Regent’s SENIOR STUDIES PROGRAMME
2013-2014
Provisional Subject List: Biology Business Studies Chemistry Design & Technology Economics English French
Geography History IT in a Global Society Mathematics Mandarin Music Physics
Psychology Spanish Sports Exercise & Health Science Thai Theatre Arts Visual Arts
THE ONLY BOARDING SCHOOL IN BANGKOK PROVIDING THE INTERNATIONAL DIPLOMA BACCALAUREATE PROGRAMME
INTRODUCTION
A heartfelt welcome to Senior Studies at The Regent’s School, Bangkok! During Years 12 and 13, we follow the International Baccalaureate Diploma Programme (IBDP) or IB, as it is more commonly known. The IB programme aims to provide world renowned high quality academic courses. The Regent’s School’s own Mission Statement is closely aligned with the IB’s and our emphasis on an
holistic education for our students is an important aspect of the aims of the school which again are closely associated with the Round Square Organisation of which we are now full global members. You will have a tutor who will provide advice and very individualised and tailored pastoral care. The ultimate purpose is to provide students with the very best advice, experiences and qualifications to enable them to gain admission to some of the best universities in the world. Our IB Diploma students have been successful in gaining places at prestigious universities around the world such as: Oxford University, LSE, University of York, King’s College, University of Liverpool, University of Leeds, UCL, University of Newcastle, Imperial College London, Royal College of Music (RCM), SOAS, Brunel University, Coventry University, Bristol University, University of Lancaster, Loughborough University, University of Manchester, University of Southampton, Durham University, Aberystwyth University, Cardiff University, University of Sheffield, University of Warwick, Edinburgh University, University of St Andrew’s, all in the UK. Pennsylvania State University, University of California (Davis), UC Berkeley, Purdue Indiana, SCAD Georgia, all in the USA. Monash University in Australia. Chulalongkorn University, Webster University, Mahidol University, Thammasat University, Rangsit University, Assumption, Raffles Design Institute, SOAD in Thailand. Other universities include:Singapore Institute of Management, Nanyang Technological Institute, Seoul National University, Yonsei University, Charles University, The European School of Economics, Milan, Erasmus University in Rotterdam, The Swiss School. Switzerland, UBC, Canada, Sun Yat Sen University, China, and the University of Indonesia, Indonesia Senior Studies has small classes with qualified and experienced teachers from the UK, Australia, Canada, USA and New Zealand with native
modern foreign language teachers giving each student the individual support and guidance necessary to achieve success. You will be studying with a diverse range of nationalities including Global Connect Scholars from Armenia and Eastern Europe. Senior Studies has a number of different nationalities giving Senior Studies a truly international flavour! As far as possible the timetable is designed to meet the individual needs and choices of students. You will need to consider carefully when making your decisions about which subjects to take, but you are not alone as your tutor, teachers and other Senior staff will be on hand to guide you to make the right decisions. Some final decisions about which courses to take in IB, and at which level, may well have to be delayed until the August of the year of entry when you receive your IGCSE results. However, to help both you and us to plan ahead, you should already have a good idea about which subjects you wish to take. Each course offered is described in some detail but also take the opportunity to speak to subject teachers about course content and the skills required for success in that course. Read the information given in the booklet carefully then, if you wish, discuss your choices with Mr Riddelsdell (Head of Senior Studies) or Mr Butcher (IBDP Coordinator) or Mr Jones (Deputy Head Curriculum). I am always happy to speak to students about their future also. I look forward to formally welcoming you to the IB programme and Senior Studies. TO be successful, you will have to work hard, be diligent, and maintain deadlines, but the final reward and great sense of achievement are all worth it! You can be guaranteed that the staff at The Regent’s School will do their utmost to support you to achieve your goals, whatever they might be. Mr Brian Irving
The Senior Studies Programme themselves, their community and the in one of their Higher Level subject At the Regent’s School, Bangkok, we offer the International Baccalaureate Programme in Years 12 and 13. This is a demanding course and students need to be well motivated, adaptable, flexible and independent learners who have good time management skills.
environment. It also teaches them to take initiative as well as developing additional skills and interest. Extended Essay (EE): This is an essay on a topic of the students’ choice and must involve personal, independent research. Each student is assigned a supervisor who will guide them. Assessment
The International Baccalaureate (IB) Programme The International Baccalaureate Diploma Programme is an educational challenge, both academically and personally as it extends students in all areas of their development. It is ‘international’ not only because it is accepted worldwide, but also because it is a cross-cultural programme. A student entering the IB Diploma Programme needs to undertake a full programme of study. This consists of six elements: Group 1: Studies in Language and Literature Group 2: Language Acquisition Group 3: Individuals and Societies Group 4: Experimental Sciences Group 5: Mathematics Group 6: The Arts It is also compulsory for students to study: Theory of Knowledge (TOK): This course is of a reflective nature and asks the students to reflect critically on knowledge and experience acquired both within and beyond the classroom. Creative, Action and Service (CAS): Much like our Round Square activities at The Regent’s, CAS aims to challenge and extend students by developing in them responsibility for
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To obtain an IB Diploma at the end of the two year programme, students must study three subjects at Higher level (HL) and three at Standard level (SL). They must also complete satisfactorily the CAS Programme, a 4, 000 word Extended Essay and the Theory of Knowledge course. After the final examinations, students receive up to 7 points for each of the subjects they have studied. They can also receive up to three points for the Theory of Knowledge course and the Extended Essay. This means they can achieve a maximum of 45 points. To successfully gain the IB Diploma they must score 24 points in total whilst meeting the required point minimums in both HL and SL courses.
The Extended Essay All students must submit an Extended Essay on a chosen topic. One of the main purposes of the Extended Essay is to train students in the methods of work and critical research which apply to their chosen subject areas. The Extended Essay enables students to develop research, presentation and organisational skills which are central to academic work in higher education. The subject chosen for the Extended Essay must be one that students are studying and should preferably be
Senior Studies Programme 2013/2014
areas. It should be a topic that they find interesting and which will give them the opportunity to collect information or data for analysis and evaluation. Topics should have a narrow focus and deal with a question or issue which is possible to answer or resolve within the word limits. Students must present a final paper with original thoughts, analysis, research and conclusions. A collection of other people’s research and ideas does not fit the requirements of this assignment. Each essay is supervised by a teacher. It is the student’s responsibility to meet with their supervisor regularly and apply the guidance and suggestions of their supervisor to their final paper. It is the supervisor responsibility to review a first draft of the essay and to provide a full evaluation and constructive feedback to their candidate. As the IB outlines that the Extended Essay should be primarily an independent project undertaken by the student, it is recommended that the supervisor spends only between two and four hours with each student. It is therefore crucial that students liaise fully with the supervisor and actively seek advice and assistance. The essay must be a maximum of 4,000 words long and should include a full list of works cited and consulted. Students must ensure that they fully acknowledge the words and/or ideas of another person. Any unacknowledged material in an Extended Essay is considered plagiarism is severely punished in accordance with the IB’s Academic Honesty Policy. A student must receive a passing grade on their Extended Essay in order to receive their diploma..
Theory of Knowledge Theory of Knowledge (TOK) is an interdisciplinary course designed to develop a coherent approach to learning which unifies the academic areas and creates an awareness of the connections that exist between the various academic disciplines. The TOK course challenges students to reflect critically on diverse Ways of Knowing and develop a critical capacity to evaluate beliefs and knowledge claims. The course encourages students to make connections between and across the different Ways of Knowing and Areas of Knowledge while at the same time recognizing how these areas are linked to their own personal experiences. TOK encourages students to be aware of themselves as thinkers and the need to act responsibly in an increasingly interconnected world.
Assessment External Assessment Essay on a Prescribed Title (12001600 words) One essay on a title chosen from a list of ten titles prescribed by IBO for each examination session. Internal Assessment The Presentation (approximately 10 minutes per student)
hours per week over the two year period. CAS aims to challenge and extend the individual by developing a spirit of discovery and self-reliance. CAS is a framework of experiential learning designed to involve a person exploring new ideas and roles. Creativity This aspect of CAS is interpreted as creatively as possible. Activities could include dance, theatre, music and art. Students need to be engaged in group activities and in new roles, wherever possible.
Group 1: Studies in Page Language and 4 Literature
This aspect of CAS can include participation in expeditions, individual and team sports, and physical activities outside the normal curriculum.
Page Group 2: Language 10 Acquisition
Service Service involves interaction, such as the building of links with individuals and groups in the community. The community may be the school, the local area, or at a national and international level. At The Regent’s School we believe it is vital to support the local community so at least one project will involve this. Service activities should not only involve doing things for others but also doing things with others and developing a real commitment with them.
One written self-evaluation report.
Assessment and Record Keeping
The method of assessment used by the IBO is criterion related, not based in relation to the work of other students.
An online assessment record keeping system is available for all Year 12 and 13 students. This will help students record the number of CAS outcomes completed and help evaluate progress, Students are encouraged to collect photographic evidence of their activities as well as links, documents and data.
All students participate in CAS activities for approximately 3—4
Contents
Action
One presentation to the class
Creativity, Action and Service (CAS)
SUBJECT GUIDE
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Group 3: Individuals and Societies
Group 4: Page Experimental
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Sciences
Page Group 5: 30 Mathematics
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Group 6: The Arts
Page The Senior Studies, 38 Pastoral
Senior Studies Programme 2013/2014
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GROUP1 Studies in Language and Literature
Introduction
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The Language A English course seeks to develop the students’ powers of expression in both oral and written communication, and to encourage a personal appreciation of literature with an understanding of the techniques involved in literary study and criticism. Course Outline Over the course of the two years, the aim will be to introduce students to a broad range of literary texts selected from different genres, periods and cultures. Students will be given opportunities to develop their analytical skills and their own style of expression, both verbally and in writing. Students will also be given frequent opportunities to practise for the Literary Commentary examination (Paper 1) through exposure to extracts of poetry and prose. This will provide important opportunities for students to apply and hone the critical skills that they have acquired in other aspects of the course. Higher Level As well as four works in translation, students will also study nine texts from a wide variety of prose, drama
and poetry originally written in English. These will include, for example, novels by Maya Angelou and Margaret Atwood, poetry by Carol Ann Duffy, drama by William Shakespeare and a graphic novel by Alan Moore. Standard Level In addition to three works in translation, students will study seven texts written originally in English. Assemssment External assessment (70%) Paper 1: Literary Commentary End of Year 2 (HL & SL) (20%) Students will be given two unseen texts, one poetry and one prose (fiction or non-fiction), and will have to choose one. Through the development of a structured, coherent and wellargued commentary, students will be expected to demonstrate an appreciation of various aspects of the text, such as theme, content, style, structure and language. Paper 2: Essay End of Year 2 (HL & SL) (25%) Based on Part 3 (Literary Genres) Students will be required to answer
one essay question from a choice of three on the genre of the novel. Once again students will be expected to develop a well-reasoned and clearly written essay that deals with the implications of the question as well as demonstrating knowledge of the works and appreciation of their literary features. The essay must deal with a minimum of two Part 3 works, with discussion of other works or authors being introduced only as supporting material.
extract which highlights a significant aspect of one of the works in studied in Part 2, as selected by the teacher. At both Higher and Standard level, students should aim to identify and explore important elements of the extract, including contextualising it and commenting on the writer’s techniques and their effects on the reader. 20 minutes preparation time will be allowed.
Written Assignment End of Year 1 (HL & SL) (25%)
Individual Oral Presentation December Early Year 1 (HL & SL) (15%)
Based on Part 1 (Works in Translation)
Based on Part 4 (Options)
Students must submit a reflective statement, 300 to 400 words in length, and a literary essay, 1200 to 1500 words in length, on one of the works studied in this section. Higher Level students study three works, whereas Standard Level students study two. The students will be assessed on the appropriate treatment of the ideas in the work as well as their knowledge and understanding of it. In addition, the structure of the assignment and the quality of written expression will be assessed.
Students are able to choose a work and a topic of interest relating to one of the works studied in Part 4. They must present this aspect in 10 to 15 minutes. The nature of the presentation activity will be chosen to reflect the strengths of the students themselves; options include a formal presentation, role play or character monologue. The criteria for assessment includes: knowledge and understanding of the work, appreciation of ideas, appropriate use of register given the task and at higher level consideration of the effects literary techniques.
Internal assessment (30%) Individual Oral Commentary and Discussion Early Year 2 (HL & SL) (15%)
IB HIGHER AND STANDARD THAI
Based on Part 2 (Detailed Study)
Students opting for this course should be native Thai speakers who are able to read and write well in Thai. They should be accustomed to reading Thai Literature.
Higher Level students are given 10 minutes to deliver a formal oral commentary and to answer subsequent questions on a poem studied in this section, as selected by the teacher. This is followed by a 10 minute discussion based on one of the other works studied. Standard Level students are given 10 minutes to deliver a formal commentary, and to answer subsequent questions, based on an
Introduction
The Thai A1 course follows a similar framework to the English A1 course. Assessment Assessment for Thai A1 follows the English A1 course.
GROUP1: Studies in Language and Literature
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GROUP2 Language Acquisition 6
Introduction The Group 2 Language course form the foreign language component of the IB Diploma Programme. Every student taking the diploma must follow a language at one of the following levels: B Higher and Standard Levels Ab Initio Standard Level Language B is for students to study a foreign language. The intention is to provide students with the linguistic skills necessary for further study in the language, to promote an understanding of the culture of the countries where the language is spoken and to establish the ability to cope with the day-to-day demands of the language. French and English are the two subjects available. Prior to beginning a Language B course, students will be required to consult their Year 1 HIGHER AND STANDARD ENGLISH B Course Outline The aim of the English B course is for students to acquire a better understanding of the workings of the English language and to ensure students are able and confident to use the language in a variety of situations. Students will learn how to apply the vocabulary, structures and cultural information necessary for effective communication in English. The course will focus on speaking, writing, reading and listening tasks designed to expand students’ knowledge of the English language and to stimulate exchange of ideas. Students will be exposed to authentic materials in written and spoken English from a variety of sources. The reading and listening material chosen will broaden students’ vocabulary, improve comprehension
in different contexts, promote discussion and lead to written responses. The topics chosen will help students to become more knowledgeable. Assessment Students have to study core subject areas and choose 2 options. The core areas are: Communication and Media, Global issues and Social Relationships. The options are: Cultural diversity, customs and traditions, health, leisure and science and technology. At HL they also read two literary works. External Assessment (70%) Standard Level Paper 1: Receptive Skills (25%) 1h30m Text-handling exercise on four written texts, based on the core Paper 2: Written Productive Skills (25%) 1h30m One writing exercise of 250-400 words from a choice of five, based on the options Written Assignment: Receptive and Written Productive Skills (20%) Intertextual reading followed by a written exercise of 300-400 words plus a 100-word rationale, based on the core Higher Level Paper 1: Receptive Skills (25%) 1h30m Text-handling exercise on five written texts, based on the core Paper 2: Written Productive Skills (25%) 1h30m Two compulsory writing exercise. Section A: One task of 250-400 words, based on the options, to be selected from a choice of five. Section B: Response of 150-200 words to a stimulus text, based on the core. Written Assignment: Receptive and
Written Productive Skills (20%) Creative writing of 500-600 words plus a 150-word rationale, based on one of the literary texts read. Internal Assessment ( 30%) Higher and Standard Level Oral Component The oral component examines how fluently and accurately the candidate speaks the language. The internal assessment is made up of the following two components: Individual Oral ( 20%) – about 8-10 minutes Based on the options: 15 minutes preparation time and a 10 minute (maximum)presentation and discussion with the teacher. Interactive Oral Activities (10%) Based on the core: Three classroom activities assessed by the teacher
HIGHER AND STANDARD FRENCH B Course Outline Over the course of the two years the aim will be to introduce students to a broad range of topics, with material selected in order to show the use of French in a variety of different contexts. These will also provide the opportunity for students to show their comprehension of the material and respond orally or by using an appropriate style of writing. The elements of grammar needed at this level will be covered across the two years . The range of situations for which and in which the language is used in the Language B courses extends well beyond those at Language AB Initio. Assessment External Assessment (70%) Standard Level Paper 1: Receptive Skills (25%) 1h30m Text-handling exercise on four
INITIO LANGUAGES Paper 2: Written Productive Skills (Beginners Only) written texts, based on the core
(25%) 1h30m One writing exercise of 250-400 words from a choice of five, based on the options
Written Assignment: Receptive and Written Productive Skills (20%) Intertextual reading followed by a written exercise of 300-400 words plus a 100-word rationale, based on the core Higher Level Paper 1: Receptive Skills (25%) 1h30m Text-handling exercise on five written texts, based on the core Paper 2: Written Productive Skills (25%) 1h30m Two compulsory writing exercise. Section A: One task of 250-400 words, based on the options, to be selected from a choice of five. Section B: Response of 150-200 words to a stimulus text, based on the core. Written Assignment: Receptive and Written Productive Skills (20%) Creative writing of 500-600 words plus a 150-word rationale, based on one of the literary texts read Internal Assessment ( 30%) Higher and Standard Level Oral Component The oral component examines how fluently and accurately the candidate speaks the language. The internal assessment is made up of the following two components: Individual Oral ( 20%) – about 8-10 minutes Based on the options: 15 minutes preparation time and a 10 minute (maximum) presentation and discussion with the teacher. Interactive Oral Activities (10%) Based on the core: Three classroom activities assessed by the teacher AB
Introduction AB Initio courses are offered to students who have no prior or minimal experience of the language chosen. The course provides students with the linguistic skills to deal with the demands of everyday communication and to provide them with an insight into the culture of the countries where the target language is spoken. Courses Available These courses are available at standard level only. French Mandarin Spanish Course Outline Students will be exposed to spoken and written language and will carry out tasks in listening, speaking, reading and writing. The tasks will be topic-based and practical in nature, the emphasis being on developing understanding. Assessment External Assessment (75%) Paper1 (1h 30 m): 30% Understanding of four written texts ( 40 marks) + text handling exercises Paper2 ( 1 hour) : 25% Productive skills, two writing exercise Writing assignment: 20% A piece of 200-300 words, carried out in class under teacher supervision Internal Assessment (25%) Part1 : Presentation of a visual stimulus by the student Part2 : Follow up questions on the visual stimulus Part3: General conversation including at least 2 questions on the written assignment These will be internally assessed and externally moderated.
Group 2: Language Acquisition
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GROUP3 INDIVIDUALS AND SOCIETIES 8
IB HIGHER AND STANDARD and issues of social responsibility in BUSINESS AND MANAGEMENT the global business environment. Business and management is concerned with the decision-making processes in a wide range of real businesses and how these decisions impact on and are affected by a business’s internal and external environment. Purpose The purpose of the course is to develop an understanding of business theory, as well as an ability to apply business principles, practices and skills. The application of analytical tools and techniques will enable students to appreciate complex business activities. The course will examine a diverse range of business organisations and activities and the cultural and economic context in which business operates. The study of strategic decision-making and the day-to-day functions of marketing, production, human resource management and finance will be emphasised. A central element of the course is the links between topics and this integration is intended to promote a holistic overview of business activity. Course Outline Topic 1: Business organisation and environment Topic 2: Human resources Topic 3: Accounts and finance Topic 4: Marketing Topic 5: Operations management HL Only Topic 6: Business strategy Through the study of these topics, the business and management course also aims to develop in students: An international perspective of business activity An appreciation of cultural diversity An awareness of ethical concerns
Assessment Higher Level (HL) External Assessment Paper 1 - 2 ¼ hours (Weighting 40%) Syllabus content: All six topics Assessment objectives 1-7 Based on a case study issued in advance. In Section A students will answer 2/3 structured questions (30 marks). In Section B students answer one compulsory structured question including evaluative skills (20 marks). In Section C students answer one compulsory question focusing on strategic decision-making through the use of extension material. (30 marks) Total marks: 80 Paper 2 - 2 ¼ hours (Weighting 35%) Syllabus content: All six topics Assessment objectives 1-6 In Section A students answer 1 of 2 structured questions based on stimulus material with a quantitative element (25 marks). In Section B (HL) students answer 2 of 3 structured questions based on stimulus material (50 marks). Total marks: 75 Internal Assessment Research project 30 hours (Weighting 25%) Syllabus content: Any topic from the full HL syllabus Assessment objectives 1-7 Research proposal and action plan a working document not part of the actual report but part of planning. Report that addresses an issue facing an organisation or analyses a decision to be made by an organization. Maximum 2000 words. Total marks: 25 Standard level (SL) External Assessment Paper 1- 1 ¼ hours (Weighting 35%) Syllabus content: All five topics Assessment objectives 1-6 Based on a case study issued in
advance. In Section A students will answer 2/3 structured questions (30 marks). In Section B students answer one compulsory structured question including evaluative skills (20 marks). Section A and Section B are common to both HL and SL students. SL students do not have a section C. Total marks: 50 Paper 2 - 1 ¾ hours (Weighting 40%) Syllabus content: All five topics Assessment objectives 1-6 In Section A students answer 1 of 2 structured questions based on stimulus material with a quantitative element (20 marks). In Section B students answer 2 of 3 structured questions based on stimulus material (40 marks). Total marks: 60 Internal Assessment Written commentary 15 hours (Weighting 25%) Syllabus content: Any topic from the HL/SL core syllabus Assessment objectives 1-6 Written commentary based on 3-5 supporting documents about a real issue or problem facing a particular organization. Maximum 1500 words. Total marks: 25
economics • encourage students’ development as independent learners • enable students to distinguish between positive and normative economics • enable students to recognise their own tendencies for bias.
HIGHER AND STANDARD ECONOMICS
Term 3 Year 1 2.4 Fiscal policy 2.5 Monetary policy 2.6 Supply-side policies Section 3: International economics 3.1 International trade 3.2 Exchange rates 3.3 The balance of payments
Introduction The purpose of the course is to develop economic understanding through the study of microeconomics, macro-economics, international economics and development understanding, thus forming a realisation that Economics explains key issues that affect society today. Aims The course should: • provide students with a core knowledge of economics • encourage students to think critically about economics • promote an awareness and understanding of internationalism in
Course Outline Term 1 Year 1 Introduction to Economics Section 1: Microeconomics 1.1Competitive markets: demand and supply 1.2 Elasticity 1.3 Government intervention 1.4 Market failure 1.5 Theory of the firm and market structures (HL only) Term 2 Year 1 Section 2: Macroeconomics 2.1 The level of overall economic activity 2.2 Aggregate demand and aggregate supply 2.3 Macroeconomic objectives 2.4 Fiscal policy 2.5 Monetary policy 2.6 Supply-side policies
(one topic HL extension) 4.5 The role of foreign direct investment (FDI) 4.6 The roles of foreign aid and multilateral development assistance 4.7 The role of international debt 4.8 The balance between markets and intervention (N.B. Many sub-sections of the course will have HL only components) Assessment outline Standard Level External assessment (3 hours) 80% Paper 1 (1 hour and 30 minutes) 40% An extended response paper (50 marks) Paper 2 (1 hour and 30 minutes) 40% A data response paper (40 marks) Higher Level External assessment (4 hours) 80% Paper 1 (1 hour and 30 minutes) 30% An extended response paper (50 marks) Paper 2 (1 hour and 30 minutes) 30% A data response paper (40 marks) Paper 3 (1 hour) 20% HL extension paper (50 marks) Internal assessment: Common to both SL & HL (20 teaching hours) 20% Portfolio of three commentaries, based on different sections of the syllabus and on published extracts from the news media. Maximum 750 words x 3 (45 marks)
Term 1 Year 2 3.4 Economic integration 3.5 Terms of trade (HL only) Section 4: Development economics 4.1 Economic development 4.2 Measuring development 4.3 The role of domestic factors 4.1 Economic development 4.2 Measuring development Term 2 Year 2 4.3 The role of domestic factors 4.4 The role of international trade
GROUP 3: INDIVIDUALS AND SOCIETIES
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IB HIGHER AND STANDARD LEVEL GEOGRAPHY Introduction Geography is concerned with place. The nature and causes of a real differentiation on the global surface will be the focus of study. Geography is the study of the spatial distribution of phenomena. The purpose is to instil a sense of place and why one place on the Earth’s surface is different from another both in terms of physical characteristics and human responses. Aims Students should: Develop a global perspective and a sense of world interdependence. Study the interaction between people and environment. Appreciate the qualities of environments and consider sustainable management Analyse contemporary world issues from a geographer’s point of view. Be aware of the values and judgements of different societies in different parts of the world. Be able to use geographical methodologies to engage in pertinent enquiry. Course Outline The core topic is a requirement for all IB Diploma Geography candidates and will begin the course and work as an introduction to IB studies. Core: Patterns and Change Population in transition Disparities in wealth and development Patterns in environmental equality and sustainability Patterns in resource consumption Topics may vary, however the current topics studied are: Option D: Hazards and disaster Characteristics of a hazard Vulnerability
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Risk and risk assessment Disasters Adjustment and responses hazards and disasters
answered. to
Option E: Leisure , Recreation and Tourism Changes in leisure Impact of sport in urban areas Tourism as a development strategy Patterns in sporting success Option G: Urban Environments Urban populations Urban land use Urban stresses The sustainable city Higher Level extension: Global interactions Measuring global interactions Changing space– the shrinking world Economic interactions and flows Environmental change Sociocultural exchanges Political outcomes Assessment External assessment Paper 1 examines the core topic of Patterns and Change, both SL and HL students will sit the same exam. The exam will consist of a series of short response questions for all core topics, and a selection of three 15 mark essays, from which the students will select one. Paper 2 examines the optional topics studied, SL students will select two topics to answer question on and HL students will select three topics. Each topic will offer a few short response questions, some requiring the students to use stimulus material, as well as a longer 10 mark question. Paper 3 is only for the HL students and will examine all the work covered in their lessons on Global Interactions. In the exam students will be required to select one of three questions. Each question has two parts, one 10 mark question and one 15 mark question, both must be
GROUP 3: INDIVIDUALS AND SOCIETIES
Internal Assessment (IA) All students will be required to produce a 2,500 word field report based on a practical piece of fieldwork. The IA will be completed during the first year of study and will require all students to participate in a field trip to allow them the practical knowledge they need. This trip is a local study within Bangkok and is based on the topic of urban environments. Assessment Structure Component SD LV Paper 1 40 % Paper 2 35% Paper 3 — IA 25%
H LV 25% 35% 20% 20%
IB HIGHER AND STANDARD INFORMATION TECHNOLOGY IN A GLOBAL SOCIETY Introduction Technology plays an increasingly important role in today’s global society. In the Information Technology in a Global Society (ITGS) course, students experience firsthand what to expect in a 21st century world that will become increasingly interconnected in technology and the sharing of information. They learn to think critically about the role technology plays in the world, as well as about its effect on nations and cultures all over the world. The impact and significance of the information age is explored in several social contexts including economic, political, cultural, legal, environmental, historical, ergonomic, and psychological. Aims The aims for this course provide that ITGS students will: Develop an understanding of the advantages and disadvantages of new technologies as methods of expanding our knowledge of the
world at the local and global level Promote an understanding of the social significance of information technology for individuals, communities and organizations Analyze and evaluate the ethical consideration arising from the widespread use of information technology at the local and global level Recognize that people can hold diverse opinions about the impact of information technology on individuals and societies Course Outline The ITGS curriculum may be divided up into three components: IT Systems, Areas of Impact, and Social and Ethical Issues. In IT systems a student studies the core components of Information Technology. A student must be able to describe how this technology functions. Information technology itself covers a broad array of material. Technology covered includes the Internet and multimedia, and communication systems. The students must be able to state how a technology functions, its use, and how it impacts the world. However, ITGS is considered more to be a social science rather than a computer science course. This is because IT systems form the core of the students knowledge for the course, but the focus is on how these systems change culture and society. Without knowing how the technology operates, the student cannot understand how it affects society. In Areas of Impact students examine the impact of IT in six main areas. These areas are; 1. Business and Employment 2. Education 3. Health 4. Arts Entertainment and Leisure 5. Science and the Environment
6. Politics and Government In Social and Ethical Issues In this section students must consider issues in eleven areas. These areas include: 1. Reliability 2. Integrity 3. Security 4. Privacy and Anonymity 5. Authenticiy 6. Intellectual Property 7. Equity of access 8. Control 9. Globalisation and Cultural Diversity 10. Policies and Standards 11. People and Machines Assessment Standard Level External assessment: 2 exam papers (3 hours), counts 70% of the final mark Internal assessment: one project composed of a product and a documentation counts 30% Higher Level External assessment: 3 exam papers (4 hours 45 min), counts 80% of the final mark Internal assessment: one product composed of a product and documentation counts 20%
IB HIGHER AND STANDARD HISTORY Introduction IB History provides both structure and flexibility, fostering an understanding of major historical events in a global context. It requires students to make comparisons between similar and dissimilar solutions to common human situations, whether they be political, economic or social. It invites comparisons between but not judgements of, different cultures, political systems and national traditions. In order to understand the past students must engage with
it both through examining primary historical sources and through studying the work of historians. Course Outline 20th Century World Topics (Route 2) Term 1: Topic 5: The Cold War Origins of East-West rivalry Mutual distrust, fear and suspicion between USA & USSR. Wartime allies becoming post-war enemies. Nature of the Cold War Ideological opposition. Superpowers and spheres of influence. Opposing alliances and the arms race. Cold War developments Europe. US policy of containment and spread of the Cold War worldwide. Brinkmanship, peaceful coexistence, eg Cuban Missile crisis. Related wars and non-alignment, eg American War in Vietnam. End of the Cold War Arms limitations, dĂŠtente, opposition to Communism. Opposition to the regime within Communist countries. Terms 2 and 3: 20th Century World Topics (Route 2) Topic 3: Origins and development of authoritarian and single party states. (Focus: Hitler, Mussolini, Lenin & Stalin) Origins of single party states. Conditions which produce single party states. Emergence of leader: aims, ideology and support. Establishment of single party states. Methods: force and/or legal. Form of government, ideology (left and right wing). Totalitarianism, treatment of opposition.
GROUP 3: INDIVIDUALS AND SOCIETIES
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Rule of single party states Political, economic and social policies. Role of education, the arts, the media and propaganda. Status of women, treatment of minorities and religious groups. Regional and global impact Foreign policy as a means of maintaining the regime. Impact of regime outside the state. As a factor in the Cold War. Term 4: Internal historical investigation (coursework ). Term 5: Sources Paper preparation Peacemaking, peacekeeping and International Relations 1918 – 35. Aims of participants and peacemakers. Clemenceau, Lloyd-George & Wilson and the 14 Points. Terms of the Peace Treaties 1919 – 20. Versailles, St Germain, Trianon, Neuilly, Sevres & Lausanne (1923) The geopolitical and economic impact of the Treaties on Europe. The establishment and impact of the mandate system. Enforcement of the provisions of the treaties. US isolationism. The retreat from the Anglo-American Guarantee. Disarmament – Washington, London and Geneva Conference. The League of Nations. Effects of the absence of major powers. The principle of collective security. Early attempts of peacekeeping 1920 – 25.
impact of the Treaties on Europe. The establishment and impact of the mandate system. Enforcement of the provisions of the treaties. US isolationism. The retreat from the Anglo-American Guarantee. Disarmament – Washington, London and Geneva Conference. The League of Nations. Effects of the absence of major
The Ruhr Crisis. 1923 – The troubled year. Locarno and the ‘Locarno Spring’. Depression and threats to international peace / collective security. Manchuria. Abyssinia.
Higher Level students follow the same course as Standard Levelstudents. In addition they study the following Topics to prepare for Paper 3. 1. The causes and course of the French Revolution; 2. The Italian Unification; 3. The German Unification and influence of Bismarck; 4. Russia from Tsars to Revolution (1850-1917 ); 5. The Soviet Union and Eastern Europe 1917-1989; 6. Communist China under Mao. Assessment Standard Level Examination Assessment weighting
Paper 1
Paper 2
Paper 3
Internal Assessment
- -
Coursework Approx. 20 Hours
-
25%
(Sources Paper)
4 written answers 2 Essays 1 Hour 1 Hr 30 mins. 30%
45%
Higher Level
Higher Level students are assessed as above and in addition they sit a Paper 3.
Paper 1
Paper 2
Paper 3
Internal Assessment
Examination
- -
- -
3 Essays 2 Hrs 30 mins
-
Assessment weighting
20%
25%
35%
20%
Terms of the Peace Treaties 1919 – 20. Versailles, St Germain, Trianon, Neuilly, Sevres & Lausanne (1923) The geopolitical and economic
12
powers. The principle of collective security. Early attempts of peacekeeping 1920 – 25.
GROUP 3: INDIVIDUALS AND SOCIETIES
IB HIGHER AND STANDARD LEVEL PYSCHOLOGY Introduction Psychology is the systematic study of behaviour and mental processes. Psychology has its roots in both the natural and social sciences, leading to a variety of research designs and applications, and providing a unique approach to understanding modern society. IB Psychology examines the interaction of biological, cognitive and sociocultural influences on human behaviour, thereby adopting an integrative approach. Understanding how psychological knowledge is generated, developed and applied enables students to achieve a greater understanding of themselves and appreciate the diversity of human behaviour. The ethical concerns raised by the methodology and application of psychological research are key considerations in IB Psychology. Aims In addition to the other Group 3 aims, students who study Psychology will; Develop an awareness of how psychological research can be applied for the benefit of human beings Ensure that ethical practices are upheld in psychological inquiry Develop an understanding of the biological, cognitive and sociocultural influences on human behaviour Develop an understanding of alternative explanations of behaviour Understand and use diverse methods of psychological inquiry. Course Outline Part 1: Core (SL/HL) • The biological level of analysis • The cognitive level of analysis • The sociocultural level of analysis Part 2: Options (1 Option for SL and
2 Options for HL) • Abnormal psychology • Developmental psychology • Health psychology • Psychology of human relationships Part 3: Qualitative research methodology (HL only) • Qualitative research in psychology Part 4: Simple experimental study (SL/HL) • Introduction to experimental research methodology Assessment Standard Level External Assessment 75% Paper 1 (2 hours) Section A: Three compulsory questions on part 1 of the syllabus. Section B: Three questions on part 1 of the syllabus. Students choose one question to answer in essay form. Paper 2 (1 hour) Fifteen questions on part 2 of the syllabus. Students choose one question to answer in essay form. Internal assessment 25% A report of a simple experimental study conducted by the student. Higher Level External assessment (4 hours) 80% Paper 1 (2 hours) Section A: Three compulsory questions on part 1 of the syllabus. Section B: Three questions on part 1 of the syllabus. Students choose one question to answer in essay form. Paper 2 (2 hours) Fifteen questions on part 2 of the syllabus. Students choose two questions to answer in essay form. Paper 3 (1 hour) Three compulsory questions based on an unseen text, covering part 3 of the syllabus. Internal assessment 20% A report of a simple experimental study conducted by the student.
GROUP 3: INDIVIDUALS AND SOCIETIES
13
GROUP4 EXPERIMENTAL SCIENCES
IB HIGHER AND STANDARD BIOLOGY
14
Introduction Biology is a central science and the purpose of the course is to enable students to gain an understanding of its fundamental concepts and principles and to see how they relate to the natural and physical world. Biology is a field of endeavour studied empirically by observation and experiment. The course will centre around practical work in order to solve problems, elucidate patterns and principles in the natural world and to give students both the necessary manipulative and intellectual skills to make predictions based on prior knowledge. Course Outline There are six compulsory areas of study for the Standard Level Biology course: Cells, The Chemistry of Life, Genetics, Ecology and Evolution, Human Health and Physiology and Statistical Analysis. The Higher Level course also covers five additional topics: Nucleic Acids and Proteins, Cell Respiration and Photosynthesis, Further Genetics, Plant Science and Further Human Health and Physiology. In addition, two of the eight option
modules listed below are studied. Human Nutrition and Health, Physiology of Exercise, Cells and Energy, Evolution, Neurobiology and Behaviour, Microbes and Biotechnology, Ecology and Conservation and further Human Physiology. Assessment Internal assessment (24%) Students will complete a range of laboratory practicals which are internally assessed within the School. These will test the students’ ability in design, data collection and processing, conclusion and evaluation, manipulative skills and personal skills. External assessment (76%) At the end of the course, students will sit 3 examination papers. Paper 1: Multiple Choice. Paper 2: Structured and essay style questions. Paper 3: Structured questions on the two option modules chosen.
IB HIGHER AND STANDARD CHEMISTRY Introduction Chemistry
is
an
experimental
Science that combines academic study with the acquisition of practical and investigational skills. Chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its right, Chemistry is a pre-requisite for many other courses in higher education such as Medicine, Biological Science and Environmental Science, and serves as useful preparation for employment. There are a variety of approaches to the teaching of Chemistry. By its very nature, Chemistry lends itself to an experimental approach which is reflected throughout the course. Students will use ICT to support their work. Students will work alone, in small groups or get involved in whole class discussions. They will be encouraged to think critically about the topics being studied. Course Outline There are eleven compulsory areas of study for the Chemistry course: Quantitative chemistry; Atomic structure; Periodicity; Bonding; Energetics; Kinetics; Equilibrium; Acids and bases; Oxidation and reduction; Organic Chemistry; Measurement and data processing. In addition, two of the seven option modules listed next are studied: Modern analytical chemistry; Human biochemistry; Chemistry in industry and technology; Medicines and drugs; Environmental chemistry; Food chemistry; and Further Organic Chemistry.
and processing, conclusion and evaluation, manipulative skills and personal skills. External assessment (76%) At the end of the course, students will sit 3 examination papers. Paper 1: Multiple Choice. Paper 2: Structured and essay style questions. Paper 3: Structured questions on the two option modules chosen.
IB HIGHER AND STANDARD DESIGN TECHNOLOGY Introduction The focus of this course is designing for the Environment. All design tasks undertaken will have consideration for the environment, taking into account cultural aspects of different environments from an international perspective. Utilising the design process as the overall system for exploring design based problems and presenting design based solutions. Within this framework students will be exposed to the main core content of the Design and Technology IB program which includes product innovation, Green design, materials, product development, product design and evaluation processes. posed to the main core content of the Design Technology IB Programme which includes product innovation, Green design, materials, product development, product design and evaluation processes.
Assessment
Course Outline
Internal assessment (24%)
Core 1. Design process; Explore a variety of design problems and the design cycle model through the use of set design briefs. These briefs will enable students to experience the structure of the design process in a practical way and expose them to
Students will complete a range of laboratory practicals which are internally assessed within the School. These will test the students’ ability in design, data collection
the stages of the design process. The briefs willprovide the opportunity for other topics to be incorporated and explored to reinforce contents. Oral presentations and evaluations will be presented regularly through these design briefs and also conclude with a final group presentation. Core 2. Product innovation; Research based assignments to introduce innovation through past and present international inventors and international influenced inventions. Students will undergo product analysis of a variety of new products, the product cycle and explore the design themes that have been undertaken. The opportunity to gain an insight into past design movements will also be provided during this topic. Core 3. Green design; Designing for the Environment (reduce, recycle and reuse) will be an overall focus throughout this programme and therefore green design will be continuously visited and revisited throughout the course. Product analysis tasks that include international products will be the focus and will also include the product’s impact on the environment and its sustainability. International environmental standards will be covered and comparisons made with western and developing countries. Societal economics, cultural implications of green designing will be explored through international based research and concluded with oral presentations. Core 4. Materials; Experimentation will be a key feature of this topic. Students will explore properties of a variety of materials, classifying them under an assorted criteria system (environmental, properties, and application). Materials to be analysed will include timber, metals, plastics, ceramics composites. World
GROUP 4: EXPERIMENTAL SCIENCES
15
economics of resource rich countries will be included in this topic. Core 5. Product development; Skills to assist product development will be taught throughout design briefs. These will be exposed through research activities, testing and experimental development. Evidence of product development will be through presenting results of tests, computer simulations to present concepts and ongoing graphic media, including sketching and computer graphic development to demonstrate the product development process. All development should reflect background research and current environmental and technological needs. Core 6. Product Design; Designing for the Environment will be an overall focus throughout this programme and exploring products, analysing products and designing products will have a strong influence throughout the course. Students will be given the opportunity to explore a variety of different design briefs that aim at exposing them to the world of product design. Core 7. Evaluation; Evaluations are an ongoing process as reflecting on progress and are an essential aspect of the design process. Evaluating will be linked to all design tasks and be assessed through written and oral evaluation tasks. AHL 8. Energy; The topic of energy will be introduced through a short sustainable living design brief and case study. Students will be required to research International alternative energy resources and apply the findings within a sustainable living concept- ie housing energy. Group presentations on alternative energy supplies will be included in this topic
as well as practical solution models.
(demonstrates, apply and use)
AHL 9. Structures; The topic of structures will be implemented through experimental investigation that incorporates the construction, evaluating and testing of materials through models. Measurements of elasticity, stress and strain will be covered. The strength and stiffness of structures will be a key focus. Beam construction and testing will be included in group presentations.
Demonstrate understanding relevant facts and concepts
AHL 10. Mechanical Design; Concepts of mechanical motion and conversion of motions will be covered predominately through computer animations and simulations but will also include practical investigations and presentations to class.
Paper 2 (24%) One data based question and one extended response – addresses objective 1 and 2 (demonstrates, apply and use)
AHL 11. Advanced Manufacturing; Techniques associated with manufacturing will be investigated through product analysis tasks and a short product design brief. Students will demonstrate the processes of joining, moulding, casting and forming through their findings and evaluations. Small group presentations will be required. AHL 12. Sustainable development; This topic will be covered through class debates. It will involve analysing the international definition of sustainable development. It will focus on the two key features of sustainable development that is; the concept of needs, in particular the essential needs of the world’s poor, to which overriding priority should be given; and the idea of limitations imposed by the state of technology and social organisation on the environment’s ability to meet present and future needs. Assessment External assessment Paper 1 (20%) multiple choice – addresses objective 1 and 2
of
Demonstrate understanding of design and technology methods and techniques Demonstrate understanding technological terminology
of
Demonstrate understanding of methods of presenting technological information
Demonstrate understanding relevant facts and concepts
of
Demonstrate understanding of design and technology methods and techniques Demonstrate understanding technological terminology
of
Demonstrate understanding of methods of presenting technological information Paper 3 (20%) short answer questions and extended response to option studies Computer Aided Design Computer Aided manufacturing (CADCAM) Internal Assessment Investigation and group project – Teacher choice (18%) This project is an interdisciplinary activity that involves all students in group 4 analysing a common topic or problem. The assessment of this will be criteria related and be individually based within the group work. Design Project- Student choice (18%) This aspect of the course will involve students selecting their own design brief and presenting a folio that illustrates the design process and a valid solution to the design tasks.
GROUP 4: EXPERIMENTAL SCIENCES
16
The assessment of this will involve using the descriptors for each criterion.
Waves; Relativity; Medical Physics; and Particle Physics.
IB HIGHER AND STANDARD PHYSICS
Internal assessment (24%)
Introduction The purpose of this course is to encourage our students to become independent and inquisitive thinkers who wish to further their knowledge about the physical world. We will achieve this by encouraging our students to think outside the box and take risks when asking questions about the world in which they live. The biggest challenge facing the world today is how to cope with the global issue of climate change. We will promote internationalism in our students by confronting this and other environmental issues. We will encourage them to have a principled response to these issues and also to communicate their ideas with others. Course Outline There are fourteen compulsory areas of study for the Physics course: Physics and Physical Measurement; Mechanics; Thermal Physics; Oscillations and Waves; Electric Currents; Fields and Forces; Atomic and Nuclear Physics; Energy, Power and Climate Change; Motions in Fields; Thermal Physics; Wave Phenomena; Electromagnetic Induction; Quantum and Nuclear Physics; and Digital Technology. In addition, two of the ten option modules listed below are studied. Sight and Wave Phenomena; Quantum Physics and Nuclear Physics; Digital Technology; Relativity and Particle Physics; Astrophysics; Communications; Electromagnetic
Assessment Students will complete a range of laboratory practicals which are internally assessed within the School. These will test the students’ ability in design, data collection and processing, conclusion and evaluation, manipulative skills and personal skills. External assessment (76%) At the end of the course, students will sit 3 examination papers. Paper 1: Multiple Choice. Paper 2: Structured and essay style questions. Paper 3: Structured questions on the two option modules chosen.
and ethics by considering sport, exercise and health relative to the individual and in a global context. Although it would be useful, you need not have previously studied IGCSE Physical Education to take this course. Course Outline. There are 6 Core Topics and 2 Optional Topics. The Core Topics are: Anatomy, Exercise Physiology, Movement Analysis, Energy Systems, Skill in Sport, and Measurement and Evaluation of Human Performance. The Optional Topics are chosen from: Optimizing Physiological Performance, Psychology of Sport, Physical Activity and Health, and Nutrition for Sport and Exercise. Assessment
IB STANDARD SPORTS, EXERCISE External assessment 76% AND HEALTH SCIENCE Paper 1 45 minutes 20% Introduction Sports training programme design should not be left to chance. Rather, it should be designed thoughtfully and analytically after careful consideration of the physiological, biomechanical and psychological demands of the activity. This is the role of the sport and exercise scientist, who, regardless of the athletic event, should be equipped with the necessary knowledge to be able to perform this task competently. Students taking this course will be given the opportunity to acquire the knowledge and understanding necessary to apply scientific principles and critically analyse human performance. As well, students will have the chance to address issues of internationalism
30 multiple-choice questions on the core syllabus. Paper 2 1 hour 15 minutes 32% Section A: one data-based question and several short-answer questions on the core (all compulsory) Section B: one extended-response question on the core (from a choice of three) Paper 3 1 hour 24% Several short-answer questions in each of the two options studied (all compulsory). Internal assessment 24% Group 4 project and practical work.
GROUP 4: EXPERIMENTAL SCIENCES
17
GROUP5
IB STANDARD LEVEL MATHEMATICS
examinations as well as at least two portfolio tasks and final external examinations.
Introduction
Portfolio task 1: Investigation
The focus of this course is to meet the needs of those students who have already demonstrated competence in this subject and a good ability to solve problems and to extend their skills and conceptual understanding further. The purpose of the course is for students to be well prepared for further study at university in areas requiring good mathematical skills, such as geography, psychology, chemistry and economics. Our aim is to provide students who will choose these courses at the end of Y13 with an appropriate variety of thinking skills and approaches to problem solving.
Portfolio task 2: Modelling Written external papers 1 and 2: 1.5 hours each, of which the first will be a non-calculator paper. The second will include the use of a Graphic Display Calculator. Students will be given clear information about the criteria to be used for the assessment of coursework tasks and projects.
Course Outline There are seven areas of study within this course. They are:
MATHEMATICS
Algebra
18
Functions and equations Circular functions and trigonometry Matrices Vectors Statistics and probability Calculus These will each be taught for the proportion of the course as recommended in the IBO study guides, taking into account the response and progress of the students within each group. Assessment Assessments will be made throughout the course, in line with the current assessment policy – to include half-termly tracking of students’ performance and effort, tests as appropriate, school
IB HIGHER LEVEL MATHEMATICS Introduction This is a demanding course for students with a great interest in mathematics who enjoy meeting its challenges and engaging with its problems or who wish to pursue university studies with a high mathematical content e.g. in engineering, technology or science as well as mathematics itself. It is intended to give students an appreciation of mathematics as an
abstract subject in its own right and as a powerful tool which is useful in solving problems in a range of other subjects. The teaching methodology will encourage students to develop as independent thinkers and risktakers, full of curiosity about ‘why’ as well as ‘how.’ As a Round Square school we focus on internationalism and we expect to develop this aspect of the curriculum by appropriate use of coursework tasks and examples to illustrate the topics covered. In some lessons an investigational approach will be used and, where appropriate, technology. Course Outline There are seven compulsory topics and a further optional section. The compulsory topics are: Algebra Functions and equations Circular functions and trigonometry Matrices Vectors Statistics and probability Calculus We will leave the decision about the choice of HL option until later in the course so as to give students the best chance of being able to select the most appropriate option. The teachers are prepared to teach whichever of these options are chosen (subject to timetabling constraints). However the option will be chosen from one of the following topics: Statistics and Probability Sets, relations and groups Series and differential equations Discrete mathematics
Assessment Assessments will be made throughout the course, in line with the current assessment policy – to include half-termly tracking of students’ performance and effort, tests as appropriate, school examinations as well as the two portfolio tasks and final external examinations. Portfolio task 1: Investigation Portfolio task 2: Modelling These two portfolio tasks are marked by the teacher under the assessment criteria set by IB. They account for 20% of the final mark. Students will be given clear information about the criteria used in marking these tasks. The three external examinations are all taken at the end of the two year course and are made up as follows: Paper 1: (2 hours) consisting of 20 compulsory short answer questions based on the core part of the syllabus. Paper 2: (2 hours) consisting of 5 compulsory extended answer questions based on the core part of the syllabus. Paper 3: (1 hour) consisting of extended answer questions based mainly on Statistics and Probability. Students will be told in which papers they may use a calculator.
IB MATHEMATHICAL STUDIES Introduction This is the least demanding of the mathematics courses and is well suited for those students who do not find the subject easy or who will not require a higher qualification for their chosen further university courses. Focus – mathematics with a real
world view and application. A discovery method will be used to introduce new ideas and technology will be used as much as possible. Purpose – encourage students to develop a method of thinking and solving problems without the need to memorise and recite material. Theses are skills which will stand them in good stead throughout their life. Aims and objectives: Create an appreciation and understanding of valuable mathematics concepts in students build confidence Create an understanding of the international unity with regard to Mathematics and its underlying principles Course Outline The course will consist of the following topics in proportions to reflect the number of hours suggested in the course guide: Understanding Graphic Calculator Number and algebra Functions and equations Geometry and trigonometry Introductory differential calculus Sets, logic and probability Statistics Financial Mathematics Assessment Assessments will be made throughout the course, in line with the current assessment policy – to include half-termly tracking of students’ performance and effort, tests as appropriate, school examinations as well as the project and final external examinations. Students will be given clear information about the criteria used in assessing their project.
GROUP 5: MATHEMATICS
19
GROUP6 THE ARTS
IB HIGHER AND STANDARD MUSIC
20
Introduction The Diploma music course is designed to offer students the opportunity to build on prior experience in music while encouraging a broad approach to the subject and developing new skills, techniques and ideas. At Regent’s School prior musical experience is required as a performer at SL and as a performer and composer at HL. The IB Diploma music course demands both academic rigour and a high instrumental or vocal performance standard together, at HL, with a creative approach to composition. The student is encouraged to listen to and analyse a huge variety of music such as Western classical music, pop and jazz, and music from different world cultures. The student is given the tools to describe the differences and to make information musical connections. Aims The diploma music course aims to develop students’ knowledge and potential as musicians, both personally and collaboratively.
Course Outline Students are encouraged to take part in as many different ensembles as possible and to attend live concerts to broaden their knowledge of the many different styles of music. Students study their first study instrument on a regular basis and are given performance opportunities throughout the course. Throughout Year 1 of the course the focus is on developing analytical skills and putting them into practice while studying the prescribed set works. During Year 2 the student will complete their musical links investigation and be able to compare pieces of music using the appropriate musical terminology. Assessment External Assessment: Listening paper 30% - SL.HL – 3hours Throughout the course students study two, prescribed set works in detail, and are taught to answer analytical questions on both and to make informed musical comparisons. In addition students study music from different parts of the work, cultures and time periods and are equipped with the analytical tools to analyse previously unheard music.
Musical Links investigation 20% SL/HL An individual study of music from different musical cultures – exploring, analysing and examining the connections between two or more pieces of music. Internal Assessment moderated):
(externally
Higher level students at Regent’s study solo performing and creating in this unit.
Theatre in Performance This is the application of skills developed in theatre in the making. This involves students in various aspects of presenting theatre, where their practical skills can be applied in different roles (as performers and as part of the production team), while also building upon the knowledge they have acquired in other areas. Theatre in the World
Students submit a 20 minute recording of their solo performances taken from one or more public performance
A practical and theoretical exploration of a range of theatre traditions and cultural practices around the world. It allows student to explore the origins and traditions of a variety of theatre conventions and practices from diverse cultural and historical contexts.
HL Creating 25%
Assessment
HL Solo performing 25%
Students are required to produce three pieces of composing coursework, recordings and a written reflection
Research Investigation
Standard level students stuy solo performing
Students are required to produce a research investigation of 20002500 words with supporting visual materials. (25%)
SL Solo Performing 50%
Practical Performance Proposal
IB HIGHER AND STANDARD THEATRE ARTS
Students are required to produce a proposal of 250 words with supporting visual aids and a report of 1000-1250 words. (25%)
Introduction The main emphasis of ‘Theatre Arts’ is learning through experience. The syllabus has been designed to reflect the dynamic and transformative nature of theatre. Course Outline Theatre in the Making. This focuses is on the process of theatre making rather than the presentation of theatre. It encompasses the acquisition and development of all skills required to create, present and observe theatre. It is exploratory in nature.
Theatre Performance Production Presentation
and
Students are required to do an oral presentation lasting 30 minutes with 7-10 images. Independent Project Portfolio Higher Level Students are required to produce a portfolio of 3,000 words on their independent project. They choose either option A or B. Option A: Devising Practice Students work in the role of a director/theatre maker to explore in
depth the devising and actualization of a performance. Option B: Exploring Practice Students undertake a practical study of aspects of theatre practice. It encourages students to engage actively with one or more theatre forms, practitioners, theorists or genres that have had an impact on the development of theatre. Standard Level Students are required to produce a portfolio of 2,000 words on their independent project and its connection to their experience in the core syllabus. It allows the students to pursue an independent interest in theatre and is largely self-motivated and directed.
IB HIGHER AND STANDARD VISUAL ARTS Introduction The focus of this course is to create a practical exploration of artistic production, including experimentation with materials and techniques. IB will enable students to discover, develop and enjoy means of creative visual expression. This course will provide students with the opportunity to develop aesthetic, imaginative and creative facilities. Encouraging the pursuit of quality, through training, individual experimentation and persistent endeavour. Each student will become proficient in both the use of media and investigation of artists and Art movements from around the world. Through the study of both studio Art as well as the history of Art, the IB Art course addresses the language of Art and Design. Students will learn to question the who, what, when, where and why of an art piece
GROUP 6: THE ARTS
21
or artefact. This encourages a lively, inquiring and informed attitude towards Art and Design in all its forms, both in history and today. IB Art and Design enables students to stimulate and train visual awareness, perception and criticism of the arts of various cultures. The purpose of this course is to study and gain an understanding of art in various cultures throughout history.
Ceramics or Sculpture. During the first year, students explore a variety of techniques, concepts, and materials basic to the selected discipline, i.e. Ceramics, Drawing and Painting, Printmaking or Sculpture. In the second year, students expand on work done in the first year. Emphasis is on personal expression, discovery, and growth. There will be mandatory field trips as appropriate throughout the two years of study.
containing both visual and written information relating to and complementing the studio work and which constitutes 40% of the assessment. The content of this course is similar to Higher Level Art and Design, but it is not expected that the work be of similar maturity. Credit: 1 per year
Over the course of the two years the aim will be to introduce students to a broad range of topics, with material selected in order to show the students both studio Art and Art investigation in a variety of different contexts. These will also provide the opportunity for students to show their understanding of their role within Art theory and techniques.
Class projects will incorporate application of various media, techniques and processes helping students to link the connections between the visual arts and other disciplines. The IB art student must be able to work independently and be highly motivated. Students are required to produce a research workbook.
but not required one or two years of study in elected subject prior to the
This is a two-year course based on the student’s studio work and research workbooks. Studies can be undertaken in one of the following: Drawing, Painting, Printmaking,
Assessment
Course Outline
22
GROUP 6: THE ARTS
IB HL/SL A 1. Studio Work which constitutes 60% of assessment, and 2. Research Workbook/Journal
Length of course: 2 years Recommendations: Recommended
commencement of the IBThe body of work submitted must consist of two parts. The student can also prepare a record booklet which is sent to the Chief Examiner. The booklet includes photographs of the work and personal commentary. At the end of the two years each student prepares an exhibition of his/her studio work and research workbooks and discusses the work with an IB examiner who will visit the school.
The IB Learner Profile The aim of all IB programmes is
IB learners strive to be: Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire indepth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-minded They understand and appreciate their own cultures and
Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. Small
groups
for
independent
learners The intake to Senior Studies is deliberately kept small in order to enable individual curricular and pastoral guidance and support to be provided to each student. Courses and subject combinations are tailored to meet the individual needs and choices of students.
The Senior Studies System
to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
Leadership Membership of Senior Studies is not only about achieving good academic
23
results but also developing talents and social skills. In particular our students are expected to be the best leaders within the school. Maturity The Senior students are not treated like children. Students are expected to show the standards of dress, hard work and responsibility appropriate to a professional working environment. Students are expected to take every opportunity to show their powers of initiative and leadership. Possible activities include organising sporting or charitable events for younger members of the school.
black.
Shoes should be clean and polished.
Jewellery – one plain ring, one plain necklace (not to be visible), Thai strings within reason, ONE pair of plain studs or plain circular earrings (sleepers).
Worn or frayed clothing should be replaced.
NOT ALLOWED – make-up, visible piercings, ankle bracelets, extreme hairstyles. Shoes should be clean and polished. Worn or frayed clothing should be replaced. Jewellery outside the guidelines will be confiscated and passed to the Key Stage Co ordinator.
Dress Code
Uniform Guidelines for Boys
Students in Senior Studies have their own uniform, representative of their status within the school. However they are expected to wear it to the same high standards as all The Regent’s Students.
Years 12 and 13
School green polo shirt.
Long beige trousers.
Socks – dark colour
Years 12 and 13
Black leather shoes. Suede, sport shoes, styled shoes, special heels and excessively thick soles are n o t allowed.
School white open-neck short sleeve blouse.
Black leather belt with a standard size buckle. School navy jumper
Beige skirt, which must reach the knee.
Uniform Guidelines for Girls
Plain white socks.
Black leather shoes. Suede, sport shoes, styled shoes, special heels and excessively thick soles are not allowed.
School navy jumper
School blazer (optional).
Plain white t-shirt to be worn under the blouse (optional).
Guidelines for all girls:
Hair – should be neat, tidy, of a natural colour and off of the face. If hair reaches the shoulder it is to be tied back. Headbands, hair ties etc. MUST be navy, white or
24
The Senior Studies System
School blazer (optional).
Plain white t-shirt to be worn under the polo shirt (optional). Guidelines for all boys: Hair – should be neat, of a natural colour, off of the face and not past the collar. Jewellery – one plain ring, one plain necklace (not to be visible), Thai strings within reason. NOT ALLOWED - Hair bands, pony tails, extreme hairstyles, earrings, visible piercings, facial hair. Trousers should be worn at the waist. The bottom of the trousers should just touch the shoes.
Jewellery outside the guidelines will be confiscated and passed to the Key Stage Coordinator. Study in Years 12 and 13 As senior pupils of the school you will find that Senior Studies is different in a number of ways from earlier educational stages, mainly due to greater specialisation in subjects and a recognition of your increasing maturity and responsibility. Naturally the move from IGCSE to the IB syllabus carries with it a rise in the standard and quality of work demanded from you and in the need for you to undertake private reading and research. You will study fewer subjects, but in greater depth. You are given more freedom as a Senior Studies student. We expect you to respond with maturity to this. You must be punctual and attend all your lessons when in school. If you are late, you must sign in with the Head of Secondary’s secretary. You should inform the school if you are likely to be absent for family holidays or if you are sick. Senior Studies is an important and exciting time of your life. It will involve a great deal of hard work and commitment, balanced by the benefits in personal development and growth, as well as the qualifications Boarding The Regent’s School caters for both day pupils and boarders. The boarders come from all over the world and are a very close-knit community. They enjoy all aspects of school life as well as having extra weekend activities.
The Regent’s School, BANGKOK, 601/99 Pracha-Uthit Road, Wangthonglang, Bangkok 10310, THAILAND Tel: +66 (0) 2 9575777, Fax: +66 (0) 2 9575778, enquiry@regents.ac.th, www.regents.ac.th