NISP - IB - Information Booklet by Nguyen Tran

CONTENTS

OUR PURPOSE To educate the youth of the world to take their productive place as leaders in the global community.

OUR CORE VALUES Respecting and Caring for Each Other Being Dedicated to a culture of Excellence Openness in Communication Acting with Integrity Being Passionate in What We Do Creating Enjoyable Environment

OUR VISION Nexus International School will be an internationally minded learning community that nurtures and supports every childâ&#x20AC;&#x2122;s emotional, physical, creative and intellectual needs in order that they can achieve academic success and become globally responsible citizens. We will accomplish this by celebrating diversity and challenging minds.

OUR PROMISE To foster the gifts and talents that reside in everybody through careful mentorship and guidance based on respect. To provide a nurturing environment for these talents; one that is innovative, progressive and grounded in trust, compassion and respect.

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Opening Message from Head of Secondary Opening Message from IB Coordinator Nexus Mission Statement IB Mission Statement The IB Learner Profile IB Circle and Explanation of Courses Available Requirements to Gain an IB Diploma Assessing learnerâ&#x20AC;&#x2122;s work and awarding the Diploma How Do I Choose Subjects for My Diploma? Self-taught Languages Non-standard Diplomas IB Diploma Course Learners Creativity, Action, Service (CAS) Theory of Knowledge (TOK) The Extended Essay (EE) Support for IB Learners

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Subject Information: English A: Language and Literature HL & SL Malay and Self-taught Language A English B HL & SL Language B HL & SL Mandarin, French, Spanish, Malay Language Ab Initio French or Spanish Geography HL & SL History HL & SL Psychology HL & SL Business and Management HL & SL Economics HL & SL Information Technology in a Global Society (ITGS) HL & SL Environmental systems and societies (ESS) SL Physics HL & SL Chemistry HL & SL Biology HL & SL Sports, Exercise and Health Science (SEHS) SL Mathematics HL Mathematics SL Mathematical Studies SL Music HL & SL Theatre Arts HL & SL Film HL & SL Visual Arts HL & SL

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CONTENTS

OUR PURPOSE To educate the youth of the world to take their productive place as leaders in the global community.

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4 5 6 6 7 8 9 9 10 11 11 11 12 12 13 14

Embracing Diversity. Challenging Minds.

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Opening Message from the Head of Secondary

Opening Message from IB Coordinator

Welcome to the IB Options Booklet for Nexus International School, Putrajaya. Inside this booklet you will find valuable information about the philosophy of the IB and the subjects that your child can study at Nexus. The IB programme is a rigorous pre-university course and is open to both external applicants and learners from Nexus.

It gives me great pleasure to introduce you to the International Baccalaureate Diploma Programme (IBDP) at Nexus International School, Putrajaya. I hope that you find the information in this booklet useful in making the best subject choices for your diploma.

Many universities recognise that the IB Diploma is the best pre-university programme for international learners. The IB programme provides learners with a wide range of skills in preparation for a successful life at university. It is important to read through this booklet and take advice by either speaking to our IB Coordinator or by attending the annual IB Options Information Evening. This is to ensure that informed decisions are made regarding choosing the right subjects and how these subjects may lead to further study at university level. I hope that you will discover, through reading this booklet and talking with our learners and highly qualified staff, that the IBDP programme at Nexus International School is the very best option for your child to continue your learning journey.

The fact that you are reading this probably means that you have made one very important choice already and that is to choose the IB Diploma over other post 16 systems of education. It is my firm belief that the IB Diploma is the highest quality programme available for international learners aged 16-18 so you can rest assured you have chosen wisely. Quite simply the academic rigour, breadth of study, emphasis on critical thinking, internationalism and aim of developing the whole individual make it an unmatched and unique qualification. The value and popularity of the IBDP has not been lost on many schools, which have chosen to adopt it in recent years. In particular the growth in the Asia-Pacific region has been phenomenal. At Nexus we are confident that we are offering an excellent programme, which has been authorised by the IB organisation. We have highly qualified, experienced and enthusiastic teachers, who have undergone training in the IBDP, and a carefully planned curriculum across all subjects. The wide range of subject offerings should ensure we can provide an appropriate course of study for all. In keeping with the Nexus approach to learning we will utilise the latest in technological innovations and educational thinking in a supportive environment for our learners. Personally, I feel excited and honoured to be helping to develop the IBDP at Nexus International School and look forward to working together with all our new and existing learners.

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Please do not hesitate to contact me if there is anything you wish to discuss or if you require more information about the IB programme at Nexus International School, Putrajaya.

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Opening Message from the Head of Secondary

Opening Message from IB Coordinator

Embracing Diversity. Challenging Minds.

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Please do not hesitate to contact me if there is anything you wish to discuss or if you require more information about the IB programme at Nexus International School, Putrajaya.

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Nexus Mission Statement

The IB Learner Profile

for our actions and their consequences.

Nexus International School is an internationally minded learning community that nurtures and supports every child’s emotional, physical, creative and intellectual needs in order that they can achieve academic success and become globally responsible citizens. We will accomplish this by celebrating diversity and challenging minds.

The IB has translated its mission statement into a series of outcomes, which it aims for all its learners to achieve. In effect it is saying how we would like our learners to be. The structure of the courses, as well as teacher’s individual plans, will reflect these outcomes.

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

As IB learners we strive to be:

Inquires We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

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

The IB aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the organisation works with schools, governments and international organisations to develop challenging programmes of international education and rigorous assessment. These programmes encourage learners across the world to become active, compassionate and life long learners who understand that other people, with their differences, can also be right.

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

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

Balanced

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

We understand the importance of balancing different aspects of our lives – intellectual, physical and emotional – to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

Communicators

Reflective

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weakness in order to support our learning and personal development.

Thinkers

IB Mission Statement

Open-minded

Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility

Embracing Diversity. Challenging Minds.

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Nexus Mission Statement

The IB Learner Profile

for our actions and their consequences.

As IB learners we strive to be:

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

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

Balanced

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

Communicators

Reflective

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weakness in order to support our learning and personal development.

Thinkers

IB Mission Statement

Open-minded

Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility

Embracing Diversity. Challenging Minds.

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The IB Circle is designed to offer the learner breadth of study, whilst still allowing for specialisation in areas in which they are interested.

Learners are required to choose one subject from each of the subject groups. They may elect to take another subject instead of an Arts if their chosen career path demands this eg. medicine requires 2 sciences. They must select three subjects at higher level and three at standard level. At the core of the circle are the programme’s three compulsory elements: Theory of Knowledge (TOK), the Extended Essay and Creativity, Action, Service (CAS). Each subject is graded from 7 (highest) to 1 (lowest) and there are three bonus points on offer for the TOK and Extended Essay. The maximum points score for a learner is therefore 45.

Requirements To Gain An IB Diploma In order to be awarded the IB Diploma a learner must satisfy the following criteria: • • • • • •

Gain a total points score of at least 24 Achieve at least 12 points on their higher courses with no 2s being awarded Achieve at least 9 points in their standard courses with no more than two 2’s. Not be awarded a grade 1 in any subject Pass the Extended Essay and Theory of Knowledge course Fulfill the CAS requirements

Assessing Learner’s Work And Awarding The Diploma Classroom teachers and IB examiners work in partnership to ensure that learners have ample opportunity to demonstrate what they have learnt. Grades reflect attainment of knowledge and skills relative to set standards, applied equally to all schools. Top grades are not, for example, awarded to a certain percentage of learners. Responsibility for all academic judgments about the quality of candidate’s work rests with some 4,500 IB examiners worldwide, led by chief examiners with international authority in their fields. Each year approximately 80% of candidates who attempt the diploma succeed in earning it. Examinations are offered in May for Northern Hemisphere schools, which includes Nexus.

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The IB Circle is designed to offer the learner breadth of study, whilst still allowing for specialisation in areas in which they are interested.

Requirements To Gain An IB Diploma In order to be awarded the IB Diploma a learner must satisfy the following criteria: • • • • • •

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How Do I Choose Subjects for My Diploma? Some learners have a very fixed idea of what they want to do after school whilst others are not so sure. Whilst it is important to make sure that subject choice does not prevent a learner from pursuing a desired course or career it is also important not to become too fixated on going down a particular path. Plans often change and traditional career paths are becoming increasingly eroded in the fast changing and technological environment in which today’s young people will seek employment. It is important to be flexible, keeping options open and the IB circle is designed to help learners do this. A good all round education reflecting strengths and weaknesses is an effective touchstone when making choices. Whilst it is possible to change the combination of courses early on in the year, it is better to get the combination correct from the beginning. Some points to bear in mind when making decisions are: • • • •

Be honest about your capabilities. If you choose a Higher Level course in a subject for which you do not have an aptitude you may find it very challenging. Talk to your subject teachers if in doubt about the requirements and demands of each course. Choose subjects, which you enjoy and have an interest in. We all work better when doing something we like. Base your choice on the facts not on hearsay. If you are not sure about the entry requirements to enter a particular college do some research or ask the IB Coordinator. Remember it is not all about maximising your score. Universities will also look at the subjects you have chosen.

Table of possible subjects on offer at Nexus: Group

Higher Level

Standard Level

English, Malay

English, Malay or self-taught language

Mandarin, English B*, French, Spanish

Malay**, Mandarin, French, Spanish, English B (Language B)* French and Spanish (Ab Initio)

Geography, History, Economics, Business and Management, ITGS, Psychology

Geography, History, Economics, Business and Management, ITGS, Psychology, Environmental Systems and Societies (ESS)

Biology, Chemistry, Physics

Biology, Chemistry, Physics, Sports, Exercise and Health Science (SEHS), Environmental Systems and Societies (ESS)

Mathematics

Mathematics, Mathematical Studies

Visual Arts, Music, Theatre Arts, Film

Availability of a subject is dependent on number of learners who choose it.

Self-taught Languages At Nexus International School our learners speak a wide variety of languages and it is not feasible to provide staff to teach each one. Under these circumstances it may be possible to arrange a self-taught option for a learner. In this case it is the responsibility of the parents, in consultation with the school, to help to arrange a tutor who would either come into school or who the learner would interact with on line. A member of the Nexus language department would monitor the progress of each learner on such a scheme. Tuition costs for online or outside tutors would have to be borne by parents.

Non-standard Diplomas It can happen on rare occasions that a particular course at tertiary level requires a combination of courses not possible in accordance with the IB circle e.g. three sciences. In these cases the IB Coordinator will have to apply to the IB organisation with documentary evidence to show that the learner requires this particular combination for further study. The learner may then be given permission to take a non-standard diploma including these subjects. Of course the combination has to fit in with the timetable designed by Nexus. Please talk to us about any requirements you may have and we will always do our best to accommodate our learners. In some cases, there are possibilities for a selftaught option (using an organisation such as Pamoja education) under the supervision of a member of Nexus staff.

IB Diploma Course Learners The full diploma is not always appropriate for all learners and it is possible to study fewer than six subjects, at either higher or standard level. IB Diploma Course learners still manage to gain access to further education and will receive a certificate showing the subjects they have studied and the grades attained. Please note that IBO has recently changed its regulations so that the Extended Essay, Theory of Knowledge and CAS are available for all Diploma course learners.

Creativity, Action, Service (CAS) This is the part of the IB that helps develop the whole individual, promoting compassionate thinking and responsibility for our society. Creativity is a skill or hobby – ideally something new or if an existing hobby it should offer some new challenge. Action is usually a sport but could involve a physical activity like rock climbing as well. Service is often seen as the most important part of CAS as this provides opportunities for significant personal growth and could involve an activity such as visiting hospitals or interacting with less advantaged members of society. No points are awarded for the CAS programme but a learner who does not complete it satisfactorily is not eligible to be awarded the IB Diploma.

Theory of Knowledge (TOK) Theory of Knowledge stresses critical thinking skills and questioning. It is concerned with the nature of knowledge, how we know what we know, different types of knowledge etc. The IB model defines eight ways of knowing: sense perception, language, emotion, reason, imagination, faith, intuition and memory. These are the tools we use to access the infinite world of knowledge and each has its strengths and limitations. IB has categorized knowledge into eight areas: Natural Sciences, the Arts, Mathematics, Ethics, Human Sciences, History, Religious Knowledge Systems and Indigenous Knowledge Systems. Through reflecting on different ways of thinking, TOK is a good way for learners to think about culture and challenge their own pre-conceived ideas. It is also an excellent vehicle to encourage cross-curricular links by comparing differences and commonalities in different areas of knowledge. Lessons in TOK usually take the form of debate and assessment is by a 1500 word essay (marked externally) and a presentation (marked internally).

* Can only be taken by a learner who studies a language other than English in Group 1 ** Must be sat in the November examination schedule

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Table of possible subjects on offer at Nexus: Group

Higher Level

Standard Level

English, Malay

English, Malay or self-taught language

Mandarin, English B*, French, Spanish

Malay**, Mandarin, French, Spanish, English B (Language B)* French and Spanish (Ab Initio)

Geography, History, Economics, Business and Management, ITGS, Psychology

Geography, History, Economics, Business and Management, ITGS, Psychology, Environmental Systems and Societies (ESS)

Biology, Chemistry, Physics

Biology, Chemistry, Physics, Sports, Exercise and Health Science (SEHS), Environmental Systems and Societies (ESS)

Mathematics

Mathematics, Mathematical Studies

Visual Arts, Music, Theatre Arts, Film

Availability of a subject is dependent on number of learners who choose it.

* Can only be taken by a learner who studies a language other than English in Group 1 ** Must be sat in the November examination schedule

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The Extended Essay (EE) This is an approximately 4000 word essay undertaken by a learner under the supervision of a teacher. This very much relates to the ‘independent learner’ referred to in the mission statement and it is intended that the learner will pursue an area of interest to them. It promotes independent research skills and is often a good topic for learners to bring up at university interviews where institutions are looking for ‘something extra’. The grade for the EE is combined with the grade for TOK in accordance with the matrix below and learners can gain up to three bonus points for their diploma.

EXTENDED ESSAY

THEORY OF KNOWLEDGE Excellent A

Good B

Satisfactory C

Mediocre D

Elementary E

Not Submitted

Excellent A

1 + Failing condition

Good B

Failing condition

Satisfactory C

Failing condition

Mediocre D

Failing condition

Elementary E

1 + Failing condition

Failing condition

Not Submitted

From 2010 onwards, 28 points overall will be required to be eligible for the diploma if a learner attains an “E” grade in either the extended essay or theory of knowledge. As previously, a grade “A” in one of the requirements earns an extra point even if the other is a grade “E”. Attaining a grade “E” in both the extended essay and theory of knowledge continues to represent an automatic failure.

Support for IB Learners Nexus International School offers a number of support mechanisms to assist IB learners with their studies. Whilst Nexus is not selective in its admissions policy only those learners who are capable of benefitting from the programme will be offered a place.

Counseling The school employs a full-time counselor to assist learners develop the life skills necessary to cope with the challenges they may face. Learners are welcome to drop in to the Counselor’s office for a chat or make an appointment to discuss whatever is on their mind. Confidentiality is respected and learners can expect that their issues will be dealt with in a non-judgmental, professional and respectful manner.

Study Skills The IB Diploma is a demanding programme, which stresses independent learning. Highly developed study skills are therefore key to achieving success. Nexus stresses the

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Embracing Diversity. Challenging Minds.

teaching of these both within lessons and during tutor time. Topics such as referencing, research, time management and effective note taking will be addressed during the programme.

ELL and other Provision Many of the learners joining Nexus are second language English speakers. The Extended Language and Learning department can assist such learners through either in class support or teaching outside of subject specific lessons. Diagnostic tests can be conducted to access other types of learning difficulties and support offered as necessary.

Careers Counseling The School has staff to assist learners with seeking entrance to further education institutions. This may take the form of inviting representatives of colleges to Nexus to meet learners, offering advice on a suitable course of study or providing guidance on the process of applying to university. There is a dedicated area in the library with literature on further education opportunities.

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EXTENDED ESSAY

THEORY OF KNOWLEDGE Excellent A

Good B

Satisfactory C

Mediocre D

Elementary E

Not Submitted

Excellent A

1 + Failing condition

Good B

Failing condition

Satisfactory C

Failing condition

Mediocre D

Failing condition

Elementary E

1 + Failing condition

Failing condition

Not Submitted

Study Skills The IB Diploma is a demanding programme, which stresses independent learning. Highly developed study skills are therefore key to achieving success. Nexus stresses the

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Embracing Diversity. Challenging Minds.

teaching of these both within lessons and during tutor time. Topics such as referencing, research, time management and effective note taking will be addressed during the programme.

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ENGLISH A: LANGUAGE & LITERATURE HL & SL GROUP 1: LANGUAGE A English A is a language and literature course designed to develop a range of skills: from close reading and textual analysis to creative responses and presentation, this course challenges and stimulates the learner. A wide variety of texts are studied, both literary and non-literary. This course is international in its composition and the study of texts from a number of cultures is intrinsic to the programme. It comprises of four parts – two relate to the study of language and two to the study of literature. • • • •

Part 1: Language In Cultural Context Part 2: Language and Mass Communication Part 3: Literature (Texts and Contexts) Part 4: Literature (Critical Study)

Objectives In term of skills, learners will develop the ability to: • • • • • •

Engage in independent literary criticism using a range of texts from different periods, styles and genres. Improve their powers of expression, both in oral and written communication. Appreciate the different perspectives of people from other cultures and how these perspectives construct meaning. Understand how language, culture and context determine the ways in which meaning is constructed in texts. Express ideas and opinions (in written and oral media) with clarity, precision and fluency. Think critically about the different interactions between text, audience and purpose.

Assessment

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Component

Higher Level

Standard Level

Weighting

Paper 1

Comparative textual analysis (120 mins)

Textual analysis (90 mins)

25%

Paper 2

Essay (120 mins)

Essay (90 mins)

25%

Written Task

4 written tasks (800-1,000 words) that include a rationale

3 written tasks (8001,000 words) that include a rationale

20%

External Assessment

Individual oral commentary on a literary extract

Individual oral commentary based on a literary extract

15%

Internal Assessment

2 further oral activities

15%

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Part 1: Language In Cultural Context Part 2: Language and Mass Communication Part 3: Literature (Texts and Contexts) Part 4: Literature (Critical Study)

Objectives In term of skills, learners will develop the ability to: • • • • • •

Assessment

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Component

Higher Level

Standard Level

Weighting

Paper 1

Comparative textual analysis (120 mins)

Textual analysis (90 mins)

25%

Paper 2

Essay (120 mins)

Essay (90 mins)

25%

Written Task

4 written tasks (800-1,000 words) that include a rationale

3 written tasks (8001,000 words) that include a rationale

20%

External Assessment

Individual oral commentary on a literary extract

Individual oral commentary based on a literary extract

15%

Internal Assessment

2 further oral activities

15%

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MALAY & SELF-TAUGHT LANGUAGE A

ENGLISH B HL & SL GROUP 1: LANGUAGE A

GROUP 2: LANGUAGE B

Self-taught language A is available at SL only. Through the study of a wide range of literature, the language A: literature course encourages learners 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 considering a range of critical approaches. Language A: literature is a flexible course that allows teachers to choose works from prescribed lists of authors and to construct a course that suits the particular needs and interests of their learners. It is divided into four parts, each with a particular focus. • • • •

Part 1: Works in translation Part 2: Detailed study Part 3: Literary genres Part 4: Options (in which works are freely chosen)

SL learners are required to study 10 works, whereas HL learners are required to study 13. HL learners are expected to show a deeper understanding of content and writers’ techniques than SL learners. The requirement for depth of knowledge and understanding, and for demonstrating the skills of analysis, synthesis, evaluation and organisation are less demanding at SL than at HL.

External Assessment (70%)

Internal Assessment (30%)

English, Language B is an additional language course designed for learners with some previous learning of this language. It may be studied at either SL or HL. The main focus of the course is on language acquisition and development of language skills. These skills are developed through the study, and use of, a range of written and spoken material. The materials chosen for study aim to enable the learners to develop a mastery of English language skills and intercultural understanding. There is common syllabus at SL and HL (with literature as an additional component of the HL course). The differences between levels are determined by the assessment objectives, the depth and breadth of syllabus coverage, the assessment details, the assessment criteria, literature coverage and suggested teaching hours.

Assessment

Assessment Component

Only available for those learners who have not selected English Language and Literature A.

The assessment model is similar for both HL and SL. Higher Level

Standard Level

Paper 1: Literacy Commentary (20%)

Paper 1: Guided Literacy Analysis (20%)

External Assessment

70%

Internal Assessment

30%

Paper 1: Receptive skills

25%

Paper 2: Essay (25%)

Individual oral presentation

20%

Paper 2: Written productive skills

25%

Written Assignment (25%)

Written assignment

20%

Interactive oral activity

10%

Individual oral commentary (15%)

Individual oral presentation (15%)

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MALAY & SELF-TAUGHT LANGUAGE A

ENGLISH B HL & SL GROUP 1: LANGUAGE A

GROUP 2: LANGUAGE B

Part 1: Works in translation Part 2: Detailed study Part 3: Literary genres Part 4: Options (in which works are freely chosen)

External Assessment (70%)

Internal Assessment (30%)

Assessment

Assessment Component

Only available for those learners who have not selected English Language and Literature A.

The assessment model is similar for both HL and SL. Higher Level

Standard Level

Paper 1: Literacy Commentary (20%)

Paper 1: Guided Literacy Analysis (20%)

External Assessment

70%

Internal Assessment

30%

Paper 1: Receptive skills

25%

Paper 2: Essay (25%)

Individual oral presentation

20%

Paper 2: Written productive skills

25%

Written Assignment (25%)

Written assignment

20%

Interactive oral activity

10%

Individual oral commentary (15%)

Individual oral presentation (15%)

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LANGUAGE B HL & SL Mandarin, French, Spanish, Malay*

GROUP 2: LANGUAGE B

LANGUAGE AB INITIO French or Spanish

GROUP 2: LANGUAGE AB INITIO

For learners with 2-5 years previous language experience.

For learners wishing to learn a new language.

IB learners will focus on developing their language skills (listening, reading, writing, speaking) to meet IB requirements. A full range of texts will be used, and a varied range of classroom activities will take place. By the end of the course, pupils will be expected to have a good knowledge of the language and to be familiar with the world where it’s spoken. The general objectives of higher level (HL) and the standard level (SL) are essentially the same.

The focus of the AB Initio course is on “real” communication. The learners will be provided with a series of thematic units, which will allow them to cope in a number of everyday life situations in a target language country. A wide range of activities will allow learners to practise the four skills - listening, reading, writing, and speaking. By the end of the course, learners will have acquired a general competence in the language. Moreover, they will be more aware of the cultural differences that can be found between the countries where the target language is spoken and the rest of the world.

Objectives

The course aims to:

After finishing the course, learners will be able to show a basic level of proficiency in the four skills of listening, reading, writing and speaking through authentic materials in the target language.

• • •

Learners will be able to: • • • • •

Communicate clearly and effectively in a wide range of situations. Understand and use accurately oral and written forms of the language that are essential for effective communication in a range of styles and situations. Express ideas clearly and fluently. Understand and analyse moderately complex written and spoken material. Show an awareness of, and sensitivity to, some elements of the Target language’s Culture.

Assessment The course will be taught at both higher level and standard level in accordance with the recommended teaching hours of IB:240 hours and 150 hours respectively. Topics are the same for higher and standard levels but the difficulty of the texts and the level of work expected from the learners will be different. External Assessment

70%

Paper 1: Receptive skills (110 mins)

25%

Paper 2: Written productive skills (110 mins)

25%

Written assignment

20%

Internal Assessment

30%

• •

Develop the learners’ oral and written skills in order to deal with everyday needs in the language. Introduce learners to the culture of countries where the language is spoken. Provide a general foundation in the language so that learners will be able to move on to advanced studies in the future. Stimulate the learners intellectually. Encourage a positive attitude towards learning the language.

After finishing the course, the learners will be able to show a basic level of proficiency in the four skills of listening, reading, writing and speaking through authentic materials in the target language. Learners will be able to: • • • •

Understand spoken Spanish or French: basic questions and instructions. Hold ordinary conversations about daily life. Understand short written passages. Write short messages, postcards, etc. Have a better understanding of cultural aspects of French or Hispanic countries and people.

Assessment External Assessment

75%

Paper 1: Receptive skills (110 mins)

30%

Individual oral presentation

20%

Paper 2: Written productive skills (110 mins)

25%

Interactive oral activity

10%

Written assignment

20%

Internal Assessment

25%

Individual oral exam

25%

* Can only be taken at SL and must be sat in the November session

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LANGUAGE B HL & SL Mandarin, French, Spanish, Malay*

GROUP 2: LANGUAGE B

LANGUAGE AB INITIO French or Spanish

GROUP 2: LANGUAGE AB INITIO

For learners with 2-5 years previous language experience.

For learners wishing to learn a new language.

Objectives

The course aims to:

• • •

Learners will be able to: • • • • •

70%

Paper 1: Receptive skills (110 mins)

25%

Paper 2: Written productive skills (110 mins)

25%

Written assignment

20%

Internal Assessment

30%

• •

Assessment External Assessment

75%

Paper 1: Receptive skills (110 mins)

30%

Individual oral presentation

20%

Paper 2: Written productive skills (110 mins)

25%

Interactive oral activity

10%

Written assignment

20%

Internal Assessment

25%

Individual oral exam

25%

* Can only be taken at SL and must be sat in the November session

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GEOGRAPHY HL & SL

HISTORY HL & SL GROUP 3: INDIVIDUALS & SOCIETY

GROUP 3: INDIVIDUALS & SOCIETY

Geography is a dynamic subject that is firmly grounded in the real world and focuses on the interactions between individuals, societies and the physical environment in both time and space. It seeks to identify trends and patterns in these interactions and examines the processes behind them. It also investigates the way that people adapt and respond to change and evaluates management strategies associated with such change.

History is the study of past human experience. There are many reasons why learners study history: because they enjoy it, because it helps them to reach a deeper understanding of the present, because it is academically challenging and, importantly, because by studying history, learners develop a range of transferable skills valued by universities and future employers.

Geography describes and helps to explain the similarities and differences between spaces and places. These may be defined on a variety of scales and from a range of perspectives. The geography course embodies global and international awareness in several distinct ways. It examines key global issues, such as poverty, sustainability and climate change. It considers examples and detailed case studies at a variety of scales, from local to regional, national and international. Inherent in the syllabus is a consideration of different perspectives, economic circumstances and social and cultural diversity.

The aim of history is to develop a range of historical skills and a greater understanding of worldwide historical development. By the end of the two-year course learners should be confident discussing and analysing a range of concepts and topics including; ‘Peacemaking, peacekeeping – international relations 1918-36’; the ‘Origin and development of single-party states’; ‘The Cold War’; ‘Nationalist and independence movements in Africa and Asia and post 1945 Central and European States’. At every opportunity, the breadth of the course is widened to include international examples and a variety of perspectives.

Geography seeks to develop international understanding and foster a concern for global issues as well as to raise learners’ awareness of their own responsibility at a local level. Geography also aims to develop values and attitudes that will help learners reach a degree of personal commitment in trying to resolve these issues, appreciating our shared responsibility as citizens of an increasingly interconnected world.

Objectives At both HL and SL the aims of geography are to: • • •

Develop an understanding of the interrelationships between people, places, spaces and the environment Develop a concern for human welfare and the quality of the environment, and an understanding of the need for planning and sustainable management Appreciate the relevance of geography in analysing contemporary issues and challenges, and develop a global perspective of diversity and change

Assessment SL learners study two optional themes; HL learners study three optional themes, providing further breadth. HL learners also study the HL extension – global interactions, and examine, evaluate and synthesise the prescribed concepts. Higher Level

Standard Level

External Assessment: 3 examinations worth 80% of final mark

External Assessment: 2 examinations worth 75% of final mark

A fieldwork report of 2,500 words - 20% of final mark

A fieldwork report of 2,500 words - 25% of final mark

Optional themes; freshwater – issues & conflicts, oceans & their coastal margins, extreme environments, hazards & disasters, leisure, sport & tourism, the geography of food & health, urban environments.

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The study of historiography is encouraged throughout the course. The learners will also critically use historical sources and this is assessed on their document paper. At higher level the syllabus also includes a regional study on Aspects of Asia and Oceania. The teaching methods adopted will encourage independent learning, debate and discussion, an investigative approach and the development of skills that promote ‘lifelong learning’.

Assessment Assessment will be varied and continuous. The aim is to provide learners with detailed feedback about their progress and a good level of support. Methods of assessment include presentations, essay plans, essay and completing past paper questions in timed conditions. Learners will also take mock examinations. Throughout the course, essays and essay plans on each topic will be marked according to the IB levels and mark breakdown. An essay feedback form will always be used and this provides learners with the clear level indicators. Paper 1 (Higher and Standard)

Document questions on Peacemaking, International Relations (1918–1936)

HL - 20% SL - 30%

Paper 2 (Higher and Standard)

2 essay questions on 20th century world history

HL - 25% SL - 45%

Paper 3 (Higher)

3 essay questions on Aspect of Asia and Oceania

HL - 35%

Coursework (Internally assessed)

An in-depth study of any topic connected to the course work chosen by the learners

HL - 20% SL - 25%

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GEOGRAPHY HL & SL

HISTORY HL & SL GROUP 3: INDIVIDUALS & SOCIETY

GROUP 3: INDIVIDUALS & SOCIETY

Objectives At both HL and SL the aims of geography are to: • • •

Standard Level

External Assessment: 3 examinations worth 80% of final mark

External Assessment: 2 examinations worth 75% of final mark

A fieldwork report of 2,500 words - 20% of final mark

A fieldwork report of 2,500 words - 25% of final mark

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Document questions on Peacemaking, International Relations (1918–1936)

HL - 20% SL - 30%

Paper 2 (Higher and Standard)

2 essay questions on 20th century world history

HL - 25% SL - 45%

Paper 3 (Higher)

3 essay questions on Aspect of Asia and Oceania

HL - 35%

Coursework (Internally assessed)

An in-depth study of any topic connected to the course work chosen by the learners

HL - 20% SL - 25%

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PSYCHOLOGY HL & SL GROUP 3: INDIVIDUALS & SOCIETY

BUSINESS & MANAGEMENT HL & SL

The IB Diploma Programme psychology course is the systematic study of behaviour and mental processes. Since the psychology course examines the interaction of biological, cognitive and sociocultural influences on human behaviour, it is well placed in Group 3. Learners undertaking the course can expect to develop an understanding of how psychological knowledge is generated, developed and applied. This will allow them to have a greater understanding of themselves and appreciate the diversity of human behaviour. The holistic approach reflected in the curriculum, which see biological, cognitive and sociocultural analysis being taught in an integrated way, ensures that learners are able to develop an understanding of what all humans share, as well as the immense diversity of influences on human behaviour and mental processes. The ethical concerns raised by the methodology and application of psychological research are also key considerations of the IB psychology course.

Course Content The Diploma Programme psychology course is designed to allow for in-depth analysis, evaluation and consolidation of learning. The overall aim of the course is to give learners a deeper understanding of the nature and scope of psychology. Teachers are encouraged to find ways of delivering the course that are most relevant to their learners’ interests and to the school’s resources. This course will be taught in an integrated way, as the different parts of the syllabus complement each other. This will allow learners to make comparisons and evaluate different psychological theories and arguments. • • • • • • • •

The biological level of analysis The cognitive level of analysis The sociocultural level of analysis Abnormal psychology Developmental psychology Health psychology Psychology of human relationships Sports psychology

The IB Diploma Programme business and management course is rigorous and dynamic. The course explores how business decision-making processes impact on, and are affected by, internal and external environments. It is the study of both the way in which individuals and groups interact in an organisation and of the transformation of resources. The course is designed to develop an understanding of business theory, as well as an ability to apply business principles, practices and skills. It aims to encourage a holistic view of the world of business by promoting an awareness of social, cultural and ethical factors in the actions of organisations and individuals in those organisations. Developing International mindedness and an awareness of different cultural perspectives is at the heart of the course, enabling learners to think critically and appreciate the nature and significance of change in a local, regional and global context.

Syllabus Outline The curriculum model for Diploma Programme business and management is a core curriculum for higher level (HL) and standard level (SL) learners consisting of five topics with common content and learning outcomes. In addition to the core, HL students are expected to complete extension areas of study, in all five topics, adding both breadth and depth to the course. HL learners also study one extension topic (topic 6 business strategy). • • • • • •

Assessment Paper 1 (Higher and Standard)

Comprehension and questions & essay

HL - 35% SL - 50%

Paper 2 (Higher and Standard)

2 essay questions

HL - 25% SL - 25%

Paper 3 (Higher)

3 compulsory questions on unseen texts

HL - 20%

Coursework (Internally assessed)

A report of a simple experimental study conducted by the learners

HL - 20% SL - 25%

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GROUP 3: INDIVIDUALS & SOCIETY

Business organisation and environment Human resources Accounts and finance Marketing Operations management Business strategy (HL only)

Assessment Component

Higher Level

Standard Level

Paper 1

Based on the core syllabus (40%)

Based on the core syllabus (35%)

Paper 2

3 questions based on stimulus material (35%)

3 questions based on stimulus material (40%)

Internal Assessment

Research project (25%)

Written commentary (25%)

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PSYCHOLOGY HL & SL GROUP 3: INDIVIDUALS & SOCIETY

BUSINESS & MANAGEMENT HL & SL

Assessment Paper 1 (Higher and Standard)

Comprehension and questions & essay

HL - 35% SL - 50%

Paper 2 (Higher and Standard)

2 essay questions

HL - 25% SL - 25%

Paper 3 (Higher)

3 compulsory questions on unseen texts

HL - 20%

Coursework (Internally assessed)

A report of a simple experimental study conducted by the learners

HL - 20% SL - 25%

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GROUP 3: INDIVIDUALS & SOCIETY

Business organisation and environment Human resources Accounts and finance Marketing Operations management Business strategy (HL only)

Assessment Component

Higher Level

Standard Level

Paper 1

Based on the core syllabus (40%)

Based on the core syllabus (35%)

Paper 2

3 questions based on stimulus material (35%)

3 questions based on stimulus material (40%)

Internal Assessment

Research project (25%)

Written commentary (25%)

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ECONOMICS HL & SL GROUP 3: INDIVIDUALS & SOCIETY

Economics is an extremely wide-ranging subject and it has an influence on, and is influenced by, a number of other subjects including Politics, Philosophy, Mathematics, Geography and History. It is based on a discrete body of thought using theory and concepts as well as facts and figures. In this sense, Economics could be thought of as more like science than a humanities subject. This abstract nature sometimes causes Economics to be classified as a “difficult” subject, but those learners who are curious to examine current events from a scientific perspective should find it particularly appealing.

Information Technology in a Global Society (ITGS) HL & SL GROUP 3: INDIVIDUALS & SOCIETY This innovative course lies within Group 3, which examines individuals and societies. The ITGS framework is modeled on a ‘triangle’. It uses an integrated approach, encouraging students to make informed judgements and decisions about the role of information and communication technologies in contemporary society.

The ITGS Triangle Composed of three strands, with interrelating topics within each:

The mathematical content of the course is not especially onerous and a successful candidate at IGCSE Mathematics should cope with that component. Economics provides learners with a way of analysing problems that is useful in many other subjects and careers. However, it should be noted that some universities either require, or strongly prefer, learners wishing to study a degree in Economics to have studied Mathematics HL. Economics is a topical course, which means that success requires the regular reading of the quality press and watching relevant television programmes. No prior knowledge of the subject is assumed.

Course Content The HL syllabus looks both at some topics covered in SL, in more depth and introduces some new topics: • • • • •

Introduction to Economics Microeconomics Macroeconomics International Economics Development Key Features of the Curriculum and Assessment Models

Assessment

•

Higher Level

Standard Level

•

• • • • • •

External assessments: 3 assessed assignments Paper 1: 1 extended-response question (20%) Paper 2: 3 short-answer questions (20%) Paper 3: 3 structured data response questions (40%) Internal assessment: Term presentation Portfolio of commentaries

• • • •

External assessments: 3 assessed assignments Paper 1: 1 extended-response question (25%) Paper 2: 3 structured data response questions (50%) Internal assessment: Term presentation - Portfolio of commentaries

• • • • • • •

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Two courses are offered, Standard Level (SL) that requires 150 hours of teaching time over two years, and Higher Level (HL) that requires 240 hours. The ITGS course is based on three interconnected strands; Social and ethical significance, Application to specified scenarios, IT systems. The ITGS triangle lies at the heart of the pedagogy. With an understanding of the information technologies, students must be able to evaluate social/ethical issues in specified scenarios. The course is continuously reviewed to ensure it is current and relevant. Minor changes in syllabus content may be introduced each May, for first examinations two years later. ITGS requires students to have strong research and higher order thinking skills. Collaboration between schools, teachers and students is encouraged. Teachers need to keep abreast of emerging online tools, applications and hardware. A component (HL only) is linked to the annually issued case study. This requires students to investigate a new topic related to the subject in greater depth. ITGS requires students to develop a product that would be suitable for a client. The aim of this assessment is to support and prepare students for the workplace.

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ECONOMICS HL & SL GROUP 3: INDIVIDUALS & SOCIETY

The ITGS Triangle Composed of three strands, with interrelating topics within each:

Course Content The HL syllabus looks both at some topics covered in SL, in more depth and introduces some new topics: • • • • •

Introduction to Economics Microeconomics Macroeconomics International Economics Development Key Features of the Curriculum and Assessment Models

Assessment

•

Higher Level

Standard Level

•

• • • • • •

• • • •

• • • • • • •

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Environmental Systems and Societies (ESS) SL GROUP 3: INDIVIDUALS & SOCIETY + GROUP 4: EXPERIMENTAL SCIENCES

PHYSICS HL & SL GROUP 4: EXPERIMENTAL SCIENCES

‘As a transdisciplinary subject, Environmental Systems and Societies is designed to combine the techniques and knowledge associated with group 4 experimental sciences with those associated with group 3 individuals and societies.” (Taken from the IB subject guide for Environmental Systems and Societies) The IB Environmental Systems and Societies course’s aim is to provide students with a coherent perspective of the interrelationships between environmental systems and societies; one that enables them to adopt an informed personal response to the wide range of pressing environmental issues that they will inevitably come to face. Through a balanced combination of theory and practical investigation and fieldwork, IB learners will develop an increased awareness of their own relationship with their environment and the significance of choices and decisions that they make in their own lives. In studying Environmental Systems and Societies as part of your IB diploma, you will be studying a programme that covers topics such as: • • • • • • •

‘Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself, from the very smallest particles – quarks, which may be truly fundamental – to the vast distances between galaxies’. (Taken from the IB subject guide for Physics) The IB Physics course is aimed at developing the natural curiosity of students to help them to acquire the skills necessary to conduct inquiry and research and show independence in learning. Through a well-balanced combination of theory and practical investigation IB learners should acquire in-depth knowledge and develop a better understanding of physics concepts that have local and global significance. In studying Physics as part of your IB diploma, you will be studying a programme that covers topics such as: • • • • • •

Systems and models The ecosystem Human population, carrying capacity and resource use Conservation and biodiversity Pollution management The issue of global warming Environmental value systems

Assessment

Projectile motion Wave Phenomena Nuclear Physics Electric Fields + Current Energy + Power Generation Thermal Physics

Internal Assessment

External Assessment

80%

Paper 1: Short answer and data based questions (60 mins)

30%

Paper 2: A case study and 2 structured essay questions (120 mins)

50%

Internal Assessment

20%

It is in the form of investigation work

20%

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Detail

External Assessment Paper 1: Multiple choice questions based on the core

Paper 2: Mixed short and extended response questions based on the core

Paper 3: Short answer questions in each of the two optional units

It is in the form of investigation work and a group 4 interdisciplinary project

60 mins - 20%

135 mins - 36%

60 mins - 20%

24%

45 mins - 20%

75 mins - 32%

60 mins - 24%

24%

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Environmental Systems and Societies (ESS) SL GROUP 3: INDIVIDUALS & SOCIETY + GROUP 4: EXPERIMENTAL SCIENCES

PHYSICS HL & SL GROUP 4: EXPERIMENTAL SCIENCES

Systems and models The ecosystem Human population, carrying capacity and resource use Conservation and biodiversity Pollution management The issue of global warming Environmental value systems

Assessment

Projectile motion Wave Phenomena Nuclear Physics Electric Fields + Current Energy + Power Generation Thermal Physics

Internal Assessment

External Assessment

80%

Paper 1: Short answer and data based questions (60 mins)

30%

Paper 2: A case study and 2 structured essay questions (120 mins)

50%

Internal Assessment

20%

It is in the form of investigation work

20%

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Detail

External Assessment Paper 1: Multiple choice questions based on the core

Paper 2: Mixed short and extended response questions based on the core

Paper 3: Short answer questions in each of the two optional units

It is in the form of investigation work and a group 4 interdisciplinary project

60 mins - 20%

135 mins - 36%

60 mins - 20%

24%

45 mins - 20%

75 mins - 32%

60 mins - 24%

24%

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CHEMISTRY HL & SL

BIOLOGY HL & SL GROUP 4: EXPERIMENTAL SCIENCES

GROUP 4: EXPERIMENTAL SCIENCES

‘Chemistry is an experimental science that combines academic study with the acquisition of practical and investigative skills. It is called the central science, as chemical properties underpin both the physical environment in which we live and all biological systems’. (Taken from the IB subject guide for Chemistry) The IB Chemistry course is aimed at developing the natural curiosity of students to help them to acquire the skills necessary to conduct inquiry and research and show independence in learning. Through a well-balanced combination of theory and practical investigation IB learners should acquire in-depth knowledge and develop a better understanding of chemistry concepts that have local and global significance.

The IB Biology course is aimed at developing the natural curiosity of students to help them to acquire the skills necessary to conduct inquiry and research and show independence in learning. Through a well-balanced combination of theory and practical investigation IB learners should acquire in-depth knowledge and develop a better understanding of Biology concepts that have local and global significance.

In studying Chemistry as part of your IB diploma, you will be studying a programme that covers topics such as:

In studying Biology as part of your IB Diploma, you will be studying a programme that covers topics such as:

• • • • • • •

• • • • • •

Atomic Structure Bonding Kinetics Acids and Bases Organic Chemistry Energetics Equilibrium

Paper 3: Short answer questions in each of the two optional units

It is in the form of investigation work and a group 4 interdisciplinary project

60 mins - 20%

135 mins - 36%

60 mins - 20%

24%

45 mins - 20%

75 mins - 32%

60 mins - 24%

24%

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Detail

Paper 1: Multiple choice questions based on the core

Paper 2: Mixed short and extended response questions based on the core

Internal Assessment

External Assessment

Internal Assessment

External Assessment

Detail

Cell theory Biochemistry Genetics Ecology and Evolution Human health and physiology Plant science

Assessment

‘Biologists have accumulated huge amounts of information about living organisms, and it would be easy to confuse students by teaching large numbers of seemingly unrelated facts. In the Diploma Programme Biology course, it is hoped that students will acquire a limited body of facts and, at the same time, develop a broad, general understanding of the principles of the subject’. (Taken from the IB subject guide for Biology)

Paper 1: Multiple choice questions based on the core

Paper 2: Mixed short and extended response questions based on the core

Paper 3: Short answer questions in each of the two optional units

It is in the form of investigation work and a group 4 interdisciplinary project

60 mins - 20%

135 mins - 36%

60 mins - 20%

24%

45 mins - 20%

75 mins - 32%

60 mins - 24%

24%

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CHEMISTRY HL & SL

BIOLOGY HL & SL GROUP 4: EXPERIMENTAL SCIENCES

GROUP 4: EXPERIMENTAL SCIENCES

In studying Chemistry as part of your IB diploma, you will be studying a programme that covers topics such as:

In studying Biology as part of your IB Diploma, you will be studying a programme that covers topics such as:

• • • • • • •

• • • • • •

Atomic Structure Bonding Kinetics Acids and Bases Organic Chemistry Energetics Equilibrium

Paper 3: Short answer questions in each of the two optional units

It is in the form of investigation work and a group 4 interdisciplinary project

60 mins - 20%

135 mins - 36%

60 mins - 20%

24%

45 mins - 20%

75 mins - 32%

60 mins - 24%

24%

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Detail

Paper 1: Multiple choice questions based on the core

Paper 2: Mixed short and extended response questions based on the core

Internal Assessment

External Assessment

Internal Assessment

External Assessment

Detail

Cell theory Biochemistry Genetics Ecology and Evolution Human health and physiology Plant science

Assessment

Paper 1: Multiple choice questions based on the core

Paper 2: Mixed short and extended response questions based on the core

Paper 3: Short answer questions in each of the two optional units

It is in the form of investigation work and a group 4 interdisciplinary project

60 mins - 20%

135 mins - 36%

60 mins - 20%

24%

45 mins - 20%

75 mins - 32%

60 mins - 24%

24%

Embracing Diversity. Challenging Minds.

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Sports, Exercise and Health Science (SEHS) SL GROUP 4: EXPERIMENTAL SCIENCES

MATHEMATICS HL GROUP 5: MATHEMATICS

The course incorporates the traditional disciplines of Anatomy, Physiology, Biomechanics, Psychology and Nutrition and will be studied in the context of Sport, Exercise and Health. Learners will study a range of core and option topics. They will undertake practical (experimental) investigations in both laboratory and field settings. This will provide an opportunity to acquire the knowledge and understanding necessary to apply scientific principles and critically analyse human performance. Where relevant, the course will address issues of internationalism and ethics by considering Sport, Exercise and Health relative to the individual and in a global context. The course is a standard level course. Why should you study Sports, Exercise and Health Science? • • • • •

You enjoy science You enjoy sport and exercise You want to learn more about sport, exercise and health You wish to complete some of your work in a practical setting You want to work towards a world wide recognized qualifications in a number of health related fields. What does the course consist of? Core Topics • • • • • •

Anatomy Exercise Physiology Energy Systems Movement Analysis Skill in Sport Measurement and Evaluation of Human Performance

Option Topics: • • • •

Optimising Physiological Performance Psychology of Sport Physical Activity and Health Nutrition for Sport, Exercise and Health

Assessment

Theory Exam

Internal Assessment

76%

24%

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This course provides for learners with a strong background in mathematics who are competent in a range of analytical and technical skills. The majority of these learners will be expecting to include mathematics as a major component of their university studies. Others may take this subject because they have a strong interest in mathematics and enjoy meeting its challenges and engaging with its problems. Summary of the Course Core Topics

Option Topics

• • • • • •

• • • •

Algebra Functions and Equations Circular functions and trigonometry Vectors Statistics and probability Calculus

Statistics and probability Sets, relations and groups Calculus Discrete mathematics

Assessment External Exam

Internal Assessed Exploration

80%

20%

Recommended background knowledge; a high level of mathematical ability and background knowledge is required to handle this demanding course. Though there are no formal entry requirements to enter this course, those learners who tend to be successful have attained a grade A or B at IGCSE.

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Sports, Exercise and Health Science (SEHS) SL GROUP 4: EXPERIMENTAL SCIENCES

MATHEMATICS HL GROUP 5: MATHEMATICS

Anatomy Exercise Physiology Energy Systems Movement Analysis Skill in Sport Measurement and Evaluation of Human Performance

Option Topics: • • • •

Optimising Physiological Performance Psychology of Sport Physical Activity and Health Nutrition for Sport, Exercise and Health

Assessment

Theory Exam

Internal Assessment

76%

24%

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Option Topics

• • • • • •

• • • •

Algebra Functions and Equations Circular functions and trigonometry Vectors Statistics and probability Calculus

Statistics and probability Sets, relations and groups Calculus Discrete mathematics

Assessment External Exam

Internal Assessed Exploration

80%

20%

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MATHEMATICS SL

MATHEMATICAL STUDIES SL GROUP 5: MATHEMATICS

GROUP 5: MATHEMATICS

Mathematical Studies is designed to build confidence and encourage an appreciation of mathematics in learners who do not need a significant level of mathematics for their future studies. Mathematical Studies concentrates on mathematics that can be applied to other curriculum subjects, to common general world occurrence and to topics that relate to home, work and leisure situations. Emphasis is placed on the application of mathematics based on real-life situations. It encourages learners to become critical thinkers and lifelong learners. This course provides for learners with a strong background in mathematics, and whose interests lie in the fields where mathematical skills and techniques are likely to be needed. It is a course that provides the learners with skills needed to cope with the demands of a technological society. Emphasis is placed on the application of mathematics to real-life situations. Summary of the Course

Internally Assessed Coursework

• • • • • •

Mathematical Exploration

Algebra Functions and Equations Circular functions and trigonometry Vectors Statistics and probability Calculus

Learners most likely to select this subject are those whose main interests lie outside the field of mathematics, and for many mathematical studies learners this will be their last formal mathematics course. We internally assess learners by means of termly topic tests, end of year exams, and mini projects. Topic List

Assessment Exam

Internal Assessed Exploration

80%

20%

Recommended background knowledge; a good level of mathematical ability and background knowledge is required to handle this demanding course. Though there are no formal entry requirements, experience shows that those learners who attain a good pass at IGCSE tend to be successful in this course.

The course includes a project - a piece of written work based on personal research, guided and supervised by the teacher. In this learners undertake an investigation of a mathematical nature in the context of another subject in the curriculum, or a hobby or interest of their choice, using skills learned before and during the mathematical studies course. Projects may take the form of mathematical modeling, investigations, applications or statistical surveys.

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• • • • • • • •

Introduction to the graphical display calculator Number and algebra Sets, logic and probability Functions Geometry and trigonometry Statistics Introductory differential calculus Financial maths

Assessment Paper 1

Paper 2

Internal Assessment

90 mins - 40%

20%

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MATHEMATICS SL

MATHEMATICAL STUDIES SL GROUP 5: MATHEMATICS

GROUP 5: MATHEMATICS

Internally Assessed Coursework

• • • • • •

Mathematical Exploration

Algebra Functions and Equations Circular functions and trigonometry Vectors Statistics and probability Calculus

Assessment Exam

Internal Assessed Exploration

80%

20%

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• • • • • • • •

Introduction to the graphical display calculator Number and algebra Sets, logic and probability Functions Geometry and trigonometry Statistics Introductory differential calculus Financial maths

Assessment Paper 1

Paper 2

Internal Assessment

90 mins - 40%

20%

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MUSIC HL & SL GROUP 6: ARTS & ELECTIVES

THEATRE ARTS HL & SL

The purpose of the IB Music Course is to provide a strong foundation for the further study of music at the university level or in music career pathways. It is also an enriching course of study leading to lifelong participation in the world of music for all leaners, regardless of their eventual career choice.

Theatre Arts requires genuine engagement with a variety of theatre styles from different eras and cultures. We aim to develop a sense of exploration and intellectual integrity through the practical and theoretical study of how actors interact with audience and spaces, from initial stimuli to polished performance. Naturally, the practical nature of the course requires learners to participate in a highly physical manner, and exercise in breathing, vocal work and movement are at the core of what we do. However, Theatre Arts learners also reflect thoughtfully to link their practical work to wider issues facing society.

Leaners will develop a knowledge and awareness of the history and evolution of music from both Western Art Music and non-Western cultures and will be able to identify, evaluate, and reflect upon the similarities and differences of any two musical works. To do this, they will need knowledge of the musical fundamentals of melody, medium, harmony, meter, form, style, context, and technique, together with appropriate musical vocabulary. They will also apply this knowledge to the development of their individual musicianship skills as both performers and creators, with numerous opportunities to perform, compose, and arrange music. In all components, learners will engage in a combination of teacher directed studies, independent research, and group research projects. In addition to these musical applications, learners will also explore broader issues of musical context, the role of the music in the history of humankind, artistic standards, and the relationship of music to other disciplines.

GROUP 6: ARTS & ELECTIVES

At both Higher and Standard Level, Theatre Arts learners work on productions in a variety of roles: actor, director, writer, designer, technician and dramaturge. This encourages understanding of the process of transforming Drama from the page to the stage.

Learners should have studied Music at GCSE level or have enough musical theory and historical knowledge, as well as practical instrumental/vocal skills above Grade 7 standard.

IGCSE Drama is desirable for taking Theatre Studies as is significant previous experience of theatre performance and interest in theatre. We actively encourage ensemble work, where learners collaborate together in an atmosphere of mutual trust and shared responsibility for the development of ideas. Learners also take individual responsibility keeping a log of their progress and responses.

Assessment

Higher Level

Standard Level

Learners will: Perform a solo recital; Compose 3 contrasting pieces; Study a prescribed work; Study musical genres and styles; Do a musical investigation.

Learners may choose between: Solo Performance; Study a prescribed work; Group Performance. They will also: Study musical genres and styles; Composition; Do a musical investigation.

Listening paper - 30% (180 mins)

Listening paper - 30% (135 mins)

Musical investigation - 20% (written media script of 2000 words)

Solo performance - 25% (20 minute recital)

Solo performance - 50% (15 minute recital)

And Composition - 25% (three contrasting compositions)

Or Group performance or Composition - 50% (two contrasting compositions, only one area is chosen)

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External Assessment

Internal Assessment

Research investigation: • HL: 2,000-2,500 with supporting visuals • SL: 1,500-1,750 words with supporting visuals

Theatre performance and production presentation: • HL: 30 minute oral presentation with 7-10 images • SL: 3,000 words from core syllabus and option A or B

Practical performance proposal: • HL: 250 word written presentation with visual materials and a 1,0001,250 word rationale • SL: 250 word written presentation with visual materials

Independent project portfolio: • HL: 2,000 words from core syllabus • SL: 20 minute oral presentation with 5-7 images

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MUSIC HL & SL GROUP 6: ARTS & ELECTIVES

THEATRE ARTS HL & SL

GROUP 6: ARTS & ELECTIVES

Learners should have studied Music at GCSE level or have enough musical theory and historical knowledge, as well as practical instrumental/vocal skills above Grade 7 standard.

Assessment

Higher Level

Standard Level

Learners will: Perform a solo recital; Compose 3 contrasting pieces; Study a prescribed work; Study musical genres and styles; Do a musical investigation.

Learners may choose between: Solo Performance; Study a prescribed work; Group Performance. They will also: Study musical genres and styles; Composition; Do a musical investigation.

Listening paper - 30% (180 mins)

Listening paper - 30% (135 mins)

Musical investigation - 20% (written media script of 2000 words)

Solo performance - 25% (20 minute recital)

Solo performance - 50% (15 minute recital)

And Composition - 25% (three contrasting compositions)

Or Group performance or Composition - 50% (two contrasting compositions, only one area is chosen)

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External Assessment

Internal Assessment

Research investigation: • HL: 2,000-2,500 with supporting visuals • SL: 1,500-1,750 words with supporting visuals

Theatre performance and production presentation: • HL: 30 minute oral presentation with 7-10 images • SL: 3,000 words from core syllabus and option A or B

Practical performance proposal: • HL: 250 word written presentation with visual materials and a 1,0001,250 word rationale • SL: 250 word written presentation with visual materials

Independent project portfolio: • HL: 2,000 words from core syllabus • SL: 20 minute oral presentation with 5-7 images

Embracing Diversity. Challenging Minds.

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FILM HL & SL GROUP 6: ARTS & ELECTIVES

VISUAL ARTS HL & SL

GROUP 6: ARTS & ELECTIVES

Film is both a powerful communication medium and an art form. The creation, presentation and study of film require courage, passion and curiosity: courage to create individually and as part of a team, to explore ideas through action and harness the imagination, and to experiment; passion to communicate and to act communally, and to research and formulate ideas eloquently, curiosity about self and others and the world, about different traditions, techniques and knowledge, about the past and the future, and about the limitless possibilities of human expression through the art form.

The course consists of a number of short introductory projects, which are led by the teacher and are aimed at developing core skills relating to the production of art in a variety of media. After these initial projects, learners begin to develop their own ideas and themes, which reflect their stylistic interests and also their own thematic concerns.

At the core of the IB film course lies a concern with clarity of understanding, critical thinking, reflective analysis, effective involvement and imaginative synthesis that is achieved through practical engagement in the art and craft of film. Although the standard level (SL) and higher level (HL) syllabus outlines shared elements, there is a clear distinction between both the explicit and implicit demands at these levels. Through a variety of teaching approaches, including the construction and deconstruction of film texts all learners, whether SL or HL, are encouraged to develop their creative and critical abilities and to enhance their appreciation and enjoyment of film. The Film syllabus has three components: • • •

At both Higher level and Standard level there are two components: Studio Work and the Investigation Workbook. The Workbook functions as both a sketchbook and also as a diary of the development of the learners’ ideas and primarily consists of experimentation and research into artists. The Studio Work can take many forms but is basically a number of loose outcomes, which form the basis of an exhibition, these can be paintings, sculptures, prints, or works produced on computers and can even include video.

Textual analysis - the detailed study of film sequences. Film theory and history - the study of film and film-making traditions from more than one country. Creative process, techniques and organization of production - the development of creative, analytical and production skills within film-making.

Assessment

External Assessment 50%

Independent study (25%): • Rationale, script and list of sources for a short documentary production of 8-10 pages on an aspect of film theory and/or film history, based on a study of a minimum of two films. The chosen films must originate from more than one country. (25 marks) • Length of the rationale: no more than 100 words • Length of the script: 8-10 pages Presentation (25%): • An oral presentation of a detailed critical analysis of a continuous extract from a prescribed film. The extract must not be longer than 5 minutes. (25 marks) • Maximum length of presentation: 10 minutes •

Internal Assessment 50%

• • •

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Production portfolio: 1 completed film project with accompanying written documentation, no more than 1,200 words. (50 marks) Length of the film project: 4-5 minutes (including titles) Length of individual rationale for the film: no more than 100 words

Group work; the film project may be undertaken as a group project, but all accompanying documentation must be individually produced. Learners cannot present the same edit of their film projects for internal assessment due to the different assessment requirements.

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At both levels there are two options, in Option A, Studio Work accounts for 60% of the candidate’s final mark while the Investigation Workbook forms the other 40%. In option B Studio Work accounts for 40% of the overall grade and the Workbook 60%. Option B is aimed at learners who have a more academic interest in art and prefer analysing the work of artists, whereas Option A is aimed at learners who enjoy the practical making side of Art, although both Option A and B contain some of both types of study.

Assessment The learner’s artwork for both HL and SL options is electronically submitted. It is then assessed on-line by an IBO Visual examiner. All of the work is moderated by the IBO. Along with digital photos and scanned copies from their sketchbooks, candidates are also expected to send in a, 15 minute interview explaining their work. This can be an audio or a video recording; there is also an option to submit a 1,000 word statement describing their artwork. There is a no difference in the standard expected between Higher Level and Standard Level, the key difference is in the quantity of work expected, not the quality.

Component

Higher Level

Standard Level

Option A

Option B

Option A

Option B

Studio Work

60%

40%

60%

40%

Research Workbook

40%

60%

40%

60%

Embracing Diversity. Challenging Minds.

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FILM HL & SL GROUP 6: ARTS & ELECTIVES

VISUAL ARTS HL & SL

GROUP 6: ARTS & ELECTIVES

Assessment

External Assessment 50%

Internal Assessment 50%

• • •

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Component

Higher Level

Standard Level

Option A

Option B

Option A

Option B

Studio Work

60%

40%

60%

40%

Research Workbook

40%

60%

40%

60%

Embracing Diversity. Challenging Minds.

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