WSO | Post 16 Guide 2016




Post 16 Guide

Dear parents, Welcome to the International Baccalaureate Diploma Programme (IBDP), Diploma Courses and Career-related Programme (IBCP) at GEMS Wellington Silicon Oasis (WSO). The purpose of this Curriculum Booklet is to provide you with enough information regarding the IB Programmes on offer so as to arrive at the best possible combination of studies for your son/daughter. It is our strong belief that an IB education will grant them access to the skills required for a life-long education that will continue to pay dividends in any area they choose to work in their future career, wherever that may lead them.

The IB Programmes present a combination of academically rigorous, yet holistic curricula that ‘aim to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect’ (IB Mission Statement). This booklet will outline the courses of study on offer at WSO and explain the application process for securing a place in the programmes offered.

The IB Programmes promote the education of the whole person, emphasising intellectual, personal, emotional and social growth through all domains of knowledge. By focusing on the dynamic combination of knowledge, skills, independent critical and creative thought and international-mindedness, these programmes offer the breadth for educating the whole person as a lifelong learner. We believe that all IB Programmes are ‘student centred but teacher led’ and, as a result, WSO staff are highly motivated, appropriately qualified and internationally-minded IB teachers. Exceptional quality support, both academic and pastoral, is offered at a structural and individual level for our students in order to create a highly conducive environment for learning and teaching.

WSO has a fully resourced library that boasts hundreds of academic calibre titles, subscriptions to journals and academic websites, and a plethora of resources suitable for the courses of study offered at our school. A suite of ICT facilities is available for students along with a Post-16 study area specifically designated for IB students that serves as an area for both independent and collaborative learning.

The selection of courses offered under the six groups of the IBDP or the IBCP career-related study offers a substantial variety for students. All IB subjects have uniquely designed internal and external assessment structures which offer enough scope for students to become independent lifelong learners.

The core components of the IBDP and IBCP, namely Theory of Knowledge (TOK) and Approaches to Learning (ATL), Extended Essay (EE) and the Reflective Project (RP) and finally Creativity, Action, Service (CAS) and Community & Service (C&S) encourage students to participate in creative and service-oriented activities, while at the same time emphasises the importance of reflection on a personal and academic level, along with developing an academic rigour in students essential for higher education.

All IB Programmes offer an exciting and challenging curriculum that requires students to have an excellent work ethic along with an extremely resilient approach to learning in order to succeed. If you want your son/daughter to become an independent lifelong learner who is knowledgeable, principled, open-minded, caring and balanced with an inquiring mind and the ability to take risks and communicate effectively, then the IB is right for them.

Chris Pownall Director, Post 16 c.pownall_wso@gemsedu.com

What is the International Baccalaureate?

The International Baccalaureate was established in 1968 to meet the educational needs of students in international schools. From those early days, it has grown to an organisation that teaches over one million students in 3,681 schools in 146 countries. The IB is now taught in both international schools and state sector schools across the globe, with the highest number of schools being in the United States. The International Baccalaureate (IB) is based in Geneva with its head curriculum office for the Africa, Europe and Middle Eastern (AEM) region located in The Hague, Netherlands. There are regional offices that deal with Professional Development and administration of the programme in different parts of the world in the Asia Pacific, South America, North America and Europe, Middle East and Africa. The IB offers three programmes, the Primary Years Programme (PYP); the Middle Years Programme (MYP) and the Diploma Programme (DP). GEMS Wellington Academy implements the Diploma and Career-Related Programme into its Post 16 cohort at Years 12 and 13. WSO intends to maintain the current curriculum arrangements at Years 7-9 where a broad curriculum based on the English National Curriculum is taught and at Year 10 and 11, where the GCSE and IGCSE programmes will continue to run. Both of these programmes are seen as very good groundings for the IB, and prepare students well for the rigours of an IB programme at Post-16 level.

Curriculum Groups Group 1 - English • English Literature HL/SL • English Language & Literature HL/SL • Literature & Performance HL/SL Group 2 - Languages • French HL/SL • French Ab Initio SL* (blended) • Spanish HL/SL (blended) • Spanish Ab Initio SL* (blended) • Mandarin Ab Initio SL* (blended) • Arabic B HL/SL *Ab Initio language is an entry level language focusing more on conversational language – students choosing Ab Initio courses are not expected to have any prior language study in the chosen language.

Group 3 - Individuals and Society • History HL/SL • Geography HL/SL • Business & Management HL/SL (blended) • Economics HL/SL (blended) • Information Technology in a Global Society (ITGS) HL/SL (blended) • Psychology HL/SL (blended)

Group 4 - Experimental Sciences • Biology HL/SL • Chemistry HL/SL • Physics HL/SL • Computer Science HL • Design Technology HL/SL • Environmental Systems & Society (SL only) • Sports, Exercise & Health Science HL/SL Group 5 - Mathematics • Mathematics HL/SL (blended) • Mathematical Studies SL Group 6 - The Arts and Electives • Visual Arts HL/SL • Theatre HL/SL • Film SL/HL • Economics HL/SL (blended) • Biology SL/ HL • Chemistry HL • Physics SL/HL • Business & Management SL/HL (blended) • Psychology HL/SL (blended)

Subjects offered will be dependent on student interest. The school, however, is committed to offering as many subjects as possible to maximise the opportunities for our cohort.

Standard Level (SL) and Higher Level (HL) courses Students choose three subjects at Standard Level and three at Higher Level. Standard level subjects contain 150 hours of teaching time over the two years, whilst higher level subjects have 240 hours of teaching time. Higher level is differentiated from Standard Level by the depth and breadth of work studied as opposed to the difficulty per se. Some Standard and Higher level classes may be joined.

Online IB: Our Unique IB Blended Learning Our pioneering approach in offering, in partnership with Pamoja Education, a Blended Learning Option for our IB Post 16 programme is at the cutting edge of innovation in education. Students complete some IB courses, or their entire IB Diploma course, following a blended online programme which includes: interactive live lessons, teachers that are some of the world’s best IB teachers, full access to carefully selected resources, and a support network of students and staff (at WSO and worldwide).

For today’s students, who already navigate the virtual world so confidently, this blended approach to the IB Diploma at GEMS Wellington Academy is a highly attractive option.

While pursuing a rigorous IB curriculum, students are exposed to new technologies and to styles of learning that will prove essential in their future studies and careers. Students learn and collaborate in small cohorts, with colleagues from around the world – an approach that supports development of a truly global perspective.

“For me, the blended approach to the IB Diploma has two unique features; the style of learning and the global perspective. The style combines the best of digital and face-toface instruction. Students have a high level of independence in structuring their workweek, but close supervision and support to help them stay on track. And the courses are designed to get students, often from opposite end of the globe, working together toward a common goal. This is the IB Diploma Programme at its very best!” - Edward Lawless, Principal, Pamoja Education “By combining first-class digital instruction with strong face-to-face academic tutoring, mentoring and support at our Academy, we are delivering the best of both worlds. All our students will study in this way and, with the support of both digital and Academic Tutors, will have the best possible preparation for university and high level employment. This is a pioneering approach which will truly deliver C21st learning at its very best.” - Michael Gernon, CEO and Principal, GEMS Wellington Academy - Silicon Oasis Why has WSO chosen to be an IB World School?

The IB is recognised as one of the pre-eminent curriculum programmes worldwide. It is an holistic, rigorous curriculum that helps prepare students for the realities of life in the 21st century. Heavily focused on critical thinking and problem solving, it attempts to encourage international-mindedness, compassion, tolerance and a love for learning.

Whilst the IBDP may not be for everybody, the breadth of the programme and the focus on internationalism and critical thinking in the parameters of a robust curriculum are recognised as an excellent preparation for university and beyond. One of the driving motivations for implementing the IBDP is the fact that it is acknowledged by universities worldwide as an excellent qualification and it is particularly sought after by the world’s top universities.

The IB Career-related Programme (IBCP) is a framework of international education that incorporates the vision and educational principles of the IB into a unique programme specifically developed for students who wish to engage in career-related learning.

The IBCP’s flexible educational framework allows WSO to meet the needs, backgrounds and contexts of its students through the creation of a programme of study that incorporates a career-related course (BTEC: Level 3, 12 Unit Diploma in Business, Creative Media Production and ICT) with three IB Diploma Courses. In addition, students undertake four core components: the Approaches to Learning, the Reflective Project, Language Development in Spanish or Arabic (if required) and Community and Service oriented work. The IBCP core specifically promotes attributes of an IB education such as reflection, open-mindedness, communication and thinking.

IB Mission Statement 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.

To this end, the organisation works with schools, governments and international organisations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their dierences, can also be right.

Curriculum The IBDP is a comprehensive two-year pre-university course that aims to prepare students for the rigours of university, but also to be caring, compassionate, global citizens with an appreciation of lifelong learning. Students must do a range of subjects, one taken from each of the six groups, doing three subjects at Higher Level and three at Standard Level over two years, as well as compulsory studies in Theory of Knowledge (TOK), Creativity Service and Action (CAS), and an 4000 word extended research essay (EE).

Students are examined at the end of their second year. Whilst subjects in the IBDP are no harder individually than traditional 6th form subjects, the requirements that students do a broad range of subjects including the core mean that the IB Programmes provide a curriculum of breadth. Because of this, graduates with IB qualifications are not only recognised, but are highly sought after by universities around the world.

University Recognition – IB Diploma The International Baccalaureate Diploma Programme is widely recognised and often pursued by universities around the world as a qualification of excellence. In many cases, IB graduates are often preferred over other qualifications because of the breadth of their prior studies. Even a modest Diploma pass fares favourably with other qualifications like the British A level. Students wishing to study in the UK are given very generous UCAS points with an IBDP pass. Many Universities in the United States even give advanced credit for IBDP graduates. Nevertheless, like all High School qualifications, it is important to check your target university to see specific university and course requirements. WSO will offer clear, informed guidance on university selection and tertiary options over the course of the Diploma Programme.

University Recognition – IBCP The International Baccalaureate Career-related Programme (IBCP) is a fairly new course that combines academic rigour with professionally focussed skill development. The IBCP students have the opportunity to engage in a specialised, career-focused pathway that genuinely interests them. The WSO IBCP in Business or Creative Media or Sport consists of the IBCP core, three IB Diploma courses and a Level 3 BTEC. The BTEC provides a practical, real-world approach to learning and is designed to accommodate the needs of employers and allow progression to university and is a truly global qualification, currently available in over 100 countries worldwide.

Opportunities for further education continue to develop as the IBCP continues to grow in popularity worldwide. The BTEC and the IB Diploma courses are already recognised as separate components by universities. Students applying for further education should enquire directly with their chosen universities to discuss specific entry requirements.

However, through our network of staff a number of reciprocal arrangements have been made with UK universities who actively encourage applicants from Wellington Academy Silicon Oasis. Since October 2015, The Knowledge & Human Development Authority of the UAE has recognised fully the equivalency status of the IBCP as a pre-university course. UAE universities may now accept the IBCP as entrance to a degree course. The UK, USA and European universities already fully accept the IBCP as entrance to specified degree courses. WSO will provide clear guidance for applying and communicating with universities.

Student University Destinations in 2016

The IB Diploma Programme Core Creativity, Activity and Service (CAS) CAS is a core requirement for all IB students. This requires students to participate in extra-curricular activities related to creativity, action and service and underpinned by the idea that the students “think globally, act locally”. It is an excellent opportunity to get involved in activities both here at WSO and also in the wider context of Dubai and beyond. Student talents and skills are given a structured and reflective framework through which to explore their sense of holistic education.

Activities planned by students in the past have included: supporting the work of local charities and support groups, supporting external relief agencies such as Médecins Sans Frontières, assisting surgery in Bangladesh; working with local animal charities; sports coaching; expeditions to Kalba, India and Sri Lanka; tutoring both in WSO and externally; learning to scuba dive and help survey reefs; setting up and running clubs and societies; learning to drive on a race track, teach a language or skill and so on.

This area of the IB Diploma is where the student can develop their personal interests and try out new things and is core to the whole ethos of the IB in developing internationally aware, healthy young people. The requirement of meeting seven defined outcomes spread across the three areas over two years is an expansive opportunity for students to cultivate themselves beyond the purely academic rigours of school life.

Here at WSO, we offer a comprehensive array of creative activities, events such as the World Scholar’s Cup, expeditions to Nepal, Borneo and Vietnam, the Model United Nations and sports, expeditions and service-related opportunities to allow students to complete the specific requirements of this core component while also providing them with structured support at all stages through the utilisation of the online ManageBac system.

Activities planned and completed as part of the CAS programme significantly augment a student’s curriculum vitae and helps differentiate them at both university and employment-related interviews.

Theory of Knowledge (TOK) The Theory of Knowledge (TOK) course encourages critical thinking about knowledge itself with the aim of trying to help young people make sense of what they encounter. As such, it constitutes a flagship element at the core of the Diploma Programme. By its very nature, TOK is an interdisciplinary course that aims to identify and critically analyse how we learn, by transcending and unifying different academic areas, as well as encouraging appreciation of other cultural perspectives, in an attempt to arrive at a coherent approach to learning. TOK instruction is approximately 150 hours spread out over the two years of the IB Diploma. Its core content is questions like these: What counts as knowledge?

How does it grow?

What are its limits?

Who owns knowledge?

What is the value of knowledge?

What are the implications of having, or not having, knowledge?

The course encourages students to share ideas with others and to listen to and learn from what others think. In this process, students’ thinking and their understanding of knowledge as a human construction are shaped, enriched and deepened.

Students will learn to make connections between knowledge encountered in different Diploma Programme subjects, in CAS experience or in extended essay research and learn to make distinctions between different kinds of knowledge.

This course aims to: • Make connections between a critical approach to the construction of knowledge, the academic disciplines and the wider world • Develop an awareness of how individuals and communities construct knowledge and how this is critically examined • Develop an interest in the diversity and richness of cultural perspectives and an awareness of personal and ideological assumptions • Critically reflect on their own beliefs and assumptions, leading to more thoughtful, responsible and purposeful lives • Understand that knowledge brings responsibility which leads to commitment and action The Extended Essay (EE) The Extended Essay (EE) is the final compulsory element of the course. Students are required to plan, research and write a 4000 word essay on a subject of their choice,.

Students will be allocated an extended essay supervisor who will assist in the planning and drafting of the essay along with comprehensive instruction on how to research, draft and annotate their work.

The EE is seen by universities as a very positive and preparatory undertaking because it ensures students have had access to the conventions of extended writing, research skills and intellectual honesty.

The IBCP Overview The IBCP framework allows students to specialise in, and focus on, a career-related pathway.

The programme’s three-part framework comprises the study of three Diploma Programme courses alongside career-related studies and the distinctive IBCP core which is designed to create a bridge that connects each student’s chosen Diploma Programme courses and career-related studies.

For IBCP students, both the Diploma Programme courses and career related study provide the theoretical underpinning and academic rigour of the programme; and the IBCP core helps them to develop skills and competencies required for lifelong learning.

International Baccalaureate Career-Related Certificate in Aeronautical Engineering The entry requirement for the IBCP in Aeronautical Engineering is 5 GCSE’s at grade C or above including English Language, Mathematics (A/A*) and Physics (A/A*).

The BTEC Level 3 National Diploma in Aeronautical Engineering provides the career related focus of the IBCP in Aeronautical Engineering at WSO and is equivalent to 2 A Levels.

International Baccalaureate Career-Related Certificate in Art & Design The entry requirement for the IBCP in Art & Design is 5 GCSE’s at grade C or above including Mathematics and English Language.

The BTEC Level 3 National Diploma in Creative Media provides the career related focus of the IBCP in Art & Design at WSO and is equivalent to 2 A Levels.

International Baccalaureate Career-Related Certificate in Business The entry requirement for the IBCP in Business is 5 GCSE’s at grade C or above including Mathematics and English Language.

The BTEC Level 3 National Diploma in Business provides the career related focus of the IBCP in Business at WSO and is equivalent to 2 A Levels.

International Baccalaureate Career-Related Certificate in Creative Media The entry requirement for the IBCP in Creative Media is 5 GCSE’s at grade C or above including Mathematics and English Language.

The BTEC Level 3 National Diploma in Creative Media provides the career related focus of the IBCP in Creative Media at WSO and is equivalent to 2 A Levels.

International Baccalaureate Career-Related Certificate in Information Technology The entry requirement for the IBCP in Business is 5 GCSE’s at grade C or above including Mathematics and English Language.

The BTEC Level 3 National Diploma in IT provides the career related focus of the IBCP in IT at WSO and is equivalent to 2 A Levels.

International Baccalaureate Career-Related Certificate in Sport The entry requirement for the IBCP in Sport is 5 GCSE’s at grade C or above including Mathematics and English Language.

The BTEC Level 3 National Diploma in Sport provides the career related focus of the IBCP in Art & Design at WSO and is equivalent to 2 A Levels.

The IBCP Core The Core of the IBCP consists of the Reflective Project (RP), Language Development (LD), Community and Service (C&S) and Approaches to Learning (ATL).

The Reflective Project The Reflective Project is a structured piece of work that can take a variety of forms including an academic paper, a video documentary, a short film or a website to name but a few options. A student will be able to identify, analyse, explore, critically discuss and evaluate the ethical dimension of an issue arising from their career-related study and linked to some contemporary event or situation.

Application Process (WSO IB Programmes) The procedure for application and entry into any of the IB Programmes is outlined below: Entrance Criteria – General Expectations Applicants need to be able to demonstrate the following: • • • • • • • • • • •

be fully committed to their IB studies utilise non-contact time productively become independent learners take responsibility for their own learning embrace all opportunities presented to them undertake community service, especially within the school undertake positions of responsibility and leadership act as positive role models for the rest of the school deliver at least one assembly to the year group during the year be approachable and available to support and assist younger students high level of attendance during the academic year to fulfil the Entrance Criteria – IB Diploma Programme (IBDP)

IGCSE/GCSE Entry Requirements All Applicants: Students require a minimum of 5 A-C at GCSE/IGCSE (including Mathematics and English Language) to be considered for the IB Diploma Programme at WSO. Students must have the academic ability to cope with the rigour of the IB Programme they are applying for. A*-B at GCSE/IGCSE is required for all HL IB subjects.

An important requirement is that both Mathematics HL and Physics HL require a A/A* at GCSE/IGCSE. Where students have failed to meet the minimum entry requirement for a particular subject, a meeting will be required with the Director of Post 16 and/or IBDP or IBCP Coordinator. This consideration is made on the understanding that occasionally a weakness in a particular subject can be compensated by demonstrated strengths in the other five subjects chosen as part of the IB Diploma seeing as it is a programme of study as opposed

to individualised examinations. Where a student fails to meet the minimum entry requirement for two or more subjects then the alternative Diploma Courses option should be sought.

How does assessment work?

The maximum total marks available for an IBDP student are 45. Each of the six subjects are given a final mark out of 7 meaning that a total of 42 is available for subjects areas, whilst a total of 3 marks is given for the EE and TOK assessments combined.

Each subject area has between 20-35% coursework that is internally marked and externally moderated. The remainder of the marks, constituting the final examinations, are externally marked. Generally, a student needs to achieve a minimum of 24 marks to receive their Diploma.

Pass Requirements: IBDP The IB diploma will be awarded to a candidate whose total score is 24, 25, 26 or 27 points, provided all the following requirements have been met.

• Numeric grades have been awarded in all six subjects registered for the IB diploma.

• All CAS requirements have been met.

• Satisfy all Core requirements including CAS, Extended Essay (Grade D minimum) Theory of Knowledge Essay and Presentation (Grade D minimum) • There is no grade 1 in any subject.

• There is no more than one grade 2 at higher level.

• There are no more than two grades 2 at standard level.

• Overall, there are no more than three grades 3 or below.

• At least 12 points have been gained on higher level subjects.

• At least 12 points have been gained on standard level subjects.

• The final award committee has not judged the candidate to be guilty of malpractice.

Pass Requirements: IBCP The IBCP will be awarded subject to satisfactory completion of the following requirements by a student.

• The candidate has completed the specified career-related study.

• The candidate has been awarded a grade 3 or more in at least two of the DP courses registered for the IBCP. • The candidate has been awarded a grade of at least D for the reflective project.

• All approaches to learning, community and service, and language development requirements have been met.

All candidates will receive the IBCP results detailing achievement in the IBDP courses taken and reflective project grading along with the status of completion for all other aspects of the IBCP core.

The IB Learner Profile 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 recognise 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 eectively 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 dierence 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.