A Levels and IBDP Options by Malvern College Egypt

Sixth Form Prospectus (A Levels and IBDP)

OPTIONS

College Guiding Statements Motto: Sapiens Qui Prospicit - Wise is the Person Who Looks Ahead 1. The College cultivates the whole pupil Pupils at the College enjoy a balanced education, which aims through an excellent academic, pastoral and co-curricular programme to develop their individual intellectual, physical, social and emotional well-being. 2. The College values community well-being and provides a safe and supportive learning environment Pupils, parents and staff are provided with a secure, safe and supportive environment to promote personal, social and emotional well-being and growth.

3. The College shapes pupils to become global citizens who have an understanding of, and ability to adapt to, the complexities of an ever-changing world Through developing an appreciation of the needs of local and global communities, an awareness of the world around us and celebrating cultural similarities and diversity, pupils truly become global citizens with an internationally minded outlook and a desire to provide service for others.

4. The College encourages a passion for learning through enquiry, curiosity and collaborative participation Pupils at the College are encouraged to become self-motivated inquirers and thinkers who have a passion for learning. Pupils develop the confidence to become independent learners who know how and when to collaborate to develop their own learning and that of those around them.

5. The College respects the natural world and its resources both globally and locally The College develops individuals who have a desire to learn about the world in which they live. Pupils should aspire to be caring individuals who are able to understand their own responsibility to, and impact on, the environment both locally and globally.

6. The College prepares pupils to live their lives honestly with a spirit of respect for themselves and others Pupils are supported in developing deep-rooted values that give rise to principled individuals who act with honesty, integrity, respectful manners, as well as being flexible, pragmatic and open to new ideas. The College guides its pupils to be open-minded and respectful of the diversity of our community.

7. The College prepares pupils to take risks and show endurance and resilience to achieve their goals Pupils are encouraged to persevere as they encounter unfamiliar situations and explore new ideas or opportunities and to be resilient in the face of adversity, inspiring the self-belief to become confident, well-informed risk takers. 8. The College challenges each pupil to be the best they can be and discover who they might become The College learning environment encourages and celebrates exploration, experimentation, questioning and discovery whilst developing a sense of personal responsibility to learning. Pupils will be reflective in analysing opportunities, in facing challenges and in learning from their inevitable mistakes.

9. The College prepares each pupil to become effective and dynamic communicators within the modern world The College promotes opportunities for all pupils to develop their English language skills and explore their abilities in other languages. Pupils are encouraged and supported to utilise technologies to expand their capability to communicate effectively.

Table of Contents College Guiding Statement ------------------------------------------------------------------------------------------- 2 Welcome and Introduction ------------------------------------------------------------------------------------------ 4 Entrance Requirements for Pupils to MCE Sixth Form --------------------------------------------------------- 5 Frequently Asked Questions ---------------------------------------------------------------------------------------- 6-8 Courses -------------------------------------------------------------------------------------------------------------------- 9 Overview of Advanced Levels ------------------------------------------------------------------------------------ 10 English Literature ------------------------------------------------------------------------------------------------------- 13 Mathematics -------------------------------------------------------------------------------------------------------- 15-16 Biology -------------------------------------------------------------------------------------------------------------------- 18 Chemistry ---------------------------------------------------------------------------------------------------------------- 21 Physics -------------------------------------------------------------------------------------------------------------------- 23 Business Studies -------------------------------------------------------------------------------------------------------- 25 Sociology ---------------------------------------------------------------------------------------------------------------- 27 Economics --------------------------------------------------------------------------------------------------------------- 29 Psychology -------------------------------------------------------------------------------------------------------------- 31 Computer Science ----------------------------------------------------------------------------------------------------- 33 Art and Design --------------------------------------------------------------------------------------------------------- 35 Overview of the International Baccalaureate Diploma Programme (IBDP) ---------------------- 36 What is the International Baccalaureate Diploma Programme --------------------------------------------- 37 Language and Literature --------------------------------------------------------------------------------------------- 38 Group 1 Studies in Language and Literature ----------------------------------------------------------- 39-42 Group 2 Languages in Acquisition -------------------------------------------------------------------------------- 43 Language B HL and SL ------------------------------------------------------------------------------------------- 43-45 Language Ab Initio (SL Only) ----------------------------------------------------------------------------------- 46-47 Individuals and Societies ------------------------------------------------------------------------------------------- 48 History SL/HL ------------------------------------------------------------------------------------------------------- 49-51 Business Management SL/HL ----------------------------------------------------------------------------------- 52-54 Geography SL/HL -------------------------------------------------------------------------------------------------- 55-57 ITGS (Information Technology in a Global Society) SL/HL ---------------------------------------------- 56-60 Psychology SL/HL ------------------------------------------------------------------------------------------------- 60-61 Experimental Sciences ----------------------------------------------------------------------------------------------- 63 Group 4 Experimental Sciences -------------------------------------------------------------------------------- 64-65 Biology SL/HL ----------------------------------------------------------------------------------------------------------- 66 Chemistry SL/HL --------------------------------------------------------------------------------------------------- 67-68 Physics SL/HL ------------------------------------------------------------------------------------------------------- 69-70 Computer Science SL/HL ---------------------------------------------------------------------------------------- 71-72 Mathematics ------------------------------------------------------------------------------------------------------------ 73 Group 5 Mathematics -------------------------------------------------------------------------------------------- 74-75 Mathematics: Analysis & Approaches SL or HL (New Syllabus Beginning Sept 2019) --------------- 76 Mathematics: Applications & Interpretation SL/HL (New Syllabus Beginning Sept 2019) ---------- 77 Arts ------------------------------------------------------------------------------------------------------------------------ 78 Group 6 The Arts ------------------------------------------------------------------------------------------------------ 79 Music SL/HL --------------------------------------------------------------------------------------------------------- 79-81 Theatre SL/HL ------------------------------------------------------------------------------------------------------ 82-84 Visual Arts SL/HL --------------------------------------------------------------------------------------------------- 85-87 The IB Core ------------------------------------------------------------------------------------------------------------- 88 IB Learner Profile ------------------------------------------------------------------------------------------------------- 89 The Malvern Qualities ------------------------------------------------------------------------------------------------ 90 3

Welcome and Introduction Welcome and thank you for considering Malvern College Egypt (MCE) as your place of study for Sixth Form. This is an exciting yet daunting time, as you make decisions that shape the rest of your education. Whilst this prospectus will answer many of your questions please do not hesitate to contact us if you have any further questions. Over the next two years you will become familiar with our team of highly experienced teachers, support staff and Sixth Form team. We welcome questions and queries whenever they may come up, to ensure you are comfortable and confident with the decisions you have made. Whether you choose the A Level or IBDP route, we are here to provide as much advice as possible. We wish to encourage students, who want to meet the challenge of (I)A Level or the IBDP, to seek entry to the Sixth Form at MCE. The College does not run an “open access Sixth Form”; entry is conditional and regular reviews of a student’s performance are carried out. Joining the Sixth Form (Year 11 or 12 – dependent on pathway) provides an opportunity for students to strive for academic excellence, enjoy a range of extra-curricular activities, develop as a young adult and build a platform for becoming leaders of the future. All subjects are offered according to demand and availability. Class sizes are small, and teaching is a mixture of traditional and innovative techniques, ensuring we are preparing our students for their further academic study at university. We envisage our students applying and gaining entry to the world’s top universities in the UK, USA, and other countries. During Term 1 we keep a close track of progress and offer as much support as possible. Many students find the transition between IGCSE and A Level/IBDP challenging. Teachers are experienced in guiding students through these difficulties; facing problems is all part of the learning experience. It is vital students approach and speak to the Form Tutor, Head of House, subject teachers and Head of Sixth Form if advice and support is needed. I encourage you all to read the details in this booklet, speak to staff during our Options Evening and the Head of Sixth Form before looking to make any choices. We wish you the very best of luck with your IGCSEs this summer and look forward to you joining Malvern College Egypt’s Sixth Form.

Jennifer Burnett Head of Sixth Form

ENTRANCE REQUIREMENTS FOR PUPILS TO MCE SIXTH FORM The Sixth Form workload is demanding and requires commitment, motivation and excellent organisational skills. If students are not able to demonstrate these qualities, we may recommend that they seek alternative courses. To this end; a) Students must be able to meet the minimum academic requirements for admission into Malvern College Egypt. b) All entrants must have a minimum of 5 full GCSEs or equivalent) at grades A* – C, which would include English (Language or Literature) and Mathematics. In the new numeric system, a grade 5-9 pass is assessed as a grade A*-C equivalent, and grade 6 or better equivalent to a B. (However, if a student fails to achieve these expectations consideration will be made on an individual basis). c) Shown previous success in their chosen subjects, attaining preferably a B (6) grade or above in subjects they wish to study at AS Level or the IBDP. This requirement is based on our experiences of the level of academic ability required of students to succeed at A Level/IBDP. It is not in the student’s best interests to be accepted on to courses for which they may not have the ability to cope – if a student does not have five IGCSE passes (or equivalent) then it is likely that Sixth Form study is not for him/her. d) All entrants must fulfil subject course entrance requirements as specified in this booklet. e) All entrants should initially apply to study at least 3 A Level subjects* (Unless agreed otherwise) and/or the required choices for IBDP. f) All coursework or controlled assessment deadlines or requirements in IGCSE courses followed in Year 10 must have been met, and unless their school had agreed to “disapplication” for a subject entry, all IGCSE courses followed must have been satisfactorily completed, including attendance at practical and oral examinations. g) It should not be expected that the College will allow students to repeat Year 10 if they have not achieved good IGCSE grades. We will insist that students take or retake examinations in Mathematics and English if they need to during the first year of their Sixth Form. For students wishing to progress to a university course, IGCSE Mathematics and English (or equivalent) are compulsory. If you do not have qualifications in these subjects, you are required to retake them in Year 11 or 12 (depending on pathway). International English Language Testing System, or IELTS English, is required for students for visa purposes – this is the English Language Examination favoured by universities in the UK and widely accepted by US colleges, Canada and Australia. A university is likely to ask you to sit an IELTS examination. Students may choose to sit a TOEFL examination instead. If any of our students are applying to US Colleges and Asian Universities they may also require SATS. h) The student should satisfy the requirements of respective Heads of Department who may wish candidates to undertake short assessment activities in addition to their interview. Meeting the requirements of any course is no guarantee that the applicant will automatically be offered a place on his or her preferred choices. i) Students must attend regularly and maintain a minimum 90% attendance rate in Sixth Form. j) Embrace the ethos of our Sixth Form, including the College Guiding Statements and Malvern qualities and contribute positively to our community.

Frequently Asked Questions Which subjects should I choose?

• First, consider which subjects you have enjoyed at school and try to understand what you have liked about them. Personal interest and motivation are good starting points. You should consider whether there are any new subjects that you would like to study and research what the content of these courses is. Ideally you should aim to pick a healthy balance. If you are going to study new subjects you should combine these with some of the more traditional subjects, such as English, History, Geography, a Foreign Language, Mathematics and/or Science. • Secondly, consider which subjects you have been good at. You will have to show ability and potential if you are going to succeed at A Level/IBDP. • Thirdly, think about your future. A Levels or the IBDP are a stepping-stone into university and your career. Think about where you want to go with your choices and be aware that there are some professions where your choices will decide your future. For example, Chemistry and Biology are usually prerequisites for those who wish to study Medicine, Pharmacy and Veterinary Science in the UK, whilst some countries also require Physics. Physics and Mathematics are necessary for Engineering, whereas English or History are often required for Law. The Head of Sixth Form can provide guidance about choices if necessary. • Please check that your chosen courses will allow entrance to Universities (especially in Egypt). We can advise you if required, but every student and university is so different that the emphasis must be on seeking as much info as you can. • Finally, think about how your choices will combine to give you an educational experience that is broad and balanced, relevant and enjoyable. Take your time, discuss with friends, family, other students and most importantly of all, your teachers!

What is life like doing A Levels or IBDP?

You will be expected to work beyond what is done in timetabled time and for homework. We provide time, resources and ideas for this work which is usually assignment orientated. As a member of the Sixth Form you will be able to have your say through your representative on the Sixth Form Council. You will have many interesting and worthwhile opportunities open to you. Our aim is that you achieve the best academic results you can and make the most of your time by widening your experience and responsibilities. It is possible to initiate and organise events. Some students will help with classes in the College and do voluntary work in the community. There are always opportunities to get involved in drama, musical activities and help with sports teams. We aim to meet your needs – so make them known via the Sixth Form Council or talk to your Form Tutor.

What do I have to wear?

This dress code sets the tone for the rest of the College in terms of appearance: The students dress code for undertaking A Level or IBDP courses is to be smart, business-like and appropriate to their position as role models for those in lower years. Staff do not want to be involved in arguments about what is or is not acceptable and if a member of staff deems an item of clothing unsuitable or inappropriate, their decision is final.

What will my timetable be like and what will you expect from me?

Steps to Success...What you need to know! In most instances, people experience greater success when they know what to expect. In Sixth Form, expect to find the following: • Varying Class Sizes and Timetables Class size varies depending on the course and your timetable will depend on your chosen studies and number or A Levels chosen. In most cases students will have 7 contact time lessons per week for each AS Level. The IBDP timetable will be slightly more compact to include all 6 subjects. • The Need for Critical Thinking Skills In Sixth Form you will be expected to understand and remember what you read. You will also be asked to draw conclusions, form opinions, and evaluate the ideas of others. This prepares you for the rigors of university. • Strong Emphasis on Tests and Less Busywork Students who succeed do their assignments and keep up with their reading. • The Need for Personal Responsibility In Sixth Form, you have an amount of freedom. You are responsible for your own academic progress with support from your Tutor. But you must take responsibility for your studies. You are expected to do most of your learning on your own. The general rule is: For every one hour you spend in class, you should spend two hours out of class reading, studying, and completing assignments. • Consequences MCE has academic standards that students must meet in order to stay enrolled. Students may be placed on academic probation if their grades fall below a certain point. Students on probation must bring their grades up by a specified time. If they do not, we may decide that MCE is unable to meet your needs and it would be unfair to ask you to complete a course or subject which you would not pass. Regular assessments in subjects and reviews by your tutor would raise these concerns early in the course to ensure time is given to rectify any issues.

Is the IB more demanding than A Levels?

Pupils studying for the IB will take more subjects than most pupils doing A Levels. This does mean increased demands on their time and necessitates greater personal organisation and more independent learning on their part, particularly due to Theory of Knowledge and Extended Essay elements of the Diploma. In addition, each Higher Level course requires a similar depth of understanding to the equivalent A Level course, and in that sense is equally demanding, but is likely to contain less breadth.

Are A Level and IB classes taught together? Each course is taught separately.

Does studying six subjects mean that each subject has less depth? Higher Level courses involve study in as much depth as A-Level, but fewer topics may be covered. At Standard Level depth is comparable to that of AS Level.

How is the IBDP different from A Levels?

The most fundamental difference is that the IB offers a programme of six academic subjects and three core elements, underpinned by a holistic philosophy of education. Why does Malvern College Egypt offer a choice between IB and A Level? Because not all pupils are the same and one programme may suit one individual better than another.

How do Universities regard the IB?

They regard the IB highly. Worldwide there are more than 1,800 universities representing 75 countries that currently acknowledge and welcome students with an IB qualification. In the UK Universitiesâ&#x20AC;&#x2122; admissions officers see IB pupils as self-motivated and independent learners who will make the move to university life easily. There is strong evidence that IB students entering university have a lower drop out rate than others and that they achieve more first class honours than other groups.

Is the IBDP a good course for someone who struggles with foreign languages?

Malvern College Egypt offers both Arabic and French ab initio, for which no prior knowledge is required and which concentrates on communication.

How does the IB programme develop the learner profile?

The learner profile is supported throughout the Diploma Programme. For example, communication skills are developed by: - Writing an assessed essay in mathematics - Doing an assessed oral presention in TOK and the languages - Collaborating in multi-disciplined groups to present research in Science

How do employers regard the IB?

In a paper entitled â&#x20AC;&#x2DC;Global Graduates into Global Leadersâ&#x20AC;&#x2122;, presented by the Council for Industry and Higher Education in 2011, twelve leading employers, who collectively recruit over 3,500 graduates each year in the UK alone, ranked a list of global competencies by order of importance. Employers felt the most important global competencies and attributes were: - An ability to communicate collaboratively - Communication skills (both speaking and listening) - Drive and resilience - Ability to embrace multiple perspectives and challenge thinking (cultural agility)

Courses This section gives you information on each of the courses we offer. The course guides aim to answer the questions you may have including; • What are the entry requirements? • What does the course involve? • What do the examinations involve? • What could I do after completing the courses? • Who should I talk to if I need advice?

Courses Available • Students who achieve 5 good passes (C/+5) at the International General Certificate of Secondary Education (IGCSE) are invited to move into the next phase of Malvern College Egypt and prepare themselves for life at university. • This is a two-year programme with two options; Advanced Subsidiary (AS Level) and Advanced (A Level) study or the two year IBDP* (*subject to our final verification process). • A full A Level is achieved through studying one year of AS Level (Year 11 or 12 – dependent on pathway) and one year of A2 Levels (Year 12 or 13 again dependent on pathway). • An AS Level is the academic equivalent of exactly half of a full A Level and is treated as such for university entrance. • The IBDP comprises of six academic subjects and three core elements: Theory of Knowledge, Extended Essay and Creativity, Action and Service (CAS).

Following success at IGCSE, students enter the Lower Sixth Form • Some students choose up to four subjects taught for seven periods each week which they may develop into A Level after examination at AS Level. • For the IBDP, students will cover on average 5 periods per week for HL and 4 periods per week for SL. • Are required to attend tutorial periods. • Become involved in our enrichment programme and co-curricular activities.

Going into Upper Sixth • Complete their (I)A Levels and leave at end of year • University preparation • Continue to attend tutorial periods, the co-curricular activities • Most students complete four AS Levels in Year 12 and continue with three full A Levels in Year 13

Overview of Advanced Levels

What are International Advanced Levels?

International AS/A Levels and GCE AS/A Levels are internationally recognised qualifications that are required for entry into many university courses and professional training opportunities. Students typically study for these qualifications between the ages of 17 and 18. International AS and Advanced Level qualifications are designed with the global learner in mind. They were introduced in 2013 as international alternatives to the Ofqual-regulated AS and A Levels offered in the UK. They differ from A Levels in that they have a flexible, modular structure, but they maintain the rigorous standards of all Edexcel and Cambridge qualifications. The exam board standards mean that all qualifications are developed to be rigorous, demanding, inclusive and empowering. They work collaboratively with a panel of educational thought-leaders and assessment experts to ensure that these qualifications are globally relevant, represent world-class best practice and maintain a consistent standard. The (I)A Levels give question papers that are clear and accessible for students of all ability ranges, and use a series of well-defined command words. Their mark schemes are straightforward so that the assessment requirements are clear. They allow for broad and deep development of learners’ skills – Edexcel and Cambridge designed the International Advanced Subsidiary and International Advanced Level qualifications to extend learners’ knowledge by broadening and deepening skills.

What are International AS qualifications?

International AS (Advanced Subsidiary) qualifications are offered in the same subjects but contain half the content of an (I)A Level. Learners can either study AS as a stand-alone qualification or as a stage towards completing an International Advanced Level, allowing them to study a broader range of subjects before deciding which ones to take forward.

What are International Advanced Levels worth?

According to independent benchmarking by UK NARIC the UK’s national agency for providing information, advice and expert opinion on qualifications worldwide, International Advanced Levels ‘can be considered comparable to the overall GCE A Level standard’ offered in the UK.

What can I do once I’ve taken my International Advanced Level or the IBDP? International Advanced Level qualifications and the International Baccalaurete Diploma Programme are already recognised by many leading universities in the UK and internationally.

International Advanced Level

English Literature (Edexcel â&#x20AC;&#x201C; Syllabus Code: XET01 & YET01)

International Advanced Level

English Literature What does the course involve?

You will explore a range of Literature written in English including works by classic writers like Dickens and Shakespeare, and poetry written pre1900-. However, the course also explores a number of modern texts such as post2000- poetry and texts with a wide international appeal, including The Kite Runner by Khaled Hosseini and The White Tiger by Aravind Adiga. Studied over one year for AS Level or two years for A Level, the course will help to develop your interest in, and enthusiasm for literature. You will explore the conventions of different texts and the ways texts and the attitudes and values in them are different in different places and times.

What are the entry qualifications?

Students require at least a B grade in First Language English and preferably a B at I/GCSE English Literature. However, students who have not studied literature at IGCSE but who show a commitment to wider reading would be considered.

Why study English?

For any career that requires good oral and written skills, an understanding of others and a sensitivity to peopleâ&#x20AC;şs needs, English Literature is a valuable qualification. Additionally, the study of literature develops a wide range of cognitive skills such as critical thinking, reasoning and routine problem solving which are beneficial for many careers. Such careers would include those in the field of law, advertising, broadcasting, the civil service, journalism, publishing, government and politics, librarianship, management and administration, personnel work, teaching and social work but most employers are likely to value the skills required to achieve an English Literature A Level.

What exams are involved?

The Pearson Edexcel International Advanced Subsidiary in English Literature consists of two externally examined units: Unit 1 and Unit 2. The Pearson Edexcel International Advanced Level in English Literature consists of four externally examined units: Unit 1, Unit 2, Unit 3 and Unit 4. More detailed information on the specification can be found at: https://qualifications.pearson.com/en/qualifications/edexcel-international-advanced-Levels/english- literature2015-. html

International Advanced Level

Mathematics (Edexcel â&#x20AC;&#x201C; Syllabus Code: XMA01 & YMA01)

International Advanced Level

Mathematics

What does the course involve?

A Level Mathematics is split into three parts. Two thirds of the course are Pure Mathematics. This underpins all of the other branches within A Level Mathematics and builds on many of the topics covered at (I)GCSE. The topics include Algebra, Coordinate Geometry, Trigonometry, Calculus and Proof. These skills are then applied whilst studying Statistics and Mechanics for the other third of the course.

What are the entry qualifications?

Grade 6/B or above in (I)GCSE Mathematics and the recommendation of the (I)GCSE Mathematics teacher. Students are also expected to complete some preparation work over the summer holidays and are to be able to demonstrate sound (I)GCSE algebra skills in the first few weeks of the course.

Why study Mathematics?

With an A Level in Mathematics you are in demand. This is reflected in the fact that it has recently become the most popular A Level in the UK. Many students who are successful in A-Level Mathematics go on to study and have careers in Statistics, Accountancy, Banking, Finance, Teaching, Operational Research, Actuarial Work, Engineering and Management.

What exams are involved?

Students are examined in each unit. At the end of the first year they will sit three examinations in Pure 1, Pure 2 and an applied unit. At the end of the second year they will sit a further three examinations in Pure 3, Pure 4 and another applied unit. Each examination is 90 minutes long. Applied units will be decided by the Head of Mathematics and based upon student’s abilities and career intentions.

Year 1: Compulsory Units:

P: Examinations: • First Assessment • The assessment is 1 hour and 30 minutes • The assessment is out of 75 marks • Calculators may be used

P2: Examinations:

• First assessment: • The assessment is 1 hour and 30 minutes • The assessment in out of 75 marks. • Calculators must be used. Year 1 Options: M1 (Mechanics) OR S1 (Statistics) M1 (Mechanics):

Prerequisites: A knowledge of P1 and P2 and associated formulae and of vectors in two dimensions. Examinations: • First assessment • The assessment is 1 hour and 30 minutes • Assessment is out of 75 marks.

S1 (Statistics): Examinations:

• First assessment • The assessment is 1 hour and 30 minutes • Assessment is out of 75 marks.

In Year 2 the following system will apply: P3 (Pure 3) – Compulsory Module (Pure 4) – Compulsory Module M2 or S2 (Depending on your choice in Year 1. If you choose M1 in Year 1, then you must continue on to M2 in Year 2. If you choose S1 in Year Year 1, then you must continue on to S2 in Year 2. More detailed information on the specification can be found at: https://qualifications.pearson.com/en/qualifications/edexcel-international-advanced-Levels/mathematics-2018.html

International Advanced Level

Biology

International Advanced Level

Biology

(Cambridge â&#x20AC;&#x201C; Syllabus Code: 9700) Lower Sixth What does the course involve?

The study of life itself, Biology explores the theories and principles involved in living systems, in all their intricate beauty. Topics you will learn about include: lifestyle, transport, genes and health, development, plants and the environment, the natural environment and species survival, energy, exercise and co-ordination, as well as practical biology and research skills. By the end of the course you will know about the principles of genetics, molecules, taxonomy, natural selection, evolutionary theory, global warming, bacteria and viruses, and more. Within Biology students learn to apply knowledge and understanding of the world around them.

What are the entry qualifications?

6 or B in (I)GCSE Biology or 6/6 or B/B in (I)GCSE Double Science; 5/C in English; 6/B in Mathematics

Why study Biology?

Biology helps you to build up your research, problem-solving, organisation and analytical skills. It is an ideal course to study if you plan on studying other science-based subjects or want to progress on to higher level science courses at university and study courses such as Medicine, Marine Biology and Veterinary Science.

What exams are involved?

Candidates for IAS certification take Papers 1, 2 and 3 (either Advanced Practical Skills 1 or Advanced Practical Skills 2) in a single examination series. Candidates who, having received IAS certification, wish to continue their studies to the full Advanced Level qualification may carry their IAS marks forward and take Papers 4 and 5 in the examination series in which they require certification. Candidates taking the full IAL qualification at the end of the course take all five papers in a single examination series. More detailed information on the specification can be found at: https://www.cambridgeinternational.org/Images/329527-2019-2021-syllabus.pdf

International Advanced Level

Chemistry

(Edexcel â&#x20AC;&#x201C; Syllabus Code: XCH11 & YCH11)

International Advanced Level

Chemistry

What does the course involve?

This course will give you an exciting insight into the contemporary world of chemistry, and covers a range of different contexts. The combination of academic challenge, relevant context and practical focus makes this a rigorous and interesting approach to the study of chemistry. The course covers the major topics in chemistry, including molar calculations, structure and bonding, energetics, rates, equilibria, Group chemistry, transition metals and a range of organic chemistry; as well as associated experimental skills.

What are the entry qualifications?

6/6 or B/B in (I)GCSE Double Science / 6 or B in Chemistry (I)GCSE; 5/C in English; 6/B in Mathematics

Why study Chemistry?

Chemistry is an excellent base for a university degree in healthcare such as medicine, pharmacy and dentistry as well as chemistry, the biological sciences, physics, mathematics, pharmacology and analytical chemistry. Chemistry is also taken by many law applicants as it shows you can cope with difficult concepts. Chemistry can also complement a number of arts subjects.

What exams are involved?

This qualification consists of six externally-examined units. The IAL consists of the three IAS units (Units 1, 2 and 3) plus three IA2 units (Units 4, 5 and 6). Students wishing to take IAL must, therefore, complete all six units. The qualification will include questions that target mathematics at Level 2 or above. Overall, a minimum of 20% of the marks across the papers will be awarded for mathematics at Level 2 or above. Unit 1: Structure, Bonding and Introduction to Organic Chemistry Unit 2: Energetics, Group Chemistry, Halogenoalkanes and Alcohols Unit 3: Practical Skills in Chemistry I Unit 4: Rates, Equilibria and Further Organic Chemistry Unit 5: Transition Metals and Organic Nitrogen Chemistry Unit 6: Practical Skills in Chemistry II More detailed information on the specification can be found at: https://qualifications.pearson.com/en/qualifications/edexcel-international-advanced-Levels/chemistry-2018. html

International Advanced Level

Physics

(Cambridge â&#x20AC;&#x201C; Syllabus Code: 9702)

International Advanced Level

Physics

What does the course involve?

Physics (from the Greek, φυσικός (phusikos), «natural», and φύσις (phusis) «nature»), is the science of nature in the broadest sense. Also known as natural philosophy, physics involves the study of matter and energy, ranging from the sub-atomic particles through to the universe as a whole. Physics is a course for students interested in understanding how things work and why they are as they are; who have wondered why the sky is blue, how the universe is evolving, and what are the fundamental forces and particles of nature, making up all things. Within Physics students learn to apply knowledge and understanding of the world around them to a whole variety of situations, extending their capacity to problem solve and to think in a logical manner as they do so. These skills can then be applied to other subjects as well as to life in general.

What are the entry qualifications?

6 or B in (I)GCSE Physics or 6/6 or B/B in (I)GCSE Double Science; 5/C in English; 6/B in Mathematics

Why study Physics?

An A Level in Physics is a widely respected qualification with both universities and employers. University Medical departments highly regard students who have studied Physics. Other major careers include Engineering and Finance which can be amongst the most highly paid careers.

What exams are involved?

Candidates for IAS certification take Papers 1, 2 and 3 (either Advanced Practical Skills 1 or Advanced Practical Skills 2) in a single examination series. Candidates who, having received IAS certification, wish to continue their studies to the full Advanced Level qualification may carry their IAS marks forward and take Papers 4 and 5 in the examination series in which they require certification. Candidates taking the full IAL qualification at the end of the course take all five papers in a single examination series. More detailed information on the specification can be found at: http://www.cambridgeinternational.org/images/329533-2019-2021-syllabus.pdf

International Advanced Level

Business Studies (Cambridge â&#x20AC;&#x201C; Syllabus Code: 9609)

International Advanced Level

Business Studies What does the course involve?

The Business Studies AS & A Level syllabus content is divided into six main topic areas: Business and its environment, People in organisations, Marketing, Operations and project management, Finance and accounting and Strategic management (A Level only). The syllabus enables learners to understand and appreciate the nature and scope of business, and the role it plays in society.

What are the entry qualifications?

Grade 5 or above in English and Mathematics. IGCSE Business Studies grade 5 would be an advantage (not compulsory).

Why study Business Studies?

There are opportunities to study a range of courses including HND Business and Finance, Degrees in Business Studies or Marketing and HND/Degrees in a wide range of business-related areas. The course is also a good introduction to business life and employment. Students would be prepared for employment in banking, insurance and finance, sales and human resources as well as other aspects of business and finance.

What exams are involved?

AS Level students will take the following two exams: Paper 1: Short answer and essay 1 hour 15 minutes Paper 2: Data response 1 hour 30 minutes A Level students will take the following three exams: Paper 1 Short answer and essay 1 hour 15 minutes Paper 2 Data response 1 hour 30 minutes Paper 3 Five questions and one essay (from a choice of two) based on a case study Students who have already completed the AS Level will only need to complete Paper 3 to gain the A Level qualification. More detailed information on the specification can be found at: http://www.cambridgeinternational.org/images/329500-2019-2021-syllabus.pdf

International Advanced Level

Sociology (Cambridge â&#x20AC;&#x201C; Syllabus Code: 9699)

International Advanced Level

Sociology

What does the course involve?

In a rapidly changing world, Cambridge International AS and A Level Sociology offers learners the opportunity not only to explore the processes that are shaping current trends, but also to develop an understanding of the complexity and diversity of human societies and their continuities with the past. The study of sociology stimulates awareness of contemporary social, cultural and political issues, and focuses on the importance of examining these issues in a rigorous, reasoned and analytical way.

What are the entry qualifications?

It is not necessary to have studied Sociology at IGCSE. Students must however, having an interest in social issues and social problems is important, as well as analytical ability and an enjoyment of reading and research. In addition, students will need to be able to communicate effectively on paper, therefore will need a (I)GCSE in English at Grade 5/C or above.

Why study Sociology?

Sociology is applicable across a wide range of occupations, but may be particularly useful for those considering a career in Public Relations, Journalism, Social Work, Teaching, Nursing, Personnel Management, Advertising and Marketing. For those wishing to enter Further or Higher Education, A Level Sociology is an acceptable entrance qualification.

What exams are involved?

Cambridge International AS and A Level Sociology (9699) You will take two exam papers for AS Level and three exam papers in total for the full A Level. More detailed information on the specification can be found at: http://www.cambridgeinternational.org/images/202968-2017-2019-syllabus.pdf http://www.cambridgeinternational.org/images/415056-2020-syllabus.pdf

International Advanced Level

Economics (Cambridge â&#x20AC;&#x201C; Syllabus Code: 9708)

International Advanced Level

Economics

What does the course involve? The Economics syllabus IAS & IA Level syllabus allows learners to explore concepts and theories which can be applied to the way that modern economies work. The content is divided into five main topic areas: Basic economic ideas and resource allocation, The price system and the micro economy, Government microeconomic intervention, the macro economy, Government macro intervention.

What are the entry qualifications? Grade 5 or above in English and Mathematics. Preferably Grade 5 or above in (I)GCSE Business Studies or Economics.

Why study Economics? As well as being equipped to handle modern life with a broad knowledge of IA Level Economics, an IA-Level economics shows you have the ability to analyse and understanding economic subjects, as well as having a sound financial knowledge and essay-writing skills. Possible career choices include accountancy, stockbroker, banker and online financial and business-related careers. Your IA Level economics can lead you to degrees in economics, business studies, social sciences and engineering.

What exams are involved?

Cambridge International AS & A Level Economics AS Level students will take the following two exams: Paper 1: Multiple Choice 1 hour 30 multiple choice questions Paper 2: Data Response and Essay 1 hour 30 minutes A Level students will take the following four exams: Paper 1 and Paper 2 AS Level exams plus: Paper 3: Multiple Choice 1 hour 15 minutes Paper 4: Data Response and Essays 2 hours 15 minutes Students have already completed the AS Level will only need to complete Paper 3 and 4 to gain the A Level qualification. More detailed information on the specification can be found at: http://www.cambridgeinternational.org/images/329552-2019-2021-syllabus.pdf

Psychology

International Advanced Level

Psychology

(Cambridge â&#x20AC;&#x201C; Syllabus Code: 9990)

International Advanced Level

Psychology

What does the course involve? Psychology is a fascinating subject and is classed as a science. To some extent we are all naĂŻve psychologists as we try to interpret and understand the behaviour of those around us. Psychologists further our understanding by generating theories and hypotheses by using scientific methods to test and draw conclusions about human and non-human animal behaviour. Cambridge International AS and A Level Psychology is accepted by universities and employers as proof of knowledge and ability. This syllabus aims to encourage an interest in and appreciation of psychology through an exploration of the ways in which psychology is conducted. This exploration includes a review of a number of important research studies and an opportunity to look at the ways in which psychology has been applied.

What are the entry qualifications? It is not necessary to have studied Psychology at IGCSE. Students must however, having an interest in explaining human behaviour and human thinking processes. It is also important to have analytical ability and an enjoyment of reading and research. In addition, students will need to be able to understand the scientific method and to communicate effectively on paper, therefore will need a (I)GCSE in Science at Grade 5/C or above and English at Grade 5/C or above.

Why study Psychology? Psychologists are involved in many areas of research. Some conduct applied research seeking to answer actual problems. These can range from finding ways to reduce stress to advising on the design of complicated equipment. Pure research focuses on areas which may not have an immediate and obvious application. Psychologists are employed in a range of fields including teaching and education, social work, the probation service, clinical and counselling areas, hospitals, industry and commence. The study of Psychology provides the student with transferable skills which can be utilised within many non-psychology careers including market research, advertising, careers guidance, retail management and personnel. It is extremely useful in any career which involves people, or understanding people, and is a popular choice at degree level.

What exams are involved?

Cambridge International AS and A Level Psychology (9990) You will take two exam papers for AS Level and four exam papers in total for the full A Level. More detailed information on the specification can be found at: https://www.cambridgeinternational.org/Images/254186-2018-2020-syllabus.pdf

International Advanced Level

Computer Science (Cambridge â&#x20AC;&#x201C; Syllabus Code: 9608)

International Advanced Level

Computer Science What does the course involve? The aim of the Cambridge International AS and A Level Computer Science syllabus is to encourage learners to develop an understanding of the fundamental principles of computer science and how computer programs work in a range of contexts. Learners will study topics including information representation, communication and Internet technologies, hardware, software development, and relational database modelling. As they progress, learners will develop their computational thinking and use problem solving to develop computer-based solutions using algorithms and programming languages. Studying Cambridge International AS and A Level Computer Science will help learners develop a range of skills such as thinking creatively, analytically, logically and critically. Programming in Python and the use of flowcharts and pseudocode is a large part of the syllabus.

What are the entry qualifications? Students must have at least grade 5 or C in (I)GCSE Mathematics and the (I)GCSE Computer Science at B or above. If students have not studied Computer Science at GCSE, some evidence of previous programming experience and algorithm design is required. A keen interest in programming is essential.

Why study Computer Science? Computer Science is an area which is expanding rapidly and offers a wide range of career opportunities in public and private sectors. The job opportunities are diverse and range from programmers and systems analysts to web designers and network managers. For students who do not choose to go into one of these professions the Computer Science A Level will give an excellent grounding in using the standard application packages; skills which any employer will value. Computer Science also combines well with almost any other A Level course and is excellent preparation for study in Higher Education.

What exams are involved?

Candidates may choose: â&#x20AC;˘ to take Papers 1, 2, 3 and 4 in the same examination series, leading to the full Cambridge International A Level â&#x20AC;˘ to follow a staged assessment route by taking Papers 1 and 2 (for the AS Level qualification) in one series, then Papers 3 and 4 (for the full Cambridge International A Level) in a later series â&#x20AC;˘ to take Papers 1 and 2 only (for the AS Level qualification). More detailed information on the specification can be found at: http://www.cambridgeinternational.org/images/415023-2020-syllabus.pdf

International Advanced Level

Art and Design 34

(Cambridge â&#x20AC;&#x201C; Syllabus Code: 9479)

International Advanced Level

Art and Design What does the course involve? The AS art programme is a year long (in fact 2 terms of clear working time). It is a qualification that some universities accept though this is not universal and a lot of colleges require the full A level. It is a course designed to encourage students to explore their own ideas through research of a theme and through looking at the processes employed by other Artists. It is a chance for the individual to experiment with visual interpretation and further their own skills and interests in visual media.

What are the entry qualifications? The best foundation for success in A Level Art is to have attained a good grade at (I)GCSE. Students who do not meet this criterion may be considered on individual merit. Aptitude for the subject, creativity, and good skills are essential. A Level Art is highly rewarding, and students should be prepared to invest the time and energy required to develop their abilities. You should have an understanding of the formal elements of art such as colour, tone and composition. You must also be receptive to forming a deeper understanding of the place of art, craft and design in the world, its history and purpose. Above all, you should have an impulse to create and a want to express your ideas visually.

Why study Art and Design? Learning through and about the arts enriches the experience of studying while at school as well as preparing students for life after school. Studying arts subjects also help to develop critical thinking and the ability to interpret the world around us. From history to sculpture, theatre to fashion, there is a wide variety of different areas you can study during Art & Design. This diversity keeps students engaged, and an interesting course structure helps to stretch creative minds for fresh ideas.

What exams are involved?

1. Coursework: An individual research and development project in which the individual chooses a theme on which to base their studies, the student is required to submit a finalized piece of work with approximately 8 sides of A2 of supporting studies and development work. 2. Controlled Test: This is an 15 hour exam set over 3 days. The paper is received by the students up to 6 weeks before the date of the exam, in this time the students work on one chosen question developing a design based as a response to that question. The student will complete a final piece during the exam session and may submit up not 4 sides of A2 support and development work. (The support work is taken into the exam and the student develops the final piece using their studies on the development sheets). A2 Art and Design: The submission is a single one where a coursework project is submitted with a sketchbook and development research studies and a 1500 word essay based on the theme and artistâ&#x20AC;&#x2122;s work that you have studied for the coursework â&#x20AC;&#x201C; it should be a living artist that you can interview (do a studio visit etc). More detailed information on the specification can be found at: https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-levelart-and-design-9479/

Overview of The International Baccalaureate Diploma Programme 36

(IBDP)

What is the International Baccalaureate Diploma Programme? The IBDP comprises of six academic subjects and three core elements: Theory of Knowledge (TOK), Extended Essay (EE) and Creativity, Action and Service (CAS). At the end of the course pupils are awarded grades (points) for each component and an overall total. Three subjects at Higher Level (maximum 7 points per subject) Three subjects at Standard Level (maximum 7 points per subject) Extended Essay, Theory of Knowledge (maximum 3 additional points) CAS is compulsory = 45 points maximum point score The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural understanding, open-mindedness and the attitudes necessary to respect and evaluate a range of viewpoints. Approaches to teaching and learning (ATL) within the DP are deliberate strategies, skills and attitudes that permeate the teaching and learning environment. In the DP students develop skills from five ATL categories: thinking, research, social, self-management and communication. To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) Their best language, 2) Additional language(s), 3) Social sciences, 4) Experimental Sciences, and 5) Mathematics. Students may choose either an arts subject from group 6, or a second subject from groups 1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements - the extended essay, theory of knowledge and creativity, action, service - are compulsory and central to the philosophy of the programme.

Course Outlines

Language and Literature

Group 1 – Studies in Language and Literature (Language A) Group 2 – Languages in Acquisition (Language B – HL and SL) (Language Ab Initio – SL Only)

Group 1 Studies in Language and Literature

English A – Language and Literature SL or HL (New Syllabus Beginning Sept 2019) Arabic A – Language and Literature SL (New Syllabus Beginning Sept 2019) Self-Taught Language – Literature SL only

Language A studies aim to develop the student’s mother tongue and both Arabic A and English A will taught with the same Aims and Assessment style. The texts and approach will differ and will be guided by the teacher working with the students. Students must study a language at Level A to achieve the full IB Diploma. If the student’s English or Arabic ability is not at native speaker level, but they are a native speaker of another language not taught at the College, such as Russian or Japanese, please discuss the possibility of studying a Self-Taught Literature programme with the IBDP Coordinator. I. Course description and aims The language A: language and literature course aims to develop skills of textual analysis and the understanding that texts, both literary and non-literary, can relate to culturally determined reading practices. The course also encourages students to question the meaning generated by language and texts. An understanding of the ways in which formal elements are used to create meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception. The study of literature in translation from other cultures is especially important to IBDP students because it contributes to a global perspective. Texts are chosen from a variety of sources, genres and media. The aims of all subjects in studies in language and literature are to enable students to: • engage with a range of texts, in a variety of media and forms, from different periods, styles, and cultures • develop skills in listening, speaking, reading, writing, viewing, presenting and performing • develop skills in interpretation, analysis and evaluation • develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they contribute to diverse responses and open up multiple meanings • develop an understanding of relationships between texts and a variety of perspectives, cultural contexts, and local and global issues and an appreciation of how they contribute to diverse responses and open up multiple meanings • develop an understanding of the relationships between studies in language and literature and other disciplines • communicate and collaborate in a confident and creative way • foster a lifelong interest in and enjoyment of language and literature.

II. Curriculum model overview Syllabus component Readers, writers and texts Non-literary texts are chosen from a variety of sources and media to represent as wide a range of text types as possible, and works are chosen from a variety of literary forms. The study of the non-literary texts and works focuses on the nature of language and communication and the nature of literature and its study. This study includes the investigation of how texts themselves operate as well as the contexts and complexities of production and reception. Focus is on the development of personal and critical responses to the particulars of communication.

Teaching hours* SL HL 50

Time and space Non-literary texts and literary works are chosen from a variety of sources, literary forms and media that reflect a range of historical and/or cultural perspectives. Their study focuses on the contexts of language use and the variety of ways literary and non-literary texts might both reflect and shape society at large. The focus is on the consideration of personal and cultural perspectives, the development of broader perspectives, and an awareness of the ways in which context is tied to meaning.

Intertextuality: connecting texts Non-literary texts and literary works are chosen from a variety of sources, literary forms and media in a way that allows students an opportunity to extend their study and make fruitful comparisons. Their study focuses on intertextual relationships with possibilities to explore various topics, thematic concerns, generic conventions, modes or literary traditions that have been introduced throughout the course. The focus is on the development of critical response grounded in an understanding of the complex relationships among texts.

Total teaching hours

150

240

III. Assessment model Assessment objectives are to: Know, understand and interpret: • a range of texts, works and/or performances, and their meanings and implications • contexts in which texts are written and/or received • elements of literary, stylistic, rhetorical, visual and/or performance craft • features of particular text types and literary forms. Analyse and evaluate: • ways in which the use of language creates meaning • uses and effects of literary, stylistic, rhetorical, visual or theatrical techniques • relationships among different texts • ways in which texts may offer perspectives on human concerns. Communicate • ideas in clear, logical and persuasive ways • in a range of styles, registers and for a variety of purposes and situations • (for literature and performance only) ideas, emotion, character and atmosphere through performance.

Lang A – Higher Level

Lang A – Standard Level Assessment component

Weighting

External assessment (3 hours) Paper 1: Guided textual analysis (1 hour 15 minutes) The paper consists of two non-literary passages, from two different text types, each accompanied by a question. Students choose one passage and write an analysis of it. (20 marks)

70% 35%

Paper 2: Comparative essay (1 hour 45 minutes) The paper consists of four general questions. In response to one question students write a comparative essay based on two works studied in the course. (30 marks)

35%

Internal assessment This component consists of an individual oral which is internally assessed by the teacher and externally moderated by the IB at the end of the course. Individual oral (15 minutes) Supported by an extract from one non-literary text and one from a literary work, students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher, to the following prompt: Examine the ways in which the global issue of your choice is presented through the content and form of two of the texts that you have studied. (40 marks)

30%

Assessment component

Weighting

External assessment (4 hours) Paper 1: Guided textual analysis (2 hours 15 minutes) The paper consists of two non-literary passages, from two different text types, each accompanied by a question. Students write an analysis of each of the passages. (40 marks)

80% 35%

25% 20%

HL essay Students submit an essay on one non-literary text or a collection of non-literary texts by one same author, or a literary text or work studied during the course. (20 marks) The essay must be 1,200-1,500 words in length.

Internal assessment: Individual oral (15 minutes) This component consists of an individual oral which is internally assessed by the teacher and externally moderated by the IB at the end of the course.

20%

Individual oral (15 minutes) Supported by an extract from both one nonliterary text and one from a literary work, students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher, to the following prompt: Examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have studied. (40 marks)

IV. Sample Questions • Writers often use a character who is alienated from his or her culture or society in order to explore cultural or social values. Examine this idea with reference to at least two works studied. • It has been said that history “cannot be unlived, but if faced with courage, need not be lived again.” To what extent do at least two works studied “face” history in order to ensure that its wrongs “need not be lived again”? V. Texts The choice of texts will represent as wide a variety of text types, literary forms, places, times and voices as possible. Works in Translation will also be used. The follow are examples of the texts which may be used by teachers, but the final list will be confirmed in August.

English A Texts - Work in Translation - “The Thief and the Dogs” by Naguib Mahfouz - “Huckleberry Finn” by Mark Twain - Antigone Sophocles (HL only) - Play - “Translations” by Brian Friel - Poetry - “Anthology of Poetry” by Wilfred Owen - Speeches by Martin Luther King (HL only)

Arabic A Texts - Work in Translation – “Jane Eyre” by Charlotte Bronte - “The Days” by Taha Hussein - “The Thief and the Dogs” by Naguib Mahfouz (HL only) - “Children of Gebelawi” by Naguib Mahfouz - “By the light of the Sun of Thought”, by Tawfik El Hakim - “Princess Shams” by Tawfik El Hakim (HL only)

Prerequisites – Students should have studied the course at First Language Level at (I)GCSE and if a student wishes to take the course at HL we would recommend they have achieved a B or Level 6.

Group 2 Languages in Acquisition Language Acquisition consists of two modern language courses— language ab initio and language B designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken. The following language acquisition aims are common to both language ab initio and language B. • Develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance. • Enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes. • Encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures. • Develop students’ understanding of the relationship between the languages and cultures with which they are familiar. • Develop students’ awareness of the importance of language in relation to other areas of knowledge. • Provide students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creative-thinking skills. • Provide students with a basis for further study, work and leisure through the use of an additional language. • Foster curiosity, creativity and a lifelong enjoyment of language learning.

Language B HL and SL English B SL or HL Arabic B SL – INCORPORATING MINISTRY PROVISION French B SL or HL I. Course description and aims Language B is a language acquisition course designed for students with some previous experience of the target language. Students further develop their ability to communicate through the study of language, themes and texts. There are five prescribed themes: identities, experiences, human ingenuity, social organization and sharing the planet. Both language B SL and HL students learn to communicate in the target language in familiar and unfamiliar contexts. The distinction between language B SL and HL can be seen in the level of competency the student is expected to develop in receptive, productive and interactive skills. At HL the study of two literary works originally written in the target language is required and students are expected to extend the range and complexity of the language they use and understand in order to communicate. Students continue to develop their knowledge of vocabulary and grammar, as well as their conceptual understanding of how language works, in order to construct, analyse and evaluate arguments on a variety of topics relating to course content and the target language culture(s). II. Curriculum model overview The curriculum is organized around five prescribed themes with which the students engage though written, audio, visual and audio-visual texts. Students develop into successful, effective communicators by considering the conceptual understandings of context, audience, purpose, meaning and variation. Communication is evidenced through receptive, productive and interactive skills.

Theme

Identities

Guiding principle Optional recommended topics Explore the nature of the self and what it is to be human.

Possible questions

• Lifestyles • Health and wellbeing • Beliefs and values

• Subcultures • Language and identity

Experiences Explore and tell the stories of the events, experiences and journeys that shape our lives.

• Leisure activities • Holidays and travel • Life stories

• Rites of passage • Customs and traditions • Migration

• How does travel broaden our horizons? • How does our past shape our present and our future? • How and why do different cultures mark important moments in life? • How would living in another culture affect our worldview?

Human ingenuity

• Entertainment • Artistic expressions • Communication and media

• Technology • Scientific innovation

Social Explore the ways organization in which groups of people organize themselves, or are organized, through common systems or interests.

• Social relationships • Community • Social engagement

• Education • The working world • Law and order

• How do developments in science and technology influence our lives? • How do the arts help us understand the world? • What can we learn about a culture through its artistic expression? • How do the media change the way we relate to each other?

Sharing the planet

• The environment • Human rights • Peace and conflict • Equality

• Globalization • Ethics • Urban and rural environment

Explore the ways in which human creativity and innovation affect our world.

Explore the challenges and opportunities faced by individuals and communities in the modern world.

• What constitutes an identity? • How do we express our identity? • What ideas and images do we associate with a healthy lifestyle? • How do language and culture contribute to form our identity?

• What is the individual’s role in the community? • What role do rules and regulations play in the formation of a society? • What role does language play in a society? • What opportunities and challenges does the 21st-century workplace bring? • What environmental and social issues present challenges to the world, and how can these challenges be overcome? • What ethical issues arise from living in the modern world, and how do we resolve them? • What challenges and benefits does globalization bring? • What challenges and benefits result from changes in urban and rural environments?

III. Assessment model The language acquisition assessment objectives are common to both language ab initio and language B. • Communicate clearly and effectively in a range of contexts and for a variety of purposes. • Understand and use language appropriate to a range of interpersonal and/or intercultural contexts and audiences. • Understand and use language to express and respond to a range of ideas with fluency and accuracy. • Identify, organize and present ideas on a range of topics. • Understand, analyse and reflect upon a range of written, audio, visual and audio-visual texts. The assessment outlines for language B SL and HL are identical; it is the nature of the assessment that differs and this is what distinguishes SL assessments from those of HL.

External assessment (3 hours) 75%

Internal assessment

Assessment component (SL and HL)

Paper 1) 1 hour 15 minutes) Productive skills—writing (30 marks) Paper 2) 1 hour 45 minutes) Receptive skills—separate sections for listening and reading (65 marks) Listening comprehension (45 minutes) (25 marks) Reading comprehension (1 hour) (40 marks) Individual oral assessment A conversation with the teacher, based on a visual stimulus, followed by discussion based on an additional theme. (30 marks)

Weighting 25%

25% 25% 25%

For language B HL paper 1, the tasks set will require more complex language and structures and demand higher-order thinking skills. Additionally for HL, a higher word range has been provided in order to accommodate the more complex responses required. For the individual oral internal assessment, the stimulus at language B SL is a visual image that is clearly relevant to one (or more) of the themes of the course. The stimulus at language B HL is an excerpt from one of the two literary works studied. IV. Sample questions • Students are asked to write 250-400 words based on one of five available topics2 • Social isolation can be considered a problem for today’s teenagers. In class, you have been asked to give a speech to your classmates informing them about the problem. Write the text of your speech. [based on Health & Wellbeing] • You are a student at an international school in a (target language) speaking country. Write an article to be published in the school magazine on how your experience at the international school will affect your future job prospects. [based on Cultural diversity] Prerequisites – Students should have studied the course at Second Language Level, such as at (I)GCSE. If a student wishes to take the course at HL we would recommend they have achieved a B or Level 6.

Language Ab Initio (SL only) Spanich Ab Initio Arabic Ab Initio

I. Course Description and aims Offered at SL only, language ab initio is a language acquisition course designed for students with no previous experience in—or very little exposure to—the target language. Language ab initio students develop their receptive, productive and interactive skills while learning to communicate in the target language in familiar and unfamiliar contexts. Please note this course is only available at Standard Level II. Curriculum model overview Students develop the ability to communicate through the study of language, themes and texts. The curriculum is organized around five prescribed themes: identities, experiences, human ingenuity, social organization and sharing the planet. These are divided into a total of 20 topics that must be addressed over the two years of the course within which the students engage though written, audio, visual and audio-visual texts. Students develop into successful, effective communicators by considering the conceptual understandings of context, audience, purpose, meaning and variation. Communication is evidenced through receptive, productive and interactive skills. Theme

Guiding principle

Identities

Explore the nature of the self and what it is to be human.

Experiences

Explore and tell the stories of the events, experiences and journeys that shape our lives.

Human ingenuity

Social organization

• Personal attributes • Personal relationships • Eating and drinking • Physical well-being

• How do I present myself to others? • How do I express my identity? • How do I achieve a balanced and healthy lifestyle?

Explore the ways in which human creativity and innovation affect our world.

• Transport • Entertainment • Media • Technology

Explore the ways in which groups of people organize themselves, or are organized, through common systems or interests.

• Neighbourhood • Education • The workplace • Social issues

• What purpose do rules and regulations have in society? • What is my role in society? • What options do I have in the world of work?

Sharing the planet Explore the challenges and opportunities faced by individuals and communities in the modern world.

Optional recommended Possible questions topics

• Daily routine • Leisure • Holidays • Festivals and celebrations

• Climate • Physical geography • The environment • Global issues

• How does travel broaden our horizons? • How would my life be different if I lived in another culture? • What are the challenges of being a teenager? • How are customs and traditions similar or different across cultures?

• What purpose do rules and regulations have in society? • What is my role in society? • What options do I have in the world of work? • What can I do to help the environment? • How do my surroundings affect the way I live? • What can I do to make the world a better place?

Assessment component (SL only)

Paper 1 (productive skills) Two written tasks each from a choice of three Paper 2 (Receptive skills) Separate sections for listening and reading Listening comprehension (45 minutes) Reading comprehension (1 hour)

Internal assessment

Individual oral assessment A conversation with the teacher, based on a visual image that is clearly relevant to one (or more) of the themes of the course.

Weighting 25%

25% 25% 25%

IV. Sample questions • Your teacher has asked you to speak about the disadvantages of using public transport. Write the text of your speech. Mention at least three disadvantages. • You are on holiday in a (target language) speaking country. On your personal blog you post a message about someone you have just met. In your blog entry you explain: o three details about this person o where you met o what you have been doing together o what your future plans are Prerequisites – Students should not have studied the language before, or have limited knowledge, therefore they should not have studied the language at (I)GCSE.

Individuals and Societies 48

History SL or HL Business Management HL or SL Geography SL or HL ITGS SL or HL Psychology SL or HL

History SL/HL I. Course description and aims The IB Diploma Programme history course aims to promote an understanding of history as a discipline, including the nature and diversity of sources, methods and interpretations. Students are encouraged to comprehend the present by reflecting critically on the past. They are further expected to understand historical developments at national, regional and international levels and learn about their own historical identity through the study of the historical experiences of different cultures. In addition, the course is designed to: • encourage the systematic and critical study of human experience and behaviour; physical, economic and social environments; and the history and development of social and cultural institutions • develop the capacity to identify, analyse critically and evaluate theories, concepts and arguments about the nature and activities of the individual and society • enable students to collect, describe and analyse data used in studies of society; test hypotheses; and interpret complex data and source material • promote an appreciation of the way learning is relevant to both the culture in which the student lives and the culture of other societies • develop an awareness that human attitudes and beliefs are widely diverse and that the study of society requires an appreciation of such diversity • enable the student to recognize that the content and methodologies of the subjects in group 3 are contestable and that their study requires the toleration of uncertainty. II. Curriculum model overview Syllabus component Prescribed subjects 1. Military leaders 2. Conquest and its impact

3. The move to global war 4. Rights and protest 5. Conflict and intervention

World history topics 1. Society and economy (750–1400) 2. Causes and effects of wars (750–1500) 3. Dynasties and rulers (750–1500) 4. Societies in transition (1400–1700) 5. Early Modern states (1450–1789) 6. Causes and effects of Early Modern wars (1500–1750)

7. Origins, development and impact of industrialization (1750–2005) 8. Independence movements (1800–2000) 9. Emergence and development of democratic states (1848–2000) 10. Authoritarian states (20th century) 11. Causes and effects of 20th-century wars 12. The Cold War: Superpower tensions and rivalries (20th century)

HL options: Depth studies 1. History of Africa and the Middle East 2. History of the Americas 3. History of Asia and Oceania 4. History of Europe

Teaching hours*

SL 40

HL 40

Internal assessment Historical investigation

Total teaching hours

150

240

III. Assessment model The IB assesses student work as direct evidence of achievement against the stated goals of the Diploma Programme courses, which are to provide students with: • a broad and balanced, yet academically demanding, programme of study • the development of critical-thinking and reflective skills • the development of research skills • the development of independent learning skills • the development of intercultural understanding • a globally recognized university entrance qualification. The assessments aim to test all students’ knowledge and understanding of key concepts through various activities that demonstrate: • knowledge and comprehension of specified content, such as an ability to recall and select relevant • historical knowledge • application and analysis, including the ability to apply historical knowledge as evidence • synthesis and evaluation abilities • the selection and use of historical skills. Students’ success in the history course is measured by combining their grades on external and internal assessment. On external assessments, students must be able to demonstrate an understanding of both basic facts and complex concepts related to the historical periods studied, depending on the chosen route of study. The internal assessment measures students’ ability to use their own initiative to take on a historical inquiry. Students should be able to develop and apply the skills of a historian by selecting and analysing a good range of source material and managing diverse interpretations. The activity demands that students search for, select, evaluate and use evidence to reach a relevant conclusion. SL Assessment component

SL Weighting

External assessment (2 hours 30 minutes) Paper 1) (1 hour) Source-based paper based on the five prescribed subjects. Structured questions. Paper 2) (1 hour 30 minutes) Essay paper based on the 12 world history topics. Two essay questions on two different topics.

75% 30%

Internal assessment (20 hours) Internally assessed by the teacher and externally moderated by the IB at the end of the course. Historical investigation Students are required to complete a historical investigation into a topic of their choice.

25%

45%

HL Assessment component External assessment (5 hours) Paper 1 (1 hour) Source-based paper based on the five prescribed subjects. Structured questions. Paper 2 (1 hour 45 minutes) Essay paper based on the 12 world history topics. Two essay questions on two different topics. Paper 3 (2 hours 30 minutes) Three essay questions

HL Weighting

80% 20% 25% 30% 20%

IV. Sample questions The following questions appeared in previous IB Diploma Programme history higher level examinations.* 1. Using these sources and your own knowledge, analyse how and why Henry VI became King of Sicily in December 1194. (Route 1, paper 1) 2. Compare and contrast the domestic policies of Disraeli and Gladstone. (Route 2, paper 3 Europe and the Middle East) Prerequisites â&#x20AC;&#x201C; Students may take History at SL without having studied the subject before although a high level of English is recommended, but if a student wishes to take the course at HL we would recommend they have achieved a B or Level 6 in (I)GCSE History.

Business Management SL/HL I. Course description and aims The business management course is designed to develop studentsâ&#x20AC;&#x2122; knowledge and understanding of business management theories, as well as their ability to apply a range of tools and techniques. Students learn to analyse, discuss and evaluate business activities at local, national and international levels. The course covers a range of organizations from all sectors, as well as the sociocultural and economic contexts in which those organizations operate. The course covers the key characteristics of business organization and environment, and the business functions of human resource management, finance and accounts, marketing and operations management. Links between the topics are central to the course. Through the exploration of six underpinning concepts (change, culture, ethics, globalization, innovation and strategy), the course allows students to develop a holistic understanding of todayâ&#x20AC;&#x2122;s complex and dynamic business environment. The conceptual learning is firmly anchored in business management theories, tools and techniques and placed in the context of real world examples and case studies. The course encourages the appreciation of ethical concerns at both a local and global level. It aims to develop relevant and transferable skills, including the ability to: think critically; make ethically sound and well-informed decisions; appreciate the pace, nature and significance of change; think strategically; and undertake longterm planning, analysis and evaluation. The course also develops subject-specific skills, such as financial analysis. The aims of the business management course at HL and SL are to: 1. encourage a holistic view of the world of business 2. empower students to think critically and strategically about individual and organizational behaviour 3. promote the importance of exploring business issues from different cultural perspectives 4. enable the student to appreciate the nature and significance of change in a local, regional and global context 5. promote awareness of the importance of environmental, social and ethical factors in the actions of individuals and organizations 6. develop an understanding of the importance of innovation in a business environment.

II. Curriculum model overview Syllabus component

Teaching hours* SL

Internal assessment

Total teaching hours

150

240

Unit 1: Business organization and environment 1.1 Introduction to business management 1.2 Types of organizations 1.3 Organizational objectives

1.4 Stakeholders 1.5 External environment 1.6 Growth and evolution 1.7 Organizational planning tools (HL only)

Unit 2: Human resource management 2.1 Functions and evolution of human resource management 2.2 Organizational structure 2.3 Leadership and management

2.4 Motivation 2.5 Organizational (corporate) culture (HL only) 2.6 Industrial/employee relations (HL only)

Unit 3: Finance and accounts 3.1 Sources of finance 3.2 Costs and revenues 3.3 Break-even analysis 3.4 Final accounts (some HL only)

3.5 Profitability and liquidity ratio analysis 3.6 Efficiency ratio analysis (HL only) 3.7 Cash flow 3.8 Investment appraisal (some HL only) 3.9 Budgets (HL only)

Unit 4: Marketing 4.1 The role of marketing 4.2 Marketing planning (including introduction to the four Ps) 4.3 Sales forecasting (HL only) 4.4 Market research

4.5 The four Ps (product, price, promotion, place) 4.6 The extended marketing mix of seven Ps (HL only) 4.7 International marketing (HL only) 4.8 E-commerce

Unit 5: Operations management 5.1 The role of operations management 5.2 Production methods 5.3 Lean production and quality management (HL only)

5.4 Location 5.5 Production planning (HL only) 5.6 Research and development (HL only) 5.7 Crisis management and contingency planning (HL only)

III. Assessment model By the end of the business management course, students are expected to reach the following assessment objectives. 1. Demonstrate knowledge and understanding of: a. the business management tools, techniques and theories specified in the syllabus content b. the six concepts that underpin the subject c. real-world business problems, issues and decisions d. the HL extension topics. 2. Demonstrate application and analysis of: a. knowledge and skills to a variety of real-world and fictional business situations b. business decisions by explaining the issue(s) at stake, selecting and interpreting data, and applying appropriate tools, techniques, theories and concepts c. the HL extension topics. 3. Demonstrate synthesis and evaluation of: a. business strategies and practices, showing evidence of critical thinking b. business decisions, formulating recommendations c. the HL extension topics. 4. Demonstrate a variety of appropriate skills to: a. produce well-structured written material using business terminology b. select and use quantitative and qualitative business tools, techniques and methods c. select and use business material, from a range of primary and secondary sources. SL Assessment component

SL Weighting

HL Assessment component

HL Weighting

External assessment (3 hours) Paper 1 (1 hour and 15 minutes) Structured Questions

75% 30%

External assessment (4.5 hours) Paper 1 (2 hour and 25 minutes) Structured and Extended Questions

75% 30%

Paper 2 (1 hour and 45 minutes) Structured and Extended Response

45%

Paper 2 (2 hour and 25 minutes) Structured and Extended Response

45%

Internal assessment (15 teaching hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Written commentary Students produce a written commentary based on three to five supporting documents about a real issue or problem facing a particular organization. Maximum 1500 words.

25%

Internal assessment (30 teaching hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Written commentary Students produce a written commentary based on three to five supporting documents about a real issue or problem facing a particular organization. Maximum 2000 words

25%

IV. Sample questions • Analyse the appropriateness of a cost-plus pricing strategy for B-Pharma’s drugs. • Evaluate the effectiveness of the democratic leadership style of the partners at Hands. • With reference to one or two organization(s) that you have studied, discuss how marketing strategies may differ in two cultures that you are familiar with. Prerequisites – Students may take Business Management at SL without having studied the subject before, but if a student wishes to take the course at HL we would recommend they have achieved a B or Level 6 in (I)GCSE Business Studies .

Geography SL/HL I. Course description and aims 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. Geography is distinctive in that it occupies the middle ground between social sciences and natural sciences. The DP 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. The aims of the geography course is to: • encourage the systematic and critical study of human experience and behaviour; physical, economic and social environments; and the history and development of social and cultural institutions • develop in the student the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and society • enable the student to collect, describe and analyse data used in studies of society, to test hypotheses, and to interpret complex data and source material • promote the appreciation of the way in which learning is relevant both to the student’s own culture, and the culture of other societies • develop an awareness in the student that human attitudes and beliefs are widely diverse and that the study of society requires an appreciation of such diversity • enable the student to recognize that the content and methodologies of the subjects in group 3 are contestable and that their study requires the toleration of uncertainty. • develop an understanding of the interrelationships between people, places, spaces and the environment • develop a concern for human welfare and the quality of the environment, and an understanding of the need for planning and sustainable management • appreciate the relevance of geography in analysing contemporary issues and challenges, and develop a global perspective of diversity and change.

II. Curriculum Model Overview Syllabus component

Teaching hours*

N/A

SL and HL Internal Fieldwork assessment Fieldwork, leading to one written report based on a fieldwork question, information collection and analysis with evaluation

Total teaching hours

150

240

Part one

Part two

Part two HL core extension

Geographic themes—seven options Two options are studied at SL, and three at HL • Freshwater—drainage basins • Oceans and coastal margins • Extreme environments

• Geophysical hazards • Leisure, tourism and sport • Food and health • Urban environments

SL and HL core Geographic perspectives—global change • Population distribution—changing population • Global climate—vulnerability and resilience • Global resource consumption and security

HL only Geographic perspectives—global interactions • Power, places and networks • Human development and diversity • Global risks and resilience

III. Assessment Model Having followed the geography course, students will be expected to: 1. Demonstrate knowledge and understanding of specified content • The core theme—patterns and change • Three HL optional themes • The HL extension—global interactions • An internally assessed specific geographic research topic 2. Demonstrate application and analysis of knowledge and understanding • Apply and analyse geographic concepts and theories • Identify and interpret geographic patterns and processes in unfamiliar information, data and cartographic material • Demonstrate the extent to which theories and concepts are recognized and understood in particular contexts 3. Demonstrate synthesis and evaluation • Examine and evaluate geographic concepts, theories and perceptions • Use geographic concepts and examples to formulate and present an argument • Evaluate materials using methodology appropriate for geographic fieldwork • Demonstrate synthesis and evaluation of the HL extension—global interactions 4. Select, use and apply a variety of appropriate skills and techniques • Select, use and apply the prescribed geographic skills in appropriate contexts • Produce well-structured written material, using appropriate terminology • Select, use and apply techniques and skills appropriate to a geographic research question

SL Assessment component

SL Weighting

HL Assessment component

HL Weighting

External assessment (2 hours 45 minutes) Paper 1 (1 hour 30 minutes) Geographic themes—two options (40 marks)

75% 35%

External assessment (4 hours 30 minutes) Paper 1 (2 hours 15 minutes) Geographic themes—three options (60 marks)

80% 35%

Paper 2 (1 hour 15 minutes) Geographic perspectives—global change (50 marks)

40%

Paper 2 (1 hour 15 minutes) Geographic perspectives—global change (50 marks)

25%

Internal assessment (20 hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Fieldwork (20 hours) Written report (25 marks)

25%

Internal assessment (20 hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Fieldwork (20 hours) Written report (25 marks)

20%

Paper 3 (1 hour) Geographic perspectives—global interactions (28 marks)

20%

IV. Sample questions • Describe what is meant by a neo-Malthusian view. • Discuss the connections between affluence and health. • Explain how global interaction may be measured. Prerequisites – Students may take Geography at SL without having studied the subject before, but if a student wishes to take the course at HL we would recommend they have achieved a B or Level 6 in (I) GCSE Geography.

ITGS

(Information Technology in a Global Society)

SL/HL

I. Course description and aims The IB DP information technology in a global society (ITGS) course is the study and evaluation of the impacts of information technology (IT) on individuals and society. It explores the advantages and disadvantages of the access and use of digitized information at the local and global level. ITGS provides a framework for the student to make informed judgments and decisions about the use of IT within social contexts. The aims of the ITGS higher level courses are to: • enable students to evaluate social and ethical considerations arising from the widespread use of IT by individuals, families, communities, organizations and societies at the local and global level • develop students’ understanding of the capabilities of current and emerging IT systems and to evaluate their impact on a range of stakeholders • enable students to apply their knowledge of existing IT systems to various scenarios and to make informed judgments about the effects • encourage students to use their knowledge of IT systems and practical IT skills to justify IT solutions for a specified client or end-user. II. Curriculum Model Overview

Syllabus component

Strand 2: Application to specified scenarios

• Environment • Health • Home and leisure • Politics and government

HL extension Scenarios based on real-life situations must be used when addressing specified IT developments in the two HL extension topics and the annually issued case study.

• The digital divide and equality of access • Surveillance • Globalization and cultural diversity • Policies • Standards and protocols • People and machines • Digital citizenship

HL extension Social and ethical considerations linked to the two HL extension topics and the issues raised by the annually issued case study. SL/HL core Scenarios based on real-life situations must be used when addressing specified IT developments. • Business and employment • Education and training

Strand 1: Social and ethical significance SL/HL core Social and ethical considerations linked to specified IT developments. • Reliability and integrity • Security • Privacy and anonymity • Intellectual property • Authenticity

Teaching hours*

Syllabus component Strand 3: IT systems SL/HL core The terminology, concepts and tools relating to specified IT developments. • Hardware • Software • Networks • Internet

150

240

• Personal and public communications • Multimedia/digital media • Databases • Spreadsheets, modelling and simulations • Introduction to project management

HL extension • IT systems in organizations • Robotics, artificial intelligence and expert systems • Information systems specific to the annually issued case study

The project (practical application of IT skills) The application of skills and knowledge to develop an original IT product for a specified client. Total teaching hours

Teaching hours*

III. Assessment Model Having followed the ITGS course, students will be expected to demonstrate the following. 1. Demonstrate knowledge and understanding of specified content • IT applications and developments in specified scenarios • The social and ethical significance of specified IT applications and developments • Technical knowledge of ITGS terminology, concepts and tools • Technical knowledge of IT systems • Topics related to the annually issued case study 2. Application and analysis • Explain the impacts of IT applications and developments in specified scenarios • Analyse the social and ethical significance of specified IT applications and developments • Transfer IT knowledge and make connections between specific scenarios • Apply technical knowledge of IT systems acquired through independent research to provide supporting evidence for possible decisions related to the annually issued case study 3. Synthesis and evaluation • Evaluate local and global impacts of specified IT developments through individually researched studies • Evaluate a solution involving IT to a specified problem using knowledge of IT systems • Discuss the social and ethical implications of specified IT policies and developments • Evaluate, formulate and justify possible strategic courses of action related to the annually issued case study 4. Use of ITGS skills • Demonstrate evidence of project management in the development of a well-organized product to resolve a specific issue • Use IT tools and the product development life cycle (PDLC) to create an original product in consultation with a client • Demonstrate evidence of the use of appropriate techniques to develop an original IT product

SL Assessment component

SL Weighting

HL Assessment component

HL Weighting

External assessment (3 hours) Paper 1 (1 hour 45) Structured questions.

70% 40%

External assessment (4 hours 45 mins) Paper 1 (2 hours 15mins) Structured questions.

80% 35%

Paper 2 (1 hour 15 minutes) Written response to previously unseen article

30%

Paper 2 (1 hour 15 minutes) Written response to previously unseen article

20%

Paper 3 (1 hour 15 minutes) Four questions based on pre-seen case study

25%

Internal assessment (30 hours) Development of an original IT product for a specified client

30%

Internal assessment (30 hours) Development of an original IT product for a specified client

20%

IV. Sample questions Questions based on stimulus material • Identify two reasons why organizations continue to use legacy systems. • Many organizations are developing intranets in an attempt to address the problems in their IT developments.To what extent are intranets likely to overcome these problems? • Explain the purposes of the following in the home network: o SSID o Router o Switch Prerequisites – Students may take ITGS at SL without having studied the subject before, but if a student wishes to take the course at HL we would recommend they have achieved a B or Level 6 in (I)GCSE ICT.

Psychology SL/HL I. Course description and aims The aims of all subjects in group 3, individuals and societies, are to: 1. encourage the systematic and critical study of: human experience and behaviour; physical, economic and social environments; the history and development of social and cultural institutions 2. develop in the student the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and society 3. enable the student to collect, describe and analyse data used in studies of society, to test hypotheses and interpret complex data and source material 4. promote the appreciation of the way in which learning is relevant to both the culture in which the student lives and the culture of other societies 5. develop an awareness in the student that human attitudes and opinions are widely diverse and that a study of society requires an appreciation of such diversity 6. enable the student to recognize that the content and methodologies of the subjects in group 3 are contestable and that their study requires the toleration of uncertainty. The aims of the psychology course at SL and at HL are to: 1. develop an understanding of the biological, cognitive and sociocultural factors affecting mental processes and behaviour 2. apply an understanding of the biological, cognitive and sociocultural factors affecting mental processes and behaviour to at least one applied area of study 3. understand diverse methods of inquiry 4. understand the importance of ethical practice in psychological research in general and observe ethical practice in their own inquiries 5. ensure that ethical practices are upheld in all psychological inquiry and discussion 6. develop an awareness of how psychological research can be applied to address real-world problems and promote positive change. II. Curriculum Model Overview Syllabus component

Teaching hours*

120

Approaches to researching behaviour

Options Abnormal psychology Developmental psychology Health psychology Psychology of human relationships

Internal assessment Experimental study

Total teaching hours

150

240

Core Biological approach to understanding behaviour Cognitive approach to understanding behaviour Sociocultural approach to understanding behaviour

III. Assessment Model SL Assessment component

SL Weighting

HL Assessment component

HL Weighting

External assessment (3 hours) Paper 1 (2 hours) Section A: Three short-answer questions on the core approaches to psychology (27 marks) Section B: One essay from a choice of three on the biological, cognitive and sociocultural approaches to behaviour (22 marks) (Total 49 marks)

75% 50%

External assessment (5 hours) Paper 1 (2 hours) Section A: Three short-answer questions on the core approaches to psychology (27 marks) Section B: One essay from a choice of three on the biological, cognitive and sociocultural approaches to behaviour. One, two or all of the essays will reference the additional HL topic (22 marks) (Total 49 marks)

80% 40%

Paper 2 (1 hour) One question from a choice of three on one option (22 marks)

25%

Paper 2 (2 hours) Two questions; one from a choice of three on each of two options (Total 44 marks)

20%

Paper 3 (1 hour) Three short-answer questions from a list of six static questions on approaches to research (24 marks)

20%

Internal assessment (20 hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Experimental study A report on an experimental study undertaken by the student (22 marks)

20%

25%

IV. Sample questions • To what extent does genetic inheritance influence behaviour? Use relevant research studies in your response. (Paper 1) • Evaluate two research studies investigating the role of communication in maintaining relationships. (Paper 2) • The study outlined above uses the phrase “inductive content analysis”. Explain the advantages and disadvantages of using this research strategy in the context of this specific study. (Paper 3, with regard to a supplied study) Prerequisites – Students may take Psychology at SL without having studied the subject before, but if a student wishes to take the course at HL we would recommend they have achieved a B or Level 6 in a humanities subject at IGCSE level.

Experimental Sciences Biology SL/HL Chemistry SL/HL Physics SL/HL Computer Science SL/HL

Group 4 Experimental Sciences All Group 4 Experimental Sciences have shared aims and assessment methods as detailed below: Aims of the Experimental Sciences Through the overarching theme of the nature of science, the aims of the DP Experimental Sciences are common to all subjects. Each Course is designed to enable students to: 1. appreciate scientific study and creativity within a global context through stimulating and challenging opportunities 2. acquire a body of knowledge, methods and techniques that characterize science and technology 3. apply and use a body of knowledge, methods and techniques that characterize science and technology 4. develop an ability to analyse, evaluate and synthesize scientific information 5. develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities 6. develop experimental and investigative scientific skills including the use of current technologies 7. develop and apply 21st century communication skills in the study of science 8. become critically aware, as global citizens, of the ethical implications of using science and technology 9. develop an appreciation of the possibilities and limitations of science and technology 10. develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge. The Assessment Model It is the intention of each of the IB Experimental Science course that students are able to fulfil the following assessment objectives: 1. Demonstrate knowledge and understanding of: • facts, concepts, and terminology • methodologies and techniques • communicating scientific information. 2. Apply: • facts, concepts, and terminology • methodologies and techniques • methods of communicating scientific information. 3. Formulate, analyse and evaluate: • hypotheses, research questions and predictions • methodologies and techniques • primary and secondary data • scientific explanations. 4. Demonstrate the appropriate research, experimental, and personal skills necessary to carry out insightful and ethical investigations.

SL Assessment component

SL Weighting

External assessment (4hours 30mins) Paper 1 (45 minutes) Multiple-choice questions Paper 2 (1 hour 25 minutes) Short answer and extended response questions (Core) Paper 3 (1 hour) Data- and practical-based questions, plus short answer and extended response questions on the option

80% 20%

Internal assessment (10 hours) Investigation and write-up of 6 to 12 pages

25%

40% 20%

HL Assessment component External assessment (4 hours 30mins) Paper 1 (1 hour) Multiple-choice questions Paper 2 (2 hour 15 minutes) Data-based, short answer and extended response questions Paper 3 (1 hour 15 minutes) Data-based, short answer and extended response questions Data-based, short answer and extended response questions

Internal assessment (10 hours) Investigation and write-up of 6 to 12 pages

HL Weighting

80% 20% 36% 24%

20%

The Group 4 Project The group 4 project is a collaborative activity where students from different group 4 subjects, within or between schools, work together. It allows for concepts and perceptions from across disciplines to be shared while appreciating the environmental, social and ethical implications of science and technology. It can be practically or theoretically based and aims to develop an understanding of the relationships between scientific disciplines and their influence on other areas. The emphasis is on interdisciplinary cooperation and the scientific processes

Biology SL /HL I. Course description and aims Biology is the study of life. The vast diversity of species makes biology both an endless source of fascination and a considerable challenge. Biologists attempt to understand the living world at all levels from the micro to the macro using many different approaches and techniques. Biology is still a young science and great progress is expected in the 21st century. This progress is important at a time of growing pressure on the human population and the environment. By studying biology in the DP students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes the sciences. Teachers provide students with opportunities to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings. II. Curriculum Model Overview ` Syllabus component Core 1. Cell biology 2. Molecular biology 3. Genetics

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

Additional higher level (AHL) 7. Nucleic acids 8. Metabolism, cell respiration and photosynthesis

9. Plant biology 10. Genetics and evolution 11. Animal physiology

Option (Choose one of the following) A. Neurobiology and behaviour B. Biotechnology and bioinformatics

C. Ecology and conservation D. Human physiology

Practical scheme of work - Practical activities - Individual investigation (internal assessment–IA) - Group 4 project Total teaching hours

Teaching hours*

150

240

III. Sample questions • Membrane proteins of mice cells were marked with green and membrane proteins of human cells were marked with red. The cells were fused together. What would be seen after two hours? (Paper 1) • Outline the advantages to scientists of the binomial system for naming species. • Describe the use of dichotomous keys for the identification of specimens. (Paper 2) • Brain death is a clinical diagnosis based on the absence of neurological function, with a known irreversible cause of coma. Explain a named method to assess brain damage. Prerequisites – Students may take Biology at SL without having studied the subject before, but if a student wishes to take the course at HL we would recommend they have achieved a B or Level 6 in (I)GCSE Biology or B/B or Level 6/6 in (I)GCSE Science (Double Award). It would also be recommended that they study IB Maths: Analysis and approaches, to encourage the use of statistics.

Chemistry SL /HL I. Course description and aims Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. Chemical principles underpin both the physical environment in which we live and all biological systems. Chemistry is often a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science. Both theory and practical work should be undertaken by all students as they complement one another naturally, both in school and in the wider scientific community. The DP chemistry course allows students to develop a wide range of practical skills and to increase facility in the use of mathematics. It also allows students to develop interpersonal and information technology skills, which are essential to life in the 21st century. By studying chemistry students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes the subject. II. Curriculum Model Overview Syllabus component Core 1. Stoichiometric relationships 2. Atomic structure 3. Periodicity 4. Chemical bonding and structure 5. Energetics/thermochemistry

Additional higher level (AHL) 12. Atomic structure 13. The periodic table—the transition metals 14. Chemical bonding and structure 15. Energetics / thermochemistry 16. Chemical kinetics Option A. Materials B. Biochemistry C. Energy D. Medicinal chemistry

6. Chemical kinetics 7. Equilibrium 8. Acids and bases 9. Redox processes 10. Organic chemistry 11. Measurement and data processing

Teaching hours*

17. Equilibrium 18. Acids and bases 19. Redox processes 20. Organic chemistry 21. Measurement and analysis

Practical scheme of work Practical activities

Individual investigation (internal assessment—IA) Group 4 project

Total teaching hours

20 10

150

40 10

240

III. Sample questions • What is the total number of atoms in 0.50 mol of 1,4-diaminobenzene, H2NC6H4NH2? a. 16.0 x 1023 c. 96.0 x 1023 b. 48.0 x 1023 d.192.0 x 1023 (Avogadro’s constant (L or NA) = 6.0 × 1023 mol–1.) (Paper 1) • Many automobile manufacturers are developing vehicles that use hydrogen as a fuel. 1) Suggest why such vehicles are considered to cause less harm to the environment than those with internal combustion engines. 2) Hydrogen can be produced from the reaction of coke with steam: C(s) + 2H2O(g) 2H2(g) + CO2(g)

3) Using information from section 12 of the data booklet, calculate the change in enthalpy, ΔH, in kJ mol–1, for this reaction. (Paper 2)

Prerequisites â&#x20AC;&#x201C; Students may take Chemistry at SL without studying the subject before although a strong understanding of Maths with a grade B or Level 6 at Maths (I)GCSE would be recommended. If a student wishes to take the course at HL we would recommend they have achieved a B or Level 6 in (I)GCSE Chemistry or B/B or Level 6/6 in (I)GCSE Science (Double Award).

Physics SL /HL I. Course Description and Aims Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself, from the very smallest particles to the vast distances between galaxies. Despite the exciting and extraordinary development of ideas throughout the history of physics, observations remain essential to the very core of the subject. Models are developed to try to understand observations, and these themselves can become theories that attempt to explain the observations. Besides helping us better understand the natural world, physics gives us the ability to alter our environments. This raises the issue of the impact of physics on society, the moral and ethical dilemmas, and the social, economic and environmental implications of the work of physicists. II. Curriculum Model Overview Syllabus component Core 1. Measurements and uncertainties 2. Mechanics 3. Thermal physics 4. Waves Additional higher level (AHL) 9. Wave phenomena 10. Fields 11. Electromagnetic induction 12. Quantum and nuclear physics

Teaching hours*

5. Electricity and magnetism 6. Circular motion and gravitation 7. Atomic, nuclear and particle physics 8. Energy production

N/A

Option (One chosen incorporating teacher and students’ interests) a. Relativity b. Engineering physics c. Imaging d. Astrophysics

Practical scheme of work • Practical activities • Individual investigation (internal assessment – IA) • Group 4 project

40 20 10 10

60 40 10 10

Total teaching hours

150

240

III. Sample questions • Why is wave-particle duality used in describing the properties of light? A. Light is both a wave and a particle B. Both wave and particle models can explain all the properties of light C. Different properties of light can be more clearly explained by using one of the wave or particle models D. Scientists feel more confident when using more than one model to explain a phenomenon (Paper 1) • The tower is 120m high with an internal diameter of 3.5m. When most of the air has been removed, the pressure in the tower is 0.96 Pa. Determine the number of molecules of air in the tower when the temperature of the air is 300 K. (Paper 2) • The streamlines above the airfoil are closer to each other than the streamlines below the airfoil. Suggest why this implies that the speed of the air above the airfoil is greater than the speed of air below the airfoil. (Paper 3)

Prerequisites â&#x20AC;&#x201C; Students may take Physics at SL without studying the subject before although a strong understanding of Maths with a grade B or Level 6 at Maths (I)GCSE would be recommended. If a student wishes to take the course at HL we would recommend they have achieved a B or Level 6 in (I)GCSE Physics or B/B or Level 6/6 in (I)GCSE Science (Double Award).

Computer Science SL/HL I. Course description and aims The IB DP computer science course requires an understanding of the fundamental concepts of computational thinking as well as knowledge of how computers and other digital devices operate. The course, underpinned by conceptual thinking, draws on a wide spectrum of knowledge, and enables and empowers innovation, exploration and the acquisition of further knowledge. Students study how computer science interacts with and influences cultures, society and how individuals and societies behave, and the ethical issues involved. During the course the student will develop computational solutions. This will involve the ability to: • identify a problem or unanswered question • design, prototype and test a proposed solution • liaise with clients to evaluate the success of the proposed solution and make recommendations for future developments. In addition to the shared aims with other Group 4, the aims of the computer science are to: • develop an appreciation of the possibilities and limitations associated with continued developments in IT systems and computer science • encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method. II. Curriculum Model Overview Syllabus component

Teaching hours*

HL extension The topics that must be studied, including some practical work, are: • Topic 5: Abstract data structures (23 hours) • Topic 6: Resource management (8 hours) • Topic 7: Control (14 hours)

Case study Additional subject content introduced by the annually issued case study

30 -

30 15

Core syllabus content SL/HL core The topics that must be studied, including some 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)

Option SL/HL core HL extension 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 Solution Practical application of skills through the development of a product and associated documentation Group 4 project Total teaching hours

150

240

III. Assessment model Having followed the computer science course, students will be expected to: 1. Know and understand: • relevant facts and concepts • appropriate methods and techniques • computer science terminology • methods of presenting information. 2. Apply and use: • relevant facts and concepts • relevant design methods and techniques • terminology to communicate effectively • appropriate communication methods to present information. 3. Construct, analyse, evaluate and formulate: • success criteria, solution specifications including task outlines, designs and test plans • appropriate techniques within a specified solution. 4. Demonstrate the personal skills of cooperation and perseverance as well as appropriate technical skills for effective problem-solving in developing a specified product. IV. Sample questions • Draw the representation of the binary search tree if the following data were inserted in this order: • FALCON, CANARY, PIGEON, TURKEY, OSPREY. • Discuss the methods used by criminals to hide or disguise certain files. For each method, identify the countermeasures that can be taken by a computer forensic scientist. Prerequisites – Students may take Computer Science at SL without having studied the subject before, but if a student wishes to take the course at HL we would recommend they have achieved a B or Level 6 in (I) GCSE Computer Science

Mathematics Applications and Interpretations SL or HL Analysis and Approaches SL or HL

Group 5 Mathematics Mathematics: Applications and Interpretations SL or HL Mathematics: Analysis and Approaches SL or HL Mathematics has been described as the study of structure, order and relation that has evolved from the practices of counting, measuring and describing objects. Mathematics provides a unique language to describe, explore and communicate the nature of the world we live in as well as being a constantly building body of knowledge and truth in itself that is distinctive in its certainty. These two aspects of mathematics, a discipline that is studied for its intrinsic pleasure and a means to explore and understand the world we live in, are both separate yet closely linked. Mathematics is driven by abstract concepts and generalization. This mathematics is drawn out of ideas, and develops through linking these ideas and developing new ones. These mathematical ideas may have no immediate practical application. Doing such mathematics is about digging deeper to increase mathematical knowledge and truth. The new knowledge is presented in the form of theorems that have been built from axioms and logical mathematical arguments and a theorem is only accepted as true when it has been proven. The body of knowledge that makes up mathematics is not fixed; it has grown during human history and is growing at an increasing rate. The side of mathematics that is based on describing our world and solving practical problems is often carried out in the context of another area of study. Mathematics is used in a diverse range of disciplines as both a language and a tool to explore the universe; alongside this its applications include analyzing trends, making predictions, quantifying risk, exploring relationships and interdependence. While these two different facets of mathematics may seem separate, they are often deeply connected. When mathematics is developed, history has taught us that a seemingly obscure, abstract mathematical theorem or fact may in time be highly significant. On the other hand, much mathematics is developed in response to the needs of other disciplines. The two mathematics courses available to Diploma Programme (DP) students express both the differences that exist in mathematics described above and the connections between them. These two courses might approach mathematics from different perspectives, but they are connected by the same mathematical body of knowledge, ways of thinking and approaches to problems. The differences in the courses may also be related to the types of tools, for instance technology, that are used to solve abstract or practical problems. The next section will describe in more detail the two available courses. I. Course Description and Aims of the Mathematical Courses Both Mathematics courses, either at SL or HL, have the following shared aims to enable students to: o develop a curiosity and enjoyment of mathematics, and appreciate its elegance and power o develop an understanding of the concepts, principles and nature of mathematics o communicate mathematics clearly, concisely and confidently in a variety of contexts o develop logical and creative thinking, and patience and persistence in problem solving to instil confidence in using mathematics

o employ and refine their powers of abstraction and generalization o take action to apply and transfer skills to alternative situations, to other areas of knowledge and to future developments in their local and global communities o appreciate how developments in technology and mathematics influence each other o appreciate the moral, social and ethical questions arising from the work of mathematicians and the applications of mathematics o appreciate the universality of mathematics and its multicultural, international and historical perspectives o appreciate the contribution of mathematics to other disciplines, and as a particular â&#x20AC;&#x153;area of knowledgeâ&#x20AC;? in the TOK course o develop the ability to reflect critically upon their own work and the work of others o independently and collaboratively extend their understanding of mathematics. II. Assessment Model SL Assessment component External assessment (3 hours) Paper 1 (90 minutes) No technology allowed. (80 marks) Section A Compulsory short-response questions based on the syllabus. Section B Compulsory extended-response questions based on the syllabus. Paper 2 (90 minutes) Technology required. (80 marks) Section A Compulsory short-response questions based on the syllabus. Section B Compulsory extended-response questions based on the syllabus

Internal assessment This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Mathematical exploration Internal assessment in mathematics is an individual exploration. This is a piece of written work that involves investigating an area of mathematics. (20 marks)

SL Weighting

80% 40%

40%

20%

HL Assessment component External assessment (5 hours) Paper 1 (120 minutes) No technology allowed. (110 marks) Section A Compulsory short-response questions based on the syllabus. Section B Compulsory extended-response questions based on the syllabus.

Paper 2 (120 minutes) Technology required. (110 marks) Section A Compulsory short-response questions based on the syllabus. Section B Compulsory extended-response questions based on the syllabus. Paper 3 (60 minutes) Technology required. (55 marks) Two compulsory extended response problemsolving questions.

HL Weighting

80% 30%

30% 20%

20%

Mathematics: Analysis & Approaches SL or HL (New Syllabus Beginning Sept 2019) This course recognizes the need for analytical expertise in a world where innovation is increasingly dependent on a deep understanding of mathematics This course is intended for students who wish to pursue studies in mathematics at university or subjects that have a large mathematical content; such as Physics or Engineering, it is for students who enjoy developing mathematical arguments, problem solving and exploring real and abstract applications, with and without technology - Mathematics: Analysis & Approaches Standard Level - This class is most similar to the current Mathematics SL course - Mathematics: Analysis & Approaches Higher Level - This class is most similar to the current Mathematics HL course III. Curriculum Model Overview This course includes topics that are both traditionally part of a pre-university mathematics course (for example, functions, trigonometry, calculus) as well as topics that are amenable to investigation, conjecture and proof, for instance the study of sequences and series at both SL and HL, and proof by induction at HL. The course allows the use of technology, as fluency in relevant mathematical software and hand-held technology is important regardless of choice of course. However, Mathematics: analysis and approaches has a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments. Syllabus Component

Topic 1—Number and algebra Topic 2—Functions

Topic 3— Geometry and trigonometry Topic 4—Statistics and probability Topic 5 —Calculus

The toolkit and the mathematical exploration Investigative, problem-solving and modelling skills development leading to an individual exploration. The exploration is a piece of written work that involves investigating an area of mathematics. Total teaching hours

SL Teaching Hours

HL Teaching Hours

25 27 28

39 51 33 55

150

240

Prerequisites – Students will benefit from having studied Mathematics to IGCSE level before, but if a student wishes to take the course at HL we would recommend they have achieved a B or Level 6 in (I)GCSE Mathematics. Students who wish to take Mathematics: analysis and approaches at higher level will need to have strong algebraic skills and the ability to understand simple proof. They will be students who enjoy spending time with problems and get pleasure and satisfaction from solving challenging problems.

This course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling. To give this understanding a firm base, this course also includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics. Designed for students who enjoy describing the real world and solving practical problems using mathematics, those who are interested in harnessing the power of technology alongside exploring mathematical models and enjoy the more practical side of mathematics. - SL - This course is most similar to the current Mathematical Studies SL course - HL - This course will include new content, including statistics. It is intended to meet the needs of students whose interest in mathematics is more practical than theoretical but seek more challenging content. III. Curriculum Model Overview Syllabus Component

Topic 1—Number and algebra Topic 2—Functions

Topic 3— Geometry and trigonometry Topic 4—Statistics and probability Topic 5 —Calculus

SL Teaching Hours

HL Teaching Hours

18 36 19

29 46 52 41

150

240

Prerequisites – Students will benefit from having studied Mathematics to IGCSE level before, but if a student wishes to take the course at HL we would recommend they have achieved a B or Level 6 in (I)GCSE Mathematics. Students who choose Mathematics: applications and interpretation at SL or HL should enjoy seeing mathematics used in real-world contexts and to solve real-world problems. Students who wish to take Mathematics: applications and interpretation at higher level will have good algebraic skills and experience of solving real-world problems. They will be students who get pleasure and satisfaction when exploring challenging problems and who are comfortable to undertake this exploration using technology.

Arts Music Theatre Visual Arts

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

Music SL/HL I. Course Description and Aims The IB Diploma Programme higher level music course seeks to develop students’ knowledge and potential as musicians, both personally and collaboratively. IB Diploma Programme music students are required to study musical perception and actively listen to a wide range of music from different parts of the world, musical cultures and time periods. They also develop aural perception and understanding of music by learning about musical elements, including form and structure, notations, musical terminology, and context. Through the course of study, students become aware of how musicians work and communicate. In addition to the shared Aims of all IBDP Arts Courses, the Music course enables students to: • develop their knowledge and potential as musicians, both personally and collaboratively. II. Curriculum Model Overview Syllabus component

Teaching hours*

Musical perception This component is compulsory for SL and HL students.

Creating This component is compulsory for HL and SLC* students only.

Solo performing This component is compulsory for HL and SLS* students only.

Group performing This component is compulsory for SLG* students only.

N/A

Total teaching hours

150

240

* SL students must choose one of three options: 1) creating (SLC) 2) solo performing (SLS)

3) group performing (SLG).

III. Assessment The IB assesses student work as direct evidence of achievement against the stated goals of the Diploma Programme courses, which are to provide students with: • a broad and balanced, yet academically demanding, programme of study • the development of critical-thinking and reflective skills • the development of research skills • the development of independent learning skills • the development of intercultural understanding • a globally recognized university entrance qualification.

The assessments aim to test all students’ knowledge and understanding of key concepts through various activities that demonstrate: • knowledge, understanding and perception of music in relation to time, place and cultures • appropriate musical terminology to describe and reflect their critical understanding of music • comparative analysis of music in relation to time, place and cultures • creative skills through exploration, control and development of musical elements • performance skills through solo music making • critical-thinking skills through reflective thought. Students’ success in the music course is measured by combining their grades in external and internal assessment. Throughout the teaching of the course students should be encouraged to develop critical thinking and participate in inquiry-based learning, while working both individually and collaboratively. The listening paper is based on musical perception— analysis, examination, comparing and contrasting of pieces of music. Section A relates to two prescribed works and section B to music from different times and places, encompassing jazz/pop, western art music and world music. Section C relates to comparing and contrasting two extracts from section B. In the musical links investigation, through the study of pieces from two distinct musical cultures, students are encouraged to explore, analyse and examine the musical connections existing between two (or more) pieces of music. Through investigative study and analysis of the similarities and differences between the selected pieces of music, students learn to demonstrate significant musical links. In creating, students create three pieces of 3 to 6 minutes in length choosing from a wide range of styles and media, including traditional instruments, voices and/or music technology, and reflect on their understanding of the intention, process and outcome of the pieces. In the performing component, students must submit a programme of contrasting pieces in any style of music that is 20 minutes in length. Assessment criteria are used to assess students’ achievement in music. These criteria are related to the assessment objectives established for the music course and to the group 6 grade descriptors. SL Assessment component External assessment (75 teaching hours) Listening paper (2 hours) Four musical perception questions (80 marks) Musical links investigation A written media script of no more than 2,000 words, investigating the significant musical links between two (or more) pieces from distinct musical cultures (20 marks)

Internal assessment (75 teaching hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. SL Students choose one of the following options.

SL Weighting

50% 30%

20%

50%

HL Assessment component External assessment (90 teaching hours) Listening paper (2 hours 30 minutes) Five musical perception questions (100 marks) Musical links investigation A written media script of no more than 2,000 words, investigating the significant musical links between two (or more) pieces from distinct musical cultures (20 marks)

Internal assessment (150 teaching hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Creating (SLC) Two pieces of coursework, with recordings and written work (30 marks)

Creating (75 hours) Three pieces of coursework, with recordings and written work (30 marks)

Solo performing (SLS) A recording selected from pieces presented during one or more public performance(s), 15 minutes (20 marks)

Solo performing (75 hours) A recording selected from pieces presented during one or more public performance(s), 20 minutes (20 marks)

Group performing (SLG) A recording selected from pieces presented during two or more public performances, 20–30 minutes (20 marks)

HL Weighting

50% 30%

20% 50%

IV. Sample Questions • Listening paper section A Sample: Violin Concerto II Allegro – Adagio by A Berg and Adiós Nonino by A Piazzolla Investigate significant musical links between these two pieces by analysing and comparing and contrasting their timbre/tone colour and melody. Sample: String Quartet No. 8, Op. 110 - Movement I by D Shostakovich (score provided) With clear reference to the score provided, analyse, examine and discuss in detail what you hear in this extract. • Listening paper section C Sample: Select any two of the extracts from section B. Investigate and evaluate two (or more) significant musical links between these extracts. Arguments must be fully justified, located and relevant to the chosen extracts. Prerequisites - The Diploma Programme music course is designed to offer students the opportunity to build on prior experience in music while encouraging a broad approach to the subject and developing new skills, techniques and ideas. While prior music experience is not mandatory at SL, it is highly recommended. At HL it is very strongly recommended and can be either from music studies outside of school, and/or by completing IGCSE Music.

Theatre SL/HL I. Curriculum Description and Aims Theatre is a practical subject that encourages discovery through experimentation, risk-taking and the presentation of ideas. The IB DP theatre course is multifaceted and gives students the opportunity to actively engage in theatre as creators, designers, directors and performers. It emphasizes working both individually and collaboratively as part of an ensemble. The teacher’s role is to create opportunities that allow students to explore, learn, discover and collaborate to become autonomous, informed and skilled theatre-makers. Students learn to research and theory to inform and to contextualize their work. Through researching, creating, preparing, presenting and critically reflecting on theatre, they gain a richer understanding of themselves, their community and the world. Students experience the course from contrasting artistic and cultural perspectives. They learn about theatre from around the world, the importance of making theatre with integrity, and the impact that theatre can have on the world. It enables them to discover and engage with different forms of theatre across time, place and culture, promoting international-mindedness and an appreciation of the diversity of theatre. In addition, the aims of the IBDP Theatre course are to enable students to:

1. explore theatre in a variety of contexts and understand how these contexts inform practice (theatre in context) 2. understand and engage in the processes of transforming ideas into action (theatre processes) 3. develop and apply theatre production, presentation and performance skills, working both independently and collaboratively (presenting theatre) 4. understand and appreciate the relationship between theory and practice (theatre in context, theatre processes, presenting theatre).

II. Curriculum Model and Overview Syllabus component

Presenting theatre • Create, present and evaluate at least one theatre piece based on an aspect of a theatre theorist’s work. • Direct and present at least one scene or section from one published play text. • Present a moment of theatre which demonstrates the performance convention(s) of at least one world theatre tradition. • Participate in at least one production of a collaboratively created piece of original theatre, created from a starting point, which is presented to others.

Total teaching hours

150

240

Theatre in context • Research and examine the various contexts of: o at least one theatre theorist o at least one published play text and reflect on live theatre o at least one world theatre tradition. • Reflect on personal approaches, interests and skills in theatre. Research and examine at least one starting point and the approaches employed by an appropriate professional theatre company, and consider how this might influence personal approaches.

Theatre processes • Explore at least one theorist and collaboratively engage in creating theatre based on their theory. • Take part in the practical exploration of at least two contrasting published play texts and engage with the process of transforming a play text into action. • Practically examine the performance conventions of at least one world theatre tradition and apply this to the staging of a moment of theatre. • Respond to at least one starting point and engage with the process of transforming it collaboratively into an original piece of theatre.

Teaching hours*

From the beginning of the course, and at regular intervals, students are required to maintain a theatre journal. Although elements of the journal may be selected, adapted and presented for assessment, the journal itself is not directly assessed or moderated. It is, however, regarded as a fundamental activity of the course. III. Assessment Having followed the theatre course students are expected to: 1. Demonstrate knowledge and understanding of specified content • Describe the relationship between theatre and its contexts • Identify appropriate and valuable information from research for different specialist theatre roles • Present ideas, discoveries and learning, gained through research and practical exploration to others 2. Demonstrate application and analysis of knowledge and understanding • Explain the relationship and significance of the integration of production, performance and research elements • Explore and demonstrate different ways through which ideas can be presented and transformed into action • Explain what has informed, influenced and had impact on their work 3. Demonstrate synthesis and evaluation • Evaluate their work and the work of others • Discuss and justify choices • Examine the impact their work has had on others 4. Select, use and apply a variety of appropriate skills and techniques • Demonstrate appropriate skills and techniques in the creation and presentation of theatre in different specialist theatre roles • Demonstrate organization of material including use and attribution of sources • Demonstrate the ability to select, edit and present work appropriately SL Assessment component External Assessment Director’s notebook Develop ideas regarding how a play text could be staged for an audience. Research presentation Deliver an individual presentation (15 minutes maximum) that outlines and physically demonstrates research into a convention of a theatre tradition.

Internal Assessment Collaborative project Collaboratively create and present an original piece of theatre (lasting 13–15 minutes) for and to a specified target audience.

SL Weighting

65% 35%

30%

35%

HL Assessment component External Assessment Solo theatre piece Create and present a solo theatre piece (4–8 minutes) based on an aspect(s) of theatre theory. Director’s notebook Develop ideas regarding how a play text could be staged for an audience. Research presentation Deliver an individual presentation (15 minutes maximum) that outlines and physically demonstrates research into a convention of a theatre tradition. Internal Assessment Collaborative project Collaboratively create and present an original piece of theatre (lasting 13–15 minutes) for and to a specified target audience.

HL Weighting

75% 35%

20% 20%

25%

The theatre course is structured for the assessment tasks to be ongoing with skills being developed throughout the course and the material for assessment developed throughout the latter part of the course.

Prerequisites - The theatre course at both SL and HL requires no previous experience. The course is designed to enable students to experience theatre on a personal level and achievement in this subject is reflected in how students develop, extend and refine the knowledge, skills and attitudes necessary for studying theatre. Studentsâ&#x20AC;&#x2122; individual ability to be creative and imaginative and to communicate in dramatic form will be developed and extended through the theoretical and practical content of the course. The theatre course provides a relevant learning opportunity for a diverse range of students as it lays an appropriate foundation for further study in theatre, performing arts and other related subjects. In addition, by instilling discipline, and refining communication, creative and collaborative skills it offers a valuable course of study for students who may wish to pursue a career or further education studies in areas unconnected to theatre.

Visual Arts SL/HL I. Curriculum Description and Aims The IB Diploma Programme visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to study visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts. The role of visual arts teachers should be to actively and carefully organize learning experiences for the students, directing their study to enable them to reach their potential and satisfy the demands of the course. Students should be empowered to become autonomous, informed and skilled visual artists. In addition, the aims of the visual arts course at SL and HL are to enable students to: • make artwork that is influenced by personal and cultural contexts • become informed and critical observers and makers of visual culture and media • develop skills, techniques and processes in order to communicate concepts and ideas. II. Curriculum Model and Overview Syllabus component

Teaching hours*

Communicating visual arts • Explore ways of communicating through visual and written means. • Make artistic choices about how to most effectively communicate knowledge and understanding. • Produce a body of artwork through a process of reflection and evaluation, showing a synthesis of skill, media and concept. • Select and present resolved works for exhibition. • Explain the ways in which the works are connected. • Discuss how artistic judgments impact the overall presentation.

Total teaching hours

150

240

Visual arts in context • Examine and compare the work of artists from different cultural contexts. • Consider the contexts influencing their own work and the work of others. • Make art through a process of investigation, thinking critically and experimenting with techniques. • Apply identified techniques to their own developing work. • Develop an informed response to work and exhibitions they have seen and experienced. • Begin to formulate personal intentions for creating and displaying their own artworks. Visual arts methods • Look at different techniques for making art. • Investigate and compare how and why different techniques have evolved and the processes involved. • Experiment with diverse media and explore techniques for making art. • Develop concepts through processes informed by skills, techniques and media. • Evaluate how their ongoing work communicates meaning and purpose. • Consider the nature of “exhibition”” and think about the process of selection and the potential impact of their work on different audiences.

Throughout the course students are required to maintain a visual arts journal. Although sections of the journal will be selected, adapted and presented for assessment, the journal itself is not directly assessed or moderated. It is, however, regarded as a fundamental activity of the course. III. Assessment model Having followed the visual arts course, students are expected to: 1) Demonstrate knowledge and understanding of specified content • Identify various contexts in which the visual arts can be created and presented • Describe artwork from differing contexts, and identify the ideas, conventions and techniques employed by the art-makers • Recognize the skills, techniques, media, forms and processes associated with the visual arts • Present work, using appropriate visual arts language, as appropriate to intentions 2) Demonstrate application and analysis of knowledge and understanding • Express concepts, ideas and meaning through visual communication • Analyse artworks from a variety of different contexts • Apply knowledge and understanding of skills, techniques, media, forms and processes related to art-making 3) Demonstrate synthesis and evaluation • Critically analyse and discuss artworks created by themselves and others and articulate an informed personal response • Formulate personal intentions for the planning, development and making of artworks that consider how meaning can be conveyed to an audience • Demonstrate the use of critical reflection to highlight success and failure in order to progress work • Evaluate how and why art-making evolves and justify the choices made in their own visual practice 4) Select, use and apply a variety of appropriate skills and techniques • Experiment with different media, materials and techniques in art-making • Make appropriate choices in the selection of images, media, materials and techniques in art-making • Demonstrate technical proficiency in the use and application of skills, techniques, media, images, forms and processes • Produce a body of resolved and unresolved artworks as appropriate to intentions SL Assessment component External Assessment Comparative Study • 10–15 screens which examine and compare at least 3 artworks, at least 2 of which should be by different artists • A list of sources used Process Portfolio • 9–18 screens which evidence the student’s sustained experimentation, exploration, manipulation and refinement of a variety of art-making activities

Internal Assessment Exhibition • A curatorial rationale that does not exceed 400 words • 4–7 artworks • Exhibition text (stating the title, medium, size and intention) for each artwork

SL Weighting

60% 20%

40%

HL Assessment component External Assessment Comparative Study • 10–15 screens which examine and compare at least 3 artworks, at least 2 of which need to be by different artists • 3–5 screens which analyse the extent to which the student’s work and practices have been influenced by the art and artists examined • A list of sources used

HL Weighting

60% 20%

40%

Process Portfolio • 13–25 screens which evidence sustained experimentation, exploration, manipulation and refinement of a variety of art-making activities

40%

Internal Assessment Exhibition • A curatorial rationale that does not exceed 700 words • 8–11 artworks • Exhibition text (stating the title, medium, size and intention) for each artwork

40%

Prerequisites - The visual arts course at both SL and HL requires no previous experience. The course is designed to enable students to experience visual arts on a personal level and achievement in this subject is reflected in how students demonstrate the knowledge they have gained as well as the skills and attitudes they have developed that are necessary for studying visual arts. Studentsâ&#x20AC;&#x2122; individual abilities to be creative and imaginative and to communicate in artistic form will be developed and extended through the theoretical and practical content of the visual arts course. The visual arts course provides a relevant learning opportunity for a diverse range of students as it lays an appropriate foundation for further study in visual arts, performing arts and other related subjects. In addition, by instilling discipline and refining creative communication and collaborative skills, it offers a valuable course of study for students who may wish to pursue a career or further education studies in areas unconnected to the arts.

THE IB CORE The Core elements are designed to allow cross curricular learning and to develop pupils both academically and personally, thus providing a holistic programme of education.

Theory of Knowledge This course is obligatory for every Diploma candidate because it is a key element in the educational philosophy of the IB. Its purpose is to stimulate critical reflection upon pupils’ knowledge and experience both inside and outside the classroom. The course is thus ‘philosophical’ in the sense that it means to encourage the pupils to acquire a critical awareness of what they and others know through analysing concepts and arguments as well as challenging the origins of value judgements, which all human beings make. Although there is no examination at the end of the course, pupils are assessed by means of presentations and through an externally assessed essay, with themes and concepts running through every subject.

Extended Essay Each pupil produces an Extended Essay; a 4,000 word research essay on a topic of the pupil’s choosing. The Extended Essay provides a practical preparation for undergraduate study and gives an opportunity to engage in an in-depth investigation of a chosen topic. IB Candidates will be guided into choosing a suitable subject and topic during Lower Sixth. Each pupil will have a supervisor who will oversee the writing of the essay, which is expected to be completed towards the Autumn term of Upper Sixth. Each stage includes opportunities for the pupil to reflect on their progress.

CAS The Creativity, Action and Service component ensures pupils are learning from experience, developing new skills in entirely new areas; building their strengths whilst at the same time discovering new talents. Each activity or project is monitored for appropriateness, quality and pupil participation. Evaluation by the school and self-evaluation by the pupil is a continuous process throughout the whole two-year diploma period. The school includes comments on a pupil’s CAS project(s) in references and testimonials, particularly to universities. These indicate the level of commitment, significance of the contribution and an assessment of personal growth and development over the two years.

IB learner profile IB learner profile IB learne IB learner profile IB learner profile IB learn IB learner profile IB learner profile IB learner profile IB learn IB learner profile IB learner profile IB learner profi

ofile ile

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. As IB learners we strive to be: We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups. We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

We understand the importance of balancing different aspects of our livesâ&#x20AC;&#x201D;intellectual, physical, and emotionalâ&#x20AC;&#x201D;to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live. We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities. 3

The Malvern Qualities Malvern College Egypt holds a firm commitment to absolute and fundamental values that have stood the test of time. While we refer to them as “Malvern Qualities” they are as relevant in the town of Malvern UK as they are in our city of Cairo. It is through our common emphasis on these values that pupils across the Malvern family of schools will leave well-prepared as global citizens who are ready to both understand and solve issues facing our world in the 21th Century.

Resilience Showing persistence and perseverance in the face of difficulty. Having the ability to face challenges with confidence and with good humour. Being able to respond positively to setbacks and to see them as an opportunity to learn.

Self awareness Being reflective about the process of learning and what we do. Showing an awareness of both strengths and weaknesses and taking responsibility for personal development.

Open mindedness Being open-minded to the wide range of beliefs, opinions and cultures that make up the modern world and yet having the strength of character to stand by one’s own. Showing respect and acceptance to those who hold contrary views and the intellectual flexibility to see others’ points of view. Having a global outlook and actively contributing to a multicultural society.

Collaboration Demonstrating an awareness that collaboration is a vital skill in society. Working with others to bring about the greater good and to offer service. Showing generosity towards other opinions and ideas and an ability to recognise that other ideas may be better than one’s own. Working together to learn.

Kindness Recognising that kindness and consideration are an essential part of a civilised society and a happy community. Acting with compassion and showing empathy towards those in difficulty.

Risk taking Demonstrating a confident, imaginative and innovative approach to what is possible. Pushing oneself both mentally and physically in unfamiliar situations. Showing curiosity and creativity to explore new ideas and opportunities.

Curiosity Having an inquisitive and investigative attitude.

Ambition Being forward-thinking with a vision of the future, and showing the determination and courage to follow this path.

Independence Showing self-reliance and resourcefulness in all actions.

Integrity Showing the strength of character to be an honest and trustworthy member of society and to stand by one’s beliefs. Being willing to accept personal responsibility where things go wrong and to learn from mistakes when they occur. Demonstrating intellectual honesty by acknowledging sources of information and ideas.

Humility Having awareness of one’s strengths and abilities but with a sense of modesty. Recognising the distinction and benefits of a Malvern College education, making the most of the opportunities it provides and understanding with sensitivity and humility that others do not enjoy the same advantages.