DESIGN & TECHNOLOGY

Design Technology (SL)

Design Technology (HL)

1. What is the nature of Design Technology at IBDP level?

The course aims to develop internationally-minded people whose enhanced understanding of design and the technological world can facilitate our shared guardianship of the planet and create a better world. In Design Technology students combine practical and technological skills with creative thinking to design and make products and systems that meet human needs. They learn to use current technologies, like CAD/CAM, and consider the impact of future technological developments on a social and environmental level. They learn to think creatively while developing real world skills in problem solving, project planning, communication, and time management.

2. What will be the approach to learning?

Inquiry and problem-solving are at the heart of the subject. Students will use the design cycle as a tool, structuring their inquiry and analysis of problems, the development of feasible solutions, and the testing and evaluation of the solution. Working both independently and collaboratively, students will develop solutions in the form of models, prototypes and products. IB Design Technology achieves a high level of design literacy by enabling students to develop critical-thinking and design skills, which they can apply in a practical context.

3. What will be the subject content?

The syllabus is split into theory and practical elements, with practical tasks often used as a way to reinforce the theory. During the course, students in SL and HL will cover knowledge from the six core topics

● Human Factors & Ergonomics (Core Topic 1)

● Resource Management and Sustainable Production (Core Topic 2)

● Modelling (Core Topic 3)

● Raw Materials to Final Product (Core Topic 4)

● Innovation and Design (Core Topic 5)

● Classic Design (Core Topic 6)

In addition, HL students will study the following additional four topics.

● User-centred Design (HL Topic 7)

● Sustainability (HL Topic 8)

● Innovation and Markets (HL topic 9)

● Commercial Production (HL topic 10)

Over the period of the course all students (SL &HL) will work on teacher-directed activities such as mini projects, physical prototyping and digital modelling with fusion 360. The students will complete a design project worth 40% of the final grade.

4. What will be the nature of assessment?

SL external assessment (2 hours 30 minutes) - 60%

● Paper 1 (1 hour) - 30% (30 marks)

○ 30 multiple choice questions on the core topics.

● Paper 2 (1 hour 30 minutes) - 30% (50 marks)

○ Section A: one data-based question and several short answer questions on the core topics (all compulsory).

○ Section B: one extended response question on the core topics (from a choice of three).

HL external assessments (4 hours) - 60%

● Paper 1 (1 hour) - 20% (30 marks)

○ 30 multiple choice questions on the core topics.

● Paper 2 (1 hour 30 minutes) - 20% (50 marks)

○ Section A: one data-based question and several short answer questions on the core topics (all compulsory).

○ Section B: one extended response question on the core topics (from a choice of three).

● Paper 3 (1 hour 30 minutes)- 20% (40 marks)

○ Short-answer and extended response questions on the additional higher level topics (all compulsory).

Internal assessment (Group 4 and Design Project)- 40%

Design Project

The practical design project is an integral part of the IB course and is compulsory for both SL and HL students. Students are able to pursue their personal interests when deciding on the theme of their project and are encouraged to work with external clients to produce a commercially viable product. This project is internally assessed and externally moderated. The marks are submitted as part of the final IB grade. The first four assessment criteria (A-D) are common between SL and HL. They are:

1. Criterion A: Analysis of a Design Opportunity

2. Criterion B: Conceptual Design

3. Criterion C: Development of a Detailed Design

4. Criterion D: Testing and Evaluation

The HL course has additional requirements, which are assessed using two additional criteria (E and F). They are:

● Criterion E: Detailed Development of a Commercial Product (HL only)

● Criterion F: Making Choices for Commercial Production (HL only)

Group 4

HL and SL students will collaborate on a group 4 project. Group 4 is a collaborative activity where students from different group 4 subjects (sciences) work together on a scientific or technological topic, allowing for concepts and perceptions from across the disciplines to be shared. The emphasis is on interdisciplinary cooperation and the process involved in scientific investigation. Students will spend approximately 10 hours on this project.

Design and Technology entry requirements:

Past experience shows that students will be able to study Design and Technology (SL) successfully with no background in, or previous knowledge of the subject. Students intending to study HL are recommended to have attained at least an B grade for IGCSE Design and Technology. Students who have not studied IGCSE Design and Technology may only take the subject at the HL by approval of the Head of Department

Courses offered:

Mathematics HL: Analysis & Approaches

Mathematics SL: Analysis & Approaches

Mathematics SL: Applications & Interpretations

1. What is the nature of Mathematics at IB level?

Our aims for all our courses will be to develop logical, critical, creative thinkers who can appreciate mathematics with a multicultural and historical perspective, transferring their skills to a variety of situations while communicating their results clearly and confidently.

2. What will be the approach to learning?

Traditionally learning in Mathematics has been active; after a brief period of instruction, students complete many related questions in order to practise the application of mathematical techniques to problems. The difference in our approach is that the instruction is where possible replaced by an investigation that leads to the understanding of general principles; thus even when being introduced to the basic ideas, students are thinking rather than just absorbing. Moreover, rather than practising standardised questions, students are challenged by individual questions that oblige them to utilise several elements of theory in unfamiliar contexts, thus forcing them to think more deeply and to use their creativity It is hoped that students, in the spirit of the IB Theory of Knowledge course, will begin to grasp deeper ideas that relate to the nature of Mathematics and its methodology As well as enjoying the profound satisfaction that we have all felt when solving a difficult problem, they should also be fascinated by Mathematics

3. What will be the subject content?

A summary of each course is given below:

Mathematics HL: Analysis & Approaches [AA]

This course caters for students with an excellent background in mathematics who are competent in a range of analytical and technical skills. This course recognises the need for analytical expertise in a world where innovation is increasingly dependent on a deep understanding of mathematics. There is a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments. Students who take this option should have a strong interest in mathematics and/or expect mathematics to be a major part of their university studies.

Students who wish to take Mathematics: analysis and approaches at higher level will have strong algebraic skills and the ability to understand simple proof. They will be students who enjoy spending time with problems and get pleasure and satisfaction from solving challenging problems

Mathematics SL: Analysis & Approaches [AA]

This is a demanding course, and students should already possess the knowledge of basic concepts Students who take this option will be those who expect to go on to study subjects that have a significant mathematical content, for example, Chemistry, Economics, Geography, Psychology and Business Administration.

Students who choose Mathematics: analysis and approaches at SL should be comfortable in the manipulation of algebraic expressions and enjoy the recognition of patterns and understand the mathematical generalization of these patterns.

Mathematics SL caters for students who appreciate a need for a sound mathematical background in preparation for their future studies. The programme focuses on introducing important mathematical concepts.

Mathematical SL: Applications & Interpretations [AI]

This course caters for students with varied backgrounds and abilities. It is generally for students who do not anticipate a need for mathematics in their future studies.

This course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling. The course makes extensive use of technology to allow students to explore and construct mathematical models.

Topics

Below are shown the course outlines.

For all Mathematics courses, students study 5 topics:

Topic 1: Number & Algebra

Topic 2: Functions

Topic 3: Geometry and Trigonometry

Topic 4: Statistics & Probability

Topic 5: Calculus

4. What will be the nature of assessment?

During the two-year period of these courses, students will be given regular topic tests and multitopic tests assessing their learning progress. Feedback from these tests will enable students to improve their knowledge and ability to answer exam questions In addition, as in all other subjects, students will have trial examinations of the type demanded by the final assessment criteria At the end of the first year, students will sit internal exams. In the second year of the course, students will sit full-length ‘Mock’ exams.

The following is a summary of the final assessment model for the three courses:

Mathematics HL: AA

External assessment 80%

• Paper 1 (2 hours) 30% (No calculators allowed)

• Paper 2 (2 hours) 30%

• Paper 3 (1 hour) 20%

Internal assessment 20% (Externally moderated)

Students must present one piece of Mathematical Exploration that must be based on an area of the syllabus This is a piece of written work that involves investigating an area of mathematics

Mathematics SL: AA

External assessment 80%

• Paper 1 (1½ hours) 40% (No calculators allowed)

• Paper 2 (1½ hours) 40%

Internal assessment 20% (Externally moderated)

Students must present one piece of Mathematical Exploration that must be based on an area of the syllabus. This is a piece of written work that involves investigating an area of mathematics.

Mathematics SL: AI

External assessment 80%

• Paper 1 (1½ hours) 40%

• Paper 2 (1½ hours) 40%

Internal assessment 20% (Externally moderated)

Students must present one piece of Mathematical Exploration that must be based on an area of the syllabus This is a piece of written work that involves investigating an area of mathematics.

Courses offered:

Visual Arts

Visual Arts (HL)

Visual Arts (SL)

1. What is the nature of Art at IB Level?

The course gives students an opportunity to explore and enjoy the diversity of the world of visual arts, through a broad range of artistic media, learning new skills and building on their own expertise. Artistic investigation and analysis will enable students to develop creatively and deepen their understanding as well as to enhance their capacities as visual artists.

2

What will be the approach to learning?

Investigation, through a process of discussion, research, observation, experimentation, collaboration, and creative and critical thinking and reflection are the core approaches in the Visual Arts. To begin with these processes are guided through specific activities, but over time a student is expected to develop their own way of practising them. Eventually students need to be able to articulate what their unique approaches, proclivities and interests are, reaching a point of substantial and mature independence. This journey is inevitably challenging and difficult, and our approach to teaching is to act as living resources, guides and coaches. Every student necessarily ends up at a different place to their peers and previous students. Students will be taken on expeditions to galleries and museums, attend workshops and seminars both in and outside of school. We aim to acculturate students to the art world through various exposures as much as we are able. We try to avoid having a ‘house style’ as much as possible, aiding students to develop their own techniques and use of materials.

3. What will be the subject content?

Visual Arts at both standard and higher level has the same aims, and therefore the subject content is the same. The main differences are the hours of teacher contact and the amount of work selected for both internal and external assessment. In Grade 11 students study representation, conventions, genres and isms, materiality, art as a catalyst of social change, appropriation, site specific work and ritualistic artefacts. In response to these units, students develop their own foci of investigation and will work through individualised avenues of inquiry formulated with the teacher. Alongside this we teach the building blocks of artistic practice and how they are framed by the criteria. The Visual Arts course is comprised of three main components; the comparative study, the process portfolio, and the exhibition. In grade 12 students become much more independent in their investigation and formulate a research question to guide their efforts towards curating their exhibition. In terms of output, documentation and consideration of the process of making work is the most important aspect of the course.

These are looked at through the various lenses of the core syllabus:

● Engage in Theoretical practice, art-making practice and curatorial practice.

● Examine visual arts in context.

● Explore different visual arts methods

● Develop communication using visual arts.

4. What will be the nature of assessment?

There will be 3 assessed parts to the course. They are:

1 – Comparative study.

This is externally assessed and is 20% of the final grade Students will create digitally a written and visual comparison of at least 3 art works by at least 2 artists. They will make 10-15 screens in any format analysing the work. (SL and HL). In addition, HL students will create a further 3-5 screens comparing this to their own work.

2 – Process portfolio.

This is externally assessed and is 40% of the final grade. The process portfolio is a digital document showing the student’s own experimentation and investigation into their own art-making practice SL students will produce 9-18screens in any format showing their work in progress in at least 2 art making forms HL students will produce 13-25screens in any format showing their work in progress in at least 3 art making forms.

3 – Exhibition.

This is internally assessed and is 40% of the final grade. For SL students they will select 4-7 resolved pieces of work and decide how to display them in an exhibition. They will also write a 400 words curatorial rationale explaining how they decided to show their work. For HL students they will select 8-11 resolved pieces of work and decide how to display them in an exhibition They will also write a 700 words curatorial rationale explaining how they decided to show their work Both SL and HL students will also have up to 500 words per artwork to show the title, mediums, dimensions and intentions

The exhibition is also a finale to the course and a celebration of the student’s achievements so we have an open evening where the students can invite their friends and family to come and view their works and celebrate with them.

Courses offered:

Theatre

Theatre (HL)

Theatre (SL)

1. What is the nature of Theatre at IBDP level?

Aims of the theatre course at SL and HL are to enable students to:

• Explore theatre in a variety of contexts and understand how these contexts inform practice.

• Understand and engage in the processes of transforming ideas into action.

• Develop and apply theatre production, presentation and performance skills, working both independently and collaboratively.

For HL only:

• Understand and appreciate the relationship between theory and practice.

2. What will be the approach to learning?

Students will be exposed to a wide range of theatrical materials. Different types of activities will also be used in class, such as: pair work, group discussions, debate, devising, and written assignments. As part of their studies, students will be given the opportunity to watch several performances, engage with visiting practitioners through workshops and attend International Schools Theatre Association (ISTA) events and festivals.

3. What will be the subject content?

Theatre in context

This area of the syllabus addresses the students’ understanding that theatre does not occur in a vacuum. Students examine the personal, theoretical and cultural contexts that inform theatre-making and the ways in which these affect and influence creating, designing, performing and spectating. Through the ‘theatre in context’ area, students will:

• Understand the contexts that influence, inform and inspire their own work as theatre-makers, as well as those that determine the theatre that they choose to make and study.

• Experience practically, and critically appreciate, the theoretical contexts that inform different world practices.

• Be informed about the wider world of theatre and begin to understand and appreciate the many cultural contexts within which theatre is created.

Theatre Processes

This area of the syllabus addresses the students’ exploration of the skills, techniques and processes involved in theatre-making. Students reflect on their own creative processes and skill acquisition, whilst also gaining a practical understanding of the processes of others; creators, designers, directors and performers.

Through the ‘theatre processes’ area, students will:

∙ Be informed about the various processes involved in making theatre from the perspectives of the specialist theatre roles (creator, designer, director and performer).

∙ Observe and reflect on processes used in different theatre traditions and performance practices.

∙ Develop a range of skills required to make and participate in theatre.

Presenting theatre

This area of the syllabus addresses the staging and presentation of theatre as well as the presentation of ideas, research and discoveries through diverse modes of presentation, both practical and written. Students consider the impact theatre can have on the spectator. They are encouraged to think about their own artistic intentions as creators, designers, directors and performers, as well as the impact they wish to have on an audience.

Through the ‘presenting theatre’ area, students will:

• Apply their practical theatre skills, either individually or collaboratively, through a range of formats.

• Present their ideas about theatre and take part in theatre performances.

• Understand and appreciate how artistic choices can impact an audience.

4. What will be the nature of assessment?

Students at SL and HL collaboratively create and perform an original piece of theatre (lasting 7–10 minutes maximum) created from a starting point of their choice. The piece is presented to an audience as a fully-realized production. Each student submits the following.

1. A project report (a maximum of 10 pages of written text and images, with written text not exceeding 4,000 words) plus a list of all sources used.

2. A video recording of the final piece (7–10 minutes maximum).

External Assessment – Research Presentation

HL - 20%, SL – 30%

Students at SL and HL plan, deliver and video record an individual research presentation (15 minutes maximum) in which they provide evidence of their academic and practical exploration and learning of a world theatre tradition they have not previously studied. Each student submits the following.

1. A video recording of the student’s research presentation (15 minutes maximum).

2. A list of all sources cited and any additional resources used by the student during the presentation.

Internal Assessment – Production Proposal

HL - 20%, SL – 30%

Students at SL and HL choose a published play text they have not previously studied and formulate a vision for the design and theoretical staging of the entire play text for an audience. These ideas are presented in the form of a proposal. Each student submits the following.

1. A production proposal (a maximum of 12 pages of written text and images, with written text not exceeding 4,000 words) plus a list of all sources used.

External Assessment – Solo Theatre Piece (HL Only)

HL - 35%

Students at HL research a theatre theorist they have not previously studied, identify an aspect(s) of theory and create and present a solo theatre piece (lasting 4–7 minutes maximum) that demonstrates the practical application of this theory to a theatre piece for an audience. Each student submits the following.

1. A report (2,500 words maximum) plus a list of all primary and secondary sources cited. A continuous unedited video recording of the whole solo theatre piece (4–7 minutes maximum)

Courses offered:

Music (HL)

Music (SL)

1. What is the nature of Music at IB level?

In this course, students and teachers engage in a journey of imagination and discovery through partnership and collaboration. Students develop and affirm their unique musical identities while expanding and refining their musicianship. They are encouraged to explore music in varied and sometimes unfamiliar contexts. Additionally, by experimenting with music, students gain hands-on experience while honing musical skills. Through realizing and presenting samples of their musical work with others, students also learn to communicate critical and artistic intentions and purpose. The course challenges them to engage practically with music as researchers, performers and creators, and to be driven by their unique passions and interests while broadening their musical and artistic perspectives.

2. What will be the approach to learning?

Students are asked to embody the roles of researcher, creator and performer when engaging with the material in the course. While in these roles, they investigate and reflect on the aims of the main 3 units (described in the course content). To help focus their learning, a range of diverse musical material is presented to them through four Areas of Inquiry:

1. Music for sociocultural and political expression

○ (e.g. protest songs, liturgical music, national anthems)

2. Music for listening and performance

○ (e.g. cool jazz, chamber music of the Western art tradition, experimental music)

3. Music for dramatic impact, movement and entertainment

○ (e.g. music for film, ballet or musical theatre)

4. Music technology in the electronic and digital age

○ (e.g. electronic dance music, technology in popular music production)

Engagement with these Areas of Inquiry takes place across three contexts:

● Personal context – music that has significance to the student, and that they are most familiar with. Students consider their immediate cultural context and interests.

● Local context – music that has local significance, but that may be unfamiliar to the student. This can be music from within the student’s local, regional or cultural communities.

● Global context – unfamiliar music from a variety of places, societies and cultures. This will include music that the student has not yet connected or engaged with.

Music HL students are additionally required to plan and create a long term project that combines skills from all the musical roles studied throughout the course.

3. What will be the subject content?

The syllabus is broken up into 3 units for SL, with HL undertaking 1 additional unit:

Exploring music in context

When exploring music in context, students will learn how to engage with a diverse range of music that will broaden their musical horizons and provide stimuli to expand their own music-making. Students will demonstrate diversity and breadth in their exploration by engaging with music from the areas of inquiry in personal, local and global contexts

Experimenting with music

When experimenting with music, students connect theoretical studies to practical work and gain a deeper understanding of the music they engage with. Through this theoretical and practical work as researchers, creators and performers, students will learn to experiment with a range of musical material and stimuli from the areas of inquiry across local and global contexts.

Presenting music

When presenting music, students learn to practise and prepare finished pieces that will be performed or presented to an audience. In working towards completed musical works, students expand their musical identity, demonstrate their level of musicianship, and learn to share and communicate their music as researchers, creators and performers.

The contemporary music maker (HL only)

Music at higher level (HL) builds on the learning of musical competencies and challenges students to engage with the musical processes in settings of contemporary music-making. For the HL component, students plan and collaboratively create a project that draws on the competencies, skills and processes in all of the musical roles of the music course, and is inspired by real-life practices of music-making.

4. What will be the nature of assessment? Format

Exploring music in context

Students select samples of their work for a portfolio submission (maximum 2,400 words). The submission contains: a. Exploring as a researcher

● written work demonstrating engagement with, and understanding of, diverse musical material from at least two areas of inquiry b. Exploring as a creator and as a performer

● one practical creating exercise (score max 32 bars and/or audio 1 min as appropriate to style)

● one performed adaptation of music from a local or global context for the student’s own instrument (max 2 mins) c. supporting audio reference material (not assessed).

Experimenting with music

Students submit an experimentation report with evidence of their musical processes in creating and performing focused through at least two areas of inquiry in a local and/or global context. The report provides a rationale and commentary for each process. Students submit: a. Experimenting as a researcher

● a written experimentation report that supports the experimentation (max 1,500 words) b. Experimenting as a creator and as a performer

● Practical musical evidence of the experimentation in the form of o three related excerpts of creating (total max 5 mins) o three related excerpts of performing (total max 5 mins)

Presenting music

Students submit a collection of works demonstrating engagement with diverse musical material from four areas of inquiry. The submission contains: a. Presenting as a researcher

● programme notes (max 600 words) b. Presenting as a creator

● composition and/or improvisation (max 6 mins) c. Presenting as a performer

● solo and/or ensemble (max 12 mins)

● excerpts, where applicable (max 2 mins)

The contemporary music-maker (HL only)

Students submit a continuous multimedia presentation documenting their real-life project, evidencing: a. the project proposal b. the process and evaluation c. the realized project, or curated selections of it.

Theory Of Knowledge

1. What is Theory of Knowledge?

Theory of Knowledge (TOK) is a critical look at how we generate knowledge Students spend much of their IB years gaining knowledge in a variety of subjects and disciplines and TOK encourages them to reflect on how different disciplines generate knowledge differently For example, a claim about the way that World War 2 concluded in 1945 is established very differently from the way we determine that 2 + 3 = 5 The characteristics of the various disciplines and the consequences of the ways in which knowledge is created within these disciplines form the focus of TOK

TOK is not a course in Philosophy; it is an investigation of the different types of knowledge (called Areas of Knowledge) and the role(s) we play in generating knowledge. What do we know, how do we know it, how do we know that we know it and what does knowledge mean to us?

Critical reflection is central to TOK and the IB Diploma

2. What will be the approach to learning?

Clearly, discussion, debate and disagreement is fundamental to a course of this nature. There is, in a sense, nothing to ‘learn’ in TOK; students will not be required to master the views of philosophers on the various issues under discussion nor any other body of content, although they will be expected to be familiar with some standard issues that arise in generating knowledge in the various disciplines The students must rather work their way through to their own understanding of the strengths and limitations of various aspects of how knowledge is generated. The course will be taught through seminar-style groups, in which students will be encouraged to address and debate fundamental issues through a range of tasks. Students will be expected to prepare for these discussions by engaging with material provided for that purpose, which may involve a textbook.

In addition to the seminar discussions, there may be some general presentations.

3. What will be the subject content?

At the heart of TOK are questions. Its core content is questions like: What counts as knowledge? How does it grow? What are the limitations of knowledge? Who owns knowledge? What is the value of knowledge? What are the implications of having, or not having, knowledge?

Students will be encouraged to explore such questions by focusing on “Knowledge Questions” . These can be broadly characterized as:

• How do we create knowledge claims?

• How do we justify knowledge claims?

• How do we use knowledge claims?

To help students explore these questions, the TOK course is organised around three themes and five areas of knowledge. The themes are

• Knowledge and the Knower: Students reflect on what shapes their perspective as a knower.

• Knowledge and Technology: How does Technology help or hinder our pursuit of knowledge?

• Knowledge and Language: What role does Language play in the generation of knowledge?

The Areas of Knowledge are Natural Science, Human Science, History, The Arts and Mathematics. These Areas of Knowledge investigate the scope, perspectives, methodology, and where appropriate, the ethics of the generation and use of knowledge in these subjects in their IB Diploma. In this way, the areas and themes together give the student a framework within which to carry out their investigations.

The capacity for analytical and critical thinking are the core skills in the TOK course. Through the course, students would be able to

• critically analyse knowledge claims;

• generate questions, explanations and hypotheses in response to knowledge questions;

• demonstrate understanding of different perspectives on knowledge questions;

• make connections between different approaches to knowledge questions;

• give a personal and self-aware response to a knowledge question;

• formulate and communicate ideas clearly

4. What will be the nature of assessment?

Throughout the duration of the course, students will be asked to perform a variety of tasks to assess their understanding of thecore ideasof theTOK course. More specifically, students will be assigned essays and create an exhibition of a small number objects that connect to a given prompt (on a ToK theme) and provide a commentary on each object. Various formative assessments will be an important part of the delivery of the curriculum.

For the final IB assessment, students will beasked to demonstrate their learning through a written essay (max 1600 words) chosen from a list of six prescribed titles, and create an exhibition consisting of a commentary on 3 objects of their choosing in a way that demonstrates how ToK-issues manifest in their world.

5. The role of Theory of Knowledge in the IB Diploma

It should bepointed outthat,whilstTOK will betaught andassessed as a discrete component of the IB Diploma, itis intended that itsspirit should infuse the whole Diploma course. In each subject discipline, teachers will encourage students to identify and discuss relevant TOK considerations when and as appropriate