IB DIPLOMA PROGRAMME (DP) CURRICULUM GUIDE ENTRY 2013
2
THE DIPLOMA PROGRAMME (DP) This handbook provides an introduction to the curriculum for 16 - 19 old students, entering Grade 11 at International School Winterthur
The Information in this handbook is given in good faith as a description of the Diploma Programme at ISW. However, IB regulations and school circumstances may change. Members of the school community will be notified. Any concerns or questions about the contents of this handbook should be directed to the DP Coordinator.
Contact Information IB DP Coordinator - Rachel Simpkin Email: r.simpkin@iswinterthur.ch Extended Essay Coordinator - Beth Esposito Email: b.esposito@iswinterthur.ch CAS Coordinator - Alysha Kothlow Email: a.kothlow@iswinterthur.ch Careers and University Coordinator - Joanna Brittain Email: j.brittain@iswinterthur.ch
Website: www.iswinterthur.ch
3
MISSION AND PHILOSOPHY The International School Winterthur aims to nurture and develop the uniqueness of its students by providing quality international education so that they become self -motivated, confident, life-long learners, who recognize their own individual abilities, potential and interests, as well as understand and respect the cultural diversity within the international community.
The ISW IB Diploma Programme aims to develop inquiring, knowledgeable, compassionate and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. By offering the Diploma Programme at ISW, we ensure that our students develop the intellectual, personal, emotional and social skills to live, learn and work in a rapidly globalizing world. All students embarking on this two -year international pre-university course gain the pertinent knowledge, skills and attributes needed to be successful in post secondary institutions around the world.
4
TABLE OF CONTENT 5
Table of Content
6
What is the International Baccalaureate?
7
Who can do the International Baccalaureate Diploma Programme?
8
What makes the Diploma Programme special?
9
What is an IB Learner Profile?
10
Requirements for the Diploma Programme
11
IB Diploma Programme Curriculum
12
Diploma Subjects Offerings 2013/14
13
Language A Literature Course Outline — English , German
14
Language B Course Outline — English, German, French, Mandarin
15
Business and Management (HL/SL) Course Outline
16
Geography HL/SL Course Outline
17
History Course Outline
18
Biology, Chemistry Course Outline
19
Chemistry and Physics Course Outline
20
Assessment for Biology, Chemistry and Physics
21
Mathematics HL Course Outline
22
Mathematics SL Course Outline
23
Mathematical Studies (SL) Course Outline
24
Music Course Outline
25
Theater Course Outline
26
Visual Arts Course Outline
27
Course Selection
28
University Recognition of the IB DP Programme
5
What is the International Baccalaureate? “The International Baccalaureate (IB) offers high quality programmes of international education to a worldwide community of schools. The Diploma Programme is a rigorous pre-university course of study designed for students in the 16-19 age range. It is a broad-based two-year course that aims to encourage students to be knowledgeable and inquiring, but also caring and compassionate. There is a strong emphasis on encouraging students to develop intercultural understanding, open-mindedness, and the attitudes necessary for them to respect and evaluate a range of points of view.” One of the programmes offered by IB is the DIPLOMA PROGRAMME which develops the intellectual, personal, emotional and social skills to live, learn and work in a rapidly globalizing world. “The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.” Through the IB programmes, students across the world are becoming active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
6
Who can do the International Baccalaureate Diploma Programme? The IB DP is a demanding course of study designed to prepare students effectively for university entrance. Therefore, post - 16 students who have completed the Middle Years Programme (MYP) or the International General Certificate of Secondary Education (IGCSE) or an equivalent qualification may apply to enter the IB DP at ISW. Certain other entry requirements will be discussed with the applicant.
An IB student is
constantly motivated to learn and is ready for new experiences
organized and hardworking to fulfil the programme’s high demands
one who wants to constantly challenge himself/herself
one who strives to become a lifelong learner and to achieve success
7
What makes the Diploma Programme special? The IB DP is a:
World-Recognized Qualification.
Comprehensive and Balanced Curricula with Rigorous Assessments.
Symbol of Academic Excellence.
Worldwide Education for Life.
This is closely linked to our mission statement: The school recognizes student diversity, individual talents and interests of the students and seeks to encourage students to become life-long learners, aware of both processes and application of learning. It encourages them to become confident, critical, compassionate thinkers with a strong sense of self-worth whilst developing a respect for other cultures, individual differences, and a responsibility to contribute to the wider community.
8
What is the IB Learner Profile? It is the IBO‘s mission statement translated into a set of learning outcomes for the 21st century.
IB learners strive to be: Inquirers: Students develop their natural curiosity by acquiring skills necessary to conduct inquiry and research and show independence in learning.
Open-minded: Students are open to the perspectives, values and traditions of other individuals and communities. They seek a range of points of view and are willing to learn from experience.
Knowledgeable: Students explore concepts, ideas and issues by acquiring in-depth knowledge and understanding across a broad and balanced range of disciplines.
Caring: Students show empathy, compassion and respect towards others. They act to make a positive difference to the lives of others and to the environment.
Thinkers: Students exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
Risk-takers: Students approach unfamiliar situations and uncertainty with courage and forethought. They are brave and articulate in defending their beliefs.
Communicators: Students understand and express ideas/information in more than one language and also work effectively and willingly in collaboration with others.
Balanced: Students understand the importance of intellectual, physical and emotional balance to achieve well-being for themselves and others.
Principled: Students act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities.
Reflective: Students are able to assess and understand their strengths and limitations in order to support their learning and personal development.
9
IB DIPLOMA PROGRAMME CURRICULUM The curriculum contains six subject groups with a core made up of three separate parts.
The Hexagon Model
Students choose a total of six subjects: one from each of the first 5 groups plus one more from any group 1 - 6.
Three subjects are studied at higher level and three subjects are studied at standard level
Recommended teaching hours over two years is 240 hours for each higher level subject and 150 hours for each standard level subject
All three parts of the coredion extended essay, theory of knowledge and creativity, action, service, are compulsory and are central to the philosophy of the Diploma Programme.
10
REQUIREMENTS FOR THE DIPLOMA PROGRAMME
All IB Diploma students have to complete the core course requirements, which are part of the curriculum model.
The Extended Essay (EE) is a substantial piece of writing of up to 4000 words, which enables students to choose and investigate a topic of special interest and encourages them to develop the skills of independent research that will be expected at university.
Creativity, Action, Service (CAS) involves students in experiential learning through a range of artistic, sporting, physical and service activities amounting a minimum of 150 hours. This aspect not only helps the development of self-confidence, empathy and willingness to help others, but also fosters students’ awareness and appreciation of life outside the academic arena. Students are asked to reflect on their actions within the programme. The CAS Coordinator offers guidance and support, ensuring that all students understand that it is an essential requirment to obtain the IB Diploma.
Theory of Knowledge (TOK) is a critical reflection of ways of knowing and areas of knowledge across disciplines. The course encourages an appreciation of other cultural perspectives. Students are required to deliver a 10 minute presentation (internally assessed) and write an 1200 - 1600 words essay (externally assessed) on a prescribed title.
11
DIPLOMA SUBJECTS OFFERINGS AT ISW Group 1: Studies in Language and Literature
Group 4: Experimental Sciences
First language courses include the study of selections of world literature.
Biology (HL/SL)
Chemistry (HL/SL)
English A Literature (HL/SL),
Physics (HL/SL)
German A Literature (HL/SL)
School Supported Self-Taught Language (SSST) (SL only)
Group 5: Mathematics
Mathematics HL (Online course for entry 2013 with Pamoja Education)
Group 2: Language Acquisition
Mathematics SL
Second modern language courses are for various levels of proficiency.
Mathematical Studies SL
English B (HL/SL)
Group 6: The Arts
French B (HL/SL)
Music (HL/SL)
German B (HL/SL),
Visual Arts (HL/SL)
Mandarin B (HL/SL)
Theater (HL/SL)
Spanish B (HL/SL) Further courses are available online with Pamoja Education (see www.pamojaeducation.com). Please note that these are separate from school fees.
Group 3: Individuals and Societies
History (HL/SL)
Business and Management (HL/SL)
Geography (HL/SL)
12
STUDIES IN LANGUAGE AND LITERATURE
GROUP 1 LANGUAGE A LITERATURE – ENGLISH (HL/SL), GERMAN (HL/SL) Description
Assessment
The aim of the course is to develop students’ understanding of literature, its genres and the techniques, devices and elements which writers use to create meaning in their work. Through extensive contact with English-language or with German-language and world literature, students will come to better appreciate the nature of language and literature as a universal instrument for describing the human experience.
The IB Organization requires two forms of assessment: Language A: Literature Internal Assessment: 30% of final grade/assessment
Oral Component (30%): -Individual Oral Commentary (and discussion (HL)) (15%)
-Individual Oral Presentation (15%) While the primary focus of the course will be literature from the Anglo-American or German canon, the world literature texts examined will External Assessment: 70% of final grade/assessment serve to reveal similarities in theme and style Written Paper Component (45%): worldwide. Students will examine literary criticism of works read in the course and will have ample -Paper 1 Guided Literary Analysis, 1.5 hours opportunity to apply appropriate techniques of (SL), 2 hours (HL) (20%) responding to literature orally, creatively, and in -Paper 2 Essay, 1.5 hours, 2 hours (HL) (25%) written form. Class assignments will require students Written Assignment (25%) to further cultivate their critical and analytical skills. Topics Language A: Literature is a flexible course that allows teachers to choose works from prescribed lists of authors and to construct a course that suits the particular needs and interests of their students. It is divided into four parts, each with a particular focus. • Part 1: Works in translation • Part 2: Detailed study • Part 3: Literary genres • Part 4: Options (in which works are freely chosen)
13
LANGUAGE ACQUISITION
GROUP 2 LANGUAGE B – ENGLISH (HL/SL), FRENCH (HL/SL) GERMAN (HL/SL), MANDARIN (HL/SL), SPANISH (HL/SL) Description
Assessment
These foreign language courses are centred on promoting linguistic development and cultural awareness. The key skills developed during the courses cover text-handling, written production, speaking and listening. The issues discussed during the courses include social groupings, politics, philosophy and international issues.
The IB Organization requires two forms of assessment: Internal Assessment: 30% of final grade/assessment
Oral Component (30%): -Individual Oral (20%) -Interactive Oral Activity (10%)
At the end of the higher level/standard level course, External Assessment: 70% of final grade/assessment candidates are expected to be able to: communicate Written Paper Component (50%): clearly and effectively in a wide range of situations, understand and use a wide range of vocabulary in -Paper 1 (25%) – Receptive Skills, 1.5 hours common usage, express ideas with general clarity -Paper 2 (25%) – Written Productive Skills, 1.5 and some fluency, structure arguments in a hours generally clear, coherent and convincing way, understand and analyse moderately complex Written Assignment (20%): Receptive and written/respond to appropriately to written and Written Productive Skills spoken material of average difficulty, and finally, show an awareness of, and sensitivity to the cultures related to the German or English language. Topics Both HL and SL courses study the following core topics: • Communication and media • Global issues • Social relationships In addition, at both SL and HL, two options from the following five are chosen. • Cultural diversity • Customs and traditions • Health • Leisure • Science and technology Also, at HL, students read two works of literature. 14
INDIVIDUALS AND SOCIETIES
GROUP 3 BUSINESS AND MANAGEMENT (HL/SL)
Description
Topics
Business and management is the rigorous and critical study of the ways in which individuals and groups interact in a dynamic business environment. It is an academic discipline that examines how business decisions are made and how these decisions make an impact on internal and external environments. The ideals of international cooperation and responsible citizenship are at the heart of business and management.
Business organization and environment
Human resources
Accounts and finance
Marketing
Operations Management
Strategic Management (HL only)
The course is designed to give the student an understanding of business principles, practices, and skills. Emphasis is also placed on understanding technical innovation and day-to-day business functions of operations management, marketing, human re-source management, and finance. However, a fundamental feature of this course is the concept of synergy. In its technical sense, it is a concept that means an organization should seek an over-all return greater than the sum of its parts. The student should also appreciate the ethical concerns and issues of social responsibility in the business environment. Finally, he or she will be encouraged to make sense of the forces and circumstances that drive change in an interdependent and multicultural world. This should enable the student to assimilate the principles of business and management, and to become critical and effective participants in local and world affairs.
Assessment
15
The IB Organization requires two forms of assessment: Standart Level Internal Assessment: Written Commentary (1500 words) External Assessment Paper 1 (1 hour 15 mins) & Paper 2 (1 hour 45 mins) Higher Level Internal Assessment: Research Project (2000 words) External Assessment: Paper 1 (2 hour 15 mins) & Paper 2 (2 hour 15 mins)
INDIVIDUALS AND SOCIETIES
GROUP 3 GEOGRAPHY (HL/SL)
Description Geography is a dynamic subject that is firmly grounded in the real world and focuses on the interactions between individuals, societies and the physical environment in both time and space. It seeks to identify trends and patterns in these interactions and examines the processes behind them. It also investigates the way that people adapt and respond to change and evaluates management strategies associated with such change. Geography describes and helps to explain the similarities and differences between spaces and places. These may be defined on a variety of scales and from a range of perspectives. Within group 3 subjects, geography is distinctive in that it occupies the middle ground between social sciences and natural sciences. The Diploma Programme geography course integrates both physical and human geography, and ensures that students acquire elements of both scientific and socio‑economic methodologies. Geography takes advantage of its position between both these groups of subjects to examine relevant concepts and ideas from a wide variety of disciplines. This helps students develop an appreciation of, and a respect for, alternative approaches, viewpoints and ideas.
Oceans and their coastal margins Extreme environments
Hazards and disasters—risk assessment and response Leisure, sport and tourism
The geography of food and health
Urban environments
Part 3: HL Extension—global interactions (HL only) There are seven compulsory topics in the HL extension.
Measuring global interactions Changing space—the shrinking world Economic interactions and flows Environmental change Sociocultural exchanges Political outcomes Global interactions at the local level
Fieldwork (SL/HL) Fieldwork, leading to one written report based on a fieldwork question, information collection and analysis with evaluation.
Assessment The IB Organization requires two forms of assessment: Internal Assessment: 25% of final grade/assessment Fieldwork: Written report based on fieldwork. Maximum 2,500 words
Geographic skills—integrated throughout the course
External Assessment: 75% of final grade/assessment
Part 1: Core theme—patterns and change (SL/HL)
2 papers for a total of 2 hours 50 mins There are four compulsory topics in this core theme: Higher Level Populations in transition Disparities in wealth and development Internal Assessment: 20% of final grade/assessment Patterns in environmental quality and sustainability Fieldwork: Written report based on fieldwork. Maximum Patterns in resource consumption 2,500 words
Part 2: Optional themes (SL/HL)
There are seven optional themes: Two are required at SL; Three are required at HL. Freshwater—issues and conflicts 16
External Assessment: 80% of final grade/assessment 3 papers for a total of 4 hours 30 mins
INDIVIDUALS AND SOCIETIES
GROUP 3 HISTORY
Description
Topics
IB History encourages the systematic and critical study of human experience and behavior. Students will learn to analyze and evaluate the arguments that lay behind the actions of different societies and cultures.
Course content will be created from the following topic options:
Students will learn new skills of historical hypothesis and improve on those they already have such as investigation, description and interpretation to fully comprehend some of the arguments and ideas of historical enquiry. Students will be asked to consider a more global and cross cultural approach to the study of history in order to understand historical and cultural diversity. History will allow the students to understand where they come from, their place in the world and why their culture and history is different from that of others. History will become a stepping stone to a greater interest in current affairs and an understanding of the historical causes of today’s cultural and physical conflicts. At the end of the course, students will be able to communicate debate and analyze their own ideas in light of an understanding of other cultures and histories. Students will cover a number of historical periods and different historical skills through a series of modules of study covering the IB course content.
Higher Level: Prescribed: Peacemaking, peacekeeping international relations 1918–36 20th Century Topic 1: Origins and development of authoritarian and single-party states 20th Century Topic 2: The causes, practices and effects of wars HL Option: Aspects of the history of Asia and Oceania Standard Level Prescribed: Peacemaking, peacekeeping - international relations 1918–36 20th Century Topic 1: Origins and development of authoritarian and single-party states 20th Century Topic 2: The causes, practices and effects of wars Assessment Internal Assessment: HL 20% / SL 25% of final grade/assessment
1500–2000 words essay comprising of an outline plan of the historical investigation, a summary of evidence, an evaluation of sources, an analysis and a conclusion.
External Assessment: HL 80% / 75%of final grade/assessment
17
HL - three papers weighted at 20%, 25%, 35% and SL - two papers weighted at 30%, 45%
EXPERIMENTAL SCIENCES
GROUP 4 BIOLOGY, CHEMISTRY, PHYSICS
Description
BIOLOGY (HL/SL)
In all experimental sciences, students will have the opportunity to develop their understanding of the natural world through theory and experimentation. They will appreciate the role of scientific enquiry in creating the modern world and the international nature of scientific investigation.
Topics The SL and HL students study a common Core of material in which the following topics are covered:
Statistical Analysis
Cells
Students will learn to work and communicate as scientists; to form, test and modify hypotheses through observation and measurement under the controlled conditions of experiment; to understand and use scientific terminology, facts and concepts; to manipulate and present data in a scientific manner. They will develop their abilities to collaborate with other students, to persevere through experimentation, and to be systematic and safe when carrying out experiments.
The Chemistry of Life
Genetics
Ecology and Evolution
Human Health and Physiology
Nucleic Acids and Proteins
Students will learn to use information and communication technology to collect, analyse and present experimental results. They will have the opportunity to communicate and co-operate, through ICT, with other students and the scientific community at large.
Cells Respiration and Photosynthesis
Plant Science
Genetics
Human Health and Physiology
The HL students will study these Additional Higher Level (AHL) topics:
The aims of the courses are to provide students with Both SL and HL students will study two option the knowledge and skills necessary to understand topics, which will be determined during the course. real-life situations, to prepare them for the IB examinations and further study of pure or applied sciences in higher education.
18
EXPERIMENTAL SCIENCES
CHEMISTRY (HL/SL)
PHYSICS (HL/SL)
Topics
Topics
The SL and HL students study a common core of material in which the following topics are covered:
The SL and HL students study a common core of material in which the following topics are covered
Measurements and Data Processing
Physics and Physical Measurement
Quantitative Chemistry
Mechanics
Atomic Theory
Thermal Physics
Periodicity
Oscillations and Waves
Bonding
Electric Currents
Energetics
Fields and Forces
Kinetics
Atomic and Nuclear Physics
Equilibrium
Energy, Power and Climate Change
Acids and Bases
Oxidation and Reduction
Organic Chemistry
The HL students will study some of the above in more depth. Both SL and HL students will study two Option topics which will be determined during the course.
The HL students will study these Additional Higher Level (AHL) topics:
Motion in Fields
Thermal Physics
Wave Phenomena
Electromagnetic Induction
Quantum Physics and Nuclear Physics
Digital Technology
Both SL and HL students will study two option topics which will be determined during the course.
19
EXPERIMENTAL SCIENCES
Assessment for Biology (HL/SL), Chemistry (HL/SL) and Physics (HL/SL) The IB Organization requires two forms of assessment: Internal Assessment: 24% of final grade/assessment

assessment based on investigations (including the Group 4 Project)
- The practical work will cover the same skills for both SL and HL students. Students are evaluated on their ability to design experiments; collect, process and present data; make conclusions and evaluate data. Manipulative and personal skills will also be graded. -HL undertake 60 hours of practical work, SL undertake 40 hours. External Assessment: 76% of final grade/assessment

3 written examination papers for a total of 3 hours at SL and 4.5 hours at HL *Answer/structured questions, extended response questions.
20
MATHEMATICS
GROUP 5 MATHEMATICS (HL)
Description
Topics
In general, IB Mathematics helps the students to develop a variety of skills which include understanding, using and interpreting mathematical terminology and notation, solving various mathematical problems using appropriate strategies and methods, to present data in many forms and finally, to demonstrate understanding and use of mathematical practical applications and modelling.
Core topics (all are compulsory)
Algebra
Functions and Equations
Circular Functions and Trigonometry
Vectors
Statistics & Probability
This is an extremely demanding course requiring students to study a broad range of mathematical topics through a number of different approaches and to a significant depth. The course caters for students with an outstanding background in Mathematics who possess strong 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 which may specifically require Mathematics (HL). Others may take this subject because they have a strong interest and ability in mathematics and enjoy meeting its challenges and engaging with its problems.
Calculus
Future career possibilities include fields such as Scientific Research, Engineering, Medicine, Design and Development, Accountancy, Statistics and Management.
Option topics (only one of the topics will be studied)
Statistics and Probability
Sets, Relations and groups
Series and Differential Equations
Discrete mathematics
Assessment The IB Organization requires two forms of assessment: Internal Assessment: 20% of final grade/assessment This is a piece of written work that involves investigating an area of mathematics.
External Assessment: 80% of final grade/assessment
21
3 papers for a total of 5 hours
MATHEMATICS
MATHEMATICS (SL)
Description
Assessment
This course caters for students who already possess a good knowledge of basic mathematical concepts and who are equipped with the skills needed to apply mathematical techniques correctly. The majority of these students will wish to gain a degree of understanding and competence so as to better understand their approach to other subjects. Students should have a sound mathematical background so that they can prepare for future studies in subjects with a significant amount of mathematical content.
The IB Organization requires two forms of assessment: Internal Assessment: 20% of final grade/assessment
External Assessment: 80% of final grade/assessment
Higher education courses or careers that either require Mathematics Standard Level or are strongly related to it include include Architecture, Chemistry, Economics, Business Administration, Teaching, Technology and Psychology. Topics Core topics (all are compulsory)
Algebra
Functions and Equations
Circular Functions and Trigonometry
Vectors
Statistics & Probability
Calculus
That is a piece of written work that involves investigating an area of mathematics.
22
2 papers for a total of 3 hours
MATHEMATICS
MATHEMATICAL STUDIES (SL)
Description This course is available only at standard level, and is equivalent in status to Mathematics SL, but addresses different needs. It has an emphasis on applications of mathematics, and the largest section is on statistical techniques. It is designed for students with varied mathematical backgrounds and abilities. It offers students opportunities to learn important concepts and techniques and to gain an understanding of a wide variety of mathematical topics. It prepares students to be able to solve problems in a variety of settings, to develop more sophisticated mathematical reasoning and to enhance their critical thinking. The individual project is an extended piece of work based on personal research involving the collection, analysis and evaluation of data. It provides an opportunity for students to carry out a mathematical study of their choice using their own experience, knowledge and skills acquired during the course. This process allows students to take sole responsibility for a part of their studies in mathematics.
career in social sciences, humanities, languages or arts. These students may need to utilize the statistics and logical reasoning that they have learned as part of the Mathematical Studies SL course in their future studies.
The students most likely to select this course are those whose main interests lie outside the field of mathematics, and for many students this course will be their final experience of being taught formal mathematics. All parts of the syllabus have therefore been carefully selected to ensure that an approach starting from first principles can be used. As a consequence, students can use their own inherent, logical thinking skills and do not need to rely on standard algorithms and remembered formulae. Students likely to need mathematics for the achievement of further qualifications should be advised to consider an alternative mathematics course.
Internal Assessment: 20% of final grade/assessment
Topics Core topics (all are compulsory)
Number and Algebra
Descriptive statistics
Logic, sets and probability
Statistical applications
Geometry and trigonometry
Mathematical models
Introduction to differential calculus
Assessment The IB Organization requires two forms of assessment:
Project The project is an individual piece of work involving the collection of information or the generation of measurements, and the analysis and evaluation of the information or measurements. External Assessment: 80% of final grade/assessment
Students taking this course are well prepared for a 23
2 papers for a total of 3 hours
THE ARTS
GROUP 6 MUSIC (HL/SL) Description Students will have the opportunity to develop their innate musical abilities through this course which is designed for those who wish to develop skills in musical performance and/or composition. The course recognises that students have differing performance needs and offers specialist tuition in either Solo Performance or Group Performance. In tandem with performance aspects of the course, students will develop a broad range of musical experiences via the study of:
Musical features such as (but not limited to,) harmony, melody, rhythm and instrumentation
pursue music at university or conservatoire level.
Musical Perception and Analysis
Solo Performance: voice or instrument, one or more recitals
Composition: three contrasting compositions
SL: Options Solo Performance Option (SLS) (2 compulsory parts) -This designed for the student with a general interest in music, or those without prior experience, particularly members of ensembles.
Musical Perception and Analysis
Group Performance: two or more public Understanding of structural features such as performances (but not limited to) form, phrases, motifs and Composition Option (SDLC) (2 compulsory parts) texture Contextual features such as (but not limited This designed for the student who has a background in composition. to) style, time, culture, geography and history Musical Perception and Analysis
Composition: two contrasting works
The course offers a truly international perspective by encouraging students to explore and contrast music of all nations and cultures particularly from the aspects of Genre and Style, the former being connected by socio-historical context, musical characteristics and geographical region, and the latter referring to particular musical features such as harmonic and melodic construction, articulation and rhythm.
Assessment
Topics
External Assessment: 50% of final grade/assessment
HL: 3 compulsory parts - This is designed for the specialist music student with a background in musical performance and composition, who may
Listening paper for a total of 2.5 hrs (30%)
Musical Investigation (20%)
The IB Organization requires two forms of assessment: Internal Assessment: 50% of final grade/assessment
Solo Performance: Presentation of one or more recitals (25%)
Composition: 3 contrasting compositions with recordings and written statement (25%)
24
THE ARTS
GROUP 6 THEATER (HL/SL) Description
Topics
The students will have the opportunity to explore the different processes that are involved increating theatre. They will develop the skills needed to put on a theatrical production from start to finish, as well as observe and reflect on different theatre practices. The students will be exposed to theatrical traditions i.e. early Greek theatre, Shakespearean theatre and the influences they have on modern theatrical practices. They will put on and go see traditional performances. Students will also explore and develop an understanding of theatrical traditions in their own culture as well as those unknown to them. Another important part of the students’ developmental process will be to investigate how performances impact the spectators and how the spectators engage with the performance. Students will learn about and use practical knowledge of ensemble work, performance techniques and acting techniques. They will use their performance skills while combining their interests and expertise in areas such as technical theatre and direction, choreography and play writing. They will also keep a journal about their practical study of theatre production and they will be involved in at least two productions.
Two play texts from different theatrical traditions, (Greek) and (Shakespearean) cultures will be explored, as well as some contrasting theatrical practices. The students will compare the two and explore how these works have had an influence on theatre throughout the world and continue to do so in modern society, tying in theatrical traditions of the students own culture, as well as those cultures that are unfamiliar to them. Incorporating the political and social impact of theatre both past and present. Themes such as “The Social Impact of Shakespeare Past and Present”, “The Sign of the Times: How Social/ Cultural Influences Impact Theatre”, “The Future of Theatre: What Role in Modern Society?” may be explored. Assessment: The IB Organization requires two forms of assessment: Internal Assessment: 50% of final grade/ assessment Part A: Theatre performance and production presentation (HL & SL) Part B: Independent project portfolio (HL & SL) External Assessment: 50% of final grade/ assessment Part A: Research investigation (HL & SL), Part B: Practical performance proposal (HL & SL)
25
THE ARTS
GROUP 6 VISUAL ARTS (HL/SL) Description Students will have the opportunity to make personal, socio-cultural and aesthetic experiences and learn to understand their interrelationships. Through the production and understanding of art, they will create meaning. They will inquire and integrate critical approaches towards visual arts in their various historical and contemporary forms and acquire visual and contextual knowledge of art from various cultures. The students will pursue quality through experimentation and develop purposeful and creative work in various expressive media. Through this, the students learn about themselves and others through individual and, where appropriate, collaborative engagement with the visual arts. The teacher according to the students’ cultural background and personal needs will design the course, by the internationalism of the school and influences of local cultures.
Themes could be: ‘The Influence of Technology on Art’, ‘Artistic Collaboration’, ‘Art and Politics’, ‘The future of Art’, etc.
Higher Level (HL) and Standard Level Option A (SLA) students will both cover the same material: Studio work and research workbook. The difference in standard is mainly quantity and quality. For Standard Level Option B (SLB) students explore mostly through research workbook. Their strength doesn’t lie in practical work.
Assessment: The IB Organization requires two forms of assessment: Internal Assessment: 30% of final grade - conducted throughout the two year course
Part A: Studio Work for SLB The students will be assessed on aesthetic qualities, form and meaning and social and cultural functions Part B: Research Workbook for SLA and HL in their work. This will be demonstrated in the External Assessment: 70% of final grade students’ research workbooks and IB exhibition of Part A: Exhibition and interview for HL and SLA studio work. Part B: Research Workbook for SLB Topics
Students will decide their own area of study, taking into account the resources which are available in their locality. To support the development of themes, students visit local institutions such as museums, galleries and libraries. Local artists, designers and other experts will be consulted , and other community resources, including craft markets, architecture and mass media.
26
COURSE SELECTION
How does a student know which courses to choose? Because the IB DP is a pre-university course, it is important for an IB DP student to make the correct subject choices for the two year programme of study. She/he must have a good idea of their future career aspirations.
Here is a list of things to do before making a final choice of IB DP subject courses: 1. Decide what career/profession (eg: actor, journalist, etc‌) you might want to do in the future. 2. Decide which programme (eg: engineering, art, business, etc‌) you might want to do in college or university. It is a good idea to know the institution/country you would like to attend after you receive your IB Diploma as the entry requirements differ in each country. 3. Find out online about the entry and language requirements for the programme of study and at the university you have chosen because all institutions differ. 4. Make your subject choices accordingly using the ISW IB DP application form.
For further help and guidance with this process you can refer to the DP Coordinator and/or the Careers and University Coordinator.
From autumn 2013, all students and their families have access to the ISW Family Connections Portal, a database of advice on admissions procedures and global university information. Webpage - https://connection.naviance.com/family-connection/auth/login?hsid=winterthur
Students and parents may also attend IB DP presentation/information evenings, open days, presentations on careers/universities and university fairs.
27
UNIVERSITY RECOGNITION OF THE IB DP PROGRAMME
Globally, the International Baccalaureate Diploma Programme is the most widely recognized educational programme for university entrance qualification. Over 140 countries have official agreements with the IB organization, for integration of the Diploma Programme within their own qualification frameworks.
The individual recognition agreed with each country is available through Rough the IB database - http://www.ibo.org/recognition/ .
The minimum points score for application to each Swiss university is updated annually, at www.crus.ch . Specific subject requirements do apply, and updated information for 2013 entry can be read here - http://www.crus.ch/information-programme/recognition-swiss-enic/ zulassung/zulassung-in-der-schweiz/international-baccalaureate.html?L=2
All families are advised to plan ahead, to ensure DP subject choices meet future career plans and university requirements. All students receive careers education and guidance as part of their Advisory programme. However, for further assistance, please contact the Careers Coordinator for a family appointment after school, or an individual student coaching session at lunchtime. Advice, guidance and support planning university applications is also available on the ISW Family Connections portal website online,
Webpage - https://connection.naviance.com/family-connection/auth/login?hsid=winterthur
28
It will be our pleasure to teach, help and guide IB DP students through this prestigious International Baccalaureate Diploma Programme. Also, please visit the IBO website www.ibo.org. To apply for entry into our IB Diploma Programme, please contact our main office administration@iswinterthur.ch
International School Winterthur Zum Park 5 CH–8404 Winterthur Switzerland Tel +41 (0)52 269 59 00 Fax +41 (0)52 269 59 02 Email: administration@iswinterthur.ch www.iswinterthur.ch
29
ISW ACCREDITATION AND MEMBERSHIPS
International Baccalaureate Program International School Winterthur has been an IB World School since May 2006.
Council of International Schools The International School Winterthur was founded to provide the finest education for the growing international population in the greater Zurich and Winterthur areas.
European Council of International Schools (ECIS) The International School Winterthur is an authorized IBO PYP, MYP and DP school. These programmes combine the best research and practice from a range of national systems with a wealth of knowledge and expertise from international schools to create a relevant and engaging educational experience.
The Swiss Group of International Schools The Swiss Group of International Schools (SGIS) exists to support international schools in Switzerland and neighboring countries in achieving their educational goals and to provide representation on issues of common interest.
30
31
32