FDR Diploma Student Handbook 2015-2017 by Graham Maclure

IB DIPLOMA COURSE SELECTIONS 2015-2017

Contents Introduction to the International Baccalaureate

2-10

IB and FDR Mission, Learner Profile ……………………………….

………………………………………………….…….

FDR Programs

Overview of the Diploma Programme ………………………………..

3-4

Assessment and Reporting

………………………………………….

4-7

Choosing a Programme …………………………………………………

8-10

Placement in Language Courses ………………………………………

Overview of Subject Groupings

12-47

Group 1 Studies in Language and Literature ………………………… 12-16 Group 2: Language Acquisition ……………….………………………... 17-19 Group 3: Individuals and Societies ……………………………………... 20-24 Group 4: Sciences ………………………..………………………………… 25-32 Group 5: Mathematics …………………………….……………………….. 33-35 Group 6: The Arts ………………..………………………………………… 36-42 Core: TOK, Extended Essay and CAS …………………………………. 42-47

Key contacts Diploma Coordinator

Mr Graham Maclure

gmaclure@amersol.edu.pe

Peruvian Program Coordinator

Ms. Cynthia Sturner

csturner@amersol.edu.pe

Innovation Academy

Mr. Corey Topf

ctopf@amersol.edu.pe

MYP Coordinator / AP

Mr Chad Schwaberow

cshwabe@amersol.edu.pe

CAS Coordinator

Ms. Patricia Patiño

ppatino@amersol.edu.pe

TOK Coordinator

Ms. Veronica Baker

vbaker@amersol.edu.pe

Head Counselor A-E

Mr. David Bailey

dbailey@amersol.edu.pe

Counselor F-N

Ms. Ellenore Hibon

ehibon@amersol.edu.pe

Counselor O-Z

Ms. Lucrecia Rodriguez lrodrigu@amersol.edu.pe

Secondary Principal

Mr Chris Akin

cakin@amersol.edu.pe

IB Mission Statement The International Baccalaureate Organisation aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. See http://www.ibo.org/mission/ (5th March 2009) for more information on IB Misson

Colegio FDR Mission Our mission is to empower our students to pursue their passion for learning, lead lives of integrity and create socially responsible solutions

IB Learner Profile The aim of all IB programs is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be:

Inquirers They develop their natural curiosity.

Open-minded They understand and

They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Knowledgeable They explore concepts,

Caring

ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Thinkers They exercise initiative in applying

Risk-takers They approach unfamiliar

thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Communicators They understand and

Balanced They understand the importance of

express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Principled They act with integrity and

Reflective They give thoughtful consideration

honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

http://www.ibo.org/programmes/profile/ (5th March 2009) 2

FDR Programs of Study At FDR students have the option to pursue to a number of programs, all of which lead to the award of the FDR High school diploma. The programs on offer include:    

IB Diploma Program Innovation Academy Official Peruvian Program US Program

IB Diploma Courses and Exams All of these academic programs are centred on IB Diploma courses, which offer a broad and demanding international-minded curriculum for the last two years of high school. Whether or not a student is taking the full IB Diploma, all Diploma courses can lead to the award of an official IB certificate. This is contingent upon a student completing all internal and external assessments, including examinations, in these subjects. At FDR it is an expectation that all students enrolled in Diploma courses will sit the final Diploma examination in each subject they are taking, at the end of the two year course. Students not taking final examinations will not receive an IB course name on their Grade 12 transcript. Any exceptions will be dealt with on a case by case basis. The IBO allows students to take a maximum of two SL exams in grade 11 provided they have completed the required 150 hours. This will depend on timetabling and teacher recommendation. The full IB Diploma and individual IB Certificates are accepted as entry qualifications to colleges and universities throughout the world. In many universities, the IB exam results are also used to determine student placement, with some universities granting a full year of university credit to full IB Diploma students. IB Diploma courses provide students with:  a broad and balanced, yet academically demanding curriculum  the development of critical-thinking and reflective skills  the development of research skills  the development of independent learning skills  the development of intercultural understanding  a globally recognized university entrance qualification Structure of the Diploma:  Students must study 6 subjects (3 or 4 at HL and 2 or 3 at SL) + TOK, CAS, EE  As a pre-university course, 3 principles underlie its structure: breadth, flexibility, relevance The Diploma Hexagon

Group 1

English A: Literature, English A: Language and Literature, Spanish A: Literature, Spanish A: Language and Literature, Language A: Literature (SL only)self-taught languages (Chinese, Hebrew, Dutch, Portuguese etc)

Group 2

English B, Spanish B, Spanish ab initio, French ab initio

Group 3

Business and Management, Economics, History, Psychology, Environmental Systems & Societies

Group 4

Biology, Chemistry, Physics, Environmental Systems & Societies, Sports Exercise & Health Science, Computer Science, Design Technology

Group 5

Maths HL, Maths SL, Maths Studies SL

Group 6

Visual Art, Music, Theatre, Film or additional course from Groups 1,2, 3, or 4 Courses HL: 240 hrs

SL: 150 hrs

Core Subjects: In order to be awarded the full IB Diploma, students are required to complete three core components:  Extended Essay (EE): Students investigate a self-generated research question by undertaking independent primary research in one of their DP subject areas for around 40 hours, working with a supervisor, culminating in a 4000-word academic paper. Invaluable preparation for higher education. Develops independent research skills and thesis writing skills.  Theory of Knowledge (ToK): A critical thinking course exploring relationships between different disciplines. Students engage in critical reflection on knowledge and experience acquired within and beyond the classroom assessed via a 1,600 word essay and 15 min oral presentation  Creativity, Action and Service (CAS): CAS is a fundamental part of the FDR school mission and programs and is a graduation requirement for all students. The emphasis of CAS is on experiential learning and developing the whole person beyond simply academic success. The school offers a wide range of extra-curricular and service projects and clubs which can be used to develop a students CAS program. Students set personal goals and aim to fulfil 8 learning outcomes. It is important to note that work that is part of a student’s study within their academic program, Theory of Knowledge or Extended Essay may not be counted towards CAS. CREATIVITY conveys the widest range of arts and aesthetic experiences. Supervised involvement in art, drama, music and/or literature meets this requirement. However, appropriate CAS activities are not merely “more of the same” - more practice, more concerts with the school band, and so on. The student must have a directed goal that they are working towards achieving. ACTION should involve physical exertion that contributes to a healthy life-style. SERVICE should benefit a community in need, this includes social issues, environmental projects and/or global issues. In addition, students are required to complete a long term “Super Project” in which they are involved in the planning and execution of the project in collaboration with an adult supervisor. This project should benefit a community in need and address an issue of Global concern. The students’ CAS activities are monitored by their homeroom teacher and the CAS coordinator. Students record and reflect on their activities in CAS via written and recorded on Mangebac https://amersol.managebac.com . Any questions regarding CAS should be addressed to: Patricia Patino ppatino@amersol.edu.pe

IB Course Certificates Rather than meeting all the requirements for the full diploma, students may elect to study a number of Diploma subjects at Higher or Standard Level to gain individual Certificates in DP courses. They will do the full coursework and external examinations in these subjects, but are not required to complete the CORE requirements of the Diploma. Many Certificate students excel because the workload and subject areas are tailored to their interests and capabilities.

The Official Peruvian Program (OPP) The IB framework is flexible enough to ensure that students enrolled in the OPP are able to continue working towards the Peruvian Diploma. Currently 72% of FDR students must meet this requirement. The requirements for the OPP are distributed annually from the office of the Peruvian Director, Ms. Cynthia Sturner. Any parents or students wanting additional information should make an appointment through her office. 4

DP Assessment and Reporting Given that the IB Diploma is a challenging program of education, it is highly regarded as preparing students very well for university. The nature of its assessment philosophy also supports this reputation. The grading system is in criterion based: each student’s performance is measured against well-defined levels of achievement consistent from one examination session to the next. Subject grades reflect attainment of knowledge and skills relative to set standards that are applied equally to all schools.

“Validity, reliability and fairness are the watchwords of the Diploma Programme’s assessment strategy”. (IB 2009) Key features of assessment include:  All courses are externally examined. Most also include an element (between 20 to 50%) of externally-moderated internal assessment.  Student results are determined by performance against set standards, not by each student’s position in the overall rank order.  External Assessment: Examinations form the basis of the assessment for most courses. This is because of their high levels of objectivity and reliability. They include:  essays  structured problems  short-response questions  data-response questions  text-response questions  multiple-choice questions – though these are rarely used  Internal Assessment Teacher assessment is also used for most courses. This includes:  oral work in languages  laboratory work in the sciences  investigations in mathematics  artistic performances  Work is marked by an international body of external examiners appointed by the IBO; their marking is also subjected to moderation which is the reason why IB results carry world-wide recognition  IB Diploma grades are awarded on a scale of 1 to 7, with 3 considered to be a minimum passing grade in Standard level (SL) courses and 4 a passing grade in Higher Level (HL) courses.  All subjects are assessed on specific IB Diploma subject criteria which are published subjectspecific curriculum guides and readily available to DP teachers and students.  Diploma Program assessment procedures measure the extent to which students have mastered advanced academic skills in fulfilling these goals, for example: o analyzing and presenting information; o evaluating and constructing arguments; o solving problems creatively. Basic skills are also assessed, including: the retention of knowledge, the understanding of key concepts, applying standard methods  DP assessment encourages an international outlook and intercultural skills, wherever appropriate. Notes: For more details on assessment see these sites: http://www.ibo.org/en/programmes/diploma-programme/assessment-and-exams/ http://www.ibo.org/contentassets/1cdf850e366447e99b5a862aab622883/dpassessmentprinciplespractice2004en.pdf

"IB students are more prepared for demanding coursework and essays that involve research" - Warwick University UK Deadlines At the start of every year for Grades 11 and 12, an internal calendar of deadlines is established so that the students major IAs can be spread throughout the two years of the IB Diploma. This calendar is given to students and families at the start of each semester and can be viewed here. Students who fail to meet the schoolâ&#x20AC;&#x2122;s internally set deadlines may be removed from the course / program. An appeal process exists for reinstatement. For further details see FDR Deadlines Protocol

Award of the IB Diploma The diploma is awarded to students scoring a minimum of 24 points providing they meet requirements for minimum levels of performance across the whole program and meet the learning outcomes for the creativity, action and service (CAS) requirement. 7 6 5 4 3 2 1

Excellent Performance Very Good Performance Good Performance Satisfactory Performance Mediocre Performance Poor Performance Very Poor Performance

Students receive a mark from 1 to 7 in each of their six subjects plus up to 3 additional bonus points for TOK/EE. This makes a maximum mark of 45. They must also fulfill the requirements for CAS to be awarded their IB Diploma irrelevant of their score out of 45. Below are the general descriptors for the criteria 1 through 7 and the TOK/EE bonus point matrix (see page 43) Generally speaking, a Diploma is awarded if the student satisfies all of the Core requirements and earns 24 points in their exam subjects; they must earn a minimum of 12 points in their combined higher level subjects. Please check Diploma Failing Conditions below for the further details. Bilingual Diploma A bilingual diploma is awarded to candidates who complete and receive a grade 3 or higher in two Group 1 languages OR students who gain a grade 3 or higher in studies in language and literature and a grade 3 or higher in an individuals and societies or science subject, completed in a different language IB Diploma Failing Conditions: A student can fail the full IB Diploma if the do not meet any of the following requirements: 1. 2. 3. 4. 5. 6. 7. 8.

CAS requirements have not been met. Candidateâ&#x20AC;&#x2122;s total points are fewer than 24. An N has been given for theory of knowledge, extended essay or for a contributing subject. A grade E has been awarded for one or both of theory of knowledge and the extended essay. There is a grade 1 awarded in a subject/level. Grade 2 has been awarded three or more times (in HL or SL subjects). Grade 3 or below has been awarded four or more times (in HL or SL subjects). Candidate has gained fewer than 12 points on HL subjects (for candidates who register for four HL subjects, the three highest grades count). 9. Candidate has gained fewer than 9 points on SL subjects (candidates who register for two SL subjects must gain at least 5 points at SL). Students who fail to obtain the full Diploma will still receive grades and certificates for the courses that they take. 6

FDR Graduation Requirements

English Social Studies Mathematics Science Spanish PE/Health Fine Arts Electives Total

FDR Diploma / IB Diploma 4.0 credits 4.0 credits 3.0 credits 3.0 credits 2.0 credits 2.0 credits 1.0 credit 5.0 credits

FDR Diploma + OPP Certificate 4.0 credits 4.0 credits 3.0 credits 3.0 credits 3.0 credits 3.0 credits 1.0 credit 3.0 credits

24 credits

Credit Allocation: One credit is awarded for each year course completed with a passing mark of 3 or above (based on a 1-7 attainment level scoring system). One halfcredit is awarded for one semester of passing work. A minimum of 24 credits is required for graduation. Students transferring to FDR from another system may bring in a maximum of 8 credits per year. All students, regardless of their program, will be expected to meet he requirements for the FDR Diploma.

Approaches to Learning (ATL) Grades  At FDR students are awarded termly and interim ATL grades (Good, Satisfactory or Poor) based on their performance in class. These skills are central to success in their learning and life beyond school. These are recorded on the official school transcript when the student graduates or leaves, and count towards the award of the FDR (as opposed to the I.B.) Diploma  As with all grades awarded, ATL grades based on their performance against a set of established criteria. The FDR ATL criteria are linked here Promotion Criteria Promotion from Grade 11 to Grade 12 is dependant upon completion of and compliance with agreed internally set deadlines and guidelines for coursework. With students at risk, parents will be asked to discuss the matter with the DP Coordinator and the School Principal.

Reporting Students and parents receive reports four times a year via two semester reports and two interim reports. Parents, however, can monitor a students’ ongoing learning growth through ManageBac where formative and summative assessments are recorded. The Overall level of Attainment (OLA) 1-7 score semester grades are recorded on the student’s High School transcript. 3-Way Parent Conferences occur following each progress report, with the expectation that students will attend with their parents. Grade 11

Grade 12

October: Semester 1 Interim Report October: Student Parent Teacher Conference December: End of Semester 1 Report April: Semester 2 Interim Report June: End of Semester 2 Report

October: Semester 1 Interim Report October: Student Parent Teacher Conference December: End of Semester 1 Report April: Semester 2 Mock exam Report May 30: End of Semester 2 Report

Course Selection As in previous years, students will indicate their initial course interests in November. These are then reviewed in March/April through the on-line registration process. In languages and math, teachers will make recommendations based on current performance in MYP 10 courses. Students who indicate an interest in the full Diploma program will be interviewed, in April, by the DP Coordinator and their counselors to evaluate the students’ performance and motivation to determine if the program is right for them. All interested students will work out a program of study in conjunction with the DP Coordinator, teachers and their counselor, that must then be approved by parents. Student performance will be monitored through June and those students who we feel will be better served by working towards IB Course Certificates will be counselled to do so.

"IB students are more likely to persist through college and are better at managing time and meeting expectations" University of Oregon 7

Diploma courses are two year courses, so it is important that students give a lot of thought to their choices, conserving their strengths, interests and future college and career plans. Students will receive help from the guidance office throughout their time in school, building individual learning plans. Students are encouraged to consult with their teachers, current Diploma students, their guidance counselor, the Diploma Program Coordinator and their parents, but reminded that the final decision must be theirs. Since some universities have specific course requirements for certain majors, they are advised to consult these as well when making decisions about their courses.

General Advice when Choosing Specific Diploma Courses

 Look at courses you are doing well in and choose your HL courses based on a) your strengths and b) your interests.  If you are heading to a US university being ‘undecided’ is fine, as is going with a broad base of subjects. For the UK you need to be precise about your major.  Choose courses that challenge you. GOLDEN RULE: Good colleges anywhere like to see you tried the most difficult options (esp. when related to your college major) on offer. Choosing an ‘easy’ course option also can lead to boredom and a lack of motivation.  Listen to your teacher’s advice and recommendations.

See the form outlining recommendations for different courses which includes:      

Recommendations for HL classes in Spanish Lit, B, ab initio; English Lit. B Recommendations for Math courses - HL, Studies Recommendations for Science courses HL - Physics, Chemistry, Biology Humanities - Psychology, Economics (explore Maths) Recommendations for Arts - Music, Theatre, Visual Arts Recommendations for full time Learning Strategies

Individual student recommendations are entered in Naviance.

Which subjects as Higher Levels? The difference between HL and SL subjects is always a matter of quantity – HL subjects have more class-time scheduled and require more homework. In some subjects, there is also a considerable difference in terms of content and degree of difficulty. Subject teachers and the relevant course outlines should be carefully consulted.

Changing Courses Since most Diploma courses are taught on a two year cycle, it is important that students select their courses carefully in order to minimize subsequent changes. The school offers a comprehensive support system to guide students and parents in making the most appropriate selection. Students talk with their teachers, counselors and Diploma coordinator and each student is interviewed about their selections. Changing a course may be possible during the first four weeks of the academic year, but the request is dependent upon academic considerations and class size. In exceptional circumstances, course changes may be considered beyond this point if recommended by the teacher. Any course changes after the Fall Break will not be documented in the Semester 1 report. Please refer to the protocol for changing courses The school reserves the right to transfer students between course sections to ensure an optimal learning environment in each class.

Special Educational Needs (SEN) The IB and FDR have adopted the term “Special Educational Needs” (SEN) as it caters for the wide spectrum of need along a continuum that encompasses cognitive, social, emotional and physical development. The MYP is designed as an inclusive program, catering for all students. The Special Educational Needs (SEN) Program at FDR provides support in the least restrictive environment for students who have diagnosed mild to moderate specific learning difficulties and/or attentional disorders which impact academic performance. Services (in-class and outof-class support) address educational needs, attending to students’ strengths while helping them to learn and use compensation strategies to meet academic demands independently. Learning Strategies Course Learning Strategies classes provide direct support of ATL skills and subject requirements either via pull out classes or weekly check-ins with their supervisor. Colegio Roosevelt prides itself on its strong Student Support Team (SST), meeting weekly to focus on specific students.

Guidelines for careers Below are some suggestions of possible IB courses that meet the demands of different careers. It is *The following are merely general guidelines rather than a definitive list of course requirements. Each university has its own unique entrance requirements, which can change from one year to the next. The most updated sources of information are the prospectuses and websites of the universities themselves. Students should go to the university’s website to get current information.

A student with a strong interest in Engineering: For the most selective universities, Maths and Physics at HL are either essential or highly desirable. At most universities in Canada, and the US, Maths at SL is acceptable as the minimum entry requirement. For Chemical Engineering in the UK, Maths and Chemistry at HL are essential or highly desirable; Physics may also be required. Strongly Maths HL or SL, PLUS Physics HL or SL: Chemistry HL or SL, (for Recommended: Chemical Engineering); Advised: The more challenging the Maths / Science courses the better. Design Technology Helpful: Languages A or B

A student with a strong interest in Medicine: At the most selective universities in the US and UK, Maths and Physics at HL are either essential or highly desirable. At most universities in Canada, and the US, Maths at SL is acceptable as the minimum entry requirement. For Chemical Engineering in the UK, Maths and Chemistry at HL are essential or highly desirable; Physics may also be required. In UK / Canada / USA: Strongly Chemistry HL plus either Biology HL (strongly recommended) or Physics Recommended: HL ; Mathematics HL may be required as a third HL subject by some universities. Advised: Psychology or non-science based academic subject at HL Helpful: Languages A or B at HL A student with a strong interest in Law: Strongly Languages A HL Recommended: Advised: Economics & History, SL & HL Helpful: Any Maths, Any Science

A student with a strong interest in Business and Marketing: Mathematics HL or Mathematics SL may be required. It is usually not necessary to take Economics or Business in order to take these subjects at university. In Peru Strongly Recommended: Advised: Helpful:

Business and Management HL or SL, Economics HL or SL, Maths HL or SL Psychology HL or SL, Languages A or B

In UK / Canada / USA: Strongly UK â&#x20AC;&#x201C; Economics HL better, at least Maths Standard Recommended: Advised: English courses â&#x20AC;&#x201C; A better Helpful: Psychology A student with a strong interest in Architecture: Usually no subjects are specified, but occasionally Maths and/or Physics at HL is required. Art or design-based subjects are not always required but maybe useful. Some universities will require a portfolio. In Peru: Strongly Recommended: Advised: Helpful:

Maths HL or SL, Physics HL Visual Arts, preferably HL History

In UK / Canada / USA: Strongly At least SL in Maths & Physics, Visual Arts HL highly recommended Recommended: Advised: HL in Maths and Physics Helpful: History; a portfolio of work A student with a strong interest in International Relations: In Peru: Strongly Spanish Language A, 2 other Languages Recommended: Helpful: History In UK / Canada / USA: Strongly English Language A, 2 other Languages Recommended: Helpful: History

"IB

students are more confident in their ability to use critical thinking skills, and envision their future success more positively" University of Western Sydney For further information on the IB Diploma Programme, visit: http://www.ibo.org/diploma/ To learn more about how the IB Diploma prepares students for success at university, visit: www.ibo.org/recognition

Placement of Students in Language Courses The following table is provided to assist teachers in placing students in an appropriate language course. Each course is described through statements that explain the learning outcomes that students who complete the course with a grade 4 or above will be able to achieve by the end of the course. Teachers and Diploma Programme coordinators should ensure that, as far as possible, students are following the course that is most suited to their needs and that will provide them with an appropriate academic challenge.

Course Language A: literature HL

Receptive skills Understand virtually everything heard or read.

Language A: language and literature HL Language A: literature SL Language A: language and literature SL Literature and performance SL

Language B HL

Language B SL

Language ab initio

Understand implicit and explicit meaning of a wide range of written and spoken texts, including literature. Undertake literary and textual analysis. Understand complex recorded or spoken information on topics studied. Appreciate literary works in the target language. Understand complex authentic written texts related to the topics studied. Understand straightforward recorded or spoken information on topics studied. Understand authentic written texts related to the topics studied and using mostly everyday language. Comprehend, both aurally and in writing, simple sentences and some more complex sentences related to the 3 themes and 20 topics. Understand simple authentic (adapted where appropriate) written texts and questions related to them in the target language.

Productive skills Communicate orally and in writing on complex subjects. Is clear, varied and flexible with language, using appropriate literary and/or linguistic terms. Produce clear, well-structured and detailed text on complex subjects, with coherent development of ideas. Communicate orally and in writing in an authentic and flexible manner. Produce clear, well-structured and detailed text, with coherent development of ideas.

Communicate orally in order to explain in detail a point of view. Describe in detail and accurately experiences, events and abstract ideas and concepts. Produce clear texts where the use of register, style, rhetorical devices and structural elements are appropriate to the audience and purpose. Produce clear and convincing arguments in support of a point of view Communicate orally in order to explain a point of view on a designated topic. Describe with some detail and accuracy experiences, events and concepts. Produce mostly clear texts where the use of register, style, rhetorical devices and structural elements are generally appropriate to the audience and purpose. Express events fairly accurately, both in writing and in speech, in the present, past and future tenses using a range of basic vocabulary and grammatical structures. Respond appropriately in speech to most questions on the 3 prescribed themes and 20 topics. Communicate in writing some information and ideas clearly in response to a written task.

Interactive skills Express ideas spontaneously, fluently and precisely, paying attention to nuances of meaning.

Can interact fluently and authentically, although there could be some L1 (language 1) interference.

Interaction flows coherently with a degree of fluency and spontaneity. Engage coherently in conversations in most situations. Demonstrate some intercultural engagement with the target language and culture(s). Interaction usually flows coherently but there may be some limitations. Engage in conversations on topics studied, and related ideas. Demonstrate some intercultural engagement with the target language and culture(s). Understand and respond clearly to some information and ideas within the range of the 3 prescribed themes and 20 topics. Engage in simple conversations. Demonstrate some intercultural competence by reflecting on similarities and differences between the target culture(s) and the studentâ&#x20AC;&#x2122;s own and providing some appropriate examples and information.

GROUP ONE STUDIES IN LANGUAGE AND LITERATURE

English A: Literature

Spanish A: Literature

English A: Language and Literature Spanish A: Language and Literature English A: Literature and Performance Language A: Literature SL Self-taught Languages

Language A: Literature

HL / SL (click links to see official IB course outlines)

General Observations: At both Higher and Standard levels, this Group 1 course is a study of literature in English. It is primarily aimed at mother–tongue speakers of English, or at least very fluent speakers of it who are accustomed to using the language in an academic context. It develops understanding of the techniques involved in literary criticism and promotes the ability to form independent literary judgements. The Higher and Standard Language A Literature courses are basically the same, the latter demanding a little less reading than the former. Whilst the classics are present, the texts are mostly contemporary and treat themes which are topical interest to the student. Study methods consist of personal research, discussions, group work, presentations rather than dry theory. The study of texts, both literary and non-literary, provides a focus for developing an understanding of how language works to create meanings in a culture, as well as in particular texts. All texts may be understood according to their form, content, purpose and audience, and through the social, historical, cultural and workplace contexts that produce and value them. The course aims to support future academic study by developing a high social, aesthetic and cultural literacy, as well as effective communication skills. Recommendations / Requirements: You need to enjoy reading many and varied works of literature to benefit from and excel at this course. Competent skills in literary analysis and speaking formally are also crucial. Course Content and Assessment: Syllabus

Part 1 Works in translation

Part 2 Detailed study

Works - SL: 10 HL 13 texts

Assessment

SL: A literary study of two works in translation chosen from Prescribed Literature in Translation list (PLIT)

External Assessment: One coursework essay 1200-1500 words written in four stages

HL: A literary study of three works in translation chosen from Prescribed Literature in Translation list (PLIT) SL: Close study and analysis of two works, each of a different genre

Internal Assessment: SL: 10 minutes: literary commentary

HL: Close study of and analysis of three works, each of a different genre and one of which must be poetry SL: Literary study of three works of the same literary genre

Part 3 Literary genres

HL: Literary study of four works of the same literary genre

Part 4 Options

SL/HL: Three works are chosen by the school; the approach to the study of works is chosen from four options

HL: 10 minutes: literary commentary on poetry, followed by a 10minute discussion one other work studied External Assessment: Paper Two Literary Essay Complete one question from a choice of 2 genre questions and 4 general questions. SL: 1½ hours HL: 2 hours Internal Assessment: A 10-15 minute Individual Oral presentation External Assessment: Complete one question from a choice of a poem and a prose extract SL: 1½ hours HL: 2 hours

Paper 1 Literary Analysis

Languages offered: English A, Spanish A, * contingent on demand and/or availablilty of outside tutors

25%

15%

25 %

15%

20%

Language A: Language and Literature SL / HL (click links to see official IB course outline) General Observations: The course aims to encourage students to question the meaning generated by language and texts, and to focus closely on the language of the texts to become aware of the role of each text’s wider context in shaping its meaning. The course also focuses on developing skills of textual analysis and the understanding meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception. In the literature sections the number of texts prescribed is greater at HL than at SL. In the language sections students are generally expected to cover many more texts of all kinds at HL than at SL. There are different numbers of tasks and differentiation is achieved through the use of different assessment criteria and level of difficulty of tasks. Internal assessment tasks and criteria are the same at SL and at HL.

Recommendations / Requirements: This course is for students who have a good command of the spoken language; It is designed for students who enjoy literature but who would also like to explore non-fiction texts and are interested in the English language in cultural and media contexts. If taking two Language A courses, students should aim to take one in Literature and one in Language and Literature. Course Content and Assessment: Name

Part 1 Language in Cultural Context

Part 2 Language in Mass Communication

Part 3 Literature – texts and contexts

Part 4 Literature – critical study

Works and Where Chosen from  Unlimited/ Many  Wide range of text types - can be extracts from fiction/ non-fiction/ media  Students are expected to demonstrate an awareness of how language and meaning are shaped by culture and context.  Unlimited/ Many  Wide range of text types - can be extracts from fiction/ non-fiction/ media  Students consider the way language is used in media. They will show an awareness of the potential for educational, political and ideological influence of media. As well as how mass media use language to inform persuade or entertain.  HL: Three literary texts, one from the Prescribed Literature in translation book list (PLT); one from the prescribed book list (PBL) and one chosen freely.  SL: Two literary texts, one from the PLT and one from the PBL or chosen freely  Literary works, (3 HL, 2 SL) each chosen from the prescribed book list (PLA) for the language studied

Assessment Component SL: One creative response, 800–1,000 words HL: Two coursework tasks: one creative response and one critical response, each 800–1,000 words *

Written Task Further Oral Activity**

Paper 2 – Comparative Literary Essay Written Task*

Individual Oral Commentary Written Task * SL: 1 hour 30 minutes: analysis of one of two unseen texts (non-fiction)

Paper 1 Textual analysis

% 20% *

15% *

* **

25%

15%

25% HL: 2 hours: comparative analysis of two unseen texts (non-fiction) ‘Balance’ - literary works At least 2 genres, 2 periods, 2 places, and an author may not be repeated in a Part. * Written Task(s) 20% total: At HL four produced and two submitted (including Written Task 2, Critical Study). At SL three produced and one submitted **Further Oral Activity 15%: At least two produced, one submitted

Languages offered: English A, Spanish A

Language A Literature Self-Taught

SL only

Course description The same as Language A Literature course Recommendations / Requirements: Oral and written fluency in the target language. Students should have experience studying literature in this course for a minimum of 3 years. In the first year, a member of the English department teaches the World Literature section of the course in English. The remainder of the course is taught in the mother tongue by a school-approved tutor, sometimes outside regular school hours. Students will work independently much of the time. Course Content and Assessment: Syllabus

Part 1 Works in translation

Part 2 Detailed study

Works - SL: 10 HL 13 texts

Assessment

SL: A literary study of two works in translation chosen from Prescribed Literature in Translation list (PLIT)

External Assessment: One coursework essay 1200-1500 words written in four stages

HL: A literary study of three works in translation chosen from Prescribed Literature in Translation list (PLIT) SL: Close study and analysis of two works, each of a different genre

Internal Assessment: SL: 10 minutes: literary commentary

HL: Close study of and analysis of three works, each of a different genre and one of which must be poetry SL: Literary study of three works of the same literary genre

Part 3 Literary genres

HL: Literary study of four works of the same literary genre

Part 4 Options

SL/HL: Three works are chosen by the school; the approach to the study of works is chosen from four options

HL: 10 minutes: literary commentary on poetry, followed by a 10minute discussion one other work studied External Assessment: Paper Two Literary Essay Complete one question from a choice of 2 genre questions and 4 general questions. SL: 1Â˝ hours HL: 2 hours Internal Assessment: A 10-15 minute Individual Oral presentation External Assessment: Complete one question from a choice of a poem and a prose extract SL: 1Â˝ hours HL: 2 hours

Paper 1 Literary Analysis

Languages offered: * contingent on demand and/or availablilty of outside tutors *PLA= Prescribed list of authors

25%

15%

25 %

15%

20%

Literature and performance

SL only (click link to see official IB course outline)

Course description The course is an interdisciplinary synthesis of literature and theatre, incorporating the essential elements of literature and performance and exploring the relationship between the two. At the heart of the course is an interaction between a conventional literary emphasis on close reading, critical writing and discussion and the practical, aesthetic and symbolic elements of performance. A distinctive outcome of this “marriage” is the performance of a piece transformed from poetry or prose. In this exciting, creative process text is viewed from different angles in a way that goes beyond what is characteristic of either literary or theatre studies as single disciplines. The course examines literary and dramatic texts and seeks to develop intellect, imagination and creativity. It encourages intercultural awareness through a study of texts from more than one culture. This course fully meets the aims of two subject groups, group 1 and group 6 Recommendations / Requirements: This course is for students who have studied IGCSE English as a First Language / IGCSE English as a Second Language and IGCSE Literature and achieved at least C grades in the aforementioned courses. Students who also studied IGCSE Drama may benefit more, but this is not a prerequisite for the course. Course Content and Assessment: Literature and performance pursues an integrated approach to the detailed critical study of texts, the exploration of their performance potential and their realization in performance. The course is constructed around three strands. • Literary analysis and interpretation • Explorations of the performance potential of texts • Realization of text in performance Students are required to study a minimum of four literary texts. Syllabus Part 1 Critical study of texts Part 2 Exploration of chosen approach to text Part 3 Realisation of text in performance

         

Skills and Works A range of texts studied (1 novel, 2 poetry, 1 play, 1 choice of prose or poetry from the *PLA Identify meaning and make valuable interpretations Analyse effects of literary features Use key literary terminology when discussing literature Texts explored in terms of performance potential (voice, movement, gesture, use of space, costume, props, lighting, set, sound) Students generate ideas for transformation of prose and poetry texts into dramatic form Students express ideas through written and oral forms Students develop skills to prepare their own pieces for performance and perform scripted drama (ensemble work, movement and voice work, improvisation, characterization, role play) Students perform to an audience • a script by a major playwright from the *PLA • a transformation of a piece of poetry or prose Performances are evaluated through appropriate speech and writing

60%

External Assessment: (3 hours) Paper 1: Prose and performance (1 hour 30 minutes) Students answer one essay question from choice of three on issues involved in dramatizing a novel Paper 2: Poetry (1 hour 30 minutes) Students answer one comparative essay question from a choice of six

20%

Written coursework: Major playwright in performance (1500-2000 words) Students produce one piece of writing that incorporates critical analysis of the realization of an extract or a series of linked extracts from a play by a major playwright listed on the *PLA, as well as reflection on the student’s performance in a staged interpretation of it.

20%

40%

Internal Assessment: (20 minutes) The internal assessment component has two compulsory parts. Performance (5 minutes) and individual oral presentation (15 minutes) Students present one more performance during the course. This must be a transformation based on one or more of the poetry and prose texts studies in class. It must not be based on the texts studies for papers 1 and 2 Languages offered: English A *PLA= Prescribed list of authors

GROUP TWO LANGUAGE ACQUISITION

English B

Spanish B

French ab initio Spanish ab initio

Language B

SL / HL (click these links to see official IB course outlines)

General Observations Language B is a language learning programme designed for study at higher and standard levels by students with previous experience of learning the target language. The main focus of the programme is on language acquisition and development to provide students with the necessary skills to enable them to communicate successfully in the cultural environment of the target language. While learning this additional language, students also explore the culture(s) connected to it. This course creates awareness of the world which fosters respect for cultural diversity and gives students an international perspective.

Recommendations / Requirements: Aims of course: Communication and cultural interaction: The aim of the programme is to prepare the learner to use the language appropriately in a wide range of situations and contexts and for a variety of purposes. Range of skills and texts: The skills of listening, speaking, reading and writing will be taught and developed through a study of a broad range of oral and written texts of different styles and registers. Students will be exposed to a variety of authentic target language texts which will include the following: literary, informative, persuasive, journalistic, other (letters, notes, advertisements, videos, films,etc)

Course Content and Assessment: The core, which is common to both SL and HL, consists of three topics and is a required area of study. In addition, teachers select two options from a choice of five. Core Topics Options (choice of TWO) 1. Communication and media  Cultural diversity 2. Global issues  Customs and traditions 3. Social relationships  Health  Leisure  Science and Technology NOTE: At higher level students read TWO works of literature and use ONE for the written assignment. Section

Skills

Assessment

Paper 1

Receptive Skills

Paper 2

Written productive skills.

External Assessment: Text-handling questions on HL: 5 texts SL: 4 texts based on the core External Assessment HL: Two compulsory exercises. Section A: One task of 250–400 words, based on the options, selected from choice of five. Section B: Response of 150–250 words to a stimulus text, based on the core.

Written Assignment

Receptive and written productive skills

Oral commentary

Interactive skills

Interactive oral

Interactive skills

SL: One task of 250–400 words, based on the options, selected from a choice of five. External Assessment HL: Creative writing of 500–600 words plus a 150-word rationale, based on one of the literary texts read.

% 25%

25%

20%

SL: Intertextual reading followed by a written exercise of 300–400 words plus a 100-word rationale, based on the core. Internal Assessment Based on a photograph on the options HL: 15–18 minutes: individual oral presentation followed by conversation with the teacher SL:12–15 minutes: individual oral presentation followed by conversation with the teacher Classroom interaction: three tasks including one listening task. Based on the CORE topics.

Languages offered: English, Spanish

20%

10%

Language ab initio

SL only (click link to see official IB course outline)

Course description The language ab initio course is a language acquisition course for students with little or no experience of the language. It is organized around three themes.  Individual and society  Leisure and work  Urban and rural environment Each theme has a list of topics that provide the students with opportunities to practise and explore the language as well as to develop intercultural competence through the study of different text types. Through the development of receptive, productive and interactive skills, students acquire the ability to respond and interact appropriately in a defined range of everyday situations. Each language ab initio has a language-specific syllabus that is used in conjunction with the guide. Themes and topics: Individual and society    

Daily routines Education Food and drink Personal details, appearance and character  Physical health  Relationships  Shopping

Leisure and work       

Employment Entertainment Holidays Media Transport Technology Sport

     

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

Assessment: Assessment component External assessment

Weighting

75%

Paper 1 (1 hour 30 minutes): Receptive skills

30%

Understanding of four written texts. (40 marks) Text-handling exercises.

Paper 2 (1 hour): Productive skills

25%

Two compulsory writing exercises. (25 marks) Section A (7 marks): One question to be answered from a choice of two. Section B (18 marks): One question to be answered from a choice of three.

Written assignment (2 hours): Receptive and productive skills

20%

A piece of writing, 200–300 words, in the target language carried out in class under teacher supervision. (20 marks)

25% Internal assessment (10 minutes): Interactive skills Individual oral (25 marks) Three-part oral internally assessed by the teacher and externally moderated by the IB towards the end 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

Languages offered: Spanish, French

GROUP THREE INDIVIDUALS AND SOCIETIES

www.eurhonet.eu

Business and Management History

Economics

Psychology

Environmental Systems & Societies*

* see Group 4 course outlines

Business and Management SL/HL

(click these links to see official IB course outlines)

General Observations This course develops critical thinking, research, evaluation and analytical skills, and awareness of issues that impact individuals, societies and business organisations. Higher Standard courses are taught together; Higher level students are required to study some topics in more depth and demonstrate superior analytical skills Recommendations / Requirements: Requirements are a reasonable degree of literacy (the ability to write clear essays and to come to terms with new terminology) and numeracy (sound arithmetic and basic algebra – especially at HL). Course Content: The aims of the course are to: 1. encourage a holistic view of the world of business 2. empower students to think critically and strategically about individual and organizational behaviour 3. promote the importance of exploring business issues from different cultural perspectives 4. enable students to appreciate nature and significance of change in a local, regional + global context 5. promote awareness of importance of environmental, social and ethical factors in actions of individuals + orgs. 6. develop an understanding of the importance of innovation in a business environment. Objectives: Students will be expected to: 1. Demonstrate knowledge and understanding of: - the business management tools, techniques and theories specified in the syllabus content - the six concepts that underpin the subject - real-world business problems, issues and decisions 2. Demonstrate application and analysis of: - knowledge and skills to a variety of real-world and fictional business situations - business decisions by explaining the issue(s) at stake, selecting and interpreting data, and applying appropriate tools, techniques, theories and concepts 3. Demonstrate synthesis and evaluation of: - business strategies and practices, showing evidence of critical thinking - business decisions, formulating recommendations 4. Demonstrate a variety of appropriate skills to: - produce well-structured written material using business terminology - select and use quantitative and qualitative business tools, techniques and methods select and use business material, from a range of primary and secondary sources The course covers the following topic areas, dealing with each in an international context:  Topic 1: Business organization and environment  Topic 4: Marketing  Topic 2: Human resources management  Topic 5: Operations management  Topic 3: Finance and accounts Assessment component (HL & SL) External assessment (SL: 3 hours) (HL: 4 hours 30 mins) Paper 1 (HL:2h 15m SL:1h 15m) (HL: 70 mks; SL: 50 mks) Assessment objectives 1, 2, 3, 4 Based on a case study issued in advance, with additional unseen material included in section B (and C (HL only)).  Section A: Units 1–5 - answer three of four structured questions. (10 marks per question)  Section B: Units 1–5 - answer one compulsory structured question. (20 marks)  Section C (HL only) Units 1–5 including HL extension topics - answer one compulsory extended response question based on extension topics. (20 marks) Paper 2 (HL:2h 15m SL:1h 45m) (HL: 80mks; SL:60mks) Assessment objectives 1, 2, 3, 4  Section A - Syllabus content: Units 1–5 (HL – extension topics) Students answer SL: one of two structured questions based on stimulus material with a quantitative focus. (20 marks)  Section B - Syllabus content: Units 1–5 (HL – extension topics) Students answer SL one of three / HL two of three structured questions based on stimulus material. (SL: 20 marks, HL 40 marks)  Section C - Syllabus content: Units 1–5 (HL – extension topics) Students answer one of three extended response questions. This question is based primarily on two concepts that underpin the course. (20 marks).

Weighting 75%

35%

40%

Internal assessment (SL: 15 teaching hours; HL 30 teaching hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Written commentary (SL) Students produce a written commentary based on three to five supporting documents about a real issue or problem facing a particular organization. Maximum 1500 words. (25 marks) Research project (HL) Students research and report on an issue facing an organization or a decision to be made by an organization (or several organizations). Maximum 2000 words. (25 marks)

Economics

25%

SL / HL (click these links to see official IB course outline)

General Observations A basic introduction to Economics, invaluable both for those planning to study a social science at university and for any student wishing to develop perspectives for understanding events in a rapidly changing world. The Higher and Standard courses are taught together; the Higher level students are required to study some topics in more depth and demonstrate superior analytical skills in the examination. HL will need to be able to calculate simple linear graphs. Recommendations / Requirements: This is a new subject for most. Requirements are a reasonable degree of literacy (the ability to write clear essays and to come to terms with new terminology) and numeracy (sound arithmetic and basic algebra – especially at HL). Course Content: An overview of micro-economics - how markets work to provide us with the goods and services we want and need and of macro-economics - how national economies (and, increasingly, the world economy) work as a system. The course covers the following areas:  Introduction to Economics  Microeconomics  Macroeconomics

 International economics  Development Economics

Assessment: Standard Level Internal Assessment: A portfolio of 3 commentaries (650-750 words) on economics-related articles: External Assessment: Paper 1 1 hr and 30 minutes 2 essay (extended response) questions drawn from sections 1 and 2 Paper 2 1 hr and 30 minutes 2 data response questions drawn from sections 3 and 4 Higher Level Internal Assessment: A portfolio of 3 commentaries (650-750 words) on economics-related articles: External Assessment: Paper 1 1h 30m - One essay (extended response) question from sections 1 and 2

20% 80% 40% 40%

20% 80% 30%

Paper 2 1h 30m - Two data response questions from sections 3 and 4

30%

Paper 3 1h Quantitative methods paper 3 data response questions secs 1,2 + 3

20%

History

SL / HL

(click these links to see official IB course outlines)

The course is a world history course based on a comparative and multi-perspective approach to history. It involves the study of political, economic, social and cultural aspects of history and focuses on developing in students the skills of critical thinking and developing a understanding of multiple interpretations of history. The course focuses on six key concepts: change, continuity, causation, consequence, significance and perspectives. The aims of the history course at SL and HL are to:  develop an understanding of, and continuing interest in, the past  encourage students to engage with multiple perspectives and to appreciate the complex nature of historical concepts, issues, events and developments  promote international-mindedness through the study of history from more than one region of the world  develop an understanding of history as a discipline and to develop historical consciousness including a sense of chronology and context, and an understanding of different historical perspectives  develop key historical skills, including engaging effectively with sources  increase students’ understanding of themselves and of contemporary society by encouraging reflection on the past.  Syllabus component Prescribed subjects – students will study ONE of: 1. Military leaders 4. Rights and protest 2. Conquest and its impact 5.Conflict and intervention 3. The move to global war World history topics - students will study TWO of: 1. Society and economy (750–1400) 2. Causes and effects of medieval wars (750–1500) 3. Dynasties and rulers (750–1500) 4. Societies in transition (1400–1700) 5. Early Modern states (1450–1789) 6. Causes and effects of Early Modern wars (1500–1750) 7. Origins, development and impact of industrialization (1750–2005) 8. Independence movements (1800–2000) 9. Evolution and development of democratic states (1848–2000) 10. Authoritarian states (20th century) 11. Causes and effects of 20th-century wars 12. The Cold War: Superpower tensions and rivalries (20th century) HL options: Depth studies – study ONE of: 1. History of Africa and the Middle East 3. History of Asia and Oceania 2. History of the Americas 4. History of Europe

Teaching hours SL

Internal assessment Historical investigation

Assessment component External assessment (5 hours)

SL 75%

HL 80%

30%

20%

45%

25%

Paper 1 (1 hour)

Source-based paper based on the five prescribed subjects. Choose one prescribed subject from a choice of five. Answer four structured questions. (24 marks) Paper 2 (1 hour 30 minutes)

Essay paper based on 12 world history topics. 2 essay questions on two different topics. (30 marks) Paper 3 (2 hours 30 minutes) HL ONLY

Separate papers for each of the four regional options. For the selected region, answer three essay questions. (45 marks) Internal assessment (20 hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Historical investigation

Students are required to complete a historical investigation into a topic of their choice. (25 marks) 23

35%

25%

20%

SL / HL

Psychology

(click these links to see official IB course outlines)

General Observations: The Psychology course offers a systematic and critical study of the factors that influence human experience and behaviour. It provides an interesting opportunity for the individual to gain insight into his/her own behaviour and a better understanding of why other people behave the way they do. Students are encouraged to read extensively, share their ideas in class discussions, critically examine research and evaluate methodology, and formulate arguments based on empirical evidence. Recommendations / Requirements:  HL preferred: Language A English & SL or HL Math  SL Recommendations: Language A English  HL/SL Recommendations: strong interest in science, strong critical thinking, evaluative, organizational and written communication skills, comfort with uncertainty Course Content: During the two years of the programme, the student is exposed to the following areas of Psychology:

Higher Level 1. An in-depth review of three important areas that influence human behaviour (Levels of Analysis): a. Biological b. Cognitive c. Sociocultural 2. Research methods, statistics and ethical issues of psychological studies. Higher-level students are required to carry out an experimental study using inferential statistics. 3. A review of two special option topics that at present include Abnormal Psychology and one of the following: Developmental Psychology, Psychology of Human Relationships or Health Psychology

Standard Level 1. An in-depth Analysis): a. b. c.

review of three important areas that influence human behaviour (Levels of Biological Cognitive Sociocultural

2. Research methods, statistics and ethical issues of psychological studies. Standard level students are not tested on this portion of the syllabus, however, they are expected to complete an experimental study using descriptive statistics. 3. A review of one option topic that at present includes Abnormal Psychology Assessment: HL:

External Examination (4 hours) Paper 1 (Levels of Analysis) Paper 2 (Options) Paper 3 (Research Methods)

80% 35% 25% 20%

Internal Assessment Simple Experimental Study

20% 20%

SL:

External Examination (3 hours) Paper 1 (Levels of Analysis) Paper 2 (Option)

75% 50% 25%*

Internal Assessment Simple Experimental Study

25% 25%

*Note: SL is not tested on Paper 3, the research methods portion of the final exam

GROUP FOUR SCIENCES

L6 Tambopata Trip

Biology

Chemistry

Physics

Environmental Systems & Societies Sports Exercise and Health Science Computer Science Design Technology

Group 4: Biology, Chemistry, and Physics Prior Learning Past experience shows that students will be able to study a group 4 science subject at SL successfully with no background in, or previous knowledge of, science. Their approach to learning, characterized by the IB learner profile attributes, will be significant here. However, for most students considering the study of a group 4 subject at HL, while there is no intention to restrict access to group 4 subjects, some previous exposure to formal science education would be necessary. Specific topic details are not specified but students who have undertaken the IB Middle Years Programme (MYP) or studied an equivalent national science qualification or a schoolbased science course would be well prepared for an HL subject

Biology

SL / HL

(click these links to see official IB course outlines)

Nature of Biology: “Biology is the study of life. The first organisms appeared on the planet over 3 billion years ago and, through reproduction and natural selection, have given rise to the 8 million or so different species alive today. This diversity makes biology both an endless source of fascination and a considerable challenge. Biologists attempt to understand the living world at all levels using many different approaches and techniques. At one end of the scale is the cell, its molecular construction and complex metabolic reactions. At the other end of the scale biologists investigate the interactions that make whole ecosystems function. Many areas of research in biology are extremely challenging and many discoveries remain to be made. Biology is still a young science and great progress is expected in the 21st century. This progress is sorely needed at a time when the growing human population is placing ever greater pressure” -IB Guide Recommendations / Requirements: HL: Students opting for HL should have a strong record of success in the sciences (min. 5 and above; preferred 6 and above or equivalent) and show passion about Biology and should be considering any career involving Biology (E.g. medicine, nutrition, genetics, radiography, osteopathy, molecular biologist, pharmacy, agriculture, physiotherapy, veterinary, nursing) SL: Designed for students who have an interest in this area but are not thinking of taking Biology related courses at tertiary level. Mathematical requirements: Although Biology does not have strict mathematical requirements, students will need basic math skills such as • perform the basic arithmetic functions and calculations involving means, decimals etc • graph and interpret graphed data of various forms Course Content: IB Biology deals with the major themes of life (Structure and Function, Universality vs. Diversity, Evolution and Equilibrium within systems. IB Biology deals with the biology of the very small (molecular biology) right up to the biology of large systems such as ecology. Experimental work is essential throughout the two years of both courses because it permits students to explore biological concepts and learn how scientists and the students themselves can add to biological knowledge. This practical work is continually assessed and amounts to 20% of the final exam mark in both HL and SL courses, a very important exam component. Course Content: Consists of six core topics (95 teaching hours): 1. Cell biology 2. Molecular biology 3. Genetics

4. Ecology 5. Evolution and biodiversity 6. Human physiology

And five additional topics at HL in which the core topics are studied in greater detail (60 hours)

7. Nucleic Acids 8. Metabolism, cell respiration and photosynthesis 9. Plant biology

10. Genetics and evolution 11. Animal physiology

Plus one further Option topic chosen by the teacher (HL: 25 hours, SL: 15 hours). These could include: A. Neurobiology and behaviour B. Biotechnology and bioinformatics C. Ecology and conservation D. Human physiology Assessment: Component

Paper 1

20%

1 hr

45 m

Paper 2

40%

2¼ hrs

1¼ hrs

Paper 3

20%

1¼ hrs

1 hr

Internal assessment

20%

60 hrs

40 hrs

Chemistry

HL and SL Format and Syllabus coverage SL 30 Multiple choice questions on the core HL 40 Multiple choice questions (15 common to SL plus about five more on the core and about 20 more on the AHL) Short answer and extended-response questions on core materials Section A: one data-based question and several short-answer questions on experimental work. Section B: short-answer and extended response questions from one option. Much of the internal assessment time will be consist of experiments, computer simulations, data analysis, developing and using models, and field work. The internal assessment task will be one scientific investigation taking about 10 hours and a 6-12 page write-up. The individual investigation should cover a topic that is commensurate with the level of the course of study.

SL / HL (click these links to see official IB course outlines)

Nature of Chemistry: “Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is often called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful preparation for employment.” -IB Guide Mathematical requirements All Diploma Programme chemistry students should be able to:  perform the basic arithmetic functions: addition, subtraction, multiplication and division  carry out calculations involving means, decimals, fractions, percentages, ratios, approximations and reciprocals  use standard notation (for example, 3.6 × 106)  use direct and inverse proportion (gas laws)  solve simple algebraic equations (x+y=1; 0.82x + 0.18y = 28.4 solve for x and y)  plot graphs (with suitable scales and axes) including two variables that show linear and non-linear relationships  interpret graphs, including the significance of gradients, changes in gradients, intercepts and areas  interpret data presented in various forms (for example, bar charts, histograms and pie charts). Course Content: 27

IB Chemistry deals with the “big stories” of Science e.g. the theory of the atom, equilibrium, the relationship between the atomic model and chemical behaviour. Experimental work is essential throughout the two years of both courses because it shows students how the concepts of Chemistry are applied to predict and explain observed chemical behaviour. This practical work is continually assessed and amounts to 20% of the final exam mark in both HL and SL courses, a very important exam component. All students must study all the eleven core units: 1. Stoichiometric relationships 7. Equilibrium 2. Atomic structure 8. Acids and bases 3. Periodicity 9. Redox processes 4. Chemical bonding and structure 10. Organic chemistry 5. Energetics/thermochemistry 11. Measurement and data processing 6. Chemical kinetics All students must study one option units (chosen by the teacher) from the following:  Materials science introduction  Biochemistry  Energy  Medicinal chemistry Assessment: Component

Paper 1

20%

1 hr

45 m

Paper 2

40%

2¼ hrs

1¼ hrs

Paper 3

20%

1¼ hrs

1 hr

Internal assessment

20%

60 hrs

40 hrs

SL / HL

Physics

(click these links to see official IB course outlines)

General Observations: Standard Level Physics is a demanding and intellectually rewarding subject. Higher Level Physics requires a greater depth of mathematical and concept analysis ability. Both courses are a recognised pathway to further study in many technological areas.

Recommendations / Requirements: Both SL and HL level students should enter only if they possess a keen interest in the physical sciences. SL level candidates should enter with no less than a high 5 or 6 in their prior maths classes. An HL level student should have a 6 or 7 in prior maths and science classes. Physics concepts are all supported with mathematical relationships and assume a good competency in both science and maths.

Course Content: All students must study the following eight core units: 1. Physics and Physical Measurements: The realm of physics; measurement and uncertainties; vectors and scalars. 2. Mechanics: forces, work, energy and power, uniform circular motion, momentum. 3. Thermal Physics: Temperature and energy changes, modelling a gas. 4. Oscillations and Waves: Kinematics of simple harmonic motion; energy changes during simple harmonic motion; forced oscillations and resonance; wave characteristics; wave properties + optics. 5. Electricity and Magnetism: Electric field, heating effects of electric current, charge relationships, simple circuitry. 6. Fields and Forces: Gravitational force and field; electric force and field; magnetic force and field. 7. Atomic, Nuclear, and Particle Physics: The structure of atoms; radioactive decay; nuclear decay, reactions of fission and fusion, energy conversions to useful power. 8. Energy production: Energy degradation and power generation, world energy sources, world power production, thermal energy transfer, renewable sources of energy, Greenhouse effect and temperature balance of the atmosphere. HL – In addition to the eight core units’ students must study these additional 5 units: 1. Fields: Projectile motion; gravitational field potential + energy; electric field potential + energy; orbital motion. 2. Thermal Physics: Thermodynamic processes; Second law of thermodynamics and entropy. 3. Wave Phenomena: Standing waves; Doppler Effect, diffraction, polarization, interference, resolution, and diffraction. 4. Electromagnetic Induction: Induced electromotive force; alternating current; transmission of electrical power, and capacitance. 5. Quantum and Nuclear Physics: the interaction of matter with radiation and nuclear physics. All students must study one further option from the units below (chosen by the teacher); Each option has both SL and additional higher level sections.  Relativity  Engineering Physics  Astrophysics  Imaging

Assessment: %

Component Paper 1

20%

Time 45 m

Paper 2

32%

1¼ hrs

Paper 3 Internal assessment

24%

1 hr

24%

40 hrs

Component

Time

Paper 1

20%

1 hr

Paper 2

36%

2¼ hrs

Paper 3

20%

1¼ hrs

Internal assessment

24%

60 hrs

SL Format and Syllabus coverage 30 Multiple choice questions on the core Section A: one data-based question and several short-answer questions on the core (all compulsory) Section B: one extended-response question on the core (from a choice of three) Several short-answer questions in each of the two options studied (all compulsory) Practical work assessed according to sets of assessment criteria and achievement level descriptors. Externally moderated.

HL Format and Syllabus coverage 40 Multiple choice questions (+ - 15 common to SL plus about five more on the core and about 20 more on the AHL) Section A: one data-base question and several short-answer questions on the core and the AHL (all compulsory) Section B: two extended-response question on the core and the AHL (from a choice of four) Several short-answer questions and one extended-response question in each of the two options studied (all compulsory) Practical work assessed according to sets of assessment criteria and achievement level descriptors. Externally moderated.

Environmental Systems and Societies SL only (click link to see official IB course outline) General Observations: The course offers a transdisciplinary approach to the study of the environment. It provides students with a body of knowledge, methodologies and skills that are used in the analysis of environmental issues at local and global levels. Although the emphasis of the ESS course is largely science based it does contain important social science aspects which include the study of human interference with the functioning of ecosystems and the pursuit of resource exploitation. The need for sustainable management of resources is also studied using scientific analysis and understanding of the issues concerned. Recommendations / Requirements: Environmental Systems and Societies can count as a group 3 AND a group 4 subject, and as such, a good scientific understanding is essential and \ Mathematical and IT skills are also essential since students will be required to process, present and analyse data collected throughout the course. While some scientific practice is involved, this is largely as a method for collecting data, which is then considered on a more discussion based standpoint. This course suits students who prefer a discussion style environment as compared to a more traditionally scientific academic one. Course Content: The study of environmental issues is carried out using the systems approach; this ensures the holistic treatment of environmental functions rather than a focus on individual aspects within a complex arrangement of interrelated systems. There is an emphasis on flow of matter, energy and information at different levels of the environment. Approximately 43% of the syllabus consists of important environmental principles, concerning both natural phenomena, such as the ecosystem concept and global cycles. The remainder of the course is devoted to studying human society and technology, the relationship of humans to the natural environment and its effect on the quality of the environment at global and local levels. The environmental systems and societies course is an experimental science, and as with all other IB science subjects, much of the emphasis will be on the experimental nature of the subject. Substantial 'hands-on‘ practical experience for the students will therefore be incorporated into the course, in particular in the context of internally assessed work.

Assessment: External Assessment: (3 hrs) Paper 1 (1 hr) Short-answer and data-based questions.

80% 30%

Paper 2 (2 hrs)  Section A: students will be provided with a range of data in a variety of forms relating to a specific case study. Students are required to make reasoned and balanced judgments by analysing this data.  Section B:Students are required to answer two structured essay questions from a choice of four. Internal Assessment: (30 hrs) Laboratory and field work based practical work. It is important that students maintain an up to date practical work portfolio while following the course. In addition to laboratory work and local studies around school, students will be required to attend field trips to study, in greater depth, “local” land and aquatic ecosystems within Peru.

50%

20%

Computer Science

SL / HL

(click these links to see official IB course outlines)

General Observations: This course is about problem solving using a computer. The course deals with an understanding of logical problem solving as well as computer programming. To logically solve problems, the students learn to break a problem down to simpler problems that can be more easily solved. With respect to programming, the students begin with very simple programs and during the two years advance to the point where they can write well-developed programs to solve interesting problems. To aid in learning programming the students also learn how a computer works and form a realistic view of their applications and limitations. Recommendations / Requirements: There are no prerequisites. Computers are playing an increasingly important role in our lives, so understanding how they work can be important to anyone who wants to use them in a more professional way. Writing computer programs is rapidly becoming a required skill in many different fields. This course is highly recommended for all students who like working with computers or feel that they will need programming in their future studies. This is especially important for students who plan to study Computer Science, Engineering, Mathematics or Science. It is also increasingly becoming important in the Social Sciences. This course is not about using applications including games. Course Content: Distinction between SL and HL While the skills and activities of computer science are common to students at both SL and HL, students at HL are required to study additional topics in the core, a case study and also extension material of a more demanding nature in the option chosen. The distinction between SL and HL is therefore one of both breadth and depth. Students at SL and HL in computer science study a common core consisting of:  four topics (system fundamentals; computer organization; networks; and computational thinking, problem-solving and programming)  one piece of internally assessed work, which includes a computational solution.  completion of the Group 4 project The HL course has some additional elements:  one option (chosen from databases; modelling and simulation; web science; or object-oriented programming)  additional and more demanding content for the option selected  an additional externally assessed component based on a pre-seen case study of an organization or scenario; this requires students to research various aspects of the subject— which may include new technical concepts and additional subject content.

Assessment:

20%

30%

80%

70%

40%

45%

20%

25%

Internal Assessment:  

Development of a computational solution to a problem Group 4 project

External Assessment: Paper 1 : HL: 2hrs 10m SL 1½ hrs This paper is based on the general syllabus (without the option topic) Paper 2: HL: 1hr 20m SL 1 hr Three This paper is based on the option topic Paper 3: HL: 1hr This is for HL students only and is based on the case study

20%

Design Technology

SL / HL

(click these links to see official IB course outlines)

General Observations: Through studying design technology, students should become aware of how designers work and communicate with each other. While the design methodology may take on a wide variety of forms, it is the emphasis on a practical approach through design work that characterizes this subject. Aims 1. a sense of curiosity as they acquire the skills necessary for independent and lifelong learning and action through inquiry into the technological world around them 2. an ability to explore concepts, ideas and issues with personal, local and global significance to acquire in-depth knowledge and understanding of design and technology 3. initiative in applying thinking skills critically and creatively to identify and resolve complex social and technological problems through reasoned ethical decision-making 4. an ability to understand and express ideas confidently and creatively using a variety of communication techniques through collaboration with others 5. a propensity to act with integrity and honesty, and take responsibility for their own actions in designing technological solutions to problems 6. an understanding and appreciation of cultures in terms of global technological development, seeking and evaluating a range of perspectives 7. a willingness to approach unfamiliar situations in an informed manner and explore new roles, ideas and strategies so they can articulate and defend their proposals with confidence 8. an understanding of the contribution of design and technology to the promotion of intellectual, physical and emotional balance and the achievement of personal and social well-being 9. empathy, compassion and respect for the needs and feelings of others in order to make a positive difference to the lives of others and to the environment 10. skills that enable them to reflect on the impacts of design and technology on society and the environment in order to develop their own learning and enhance solutions to technological problems. Course outline: Core 1. Human factors and ergonomics 2. Resource management and sustainable production 3. Modelling 4. Raw material to final product 5. Innovation and design 6. Classic design

Additional higher level (AHL) 7. User-centred design (UCD) 8. Sustainability 9. Innovation and markets 10. Commercial production

Practical work Design project Group 4 project Teacher-directed activities

Assessment External Assessment: Paper 1: Multiple-choice questions on core and HL extension material Paper 2: Data based, short-answer, and extended-response questions on core material Paper 3 (HL only) Structured questions on HL extension material Internal Assessment: Design project â&#x20AC;&#x201C; Individual design project

60%

30% 30%

20% 20% 20%

40%

Sports Exercise and Health Science SL

(click link to see official IB course outline)

General Observations: This course combines physiology, biomechanics, psychology, nutrition and anatomy. Students carry out practice (experimental) investigations in both laboratory and field settings. The course involves 80 hours on the core topics of: anatomy, exercise physiology, energy systems, movement analysis, skill in sport and measurement and evaluation of human performance. In addition students spend 30 hours studying two of four options: optimizing physiological performance, psychology of sport, physical activity and health or nutrition for sport, exercise and health. The course is examined via internal assessment comprising short and long-term investigations and the group 4 project. The external culminating examination comprises three papers: paper 1 multiple choice questions based on the core topics, paper 2 - data based questions and short answer questions on the core topics and paper 3 comprising short answer questions on the options Aims The aims of the sports, exercise and health science SL course are to: •  provide stimulating and challenging opportunities for scientific study and creativity within a global context  provide a body of knowledge, methods and techniques that characterize science and technology  enable students to apply and use a body of knowledge, methods and techniques that characterize science and technology  develop an ability to analyse, evaluate and synthesize scientific information  engender an awareness of the need for, and the value of, effective collaboration and communication during scientific activities  develop experimental and investigative scientific skills  develop and apply the students’ information and communication technology skills in the study of science  raise 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. Course outline: Core Additional higher level options) Students study TWO 1. Anatomy 2. Exercise physiology A Optimizing of physiological 3. Energy Systems performance 4. Movement analysis B Psychology of sport 5. Skill in sport C physical activity and health 6. Measurement and evaluation of human performance D Nutrition for sport, exercise and health Practical work Investigations – short and long-term Group 4 project SL

Assessment External Assessment: Paper 1: Multiple-choice questions on core syllabus Paper 2: Data based, short-answer, and extended-response questions on core material Paper 3 (HL only) Shirt-answer questions on two of the HL options studied Internal Assessment:

76% 20% 32% 24%

Investigations – a mixture of short and long-term

40% 30%

Group 4 project – assessed for personal skills only

10%

GROUP FIVE MATHEMATICS

Maths HL

Maths SL

Maths Studies SL

Mathematics

HL / SL / Studies SL

(click links to see official IB course outlines)

IB Mathematical Studies  moderately rigorous math course covering concepts from algebra to differential calculus with lots of statistics and financial math.  The course is designed to be accessible to all FDR students but will still require significant commitment and effort by the student to secure a passing grade.  It is designed to build confidence and encourage an appreciation of mathematics in students who do not anticipate a need for mathematics in their future studies.  Includes a mandatory portfolio project worth 20% of the final grade. IB Mathematics SL  rigorous and demanding course covering concepts from algebra to integral calculus.  caters for students who already possess knowledge of basic mathematical concepts, and who are equipped with the skills needed to apply simple mathematical techniques correctly.  students will expect to need a sound mathematical background as they prepare for future studies in subjects such as chemistry, economics, psychology and business administration.  Includes a portfolio of two pieces of work worth 20% of the final grade. Mathematics HL  Extremely rigorous and demanding course for highly qualified, interested, and enthusiastic mathematics students who are highly 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.  covering the same concepts as Math SL but with more depth to it - functions, trigonometry, differential and integral calculus, sequences and series, vectors, matrices, complex numbers and probability and statistics Prerequisites: The following are general guidelines for determining a student’s suitability for a particular course. Current Class Target Class Requirements 5 or higher 9 extended 10 extended Score of 6 or 7 in 9 Standard 9 standard 10 extended Score of 6 or 7 in 9 Standard 10 extended 11 HL Score of 4 or higher in 11 HL 11 HL 12 HL Course Content: for a more detailed and visual overview of course content click here IB Mathematical Studies IB Mathematics SL Mathematics HL 1 – Number and Algebra 1 – Algebra 1 – Algebra 2 – Descriptive statistics 2 - Functions and equations 2 - Functions and equations 3 – Logic, sets and probability 3 – Circular functions and 3 - Circular functions and trigonometry 4 – Statistical applications trigonometry 4 - Vectors 5 – Geometry and trigonometry 4 – Vectors 5 - Statistics and probability 6 – Mathematical Models 5—Statistics and probability 6 - Calculus 7 – Intro to differential calculus 6 – Calculus Option syllabus content (study one) 7 – Statistics and probability 8 - Sets relations and groups 9 - Calculus 10 - Discrete mathematics Assessment Outline for Diploma Courses IB Mathematical Studies IB Mathematics SL Mathematics HL External assessment (3 hours) 80% Paper 1: 1.5 hrs: short qus. 40% Paper 2: 1.5 hrs: long qus. 40% Internal assessment 20% Mathematical Studies Project

External assessment (3 hours) 80% Paper 1: 1.5 hrs: no calculator-40% Paper 2: 1.5 hrs: with calculator40% Internal assessment 20% Mathematical exploration

External assessment (5 hours) 80% Paper 1: 2 hrs: no calculator -30% Paper 2: 2 hrs: with calculator -30% Paper 3: 1 hr: with calculator -20% Internal assessment 20% Mathematical exploration

GROUP SIX THE ARTS and ELECTIVES

Senior IB Art Exhibition

‘Little Shop of Horrors’

Senior Choir Concert

Senior Musical Concert

Visual Arts

Music

Theatre

Literature and Performance*

* see Group 1 course outlines

The Arts aims The aims of The Arts subjects are to enable students to: 1. enjoy lifelong engagement with the arts 2. become informed, reflective and critical practitioners in the arts 3. understand the dynamic and changing nature of the arts 4. explore and value the diversity of the arts across time, place and cultures 5. express ideas with confidence and competence 6. develop perceptual and analytical skills.

Visual Arts

SL / HL (click links to see official IB course outline)

General Observations: Visual Arts aims to develop an understanding and appreciation of Visual Art from its earliest beginnings spanning pre-historic cultures through to present day conceptual forms. The course also encourages students to produce and critically evaluate visual art from local, national and international perspectives. The Visual Arts course also allows a significant degree of experimentation with different materials and techniques. Students practice research, writing, and oral presentation skills throughout the course. Recommendations / Requirements: The IB Visual Arts Course will give students an important head start if they are considering a career in Engineering, Architecture, Landscaping and Urbanism, Industrial Design, Graphic Design, Fashion Design, Restoration, Communication, Advertising, Film, Multimedia, Photography, Art History, Art Education, Art Therapy and other related activities. Visual arts aims In addition, the aims of the visual arts course at SL and HL are to enable students to: 7. make artwork that is influenced by personal and cultural contexts 8. become informed and critical observers and makers of visual culture and media 9. develop skills, techniques and processes in order to communicate concepts and ideas. Studio and research work should show developing awareness of cultural, social and historical situations. It is hoped that the students will thoroughly enjoy learning about themselves and their environment through artistic practice.

Assessment

HL/SL

External Assessment:

60%

Part 1: Comparative study  Students submit HL and SL10–15 screens which examine and compare at least three artworks, at least two of which should be by different artists from contrasting contexts (local, national, international and/or intercultural).  HL students submit 3–5 screens which analyse the extent to which their work and practices have been influenced by the art and artists examined.

20%

Part 2: Process portfolio Students submit HL 13-15 SL9–18 screens which evidence their sustained experimentation, exploration, manipulation and refinement of variety of art-making activities in at least HL: three SL two art-making forms Internal Assessment: Part 3 Exhibition  students submit a curatorial rationale that does not exceed HL: 700 SL: 400 words.  Students submit HL: 8–11 SL: 4-7 artworks.  Students submit exhibition text (stating the title, medium, size and intention) for each selected artwork

40%

Music SL / HL (click links to see official IB course outline) General Observations: Music functions as a means of personal and communal identity and expression, and embodies the social and cultural values of individuals and communities. This scenario invites exciting exploration and sensitive study. Music may vary considerably from one culture to another but may also share similarities. Such richness offers a variety of ways to encounter and engage with a constantly changing world. The Diploma Programme music course provides an appropriate foundation for further study in music at university level or in music career pathways. It also provides an enriching and valuable course of study for students who may pursue other careers. Recommendations / Requirements: The Diploma Programme music course is designed to offer students the opportunity to build on prior experience in music while encouraging a broad approach to the subject and developing new skills, techniques and ideas. While prior music experience is not mandatory at SL, it is recommended. At HL it is very strongly recommended. Course Aims: The aim of the music courses is to enable students to develop their knowledge and potential as musicians, both personally and collaboratively. Students will be expected to demonstrate:  knowledge, understanding and perception of music in relation to time, place and cultures  appropriate musical terminology to describe and reflect their critical understanding of music  comparative analysis of music in relation to time, place and cultures (unlike at SL, HL students are also expected to demonstrate this in response to pieces not previously studied)  creative skills through exploration, control and development of musical elements (SLC, HL)  performance skills through solo music making (SLS, HL) or group music making (SLG)  critical-thinking skills through reflective thought. Course Outline: Syllabus Component Musical Perception This component is compulsory for all HL and SL students. Creating This component is compulsory for all HL students and as an option for SL students. Solo Performing This component is compulsory for all HL students and as an option for SL students. Group Performing This component is an option for SL students only. Total Teaching Hours *SL students chose one of creating, solo performing or group performing

Teaching Hours SL HL 75

75*

150

240

Assessment: External assessment (75 teaching hours) Listening paper SL: (2 hours 15 minutes) HL: (3 hours)  Five musical perception questions  Seven musical perception questions Musical links investigation A written media script of no more than 2,000 words, investigating the significant musical links between two (or more) pieces from distinct musical cultures

50% 30%

20%

Internal assessment (SL: 75 teaching hours; HL: 150 teaching hours) SL: Students choose one of the following options. HL: Students do Creating and Solo Performing Creating (SLC) - HL Two pieces of coursework, with recordings and written work (30 marks) Solo performing (SLS) - HL A recording selected from pieces presented during one or more public performance(s), 15 minutes Group performing (SLG) - SL only A recording selected from pieces presented during two or more public performances, 20–30 minutes

50%

“Theatre is life without the boring parts.” – Alfred Hitchcock SL / HL General Observations: The course aims to help students understand the nature of theatre by producing it as well as by studying it; to understand it not only with their minds but with their senses, their bodies and their emotions; to understand the forms it takes in cultures other than their own; and through this understanding better to understand themselves, their society and their world.

Theatre

In addition to the overall Arts aims, the aims of the course at HL/SL are to enable students to: 6. explore theatre in a variety of contexts and understand how these contexts inform practice(theatre in context) 7. understand and engage in the processes of transforming ideas into action (theatre processes) 8. develop and apply theatre production, presentation and performance skills, working both independently and collaboratively (presenting theatre) 9. HL only: understand and appreciate the relationship between theory and practice (theatre in context, theatre processes, presenting theatre)

Recommendations / Requirements: Students taking Theatre at the DP level should understand there is an expectation of outside class practical engagement with the art, both through participation as an audience member and as a theatre practitioner. As part of the core syllabus, students will be expected to: [as Director, Designer, Actor and Spectator] SYLLABUS COMPONENT Examining a play text Creating Original Theatre Exploring Performance Practices from around the world HL only Theatre Theory Theatre Journal

THEATRE IN CONTEXT Research and examine the theoretical/cultural/personal context of at least 1 play. Research at least 1 starting point and explore it through practical work. Research and examine the theoretical / cultural / personal context of at least 2 contrasting performance practices from around the world. Research and examine the theoretical / cultural / personal context of at least 1 unfamiliar theatre theorist.

THEATRE PROCESSES

PRESENTING THEATRE

Examine at least 1 play text through practical work.

Take part in the production of a play text to an audience.

Respond to at least 1 stimuli and engage with the process of making an original theatre piece. Examine at least 2 contrasting performance practices from around the world through practical work.

Take part in the production of an original piece to an audience. Take part in a practical presentation of 1 theatre practice to others.

Study the process of practically exploring theatre theory and applying it to performance work.

Take part in a practical solo performance of a piece of work inspired by the theories of others.

Keep a theatre journal which charts their development through the course and their experiences of theatre as a director, performer, designer and spectator (SL&HL).

Assessment: Examining A Play Text SL 30% HL 20% External Assessment Produce a Director’s Notebook (20‐ 30 pages) which explores the proposed staging of a published play text of their choice. It should include research into the cultural and theoretical context of the play. Include a 300 word description of their vision and directorial interpretation. Creating Original Theatre SL 35% HL 25% External Assessment Take part in a Collaborative Theatre Project , creating an original piece of theatre from a stimulus. Submit a process portfolio (15‐ 20 pages) to show how they have worked with others and what their contribution was. Include a 5‐ 6 minutes unedited video recording and written commentary (400‐ 500 words). Exploring Performance Practices from around the world SL 35% HL 20% Internal Assessment Give a presentation on their Practical Research into Performance which includes a live 13‐15 minute presentation about an unfamiliar practice from the perspective of performer and include a list of sources. HL only Theatre Theory in Practice 35% External Assessment At HL create and present a performance informed by a theatre theorist and an element of their theory. Theory in Practice assessment includes a process portfolio (7‐10 pages), a 5‐10 minutes unedited video recording of the performance and a written analysis of the selected recording (750‐ 1000 words)

Film SL / HL (click links to see official IB course outline) General Observations: This course aims to develop students´ skills so that they become adept in both interpreting and making film texts. Students´ individual ability to be creative, analytical and to communicate in film form is challenged and extended through the practical and theoretical content of the course. Recommendations / Requirements: Access to the course does not depend upon prior learning in film though a strong interest in, and passion for film is required. Aims In addition to group 6 aims the films course, is designed to promote:  an appreciation and understanding of film as a complex art form  an ability to formulate stories and ideas in film terms  the practical and technical skills of production  critical evaluation of film productions by the student and by others  a knowledge of film-making traditions in more than one country

Course Outline Syllabus component Textual analysis Film theory and history Creative process (Film production)

SL Study one extract, of approximately 5 minutes, from a prescribed film and offer a detailed textual analysis of the extract within the context of the film as a whole Study of at least SL: two HL: four films from more than one country Create and produce an original film as part of a team or as an individual (HL only) Create an individual trailer for the film production

Assessment External Assessment: Independent study Rationale, script and list of sources for a short documentary production of 8–10 pages on an aspect of film theory and/or film history, based on a study of a minimum of SL: two HL: four films from more than one country. 100 word rationale Presentation An oral presentation SL 10 mins HL15 mins of a detailed critical analysis of a continuous extract from a prescribed film. The extract must not be longer than 5 minutes. (25 marks) Maximum length of presentation: 10 minutes

SL 50%

HL 50%

25%

50%

Internal Assessment: Internally assessed by the teacher and externally moderated by the IB Production portfolio SL One completed film project: 4-5 minutes with accompanying 1,200 word written documentation + 100 word rationale. HL One completed film project SL: 6-7 minutes with accompanying 1,200 word written documentation + 100 word rationale. An associated trailer of 40–60 seconds Group work: The film project may be undertaken as a group project, but all accompanying documentation must be individually produced. Students cannot present the same edit of their film projects for internal assessment due to the different assessment requirements.

CORE EXTENDED ESSAY TOK, CAS

GIN

Techo Club

Core: Theory of Knowledge

(click link to see official IB course outline)

Nature of the Subject: The Theory of Knowledge (TOK) programme is central to the philosophy of the International Baccalaureate programme. For this reason it is a 100 hour, course completed in two semesters and is compulsory for all students. Students begin TOK second semester of junior year and complete it first semester of senior year. Students are asked to question the very basis of knowledge and to evaluate critically information from a wide range of sources. Instead of learning facts, they are expected to question knowledge itself – what do I know, how do I know it and is it likely to be true? Knowledge questions are therefore at the centre of the course. The course aims to examine critically the types, nature and limitations of different ways of knowing and different areas of knowledge. In the process, students consider the roles of different ways of knowing: language, reason, emotion, imagination, faith, sense perception, and intuition in the pursuit of certainty and truth. In addition students compare systems of knowledge and explore the assumptions and value judgments inherent within them. Students are encouraged to explore TOK within the context of their own learning and lives and to consider the impact of cultural differences on knowledge. Texts and examples come from a wide range of cultural perspectives and knowledge areas, including the natural and human sciences, mathematics, the arts, , religion, indigenous groups, and ethics. In order to complete the course requirements, student Knowers must complete two major assessment tasks, the presentation and the essay,. There are also regular internally assessed tasks, in-class participation during each unit and an assignment at the end of each unit, that will focus on the students’ understanding of the ideas promoted in the classes. These require them to explore TOK Knowledge Questions in relation to their own lives and their other Diploma subjects. The scope of the TOK Course is so broad that TOK teachers often involve course teachers to assist with specific issues related to their Area of Knowledge. For example, when investigating Science, a Physics teacher may be invited to explain the broader implications of some of Stephen Hawking’s theories. The importance of TOK is highlighted to such a degree that it forms part of each Diploma subject syllabus. Recommendations / Requirements: Recommendations: Enthusiasm, commitment, an open mind, and a willingness to offer a personal perspective, accept different points of view and question knowledge previously thought to be certain. AIMS The overall aim of TOK is to encourage students to formulate answers to the question “how do you know?” in a variety of contexts, and to see the value of that question. This allows students to develop an enduring fascination with the richness of knowledge. Specifically, the aims of the TOK course are for students to: 1. make connections between a critical approach to the construction of knowledge, the academic disciplines and the wider world 2. develop an awareness of how individuals and communities construct knowledge and how this is critically examined 3. develop an interest in the diversity and richness of cultural perspectives and an awareness of personal and ideological assumptions 4. critically reflect on their own beliefs and assumptions, leading to more thoughtful, responsible and purposeful lives 5. understand that knowledge brings responsibility which leads to commitment and action

Assessment: Internal Assessment:

10 marks / 33%

Oral Presentation A ten minute oral presentation in front of a group of students and two TOK teachers that considers the knowledge questions central to a real life situation. This takes place at the end of first semester senior year.

External Assessment:

20 Marks / 66%

Essay Essay on a title chosen from a list of six titles prescribed by the I.B. for each examination session. It focuses on knowledge questions and relates TOK to studentsâ&#x20AC;&#x2122; lives and studies, due end of first semester senior year. (1,600 words.) Up to three bonus points can be awarded on the basis of this work in combination with the Extended Essay (see chart on the next page). . Recommendations / Requirements: None, except enthusiasm, commitment and an open mind. A willingness to accept different points of view and question knowledge previously thought to be certain helps. Students must score a grade E or higher.

Extended Essay

A Excellent

Excellent A Good B Satisfactory C Mediocre D Elementary E Not submitted

B Good

C Satisfactory

D Poor

Theory of Knowledge Satisfactory Mediocre C D

Excellent A

Good B

Failing condition Failing condition

E Elementary Elementary E Failing condition Failing condition Failing condition Failing condition Failing condition Failing condition

Not submitted Failing condition Failing condition Failing condition Failing condition Failing condition Failing condition

Core: Extended Essay

(click link to see official IB course outline)

A required component of the full Diploma Program, the extended essay is an independent, selfdirected piece of research, culminating in a 4,000-word paper. It is given much importance by students, teachers and universities, because it provides practical preparation for the kinds of undergraduate research required at tertiary level. From the choice of a suitable research question, to the final completion of the extended essay, students must produce their piece within the constraints of time, essay length and available resources. This component provides an opportunity to engage in an in-depth study of a topic of interest within a chosen subject. Emphasis is placed on the research process, on the appropriate formulation of a research question, on personal engagement in the exploration of the topic, and on communication of ideas and development of argument. It develops the capacity to analyze, synthesize and evaluate knowledge, with a personal choice of topic from within any subject area. Students are supported and encouraged throughout the research and writing with advice and guidance from a supervisor. The student should choose to work in the area they find most interesting. For example a student who chooses History must be interested in working with primary sources. Those selecting a Science topic are strongly advised to undertake experimentally-based investigations rather than library-based surveys. In Language A, students should be interested in the independent critical analysis of literary works. While the IBO allows students to undertake the Extended Essay in any subject area it is recommended that students confine their choices to the subjects they are studying, or to their Higher Level subjects

Assessment: The grade boundaries for the Extended essay are as follows: A Excellent (29-36) B Good (23-28) C Satisfactory (16-22) D Poor (8-15) E Elementary (0-7) The Extended Essay is externally assessed by an examiner appointed by IBCA and can earn, together with the TOK result, up to three bonus points. According to the quality of work, the student’s performance in Theory of Knowledge and the Extended Essay falls into one of the following five bands:

Extended Essay

A Excellent

Excellent A Good B Satisfactory C Mediocre D Elementary E Not submitted

B Good

C Satisfactory

D Poor

Theory of Knowledge Satisfactory Mediocre C D

Excellent A

Good B

Failing condition Failing condition

E Elementary Elementary E Failing condition Failing condition Failing condition Failing condition Failing condition Failing condition

Not submitted Failing condition Failing condition Failing condition Failing condition Failing condition Failing condition

 For example, a candidate who receives level B for TOK and level C for the extended essay will be awarded two bonus points.  Candidates who achieve level E for either TOK and the extended essay will fail the Diploma

Creativity, Action, Service

“...if you believe in something, you must not just

CAS FAQs

think or talk or write, but must act.”

Peterson (2003)

Creativity, Action, Service (CAS) is at the heart of the IB Diploma Programme and takes seriously the importance of life outside the world of scholarship, providing a refreshing counterbalance to academic studies. Three strands of CAS, which are often interwoven with particular activities, are characterized as follows; 1. Creativity: arts and other experiences that involve creative thinking with a definite goal or outcome 2. Action: physical exertion contributing to a healthy lifestyle with goals or extension of some sort 3. Service: an unpaid and voluntary exchange that has a learning benefit for the student where the rights, dignity and autonomy of all those involved are respected A good CAS programme should be both challenging and enjoyable, a journey of self-discovery involving:  real, purposeful activities with significant outcomes  personal challenge  thoughtful consideration, such as planning, reviewing progress and reporting  reflection on outcomes and personal learning 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. The CAS programme aims to develop students who will be:  reflective thinkers  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 Learning outcomes As a result of their CAS experience there should be evidence that students have:  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 The focus on learning outcomes emphasizes that it is the quality of a CAS activity that is of most importance. Students are, however, expected to be involved in a balanced program of CAS activities for the equivalent of at least three hours each week during the first eighteen months of their Diploma program CAS has a central role in the development of IB students in keeping with the IB Learner Profile. As part of our commitment to CAS, we have formalized the assessment process, which includes:  self-assessment and a summative reflection based on the student's performance against the CAS Learning Outcomes and the IB Learner Profile.  an optional face-to-face interview with a panel of FDR community members where the student's overall CAS program is reviewed and the self-assessment and reflection are discussed. A system of self-evaluation encourages students to reflect on the benefits of CAS participation to themselves and to others and to evaluate the understanding and insights acquired. Through CAS students can learn more about themselves and their own potential and about their relationship and responsibility to the society around them. Reflection and Documentation Students document their CAS activities on Managebac www.amersol.managebac.com , noting in particular their reflections on their experiences. A variety of forms are acceptable, including weblogs, written journals, annotated photo diaries and audio or video diaries. Some verbal content is essential in order to provide evidence that the learning outcomes have been achieved. 47