2025-27 IBDP Options Guide - ENG

2025-2027

IBDP Options Guide

TheIBLearnerProfile

TheaimofallIBprogrammesistodevelopinternationallymindedpeoplewho,recognizing theircommonhumanityandsharedguardianshipoftheplanet,helptocreateabetterand morepeacefulworld

AsIBlearnerswestrivetobe:

Inquirers

Wenurtureourcuriosity,developingskillsforinquiryandresearch.Weknowhowtolearnindependentlyand withothers Welearnwithenthusiasmandsustainourloveoflearningthroughoutlife

Knowledgeable

We developanduseconceptualunderstanding,exploringknowledgeacrossarangeofdisciplines Weengage withissuesandideasthathavelocalandglobalsignificance.

Thinkers

We use critical and creative thinking skills to analyse and take responsible action on complexproblems.We exerciseinitiativeinmakingreasoned,ethicaldecisions

Communicators

Weexpressourselvesconfidentlyandcreativelyinmorethanonelanguageandinmanyways Wecollaborate effectively,listeningcarefullytotheperspectivesofotherindividualsandgroups.

Principled

We act with integrityandhonesty,withastrongsenseoffairnessandjustice,andwithrespectforthedignity andrightsofpeopleeverywhere Wetakeresponsibilityforouractionsandtheirconsequences

Open-Minded

Wecriticallyappreciateourownculturesandpersonalhistories,aswellasthevaluesandtraditionsofothers Weseekandevaluatearangeofpointsofview,andwearewillingtogrowfromtheexperience.

Caring

Weshowempathy,compassionandrespect.Wehaveacommitmenttoservice,andweacttomakeapositive differenceinthelivesofothersandintheworldaroundus

Risk-Takers

We approach uncertainty with forethought and determination; we work independently and cooperatively to explorenewideasandinnovativestrategies.Weareresourcefulandresilientinthefaceofchallenge.

Balanced

Weunderstandtheimportanceofbalancingdifferentaspectsofourlives-intellectual,physical,andemotionaltoachievewell-beingforourselvesandothers Werecognizeourinterdependencewithotherpeopleandwith theworldinwhichwelive.

Reflective

We thoughtfully consider the world and ourownideasandexperience.Weworktounderstandourstrengths andweaknessesinordertosupportourlearningandpersonaldevelopment

WelcometotheInternationalBaccalaureateDiplomaatNLCSJeju

Welcome to the NLCS Jeju Options Guide fortheIBDiplomaProgramme.Inthisbooklet,youwillfindallthe information you need to make yourchoiceofsubjectsfortheDiplomaProgrammethatyouwillfollowinthe SixthFormatNLCSJeju.

The guide also provides information about the Diploma Programme as a whole, its philosophy and the elementsthatmakeupthecoreoftheDiplomaProgramme.

Thisisaveryexcitingtimeinyourschoollife.Overthenextfewmonths,youcanbegintothinkseriouslyabout whereyouracademicinterestslieandwhatpathwayyoumighteventuallychooseforHigherEducation

NLCSJejuIBDPOptionsProcess

TheoptionsprocessatNLCSJejuisdesignedtohelpyoumaketherightchoices.Itisimportantthatyoucreate a Diploma Programme that is right for you both as an individual and in terms of your future university and careeraspirations.Youshouldmakesurethatyouseekadvicefromdifferentpeople:teachers,tutors,parents, theUniversityGuidanceCounsellors Listentoalltheadvicebutmakesureyoucometoyourowndecision You will study these subjects for two yearsandthegradesyoueventuallygetwilldeterminewhereyoucangoto university, sodonotchooseasubjectjustbecauseyourfriendisdoingitorbecauseyourparentsthinkitisa goodidea.Makeyourowndecisions.

Althoughthesedecisionsareimportant,trynottolettheprocessbecometoostressful!Forsomesubjectssuch as Engineering and Medicine, universities may have specific requirements but, for most courses, a range of differentsubjectsisacceptable IfyoufocusyourDiplomaProgrammeontheareasyouaremostinterestedin, thenitislikelythatyouwillbestudyingwhatyouneedforthecoursestowhichyouwilleventuallyapply.

As we explain later in this guide, universities and colleges around theworldwelcomeapplicantsfromtheIB DiplomaProgramme.Theyunderstandthechallengeandrigourinvolvedanditgivesthemagoodsenseofthe quality of the candidate. Admissions tutors knowthatsuccessfulIBDiplomacandidatesarelikelytothrivein HigherEducation.Asaschool,weknowthattheIBDiplomaProgrammegivesyouthebestpossiblepreparation forHigherEducationandthebestpossiblechanceofgainingadmissiontoyouruniversityandcourseofchoice Wehopeyouwillfindthisguideinspiring;thesubjectpagesarewrittenbyteachersandtheygiveastrongsense ofthesubjectpassionthatliesattheheartofanNLCSeducation.TheDiplomaProgrammeisdemanding,butit isanextraordinarilyrichexperiencethatwillshapeyouforlife AsaDPstudent,youjoinaglobalcommunityof learners, ʻinternationally minded people who, recognising their common humanityandsharedguardianshipof theplanet,helptocreateabetterandmorepeacefulworld.ʼ1*

WhatistheIBDiplomaProgramme?

TheIBDiplomaProgramme(IBDP)isatwo-yearpre-universitycourse.Itisbestsummarisedbytheprogramme model:

1* Whatis an IBEducation?August 2013, IBO

AllstudentsintheDiplomaProgrammemuststudysixsubjectschosenfromthefollowingareas:

Group1 StudiesinLanguageandLiterature

Group2 LanguageAcquisition

Group3 IndividualsandSocieties

Group4 Sciences

Group5 Mathematics

Group6 TheArts

Students at NLCS Jeju may choose to take an additional subject fromGroups1–4insteadofaGroup6Arts subject*. In addition to studying six subjects, all students will study the Theory of Knowledge (TOK) course, completeanExtendedEssay(EE)andfulfilltheobjectivesforCreativity,ActivityandService(CAS)

*StudentsmaytakeasecondGroup6subjectifthey takeESSacrossGroups3and4

HowistheDiplomascorecalculated?

The Diploma Programme is scored out of 45 points This is the maximum pointsscorethatanystudentcan achieve,andiscalculatedasfollows:

Eachofthesixsubjectsisworthamaximumof7points,makingacombinedtotalof42.

The remaining 3 points are awarded from the Core and are based on the studentʼs performance in TheoryofKnowledgeandtheExtendedEssay.

Although there are no points for CAS, the IB Diploma will only be awarded once all of the CAS requirementshavebeenmet

Grading in the Diploma is ʻcriterion-referencedʼ This means that each studentʼs performance is measured against well-defined levels of achievement, which are consistent from one examination session to the next. Grades are not awarded on a ʻcurveʼ to a certain percentage of candidates. In theory, if every student demonstrated a Level 7 achievement on an examination, then they should all be awarded the top level StudentsatNLCSJejuperformsignificantlyhigherthantheIBworldaverageforinstance.

Eachofthesixsubjectsisgivenanumericalgradeasfollows:

NB. Although they have the samescale,thesegradesarenotdirectlyequivalenttoNLCSJejureporting grades (R Grades). IB Diploma grades are awarded according to the specific criteria laid out for each subject, relating only to the examinations and coursework completed by the candidate. NLCS Jeju R Gradestakeintoaccountabroaderrangeofcriteria,includingperformanceintheclassroom.

PassingCriteriafortheIBDiploma

Allstudentsmust:

● achieve at least 24 points, with a minimum of 12pointsatHigherLeveland9pointsatStandard Level

● submitanExtendedEssayandTheoryofKnowledgeworkwhichareofatleastaDgradestandard,and

● meettheCASrequirementstobeawardedaDiploma.

IBDiplomacandidatestaketheirfinalexaminationsinMayofYear13andwillreceivetheirresultsshortlyaer theyleaveYear13,inearlyJuly.

SubjectsavailableatNLCSJeju

Group1

StudiesinLanguage&Literature

KoreanLiteratureHL/SL

KoreanLanguage&LiteratureHL/SL

EnglishLiteratureHL/SL

EnglishLanguage&LiteratureHL/SL

ChineseLanguage&LiteratureHL/SL

Group3

Individuals&Societies

EconomicsHL/SL

GeographyHL/SL

HistoryHL/SL

GlobalPoliticsHL/SL

PhilosophyHL/SL

PsychologyHL/SL

EnvironmentalSystemsandSocieties (ESS)HL/SL

Group5 Mathematics

Mathematics:AnalysisandapproachesHL/SL

Mathematics:ApplicationsandinterpretationHL/SL

Group2 LanguageAcquisition

EnglishBHL&SL

FrenchBHL/SL,abinitioSL

MandarinBHL/SL,abinitioSL

SpanishBHL/SL,abinitioSL

KoreanBHL/SL

LatinHL/SL

Group4 Sciences

BiologyHL/SL

ChemistryHL/SL

PhysicsHL/SL

ComputerScienceHL/SL

Sports,ExerciseandHealth Science (SHES)SL/HL

EnvironmentalSystemsand Societies(ESS)HL/SL

Group6 TheArts

MusicHL/SL

TheatreHL/SL

DanceHL/SL

VisualArtsHL/SL

FrequentlyAskedQuestions

WhatisthedifferencebetweenStandardandHigherLevel?

You must choosesixsubjectsfromthelistabove.ThreeoftheseyoumustchoosetostudyatStandardLevel and three of them you must study at Higher Level This arrangement means that you can pursue areas of personalinterestandintellectualstrengthwithinthecontextofabroadandbalancedcurriculum.

PleasenotethatthenumberofpointsavailableforaHLandaSLcourseisexactlythesame:7pointsforeach subject.However,manyuniversitieswillplaceanemphasisonHLgradeswhenconsideringapplications,soitis important to bear this in mind if you already know the path you wish to take in Higher Education Further informationonthisisgivenlaterinthisbooklet.

HowdoIdecidewhattotakeinGroups1and2?

The school expects you to take English in either Group 1 or Group 2 in order to support the continued developmentofyouracademicEnglish YourchosenEnglishcourseshouldbeappropriatetoyourproficiencyin Englishwhilstprovidingasuitableacademicchallenge.

As a general guide, any student taking EnglishasaFirstLanguageatIGCSE,whoisontargetforaCgradeor better,shouldchooseEnglishinGroup1.ThoseontargetforaDorEgradeinEnglishasaFirstLanguageoraC orbetterinEnglishasaSecondLanguage,shouldlikelychooseEnglishBHLinGroup2 Onlystudentslikelyto eitherfailEnglishasaFirstLanguageorgetaDorworseinEnglishasaSecondLanguageshouldchooseEnglish BSL;thiscourseisunlikelytoprovidesufficientacademicchallengeforanyoneelse

Once you have decided on your English option, you may then choose anotherlanguageineitherGroup1or Group2,asappropriate.Note:itispossibletotakeasecondGroup1language(e.g.bothEnglishLiteratureand KoreanLiterature)insteadofaGroup2Language.

UniversitieswillregardyourlevelofEnglishasproficientbecauseyouarestudyinganIBDiplomainEnglishand most of you will have been educated in an English-speaking environment for four years by the time you graduate. As second language English speakers, some universities mayrequireyoutotakeTOEFLorIELTSto demonstrateyourlanguageproficiencybutthiswillbeonacase-by-casebasis

WhatisaBilingualDiploma?

ABilingualDiplomaisawardedtostudentswhosuccessfullycompleteaGroup1courseinanylanguageother thanEnglish.

WhatisTheoryofKnowledge(TOK)?

The Theory of Knowledge (TOK) course is unique to the IB Diploma Programme. The course encourages students to think about the nature ofknowledge,toreflectontheprocessoflearninginallthesubjectsthey study as part of their Diploma Programme course, and to make connectionsacrossthem.TheTOKcourseis assessedbyanExhibitionandanEssay.TheExhibitionoccursattheendofYear12 andstudentscompletetheir essayinYear13.NewTOKessaytitlesaresetforeachexamsessionbytheIBO.

RecentTOKEssaytitlesinclude:

Cantherebeknowledgethatisindependentofculture?Discusswithreferenceto mathematicsandoneotherareaofknowledge.

To what extent do you agree with the claim that “thereʼs a world of difference betweentruthandfacts”(MayaAngelou)?Answerwithreferencetotwoareasof knowledge.

How do historians and human scientists give knowledge meaning through the tellingofstories?Discusswithreferencetohistoryandthehumansciences.

WhatistheExtendedEssay?

AllIBDiplomastudentsmustcompleteanExtendedEssay.TheExtendedEssayisa4,000wordresearchpaper where the student has the opportunity to demonstrate knowledge, understanding and enthusiasm about a topicofhisorherchoice.TheExtendedEssaypromoteshigh-levelresearch,writingskills,intellectualdiscovery and creativity. Students have the opportunity to engage in personal research in a topic and subject of their choiceundertheguidanceofasupervisor(ateacherintheschool)

At NLCS Jeju, you will begin the Extended Essay in Term 1 of Year 12, working with a subject specialist supervisorwhowillguideyouthroughtheprocess.Youwillsubmitafullyreferenceddraofyouressayatthe startofYear13and,aerreceivingfeedbackfromyoursupervisor,youwillsubmitthefinalessayattheendof OctoberofTerm1,Year13.

TheExtendedEssaytopicmustcomefromthelistofapprovedsubjects.AtNLCSJeju,thatlistincludesallthe subjects that are offered in the IB Diploma Programme. Additionally, students may request to submit an ExtendedEssayinWorldStudies,whichisacombinationoftwosubjectsonanissueofglobalimportance

All students will be asked to pick a first andsecondpreferencesubject Noteverystudentwillnecessarilybe able to pursue their first preference; this is dependentontherebeingsufficientsupervisorsavailableineach subject.SupervisorswillbeallocatedbytheEECoordinatorinconsultationwithHeadsofDepartment.

WhatistheCreativity,Activity&Service(CAS)programme?

AllIBDiplomastudentsmustfulfilltheCASrequirements AlthoughtherearenopointsforCAS,itisanessential partoftheDiplomaProgrammeandhelpstoensurethatstudentscontinuetodevelopbeyondtheclassroom.

Over18monthsduringtheDPprogramme studentsmustdemonstratethat,throughCASactivities,theyhave:

● Increasedtheirawarenessoftheirownstrengthsandareasforgrowth

● Undertakennewchallenges

● Plannedandinitiatedactivities

● Workedcollaborativelywithothers.

● Shownperseveranceandcommitmentintheiractivities

● Engagedwithissuesofglobalimportance.

● Consideredtheethicalimplicationsoftheiractions.

● Developednewskills

InadditiontoplanningandundertakingyourCASactivities,youmustregularlyreflectonthemandbuildupa portfolioofevidence.Tohelpyouwiththis,NLCSJejumanagestheCASprogrammethroughManageBac.

UniversityRecognition

“IB is well known to us as excellent preparation Success in an IBprogrammecorrelateswellwithsuccessat Harvard.WearepleasedtoseethecredentialoftheIBDiplomaProgrammeonthetranscript.”

-MarlynMcGrathLewis,Assistantdeanofadmissions,HarvardUniversity,USA

“Diploma Programme students are well-rounded, multifaceted,multi-skilledandhavestudiedindepth.They havegoodtime-managementskills Theyscorehigherthanstudentsinothernationalsystems,andtheIBscore isworldwidethesamemeasure.”

-HrilinaLock,Undergraduateadmissionsmanager,LondonSchoolofEconomics,UK

TheIBDiplomaisinternationallyrespectedasaworld-classpre-universityqualificationthatprovidesaccessto themostcompetitiveuniversitiesanddegreecoursesintheUK,USAandothercountriessuchasAustraliaand Canada.

WhydoUniversitiesvalueIBStudents?

● IBstudentsarepreparedforacademicsuccess.

● IB students are more likely than others to enroll in and graduate from selective higher education institutions.

● Based on their experiences, IB students possessabroaderrangeofskillsthatenhancetheirabilityto adaptandcontributetouniversitylife.

● IB students demonstrate a level of emotional and intellectualmaturityformanagingthedemandsof challengingcourseworkandmakemeaningfulcontributions

● They have extensive experience doing independent research and presenting what they have learned throughpresentations,papersandotherprojects

● Theythinkcriticallyanddrawondiverseperspectivesthatreflectaninternationaloutlook.

● Participation in theIBDiplomaProgrammeshowsthatstudentshaveexcelledinmultipleanddiverse academicchallengesandisastrongpredictorforsuccessinuniversity.2*

SubjectChoiceGuidanceinrelationtoUniversityApplications

TheIBDiplomaensuresthatyoumaintainabreadthofsubjects.Itisimportant,however,togivesomethought to your possible Higher Education ambitions before making your final choices. The following guidance is particularlyappropriateforthosestudentswhomaywanttoapplyforveryspecificdegreecourses(particularly intheUKandHongKong)atveryhigh-rankinguniversities.

Ifyouareindoubtaboutyourchoicesandthinkyoumayberulingyourselfoutofcourseinwhichyoumightbe interested,pleaseconsulttheUGCoffice

Medicine/Dentistry

In order to have the widest possible choice of medical/dental schools the following choices are generally advisable:

● ChemistryIBHigherLevelisessential

● BiologyHigherLevelatIBisrequiredbymedicalschools.

● MostOxbridgecollegesarehappytoseetwosciencesandMathsatHigherLevel.

2* http://www ibo org/recognition/documents/IBRecognitionbrochure FinalV2 pdf

VeterinaryScience

Thisisahighlycompetitivecourse,soitisessentialtohavetwosciences(oneofwhichmustbeChemistry)and MathematicsatIBHigherLevel.

NaturalSciences

ForthisverycompetitivecourseitisimportanttohavetwosciencesandMathematicsatIBHigherLevel

Economics,Physics,EngineeringandMathematics

Forhigh-rankinguniversities,westrongly recommendcandidatestotakeMathematicsatIBHigherLevel Some highlycompetitiveprogramsrequireMathematicsHigherLevel(MathematicsAA).

Philosophy,PoliticsandEconomics

Forthiscombination,itisnotarequirementtobetakingthesesubjectsatIBbutitisusefultohavestudiedat leastoneortwoofthem,becauseitprovesinterestandhelpsyoutodemonstrateanawarenessofthesubject demandsatinterview.

MathematicsandHistoryarealsohighlydesirablebackgroundsubjectsandmayconsiderablyimprovechances ofacceptanceonuniversitycourses.

Law

TherearenospecificsubjectrequirementsalthoughHistory,GlobalPoliticsandEconomicsareallregardedas usefulsubjectstosupportprogressionintothefieldoflaw Onecanstudyartsorsciencesoracombination As graderequirementsareveryhighitisimportanttostudysubjectsthatyouwilldowellin.

Itcanbehelpfultodemonstratebothanalytical(logic)andessaywritingskillsacrossyoursubjects.Thismakes a contrasting subject useful Languages are also useful and can enable you tostudyaEuropean/Englishlaw combination.

English

Some universities like to see a modern or a classical language in the combination, withEnglishatIBHigher Level a requirement Some courses requireIBEnglishLiterature Universitiesareusuallypleasedtoseeother “supportive”essay-writingsubjects,suchasHistory.

Architecture

VisualArtsishighlyrecommended,preferablyatHigherLevel,asmostuniversitieswillrequireyoutosubmita portfolioofwork.

GeneralAdviceforsubject-specificmajors

Finally, it goes without saying that for most other subjects it is recommended/highly desirable to have the relevantdisciplinetoHigherLevelIBifitisavailable,e.g.HistorytoahighstandardinordertostudyHistoryat university. You should also think carefully in Year 12aboutyourchoiceofExtendedEssaytopicandhowyou mightusethattodemonstrateyourintereststouniversitiesandcolleges

Timelineoftheoptionsprocess

The optionsprocessstartsofficiallyinJanuaryofYear11,althoughweknowthatstudentsarethinkingabout their options long before this time. During the spring half term, students receive a series of assemblies and presentations, information from subject teachers, and engage in discussions with University Guidance Counsellors.

ParentshavetheopportunitytoparticipateinabespokeOptionsDay,inwhichtheoptionsprocessisexplained in detail. During this day there are presentations by departments and opportunities to talk to staff. This is followedbyanOpenHouse,duringwhichbothparentsandstudentscandiscusschoiceswithteachers Thehalf termbreakprovidestheopportunityforparentsandstudentstodiscussandfinalisethechoices.

Oncethestudentsmaketheirchoicesaerthespringhalftermvacation,theschooltimetableisconstructedfor the followingyear.Classesareconstructedwithintimetableblocksaccordingtostudentchoice.Itmaynotbe possible for every student to have their initial combination, but the schoolendeavourstomakethishappen whereverpossible.

Anylaterrequestsforchangeswillbetreatedonanindividualbasis,yetmaynotbepossibleduetotimetable constraints However,studentsandparentsneedtobeawarethatitmaynotbepossibletochangeatthispoint Itisveryimportanttherefore,thatstudentsandparentsmaketherightdecisionbasedonenjoymentofsubject, passion,universitydestinationrequirements,andadvicefromstaff.

SubjectInformation Group1: StudiesinLanguage andLiterature

LanguageA:Literature(HL/SL)

At NLCS Jeju, Literature courses are offered in English, Korean and Chinese Specific details, including texts studied for each, are giveninthefollowingpages.Allarestructuredandexaminedaccordingtothefollowing commoncriteria.

CourseContent

Readers,WritersandTexts

Works are chosen from a variety of literary forms. The study of the works could focus on the relationship betweenliterarytexts,readersandwritersaswellasthenatureofliteratureanditsstudy Thisstudyincludes theinvestigationoftheresponseofreadersandthewaysinwhichliterarytextsgeneratemeaning.Thefocusis onthedevelopmentofpersonalandcriticalresponsestotheparticularsofliterarytexts.

ConceptualQuestions:

● Whyandhowdowestudyliterature?

● Inwhatwaysismeaningconstructed,negotiated,expressedandinterpreted?

● Howdoesthestructureorstyleofaliterarytextaffectmeaning?

TimeandSpace

Works are chosen to reflect a range of historical and/or cultural perspectives. Their study focuses on the contextsofliterarytextsandthevarietyofwaysliterarytextsmightbothreflectandshapesocietyatlargethe focus isontheconsiderationofpersonalandculturalperspectives,thedevelopmentofbroaderperspectives, andanawarenessofthewaysinwhichcontextistiedtomeaning

ConceptualQuestions:

● Howimportantisculturalorhistoricalcontexttotheproductionandreceptionofaliterarytext?

● Towhatextentdoliterarytextsofferinsightintoanotherculture?

● Howdoliterarytextsreflect,representorformapartofculturalpractices?

Intertextuality:ConnectingTexts

Works are chosen so as to provide students with an opportunity to extend their study and make fruitful comparisons Their study focuses on intertextual relationships between literary texts with possibilities to explore various topics, thematic concerns, generic conventions, literary forms or literarytraditionsthathave been introduced throughout the course Thefocusisonthedevelopmentofcriticalresponsegroundedinan understandingofthecomplexrelationshipsamongliterarytexts.

ConceptualQuestions:

● Howdoliterarytextsadheretoanddeviatefromconventionsassociatedwithliteraryforms?

● Inwhatwayscandiverseliterarytextssharepointsofsimilarity?

● Howcanliterarytextsoffermultipleperspectivesofasingleissue,topicortheme?

Assessment:HL

Studentswillbeassessedthroughamixtureoforalandwrittenresponses.Thetablebelowreflectsthecurrent assessmentformatandissubjecttoreviewbytheIB

AssessmentComponent

EXTERNALASSESSMENT

ExamPaper1:GuidedLiteraryAnalysis(2hours15minutes)

The paper consists oftwopassagesfromtwodifferentliteraryforms,eachaccompaniedbya question.Studentswriteananalysisofeachofthepassages.Studentschooseonepassageand writeananalysisofeachpassage

ExamPaper2:ComparativeEssay(1hour45minutes)

The paper consists of four general questions In response to one question, students write a comparativeessaybasedontwoworksstudiedinthecourse.

HigherLevel(HL)Essay

Studentssubmitanessayononeliterarytextorworkstudiedduringthecourse.

Theessaymustbe1,200–1,500wordsinlength.

INTERNALASSESSMENT

This component consists of an individual oral that is internally assessed by the teacherand externallymoderatedbytheIBattheendofthecourse.

IndividualOral(15minutes)

Supportedbyanextractfromoneworkwrittenoriginallyinthelanguagestudiedandonefrom a workstudiedintranslation,studentswillofferapreparedresponseof10minutes,followed by5minutesofquestionsbytheteacher,tothefollowingprompt:

Examinethewaysinwhichtheglobalissueofyourchoiceisrepresentedthroughthecontentand formoftwooftheworksthatyouhavestudied.

Studentswillbeassessedthroughamixtureoforalandwrittenresponses.Thetablebelowreflectsthecurrent assessmentformatandissubjecttoreviewbytheIB

AssessmentComponent

EXTERNALASSESSMENT

ExamPaper1:GuidedLiteraryAnalysis(2hours15minutes)

The paper consists oftwopassagesfromtwodifferentliteraryforms,eachaccompaniedbya question.Studentschooseonepassageandwriteananalysisofit.

ExamPaper2:ComparativeEssay(1hour45minutes)

The paper consists of four general questions. In response to one question, students write a comparativeessaybasedontwoworksstudiedinthecourse

INTERNALASSESSMENT

This component consists of an individual oral that is internally assessed by the teacherand externallymoderatedbytheIBattheendofthecourse.

IndividualOral(15minutes)

Supportedbyanextractfromoneworkwrittenoriginallyinthelanguagestudiedandonefrom a workstudiedintranslation,studentswillofferapreparedresponseof10minutes,followed by5minutesofquestionsbytheteacher,tothefollowingprompt:

Examinethewaysinwhichtheglobalissueofyourchoiceisrepresentedthroughthecontentand formoftwooftheworksthatyouhavestudied.

KoreanA:Literature

“Literatureisthesafeandtraditionalvehiclethroughwhichwelearn abouttheworldandpassonvaluesfromonegenerationtothenext.”

JeSeHee,Koreannovelist

CourseOverview

The Korean A: Literatureprogramisprimarilyapre-universitycourseinliterature.Itisaimedatstudentswho intend to pursue literature, or related studies, at university, as well as at students whose formal study of literature will not continue beyond thislevel.TheformerwouldnormallyfollowtheHigherLevelprogramme andthelattertheStandardLevel

Literature is concerned with our conceptions, interpretations and experiences of the world The study of literature, therefore, can be seen as a study of all the complexpursuits,anxieties,joysandfearsthathuman beingsareexposedtointhedailybusinessofliving.Itenablesanexplorationofoneofthemoreenduringfields of humancreativityandartisticingenuity,andprovidesimmenseopportunitiesforencouragingindependent, original, critical and clear thinking. It also develops a healthy respect for the imagination and a perceptive approachtoliteraryworks Thediscussionofliteratureisitselfanartthatrequirestheclearexpressionofideas bothorallyandinwriting.

Through the study of a wide range of literature, the Korean A: literature course encourages students to appreciate the artistry of literature and to develop an ability to reflect critically on their reading. Works are studied in their literary and cultural contexts, through close study of individual texts and passages, and by consideringarangeofcriticalapproaches.InviewoftheinternationalnatureoftheIBanditscommitmentto interculturalunderstanding,theKoreanA:literaturecoursedoesnotlimitthestudyofworkstotheproductsof one culture or the cultures covered by any one language. The study of works in translation is especially importantinintroducingstudents,throughliterature,tootherculturalperspectives Theresponsetothestudy of literature is through oral and written communication, thus enabling students to develop and refine their commandoflanguage.

There are no formal requirements forstudentsundertakingthiscourse.Studentswhotakethesecourseswill oenhavevariedlanguageprofilesandmaybemultilingual Eachcourseofferstheopportunityforcontinued language developmentandtheacquisitionofarangeofskillsincluding,forexample,textualanalysisandthe expression of literaryappreciation Studentscompletingthiscoursewillhavedevelopedskillsofanalysisand theabilitytosupportanargumentinclearlyexpressedwriting,sometimesatsignificantlength.Thiscoursewill enablethemtosucceedinawiderangeofuniversitycourses,particularlyinliterature,butalsoinsubjectssuch asphilosophy,lawandlanguage.

Worksstudied

Worksintranslation

TheKiteRunner (KhaledHosseini)

인생 (위화)

TheTransformation (FranzKafka)*

Poetry:DongjuYoon Shortstory:Cheongjun Lee

Essay:ChondeukPi*

Poetry: SowolKim MokwolPark JihunCho JungjuSeo*

Novel:JiwonPark

Shortstory:DongriKim Poetry:SeokBaek

*HLonly

EnglishA:Literature

As described in the IB Literature guide (first examinations 2021):

In thelanguageA:literaturecourse,studentswilllearnaboutthe variousmanifestationsofliteratureasapowerfulmodeofwriting across cultures and throughout history. They will explore and develop an understanding of factors that contribute to the productionandreceptionofliterature,suchas:

● thecreativityofwritersandreaders

● thenatureoftheinteractionwiththewritersʼandreadersʼ respectivecontextsandwithliterarytradition

● the ways in which language can give rise to meaning and/oreffect

● the performative and transformative potential of literary creationandresponse.

Through close analysis ofliterarytextsinanumberofformsand from different times andplaces,studentswillconsidertheirown interpretations, as well as the critical perspectives of others. In turn, this will encourage the exploration of how viewpoints are shaped byculturalbeliefsystemsandhowmeaningsarenegotiatedwithinthem Studentswillbeinvolvedin processesofcriticalresponseandcreativeproduction,whichwillhelpshapetheirawarenessofhowtextswork to influence the reader and how readers open up the possibilities of texts With its focus on literature, this course is particularly concerned with developing sensitivity to aesthetic uses of language and empowering students to consider the ways inwhichliteraturerepresentsandconstructstheworldandsocialandcultural identities.

Studentswillfocusexclusivelyonliterarytexts,adoptingavarietyofapproachestotextualcriticism Students explore the nature of literature, the aesthetic function of literary language and literary textuality, and the relationshipbetweenliteratureandtheworld

ExamplesoftheWorksStudied

Readers,WritersandTexts

Selectedpoems-Heaney

ChronicleofaDeathForetoldMarquez

JaneEyre-Brontë Hamlet–Shakespeare

BuriedChild–Shepherd

FamilyTies–Lispector

SelectedPoems-Keats

RosencrantzandGuildensternare Dead–Stoppard

TheBloodyChamber-Carter

LanguageA:Language&Literature(HL/SL)

At NLCS Jeju, Language & Literature courses are offered in English, Korean and Chinese Specific details, includingtopicsstudied,foreacharegiveninthefollowingpages.AswithLanguageA:Literaturecourses,both arestructuredandexaminedaccordingtothefollowingcommoncriteria.

CourseContent

Readers,WritersandTexts

Non-literarytextsarechosenfromavarietyofsourcesandmediatorepresentaswidearangeoftexttypesas possible, and works are chosen from avarietyofliteraryforms Thestudyofthenon-literarytextsandworks focuses on the nature of language and communication and the nature of literature and its study.Thisstudy includes the investigation of how texts themselves operate as well as the contexts and complexities of productionandreception.Focusisonthedevelopmentofpersonalandcriticalresponsestotheparticularsof communication.

ConceptualQuestions:

● Whyandhowdowestudylanguageandliterature?

● Inwhatwaysismeaningconstructed,negotiated,expressedandinterpreted?

● Howdoesthestructureandstyleofatextaffectmeaning?

TimeandSpace

Non-literarytextsandliteraryworksarechosenfromavarietyofsources,literaryformsandmediathatreflecta range of historical and/or cultural perspectives Their study focuses on the contextsoflanguageuseandthe varietyofwaysliteraryandnon-literarytextsmightbothreflectandshapesocietyatlarge.Thefocusisonthe consideration of personal and cultural perspectives, the development of broader perspectives, and an awarenessofthewaysinwhichcontextistiedtomeaning

ConceptualQuestions:

● Howimportantisculturalorhistoricalcontexttotheproductionandreceptionofatext?

● Towhatextentdotextsofferinsightintoanotherculture?

● Howdotextsreflect,representorformapartofculturalpractices?

Intertextuality

No-literarytextsandliteraryworksarechosenfromavarietyofsources,literaryformsandmediainawaythat allows students an opportunity to extend their study and make fruitful comparisons. Their studyfocuseson intertextual relationships with possibilities to explorevarioustopics,thematicconcerns,genericconventions, modesorliterarytraditionsthathavebeenintroducedthroughoutthecourse Thefocusisonthedevelopment ofcriticalresponsegroundedinanunderstandingofthecomplexrelationshipsamongtexts.

ConceptualQuestions:

● Howdotextsadheretoanddeviatefromconventionsassociatedwithliteraryformsortexttypes?

● Inwhatwayscandiversetextssharepointsofsimilarity?

● Howcantextsoffermultipleperspectivesofasingleissue,topicortheme?

Assessment:HL

AssessmentComponent

EXTERNALASSESSMENT

ExamPaper1:GuidedTextualAnalysis(2hours15minutes)

The paper consists of two non-literary passages from two different text types, each accompaniedbyaquestion Studentswriteananalysisofeachofthepassages

ExamPaper2:ComparativeEssay(1hour45minutes)

The paper consists of four general questions. In response to one question,studentswritea comparativeessaybasedontwoworksstudiedinthecourse.

HigherLevel(HL)Essay

Students submitanessayononenon-literarytextoracollectionofnon-literarytextsbyone sameauthor,oraliteraryworkstudiedduringthecourse.

Theessaymustbe1,200–1,500wordsinlength

INTERNALASSESSMENT

This component consists of an individual oral that isinternallyassessedbytheteacherand externallymoderatedbytheIBattheendofthecourse

IndividualOral(15minutes)

Supportedbyanextractfrombothonenon-literarytextandonefromaliterarywork,students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher,tothefollowingprompt:

Examine the ways in which the global issue ofyourchoiceisrepresentedthroughthecontent andformoftwooftheworksthatyouhavestudied.

AssessmentComponent

EXTERNALASSESSMENT

ExamPaper1:GuidedLiteraryAnalysis(12hours15minutes)

The paper consists of two non-literary passages from two different text types, each accompaniedbyaquestion.Studentswriteananalysisofeachofthepassages.

ExamPaper2:ComparativeEssay(1hour45minutes)

The paper consists of four general questions Inresponsetoonequestion,studentswritea comparativeessaybasedontwoworksstudiedinthecourse.

INTERNALASSESSMENT

This component consists of anindividualoralthatisinternallyassessedbytheteacherand externallymoderatedbytheIBattheendofthecourse.

IndividualOral(15minutes)

Supported by an extract from both one non-literary text and one from a literary work, studentswillofferapreparedresponseof10minutes,followedby5minutesofquestionsby theteacher,tothefollowingprompt:

Examine the ways in whichtheglobalissueofyourchoiceisrepresentedthroughthecontent andformoftwooftheworksthatyouhavestudied

KoreanA:LanguageandLiterature

“Therearemanypeople,simplecommoners,despitewantingtohavetheirsay, whoareunabletofulfilltheirdesire.Findingthispitiful,Iamcreatinganew twenty-eightcharacters,nomorethantomakeitconvenientforall peopletoeasilylearnandusethemeveryday.”

-KingSejongthegreat

CourseOverview

Language A: language and literature comprises four parts two relate to the studyoflanguageandtwotothestudyofliterature

A key aim of the language A:language and literature course is to encourage students to question the meaninggeneratedbylanguageandtexts,which,it canbeargued,israrelystraightforwardandunambiguous.Helpingstudentsto focuscloselyonthelanguageofthetextstheystudyandtobecomeawareof the role of each textʼs wider context in shaping its meaning is centraltothe course

The main difference between the literaturecourseandLanguage&Literature course lies in the different areas of focus each takes. In the language A: literaturecourse,focusisdirectedtowardsdevelopinganunderstandingofthe techniquesinvolvedinliterarycriticismandpromotingtheabilitytoformindependentliteraryjudgments The focusofthelanguageA:languageandliteraturecourseisdirectedtowardsdevelopingandunderstandingthe constructednatureofmeaningsgeneratedbylanguageandthefunctionofcontextinthisprocess Studentswill studyarangeofselectednon-fictiontexts,suchasarticles,blogsandspeechesbyexamininglanguagechoice, structure,andtheinfluencesofcultureandcontext

It is recommended that students who have had experience of writing critical essays about texts, not having done so should not exclude them from studying language A. The choice of the course will depend on the studentsʼinterestsandfutureeducationalplansparticularlyinsubjectssuchascommunication,media,journal, psychology, marketing and culture studies, etc Additionally, students will have the advantage of havingthe BilingualDiploma,whichisseenasaverypositivestrengthbywesternuniversities.

TopicsStudied

Paper 1: Guided textualanalysis

Twonon-literary passagesfromtwo differenttexttypes

Advertisements,Parody, Film,Cartoon,Magazine articleDiagrametc

Paper 2: Comparative essay Internal assessment: IndividualOral HLessay

Comparativeessaybased ontwoliteraryworks studiedinthecourse

Novel,Poem,Play,Essay

Supportedbyanextract frombothone non-literarybodyofwork andonefromaliterary work

Essayononenon-literary bodyofwork,ora literaryworkstudied duringthecourse [HLonly]

EnglishA:LanguageandLiterature

As described in the IB Language and Literature guide (first examinations 2021):

InthelanguageA:languageandliteraturecoursestudents will learn about the complex and dynamic nature of language and explore both its practical and aesthetic dimensions They will explore the crucial role language plays in communication, reflecting experience and shaping the world Students will also learn about their own roles as producers of language and develop their productive skills. Throughout the course, students will explore the various ways in which language choices,text types, literary forms and contextual elements all affectmeaning.Throughcloseanalysisofvarioustexttypes andliteraryforms,studentswillconsidertheirowninterpretations,aswellasthecriticalperspectivesofothers, to explore how such positions are shaped by cultural belief systems and to negotiate meanings for texts. Students will engage in activities that involve themintheprocessofproductionandhelpshapetheircritical awareness of how texts and visual and audio elements work independently or together to influence the audience/readerandhowaudiences/readersopenupthepossibilitiesoftexts.Withitsfocusonawidevariety of communicative acts, the course is meant to develop sensitivity to the foundational nature,andpervasive influence,oflanguageintheworldatlarge.

“Text”inthissubject,andinthepublishedguide,isdefinedas anything from which information can be extracted, and includes the widest range of oral, writtenandvisualmaterials present in society. This range will include single and multiple images with or without text, literary and nonliterary written texts and extracts, media texts (for example, films), radio and television programmes and their scripts, and electronic texts that share aspects of a number of these areas (for example, video-sharing websites, web pages, social media messages, blogs, wikis and tweets). Oral texts will include readings, speeches, broadcasts and transcriptions of recorded conversation

In this course, students study a wide range of literary and non-literary texts in a variety of media. By examining communicative acts across literary form and textual type alongsideappropriatesecondaryreadings,studentswillinvestigatethenatureoflanguageitselfandtheways inwhichitshapesandisinfluencedbyidentityandculture.Approachestostudyinthecoursearemeanttobe wide ranging and can include literary theory, sociolinguistics, media studies and critical discourse analysis amongothers.

ChineseA:Literature

“Whenliteratureexists,perhapswedonotnoticehowimportantitis,but whenitdoesnotexist,ourlivesbecomecoarsenedandbrutal.”

~MoYan(thewinneroftheNobelPrizeforLiteraturein2012)

Group 1 Language A: Literature may be studied in mother tongueEnglishandmothertongueChinese.Itisa coursethatpromotesrespectforliteraryheritageofthestudentsʼhomelanguageandprovidesanopportunity forstudentstocontinuetodeveloporalandwrittenskillsintheirmothertongue.

The goal is that by the end of the course thestudentswillhaveanappreciationforthewriterʼscraandthe crosscultural/historicalnatureofliterature,andtheabilitytodiscussitinoralandwrittenforms.Theirpersonal responses will reflect their acquisition of the vocabulary and literary language needed for the accurate articulationoftheirviews.Studentswillalsohavebeguntorecognisethewaysinwhichliteraryworksenableus toexploreaspectsofhumanexperience

AimsandObjectives

1 Introducestudentstoarangeoftextsfromdifferentperiods,stylesandgenres

2 Develop in students the ability to engage in close, detailed analysis ofindividualtexts andmakerelevant connections

3.Developthestudentsʼpowersofexpression,bothinoralandwrittencommunication

4 Encouragestudentstorecognisetheimportanceofthecontextsinwhichtextsarewrittenandreceived

5 Encourage, through the study of texts, an appreciation of the different perspectives of people from other cultures,andhowtheseperspectivesconstructmeaning

6.Encouragestudentstoappreciatetheformal,stylisticandaestheticqualitiesoftexts

7.Promoteinstudentsanenjoymentof,andlifelonginterestin,languageandliterature

8.Developinstudentsanunderstandingofthetechniquesinvolvedinliterarycriticism

9 Developthestudentsʼabilitytoformindependentjudgmentsandtosupportthoseideas

ChineseA:LanguageandLiterature

“Literatureisthevoiceofthetimes,andlanguageisthetooltoconveythoughts”

CourseOverview

Language A: In this course, students will study a wide range of literary and non-literary texts across various media. By examiningcommunicationbehavioursacrossdifferentliterarygenresandtexttypes, and engaging in supplementary reading, students will explore the nature of language itself, as wellas howlanguageshapesidentityandculture,andthevariouswaysinwhichitisinfluenced.Theapproachto learning this course should be broad and diverse, potentially including the study of literary theory, sociolinguistics,mediastudies,andcriticaldiscourseanalysis,andsoforth.

AimsandObjectives

1.Engage with various texts from different media and forms, spanning different periods, styles, and cultures.

2.Developskillsinlistening,speaking,reading,writing,viewing,presenting,andperforming.

3.Cultivateskillsininterpretation,analysis,andevaluation.

4.Develop sensitivity to the formal or aesthetic qualities of texts and understand how they evoke different emotionsandinterpretations.

5.Enhance understanding of the relationship between texts and various perspectives, cultural backgrounds, as well as regionalandglobalissues,andappreciatehowtheygeneratedifferentfeelings andunderstandings.

6.Foster an understanding of the relationship between learning language and literature and learning othersubjects.

7.Communicateandcollaboratewithconfidenceandcreativity.

8.Cultivatealifelonginterestinlanguageandliterature,andfindenjoymentinthem.

Readers,WritersandTexts TimeandSpace

Rashomon-Ryūnosuke Akutagawa

The2019filmJoker

TheeditorialpiecesfromThe Paper

ADoll'sHouse-HenrikIbsen

SK-IIChangeDestiny Advertisement

LiYinhe'sPublicWeChatAccount

Intertextuality

ToLive-YuHua

TheBluestEye-ToniMorrison

SubjectInformation Group2: LanguageAcquisition

SelectingLanguageOptionsinGroup2

IntheLanguagesdepartment,ouraimsaresimple:tofosterandencourageenthusiasm,enquiry,independence andcriticalthinkingwhilstgeneratingaloveforLanguagesanditscultures.Westrivetodeliverstimulatingand stretchingcoursesthroughstudyingauthenticresources.

Group2consistsoftwotypesoflanguagecourse:

Language B is an additional language-learning course designed for students with somepreviouslearningof thatlanguage,usuallytoIGCSElevel(orequivalent) ItmaybestudiedateitherSLorHL

Languageabinitioisdesignedforstudentswithlittleornopriorexperienceofthelanguagetheywishtostudy Thisdoesnot,however,meanthatabinitiocoursesareeasy.Infact,ifanythingthelackofpriorexperienceof the language makes the learning curve steeper and as such more challenging for many students than continuingwithalanguagetheyalreadyhaveexperienceof.

As with the Group 1 languages, Language B and Language ab initio courses varyintermsofthelanguageof delivery but havecommoncoursestructuresandassessmentcriteria.Thesecommonelementsaredescribed below,followedbysubject-specificpages

AtNLCSJejuweofferHL,SLandabinitiocoursesinFrench,MandarinandSpanish

ThereisnoabinitiocourseforEnglishBorKoreanB,whichareofferedateitherHLorSL

ThereareanumberoffactorsthatcontributetoanindividualʼschoiceoflanguagecourseinGroup2;language profiles are rarely identical as people can have very different aptitudes for listening, speaking, reading and writing.

Followingadiscussionwithindividuals,theDiplomaProgrammeCoordinatorandtheirlanguageteacherswill ensurethat,asfaraspossible,studentsarefollowingthecoursethatismostsuitedtotheirneedsandthatwill providethemwithanappropriateacademicchallenge.

Languageacquisitionaims

ThefollowingaimsarecommontobothlanguageBandlanguageabinitio

1 Developinternational-mindednessthroughthestudyoflanguages,cultures,andideasandissuesof globalsignificance.

2. Enablestudentstocommunicateinthelanguagetheyhavestudiedinarangeofcontextsandfora varietyofpurposes.

3. Encourage,throughthestudyoftextsandthroughsocialinteraction,anawarenessandappreciationof avarietyofperspectivesofpeoplefromdiversecultures

4. Developstudentsʼunderstandingoftherelationshipbetweenthelanguagesandcultureswithwhich theyarefamiliar

5. Developstudentsʼawarenessoftheimportanceoflanguageinrelationtootherareasofknowledge.

6. Providestudents,throughlanguagelearningandtheprocessofinquiry,withopportunitiesfor intellectualengagementandthedevelopmentofcritical-andcreative-thinkingskills.

7. Providestudentswithabasisforfurtherstudy,workandleisurethroughtheuseofanadditional language

8. Fostercuriosity,creativityandalifelongenjoymentoflanguagelearning.

ClassicalLanguages

An alternative to a modern language course in Group 2 is Latin as a Classical Language This istaughtand assesseddifferentlytotheothersandisexplainedattheendofthissection.

LanguageB(HL/SL)

LanguageBcoursesaredesignedforstudentswithpreviousexperienceofstudyingthelanguage,usuallyupto theequivalentofIGCSElevel.ThosewithoutthisexperienceshouldconsideraLanguageabinitiocourse.

CourseContent

InanylanguageBcourse,studentsdeveloptheabilitytocommunicateinthetargetlanguagethroughthestudy of language, themes and texts In doing so, they also develop conceptual understandings of how language works. Communication is evidenced through receptive, productive and interactive skills across a range of contexts and purposes that are appropriate to the level of the course. All language B courses are delivered thematically,followingtheguidingprinciplesbelow.

Theme GuidingPrinciples

Identities

Theguidingprincipleofthisthemeistoexplorethenatureoftheselfandwhatitistobe human.

Students couldinvestigatethethemethrougharangeofoptionalrecommendedtopics such as: lifestyles, health and wellbeing, beliefs andvalues,subcultures,languageand identity.

Experiences

Human ingenuity

Social organization

The guiding principle of this theme is to explore and tell the stories of the events, experiencesandjourneysthatshapeourlives.

Students couldinvestigatethethemethrougharangeofoptionalrecommendedtopics such as:leisureactivities,holidaysandtravel,lifestories,ritesofpassage,customsand traditions,migration

Theguidingprincipleofthisthemeistoexplorethewaysinwhichhumancreativityand innovationaffectourworld

Studentstoinvestigatethethemethrougharangeofoptionalrecommendedtopicssuch as:entertainment,artisticexpressions,communicationandmedia,technology,scientific innovation

The guiding principle of this theme is to explore the ways in which groups of people organisethemselvesorareorganisedthroughcommonsystemsorinterests

Students couldinvestigatethethemethrougharangeofoptionalrecommendedtopics such as: social relationships, community, social engagement, education, the working world,lawandorder.

Sharingthe planet

Theguidingprincipleofthisthemeistoexplorethechallengesandopportunitiesfaced byindividualsandcommunitiesinthemodernworld.

Students couldinvestigatethethemethrougharangeofoptionalrecommendedtopics such as: the environment, human rights, peace and conflict, equality, globalization, ethics,urbanandruralenvironment.

Assessment:HL

AssessmentComponent

EXTERNALASSESSMENT

Paper1(1hour30minutes):Productiveskills—writing

One writing task of 450–600 words from a choice of three, each from a different theme, choosingatexttypefromamongthoselistedintheexaminationinstructions

Paper2(2hours):Receptiveskills listeningandreading

Listeningcomprehension(1hour)

Readingcomprehension(1hour)

Comprehensionexercisesonthreeaudiopassagesandthreewrittentexts,drawnfromallfive themes.

INTERNALASSESSMENT

ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBatthe endofthecourse.

Individualoralassessment

Aconversationwiththeteacher,basedonanextractfromoneoftheliteraryworksstudiedin class,followedbydiscussionbasedononeormoreofthethemesfromthesyllabus

AssessmentComponent

EXTERNALASSESSMENT

Paper1(1hour15minutes):Productiveskills writing

One writing task of 250–400 words from a choice of three, each from a different theme, choosingatexttypefromamongthoselistedintheexaminationinstructions

Paper2(1hour45minutes):Receptiveskills listeningandreading

Listeningcomprehension(45minutes)

Readingcomprehension(1hour)

Comprehensionexercisesonthreeaudiopassagesandthreewrittentexts,drawnfromallfive themes.

INTERNALASSESSMENT

ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBatthe endofthecourse.

Individualoralassessment

A conversation with theteacher,basedonavisualstimulus,followedbydiscussionbasedon anadditionaltheme

Languageabinitio(SLonly)

Designedforstudentswithlittleornoexperienceofstudyingthelanguage,abinitiocoursesdeveloptheability tocommunicateinthetargetlanguagethroughthestudyoflanguage,themesandtexts.Indoingso,theyalso develop conceptual understandings of how language works. Communication isevidencedthroughreceptive, productiveandinteractiveskillsacrossarangeofcontextsandpurposesthatareappropriatetothelevelofthe course.

Keyaimsforthelanguageabinitiocourse.

Studentswillbeassessedontheirunderstandingoffivekeyconcepts:

1. Audience:Studentsunderstandthatlanguageshouldbeappropriatefortheperson(s)withwhomone iscommunicating

2. Context: Students understand that language should be appropriate to the situation in which one is communicating

3 Purpose:Studentsunderstandthatlanguageshouldbeappropriatetoachieveadesiredintention,goal orresultwhencommunicating

4. Meaning:Studentsunderstandthatlanguageisusedinarangeofwaystocommunicateamessage

5. Variation: Students understand that differences exist within agivenlanguage,andthatspeakersofa givenlanguagearegenerallyabletounderstandeachother

Coursecontent

Language ab initio courses are divided into five broad themes, all of which are well suited to fostering an international perspective. These ab initio courses seek to develop intercultural understanding and foster a concernforglobalissues,aswellastoraisestudentsʼawarenessoftheirownresponsibilityatalocallevel.

Topicsthatmaybecoveredundereachthemeareasfollows:

Assessment

AssessmentComponent

EXTERNALASSESSMENT

Paper1(1hour):Productiveskills writing Twowrittentasksof70–150wordseachfromachoiceofthreetasks,choosingatexttypefor eachtaskfromamongthoselistedintheexaminationinstructions

Paper2(1hour45minutes):Receptiveskills listeningandreading Listeningcomprehension(45minutes)

Readingcomprehension(1hour)

Comprehensionexercisesonthreeaudiopassagesandthreewrittentexts,drawnfromallfive themes.

INTERNALASSESSMENT

This component is internally assessedbytheteacherandexternallymoderatedbytheIBat theendofthecourse.

Individualoralassessment

Aconversationwiththeteacher,basedonavisualstimulusandatleastoneadditionalcourse theme

WhychooseEnglish?

AvailableasLanguageBHL/SL

English

B: An

Essential Component of Global Communication

WithafocusonEnglishastheʻgloballanguage,ʼthereisnodoubtthat studentswishingtosucceedonaninternationalandmulticulturallevel need a solid foundation in English. This is essential across all components of the language profile: reading, writing, speaking, and listening. Whiletherole,needs,andfunctionsoftheEnglishlanguage areconstantlyshiingandevolving,itisevidentthatEnglishhasbeen firmly established ʻas the standard language: an intrinsic part of theglobalcommunicationsrevolutionʼ(The Economist) Furthermore, English serves as the primary language for books, newspapers, international business, academic conferences, science, technology, diplomacy, sports, international competitions,airports andair-trafficcontrol,popmusic,andadvertising.

DevelopingaVersatileSkillSet

TheEnglishBcourseexposesstudentstoawidearrayoflanguagestylesandregisters,fosteringtheirabilityto communicate effectively in diverse contexts Thisprogrammeencouragesstudentstodevelopcompetencyin writing various forms, such as business reports, professional letters, social media, and personal communication. Through these exercises, students gain the skills necessary to navigate and succeed in the modern,interconnectedworld Thecoursenotonlyequipsstudentswiththelinguistictoolstheyneedbutalso nurtures cultural awareness and critical thinking, ensuring they are prepared for the demands of an internationallandscape

Coursecontent

Language BcurriculumiscyclicwithareturninYear13tothethemesthatunderpinaglobalperspectiveand encourageinternationalmindedness.

Topicsthatmaybecoveredundereachthemeareasfollows:

WhychooseFrench?

AvailableasLanguageBHL/SLandabinitio

The American Council on the Teaching of Foreign Language Surveyindicates that more students are interested in studying French than any other foreign language in the United States. The Modern Languages Associationʼs survey showsthatFrenchenrollmentsintheUnitedStatesareontheriseandarenow atthehighestlevelinover20years.Whileanylanguagewillbeusefulforsome jobsorforsomeregions,Frenchisamongstthefewforeignlanguagesthatare widelyspokenthroughouttheworldandisthesecondmostfrequentlytaught languageintheworldaerEnglish.

The International Organization of Francophonie has 56 member states and governments Ofthese,28countrieshaveFrenchasanofficiallanguage Frenchistheonlylanguageotherthan English spoken on five continents. When deciding on a foreign language for work or school, consider that Frenchisalanguagethatwillgiveyouthemostchoiceslateroninyourstudiesoryourcareer

WhychooseSpanish?

AvailableasLanguageBHL/SLandabinitio.

Spanish is the primary language of 20 countries worldwide and it is also an official language in other countries like the U.S. Increasingly, the second languageU.S.citizensarechoosingtolearnisSpanish.

Spanish is the second most studied language and second language in international communication. It is also thesecondmostwidelyspokeninthe world Furthermore, everyyearthenumberofpeoplestudyingSpanishgrows significantly.

Acquiring language requires special skills that, once learned, can be used to become fluent in other languages. Understanding a language also means understanding the culturallyenrichingaspectsofdifferentsocieties Tostaycompetitiveintoday'sworld,itis imperative to learn more about other cultures and how they think. When decidingonaforeignlanguagefor workorschool,considerthatSpanishisalanguagethatwillgiveyouthemostchoiceslateroninyourstudies oryourcareer.

WhychooseMandarin?

AvailableasLanguageBHL/SLandabinitio

BasedondatafromtheUnitedNationsandotherinternationalorganizations,itisestimatedthat15-20%ofthe globalpopulationisChinese-speaking Thisfigureisonanupwardtrend

Thiscoursewillenableyouto:

● developyourinterculturalunderstandingofChinese

● enable you to understand and use the Chinese language you have studiedinarangeofcontextsandforavarietyofpurposes

● encourage, through the study of Chinese texts and through social interaction, anawarenessandappreciationofthedifferentperspectives ofpeoplefromothercultures

● developyourawarenessoftheroleoflanguageinrelationtootherareas ofknowledge

● provide you with abasisforfurtherstudy,workandleisurethroughthe useofChineselanguage

● provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of Chineselanguage.

WhychooseKorean?

AvailableasLanguageBHL/SL.

Korean B is an additional language-learning coursedesignedforstudentswith some previous learningofKorean.Themainfocusofthecourseisonlanguage acquisitionanddevelopmentoflanguageskills

Students study a variety of topics such as the environment, famous people, current and historical events, immigration, music, art, cuisine, fashion, film, etc todeveloptheirskillsinlistening,reading,writing,speakingandcultural interaction. Types of texts studied include: Personal texts (blog, diary, email, personal letter), Professional texts (blog, mail, essay, formal letter, proposal, report, survey) and Mass Media texts (advertisement, articles, blog, brochure, film,interview,review,newsreport,speech).

Latin(HL/SL)

aereperennius(morelastingthanbronze)

Studying Latin is stimulating and enjoyable You will build on the foundationlaidinIGCSELatin.Youwill consolidate and refine your understanding of the language and enjoy and appreciate a wide range of literature Your vocabulary will increase and you will have the added benefit of being able to use a dictionary for unseen translations in examinations.

HoraceOdesIII30

Yougainhighlyrespectedandtransferableskillsandacquireconfidencetoapproachlanguagesensitivelyand critically YouwillacquirethevocabularytoappreciatetherichbodyofliteratureletousbytheRomans Set texts are prepared thoroughly in class, literary techniques areexaminedandpersonalresponsestoliterature areproduced

CourseOverview

This classical languages course provides an opportunity for students to explore the language, literature and cultureofancientRome.ThestudyofLatinlanguagegivesimportantinsightsintotheculturethatproducedit, and leads to a greater understandingofcontemporarylanguages,literatureandcultures.Fundamentally,the studyofclassicallanguagestrainsthemind,developingskillsofcriticalthought,memoryandcloseanalysis,as wellasanappreciationofthebeautyandpoweroflanguage.

Linguistic skills lie at the heart of the course, since it is through a deep understanding of the workings of a language that true intellectual contact can be made with the peoples of the past Students translate Latin accurately and sensitively.Studentsalsostudydifferentgenresofclassicaltexts,examiningtheideasinthese worksandtheirartistrywithintheirhistorical,politicalandculturalcontexts Teachersexplicitlyteachthinking andresearchskillssuchascomprehension,textanalysis,anduseofprimarysources.

IBDPLatinSyllabusAims

● To enable the student toreachanappropriatelevelofknowledgeandunderstandingofthelanguage and to use this understanding for a variety of purposes, including translation, comprehension and research.

● Developthestudentʼsappreciationoftheliterarymeritofclassicaltextsandanawarenessoftheissues raisedinthem,aswellastheirconnectionsandrelevancetoourtimes

● Encourage, through the study of texts and other products of classical cultures, an awareness and appreciationinthestudentofthedifferentperspectivesofpeoplefromthosecultures

● Providethestudentwithanopportunityforintellectualengagementthroughtheprocessofinquiryand thedevelopmentofcriticalthinkingandlearningskills.

● Providethestudentwithabasisforfurtherstudy,workandenjoymentinavarietyofcontexts

CourseContent

Part1:Studyoflanguage

Latin:ThestudyofLatinauthorsinordertodeveloplanguageskills One(SL)ortwo(HL) extractsfromone(SL) ortwo(HL)authorswillbesetandstudentswillberequiredtotranslateone(SL) ortwo(HL)extracts,withthe supportofaLatindictionary

Part2:Studyofliterature

Adetailedstudyofliteraturefromone(SL)ortwo(HL)coreLatintextsandcompaniontexts

Part3:Individualstudy researchdossier

A collection of annotated primary source materials demonstrating an in-depth exploration of an aspect of classicallanguage,literatureorcivilizationchosenbythestudent.

Part4(HLonly)CourseworkLatinComposition

Originalwritingofnomorethan100wordswithashortcommentary Assessment AssessmentComponent

EXTERNALASSESSMENT

Paper1(HL2hours/SL1hour30minutes)

Translationofone(SL)/two(HL)extractsfromaprescribedauthor

Paper2(HLandSL 1hour30minutes)

Shortandextendedanswerstoquestionsbasedonextractsfromthecoretextsandcompanion texts.

INTERNALASSESSMENTSL/HL

Individualstudy–researchdossier

ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBatthe endofthecourse.

SubjectInformation Group3: Individualsand Societies

Economics(HL/SL)

ʻIthasbeenmoreprofitableforustobindtogetherin thewrongdirectionthantobealoneintherightoneʼ NassimNicholasTaleb,TheBlackSwan

WhymightIbeinterestedinstudyingEconomics?

What is happening to the Korean Wonandwhataretheimplicationsofthisforthe Korean economy? How will global events impact on theabilityofKoreatoprovide jobs for all its citizens? How canKoreacontributetotheeconomicdevelopmentof other countries? Why do cinemas charge different prices to different peopletosee the same movie? Should one firm provide all the electricity in a country? Does competition bring us the best use of our scarce resources? How might we deal effectivelywiththeproblemofairpollutioninBeijing?Howdoesthemarketsystem allocatescarceresources?

Ifyouareinterestedinanyofthesequestionsandwanttodevelopanindependentandcriticalwayofthinking thenEconomicsisasubjectyouwillfindvaluable.Thissocialsciencelooksathowwetrytomakemostuseof thescarceresourceswehaveasasocietytoprovideforourownneedsandfortheneedsoffuturegenerations Economicsisrelevanttoanunderstandingoftheworldinwhichyouwillliveandworkinthefuture,itprovides a way of analyzing events and will help you consideralternativenationaleconomicstrategiestoinformyour decisionsasacitizen.

CourseOverview

In Economics you will have the opportunity to demonstrate your learning in avarietyofways,throughclass discussions based on simulations, written work which could be continuous prose or responding to data, presentationstoclass,problemsolvingandworkingwithdata.

Economics is a well-respected foundation for further courses at university and a wide range of occupations including working in the private and government sectors as an economist analyzing policy and proposing solutions to problems; describing economic problems to others through careers in journalism or teaching; working for financial institutions, such as banks, analyzing data and taking risky decisions based on your analysis;asaroutetoqualifyasanaccountant;workingwithinavarietyofbusinesses

CourseContent

Students will be introduced to nine key concepts – scarcity, choice, efficiency, equity, economic well-being, sustainability,change,interdependenceandintervention–whichtheywillusethroughoutthecourse.Students will use an economic lens to investigate integrated subtopics of economics of the environment and the economicsofpovertyandinequality.Allstudentswillbeexpectedtobeabletohandleproseandnumericdata. Most oftheteachingwillbeviacasestudies,newsarticlesandapplicationofeconomictheoriestorealworld situations

Economictheoryincludes:

Microeconomics - the model of supply and demand, elasticities, the role ofgovernment,marketfailureand externalitiesandpublicgoods.HigherLevelstudentswillalsoaddressthemarketfailuresintheenvironmental context,asymmetricinformationandmarketpower.

Macroeconomics - Measuring economic activity,aggregatedemandandsupplyanalysis,themacroeconomic objectivesgovernmentsfollowsuchasfullemployment,thecontrolofthepricelevelandgrowth,economicsof inequality and poverty, monetary, fiscal and supply-side policy available to government to control the economy

The Global Economy - International trade, protectionism and economic integration, exchange ratesandthe balance of payments, sustainable development, its measurement, barriers to development and economic developmentstrategies.

Assessment

There are essay and dataresponsebasedpapersforbothHigherandStandardLevelstudents.Thesetestthe contentofthespecification.Inaddition,HigherLevelstudentstakeapolicypaper.

All students submit a portfolio of three commentaries based on recently published news stories using a differentkeyconcepttoexaminetheissuesinvolved.

AssessmentComponent

EXTERNALASSESSMENT

Paper1(1hour15minutes)

Anextendedresponse(essay)paper. Answeronequestionfromachoiceofthree.

Paper2(1hour45minutes)

Adataresponsepaper. Answeronequestionfromachoiceoftwo.

Paper3(HLonly,onehour45minutes)

HLPolicyPaper

Studentsanswertwocompulsorypolicyresponsequestions.

INTERNALASSESSMENT

ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat theendofthecourse.

Portfolioofcommentaries

Students produce a portfolio of three commentaries, based on different sections of the syllabusandonpublishedextractsfromthenewsmedia. Maximum800wordsx3

Geography(HL/SL)

Understanding present relationshipsbetweenpeopleandtheplanetsowecanadaptandprepareforthefuture

Whateveryourpassionfortheworld-fascinationwithlandscapesorconcernsaboutinequality-Geographywill provide you with knowledge and transferable skills that will reward you personally and advance you professionally.

CourseOverview

The Geography department comprises highly experienced teachers that believe Geography is one of the foundationblocksthatallothersubjectsarebuilton,andassuchGeographyisvisibleineveryaspectofhuman life Geography at IB level provides preferential entry for Natural Science courses in the Russell group of universities(UK).TheHigherlevelextensioncourseprovidesstudentswiththeopportunitytolearnaboutand understandthechallengesandopportunitiespresentedbyglobalisationasaforceintheworld

IBGeographySyllabusAims

● To develop an understanding of the interrelationships between people, places, spaces and the environment.

● Developcriticalawarenessandconsiderthecomplexityofgeographicalissues.

● Todevelopaconcernforhumanwelfareandthequalityoftheenvironment,andanunderstandingof theneedforplanningandsustainablemanagement.

● Acquire in-depth understanding ofhowgeographicalissueshavebeeninfluencedbypowerfulhuman andphysicalprocessesandformviewpointsonhowtheseissuescanberesolved.

● To understand and evaluate the need for planning and sustainable development through the managementofresourcesatvaryingscales.

● Appreciatetherelevanceofgeographyinanalyzingcontemporaryissuesandchallenges,anddevelopa globalperspectiveofdiversityandchange

CourseContent

Paper1:GeographicalThemes SLtwothemes–HL3Themes

● Freshwater

● GeophysicalHazards

● Leisure,Tourism&Sport

Paper2:Core–Geographicalperspectives–globalchange SLandHL

● Populationdistribution changingpopulation

● Globalclimate vulnerabilityandresilience

● Globalresourceconsumptionandsecurity(food, energy,water)

Paper3:HigherLevel–Geographicalperspectives-globalinteractions

HLonly

● Power, places and networks: study the geography of politics by learning about superpower relationships

● Humandevelopmentanddiversity:studiesingender,developmentandtheglobalisationofculture

● Global risk and resilience: the “wicked problems” of our world, cyber-security, disruptors of global supplychainsandthreatstoeconomicandpoliticalsovereigntyofnations.

Assessment AssessmentComponent

EXTERNALASSESSMENT

Paper1:GeographicalThemes(2hoursHL/1hour30minutesSL)

HLStudentsanswerquestionsonthreethemes Eachthemehasastructuredquestionandone extendedanswerquestionfromachoiceoftwo.

SLstudentsanswerquestionsontwothemes.Eachthemehasastructuredquestionandone extendedanswerquestionfromachoiceoftwo.

Paper2:Core–Geographicperspectives–globalchange(1hour15minutes)

Thispaperisdividedintothreesections,A,BandC.

SectionA:Studentsanswerstructuredquestionsbasedonthecoreunitswhich include stimulusmaterial,suchastables/diagrams/maps

SectionB:Studentsanswerquestionsbasedonaninfographicorvisualstimulus

SectionC:Studentschooseoneextendedanswerfromachoiceoftwo.

Paper3:GeographicPerspectives–globalinteractions(HLonly,1hour)

StudentsanswerONEofthreeessayquestions.Studentswilldemonstrateanunderstandingof thethemeofglobalisationanditsimplicationsforpeopleeverywhere

INTERNALASSESSMENT

ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBatthe endofthecourse

Geographicalinvestigation

Students investigate a topic through practical fieldwork and produce a written report on a geographicalinvestigation.Thereportmustnotexceed2,500words.

History(HL/SL)

“HistoryOpensDoors!

Many top jobs are within the grasp of historians. With a history degree you can aspire to be prime minister, press baron and media mogul, overlord of the BBC, ʻthe most famous lawyer in the landʼ, archbishop of Canterbury, top diplomat, Oxbridge vice-chancellor, England footballer or chairman of the richest football club in the world, famous comedianorcelebratedpopmusician,best-sellingnovelist, trade unionboss,businessmillionaire–andperhapseven, oneday,monarchoftherealm.”

DavidNicolls,ProfessorofHistory

WhystudyIBHistory?

IB History is a course that is widely respected and recognised by top universities around the world AnIBHistorystudentfocusesonskillssuch as reading, writing, critical thinking, and comparative evaluation. Among other career routes, history provides an excellent background for those interested in becoming lawyers, consultants, civil servants and those interested in international relations and politics. Knowledge of history is essentialtounderstandingthecontextofthemodernworld Itisimpossible to understand the complex issues that we face today without an understanding of how the past shaped these issues In this sense, knowledgeofthepastisinescapable.

WhatisthedifferencebetweenHLandSLHistory?

Many students ask this question. Intruth,bothHigherLevelandStandard LevelHistoryrequirethesamesetofskills Theessentialdifferencebetween the two courses is the amount of contentthatiscovered.Studentstaking HL History will cover aregionaltopicdealingwiththeHistoryofAsia.This means that they will be required totakeanadditionalexampaper Hence doing the HL course allows students to further develop their writing and analyticalskillsinHistory,aswellascoveringanothermajorareaofmodern worldhistory.

Assessment

IBHistoryconsistsofthreedifferentpapers.SLstudentswillsitthefirsttwopapers,whileHLstudentswillalso sitPaper3 Allstudentswillalsocompleteaninternalassessment

AssessmentComponent

EXTERNALASSESSMENT

Paper1(1hour)

TheMovetoGlobalWar(HL)&RightsandProtest(SL)

Fourshort-answer/structuredquestions.

Paper2(1hour30minutes)

AuthoritarianStates:Mussolini,Mao&Castro

TheColdWar

Twoextended-response(essay)questions.

Paper3(HLonly,2hours30minutes)

ChinaandKorea(1910–1950),People'sRepublicofChina(1949-2005),andJapan(1912-1990) Threeextended-responsequestions.

INTERNALASSESSMENT

ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBatthe endofthecourse

Historicalinvestigation

Historicalinvestigationonanyareaofthesyllabus(approximately20hoursʼwork)

GlobalPolitics(HL/SL)

The 21st century is characterised by rapid change and increasing interconnectedness, impacting individuals and societies in unprecedented ways and creating complex global political challenges. Global Politics is an exciting,dynamicsubjectthatdrawsonavarietyofdisciplinesinthesocialsciencesandhumanities,reflecting the complex nature of many contemporary political issues. The study of global politics enables students to critically engage with different and new perspectives and approaches topoliticsinordertocomprehendthe challengesofthechangingworldandbecomeawareoftheirroleinitasactiveglobalcitizens.

ʻImuststudywarandpoliticsthatmychildrenmay havelibertytostudymathematicsandPhilosophyʼ

JohnAdams

CourseOverview

The Global Politics department is led by an experienced IB examiner who has worked collaboratively with educatorsfromarangeoftopinternationalschoolsinordertodevelopacoursethatischallenging,engaging and authentic. Students will have access to a rich range of resources and learning opportunitiesthroughan onlineplatformthatencompassesalllesson,revisionandextensionmaterials.Thecourserequiresstudentsto activelyengagewithcontemporaryglobalissuesandshouldonlyattractstudentswhohaveagenuineinterest intheglobalpoliticalsystem

IBGlobalPoliticsSyllabusAims

TheaimsoftheglobalpoliticscourseatSLandHLaretoenablestudentsto:

1 Understandkeypoliticalconceptsandcontemporarypoliticalissuesinarangeofcontexts

2. Develop an understanding of the local, national, international and global dimensions of political activity

3. Understand, appreciate and critically engage with a variety of perspectivesandapproachesinglobal politics.

4 Appreciatethecomplexandinterconnectednatureofmanypoliticalissues,anddevelopthecapacityto interpretcompetingandcontestableclaimsregardingthoseissues.

CourseContent

SL/HL:

Global politics core topics

• Understanding power and global politics

Thematic studies

• Rights and justice

• Development and sustainability

• Peace and conflict

Prescribed content is specified for each theme, with a common framework Teachers and students have the flexibility to study the core topics separately or integrate them with the thematic studies They can also examine extended case studies encompassing more than one theme

HLExtension

Extended inquiries focused on global political challenges. Students conduct independent research on case studiesthatconnecttothefollowingHLtopicareas:

EXTERNALASSESSMENT

Paper1(1hour15minutes)

Source-basedquestionsthataddresstopicsfromtheglobalpoliticscoreinanintegratedway. Candidatesanswerfourcompulsorystructuredquestions

Paper2(1hour30minutes)

Extended response questions based on prescribed content from the thematic studies

Candidatesmustanswertwoquestions:oneessayfromsectionA(comprisingquestionsfrom each of the thematic studies) and one essay from section B (comprising integrating questions).

Paper3(1hour30minutes)HLonly

Stimulus-based questions related to the HL extension syllabus (globalpoliticalchallenges). Candidatesmustrespondtothreequestionsdrawingfromtheirresearchedcasestudies.

INTERNALASSESSMENT

This component is internally assessedbytheteacherandexternallymoderatedbytheIBat theendofthecourse.

Engagementactivity

A written report (2,000-word maximum) focused on the analysis of power and agency at a localorcommunitylevel,integratingresearchandexperientiallearning. HLstudentsconductadditionalresearchtoinformtheirformulationofarecommendationto addresstheidentifiedpoliticalissue

Philosophy(HL/SL)

ʻSocratesdidnotteachphilosophy,hetaughttophilosophiseʼ

DanielandAuriac

CourseOverview

The Philosophy IB course at NLCS Jeju aims to teach students how to philosophise. This means that students are required to think hard about some of the most difficult questions that humans have ever considered Questions such as: what does it mean to be a human being? What is consciousness? What is truth? Does some form of God exist? What is the morally right way to live? How free are we to choose our actions?Whatis justice? Students taking the IB Philosophy coursewillbegintotackleallof these questions (and many more)bylearninghowtocriticallyanalyseand evaluate the answers that some of theworldʼsgreatestthinkershaveproposedforthem.Theywillalsolearn how to construct sophisticated and precise arguments of their own in order to convince others that their personalviewsontheseissuescouldbethecorrectones.

The guiding principle behindtheIBPhilosophycourseisthatitisaskills-basedprogramme.Oneofthemain skillsthatPhilosophyhelpsustoacquireisthatofcriticalthinking.StudentswholearnhowtodoPhilosophy develop high-quality critical thinking skills, which are essential for becoming independent thinkers, living ethicallyasglobalcitizens,andforstudyingallotheracademicsubjectswithalogicalandrigorousapproach.

Although no previous knowledge is required to begin the course, those who choose philosophy will enjoy thinking deeply about difficult topics that remain unanswered and will be excited about taking part in discussions and debates in which they consider other peopleʼs views and support their own. Being able to contribute to high-quality debate - both orally and in writing – is one of the specific skillsthatstudentswill developthroughoutthecourse

Philosophy students therefore need to be prepared to think in ways they have never thought before, to be creative problem-solvers, andtoenjoybreakingdowncomplexideas,concepts,andarguments.Studentswill actively engage with philosophicaltextsandwiththeviewsofthemostinfluentialandpivotalthinkersofthe pastandpresent.

CourseContent

HL/SLCoreTheme:ʻBeingHumanʼ

● Someexampleissuesyouwillstudy:

o Dohumanshaveanessentialnature?

o Whatistherelationbetweenourmindsandourbodies?

HL/SLOptionalTheme:ʻEthicsʼ

● Analysisandevaluationofmoraltheories.Whatethicalrulesshouldwefollow?

● Meta-ethicsandastudyofethicallanguage.

● Applied ethics. How can we solve real-life moral dilemmas in issues such as abortion, euthanasia, world-poverty,andenvironmentalsustainability?

HL/SLstudyofaphilosophicaltext:PlatoʼsRepublic Analysisandevaluationoftheauthorʼsviewsonquestionssuchas:whatisjustice?Whatisthenatureoftruth? Howshouldasocietybeorganised?

HLExtension(HLonly):ʻPhilosophyandContemporaryIssuesʼ

● Exploringwhatitmeansto“dophilosophy”.

● CreatingapersonalresponseontheissueofPhilosophyʼsvalueandpurposeinrelationtotwoareasof contemporaryissues:

o philosophyandtechnology

o philosophyandenvironment

HLOptionalTheme2(HLonly):ʻPhilosophyofReligionʼ

● AnalysisandevaluationofargumentsforandagainsttheexistenceofGod.

● Astudyofreligiousexperienceandreligiouslanguage.

Assessment

Assessmentisprimarilythroughextendedresponse(essay)questions.

AssessmentComponent

EXTERNALASSESSMENT

Paper1(2hours30minutesHL/1hour45minutesSL)

Coretheme–“BeingHuman”

OptionalTheme–“Ethics”

OptionalThemeHLonly–“PhilosophyofReligion”

Paper2(1hourforHLandSL)

Prescribedtext–PlatoʼsRepublic

Paper3(HLonly,1hour15minutes)

HigherLevelextension:“PhilosophyandContemporaryIssues”

INTERNALASSESSMENT

ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat theendofthecourse

Philosophicalanalysis

Students produce a philosophical analysis of a non-philosophical stimulus. Students select the stimulus themselves according to their interests. The analysis must not exceed2000words.

Psychology(HL/SL)

Psychology is a fascinating areaofstudy.Itwillhelpyouunderstandhumanbehaviourandmentalprocesses andallowyoutobetterunderstandhowwethink,actandfeel.Ifyouareinterestedinadeeperunderstanding ofthehumancondition,youshouldconsiderstudyingpsychology

"Don'tbecomeamererecorderoffacts, buttrytopenetratethemysteryoftheirorigin."

IvanPavlov(1849-1936)

CourseOverview

Psychology is the rigorous and systematic study of mental processes and behaviour. It is a complex subject which draws on concepts, methods and understandings from a number of different disciplines There is no single approach that would describe orexplainmentalprocessesandbehaviouronitsownashumanbeings are complex animals, with highly developed frontal lobes, cognitive abilities, involved social structures and cultures. Thestudyofbehaviourandmentalprocessesrequiresamultidisciplinaryapproachandtheuseofa varietyofresearchtechniqueswhilstrecognisingthatbehaviourisnotastaticphenomenon,itisadaptive,and astheworld,societiesandchallengesfacingsocietieschange,sodoesbehaviour.

IBPsychologyAims

The goal of the DP psychology course is not to create psychologists, but to promote psychological literacy, whichincludes:

● understandingbasicconceptsandprinciplesofpsychology

● understandingthescientificresearchprocess

● havingtheabilitytoproblem-solve

● applyingpsychologicalprinciplestopersonal,social,ororganisationalproblems

● actingethically

● thinkingcritically

● communicatingwellindifferentcontexts

● havingculturalcompetenceandrespectingdiversity

● possessingself-awareness

The course encourages the application of psychology through concept-based learning and engaging inclass practicalsineachofthefourcontexts:Healthandwellbeing(interviews),Humandevelopment(observations), Humanrelationships(survey/questionnaires),Learningandcognition(experiments)

CourseContent

Standard level (SL) and higher level (HL) students will investigatefourcontexts usingpsychologicalcontent andconceptsrelevanttothestudyofeachofthesecontexts Readingempiricalresearchandeverydayclaimsin the media willprovideopportunitiestoidentifyconceptsandfurthertheknowledgeofpsychologicalcontent applied withinacontext Studentswillberequiredtothinkcriticallyaboutdataanalysisandinterpretationin psychological research and everyday claims (e.g., in social media, etc.); however, only HL students will be directlyassessedondataanalysisandinterpretation.HLextensionsrequirestudentstofurtherinvestigatethe role ofculture,motivationandtechnologyinshapinghumanbehaviour HLandSLstudentswillengageinan internalassessment(IA)taskrequiringthedevelopmentofaresearchproposal.Thistaskissupportedthrough classpracticals,whichisrequiredforeachcontextofstudy Assessment

EXTERNALASSESSMENT

Paper1(1.5hours)

Integrationoftheconcepts,contentandcontexts(35marks)

Paper 2 (1.5 hours)

Applying concepts and content to research contexts (35 marks)

HLONLY:Paper3(1.75hours)

Interpretationandanalysisofresearchdata(30marks)

INTERNALASSESSMENT:(20 hours): Research proposal (24 marks)

ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBatthe endofthecourse

Designaresearchproposaltoinvestigateapopulationofinterestusingoneofthefourresearch methodsusedintheclasspracticals.

SubjectInformation Groups3&4:

Individuals&Societies andSciences

EnvironmentalSystemsandSocieties-ESS(HL/SL)

CourseOverview

Environmental Systems and Societies (ESS) isaninterdisciplinarysubjectthatbridgesenvironmentalscience andsocialstudies,exploringtheintricateconnectionsbetweenhumansocietiesandthenaturalworld. ESSis offered at both standard level (SL) and higher level (HL)andemphasizessystemsthinkingtounderstandthe ecological,socialandeconomiccomponentsofenvironmentalchallenges Studentsengagewithtopicssuchas ecosystems and biodiversity, resource use, conservation, pollution management, climate change, and environmental value systems Throughinquiry-basedlearning,theyinvestigateglobalandlocalcasestudies, conduct scientific research, and analyse policies. Furthermore, students independently examine an environmental issue, fosteringcriticalthinking,collaboration,andresearchskillswhilepromotingsustainable decision-making.

This courseintegratesmethodologiesandknowledgefromdisciplinessuchasecology,chemistry,economics, geography, sociology, and law, offering a holistic perspective on environmental issues. Students explore the interactionsbetweenthebiosphere,atmosphere,hydrosphere,andlithosphere,examininghowthesesystems changeovertimeandspace,aswellaspotentialadaptationsandmitigationsforthefuture.Groundedinboth scientific and socio-cultural contexts, the course encourages analysis of environmental challenges through ethical,cultural,andpracticallenses.Itequipsstudentswithdiverseskills,fostersphilosophicalandpragmatic discussions, and addresses issues on both local and global scales, preparing them to tackle complex sustainabilitychallengesresponsibly

IBEnvironmentalSystemsandSocietiesAims

1. developunderstandingoftheirownenvironmentalimpact,inthebroadercontextoftheimpactof humanityontheEarthanditsbiosphere

2. developknowledgeofdiverseperspectivestoaddressissuesofsustainability

3. engageandevaluatethetensionsaroundenvironmentalissuesusingcriticalthinking

4. developasystemsapproachtoprovideaholisticlensfortheexplorationofenvironmentalissues

5. beinspiredtoengageinenvironmentalissuesacrosslocalandglobalcontexts.

Referalsotoindividualsandsocietiesaims,andsciencesaims.

CourseContent

Core

Thetopicsthatmustbestudiedare:

Topic1Foundations

Topic2Ecology

Topic3Biodiversityandconservation

Topic4Water

Topic5Land

Topic6Atmosphereandclimatechange

Topic7Naturalresources

Topic8Humanpopulationsandurbansystems

Higherlevellenses

a.Environmentallaw

b.Environmentaleconomics

c Environmentalethics

Assessment AssessmentComponent

EXTERNALASSESSMENT

Paper1(2hoursHL/1hourSL)

HL/SL: Students are provided with a range of datainavarietyofformsrelatingtoaspecific, previouslyunseencasestudy

Paper2(2.5hoursHL/2hourSL)

SectionA:Short-answeranddata-basedquestions

SectionB:Onestructuredessayquestionfromachoiceoftwo(SL)/choiceofthree(HL)

INTERNALASSESSMENT

ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBatthe endofthecourse.

Experimentalstudy

Students are required to work as part of a group to plan and conduct a psychological investigation Theresearchmethod,subjectsandmaterials,aswellastheoperationalizationof the Independent and Dependent Variables, will be the result of the groupworkingtogether. Oncethedatahasbeengeneratedthecollaborationiscomplete.Eachstudentwillwriteupthe report independently of other group members. The data will be analysed and conclusions drawnindependently.

SubjectInformation Group4: Sciences

Biology(HL/SL)

“Ibecameawareoftheverycomplexinternalorganizationinacellfromthebasic scienceclasses,anditmademethinkabouthowallthatcouldwork.Itseemedlikea greatmystery,especiallyhoworganellesinthecellcanbearrangedinthree dimensions,andhowthousandsofproteinscouldfindtheirwaytotherightlocationin thecells.”

JohnE Rothman,2013NobelLaureateforPhysiologyorMedicine

WhystudyIBBiology?

This is a very exciting time to study and continue to read Biology further at university Biologyisnowfirmlyattheforefrontofresearch,investigatinghow to answer many questions, such as what is life and how did wecometobe? Moreover, Biology is proving to be an instrumental science in providing solutions to manyoftheworldʼsproblemssuchasinmedicine,foodsecurity, materialsscienceandutilisationofenergyresources.

CourseOverview

The IB Diploma Biology course will provide some of the skills and knowledge withwhichtostartacareerin these fields. In particular, Biology at Higher Level is a prerequisite to studymedicineatallinternationaland national universities. Here at NLCS Jeju, students willlearnthesubjectfromthesmallscale,includingabout organic molecules, cells, and cellular processes They will thenextendthistoabiggerscaletothebiologyof plantsandanimalsandfinally,howtheseinteractonanevenbiggerscaleinecologicalstudies.Underlyingthis willbeastudyingeneticsandthetheoryofevolution Theacquisitionofpracticalskillsandanopportunityto developanabilitytoclarifyproblemsandsearchforsolutionsareanintegralpartofthecourse.

AimsoftheCourse

Throughout this challenging course, students become aware of how scientists work and communicate with eachother Furthermore,studentsenjoymultipleopportunitiesforscientificstudyandcreativeinquirywithina globalcontext.Throughtheoverarchingthemeofthenatureofscience,thecourseaimstoenablestudentsto:

● Developconceptualunderstandingthatallowsconnectionstobemadebetweendifferentareasofthe subject,andtootherDPsciencessubjects

● Acquireandapplyabodyofknowledge,methods,toolsandtechniquesthatcharacterizescience

● Developtheabilitytoanalyse,evaluateandsynthesizescientificinformationandclaims

● Developtheabilitytoapproachunfamiliarsituationswithcreativityandresilience

● Designandmodelsolutionstolocalandglobalproblemsinascientificcontext

● Developanappreciationofthepossibilitiesandlimitationsofscience

● Developtechnologyskillsinascientificcontext

● Developtheabilitytocommunicateandcollaborateeffectively

● Developawarenessoftheethical,environmental,economic,culturalandsocialimpactofscience

CourseContent-appliestobothHLandSL

Unityanddiversity

● Water

● Nucleicacids

● Originsofcells*

● Cellstructure

● Viruses*

● Diversityoforganisms

● Classificationandcladistics*

● Evolutionandspeciation

● Conservationofbiodiversity

Formandfunction

● Carbohydratesandlipids

● Proteins

● Membranesandmembranetransport

● Organellesandcompartmentalization

● Cellspecialization

● Gasexchange

● Transport

● Muscleandmotility*

● Adaptationtoenvironment

● Ecologicalniches

Interactionandinterdependence

● Enzymesandmetabolism

● Cellrespiration

● Photosynthesis

● Chemicalsignalling*

● Neuralsignalling

● Integrationofbodysystems

● Defenceagainstdisease

● Populationsandcommunities

● Transferofenergyandmatter

Continuityandchange

● DNAreplication

● Proteinsynthesis

● Mutationsandgeneediting

● Cellandnucleardivision

● Geneexpression*

● Waterpotential

● Reproduction

● Inheritance

● Homeostasis

● Naturalselection

● Sustainabilityandchange

● Climatechange

* Topics with content that should only be taught to HL students

Assessment

Therearetwomajorareasofassessment:writtenexamsandcoursework(InternalAssessment) Theexamsare sat at the end of the course in Year 13 and are marked externally. The coursework is marked internally, moderatedexternally,andinvolvesdesigningandundertakingpracticalwork.

AssessmentComponent

EXTERNALASSESSMENT

Paper1(2hoursHL/1hour30minutesSL)

Paper1A:Multiple-choicequestions

Paper 1B: Data-based questions (four questions that are syllabus related, addressing all themes)

Paper2(2hours30minutesHL/1hour30minutesSL)

Data-based,shortanswerandextendedresponsequestions.

INTERNALASSESSMENT

ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBatthe endofthecourse

Practical

Experimental work -40hoursatHL&20hoursatSL Thisisassessedduringasingle10-hour experiment,includinganinvestigationandwrite-upof3000wordlimit6to12pages.

CollaborativeSciencesProject

This collaborative project is an activity where students from different group 4subjectswork together on a scientific or technological topic, allowing for concepts and perceptions from acrossthedisciplinestobesharedinlinewithaim10 thatis,to“developanunderstandingof the relationships between scientific disciplines and their influence on other areas of knowledge”.Theprojectcanbepracticallyortheoreticallybased.ThisProjectdoesnotcount toward a studentʼs score in the subject, but must be completed in order to pass the course.

Chemistry(HL/SL)

CourseOverview

Chemistry at Higher Level is a prerequisite to study various courses including medicine and dentistry at all British universities The IB Diploma Programme Chemistry Standard Level course combines academic study with the acquisition of practical and investigationalskillsthroughtheexperimentalapproach.Studentslearn thechemicalprinciplesthatunderpinboththephysicalenvironmentandbiologicalsystemsthroughthestudy of quantitative chemistry, periodicity, kinetics and other subjects. The Chemistry courseisnoworganizedso thatitcoverstheessentialprinciplesofthesubject dividedintotwomainthemes:StructureandReactivityand seekstointegratetopicssothatstudentscanmakeconnectionsbetweenvariousdisciplines

AimsoftheCourse

Chemistryisprimarilyconcernedwithidentifyingpatternsthathelptoexplainmatteratthemicroscopiclevel. This then allows matterʼs behaviour to be predicted and controlled at a macroscopic level. The subject therefore emphasizesthedevelopmentofrepresentativemodelsandexplanatorytheories,bothofwhichrely heavilyoncreativebutrationalthinking.

DP chemistry enables students to constructively engage with topical scientific issues. Students examine scientific knowledge claims in a real-world context, fostering interest and curiosity Byexploringthesubject, theydevelopunderstandings,skillsandtechniqueswhichcanbeappliedacrosstheirstudiesandbeyond.

IntegraltothestudentexperienceoftheDPchemistrycourseisthelearningthattakesplacethroughscientific inquirybothintheclassroomandthelaboratory.

Throughtheoverarchingthemeofthenatureofscience,thecourseaimstoenablestudentsto:

● 1.developconceptualunderstandingthatallowsconnectionstobemadebetweendifferentareasof thesubject,andtootherDPsciencessubjects

● 2.acquireandapplyabodyofknowledge,methods,toolsandtechniquesthatcharacterizescience

● 3.developtheabilitytoanalyse,evaluateandsynthesizescientificinformationandclaims

● 4.developtheabilitytoapproachunfamiliarsituationswithcreativityandresilience

● 5 designandmodelsolutionstolocalandglobalproblemsinascientificcontext

● 6 developanappreciationofthepossibilitiesandlimitationsofscience

● 7 developtechnologyskillsinascientificcontext

● 8 developtheabilitytocommunicateandcollaborateeffectively

● 9.developawarenessoftheethical,environmental,economic,culturalandsocialimpactofscience.

DifferencesbetweenChemistryHigherandStandardlevel

All topics studied at Standard Level arealsostudiedatHigherLevel,butinmoredepthwithexceptionofthe topicReactivity1.4whichisonlyintheHLcourse.

CourseContent

Theme1:ChemicalStructures

Structure1.Modelsoftheparticulatenatureof matter

Structure1.1 Introductiontotheparticulatenature ofmatter

Structure1.2 Thenuclearatom

Structure1.3 Electronconfigurations

Structure1.4—Countingparticlesbymass:Themole Structure

Structure1.5—Idealgases

Structure2.Modelsofbondingandstructure

Structure2.1 Theionicmodel

Structure2.2 Thecovalent

Structure2.3—Themetallic

Structure2.4—Frommodelstomaterials

Structure3.Classificationofmatter

Structure3.1—Theperiodictable:Classificationof elements

Structure3.2 Functionalgroups:Classificationof organiccompounds

SkillsintheStudyofChemistry

Theme2:Reactivity

Reactivity1.Whatdriveschemicalreactions?

Reactivity1.1 Measuringenthalpychange

Reactivity1.2 Energycyclesinreactions

Reactivity1.3 Energyfromfuels

Reactivity1.4 Entropyandspontaneity(Additional higherlevel)

Reactivity2.Howmuch,howfastandhowfar?

Reactivity2.1 Howmuch?Theamountof chemicalchange

Reactivity2.2—Howfast?Therateofchemical change

Reactivity2.3 Howfar?Theextentofchemical change

Reactivity3.Whatarethemechanismsof chemicalchange?

Reactivity3.1—Protontransferreactions

Reactivity3.2—Electrontransferreactions

Reactivity3.3 Electronsharingreactions

Reactivity3.4 Electron-pairsharingreactions

The skills and techniques students must experience through the course are encompassed within the tools of the course These support the application and development of the inquiry process in the delivery of the chemistry course

Tools: Experimental techniques, Technology, Mathematics Inquiry process, Exploring and designing, Collecting and processing data, Concluding and evaluating

Students will encounter and practise the skills throughout the programme Rather than being taught as stand-alone topics, these skills will be integrated into the teaching of the syllabus when they are relevant to the syllabus topics being covered

Assessment

There are four assessment objectives for the DP chemistry course. Having followed the chemistry course, students are expected to demonstrate the following assessment objectives Students will engage these objectives through a variety of productiontasksfromexperimentalreports,presentations,teststodetermine grades holistically throughouttheschoolyear ThefinalIBgradeisdeterminedviaexternalassessmentvia2 written papersandaninternalassessment(IA)viaanovelscientificinvestigationasshowninthetablebelow AppropriateweightingsfortheIBassessmentarealsoincludedinthetablebelow.

Assessmentobjective1

Demonstrateknowledgeof:

- terminology,factsandconcepts

- skills,techniquesandmethodologies.

Assessmentobjective2

Understandandapplyknowledgeof:

- terminologyandconcepts

- skills,techniquesandmethodologies

EXTERNALASSESSMENT

Paper1:(HL:2Hours,SL: 1.5Hours)

Assessmentobjective3

Analyse,evaluate,andsynthesize:

- experimentalprocedures

- primaryandsecondarydata

- trends,patternsandpredictions

Assessmentobjective4

- Demonstratetheapplicationofskills necessarytocarryoutinsightfulandethical investigations

Paper1A - MultipleChoiceQuestions Paper1B -Data-basedquestionsandquestionson experimentalwork

Paper2:(HL:2.5Hours,SL:1.5Hours)Options

Short answer and extended-response question

INTERNALASSESSMENT

ScientificInvestigation

The scientific investigation is an open-ended task inwhichthestudentgathersandanalyses datainordertoanswertheirownformulatedresearchquestion Theoutcomeofthescientific investigationwillbeassessedthroughtheformofawrittenreport.Themaximumoverallword countforthereportis3,000wordsfromacrossthedisciplinesto“developanunderstandingof the relationships between scientific disciplines and their influence on other areas of knowledge”.

andSL

andSL

Physics(HL/SL)

WhatisPhysics?

The International Baccalaureate Physics programme is a two-year rigorous pre-university course that is internationally well recognised. The focus of this programme is to impart in students the ability to inquire about, analyse and describethephysicalworld,aswellasdeveloptheknowledgeandskillsrequired to excel in their university studies By design this course allows students to experience some challenges which are normally felt atundergraduatelevel.The course introduces the students to scientific methods and techniques which are needed for scientific investigations. Students are made aware of ethical responsibilityintheuseofscientificknowledge.Students areencouragedtounderstandtherelationshipbetweenthevariousscientificdisciplinesandmustcarryoutan interdisciplinaryproject

Practical investigations are an integral part of the curriculum Students are required to research a scientific problem, develop a hypothesis, design experiments, conduct investigations and draw conclusions. Special emphasisisgiventomanipulativeskillsrequiredtocarryoutscientificinvestigations.

WhatskillswillIdevelopthroughPhysics?

Physics is abouttheobservation,understandingandpredictionofnaturalsystems Studyingphysicscanhelp youtodeveloparangeofskillsthatcanbeappliedinmanyareas,bothscientificandnon-technical.Theseskills include:

● Problem-solving-studyingphysicsgivesyouapragmaticandanalyticalapproachtoproblem-solving. You break down tasks down to their basic elements and use imagination and creativity to try new approachestosolvechallengingproblems.

● Reasoning - the courseinvolvesusingreasoningskillstoconstructlogicalarguments,applyanalytical skillsandgraspcomplexproblems.

● Numeracy - a physics degree gives you skills in using mathematics to find solutions to scientific problems,createmathematicalmodelingandinterpretandpresentinformationgraphically

● Practical skills - the degree helps you obtain practical skills by planning, executing and reporting experiments,usingtechnicalequipmentandpayingattentiontodetail

● Communication - studying physics gives you skills to communicate complex ideas and use technical languagecorrectly

● Information and communication technology(ICT)-thecourseinvolvesusingICTeffectively,including specialistsowarepackagesformotionanalysisanddataprocessing.

CourseContent

Core(HL/SL)

A1.Kinematics

A2.Forces&momentum

A3 Work,energy&power

B1 Thermalenergytransfers

B2 Greenhouseeffect

B3 Gaslaws

B5.Current&circuits

C1.Simpleharmonicmotion*

C2.Wavemodel

C3.Wavephenomena*

C4.Standingwaves&resonance

C5.Dopplereffect*

D1.Gravitationalfields*D2.Electric &magneticfields*

D3.Motioninelectromagneticfields

E1.Structureoftheatom*

E3.Radioactivedecay*

E4.Fission

E5.Fusion&stars

*Thesetopicscontainsome materialstudiedbyHLstudents only

Extension(HLonly)

A4.Rigid-bodymechanics

A5.Relativity

B4 Thermodynamics

D4 Induction

E2 Quantumphysics

Assessment

Therearetwomajorareasofassessment:writtenexamsandcoursework(InternalAssessment) Theexamsare sat at the end of the course in Year 13 and are marked externally. The coursework is marked internally, moderatedexternally,andinvolvesdesigningandundertakingpracticalwork

AssessmentComponent

EXTERNALASSESSMENT

Paper1(2hoursHL/1hour30minutesSL)

MultipleChoice(1A)anddata-based(1B)questions.

Paper2:Theory(2hours30minutesHL/1hour30minutesSL)

Short-answerandextendedresponsequestions

INTERNALASSESSMENT

ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBatthe endofthecourse

Practical

Experimental work -60hoursatHL&40hoursatSL Thisisassessedduringasingle10-hour experiment,includinganinvestigationandwrite-upofupto3000words.

CollaborativeScienceProject

The CSP is a collaborative activity where students from different group 4 subjects work together on a scientific or technological topic, allowing for concepts and perceptions from acrossthedisciplinestobesharedinlinewithaim10 thatis,to“developanunderstandingof the relationships between scientific disciplines and their influence on other areas of knowledge” The project can be practically or theoretically based The CSP does not count toward a studentʼs score in the subject, but must be completed in order to pass the course.

Computer Science (HL/SL)

“It had nothing to do with using [programs] for practical things, it had more to do with using them as a mirror of your thought process To actually learn how to think I think everyone should learn to program a computer. Everyone should learn a computer language because it teaches you how to think. I think of computer science as a liberal art.” Steve Jobs (Former CEO of Apple)

CourseOverview

ThenewDPcomputersciencecoursewillreflectanumberofdevelopments,includingchangestothe syllabus and to assessment. The Computer Science department includes an IB examiners and Cambridge Examinationsexaminerwhobelievesthatlearningtoprogramteachesthestudenthowtothinkcreatively The belief that the computer is little morethanatooltocombinelearningfrommultipledisciplinesispartofthe departmentʼsvision Computingisintegraltoscience notjustasatoolforanalysingdatabutalsoasanagent ofthoughtanddiscovery.

Syllabusstructureandcontent

● Thesyllabusisstructuredintotwothemes:ThemeA:Conceptsofcomputerscience,and ThemeB:Computationalthinkingandproblem-solving.

● ThecoursecanbestudiedineitherPythonorJava.

● MachinelearninghasbeenintroducedasatopicwithinThemeA

Curriculumframework

TheconceptofcomputationalthinkingframestheDPcomputersciencecourse.Figure1illustrates thisconcept.

Figure1:Thecomputationalthinkingprocess

IBComputerScienceSyllabusAims

Thecourseenablesstudentsto:

1. developconceptualunderstandingthatallowsconnectionstobemadebetween differentareasofthesubject,andtootherDPsubjects

2 acquireandapplyabodyofknowledge,methods,toolsandtechniquesthat characterizecomputerscience

3. analyseandevaluatesolutionsdevelopedthroughcomputationalthinkinginarangeof contexts

4. approachunfamiliarsituationswithcreativityandresilience

5. usecomputationalthinkingtodesignandimplementsolutionstolocalandglobal problems

6. developanappreciationofthepossibilitiesandlimitationsofcomputerscience

7. evaluatetheimpactofemergingtechnologiesincomputerscience

8. communicateandcollaborateeffectively

9. developawarenessoftheenvironmental,economic,culturalandsocialimpactof computerscience,itsapplicationsandethicalimplications

CourseContent

A. ConceptsofComputer Science

A1Computerfundamentals

A2Networks

A3Databases

A4Machinelearning

Assessment

AssessmentComponent

EXTERNALASSESSMENT

B. Computationalthinkingand problemsolving

B1Computationalthinking

B2Programming

B3ObjectOrientedProgramming(OOP)

B4Abstractdatatypes(ADT) HLonly

C. CaseStudy

Paper1(2hours HL/1hour15minutesSL)

Fourquestionsfocusedonthefourtopicsin ThemeA:Conceptsofcomputerscience. Thispaperalsoconsistsofthreequestionsrelatedtothecasestudy.

Paper2(1hours20minutesHL/1hour SL)

Questions for SL focused on the three topics in part B ( B1, B2, B3) Theme B: Computational thinking and problem- solving. Additional questions for HL focused on OOP and abstract data types. Students can answers questions in either Java or Python.

INTERNALASSESSMENT-Thecomputationalsolution(35Hrs)

Studentsdevelopacomputationalsolutiontoareal-worldproblemoftheirchoosing Thesolution shouldusetheconcepts,skillsandtoolsacquiredinthecourse,andthecomputationalthinking process.

Theinternalassessmenthasarecommended35hoursofclasstime.Themaximumwordcountforthe projectis2,000words,excludingdiagramsandcode.Thedocumentationsubmittedforassessment shouldbeaccompaniedbyavideowithamaximumlengthoffiveminutes.Thisvideoshould demonstratethefunctionalityoftheproductdevelopedforthesolution,andshowexamplesofthe testingstrategy

SportsExerciseandHealthScience

Coursedescriptionandaims

The IB DP course in sports, exercise and health science is a standard level (SL) and higher level (HL)course involvingthestudyofthesciencethatunderpinsphysicalperformance Thecourseincorporatesthetraditional disciplines of exercise physiology and nutrition of the human body, biomechanics, sports psychology and motor learning Students cover a range oftopicsandcarryoutpractical(experimental)investigationsinboth laboratory and field settings. This provides an opportunity to acquire the knowledge and understanding necessary to apply scientificprinciplesandcriticallyanalysehumanperformance Whererelevant,thecourse willaddressissuesofinternationaldimensionsandethicsbyconsideringsport,exerciseandhealthrelativeto theindividualinaglobalcontext.

CourseContent

AssessmentComponent

EXTERNALASSESSMENT(3hours)

Paper1(1hourand30minutes)

Paper1A Multiple-choicequestions

Paper1B Data-basedquestions (Total55marks)

Paper2(1hour30minutes)

Short-answerandextended-responsequestions (Total50marks)

INTERNALASSESSMENT

Theinternalassessmentconsistsofonetask:thescientificinvestigation. ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat theendofthecourse.

(Total24marks)

Individualinvestigation

Theinternalassessmenttaskwillbeonescientificinvestigationtakingabout10hoursandthe writeup should be about 6–12 pages long Investigations exceeding this length will be penalizedinthecommunicationcriterionaslackinginconciseness.

Group4Project

The group 4 project isacollaborativeactivitywherestudentsfromdifferentgroup4subjects work together on a scientific or technological topic, allowing for concepts and perceptions from across the disciplines to be shared in line with aim 10 that is, to “develop an understanding of the relationshipsbetweenscientificdisciplinesandtheirinfluenceonother areasofknowledge” Theprojectcanbepracticallyortheoreticallybased TheGroup4Project doesnotcounttowardastudentʼsscoreinthesubject,butmustbecompletedinorderto passthecourse.

AssessmentComponent

EXTERNALASSESSMENT(4hoursand15minutes)

Paper1(1hourand45minutes)

Paper1A Multiple-choicequestions

Paper1B Data-basedquestions

(Total65marks)

Paper2(2hour30minutes)

Short-answerandextended-responsequestions (Total80marks)

INTERNALASSESSMENT

Theinternalassessmentconsistsofonetask:thescientificinvestigation. ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat theendofthecourse.

(Total24marks)

Individualinvestigation

Theinternalassessmenttaskwillbeonescientificinvestigationtakingabout10hoursandthe writeup should be about 6–12 pages long Investigations exceeding this length will be penalizedinthecommunicationcriterionaslackinginconciseness.

Group4Project

The group 4 project isacollaborativeactivitywherestudentsfromdifferentgroup4subjects work together on a scientific or technological topic, allowing for concepts and perceptions from across the disciplines to be shared in line with aim 10 that is, to “develop an understanding of the relationshipsbetweenscientificdisciplinesandtheirinfluenceonother areasofknowledge” Theprojectcanbepracticallyortheoreticallybased TheGroup4Project doesnotcounttowardastudentʼsscoreinthesubject,butmustbecompletedinorderto passthecourse.

SubjectInformation Group5: Mathematics

ChoosingtherightMathematicsoption

Therearetwooptionsforthis:AnalysisandApproaches,andApplicationsandInterpretation.Bothcoursescover thesamebroadtopics,butlookateachindifferentlevelsofdepth,assummarisedbythecomparisontableof guided teaching hours below An overview of the two courses is given on the following pages, but in broad terms the Analysis & Approaches course takes a more theoretical, pure mathematics approach whilst Applications & Interpretation is more applied They are also assessed slightly differently, asthetablesonthe followingpagesshow.

Whatdouniversitiessay?

Students wishing to pursue Mathematics or heavily mathematical courses such as Mathematics and Engineering atuniversityshouldoptforAnalysis&ApproachesatHigherLevel.Formoreupdatedandspecific informationabouttheuniversitiesʼpreferences,pleasecheckthewebsitesoftheuniversitiesandcommunicate withtheUniversityGuidingCounsellorsoftheschool.Courseswillbeintroduced withdedicatedpresentations toparentsattheOptionsInformationDayandtostudentsintheirMathslessons

MathematicsAnalysis&approaches(HL/SL)

Courseoverview

Thiscourseisintendedforstudentswhowishtopursuestudiesinmathematicsatuniversityorsubjectsthat havealargemathematicalcontent;itisforstudentswhoenjoydevelopingmathematicalarguments,problem solvingandexploringrealandabstractapplications,withandwithouttechnology.

Assessment

AssessmentComponent

EXTERNALASSESSMENT

Paper1(2hoursHL/1hour30minutesSL)

Nocalculatorsallowed.

SectionA:Compulsoryshort-responsequestionsbasedonthesyllabus.

SectionB:Compulsoryextended-responsequestionsbasedonthesyllabus.

Paper2(2hoursHL/1hour30minutesSL)

Calculatorsallowed.

SectionA:Compulsoryshort-responsequestionsbasedonthesyllabus.

SectionB:Compulsoryextended-responsequestionsbasedonthesyllabus.

Paper3(HLonly,1hour15minutes)

Calculatorsallowed.

Twocompulsoryextendedresponseproblem-solvingquestions.

INTERNALASSESSMENT

ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat theendofthecourse.

Mathematicalexploration

Internal assessment in mathematics is an individual exploration. This is a piece of written workthatinvolvesinvestigatinganareaofmathematics

MathematicsApplications&Interpretation(HL/SL)

Courseoverview

Thiscourseisdesignedforstudentswhoenjoydescribingtherealworldandsolvingpracticalproblemsusing mathematics,thosewhoareinterestedinharnessingthepoweroftechnologyalongsideexploring mathematicalmodelsandenjoythemorepracticalsideofmathematics.

Assessment

AssessmentComponent

EXTERNALASSESSMENT

Paper1(2hoursHL/1hour30minutesSL)

Calculatorsallowed.

Compulsoryshort-responsequestionsbasedonthesyllabus.

Paper2(2hoursHL/1hour30minutesSL)

Calculatorsallowed.

Compulsoryextendedresponsequestionsbasedonthesyllabus.

Paper3(HLonly,1hour15minutes)

Calculatorsallowed.

Twocompulsoryextendedresponseproblem-solvingquestions.

INTERNALASSESSMENT

ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBatthe endofthecourse.

Mathematicalexploration

Internalassessmentinmathematicsisanindividualexploration Thisisapieceofwrittenwork thatinvolvesinvestigatinganareaofmathematics.

SubjectInformation Group6: TheArts

Music(HL/SL)

Inthiscourse,studentsandteachersengageinajourneyofimaginationanddiscoverythroughpartnershipand collaboration. Students develop and affirm theiruniquemusicalidentitieswhileexpandingandrefiningtheir musicianship

Throughoutthecourse,studentsareencouragedtoexploremusicinvariedandsometimesunfamiliarcontexts Additionally, by experimenting with music, students gain hands-on experience while honing musical skills. Through realising and presenting samples of their musical work with others, students also learn to communicatecriticalandartisticintentionsandpurpose.

As students develop as young musicians, the course challenges them to engage practically with music as researchers, performers and creators, and to be driven by their unique passions and interests while also broadeningtheirmusicalandartisticperspectives

AimsoftheCourse

Thecourseenablesstudentsto:

● becomeinformed,reflectiveandcriticalmusicians

● understandthedynamicandchangingnatureofmusic

● exploreandvaluethediversityofmusicacrosstime,placeandcultures

● expressmusicalideaswithconfidenceandcompetence

● developperceptualandanalyticalskills

CourseContent

1.MusicforsocioculturalandpoliticalexpressionThisareafocusesonmusicthatexpressesandcommunicates social and cultural messages, conveys political ideas and/or helps preserve social and cultural traditions. Examples of relevant musical materials may include the following genres. • Protestsongs•Liturgicalmusic• Nationalanthems

2 Music for listening andperformanceThisareafocusesonmusicthatexpressesandcommunicatesintrinsic aestheticvalues.Suchmusicissometimesreferredtoas“absolutemusic”.Examplesofrelevantmusicmaterials mayincludethefollowinggenres.•ChambermusicoftheWesternarttradition•Cooljazz•Experimentalmusic

3. Music for dramatic impact, movement and entertainment. This area focuses on music used for dramatic effect, music thatsupportschoreographedmovementordanceand/ormusicthatisincidentalorintendedto purposefullyserveasentertainment.Examplesofrelevantmusicmaterialsmayincludethefollowinggenres.• Musicforfilm•Musicforballet•Musicaltheatre

4 Musictechnologyintheelectronicanddigitalage:thisisallabouthowtechnologyhasimpactedmusicand theindustrysincetheinceptionofelectronicexperimentationasfarbackasone-hundredyearsago!

Thecontemporarymusicmaker(HLonly)

“Thecontemporarymusicmaker”componentculminatesinacollaborativeprojectthatisinspiredbyreal-life practicesincontemporarymusic-making.Theprojectbringstogethertherolesandskillsofresearcher,creator and performer, as well as the processes of exploration,experimentationandpresentation,throughareal-life music-making situation within a contemporary setting. Developing, realising and sharing artistic intentions throughpracticalmusic-makingisattheheartofthisproject

Assessment

Exploringmusicincontext

Studentsselectsamplesoftheirworkforaportfoliosubmission (maximum2,400words).Studentsubmit:

a. writtenworkdemonstratingengagementwith,and understandingof,diversemusicalmaterial

b. practicalexercises:

● creating:onecreatingexercise(scoremaximum32 barsand/oraudio1minuteasappropriatetostyle)

● performing:oneperformedadaptationofmusic fromalocalorglobalcontextforthestudentʼsown instrument(maximum2minutes)

c. supportingaudiomaterial(notassessed).

Experimentingwithmusic

Studentssubmitanexperimentationreportwithevidenceoftheir musicalprocessesincreatingandperformingintwoareasofinquiry inalocaland/orglobalcontext.Thereportprovidesarationaleand commentaryforeachprocess.Studentssubmit:

a. awrittenexperimentationreportthatsupportsthe experimentation(maximum1,500words)

b. practicalmusicalevidenceoftheexperimentationprocess

● threerelatedexcerptsofcreating(totalmaximum5 minutes)

● threerelatedexcerptsofperforming(totalmaximum 5minutes)

Presentingmusic

Studentssubmitacollectionofworksdemonstratingengagement withdiversemusicalmaterialfromfourareasofinquiry.The submissioncontains:

a. Presentingasaresearcher

• programmenotes(maximum600words)

b. Presentingasacreator

• compositionand/orimprovisation(maximum6minutes)

c. Presentingasaperformer

• soloand/orensemble(maximum12minutes)

• excerpts,whereapplicable(maximum2minutes)

Thecontemporarymusicmaker(HLonly)

Studentssubmitacontinuousmultimediapresentation documentingtheirreal-lifeproject Studentssubmitmultimedia presentation(maximum15minutes),evidencing:

a. theprojectproposal

b. theprocessandevaluation

c. therealizedproject,orcuratedselectionsofit.

Theatre(HLandSL)

The IB Theatre course is a multifacetedtheatremakingcourseofstudy.Itgivesstudentstheopportunityto make theatre as designers, directors and performers. It emphasises the importance of working both individually and collaboratively as part of an ensemble It offers the opportunity to engage actively in the creativeprocess,transformingideasintoactionasinquisitiveandproductiveartists.Studentsexperiencethe course from contrasting artistic perspectives Students learn to apply research andtheorytoinformandto contextualisetheirwork.Thetheatrecourseencouragesstudentstoappreciatethatthroughtheprocessesof researching, creating, preparing, presenting and critically reflecting on theatre, they gain a richer understandingofthemselves,theircommunityandtheworld Throughthestudyoftheatre,studentsbecome awareoftheirownpersonalandculturalperspectives,developinganappreciationofthediversityoftheatre practices, their processes and their modes of presentation Itenablesstudentstodiscoverandengagewith differentformsoftheatreacrosstime,placeandcultureandpromotesinternationalmindedness.

Aimsofthecourse

● inquireintotheatreanditscontexts

● develop and practically apply theatre performance and production skills and elements, led by intentions

● create,presentandevaluatetheatreworkbothindependentlyandcollaboratively

● acquiretheperspectivesandintentionsofaninternationally-mindedtheatre-maker

ForHLonly:

● understand,appreciateandexploretherelationshipbetweentheoryandperformance

● Experience and participate in a wide and variedrangeoftheatreactivitiesanddevelopproficiencyin morethanoneareaoftheatretechnique

● Becomefamiliarwithformsoftheatrefromtheirownanddifferentcultures

● Exploredifferenttheatretraditionsintheirhistoricalcontexts

● Developacademicskillsappropriateforthestudyandunderstandingoftheatre

● Becomereflectiveandcriticalpractitionersintheatre

● Develop the confidence to explore, to experiment and to work individually and collaboratively on innovativeprojects,whichshouldinvolvechallengingestablishednotionsandconventionsoftheatre

● Understand the dynamic, holistic and evolving nature of theatre and the interdependencies of all aspectsofthisartform

CourseDescription

Thefirstyearwillprovideafoundationcoursethatestablishestheories,principlesandskillsthatstudentswill develop more independently in thesecondyear.Alongsidetheprojectswithinthecurriculum,studentswill also have opportunities to take part in productions outside of class time that may contribute to course requirements.Arangeofprofessionalpractitionerswillbeinvitedtodeliverworkshopstostudentsaspartof thecoursetoaugmenttheirexperienceandunderpintheirpractice

Assessment

Although some work is externally assessed by IB examiners,alliscompletedduringthecourse.Thereareno examinationsforTheatreattheendofthecourse

AssessmentComponent

EXTERNALASSESSMENT

CollaborativeProject(SLandHL)

StudentsatSLandHLcollaborativelycreateandperformanoriginalpieceoftheatre(lasting 7–10 minutes) created from a starting point of their choice. The piece is presented to an audienceasafully-realizedproduction

ResearchPresentation(SLandHL)

StudentsatSLandHLplan,deliverandvideorecordanindividualresearchpresentation(15 minutes maximum) in which they provide evidence of their academic and practical explorationandlearningofaworldtheatretradition

SoloTheatrePiece(HLonly)

Researchofatheoristnotpreviouslystudied Studentsidentifyanaspectoftheirtheoryand createandpresentasolotheatrepiece(4-7minutes)witha2,500wordreportthat demonstratesthepracticalapplicationofthistheorytoatheatrepieceforanaudience

INTERNALASSESSMENT

ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat theendofthecourse.

ProductionProposal(SLandHL)

StudentsatSLandHLchooseapublishedplaytextandformulateavisionforthedesignand theoreticalstagingoftheentireplaytextforanaudience

Dance(HL/SL)

ʻGreatdancersarenotgreatbecauseoftheirtechnique, theyaregreatbecauseoftheirpassion.ʼ

MarthaGraham

CourseOverview

This course will present dance in a holistic form.Studentswilldevelopa broad understanding of dance and its functions in society Students will have the opportunity to embrace a varietyofdancetraditionsanddance cultures from the past, present and future. Students will be expected to choreograph,perform,andcritiquedance Studentswilldevelopcreative, performance, andanalyticalskillswhileenhancingtheirappreciationand enjoymentofdance

AsanintegralpartoftheIBDancecourse,studentsmayvisitperformances,experiencingtheworkofothersfirst hand,thiswillincurasmallcost.

Whatisdance?

AccordingtotheIB:Alldanceisexpressivemovementwithintent,purposeandstructure,whichcommunicates throughthebodyandgesturesofthedancer.Danceisavitalandintegralpartofhumanlife.Itexistsovertime in many forms andstylesandispracticedinalltraditionsandcultures,takingplaceinarangeofcontextsfor variouspurposes.

Dance is a unique medium for learning about self and the world. It is one essential component of artistic, aesthetic and cultural education, and develops creative potential through physical expression In dance,the integrationofbody,mindandspirithelpsparticipantslearnskillsthataretransferabletootherdisciplinesand totheirdailylives.

Courseobjectives

Studentswillbeable:

● Toknow,applyandperformadvancedconceptsandprinciplesofdancetechniqueandperformance

● Toapplystudioandstageprotocol

● Todevelopupperlevelconceptsofmusicality,phrasingandmusicalinterpretation

● Todemonstrateinnovativethinkinginimprovisationandcomposition

● Tocommunicatemultipleideas/themesthroughadvancedchoreographicprocessesandperformance

● Todemonstratecompositionalcontrastacrosstwoofthethreedanceworks

● Tocompare,contrastandanalysethehistoryandprogressionofdancegenres

● Toinvestigateskillsandrequirementsmandatoryforprofessionsrelatedtodance

● Tocreateandmaintainaportfoliooftheprogressionofdanceknowledge

● Toattendandcritiqueliveandpre-recordeddanceperformances

● Toreflectandevaluatepersonalandartisticgrowth,aswellasgoalmanagement

● To analyse the similarities and differences in the dance elements of two dance cultures and/or traditions

● Todemonstrateorganizationofwrittenmaterial,includinguseandattributionofappropriatesources.

Assessment

Although some work is externally assessed by IB examiners,alliscompletedduringthecourse.Thereareno examinationsforDanceattheendofthecourse

AssessmentComponent

EXTERNALASSESSMENT

Compositionandanalysis

Thedevelopmentofthecreativeaspectofmakingdancesandcomposingoriginalwork:

● SL:2danceworks(totaling6-10minutes)composedbythestudent,submittedonDVD.

● HL:3danceworks(totaling8-15minutes)composedbythestudent,submittedonDVD.

Ananalyticalstatementontheprocessesofcompositionandanalysisofoneofthedances.

Danceinvestigation:worlddancestudies

The development of a comparative knowledge of several dance styles from more than one cultureand/ortradition:

1. Exploringdances,gainingbothaphysicalandtheoreticalunderstanding

2. Individualinvestigation

A formal written report, no morethan1,500words(SL)2,500words(HL),analysingthe similarities and differences between two dance styles drawn from different dance culturesand/ortraditions,onefamiliarandoneunfamiliartothestudent.

INTERNALASSESSMENT

ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBatthe endofthecourse.

Performance

Thedevelopmentofanunderstandingofandfacilityinperformingdances.

SL:Oneortwodances(solo/duet/groupbutatleastonemustbeasolooraduet)inanystyle or styles, performed by thestudenttoshowproficiencyandexpressiveabilityappropriateto thedance,presentedatanopenshowing;totalpresentationof3-6minutes

HL:Asabove,butwithatwoorthreedancetotalpresentationof6-9minutes

VisualArts(HLandSL)

The Visual Arts are an integral partofourdailylives,havingsocial,political, spiritual, decorative and functional values. The theories and practices of Visual Arts are dynamic and ever-changing, connecting different areas of knowledge and human experience. As artists, Visual Arts enable ustomake sense of the world, explore our place within it and learn how to create, communicateandconnect.WithintheVisualArtsIBDiplomacourse,students create a personal and intuitive body of work that communicates their responses to the world around them Students will also broadentheirskills throughexperimentingandtakingriskswithintheirpractice.

CourseContent

Art-makingInquiriesPortfolio:

Studentsdevelopadigitalportfoliofromtheoutsetofthecourse–arecordof their artist research, practicalexperiments,andevidentialprocessimagesof their developing practice. Together, these records form the Art-making Inquiries Portfolio, which documents how they have researched, developed andresolvedtheirartworks

ResolvedArtworks:

As students progress in year 1 of thecourse,theybegintospecialiseintheirchosenmediums Theydevelop theirownlinesofenquiry,workingindependentlyonoutcomeswithinthecontextoftheirselectionofartists, designers, and craspeople The Internal Assessment (IA) task focuses on a coherent body of five resolved artworks both at HL and SL. The number ofartworksisthesameatHLandSL,butthetaskisdifferentiated: Extra requirements for HL students include evidencing the selection process of five resolved artworks from widerproduction. BoththeHLandSLcoursesculminateinanexcitingfinalexhibitionattheendofthecourse.

ArtistProjectHLorConnectionsStudySL:

A fundamental part of every artistʼs journey is their understandingandresponsetotheworkofotherartists, designers and craspeoplefromhistorytothepresentday.Therequirementforstudentstosituatetheirown artworksincontext,andtoinvestigateconnectionswithotherartists,isatthecoreofboththeSLandHLtask Studentsʼ exploration of Art History is realised through their extended projects, where students deconstruct artworksthatinspiretheirownjourneyandplacethemwithinthecontextoftheculturestheywereproduced in. HL students will also be expected to realise one studio work as part of their Artist Project. Both tasks encourage students to link their research with their own artmaking SL and HL tasks are differentiated to reduceSLstudentsʼworkloadandreflectthediffer

Assessment

There are no examinations for Visual Arts. Artworks will be assessed internally through the Exhibition. The Art-making Inquiries Portfolio and the Artist Project HL/Connections Study SL will be assessed externally. WeightingsoftheassessmentelementsdifferforHLandSL.

AssessmentComponent

EXTERNALASSESSMENT

HL-Art-makingInquiriesPortfolio-ThisisanHLtaskfocusedonthestudentʼsart-makingas inquiry.

HL- Artist Project -This is a stand-alone, HL-only task focused on the student creating and situating in context oneadditionalartworkthattheyideateandrealiseaspartofaprojectof theirchoice

SL- Art-making Inquiries Portfolio-This is anSLtaskfocusedonthestudentʼsart-makingas inquiry.

SL-ConnectionsStudy-ThisisanSL-onlytaskfocusedonthestudentsituatingincontextone oftheirresolvedartworks,chosenfromthefivetheysubmitforIA.

INTERNALASSESSMENTHL&SL

SelectedResolvedArtworks-TheFinalExhibition Studentsmounttheirfinalexhibitions,selectingacoherentbodyofworkfromtheirtwoyears art practice. HL 6 pieces and SL 5 pieces. Each student will provide evidence ofsynthesisof conceptandform,andoftheircompetenceinresolvingartworks Theyalsowritearationaleto articulate their artistic intentionsandthechoicesthatinformedthemakingoftheircoherent bodyofartworks

PortfolioDevelopmentforUniversityApplications

Work produced on the IB Visual Arts course forms the base of portfolios for further and higher education courses in Art and Design. All students who wish to progress on to an Arts university will be guided and mentoredthroughportfolioselectionanddevelopment.

YourOptionChoices

Asyougothroughthisprocessyoumayfindthatyouchangeyourmindanumberoftimes,astherecouldbea number of different options to choose from. Usethegridbelowtorecordyourchoicesbutdothinkcarefully aboutwhatyouwanttodoandpossibleuniversitypathways.

Group1

Group2*

Group3

Group4

Group5

Group6**

*orsecondGroup1subjectinadifferentlanguage **orsecondGroup3or4subject