International Baccalaureate
St. George’s British International School
Contents
Vision, Mission and Values Statement...................................................................................................... 3 An Introduction to St George’s Sixth Form ............................................................................................... 5 th
St. George’s BIS 6 form – student perspective
7
Introduction – What is the International Baccalaureate Diploma Programme?...................................... 8 What courses do IB Students at St. George’s study? .............................................................................. 10 IB subject requirements for common university courses ....................................................................... 12 Timeline for Option Choices ................................................................................................................... 13 The IB Curriculum at St. George’s ........................................................................................................... 14 Group 1 - Language A (Student’s first language) .................................................................................... 14 Language A: Literature
14
Language A: LANGUAGE AND LITERATURE
16
Group 2 - Languages B and Ab initio ....................................................................................................... 19 Page 1
International Baccalaureate
St. George’s British International School
Group 3 - Individuals and Societies ......................................................................................................... 22 Business and Management
22
Economics
23
History
25
Art History (SL)
26
Group 4 - Sciences ................................................................................................................................... 27 Biology (HL or SL)
28
Chemistry (HL or SL)
28
Physics (HL or SL)
29
Computer Science (HL or SL)
30
Environmental Systems and Societies (SL only)
32
Group 5 – Mathematics .......................................................................................................................... 33 Mathematics Higher
33
Mathematics Standard (SL)
34
Mathematical Studies (SL)
34
Group 6 - Arts and Electives .................................................................................................................... 35 Visual Arts
35
Music
36
Theatre Arts
37
Additional Requirements ........................................................................................................................ 38 Theory of Knowledge
38
Creativity, Action and Service
38
Extended Essay
39
Conditions for the award of the Diploma
39
Requirements for entry onto the SGBIS IB diploma programme ........................................................... 40 I.B. Learner Profile................................................................................................................................... 42 Recognition of IB diploma for admission to universities and colleges – Italy ........................................ 43
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International Baccalaureate
St. George’s British International School
VISION, MISSION AND VALUES STATEMENT
Vision Statement St George’s British International School builds on its status as a leading British International School, providing the highest quality education in a stimulating learning, teaching and nurturing environment to ensure that each and every child develops his or her full potential and becomes a responsible global citizen. Mission Statement St George’s British International School aims for excellence in learning and teaching, providing a challenging and caring environment for students within an international community. The school draws on the educational expertise of the National Curriculum of England and Wales and of the International Baccalaureate Organisation ‘to develop the individual talents of young people and teach them to relate the experience of the classroom to the realities of the world outside.’ Our learning and teaching is enhanced by the use of the latest technology and we aim to ensure our students are equipped to be active 21st century citizens. Our curriculum sets out the knowledge and skills that are important for our students to become successful lifelong learners, confident individuals and responsible citizens. We bring learning to life, raise aspirations and help our students to approach existing challenges through critical and creative thinking. We prepare them to become proactive problem solvers, imaginatively seeking out opportunities for innovation in school and beyond. Working towards each student fulfilling their maximum potential, we promote self-reliance, personal development and empathy, valuing all members of the school community equally and taking opportunities to facilitate students working together across age groups. Importantly, we believe that cultural diversity is a positive strength and therefore we actively promote international awareness including an understanding of different ways of life. We believe that this international dimension enables us to draw on a wide pool of talents from our pupils, parents and staff, in a sharing supportive environment. We celebrate our differences, and our different abilities, using both to provide the opportunities for learners to achieve their full potential.
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International Baccalaureate
St. George’s British International School
Values We believe in six core values: a) Excellence in learning Our students are encouraged to work effectively and willingly in collaboration with others and to become responsible, self-confident individuals, independent lifelong learners and to acquire and apply a diverse range of transferable skills. b) Excellence in teaching We are a responsible employer and our staff are valued and regularly undertake professional development. They are flexible, adaptable and ready to take on new roles and responsibilities. They aspire to motivate and inspire our students and to be positive role models for them. They seek to develop relationships with the local community and with other schools nationally and internationally and keep abreast of educational changes. c) Educational values We take the best from the UK National Curriculum and enrich it building towards the International Baccalaureate’s diploma programme with its breadth and emphasis on developing the ideal learner profile. We believe in skills-based learning to support the acquisition of knowledge. Additional curricular activities enhance the education provided at St. George’s. We place an importance on understanding the host Italian culture and society and aim for intellectual rigor and high academic standards. We recognise the importance of, and invest in, quality resources and facilities. d) Pastoral values We place strong emphasis on the ideals of international understanding, responsible citizenship and leadership, resulting in care both for ourselves, our own community and the wider world beyond. We celebrate all our talents (and the fact that we are an international community in Italy), while supporting all learners to develop their full potential with self-confidence. e) Wider world perspective We aim for all members of our community to be open minded, cooperative and welcoming and to respect themselves and others. We take pride in our excellence and actively promote our achievements. As valued partners in the educational process, our parents are encouraged to participate formally and informally in the life of our establishment. Our staff and students are encouraged to be appreciative of other cultures. f) 21st Century Values We aim to be forward thinking, adaptable to change and are committed to developing modern premises and technologies. Throughout our community we aim to instil the values of caring for each other and also caring for the environment: we aim to prepare our students for challenging times .
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International Baccalaureate
St. George’s British International School
AN INTRODUCTION TO ST GEORGE’S SIXTH FORM
Hello and thank you for your interest in our Sixth Form. Being a Sixth Form student is special; you will be at the very top of the school, the pinnacle of St George’s! High expectations will be placed upon you immediately as you will be expected to work hard right from the outset, studying for the International Baccalaureate (IB) Diploma. This is a demanding academic course designed to stretch and challenge above and beyond the demands of IGCSE, developing students as learners and young people. The IB emphasises the importance of qualities such as being caring, determined, reflective and prepared to take calculated risks. It demands selfreliance and personal organisation, with students treated with greater maturity and common aims being shared – a three-way learning partnership between student, school and home. Sixth formers become successful independent learners ready for studying at university or beginning a career. Ultimately, the Sixth Form is the pathway to your future. The Sixth Form at St George’s is not just about being the academic pinnacle of the school. Sixth Form students are role models for younger pupils – with this comes both privilege and pressure. You will, for instance, enjoy considerable privileges such as smaller class sizes, more relaxed and university-like relationships with teachers who view you as young adults, the use of a common room, a less stringent dress code and permission to leave the school grounds at lunchtimes. However, the pressure of the IB is tangible – its core objectives and values mean you will be expected to immerse yourself fully in the wider life of the school and our local community as well as participating in the plethora of extra-curricular activities offered to students. There are opportunities to help some of the younger students, to get involved with service to the community or various different activities such as the Model United Nations, TEDx or GTV (St George’s own television production club). You may also apply for positions of responsibility such as being a member of School Council or a Mentor. These opportunities enrich your time in the Sixth Form and help you develop confidence and poise; vital assets in the increasingly competitive university application process. I firmly believe that St George’s Sixth Form is an exciting, challenging, character-building, supportive and hugely enjoyable phase in your education. The compulsory Theory of Knowledge course enables you to learn about different ways of learning and how to think ‘outside the box’ while the Extended Essay (a 4000 word thesis on a subject of your choosing) involves conducting your own research with one-to-one supervision from a dedicated teacher. This differentiates IB students from those doing APage 5
International Baccalaureate
St. George’s British International School
Levels – your higher-level independent research skills will be honed and well-developed by the time you complete the IB. St George’s students achieve IB results well above the world average but we offer so much more than just academic excellence. For instance there are numerous CAS (Creativity, Action and Service) activities designed to promote students’ concern for the wider community and personal health and fitness. Through CAS, Sixth Formers really shine as role models and become the backbone of school charity events, for example, providing organisational support for the annual ‘Rock for Zambia’ concert, helping improve the environment in ‘Puliamo il Mondo’ or volunteering at the Trastevere Soup Kitchen. In addition, Sixth Formers have responsibility for running the school-wide Student Council, take the lead on the ZOA committee and can become House Captains to assist the Head of House in organising events and motivating younger pupils. You can expect high quality university application support, from seminars and presentations by representatives from key universities, to full and professionally-written references and help with the completion of applications, whether to the UK, USA or further afield. There is no doubt that St George’s Sixth Form offers every student the chance to ‘step up’ and take advantage of the many opportunities that not only look impressive on university applications but, more importantly, help make them better global citizens. Studying the IB Diploma at St George’s is a hallmark of academic excellence in an international setting – but it is also a time of unparalleled selfdevelopment that ensures a positive and successful transition to the adult world of independent learning and living. Please do take the time to read this booklet carefully as choosing your IB subjects involves making important, informed decisions. Visit the academic departments that are of interest to you and, above all, ask questions! Colleagues will be happy to answer any queries or address any concerns you may have. It is a challenging and pressurised stage of your education but I am sure your time in St. George’s Sixth Form will be enjoyable and extremely rewarding. I want you to strive to get the very best out of your time with us but also to enjoy your education along the way. I wish you every success with your IGCSE examinations and look forward to the prospect of welcoming you into our Sixth Form as a new and enthusiastic Year 12 student. Good luck!
Head of Sixth Form
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International Baccalaureate
St. George’s British International School
ST. GEORGE’S BIS 6 TH FORM – STUDENT PERSPECTIVE
Life as a Sixth Form student at St. George’s is both stimulating and extremely rewarding. The trust placed by teachers in Sixth Form students allows them to progress and achieve their full potential, enjoying a high degree of freedom and autonomy in organising their studies. Furthermore, Sixth Form students enjoy a number of privileges. For example, sixth formers have the exclusive use of a classroom as a common room in which to study or relax. This space is valued hugely – the Sixth Form students appreciate the trust placed in them by the school to be responsible and respectful of it. IB students are required to choose six subjects to study, during the two-year course. The choices that students make are crucial in determining their further academic studies and, ultimately, future career opportunities. Therefore, it is extremely important that students are clear about the nature of the courses offered and make choices that reflect a combination of their academic strengths as well as subjects in which they’re interested. The work load at various periods throughout the year can be intense, thus, it is important for students to structure and organise their time responsibly so that they can complete all assignments, and meet deadlines. An academically rigorous programme, the IB also offers students opportunities to enjoy a variety of extra-curricular activities which can relieve the strains of academic life, as well as gain CAS hours (these are a crucial part of the IB Diploma). CAS hours can be obtained through almost any extracurricular activity: the Model United Nations, Environmental Committee and Choir seem to be amongst the most popular, however, students also volunteer for more humanitarian initiatives to support the more needy individuals in our community. Sixth Form students participate in various trips (depending on the subjects they choose) in order to enhance the skills and understanding they learn in lessons. The Extended Essay allows students to expand their knowledge and research skills and conduct a full written investigation into a topic of personal interest – this process provides a taste of academic work at undergraduate level. The Student Council looks forward to welcoming new members of the Sixth Form community to our friendly and inspiring school.
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International Baccalaureate
St. George’s British International School
INTRODUCTION – WHAT IS THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME?
Now widely regarded as the leading school leaving qualification and recognised by the best universities across the world, the International Baccalaureate Diploma Programme has been in place at St George’s for the past 16 years. The IB Diploma Programme is designed as an academically challenging and balanced programme of education with final examinations that prepares students, normally aged 16 to 19, for success at university and life beyond. The programme is normally taught over two years and has gained recognition and respect from the world's leading universities. Based on the pattern of no single country, it is a deliberate compromise between the specialisation required in some national systems and the breadth preferred in others. IB programmes are recognized around the world and ensure an increased adaptability and mobility for IB students but above all, they promote international understanding through a shared academic experience. The curriculum and pedagogy of IB programmes focus on international perspectives of learning and teaching, while insisting that students fully explore their home culture and language. Life in the 21st century, in an interconnected, globalized world, requires critical-thinking skills and a sense of international-mindedness, something that International Baccalaureate Diploma Programme students come to know and understand. The aim of all IB programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet help to create a better and more peaceful world.
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International Baccalaureate
St. George’s British International School
The information that follows is designed to help students, parents and carers make informed choices about subject choices within the IB Diploma. Pastoral time within school has been dedicated to introducing Year 11 students to the aims and options within the programme. Parents and students are encouraged to attend the Year 11 Options evening where teachers of all subject areas will be available to answer any questions, following a short presentation on the IB Programme.
It should be emphasised that the material below is, of necessity, only introductory in nature and that final student programmes will have to work within the constraints of course numbers and staff availability. All students should consult teachers, Department Heads, the IB Coordinator, Ms Andrew, the Head of Sixth Form, Mr Parkes and The University Counsellor, Ms Kearney before making final choices.
Course choices and even choices between Higher and Standard Levels of a course can, in some cases, determine where and in what subject areas a student will be able to pursue further education.
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International Baccalaureate
St. George’s British International School
WHAT COURSES DO IB STUDENTS AT ST. GEORGE’S STUDY? Overview
The Diploma model shows the curriculum with the six areas of knowledge surrounding the core subjects. IB Diploma students are required to study 6 subjects with one from each group 3 (at least) and not more than 4 must be taken at Higher Level (HL) 3 (maximum) must be taken at Standard Level (SL)
The Diploma candidate must meet three additional requirements o Submission of an Extended Essay o Satisfactory completion of the Theory of Knowledge course o Compulsory participation in the extra-curricular CAS programme
To be awarded the bilingual diploma a student must fulfil one or both of the following criteria:
completion of two languages selected from group 1 with the award of a grade 3 or higher in both
completion of one of the subjects in group 3 or group 4 in a language that is not the same as the student’s nominated group 1 language. The student must attain a grade 3 or higher in both the group 1 language and the subject from group 3 or 4.
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International Baccalaureate
Group
St. George’s British International School
Group title
Group Focus
Subjects offered
1
Language A
Best language
English Literature English or Italian Language and Literature
2
Language B
Second Language(intermediate)
English, French, German, Italian, Spanish
Second Language (Beginner)
Italian Ab Initio
3
Individuals and Societies
Humanities
4
Sciences
Sciences
5
Mathematics
High Proficiency Mathematics
History Geography Economics Environmental Systems & Society (SL only) Business and Management Art History (SL only) Biology Chemistry Physics Environmental Systems and Societies (SL only) Computer Science Mathematics HL
Intermediate Mathematics
Mathematics SL
Post IGCSE Mathematics
Mathematical Studies SL
The Arts
Music Theatre Visual Arts Or another subject from groups 1-4
6
Art and Electives
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International Baccalaureate
St. George’s British International School
IB SUBJECT REQUIREMENTS FOR COMMON UNIVERSITY COURSES
The IB is assessed by external examiners on a scale of 1 (minimum) to 7 (maximum). The award of the diploma requires a minimum of 24 points and the absence of disqualifying conditions. UCAS (the official UK University admissions office) states that 4.5 ‘A’ Grades at A Level are equivalent to 35 IB Points. Our whole school point average is 34 points. The most important advice we can give is that if you are interested in a studying a particular course have a look at the entry requirements at different universities. For UK universities the UCAS website can be used www.ucas.ac.uk/students/choosingcourses/ UK degree course
Subjects required at IB
Medicine
HL Chemistry and Biology HL(essential)
Associated medical science subjects such as Physiology, Pharmacology, Neuroscience etc.
Biology and Chemistry usually required at HL or SL
Engineering*
Usually Physics HL and Maths HL (Some Universities will accept Maths SL) Economics is not always essential! Maths HL (at top Universities such as LSE) Maths SL is accepted at many Universities Biology HL Chemistry SL is required in addition to Biology at some universities Biology SL or HL is required at some universities depending on emphasis of course. No specific entry requirements but Law require a high degree of literacy so subjects that require essay writing such as History or Economics would be really useful. No specific subject entry requirement. However, the IB diploma covers a broad spectrum of subjects and St George’s students are often multi lingual and internationally minded. Ideal candidates for such courses.
Economics
Biological Sciences
Psychology Law
Politics and International relations
NB Canadian universities have some very specific subject requirements e.g. Chemistry SL for all Engineering course, Maths Standard for most business courses.
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International Baccalaureate
St. George’s British International School
TIMELINE FOR OPTION CHOICES
January/February 2013
Mock examinations IB introduction sessions by Heads of Department Step 1 career sessions IB Options booklet released
5th February
Year 11 PTE and IB options evening. Discussion of progress in year 11 and suitability for the subject “what do you think about me taking..”
26th February
Deadline for the submission of option forms
14th March
Conformation of option choices by Heads of Department.
May
IGCSE Examinations
September
Students commence IB diploma
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International Baccalaureate
St. George’s British International School
THE IB CURRICULUM AT ST. GEORGE’S
GROUP 1 - LANGUAGE A (STUDENT’S FIRST LANGUAGE)
This involves the study of language and literature, including selections from works in translation. The student can choose between Language A: Literature or Language A: Language and Literature. Those students who potentially have two languages A and are especially interested in intensive work in language and literature may study both as A Languages, with the possibility of combining Literature w/w Literature or Literature w/w Language and literature. (In that case, the second Language A may either replace a Group 2 language or fulfil the Group 6 requirement.) Most students should choose their A Language by taking into consideration which language they need for further study, which they have best mastered, which they think in, and the literature which they prefer. LANGUAGE A: LITERATURE
Language A: Literature This course is aimed at promoting “respect for the literary heritage of the student’s home language and provides an opportunity for students to continue to develop oral and written skills in their mother tongue while studying in a different language of instruction” (IB Subject Guide). However, students who take this course often have different language profiles and may be multilingual. The programme of study centres on the reading and critical discussion, orally and in writing, of literary texts, aimed at developing “an understanding of the techniques involved in literary criticism and the students’ ability to form independent literary judgments and to support those ideas” (IB Subject Guide). St George’s regularly offers courses in Language A: Literature in English although it may be possible to arrange others. In such cases, the student must make arrangements for regular meetings with a tutor qualified in the chosen language and literature The Language A: Literature course requires the study of 13 literary works at HL and 10 at SL, 3 (2 at SL) of which are works in translation. Assessment takes the form of a written assignment on one work in translation, two oral exams (individual oral commentary and presentation), and two written examinations. The first examination paper tests the student’s ability to write a commentary on an unseen text - the work for this paper can include some of the most stimulating and varied parts of the
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International Baccalaureate
St. George’s British International School
course. In the second examination a comparative essay is written: this tests the student’s ability to make interesting and illuminating connections between the works they have read. Assessment Outline – STANDARD Level External Assessment (3 hours)
(70%)
Paper 1: Guided literary analysis (1 hour 30 minutes)
20%
Students choose from a prose and a poetry passage and write a guided literary analysis in response to two questions. Paper 2: Essay (1 hour 30 minutes)
25%
In response to one of three questions, students write an essay based on at least two works studied in part 3 (these will all be from the same genre). Written Assignment
25%
Students submit a reflective statement (300-400 words) and literary essay (1,200-1,500 words) on one work in translation, studied in part 1. Internal Assessment
(30%)
Internally assessed by the teacher, externally moderated by the IB at the end of the course. Individual Oral Commentary (10 minutes)
15%
A formal oral commentary, followed by questions on an extract from a work studied in detail from part 2. (30 marks) Individual Oral Presentation (10-15 minutes)
15%
The presentation is based on aspects of four works studied from part 4, internally assessed and externally moderated. (30 marks) Assessment Outline – HIGHER Level External Assessment (4 hours)
(70%)
Paper 1: Guided literary analysis (2 hours)
20%
Students choose from a prose and a poetry passage and write a guided literary analysis in response to two questions. Paper 2: Essay (2 hours)
25%
In response to one of three questions, students write an essay based on at least three works studied (these will all be from the same genre).
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International Baccalaureate
St. George’s British International School
Written Assignment
25%
Students submit a reflective statement (300-400 words) and literary essay (1,200-1,500 words) on one work in translation.
Internal Assessment
(30%)
Internally assessed by the teacher, externally moderated by the IB at the end of the course: Individual Oral Commentary (20 minutes)
15%
A formal oral commentary on poetry, followed by questions (10 minutes) and then by a discussion based on one of the other works studied for this component (10 minutes). Individual Oral Presentation (10-15 minutes)
15%
The presentation is based on aspects of four works studied in class, internally assessed and externally moderated.
LANGUAGE A: LANGUAGE AND LITERATURE
The Language A: Language and Literature course aims to develop students’ skills of textual analysis, both literary and non-literary, an understanding of the role of each text’s wider cultural context, the investigation of meaning in context and the use of language in the mass media. Six literature texts will be studied at Higher Level and four at Standard Level. The study of literature in translation, in particular, contributes to the nurturing of our students’ global perspective. Visual literacy will also be explored as viewing is part of a general multimodal literacy. A key aim of the Language A: language and literature course is “…to develop in students an understanding of how language, culture and context determine the ways in which meaning is constructed in texts and to encourage students to think critically about the different interactions between text, audience and purpose.” External assessment of written assignments forms 70% of the course with the 30% oral component being internally assessed.— Assessment outline STANDARD Level External Assessment (3 hours)
(70%)
Paper 1: Textual analysis (1 hour 30 minutes)
25%
The paper consists of two unseen texts. Students write an analysis of one of these texts. Paper 2: Essay (1 hour 30 minutes)
25%
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International Baccalaureate
St. George’s British International School
In response to one of six questions students write an essay based on both the literary texts studied in part 3. The questions are the same at HL but the assessment criteria are different. Written task
20%
Students produce at least three written tasks based on material studied in the course. Students submit one written task for external assessment. This task must be 800–1,000 words in length plus a rationale of 200–300 words. Internal assessment
(30%)
This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Individual Oral Commentary
15%
Students comment on an extract from a literary text studied in part 4 of the course. Students are given two guiding questions. Further Oral Activity
15%
Students complete at least two Further Oral Activities, one based on part 1 and one based on part 2 of the course. The mark of one Further Oral Activity is submitted for final assessment. Assessment outline – HIGHER Level External assessment (4 hours)
(70%)
Paper 1: Comparative textual analysis (2 hours)
25%
The paper consists of two pairs of unseen texts. Students write a comparative analysis of one pair of texts. Paper 2: Essay (2 hours)
25%
In response to one of six questions students write an essay based on at least two of the literary texts studied in part 3. The questions are the same at SL but the assessment criteria are different. Written tasks
20%
Students produce at least four written tasks based on material studied in the course. Students submit two of these tasks for external assessment. One of the tasks submitted must be a critical response to one of the prescribed questions for the Higher Level additional study. Each task must be 800–1,000 words in length plus a rationale of 200–300 words. Internal assessment
(30%)
This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Page 17
International Baccalaureate
St. George’s British International School
Individual Oral Commentary
15%
Students comment on an extract from a literary text studied in part 4 of the course. Students are given two guiding questions. Further Oral Activity
15%
Students complete at least two further oral activities, one based on part 1 and one based on part 2 of the course. The mark of one further oral activity is submitted for final assessment.
Beyond the IB: the critical, analysis and communication skills, as well as the exposure to a wide range of texts and topics related to language, culture and media, make Language A study a highly valued both for entrance to university and in the world of work. Skills acquired through the study of an A Language programme facilitate career prospects that include: public administration, local government, the civil service, art institutions, and social services; advertising, journalism, publishing, creative industries and public relations; education; legal work; business, banking and retail; human resources; charities and campaigning.
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International Baccalaureate
St. George’s British International School
GROUP 2 - LANGUAGES B AND AB INITIO
All students must study a second language at either Higher or Standard Level. Language B is a foreign language programme for students who have previous experience of learning the language, at least to GCSE level or equivalent. The courses available at St George’s are in English, Italian, French and Spanish. Other languages may be arranged. The skills of listening, speaking, reading and writing are developed through the study of a wide range of oral and written material alongside the further study of grammatical structures. At the end of the courses students should be able to communicate accurately and effectively in speech and in writing and be able to understand and respond to the language in a range of contexts. The courses, through a list of core and optional topics, study the life and culture of the countries where the language is spoken. Students studying for the Higher Level will also study two works of literature in the language. This is the syllabus outline1:
1
Language B subject outline – First examinations 2013, International Baccalaureate Organization 2011
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International Baccalaureate
St. George’s British International School
Assessment components Standard level
Higher Level
External assessment
(70%)
External assessment
(70%)
Paper 1 (1hr30mins)
(25%)
Paper 1 (1hr30mins)
(25%)
Text handling exercises on 4 texts based on the Text-handling activities based on 5 texts core. based on the core. Paper 2 (1hr30mins)
(25%)
Paper 2 (1hr30mins)
(25%)
One writing exercise of 250-400 words, based Two writing exercises (one task of 250-400 on the options. words based on the options and one response of 150-250 words to a stimulus Written assignment (20%) text), based on the core. Intertextual reading followed by a written Written assignment (20%) exercise of 300-400 words plus a 100-word rationale, based on the core. Creative writing of 500-600 words plus a 150word rationale, based on the literary texts. Internal assessment Internally assessed by the externally moderated by the IB.
(30%) teacher
Individual oral (8-10mins)
Internal assessment and
(30%)
Based on the core: 3 classroom activities assessed by the teacher. Individual oral (8-10 mins)
Based on the options: 15mins’ preparation time Based on the options: 15mins’ preparation and 10mins max presentation and discussion time and 10mins max presentation and with the teacher. discussion with the teacher. Interactive oral activity
Interactive oral activity
Based on the core: 3 classroom activities Based on the core: 3 classroom activities assessed by the teacher. assessed by the teacher.
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International Baccalaureate
St. George’s British International School
Language Ab Initio is a language acquisition course designed for students with little or no previous experience of the language. It is only available at Standard Level. Students have a choice between Italian and German but a course will only run if enough students opt for it. The course covers three themes; Individual and Society, Leisure and Work, Urban and Rural Environment. Assessment components External assessment
(75%)
Paper 1 (1hr30mins) : Receptive skills
(30%)
Understanding of 4 written texts; text handling exercises. Paper 2 (1hr) : Productive skills
(25%)
2 written exercises. Written assignment
(20%)
A piece of writing, 200-300 words, in the target language, carried out in class under teacher supervision. Internal assessment
(25%)
Individual oral (10mins) Three-part oral internally assessed and externally moderated. Part 1: Response to a visual stimulus. Part 2: Follow-up questions on the visual stimulus. Part 3: General conversation including at least 2 questions on the written assignment.
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International Baccalaureate
St. George’s British International School
GROUP 3 - INDIVIDUALS AND SOCIETIES
The following Group 3 courses are offered at St George’s: Business and Management, Economics, History, Geography, Art History (SL only) and Environmental Systems & Society (SL only).
BUSINESS AND MANAGEMENT
Business and Management is designed to give students an insight into the most important areas of business management and organisation, and to allow them to become critical and effective participants in local and world affairs. Emphasis in the course is placed on the dayto-day business functions of marketing, human resource management, accounting and finance, plus an additional module on Business Strategy for Higher Level students. A variety of organisations are studied from both the private and public sectors, ranging from multinational corporations to small local traders. Students are encouraged to apply business tools and techniques in solving real life business problems. An understanding and appreciation of ethical dilemmas and social responsibilities facing businesses is also developed. Topics covered in the Business and Management Course: Topic 1 - Business organisation and environment Topic 2 - Human resources Topic 3 - Accounts and finance Topic 4 - Marketing Topic 5 - Operations management Topic 6 - Business strategy (HL only) The course is assessed via a combination of the exam (75%) and internal coursework (25%).
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International Baccalaureate
St. George’s British International School
ECONOMICS
Economics is concerned with the search for acceptable and rising levels of economic well-being. Individuals, businesses and governments must constantly make choices, and the use of economic theory and knowledge helps to ensure the appropriate choices are made to maximise society’s welfare. Emphasis in the IB course is placed on the theories of microeconomics and macroeconomics, and how these can then be applied to the real world issues. Prominent among these issues are fluctuations in economic activity, international trade, economic development and environmental sustainability. Students are encouraged in developing international perspectives, fostering a concern for global issues, and raising awareness of their own responsibilities at local, national and international levels. The course is assessed on the basis of the external examinations and internal coursework. The exams comprises extended response, short – answer and data response style questions. The Coursework contributes 20 % of the final grade for both HL and SL students. Topics covered in Economics: Section 1 - Microeconomics Section 2 - Macroeconomics Section 3 - International economics Section 4 - Development economics
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GEOGRAPHY
The geography course embodies global and international awareness in several distinct ways, examining key global issues such as poverty, sustainability and climate change. Students will study the following:
Part 1: Core theme (Patterns and Change). This is compulsory for both Higher and Standard Levels and includes populations in transition, wealth and development, environmental sustainability and resource consumption.
Part 2: Optional Themes. Standard Level will study two topics, Higher Level three topics. These topics are normally Hazards and Responses, and the Food and Health, and Urban Environments. Topics may be altered depending on the group’s preferences. Part 3: Higher level extension: Global Interactions. This is for Higher Level only and includes measuring global interactions, the shrinking world, economic interactions and flows, environmental change, socio-cultural exchanges, political outcomes and global interactions at the local level. The assessment structure is different for Higher and Standard Levels, although all students complete a piece of fieldwork leading to a single written report of 2,500 words. Past fieldwork has involved studying urban environments (Bracciano), perception of volcanic hazards (Naples), coastal ecosystems (Barcelona) and beach management (Santa Severa). Students will also be encouraged to come up with your own suggestions for places to visit. Standard Level: Paper 1 (1 hr 30 mins) Paper 2 (1 hr 20 mins) Internal assessment (20 hours)
40% Core theme 35% Optional themes 25% Based on fieldwork
Higher Level: Paper 1(1 hr 30 mins) Paper 2 (2 hrs) Paper 3 (1 hour) Internal assessment (20 hours)
25% Core theme 35% Optional themes 20% Higher level extension 20% Based on fieldwork
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International Baccalaureate
St. George’s British International School
HISTORY
Our IB History Course investigates 20th Century Modern World History. Students at both levels follow a core course focusing on the following topic areas: Topic 1: Causes and effects of war Areas for study are WWI, WWII, Spanish Civil War, Korea and Vietnam. Topic 2: Single Party States Areas for study are USSR (Stalin), Germany (Hitler) and Cuba (Castro) Topic 3: The Origins of the Cold War Areas for study are the background, origins, spheres of influence, development and impact of the Cold War from the end of World War II up to the Vietnam War. At Higher level, as well as the topics above, we will be examining the following areas: European Diplomacy and the First World War Inter-War years – conflict and cooperation 1919-1939 The Soviet Union and Eastern Europe 1924-1964 Assessment Standard level Paper 1: Document Based Questions on International Diplomacy 1919-1936 Paper 2: Two Essays from core topics Internal Assessment: 2,000 word Historical Investigation
30% 45% 25%
Higher level Paper 1: Document Based Questions on International Diplomacy 1919-1936 Paper 2: Two Essays from core topics Paper 3: Three Essays from Europe 1870+ Internal Assessment: 2,000 word Historical Investigation
20% 20% 35% 25%
Approximately 75% of students who study IB History at Higher Level go on to University to study History or a similar discipline such as Law, International Relations or Politics. Looking further ahead, because studying history gives us tools for analyzing and explaining problems in the past, it is an essential tool for problem-solving in the present and future. Any career that rewards clear thinking, good writing, articulate speaking, and the ability to ask and answer complicated questions about how the world works will be open to a student of history.
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International Baccalaureate
St. George’s British International School
ART HISTORY (SL)
In Rome we are ideally located for the study of Art History. The course, offers students the opportunity to develop a detailed knowledge and understanding of our cultural heritage and its relationship to other cultures. We focus on two historical periods, chosen from:
Ancient Rome The Renaissance Baroque art 19th and 20th century art.
We will examine art and architecture within its historical context and address such issues as: the development of style, iconography, how art can convey a political or cultural message, techniques and materials used, and relationships between artists and patrons. Lessons are centred on discussion of projected images, and during the course students will be expected to lead discussion on areas that they have researched. First-hand experience of art works is fundamental to the course, and therefore trips are organised to other cities, as well as visits to sites and museums in and around Rome. Students are also encouraged to visit works themselves. Students will read widely around the subject in order to develop informed critical responses. Emphasis is placed on an analytical approach in both written and oral work. It is not necessary for students to have practical artistic skills. Students have the opportunity to research an aspect of Art History of their choice for the Coursework component. This 2000 word cross-cultural investigation is undertaken under the supervision of the teacher. The course is assessed by the Coursework (32%), and the final examination(68%). The examination comprises a picture question paper (20%) and an essay paper (48%).
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International Baccalaureate
St. George’s British International School
GROUP 4 - SCIENCES
We offer courses in Biology, Chemistry and Physics at both Higher and Standard Level. In addition Computer Science and Environmental Systems and Societies are available at Standard Level. Experimental work is fundamental to all the Group 4 subjects, and significant teaching time is devoted to practical work. The nature of the practical work varies from subject to subject but includes a mixture of short and long-term investigations (such as practicals and subject-specific projects). All students will complete an extended investigation to be assessed internally and that will contribute to their final grade. Personal and interpersonal skills also form part of the final assessment via the Group 4 Project. This is an inter-disciplinary project in which students work in small teams on a topic of common interest. Although different subjects within Group 4 place a slightly different emphasis on the skills that are being acquired, success in any Group 4 subject requires the ability to recall, use and apply scientific knowledge and understanding in rigorous way to order to find solutions to a range of different problems.
Biology, Chemistry and Physics share a common assessment structure: Standard level Paper 1 Multiple Choice questions on the core Paper 2 Questions on the core (some choice available) Paper 3 Questions on an option studied Internal Assessment
20% 40% 20% 20%
Higher level Paper 1 Multiple Choice questions on the core Paper 2 Questions on the core (some choice available) Paper 3 Questions on the options studied Internal Assessment
20% 36% 24% 20%
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International Baccalaureate
St. George’s British International School
BIOLOGY (HL OR SL)
The field of Biology is currently going through a rapid transformation with great leaps forward in research and application of these findings particularly in the areas of biotechnology and genetics. The IB Biology course reflects these rapid changes, stimulating and challenging students both academically and where they stand ethically on many of the controversial issues facing todays’ societies. Both Higher and Standard level students study the core topics of cell and molecular biology, physiology, genetics, ecology and biodiversity. There are then several option topics available such as neurobiology and behaviour, biotechnology and bioinformatics. Higher level students then go on to study these subject areas in greater depth together with further topics such as plant biology. Students have the opportunity to carry out investigations which they have designed and to develop their analytical and evaluative skills.
Biology is a popular group 4 option choice for many of our pupils. It provides a thorough grounding for students to go on to study a wide range of courses at university, ranging from medicine and dentistry to forensic science, genetics, biomedical science and environmental management to name but a few.
CHEMISTRY (HL OR SL)
Chemistry is a subject that is interesting, relevant and challenging. It 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. It affects nearly everything in our lives - simply consider some of the optional topics available in the second year of the Chemistry IB syllabus: Materials, Biochemistry, Energy or Medicinal Chemistry. During the first year of study, topics studied include Atomic structure, the Periodicity, Chemical Bonding, Thermochemistry, Chemical Kinetics, and Equilibrium. During the second year, the main focus is on Organic Chemistry and the study of an option as well as work on Acids/Bases, and Redox processes. Page 28
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It is recommended that students who choose to study Chemistry at Higher Level should have a reasonably good grasp of Mathematics in order to cope with the mathematical demands of the course.
At IB level, Chemistry is also an ideal foundation for many careers: medicine, veterinary science, dentistry, pharmacy, chemical engineering, or indeed research or project management. Please note some of the more prestigious universities require Higher Chemistry to study biological courses such as Biomedical Science or Dietetics.
PHYSICS (HL OR SL)
Physics is the most fundamental of the experimental sciences as it seeks to explain the universe itself, from the very smallest particles (quarks - perhaps 10-17 m in size) to the vast distances between galaxies. IB Physics is a very wide-ranging course covering aspects of the subject from highly theoretical areas such as quantum theory to highly practical areas such as structural engineering. The core themes focus on many principles which will be familiar to students from Key Stage 4. However they are studied in more depth and with greater mathematical rigour. Topics range from the concept of energy and the study of kinematics, to the modern theories of relativity and sub-atomic physics. At both Higher and Standard level a special option is chosen from amongst the four topics of Astrophysics, Engineering Physics, Imaging and Relativity. In the written examinations the emphasis is on understanding of Physics principles and their application rather than factual recall. It is recommended that students who choose to study Physics at Higher level also choose to study Mathematics at Standard (not Studies) or at Higher Level in order to support the mathematical demands of the course.
IB Physics is very well-regarded preparation for any university “STEM� course (Science, Technology, Engineering and Mathematics). The IB Physics course is excellent preparation and often required preparation for the plethora of university courses in engineering, whether it be bio-engineering or design engineering, marine or aeronautical, micro-electronic or material engineering. The same is true of university courses in Natural Sciences, straight Physics, Computer Sciences, etc.
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International Baccalaureate
St. George’s British International School
COMPUTER SCIENCE (HL OR SL)
Computer science requires an understanding of the fundamental concepts of computational thinking as well as knowledge of how computers and other digital devices operate. The IB Diploma Programme computer science course has recently been entirely restructured for first exams in 2014, to bring it up-to-date with current developments in computing. It is engaging, accessible, inspiring and rigorous and is underpinned by computational thinking. This course adopts a significantly different approach to many other computer science courses. Computer science is seen as an experimental science so a wide range of practical activities are used to support the theoretical content. Computational thinking
Computational thinking is a problem-solving methodology that is applicable across a range of subject disciplines and underpins this course. Computational thinking involves: • thinking procedurally, • thinking logically
“Computational thinking is the thought processes involved in formulating problems and their solutions so that the solutions are represented in a form that can be effectively carried out by an information-processing agent.”
• thinking ahead • thinking concurrently • thinking abstractly • thinking recursively
These principles will be taught as threads within the other topics throughout the duration of the course. Prior learning
Past experience shows that students will be able to study computer science successfully with no background in, or previous knowledge of, computer science. There is no requirement that students have previously taken the IGCSE in ICT. However, some knowledge of a programming language might be an advantage. Their approach to study, characterized by the specific IB learner profile attributes— inquirers, thinkers and communicators—will be significant here. Subject aims
Students should become aware of how computer scientists work and communicate with each other and with other stakeholders in the successful development and implementation of IT solutions. While the methodology used to solve problems in computer science may take a wide variety of forms, the group 4 computer science course emphasizes the need for both a theoretical and practical approach. Page 30
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On a practical level, the group 4 project (which all science students must undertake) mirrors the work of computer scientists by encouraging collaboration between schools across the regions. Syllabus outline
Syllabus component
Teaching hours
Core topics, which include practical work, are: • Topic 1: System fundamentals (20 hours) • Topic 2: Computer organization (6 hours) • Topic 3: Networks (9 hours) • Topic 4: Computational thinking, problem-solving and programming (45 hours) Options Students study one of the following options: Option A: Databases Option B: Modelling and simulation Option C: Web science Option D: Object-oriented programming (OOP) Internal Assessment (IA) Solution: Practical application of skills through the development of a product and associated documentation Group 4 project Total teaching hours
80
30
30 10 150
Assessment
Paper 1
Paper 2
Internal assessment
Overall
45%
25%
30%
100%
There is a recognised world-wide shortage of computer science graduates. Some recent statistics from the USA show that there will be one million more computing jobs than graduates by the year 2020. And while less than 2.4% of graduates major in Computer Science, they are led to some of the best paid jobs around. But one can major in computer science and do anything: a career in medicine, law, business, politics, any type of science or engineering, and even the arts. See the Computer Science Education Week website for more details: http://csedweek.org/ or http://code.org
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International Baccalaureate
St. George’s British International School
ENVIRONMENTAL SYSTEMS AND SOCIETIES (SL ONLY)
This is a transdisciplinary course covering aspects from group 3 (individuals and societies) and group 4 (the experimental sciences). Students will gain an insight into the relationship between societies and the environment, what impact we have on our environment and how we can live in a more sustainable way. The course combines aspects of Biology and Geography. The syllabus covers a broad range of environmental issues: The Ecosystem - An overview of ecosystems and how we measure and monitor changes within them. Human population - Population growth and how we utilise the planet’s resources such as food, water and energy. Conservation and biodiversity - Why plant and animal species have become extinct. How and why we need to conserve species. Global warming and pollution - A study of a wide range of different types of pollution such as depletion of the ozone layer, the problems of domestic waste disposal and global warming and focusing on how we can lessen their impact on the environment. Environmental values systems - The growth and development of the modern environmental movement. The assessment structure is: Paper 1 Short answer questions on the core Paper 2 Case study and essay questions Internal Assessment – investigations and field work
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30% 50% 20%
International Baccalaureate
St. George’s British International School
GROUP 5 – MATHEMATICS
Three courses in Mathematics are offered at SGBIS at IB level, Mathematics at higher or standard level and Mathematical Studies, which is also a standard level course. As Mathematics is compulsory for the IB diploma, these courses vary greatly in mathematical content thus allowing students to find a course best suited to their mathematical interests and talents.
MATHEMATICS HIGHER
Mathematics Higher is a very challenging course which caters for students with an excellent background in Mathematics (preferably an A* in (I)GCSE and an A in Core 1) who are already competent in a range of analytical and technical skills. The majority of these students will be expecting to study mathematics at university, either as a subject in its own right or within courses such as Physics and/or Engineering. Others may take this subject because they have a strong interest in it and enjoy meeting its challenges. The core topics include Algebra, Trigonometry, Vector Geometry, Statistics, Probability and Calculus. An option allows students to explore one area in more detail. The assessment consists of three written examination papers and an internal assessment component completed during the course, which contributes 20% to the final mark. Although clearly very demanding, the course is likely to be highly rewarding for those students with a special passion for Mathematics.
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International Baccalaureate
St. George’s British International School
MATHEMATICS STANDARD (SL)
Mathematics is the only subject with two possible options at SL. Mathematics Standard is the harder option at SL. It caters for students who expect to go on to study subjects with significant mathematical content, for example, Economics, Computer Science and Chemistry. The topics include Algebra, Trigonometry, Vector Geometry, Statistics, Probability and Calculus. The students will be introduced to important concepts in a comprehensible and coherent way, rather than insisting on mathematical rigour. Knowledge of basic concepts and ability to apply simple techniques correctly are required. The course is a demanding one, as it deals with all the topics, which form the core of Maths Higher, although at a simpler level. It is best suited to students with at least an A at (I)GCSE. The assessment consists of two written examination papers and an internal assessment component completed during the course, which contributes 20% to the final mark.
MATHEMATICAL STUDIES (SL)
Mathematical Studies is the easier option for students wishing to study the subject at SL. However, it is still significantly more demanding than (I)GCSE maths and as such its difficulty should not be underestimated. It caters for students with varied backgrounds and abilities and it is designed to offer a realistic mathematics course for students who are not considering a mathematics related course in higher education. The main topics are Algebra, Financial Mathematics, Functions, Geometry, Trigonometry, Statistics and Basic Calculus. Assessment is by way of two final examination papers (80%) and an internally marked, externally moderated project (20%). Calculators All courses require the use of a graphical calculator throughout the two years and it is essential that all students have their own from the beginning of the course. Our recommended model is the Texas Instruments TI84plus.
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International Baccalaureate
St. George’s British International School
GROUP 6 - ARTS AND ELECTIVES VISUAL ARTS
The International Baccalaureate Visual Arts course at St George’s both requires and enables students to develop advanced practical and critical skills. With such skills they are able to pursue individual projects in a huge range of advanced media and techniques. These typically range from digital video and image manipulation to large-scale paintings in oil on canvas. Y13 Students are able to use a dedicated Sixth Form Studio area in addition to the main teaching studios. They are also able to explore the department’s other facilities, which include ceramic kiln and batik equipment. The Annual Art Expedition is a central feature of the course. In recent years we have visited Barcelona, Madrid, Paris and Florence and Venice. The investigation work produced in the galleries, museums and urban environments of these cities, provides the foundation for much of their subsequent studio work. Previous experience of Art and Design to examination level is highly desirable. A grade B or above at GCSE or equivalent should be seen as the minimum foundation for this highly intensive course. Students without a formal qualification in Art are asked to present a portfolio of recent practical work including a range of observational drawing. Students may choose to study at either Higher or Standard Level. In each case they are assessed on an exhibition of their practical studio work, a comparative study and a ‘process portfolio’. These written and illustrated journals record their guided, personal, practical critical and historical research. To demonstrate a fuller understanding of the work produced each student is given the opportunity to undertake either a recorded interview or an extended written statement. There is no final written or practical final exam. Consequently, the course best suits students who are able to work steadily throughout the course, as everything that they produce contributes to their final grade.
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International Baccalaureate
St. George’s British International School
MUSIC
Music in the IB is examined under three disciplines – Musicology in a Listening Paper and course work, and Composition and Performance both as course work. The Musicology component intends to prepare the student to be able to
Listen analytically to all kinds of music from anywhere in the world
Analyse in depth a major composition through the study of its score
Compare and contrast different genres of music through producing a Media Script or Web media script or website.
Composition work is the product of work done over the total course and is recorded as well as written as a score. Performance is examined as a recorded recital with programme notes, again to be completed at any time during the course. Particularly attractive to pupils already competent in performance is the Standard Level option of Musicology with Performance in which the recital is 50% of the final result. It is possible for students to take this course without any previous formal musical education but they must be prepared to take an intensive theory of music course at the start of the programme.
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International Baccalaureate
St. George’s British International School
THEATRE ARTS
IB Theatre is a challenging academic course studying a myriad of theatre practices across time, and across the world. Students can take this subject without previous study of drama or theatre, although it is advised for candidates to have good research and essay-writing skills to undertake this course. Exploration of theatre is practical aiming to develop research and dramaturgical skills: applied through directing, designing sets and costumes, illuminating texts, as well as performing a range of exciting roles and characters to the highest possible standard. Theatre students enjoy making and performing global theatre while extending their knowledge of theatre. The course aims to appreciate and academically explore theatre in the making, theatre in the world and theatre in performance. One-man shows, Shakespeare, Japanese Puppetry, Opera, Greek theatre, contemporary Western and Eastern theatre are all explored, as well as student-motivated areas of independent studies such as musical theatre, surrealist theatre and other related interests. IB Theatre is assessed in four sections equally: Research Investigation – this area of independent study embraces a student-lead investigation into a unique chosen area of theatre. Practical Performance Proposal – from a chosen stimulus provided by the board, students holistically design a theatre performance from the point of view of a director; utilising their creative and vision for a production process. Independent Project Portfolio – students lead a creative process of their choice from start to finish and evaluate in written coursework the effectiveness of this process. Theatre Performance and Production Presentation – a final reflection on the course in its entirety, critically comparing different theatre traditions and experiences through a 20 minute presentation.
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IB Theatre Studies students are well prepared for further studies and careers in a wide range of areas including Broadcast Journalism, Theatre and Performance Arts, Events Management and leadership roles in a variety of contexts.
International Baccalaureate
St. George’s British International School
ADDITIONAL REQUIREMENTS THEORY OF KNOWLEDGE
Theory of Knowledge (TOK) is required of all Diploma candidates. The course is an attempt to examine critically the types, nature and limitations of different ways of knowing. By considering the roles of language, emotion, sense perception and reason in the process of knowing, various systems of knowledge and value judgements in relation to knowledge, students confront fundamental questions such as “What do we know?” and “How do we know what we know?”. While philosophical in flavour and rigour, TOK is not a course in the history of philosophy. It develops critical thinking skills central to life within and beyond the curriculum. In both years of the programme students must produce formal journal entries in a ToK journal where they reflect on what they are learning and the implications of “thinking about thinking”. The final assessment consists of an internally marked presentation on a subject of their choice as well as an IB moderated Essay on a topic chosen from a selection of six titles published by the IBO in September. Thus, while there is no final exam, successful completion of TOK is required for the Diploma. Core points, which go towards the final Diploma score, are available for good work in the subject. CREATIVITY, ACTION AND SERVICE
CAS is an integral part of the IB programme. The IBO views it as an acknowledgement that important educational experiences also take place outside the classroom. The will to act in the service of the community is seen as an important complement to the intellectual and moral development of the student. The CAS programme at St George’s continues throughout both years of the Diploma. An element of all three components is required each year. Each student develops a programme in consultation with the CAS Supervisor. Students usually fulfil the requirements of the programme by combining participation in extra-curricular activities offered at the school with service to the school or larger community. Students need also to be involved in a long term project, combining two of the three elements. Suitable activities engaged in privately outside the school can also be part of the CAS
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programme, if they are undertaken regularly and can be evaluated by a teacher or other responsible adult. The guideline for the minimum amount of CAS activity is approximately the equivalent of half a day per school week (three to four hours per week), or approximately 150 hours in total, with a reasonable balance between creativity, action and service. EXTENDED ESSAY
The Extended Essay is defined by the IBO as “an in-depth study of a limited topic within a subject” (IB subject guide). This 4000-word essay is meant to provide students with the opportunity to conduct independent research at an introductory level. In general, the skills required to produce a successful essay in any given subject are those the student has been using in the relevant course. It also affords the opportunity to investigate subjects not studied in school and develop research and presentation skills. At St George’s, the Extended Essay is completed during years 12 and 13 and is developed via a series of set stages. Students choose or are allocated an Extended Essay Supervisor from staff qualified in the chosen area to guide and assist in the completion of the essay. The completed essay is externally marked; core points are available for good work done in this area. CONDITIONS FOR THE AWARD OF THE DIPLOMA
The diploma will be awarded to candidates whose total score, including core points, reach 24 points and does not contain any of a number of the failing 20 conditions. A list of these conditions is on the INTRANET:http://intranet.sgbis.it/pupils/keystages/SixthForm/1111%2020%20Ways%20to%20Fail%20the%20IB%20Diploma.pdf
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International Baccalaureate
St. George’s British International School
REQUIREMENTS FOR ENTRY ONTO THE SGBIS IB DIPLOMA PROGRAMME
The table that follows is an indication of the entry requirements per subject and level. It is intended as a guideline to selecting an appropriate programme bearing in mind students’ strengths and backgrounds. It is, however, only an indication and the school will always discuss individual needs with students taking into consideration our international situation and the varied educational experiences of our students. We try to be flexible yet fair in an attempt to find the right combination of subjects that will give our students the best possible opportunities for the future. As a guide we would expect students to be scoring a minimum of 12 (I)GCSE ‘entry points’ to be considered a diploma student. In the eventuality that a student does not score this amount, either from school report grade equivalents (in the case that the student has not completed the British programme) or from IGCSE exams it may be more appropriate for a student to follow an IB certificate course.
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International Baccalaureate
St. George’s British International School
Recommended school report grade
Subject Group 1
B+ or 5+ in both Lang and Lit
HL A+ Lit SL B+ Lit HL A+ Lang and Lit SL B+ Lang and Lit
B+ C+
A/B B+
Literature B+ or 5+ in Lit Language and Literature Group 2 Foreign language HL Foreign language SL Group 3 Art History English Business and Management English Maths Economics English Maths Geography History Environmental Systems Biology and/or Geography Group 4 Chemistry Physics Biology Computer Science Maths Environmental Systems -as above Group 5 Maths HL Maths SL Maths Studies Group 6 Visual Art
Recommended (I)GCSE grade
or 6+ or 5+
entry point
3 2/3 3 2
C+ or 5+
n/a
C+ or 5+ C+ or 5+
n/a n/a
1 1
C+ A C+ C+
n/a n/a HL B+ SL C+ HL A SL B+
1 3 2 2
or 5+ or 6+ or 5+ or 5+
C+ or 5+
n/a
B+ or 5+ B+ or 5+ C+ or 5+
HL A SL B+ HL A SL B+
2 2 2
A* and Core 1 B+ C+
3 2 1
HL A SL B+
2
n/a
2
B+
or 5+
A+ or 6+ B+ or 6+ C+ or 4+
B+ or 5+ or portfolio ABRSM or equivalent grade Music 5 Theatre Arts English Lang and/or Lit B+ or 5+
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International Baccalaureate
St. George’s British International School
I.B. LEARNER PROFILE
The aim of all IB programmes 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. 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. Knowledgeable They explore concepts, 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. Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators They understand and 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. Principled They act with integrity and 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. Open-minded They understand and 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. Caring 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. Risk-takers They approach unfamiliar 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. Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective They give thoughtful consideration 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.
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International Baccalaureate
St. George’s British International School
RECOGNITION OF IB DIPLOMA FOR ADMISSION TO UNIVERSITIES AND COLLEGES – ITALY
Ministero dell’istruzione, dell’università e della ricerca Dipartimento per la Programmazione e la gestione delle risorse umane, finanziarie e strumentali
Direzione Generale per gli Affari Internazionali – Uff. I -
D.M. applicativo del D.P.R. 2 agosto 2010, n. 164
VISTO il D.P.R. 2 agosto 2010, n. 164, recante semplificazione dei procedimenti di iscrizione nell’elenco, di cui all’art. 2 della legge 30 ottobre 1986, n. 738, di istituzioni scolastiche associate al sistema International Baccalaureate Organization I.B.O. TENUTO CONTO del parere del Consiglio Nazionale della Pubblica Istruzione espresso nell’adunanza del 13 luglio 2010, prot. n. 5276, riguardo ai piani di studio a cui gli studenti, in coerenza con il riordino della scuola secondaria di secondo grado italiana, debbono uniformare il loro corso di studio di Baccellierato Internazionale; VISTI Gli Allegati A e B, che costituiscono parte integrante del presente decreto riguardanti rispettivamente l’elenco dei programmi, con le relative materie suddivise per tipologia di corsi di studio e la Tabella con il punteggio complessivo, convertito in centesimi, dei diplomi di baccelllierato internazionale; VISTO Il D.D.G. del 10 marzo 1999, concernente Il punteggio complessivo del diploma di Baccellierato internazionale, rilasciato dalla scuole di Baccellierato Internazionale e dai Collegi del Mondo Unito, riconosciute dall’Ufficio di Baccellierato Internazionale di Ginevra ed iscritte nell’elenco, previsto dal D.P.R. 18 aprile 1994, n. 777; CONSIDERATO che è necessario dettare istruzioni per l’applicazione del citato D.P.R. DECRETA ART. 1 Domanda di iscrizione nell’elenco e relativa documentazione
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International Baccalaureate
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1. La domanda di iscrizione nell’elenco, di cui all’articolo 2 della legge 30 ottobre 1986, n. 738, deve essere presentata al Ministero dell’Istruzione, dell’Università e della rcerca - Dipartimento per la Programmazione e la Gestione delle Risorse Umane, Finanziarie e Strumentali - Direzione Generale per gli Affari Internazionali, da parte dei collegi del Mondo Unito e delle istituzioni scolastiche straniere, operanti in Italia e all’estero, che abbiano ottenuto, da parte dell’Ufficio del Baccellierato Internazionale di Ginevra, l’autorizzazione all’effettuazione del programma di Baccellierato Internazionale.
2. La domanda sottoscritta dal gestore o legale rappresentante della scuola straniera, redatta in carta legale, se presentata da scuola operante in Italia deve indicare, oltre alla propria sede e denominazione ufficiale, anche la denominazione e la sede del collegio o dell’istituzione scolastica straniera, deve altresì precisare se tra le prove finali preordinate al rilascio del diploma di Baccellierato è prevista una prova scritta e orale di lingua italiana e se il punteggio attribuito a tale prova concorra alla determinazione del punteggio di detto diploma.
3. La firma del gestore o legale rappresentante, ai sensi della legge 4 gennaio 1968 n. 15 e del D.P.R. n. 445/2000, deve essere legalizzata dalle rappresentanze diplomatiche o consolari italiane all’estero o da pubblico ufficiale, fatte salve le esenzioni dall’obbligo della legalizzazione, stabilite da leggi o da accordi internazionali.
4.
Alla domanda deve essere allegata la seguente documentazione:
Attestazione dell’autorizzazione - rilasciata all’Istituzione Scolastica dall’Ufficio del baccellierato internazionale di Ginevra – all’effettuazione del programma di Baccellierato Internazionale.
Elenco dei programmi e delle discipline effettivamente attivati dalla scuola con l’indicazione del livelli d’insegnamento, nel rispetto delle sei materie di studio, di cui almeno 3 livello medio e 3 a livello avanzato, previste, per ciascun indirizzo di studi, dall’Allegato A, citato in premessa, unito al presente provvedimento.
L’autorizzazione o la denuncia d’inizio dell’attività ai sensi dell’art. 1 - 1° e 2° co. - D.P.R. 389/94 “Regolamento recante semplificazione dei procedimenti di autorizzazione al funzionamento di scuole e di istituzioni culturali straniere in Italia”.
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International Baccalaureate
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La documentazione in lingua straniera deve essere accompagnata dalla traduzione in italiano, certificata conforme al testo straniero dalla competente rappresentanza diplomatica o consolare, ovvero da un traduttore ufficiale, ai sensi dell’art. 17, commi secondo e terzo della legge 4 gennaio 1968, n. 15 e del D.P.R. n. 445/2000, fatte salve le esenzioni dall’obbligo della traduzione, stabilite da leggi o da accordi internazionali.
ART. 2 Iscrizione nell’elenco
L’iscrizione nell’elenco è disposta con provvedimento del Ministero dell’Istruzione dell’Università e della Ricerca.
ART. 3 Visite ispettive Il Ministero dell’Istruzione, dell’Università e della Ricerca può disporre accertamenti tecnico-ispettivi, presso le sedi dei Collegi del Mondo Unito e delle Istituzioni Scolastiche straniere, operanti in Italia e all’estero, di cui al presente decreto, intesi a verificare la sussistenza dei requisiti per la permanenza nell’elenco.
Roma, lì 18.10.2010 IL MINISTRO F.to Gelmini
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International Baccalaureate
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ALLEGATO “A” All subjects can be at either HL or SL unless specified below
LICEO
LICEO
LICEO
LICEO
LINGUISTICO
SCIENTIFICO
CLASSICO
SCIENZE UMANE
Prima lingua HL
Prima lingua
Prima Lingua
Prima lingua
Seconda lingua
Seconda lingua
Latino
Seconda lingua
Storia o
Storia o
Storia o
Storia HL o
Economia o
Economia o
Geografia o
Geografia o
Economia o Geografia o
Filosofia o
Filosofia o
Psicologia o Antropologia .
Psicologia o Antropologia
Psicologia o Antropologia
Economia o Geografia o Psicologia o Antropologia o Sociologia o Pedagogia
Chimica o
Fisica o
Chimica o
Chimica o
Fisica o
Chimica o
Fisica o
Fisica o
Biologia o
Biologia
Biologia o
Biologia o Informatica o Scienze Ambientali
Filosofia o
Informatica o
Informatica o
Scienze Ambientali
Scienze Ambientali
Matematica o
Matematica HL
Studi Matematici Terza Lingua
Chimica o
Matematica o
Matematica o
Studi Matematici
Studi Matematici
Greco
Filosofia o
Biologia o
Storia o
Scienze Ambientali Informatica o
Economia o Geografia o
Latino o
Arte
Arte
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International Baccalaureate
St. George’s British International School
ALLEGATO “B”
Tabella di conversione in centesimi
Il punteggio complessivo del diploma di baccellierato internazionale rilasciato dalla scuole di Baccellierato Internazionale e dai Collegi del Mondo Unito, riconosciute dall’Ufficio di Baccellierato Internazionale di Ginevra ed iscritte nell’elenco, previsto dal D.P.R. 2 agosto 2010, n. 164 - dovrà essere convertito in centesimi secondo la seguente tabella: 24 = 60/100
34 = 82/100
25 = 62/100
35 = 84/100
26 = 64/100
36 = 87/100
27 = 67/100
37 = 89/100
28 = 69/100
38 = 91/100
29 = 71/100
39 = 93/100
30 = 73/100
40 = 96/100
31 = 76/100
41 = 98/100
32 = 78/100
42 = 100/100
33 = 80/100
Translation of above.
http://www.ibo.org/country/universities_rec.cfm?country_code=Italy&current_country=IT
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International Baccalaureate
St. George’s British International School
The IB Diploma is recognized for the purposes of Italian state universities in Italy according to Decreto del Presidente della Repubblica 30 ottobre 1986, n. 738. This recognition has been further updated with art. 2 legge n.738/86 D.M. 18 ottobre 2010 applicativo del D.P.R. 2 agosto 2010 n.164 requiring students to choose one of the following options with IB Diploma subjects at either HL or SL unless highlighted below as indicated by the Italian Ministry of
OPTION:
OPTION:
OPTION:
SCIENCES
CLASSICS
HUMAN SCIENCES
OPTION: LANGUAGES First Language HL
First Language
First Language
First Language
Second Language
Second Language
Latin
Second Language
History or Economics or Geography or Philosophy or Psychology or Anthropology
History or Economics or Geography or Philosophy or Psychology or Anthropology
History or Economics or Geography or Philosophy or Psychology or Anthropology
History HL or Economics or Geography or Psychology or Anthropology or Sociology or Pedagogy
Chemistry or Physics or Chemistry or Biology or Physics or Computer Science or Biology Environmental Science
Chemistry or Physics or Biology or Computer Science or Environmental Science
Chemistry or Physics or Biology or Computer Science or Environmental Science
Mathematics or Mathematical Studies
Mathematics HL
Mathematics or Mathematical Studies
Mathematics or Mathematical Studies
Third Language
Chemistry or Biology or Environmental Science or Computer Science or Latin or Arts
Greek
Philosophy or History or Economics or Geography or Arts
Education:
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International Baccalaureate
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In the context of the 4 options of study, the studied branches listed above should include 3 subjects at higher level and 3 subjects at standard level. One obligatory subject characteristic for the option should be studied at higher level as listed below:
Option classics: Latin or Greek; Option languages: first language; Option sciences: Mathematics; Option social studies: Anthropology or Psychology or Sociology or History or Philosophy.
Furthermore IB Diplomas must be legalised at the Italian Consulate in Geneva, after which students can register directly at the university. Please contact the IB Legalization Service at legalization@ibo.org for more detailed information. Students taking the IB Diploma at schools recognized by the Italian Ministry of Education enjoy the same rights granted to holders of the Italian Maturità, e.g. university recognition, the right to postpone military service or apply for appointment to the Italian civil service. For inclusion on the list, schools must apply on an individual basis to the Ministry of Education, providing documents which prove their competence to award the IB Diploma. The IB regional office for Africa, Europe, Middle East will provide support and supply necessary documentation to schools wishing to be included on this list. For further details, please contact ibaem.development@ibo.org Please consult the Italian Ministry of Education website to see the original text in Italian.
Ministero dell'istruzione, dell'università e della ricerca (MIUR) Direzione Generale per gli Affari Internazionali Ufficio I Viale Trastevere, 76/a 00153 ROMA Italia http://www.istruzione.it February 2011
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