at this level. • Students should be able to read music fluently, or be willing to learn extremely quickly at the start of the course. • Any student who wishes to consider this course should speak to the Music teacher to establish their experience and suitability.

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

THEATRE Aims The aims of the Theatre course at HL and SL are to enable students to: • Experience and participate in a wide and varied range of Theatre activities and develop proficiency in one or more areas of Theatre technique • Become familiar with forms of Theatre from different cultures • Explore different Theatrerical traditions in their historical and social contexts • Develop academic skills appropriate for the study and understanding of Theatre • Become reflective and critical practitioners of Theatre • Develop the confidence to explore and experiment and to work individually and collaboratively on innovative projects which should involve challenging established notions of theatre • Understand the dynamic, holistic and evolving nature of theatre and the interdependencies of all aspects of this art form Content The Theatre course consists of three interrelated areas taught in Grades 11 and 12 for both Higher and Standard Level. These are:

Theatre in the Making The focus on Theatre in the making is on the process of Theatre making rather than the presentation of Theatre. It encompasses the acquisition and development of all skills required to create, present and observe Theatre. It is exploratory it its nature. Theatre in the making also encourages students to explore and experience a variety of Production Roles which include; spectator, performer, dramaturg, ensemble and director. Theatre in Performance The focus of Theatre in performance is the application of skills developed in Theatre in the making. This involves students in various aspects of presenting theatre. In Grade 11 and 12 there will be a range of performance opportunities which range from; original devised performances, monologues and duologues, presentations and whole class productions. Theatre in the world The focus of Theatre in the world is on practical and theoretical exploration of a range of theatre traditions and cultural practices around the world. Throughout the course students will explore a variety of styles which range from: Early Western and Commedia Dell’Arte to Asian Theatre. They will also complete individual research on other traditions. In Grade 11 and 12 students will explore a range of major practitioners of Theatre in order for them to explore their contrasting styles, philosophies and techniques. Some of the practioners studied in the course are: Stanislavski, Brecht and, Boal Assessment For Higher and Standard level

External assessment (50%) • Research Investigation (25%) Students are required to produce a Research Investigation with supporting visual materials. For higher level it should be 2,000-2,500 words, for standard level it is 1,500-1,700 words. • Practical Performance Proposal (25%) Students are required to produce a proposal of 250 words with supporting visual materi83

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

als (for higher level students also need to include a report of 1,000-1,250 words). Internal Assessment (50%) â&#x20AC;˘ Theatre Performance and Production Presentation (25%) Students are required to create an oral presentation lasting 30 minutes for higher level and 20 minutes for standard level. It must contain 7-10 supporting visual images. â&#x20AC;˘ Independent Project Portfolio (25%) Students are required to produce a portfolio of 2,000 words for standard level and 3,000 words for higher level on their independent project and its connection to their experiences course. The project itself could range from the devising and creating of a students own piece of theatre to a workshop which teaches theatre skills to a specific audience. As well as these specific tasks, students are also required to complete a detailed process journal of their experiences on the course. This is essential for the successful completion of all of the prescribed assessment tasks. N.B. It is essential that students realize that they must be involved in at least two formal Theatre productions outside class time. This requires serious commitment from any student wishing to undertake the course.

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

VII. SPORTS LEADERSHIP – GRADE 11 PE Aims In Grade 11 we will focus on developing student leadership skill through sport. This course is entitled “Sports Leadership” and offers opportunities for students to enhance their leadership skills and apply them to a variety of different sporting activities, as well as contribute to the students’ personal and social education. Further, students will learn through doing and being involved in organizing, planning, and running various sporting activities within the school community. Content • Develop basic team building, communication, decision making, and problem solving skills • Plan, organize, implement, and run individual leadership initiatives • Assist in school sporting activities (House activities, After School Activity programme, Sports Day, Swim Galas) • Proposal writing and event planning • Peer teaching • Principles and practice in delivering basic sport and fitness sessions • Understand fair play and the role of officials in sport • Demonstrate leadership skills in a variety of sports Assessment Students’ are not assessed on performance, yet are assessed based on participation and effort, and they will receive either a Satisfactory or Unsatisfactory standing. Assessment tools include both student self-evaluations and reflections and teacher observations. Further, students can use there experiences for Community and Service credit.

VIII. LIFETIME SPORTS – GRADE 12 PE Aims In Grade 12 we will build on the basic skills that have been acquired in the previous years. This course is entitled ‘Lifetime Sports’ and offers several different sports as electives. This course is focused on participation and gaining the necessary knowledge and skills to pursue chosen physical activity interests beyond school. Moreover, the Lifetime Sports programme fosters students’ engagement and responsibility for making their own activity choices. Content • Aerobics • Bowling and Billiards • Badminton • Ultimate Frisbee • Golf • Tennis • Weight Training and conditioning • Game Assessment Students’ are not assessed on performance, yet are assessed based on participation and effort, and they will receive either a Satisfactory or Unsatisfactory standing. Assessment tools include both student self-evaluations and reflections and teacher observations.

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Academic Honesty in the High School at the International School Ho Chi Minh City * Internal Policy * The International School Ho Chi Minh City believes that instruction in academic and personal honesty is a fundamental part of a student’s education. Honesty and integrity are basic, desirable character traits as recognised in our Code of Conduct. Academic dishonesty is generally defined as cheating or creating a false impression of one’s work and performance. It is expected that you as an ISHCMC student will demonstrate academic honesty at all times. You will be taught and encouraged not to do any of the following: • Copy another person’s work; • Let someone copy your work or assist in their cheating in any way; • Look at another person’s paper and copy their answers; • Talk with another student during a test or examination; • Use hidden notes on a test or examination; • Share information about what is on a test or examination with other students; • Make up or change actual laboratory data; • Have someone do your work for you, including a tutor or your parents. Your role is to come up with the ideas and written work. It is not all right to let your parents/tutor do the work for you. • Copy directly from the Internet, by cutting and pasting someone else’s work into your work; this is plagiarism; • Reword someone else’s words and not give them credit for the ideas, and thereby pass someone’s ideas off as your own; this is plagiarism; • Use a foreign language translator to change from one language to another and then use that translation as if it were in your own words; this is plagiarism; • Turn in an old project done by you or someone else; • Let your partner do all of the work on a project and then put your name on the project as if you had done an equal share of the work; • Forge another person’s signature, including a parent’s signature; or • Perform any act of dishonesty in regard to your academic achievement. You should assume that all work, including homework, is to be done individually unless the teacher states that working together on a particular assignment is permitted. Role of Teachers • Your teachers will educate you about the seriousness of cheating and plagiarism. In each of your subjects, your teachers will explain to you the right ways to use someone 86

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

else’s ideas in your work. If you are not sure whether a particular behaviour is cheating or plagiarism, discuss the matter with your teacher. They want to support you in your learning. • Our school librarian will be happy to help you. Don’t hesitate to ask the librarian questions. • If a teacher recognizes cheating or plagiarism, or even suspects such a case, he/she will take immediate steps to deal with it. Each case will be treated individually. Role of Students • Write in your own voice, not just in your own words. Make your work personal. Express the ideas you have. • It is always acceptable to use ideas from someone else, as long as you give that person credit for those ideas. Always make sure to credit where you got the information you are using, both in the body of your written work and in your bibliography page at the end. • Be organized so that you don’t produce work at the last minute. Last minute work often lends itself to cutting corners, and cutting corners can lead to academic dishonesty. Give yourself time to do the work properly. • When you do research, keep good records of where you have found the information you will use. • Always include a bibliography page which lists all of your sources of information (Internet web pages, books, magazine articles, and so on). How do you get caught? • New computer technology makes it very easy to find out if you have copied something directly from the Internet. • Teachers talk to one another and may learn of your cheating from another teacher. • Teachers remember work that was turned in by other students in the past. When correcting papers and exams, they do not forget what other students have written. • Teachers know your style of writing. They often recognize what was actually written by you and what someone else probably wrote. Consequences of Academic Dishonesty in High School: First time: The teacher will explain through verbal and/or written feedback why the student’s work is in-appropriate, and the student will be required to redo the work until that work meets the criteria for honest work. In the Diploma Programme, the DP coordinator will be informed and conduct an interview. The stu-dent will be warned that repeated behavior will threatened their continuation in the Diploma Programme. Second time: A note will be placed in the student’s planner by the subject teacher, explaining to the parents that the child is having difficulty with Academic Honesty. The work will need to be resubmitted, looking for improvement following the feedback and support given by the teacher. The student will also be required to complete a Student Reflection Sheet, which will also contain a section for feedback from the student’s parents. The overall grade for the work submitted may be reduced at the discretion of the teacher. In the Diploma Programme the coordinator will be informed and take appropriate measures. Third time: The student will be referred to the High School Principal who will determine further consequences. These consequences could include detention or suspension, or removal from the Diploma Programme.

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

ACKNOWLEDGEMENT OF ACADEMIC HONESTY POLICY HIGH SCHOOL I have read and understood the Academic Honesty Policy for High School students of International School Ho Chi Minh City. My teachers have given me opportunities to ask questions in order that I completely understand the policy and how it may affect me. My signature below means that I will do my best to submit work that is my own, following the guidance given by my teachers. I am aware of the consequences involved if I am academically dishonest while I am a student at the International School of Ho Chi Minh City. Student’s Name: Homeroom: Student’s Signature: Date: I have discussed this policy with my child and I also understand the consequences of Academic Dishonesty in the High School at ISHCMC. Parent’s Name: Parent’s Signature: Date:

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

Reflection on Academic Honesty You have been asked to write a report or reflection on your academic honesty by your teacher. By answering the following questions you should be able to understand how to complete the work without breaking school rules on academic honesty. Student: Homeroom: Subject:

Teacher:

Assignment / Task:

1. Explain what it is that you have done that breaks the school rules on academic honesty and why you did this (it might be a good idea to both read through the rules and include quotations from them as relevant):

High School Curriculum Guide, International School Ho Chi Minh City, Vietnam

2. How was your dishonesty uncovered?

3. What steps and strategies will you now use as you resubmit the work in order to follow the policy on academic honesty?

28 Vo Truong Toan Street, An Phu Ward, District 2, Ho Chi Minh City, Vietnam Tel: (84-8) 38989100 - Fax: (84-8) 3898 9382 Email: admissions@ishcmc.edu.vn www.ishcmc.com