grade 12 curriculum handbook

Grade12CurriculumGuide2016-17

DWIGHTSCHOOLSEOULI gn i t ing t he s pa rk o f g en iu s in e ve ry c h i l d

PERSONALIZEDLEARNING�COMMUNITY�GLOBALVISION

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TableofContents

THEINTERNATIONALBACCALAUREATEDIPLOMAPROGRAMME 4

TRACKSANDGRADUATIONREQUIREMENTS 5

LEARNERPROFILE 6

CORE 7THEORYOFKNOWLEDGE(TOK) 8EXTENDEDESSAY(EE) 9CREATIVITY,ACTIVITY,SERVICE(CAS) 10

GROUP1:LANGUAGEANDLITERATURE 13LITERATURE 14LANGUAGEANDLITERATURE 18

GROUP2:LANGUAGEACQUISITION 21MANDARINABINITIO 22MANDARINB 25SPANISHABINITIO 28SPANISHB 31KOREANB 33GERMANB 35ENGLISHB 38

GROUP3:INDIVIDUALSANDSOCIETIES 41ECONOMICS 42HISTORY 46PSYCHOLOGY 51

GROUP4–THESCIENCES 56BIOLOGY 58CHEMISTRY 60PHYSICS 62

GROUP5-MATHEMATICS 66MATHEMATICSHL 68MATHEMATICSSL 70MATHEMATICALSTUDIESSL 72

GROUP6–THEARTS 74MUSIC 75THEATRE 78VISUALARTS 81

THEDIPLOMAOFTHEINTERNATIONALBACCALAUREATE 84

STUDENTELIGIBILITY 85

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TheInternationalBaccalaureateDiplomaProgramme

TheIBDiplomaProgrammeisachallengingtwo-yearpre-universitycurriculum,primarilyaimedatstudentsaged16to19.Itleadstoaqualificationthatiswidelyrecognizedbytheworld’sleadinguniversities.

Studentslearnmorethanabodyofknowledge.TheDiplomaProgrammepreparesstudentsforuniversityandencouragesthemto:

● askchallengingquestions● learnhowtolearn● developastrongsenseoftheirownidentityandculture● developtheabilitytocommunicatewithandunderstandpeoplefromother

countriesandcultures.ThecurriculumcontainssixsubjectgroupstogetherwiththeDPcore:creativity,action,service(CAS);theextendedessay(EE);andtheoryofknowledge(TOK).ThisisillustratedbythebelowDiplomaProgrammemodel.

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TracksandGraduationrequirementsTherearethreetrackswhichareopentostudentsenteringGrade11.Thetrackastudentchoosesshoulddependupontheirstrengthsaswellaswhattheyrequireinthefuture.Conversationsregardingwhichtrackthestudentshouldbefollowingwillstartpriortoenteringgrade11andwillcontinuethroughoutthediplomayearsasnecessary.TheDiplomaoftheInternationalBaccalaureateStudentsarerequiredtostudysixsubjectsfromthesubjectgroups,threeofwhichmustbeathigherlevelandthreeofwhichatstandardlevel.TheymustsatisfactorilycompleteCreativity,ActionandService,TheoryofKnowledgeandtheExtendedEssay.Theymustalsofulfillalltheassessmentrequirementsofthesubjectsbeingstudied.TobeawardedTheDiplomastudentsmustgainatleast24pointsfromtheirsubjectsandthecore(therearemanyadditionalconditionswhichstudentsmustalsofulfill).InternationalBaccalaureateDiplomaCoursesStudentsarerequiredtostudysixsubjectsateitherstandardlevelorhigherlevelorschoolbasedlevel.TheymustsatisfactorilycompleteCreativity,ActionandService.Theymustalsofulfillalltheassessmentrequirementsofthesubjectsbeingstudied.TheoryofKnowledgeandtheExtendedEssayareoptionalDwightSchoolSeoulDiplomaStudentsarerequiredtostudysixschoolbasedsubjectsbutnotcompleteanyexternalexamsorassessments.TheymustsatisfactorilycompleteCreativity,ActionandService.Studentsmustachieveatleastagradeoftwoonallinternallysetassessmentandfulfilltheattendancerequirementsoftheschool.Allstudentsoneitheroftheprevioustwotrackswillautomaticallybefollowingthistrackaswell.Allthreetrackswillallowthestudentstogoontofurthereducationortraining.Yourchildshouldconsultwiththeircollegecouncilorregardingwithismostsuitableforthem.

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LearnerProfile

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Core

Thethreeelementsofthecore,theoryofknowledge(TOK),creativity,activity,service(CAS)andtheextendedessay,areanintegralpartoftheDiplomaProgramme(DP)experience.Theacademicdisciplines,whileseparatetothecore,arenonethelesslinkedtoit.Thecorereliesonthedisciplinestoprovideenrichment,andindividualsubjectsshouldbenourishedbythecore.AllthreeelementsmustbesuccessfullycompletedforthestudentstobeawardedtheDiplomaoftheInternationalBaccalaureate.TheoryofknowledgeandtheextendedessayarebothgradedonanAtoEscale.Whicharebroadlydescribedinthefollowingway

A Work of an excellent standardB Work of a good standardC Work of a satisfactory standardD Work of a mediocre standardE Work of an elementary standard.

If a student is awarded an E then they fall into a failing condition. This means that they will not be awarded The Diploma. A maximum of three bonus points are available depending upon on grades awarded.

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TheoryofKnowledge(TOK)Theoryofknowledge(TOK)isacoursethatexplorestheprocessesofknowing.TOKisdesignedtoequipstudentswithcriticalthinkingandinquiryskills(howdoIknowIknow?)ThoughTOKsometimesdealswithoverlappingthemesfromPhilosophy,itisnotatraditionalphilosophycourse.Throughanexplorationofreallifesituationsstudentswillmakelinksbetweensubjectknowledge,personalknowledge,andthecontemporaryworldaroundthem.TOK’sgoalistogivestudentsananalysisstructuretocompareandcontrastrelevantknowledgeissues.AtDwightSchoolSeoul,studentswillexplorefourofeightWaysofKnowing(language,senseperception,emotion,memory,faith,reason,imagination,andintuition)andsixofeightAreasofKnowledge(history,humansciences,naturalscience,ethics,thearts,mathematics,religiousknowledgesystems,andindigenousknowledgesystems).DuringGrade11studentswillbeformativelyassessedbasedonthetwofinalTOKassessments(thepresentationandtheessayrespectivelyworth33%and67%ofthefinalGrade12TOKgrade).InGrade12studentswillworkthroughthefirstsemesterandpartofthewintersemestertocompletethefinalversionoftheseassessmentsforaspringsubmissiontotheIB.TheoryofKnowledgeis:

● Twoclassesaweek(50hoursintotal)● CompulsoryforallDiplomaProgrammestudents● Thepresentationisexternallymoderated● Eachstudentmustpresentwhetherindividualorinagroupforapproximately10

minuteseach● PresentationsarefinishedbytheendofOctober(Grade12)● Theessayisexternallyassessed● Theessayis1600wordslong● EssaytitlesareavailableeachSeptemberforthefollowingMay’sexamsession● EssaysaresubmittedbythefirstweekofFebruary,orearlier(Grade12)

TheaimsofTheoryofKnowledgeistoprovidestudentswithanopportunityto:

● Developacriticalframeworkbywhichstudentscanevaluatepersonalandsubjectbasedknowledge

● Examinetheoriginofpersonalandsharedknowledgeandtoidentifymultipleperspectives

● Developaframeworktoinvestigateconceptsandcontentinaninterdisciplinarymanner

● Developtheskillsofcreativeandcriticalthinking

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ExtendedEssay(EE)Theextendedessayisanin-depthstudyofafocusedtopicchosenfromthelistofapprovedDiplomaProgrammesubjects—normallyoneofthestudent’ssixchosensubjectsfortheIBdiploma.Itisintendedtopromotehigh-levelresearchandwritingskills,intellectualdiscoveryandcreativity.Itprovidesstudentswithanopportunitytoengageinpersonalresearchinatopicoftheirownchoice,undertheguidanceofasupervisor(ateacherintheschool).Thisleadstoamajorpieceofformallypresented,structuredwriting,inwhichideasandfindingsarecommunicatedinareasonedandcoherentmanner,appropriatetothesubjectchosen.Itisrecommendedthatcompletionofthewrittenessayisfollowedbyashort,concludinginterview,orvivavoce,withthesupervisor.

Theextendedessayisassessedagainstcommoncriteria,interpretedinwaysappropriatetoeachsubject.

Theextendedessayis:● compulsoryforallDiplomaProgrammestudents● externallyassessedand,incombinationwiththegradefortheoryofknowledge,

contributesuptothreepointstothetotalscorefortheIBdiploma● apieceofindependentresearch/investigationonatopicchosenbythestudentin

cooperationwithasupervisorintheschool● chosenfromthelistofapprovedDiplomaProgrammesubjects● presentedasaformalpieceofscholarshipcontainingnomorethan4,000words● theresultofapproximately40hoursofworkbythestudent● concludedwithashortinterview,orvivavoce,withthesupervisingteacher

(recommended).

IntheDiplomaProgramme,theextendedessayistheprimeexampleofapieceofworkwherethestudenthastheopportunitytoshowknowledge,understandingandenthusiasmaboutatopicofhisorherchoice.Inthosecountrieswhereitisthenormforinterviewstoberequiredpriortoacceptanceforemploymentorforaplaceatuniversity,theextendedessayhasoftenprovedtobeavaluablestimulusfordiscussion.

Theaimsoftheextendedessayaretoprovidestudentswiththeopportunityto:● pursueindependentresearchonafocusedtopic● developresearchandcommunicationskills● developtheskillsofcreativeandcriticalthinking● engageinasystematicprocessofresearchappropriatetothesubject● experiencetheexcitementofintellectualdiscovery.

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Creativity,Activity,Service(CAS)“…ifyoubelieveinsomething,youmustnotjustthinkortalkorwrite,butmustact.”

(Peterson2003)CASisattheheartoftheDiplomaProgramme.Withitsholisticapproach,CASisdesignedtostrengthenandextendstudents’personalandinterpersonallearningfromthePYPandMYP.CASisorganizedaroundthethreestrandsofcreativity,activityandservicedefinedasfollows.

● Creativity—exploringandextendingideasleadingtoanoriginalorinterpretiveproductorperformance

● Activity—physicalexertioncontributingtoahealthylifestyle● Service—collaborativeandreciprocalengagementwiththecommunityinresponse

toanauthenticneedCASenablesstudentstodemonstrateattributesoftheIBlearnerprofileinrealandpracticalways,togrowasuniqueindividualsandtorecognizetheirroleinrelationtoothers.Studentsdevelopskills,attitudesanddispositionsthroughavarietyofindividualandgroupexperiencesthatprovidestudentswithopportunitiestoexploretheirinterestsandexpresstheirpassions,personalitiesandperspectives.CAScomplementsachallengingacademicprogrammeinaholisticway,providingopportunitiesforself-determination,collaboration,accomplishmentandenjoyment.CASenablesstudentstoenhancetheirpersonalandinterpersonaldevelopment.AmeaningfulCASprogrammeisajourneyofdiscoveryofselfandothers.Formany,CASisprofoundandlife-changing.Eachindividualstudenthasadifferentstartingpointanddifferentneedsandgoals.ACASprogrammeis,therefore,individualizedaccordingtostudentinterests,skills,valuesandbackground.StudentsmustgiveCASasmuchimportanceasanyotherelementoftheDiplomaProgrammeandensuresufficienttimeisallocatedforengagementintheCASprogramme.TheCASstagesofferahelpfulandsupportiveframeworkandcontinuumofprocessforCASstudents.SuccessfulcompletionofCASisarequirementfortheawardoftheIBDiploma.Whilenotformallyassessed,studentsreflectontheirCASexperiencesandprovideevidenceintheirCASportfoliosofachievingthesevenlearningoutcomes.TheCASprogrammeformallybeginsatthestartoftheDiplomaProgrammeandcontinuesregularly,ideallyonaweeklybasis,foratleast18monthswithareasonablebalancebetweencreativity,activity,andservice.AllCASstudentsareexpectedtomaintainandcompleteaCASportfolioasevidenceoftheirengagementwithCAS.TheCASportfolioisacollectionofevidencethatshowcasesCASexperiencesandforstudentreflections;itisnotformallyassessed.CompletionofCASisbasedonstudentachievementofthesevenCASlearningoutcomes.ThroughtheirCASportfolio,studentsprovidetheschoolwithevidencedemonstrating

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achievementofeachlearningoutcome.StudentsengageinCASexperiencesinvolvingoneormoreofthethreeCASstrands.ACASexperiencecanbeasingleeventormaybeanextendedseriesofevents.CASSTRANDSCreativityisexploringandextendingideas,leadingtoanoriginalorinterpretiveproductorperformance.Music,theatre,film,designtechnology,visualarts,dance,fashionandotherexperiencesthatinvolvecreativethinkingfallundercreativity(forexample,joiningachoirorengagingwithfashiondesign).Activityisphysicalexertioncontributingtoahealthylifestyle.Takingonanewsportorextendingyourability(forexample,withfootball,yoga,dance,aerobicsclasses,bikingorhiking),countsasactivity.Serviceiscollaborativeandreciprocalcommunityengagementinresponsetoanauthenticneed.Byinvestigatingandidentifyingacommunityneed,thendeterminingaplanofactionthatrespectstherights,dignityandautonomyofallinvolved(forexample,readingtotheagedoradvocatingforacause),youareperformingservice.CASexperiencesmaycovermorethanonestrand;forexample,planningsportseventsfordisadvantagedchildrenmayinvolvebothserviceandactivity.SomeCASexperiencesmayinvolveallthreestrands;forexample,choreographingaperformancethatpromotestheworkofanon-profitorganizationinvolvescreativity,activityandservice.ResponsibilityoftheStudentKeytoastudent’sCASprogrammeispersonalengagement,choiceandenjoymentofCASexperiences.ThroughouttheDiplomaProgrammestudentsundertakeavarietyofCASexperiences,ideallyonaweeklybasis,foraminimumof18months.TheymustalsoundertakeatleastoneCASprojectwithaminimumdurationofonemonth.StudentsreflectonCASexperiencesatsignificantmomentsthroughoutCASandmaintainaCASportfolio.UsingevidencefromtheirCASportfolio,studentswilldemonstrateachievementofthesevenCASlearningoutcomestotheCAScoordinator’ssatisfaction.ThroughoutthedurationoftheDiplomaProgramme,CASstudentsareexpectedto:● ApproachCASwithaproactiveattitude● DevelopaclearunderstandingofCASexpectationsandthepurposeofCAS● Explorepersonalvalues,attitudesandattributeswithreferencetotheIBlearnerprofileandtheIBmissionstatement

● Determinepersonalgoals● DiscussplansforCASexperienceswiththeCAScoordinatorand/orCASadviser● UnderstandandapplytheCASstageswhereappropriate● Takepartinavarietyofexperiences,someofwhichareself-initiated,andatleastoneCASproject

● Becomemoreawareofpersonalinterests,skillsandtalentsandobservehowtheseevolvethroughouttheCASprogramme

● MaintainaCASportfolioandkeeprecordsofCASexperiencesincludingevidenceofachievementofthesevenCASlearningoutcomes

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● UnderstandthereflectionprocessandidentifysuitableopportunitiestoreflectonCASexperiences

● DemonstrateaccomplishmentswithintheirCASprogramme● CommunicatewiththeCAScoordinator/adviserand/orCASsupervisorinformalandinformalmeetings

● Ensureasuitablebalancebetweencreativity,activityandserviceintheirCASprogramme

● Behaveappropriatelyandethicallyintheirchoicesandbehaviours.InformationinthishandbookwastakenfromtheIBDP2017CASGuide.

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Group1:LanguageandLiterature

HeadofDepartment:ElizabethEnglandeengland@dwight.or.krAllthreeGroup1coursesaredesignedforstudentswhohaveexperienceusingthelanguageofthecourseinanacademiccontext.Thelanguagebackgroundofsuchstudents,however,islikelytovaryconsiderably—frommonolingualstudentstostudentswithmorecomplexlanguageprofiles.Thestudyoftexts,bothliteraryandnon-literary,providesafocusfordevelopinganunderstandingofhowlanguageworkstocreatemeaningsinaculture,aswellasinparticulartexts.Alltextsmaybeunderstoodaccordingtotheirform,content,purposeandaudience,andthroughthesocial,historical,culturalandworkplacecontextsthatproduceandvaluethem.Respondingto,andproducing,textspromotesanunderstandingofhowlanguagesustainsorchallengeswaysofthinkingandbeing.TofulfilltherequirementsoftheDiplomaProgramme,allstudentsmuststudyagroup1subject,andthiscannotbethesamelanguageastheirgroup2.

Onepathtoabilingualdiplomaistotaketwogroup1courses,eachinadifferentlanguage,inanycombinationofthecoursesoffered.StudentsmayalsobeeligibletoenrollinSchool-SupportedSelf-Taught.Regardlessofthecourse,studentsexperiencethesameacademicrigorineachgroup1class.DwightSchoolSeouloffersthefollowingcourses:

● EnglishLiterature(SL/HL)● EnglishLanguageandLiterature(SL/HL)● GermanLiterature(SL/HL)● KoreanLanguageandLiterature(SL/HL)● School-SupportedSelf-Taught(SL)

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LiteratureEnglishTeacher:[email protected]

GermanTeacher:

AimsTheaimsoflanguageA:literatureatSLandHLareto:

1. introducestudentstoarangeoftextsfromdifferentperiods,stylesandgenres2. developinstudentstheabilitytoengageinclose,detailedanalysisofindividualtexts

andmakerelevantconnections3. developthestudents’powersofexpression,bothinoralandwrittencommunication4. encouragestudentstorecognizetheimportanceofthecontextsinwhichtextsare

writtenandreceived5. encourage,throughthestudyoftexts,anappreciationofthedifferentperspectivesof

peoplefromothercultures,andhowtheseperspectivesconstructmeaning6. encouragestudentstoappreciatetheformal,stylisticandaestheticqualitiesoftexts7. promoteinstudentsanenjoymentof,andlifelonginterestin,languageandliterature.

8. developinstudentsanunderstandingofthetechniquesinvolvedinliterarycriticism9. developthestudents’abilitytoformindependentliteraryjudgmentsandtosupport

thoseideas.ObjectivesTherearethreeassessmentobjectivesatSLandatHLforthelanguageA:literaturecourse.

1. Knowledgeandunderstanding– Demonstrateknowledgeandunderstandingofindividualliteraryworksas

representativesoftheirgenreandperiod,andtherelationshipsbetweenthem– Demonstrateanunderstandingofthewaysinwhichculturalvaluesareexpressedin

literature– Demonstrateawarenessofthesignificanceofthecontextinwhichaworkiswritten

andreceived– Substantiateandjustifyideaswithrelevantexamples

2. Analysis,synthesisandevaluation– Demonstrateanabilitytoanalyselanguage,structure,techniqueandstyle,and

evaluatetheireffectsonthereader– Demonstrateanabilitytoengageinindependentliterarycriticismonbothfamiliar

andunfamiliarliterarytexts– Showanabilitytoexamineanddiscussindepththeeffectsofliterarytechniques

andtheconnectionsbetweenstyleandmeaning(HLonly)

3 Selectionanduseofappropriatepresentationandlanguageskills– Demonstrateanabilitytoexpressideasclearlyandfluentlyinbothwrittenandoral

communication,withaneffectivechoiceofregisterandstyle– Demonstrateacommandofterminologyandconceptsappropriatetothestudyof

literature

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– Demonstrateanabilitytoexpresswell-organizedoralandwrittenargumentsDemonstrateanabilitytowriteasustainedanddetailedliterarycommentary(HLonly)

AssessmentAllassessmentintheLanguageALiteraturecourseiscreatedtopreparestudentsfortheformalIBassessments.Studentsengageinformalandinformalpresentations,writtenandspokencommentaries,timedpracticepapers,andavarietyofstudent-centredactivities. Assessment

Component StandardLevel HigherLevel WeightingEXTERNALASSESSMENT

Paper1 Guidedliteraryanalysis(1hour30minutes)

Literarycommentary(2hours) 20%

Paper2EssaycomparingatleasttwoworksfromPart3(1hourand30minutes)

EssaycomparingatleasttwoworksfromPart3(2hours)

25%

WrittenAssignment

1,200-1,500-wordessayandaReflectiveStatementononeworkfromPart1

1,200-1,500-wordessayandaReflectiveStatementononeworkfromPart1

25%

INTERNALASSESSMENT

IndividualOralCommentary

An8-minutespokencommentaryononeextractfromPart2works.

An8-minutespokencommentaryonpoetryfrompart2;aten-minutediscussionofanotherwork.

15%

IndividualOralPresentation

A10-15-minuteformalpresentationonatopiccreatedfromaPart4work.

A10-15-minuteformalpresentationonatopiccreatedfromaPart4work.

15%

ResourcesGroup1studentsarerequiredtopurchasetheirownresourcesatthebeginningoftheschoolyear;purchasinginformationforthefollowingyearissharedwithstudentsandparentsinMay.

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EnglishLiteratureSyllabus

Part Month Content SkillsPart2:DetailedStudy

August-September

SL/HL:CollectionofPoetrybyCarolAnnDuffy

Studentsdemonstratetheirdetailedknowledgeofextractstakenfromoneoftheworksstudiedinpart2(atHLthiswillbeapoem).Theywillpresentfocusedcommentariesontheextractsusingaformalspokenregister.HLstudentswillalsoengageindiscussionstoshowcasetheirknowledgeandunderstandingoftheotherpart2works.

October-November

SL/HL:AMidsummerNight’sDreambyWilliamShakespeare

November-December

HL:CollectionofEssaysbyGeorgeOrwell

January SL/HL:IndividualOralCommentary

Part3:LiteraryGenres

January SL/HL:TheCruciblebyArthurMiller

InPaper2,studentsarerequiredtowriteaformalessaycomparingatleasttwoworksfromthePart3studies.Studentssynthesizeideasandapplyknowledgeoftheselectedworkstoaquestiononconventionsuseddrama.

February SL/HL:SizweBansiIsDeadbyAtholFugard

March SL/HL:TheImportanceofBeingEarnestbyOscarWilde

April HL:ARaisinintheSunbyLorraineHansberry

*Paper1:Studentsarerequiredtocreatealiterarycommentaryanalyzinganunseenproseorpoempassage.AtSL,studentsreceiveguidingquestionsand1hourand30minutes;atHL,studentsreceivenoguidingquestionsbuthave2hourstocomposetheirresponse.(alldatesaresubjecttochangedependingontherequirementsoftheclass)

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GermanLiteratureSyllabus

Part2 Monat Content SkillsDDetaillierteStSStudie

August-September

SL/HL:Dȕrrenmatt,F.:BesuchderaltenDame(Drama)

StudentendemonstrierenihredetailliertenKenntnissezuAuszügenauseinemderbearbeitetenWerkeinPart2.

(HL:StudentenbearbeiteneinGedicht).

StudentenpräsentierenSchwerpunkteundkommentierenAuszügeausbearbeitetenWerken,unterBenutzungeinesformellenRegisters.

HL:StudentennehmenanDiskussionenteilunddemonstrierenihrWissenundVerstehenandererPart2Werke.

DieStudentensynthetisierenIdeenundwendenihrWissenan,umzumBeispiel,FragenzumGebrauchvonKonventionendieimDramaGenrebenutztwerden,zuerläutern.

Oktober-November

SL/HL:BachmannI.:`SȁmtlicheGedichte’(poetrycollection&letters)

November-Dezember

Kȁstner,E.:Fabian(Roman/Novel)SL/HL:GedichteJ.W.vonGoethe

Januar

SL/HL:VorbereitungzumIndividuellenmündlichenKommentarIndividuellermündlicherKommentar

Part3:LiterarischeGenreLiterarischeGenre

Januar SL/HL:vonDroste–Hűlshoff,DieJudenbuche(GothicNovel)

InPaper2,müssendieStudenteneinenformalenAufsatzschreiben.HierwerdenmindestenszweiWerke,ausPart3,imVergleichbehandelt.

DieStudentenuntersuchendieWerkeinBezugaufEffektivitätbenutzterliterarischerStilElementeundsynthetisierenIdeen.

Februar SL/HL:MannTh.:TodinVenedig(Natural.Novel)

März/April

SL/HL:Süßkind,P.DasParfüm(historic,crimeNovel)GedichteSammlungJ.W.vonGoethe`Mephisto’Mann,K.

(alldatesaresubjecttochangedependingontherequirementsoftheclass)

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LanguageandLiteratureKoreanTeacher:SookHyunLee

AimsTheaimsoflanguageA:languageandliteratureatSLandHLareto:

1. introducestudentstoarangeoftextsfromdifferentperiods,stylesandgenres2. developinstudentstheabilitytoengageinclose,detailedanalysisofindividualtextsand

makerelevantconnections3. developthestudents’powersofexpression,bothinoralandwrittencommunication4. encouragestudentstorecognizetheimportanceofthecontextsinwhichtextsarewritten

andreceived5. encourage,throughthestudyoftexts,anappreciationofthedifferentperspectivesof

peoplefromothercultures,andhowtheseperspectivesconstructmeaning6. encouragestudentstoappreciatetheformal,stylisticandaestheticqualitiesoftexts7. promoteinstudentsanenjoymentof,andlifelonginterestin,languageandliterature.8. developinstudentsanunderstandingofhowlanguage,cultureandcontextdeterminethe

waysinwhichmeaningisconstructedintexts9. encouragestudentstothinkcriticallyaboutthedifferentinteractionsbetweentext,

audienceandpurpose.Objectives1. Knowledgeandunderstanding

–Demonstrateknowledgeandunderstandingofarangeoftexts–Demonstrateanunderstandingoftheuseoflanguage,structure,techniqueandstyle–Demonstrateacriticalunderstandingofthevariouswaysinwhichthereaderconstructsmeaningandofhowcontextinfluencesthisconstructedmeaning– Demonstrateanunderstandingofhowdifferentperspectivesinfluencethereadingofatext

2. Applicationandanalysis

–Demonstrateanabilitytochooseatexttypeappropriatetothepurposerequired–Demonstrateanabilitytouseterminologyrelevanttothevarioustexttypesstudied–Demonstrateanabilitytoanalysetheeffectsoflanguage,structure,techniqueandstyleonthereader–Demonstrateanawarenessofthewaysinwhichtheproductionandreceptionoftextscontributetotheirmeanings–Demonstrateanabilitytosubstantiateandjustifyideaswithrelevantexamples

3. Synthesisandevaluation

– Demonstrateanabilitytocompareandcontrasttheformalelements,contentandcontextoftexts

– Discussthedifferentwaysinwhichlanguageandimagemaybeusedinarangeoftexts– Demonstrateanabilitytoevaluateconflictingviewpointswithinandaboutatext– AtHLonly:Produceacriticalresponseevaluatingsomeaspectsoftext,contextand

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meaning4. Selectionanduseofappropriatepresentationandlanguageskills

– Demonstrateanabilitytoexpressideasclearlyandwithfluencyinbothwrittenandoralcommunication

– Demonstrateanabilitytousetheoralandwrittenformsofthelanguage,inarangeofstyles,registersandsituations

– Demonstrateanabilitytodiscussandanalysetextsinafocusedandlogicalmanner– AtHLonly:Demonstrateanabilitytowriteabalanced,comparativeanalysis

AssessmentAllassessmentintheLanguageAlanguageandliterature courseiscreatedtopreparestudentsfortheformalIBassessments.Studentsengageinformalandinformalpresentations,writtenandspokencommentaries,timedpracticepapers,andavarietyofstudent-centredactivities. Assessment

Component StandardLevel HigherLevel WeightingEXTERNALASSESSMENT

Paper1 Textualanalysis(1hour30minutes)

ComparativeTextualAnalysis(2hours) 25%

Paper2 EssayonPart3works(1hourand30minutes)

EssayonPart3works(2hours) 25%

WrittenTaskStudentsproduceatleastthreewrittentasksbasedoncourseworks.

Studentsproduceatleastfourwrittentasksbasedoncourseworks.

20%

INTERNALASSESSMENT

IndividualOralCommentary

StudentscommentonanextractstudiedinPart4.

StudentscommentonanextractstudiedinPart4. 15%

FurtherOralActivity

StudentscompletetwoFOAs,oneforPart1andtheotherforPart2.

StudentscompletetwoFOAs,oneforPart1andtheotherforPart2.

15%

Resources

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Group1studentsarerequiredtopurchasetheirownresourcesatthebeginningoftheschoolyear;purchasinginformationforthefollowingyearissharedwithstudentsandparentsinMay.KoreanLanguageandLiteratureOutline

Part Month Content skillsPart 3:

Texts and

contexts

8월

HL:윤흥길<장마>,

<아홉켤레의 구두로

남은 사나이>

파트3에서 공부한 작품에 대해서

작품의 형식, 구성, 내용 및 배경이

어떻게 작품의 주제를 전달하는지에

대한 지식을 쌓고 깊이 있게이해해야 합니다.

Part 4:Critical

Study

9월 SL/HL: 피천득

수필집 <인연>

학생들은 문학작품에 대한 세부적인

지식을 익히고 작품에 대해 깊이 있는

이해를 해야 합니다.10-11월 SL/HL: 현진건

단편:<운수 좋은 날>,

<빈처>,<술 권하는

사회>,<B사감과

러브레터>(HL: Written Task 2)

12월 HL: <춘향전>

1-2월 SL/HL: Individual

Oral Commentary

Part 1,2&3 3-4월

SL/HL: Paper1,

2연습


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Group2:LanguageAcquisition

HeadofDepartment:KimberleyNeve,[email protected]—LanguageAbinitioandLanguageB—thatareofferedinanumberoflanguages.LanguageAbinitioandLanguageBarelanguageacquisitioncoursesdesignedtoprovidestudentswiththenecessaryskillsandinterculturalunderstandingtoenablethemtocommunicatesuccessfullyinanenvironmentwherethelanguagestudiedisspoken.Thisprocessencouragesthelearnertogobeyondtheconfinesoftheclassroom,expandinganawarenessoftheworldandfosteringrespectforculturaldiversity.Thegroup2coursesuseabalancebetweenapproachestolearningthatareteacher-centered(teacher-ledactivitiesandassessmentintheclassroom)andthosethatarelearner-centered(activitiesdesignedtoallowthestudentstotaketheinitiative,whichcanalsoinvolvestudentparticipationintheevaluationoftheirlearning).Theteacherisbestplacedtoevaluatetheneedsofthestudentsandisexpectedtoencouragebothindependentandcollaborativelearning.Thetwomodernlanguagecourses—languageAbinitioandlanguageB—developstudents’linguisticabilitiesthroughthedevelopmentofreceptive,productiveandinteractiveskills.LanguageAbinitioThelanguageAbinitiocourseisorganizedintothreethemes:

•Individualsandsociety•Leisureandwork•Urbanandruralenvironment

Eachthemehasalistoftopicsthatprovidethestudentswithopportunitiestopracticeandexplorethelanguageaswellastodevelopinterculturalunderstanding.Throughthedevelopmentofreceptive,productiveandinteractiveskills,studentsshouldbeabletorespondandinteractappropriatelyinadefinedrangeofeverydaysituations.LanguageBLanguageBisanadditionallanguage-learningcoursedesignedforstudentswithsomepreviouslearningofthatlanguage.ItmaybestudiedateitherSLorHL.Themainfocusofthecourseisonlanguageacquisitionanddevelopmentoflanguageskills.Theselanguageskillsshouldbedevelopedthroughthestudyanduseofarangeofwrittenandspokenmaterial.Suchmaterialwillextendfromeverydayoralexchangestoliterarytexts,andshouldberelatedtotheculture(s)concerned.Thematerialshouldbechosentoenablestudentstodevelopmasteryoflanguageskillsandinterculturalunderstanding.

22

MandarinAbInitioTeacher:[email protected]

Aims1.developstudents’interculturalunderstanding2.enablestudentstounderstandandusethelanguagetheyhavestudiedinarangeofcontextsandforavarietyofpurposes3.encourage,throughthestudyoftextsandthroughsocialinteraction,anawarenessandappreciationofthedifferentperspectivesofpeoplefromothercultures4.developstudents’awarenessoftheroleoflanguageinrelationtootherareasofknowledge5.developstudents’awarenessoftherelationshipbetweenthelanguagesandcultureswithwhichtheyarefamiliar6.providestudentswithabasisforfurtherstudy,workandleisurethroughtheuseofanadditionallanguage7.providetheopportunityforenjoyment,creativityandintellectualstimulationthroughknowledgeofanadditionallanguage.ObjectivesTherearefiveassessmentobjectivesforthelanguageabinitiocourse.Studentswillbeassessedontheirabilityto:1.demonstrateanawarenessandunderstandingoftheinterculturalelementsrelatedtotheprescribedtopics2.communicateclearlyandeffectivelyinarangeofsituations3.understandanduseaccuratelythebasicstructuresofthelanguage4.understandanduseanappropriaterangeofvocabulary5.usearegisterandaformatthatareappropriatetothesituation.

23

AssessmentoutlineAssessmentcomponent WeightingExternalassessmentPaper1(1hour30minutes):ReceptiveskillsUnderstandingoffourwrittentexts.(40marks)Text-handlingexercises.Paper2(1hour):ProductiveskillsTwocompulsorywritingexercises.(25marks)SectionA(7marks):Onequestiontobeansweredfromachoiceoftwo.SectionB(18marks):Onequestiontobeansweredfromachoiceofthree.Writtenassignment:ReceptiveandwrittenproductiveskillsApieceofwriting,240-420characters,demonstratinginterculturalunderstandingandwritteninthetargetlanguage.(20marks)

75%30%25%20%

Internalassessment(10minutes):InteractiveskillsIndividualoral(25marks)Three-partoralinternallyassessedbytheteacherandexternallymoderatedbytheIBtowardstheendofthecourse.Part1:Presentationofavisualstimulus(fromachoiceoftwo)bythestudent.Part2:Follow-upquestionsonthevisualstimulus.Part3:Generalconversationincludingatleasttwoquestionsonthewrittenassignment.

25%

Studentswillbeassessedbothformativelyandsummatively,andwillreceivedetailedfeedbackbasedontheirperformance.Typesoflanguageassessmentmayinclude:

EssaysReportsLettersStructureddiscussions/debateInterviewwiththeteacherDialoguesPresentationsReadingcomprehensiontasksVisualinterpretationtasks

Assessmentswillsometimesbetimed,whileotherswillbedoneaspartofalargerassignment.ResourcesEasyStepstoChineseBeijingLanguageandCultureUniversityPress

24

SyllabusOverview Topics Content SkillsAugust-December

Revision:IndividualandSociety

DailyRoutinesEducationFoodandDrinksPersonalDetails,AppearanceandCharacterPhysicalHealthRelationshipsShopping

WritingTasks(120-150characters)IndividualOralpreparationWrittenassignmentpreparation(240-420characters)Pastpaperspractice

January-March

Revision:Leisureandwork

EmploymentEntertainmentHolidaysMediaSportTechnologyTransport

IBMockExaminationinJanuaryInternationalassessment(oral)inFebruaryWrittenassignment(Final)inFebruaryPastpaperspracticeWritingTasks(120-150characters)

April

UrbanandruralenvironmentRevisionforIBExamination

EnvironmentalConcernsGlobalIssuesNeighborhoodPhysicalGeographyTownandServicesWeather

Paper1andPaper2practice

25

MandarinBTeacher:[email protected]

Aims1.developstudents’interculturalunderstanding2.enablestudentstounderstandandusethelanguagetheyhavestudiedinarangeofcontextsandforavarietyofpurposes3.encourage,throughthestudyoftextsandthroughsocialinteraction,anawarenessandappreciationofthedifferentperspectivesofpeoplefromothercultures4.developstudents’awarenessoftheroleoflanguageinrelationtootherareasofknowledge5.developstudents’awarenessoftherelationshipbetweenthelanguagesandcultureswithwhichtheyarefamiliar6.providestudentswithabasisforfurtherstudy,workandleisurethroughtheuseofanadditionallanguage7.providetheopportunityforenjoyment,creativityandintellectualstimulationthroughknowledgeofanadditionallanguage.ObjectivesTherearesixassessmentobjectivesforthelanguageBcourse.Studentswillbeassessedontheirabilityto:1.communicateclearlyandeffectivelyinarangeofsituations,demonstratinglinguisticcompetenceandinterculturalunderstanding2.uselanguageappropriatetoarangeofinterpersonaland/orculturalcontexts3.understandanduselanguagetoexpressandrespondtoarangeofideaswithaccuracyandfluency4.organizeideasonarangeoftopics,inaclear,coherentandconvincingmanner5.understand,analyzeandrespondtoarangeofwrittenandspokentexts6.understandanduseworksofliteraturewritteninthetargetlanguageofstudy.

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AssessmentAssessment WeightingExternalassessment 70%Paper1(1hour30minutes)SL:Text-handlingexercisesonfourwrittentexts,basedonthecore.HL:Text-handlingexercisesonfivewrittentexts,basedonthecore.

25%

Paper2(1hour30minutes)SL:Onewritingexerciseof300to480charactersfromachoiceoffive,basedontheoptions.HL:Twowritingexercisesfromachoiceoffive,basedontheoptions.SectionA:Onetaskof300to480characterswords,basedontheoptions,tobeselectedfromachoiceoffive.SectionB:Responseof180to300characterstoastimulustext,basedonthecore.

25%

Writtenassignment:ReceptiveandwrittenproductiveskillsSL:Inter-textualreadingfollowedbyawrittentaskof360to480charactersplusa180to240characterrationale,basedonthecore.HL:Creativewritingof600to720charactersplusa80to300characterrationale,basedononeoftheliterarytextread

20%

Internalassessment 30%Individualoral(8-10minutes)Basedontheoptions:15’minutes’preparationtimeanda10minute(maximum)presentationanddiscussion

20%

InternalactivityBasedonthecore:Threeclassroomactivitiesassessed

10%



Assessmentswillsometimesbetimed,whileotherswillbedoneaspartofalargerassignment.ResourcesEasyStepstoChineseBeijingLanguageandCultureUniversityPress

27

SyllabusOverview Topics Content SkillsAugust-December

Revision:IndividualandSociety

DailyRoutinesEducationFoodandDrinksPersonalDetails,AppearanceandCharacterPhysicalHealthRelationshipsShopping

WritingTasks(120-150characters)IndividualOralpreparationWrittenassignmentpreparation(240-420characters)Pastpaperspractice

January-March

Revision:Leisure andwork


IBMockExaminationinJanuaryInternationalassessment(oral)inFebruaryWrittenassignment(Final)inFebruaryPastpaperspracticeWritingTasks(120-150characters)

April

UrbanandruralenvironmentRevisionforIBExamination

EnvironmentalConcernsGlobalIssuesNeighborhoodPhysicalGeographyTownandServicesWeather

Paper1andPaper2practice

(Alldatesaresubjecttochangedependingontherequirementsoftheclass.)

28

SpanishAbInitioTeacher:[email protected]

Aims1.developstudents’interculturalunderstanding2.enablestudentstounderstandandusethelanguagetheyhavestudiedinarangeofcontextsandforavarietyofpurposes3.encourage,throughthestudyoftextsandthroughsocialinteraction,anawarenessandappreciationofthedifferentperspectivesofpeoplefromothercultures4.developstudents’awarenessoftheroleoflanguageinrelationtootherareasofknowledge5.developstudents’awarenessoftherelationshipbetweenthelanguagesandcultureswithwhichtheyarefamiliar6.providestudentswithabasisforfurtherstudy,workandleisurethroughtheuseofanadditionallanguage7.providetheopportunityforenjoyment,creativityandintellectualstimulationthroughknowledgeofanadditionallanguage.ObjectivesTherearefiveassessmentobjectivesforthelanguageAbInitiocourse.Studentswillbeassessedontheirabilityto:1.Demonstrateanawarenessandunderstandingoftheinterculturalelementsrelatedtotheprescribedtopics2.Communicateclearlyandeffectivelyinarangeofsituations3.Understandanduseaccuratelythebasicstructuresofthelanguage4.Understandanduseanappropriaterangeofvocabulary5.Usearegisterandaformatthatareappropriatetothesituation.

29

AssessmentoutlineAssessmentcomponent WeightingExternalassessmentPaper1(1hour30minutes):ReceptiveskillsUnderstandingoffourwrittentexts.(40marks)Text-handlingexercises.Paper2(1hour):ProductiveskillsTwocompulsorywritingexercises.(25marks)SectionA(7marks):Onequestiontobeansweredfromachoiceoftwo.SectionB(18marks):Onequestiontobeansweredfromachoiceofthree.Writtenassignment:ReceptiveandwrittenproductiveskillsApieceofwriting,240-420characters,demonstratinginterculturalunderstandingandwritteninthetargetlanguage.(20marks)

75%30%25%20%

Internalassessment(10minutes):InteractiveskillsIndividualoral(25marks)Three-partoralinternallyassessedbytheteacherandexternallymoderatedbytheIBtowardstheendofthecourse.Part1:Presentationofavisualstimulus(fromachoiceoftwo)bythestudent.Part2:Follow-upquestionsonthevisualstimulus.Part3:Generalconversationincludingatleasttwoquestionsonthewrittenassignment.

25%



Assessmentswillsometimesbetimed,whileotherswillbedoneaspartofalargerassignment.ResourcesIBSpanishAbInitiobyRosaMariaIglesiasEspanolB–PearsonBaccalaureateSupplementaryreadingmaterials

30

SyllabusOverview Topics Content SkillsAugust -December

Revision:Individual and Society

Daily RoutinesEducationFood and DrinksPersonal Details, Appearance and CharacterPhysical HealthRelationshipsShopping

Writing Tasks (50-100 words)Individual Oral preparationWritten assignment preparation (200 -300 words)Past papers practice

January-March

Revision:Leisure and work


IB Mock Examination in JanuaryInternational assessment (oral) in FebruaryWritten assignment (Final) in FebruaryPast papers practiceWriting Tasks (50-100 words)

April

Urban and rural environmentRevision for IB Examination

Environmental Concerns Global IssuesNeighborhoodPhysical GeographyTown and ServicesWeather

Paper 1 and Paper 2 practice


31

SpanishBTeacher:[email protected]

Aims1.developstudents’interculturalunderstanding2.enablestudentstounderstandandusethelanguagetheyhavestudiedinarangeofcontextsandforavarietyofpurposes3.encourage,throughthestudyoftextsandthroughsocialinteraction,anawarenessandappreciationofthedifferentperspectivesofpeoplefromothercultures4.developstudents’awarenessoftheroleoflanguageinrelationtootherareasofknowledge5.developstudents’awarenessoftherelationshipbetweenthelanguagesandcultureswithwhichtheyarefamiliar6.providestudentswithabasisforfurtherstudy,workandleisurethroughtheuseofanadditionallanguage7.providetheopportunityforenjoyment,creativityandintellectualstimulationthroughknowledgeofanadditionallanguage.ObjectivesTherearesixassessmentobjectivesforthelanguageBcourse.Studentswillbeassessedontheirabilityto:1.communicateclearlyandeffectivelyinarangeofsituations,demonstratinglinguisticcompetenceandinterculturalunderstanding2.uselanguageappropriatetoarangeofinterpersonaland/orculturalcontexts3.understandanduselanguagetoexpressandrespondtoarangeofideaswithaccuracyandfluency4.organizeideasonarangeoftopics,inaclear,coherentandconvincingmanner5.understand,analyzeandrespondtoarangeofwrittenandspokentexts6.understandanduseworksofliteraturewritteninthetargetlanguageofstudy.AssessmentAssessment WeightingExternalassessment 70%Paper1(1hour30minutes)SL:Text-handlingexercisesonfourwrittentexts,basedonthecore.HL:Text-handlingexercisesonfivewrittentexts,basedonthecore.

25%

Paper2(1hour30minutes)SL:Onewritingexerciseof250-400wordsfromachoiceoffive,basedontheoptions.HL:Twowritingexercisesof250–400wordsfromachoiceoffive,basedontheoptions.SectionA:Onetaskof250–400words,basedontheoptions,tobeselectedfromachoiceoffive.SectionB:Responseof150–250wordstoastimulustext,basedonthecore.

25%

Writtenassignment:Receptiveandwrittenproductiveskills 20%

32

SL:Inter-textualreadingfollowedbyawrittentaskof300-400wordsplusa150-200wordrationale,basedonthecore.HL:Creativewritingof500-600wordsplusa150-wordrationale,basedononeoftheliterarytextreadInternalassessment 30%Individualoral(8-10minutes)Basedontheoptions:15’minutes’preparationtimeanda10minute(maximum)presentationanddiscussion

20%


10%



Assessmentswillsometimesbetimed,whileotherswillbedoneaspartofalargerassignment.ResourcesIBSpanishAbInitiobyRosaMariaIglesiasEspanolB–PearsonBaccalaureateSupplementaryreadingmaterialsSyllabusOutline Concepts/content/skillsAugust Global issues/Global warming, Migration (Internal assessment)

/ Interactive oral activity (IOA), Developing writing skillsHL: beyond the text including writing mini-essay and interactive oral activity: debate

SeptemberOctober

November Social relationship/Language and identity, Social structure (Internal assessment/Written assignment)/IOA, Receptive and productive Skills (text-handling exercise)

December

January Topics from each core / Written receptive skillsFebruary Topics from the options / Written product skills March Topics from each core / Written product skills April Prepare Written assignment

Prepare Sessions 1 and 2 & Individual supportMay(Alldatesaresubjecttochangedependingontherequirementsoftheclass.)

33

KoreanBTeacher:[email protected]

Aims1.developstudents’interculturalunderstanding2.enablestudentstounderstandandusethelanguagetheyhavestudiedinarangeofcontextsandforavarietyofpurposes3.encourage,throughthestudyoftextsandthroughsocialinteraction,anawarenessandappreciationofthedifferentperspectivesofpeoplefromothercultures4.developstudents’awarenessoftheroleoflanguageinrelationtootherareasofknowledge5.developstudents’awarenessoftherelationshipbetweenthelanguagesandcultureswithwhichtheyarefamiliar6.providestudentswithabasisforfurtherstudy,workandleisurethroughtheuseofanadditionallanguage7.providetheopportunityforenjoyment,creativityandintellectualstimulationthroughknowledgeofanadditionallanguage.ObjectivesTherearesixassessmentobjectivesforthelanguageBcourse.Studentswillbeassessedontheirabilityto:1.communicateclearlyandeffectivelyinarangeofsituations,demonstratinglinguisticcompetenceandinterculturalunderstanding2.uselanguageappropriatetoarangeofinterpersonaland/orculturalcontexts3.understandanduselanguagetoexpressandrespondtoarangeofideaswithaccuracyandfluency4.organizeideasonarangeoftopics,inaclear,coherentandconvincingmanner5.understand,analyzeandrespondtoarangeofwrittenandspokentexts6.understandanduseworksofliteraturewritteninthetargetlanguageofstudy.AssessmentAssessment WeightingExternalassessment 70%Paper1(1hour30minutes)SL:Text-handlingexercisesonfourwrittentexts,basedonthecore.HL:Text-handlingexercisesonfivewrittentexts,basedonthecore.

25%

Paper2(1hour30minutes)SL:Onewritingexerciseof250-400wordsfromachoiceoffive,basedontheoptions.HL:Twowritingexercisesof250–400wordsfromachoiceoffive,basedontheoptions.SectionA:Onetaskof250–400words,basedontheoptions,tobeselectedfromachoiceoffive.SectionB:Responseof150–250wordstoastimulustext,basedonthecore.

25%

Writtenassignment:Receptiveandwrittenproductiveskills

20%

34

SL:Inter-textualreadingfollowedbyawrittentaskof300-400wordsplusa150-200wordrationale,basedonthecore.HL:Creativewritingof500-600wordsplusa150-wordrationale,basedononeoftheliterarytextreadInternalassessment 30%Individualoral(8-10minutes)Basedontheoptions:15’minutes’preparationtimeanda10minute(maximum)presentationanddiscussion

20%


10%



Assessmentswillsometimesbetimed,whileotherswillbedoneaspartofalargerassignment.ResourcesProvidedYTN��/��/��GrammarinuseinKoreanSelected/editedreadingmaterials;newspapers,magazines,journals.SyllabusOutline Concepts/content/skillsAugust Global issues/Global warming, Migration (Internal assessment)

/ Interactive oral activity (IOA), Developing writing skillsHL: beyond the text including writing mini-essay and interactive oral activity: debate

SeptemberOctober

November Social relationship/Language and identity, Social structure (Internal assessment/Written assignment)/IOA, Receptive and productive Skills (text-handling exercise)

December

January Topics from each core / Written receptive skillsFebruary Topics from the options / Written product skills March Topics from each core / Written product skills April Prepare Written assignment

Prepare Sessions 1 and 2 & Individual supportMay(Alldatesaresubjecttochangedependingontherequirementsoftheclass.)

35

GermanBTeacher:KimberleyNeve,[email protected]

Aims1.developstudents’interculturalunderstanding2.enablestudentstounderstandandusethelanguagetheyhavestudiedinarangeofcontextsandforavarietyofpurposes3.encourage,throughthestudyoftextsandthroughsocialinteraction,anawarenessandappreciationofthedifferentperspectivesofpeoplefromothercultures4.developstudents’awarenessoftheroleoflanguageinrelationtootherareasofknowledge5.developstudents’awarenessoftherelationshipbetweenthelanguagesandcultureswithwhichtheyarefamiliar6.providestudentswithabasisforfurtherstudy,workandleisurethroughtheuseofanadditionallanguage7.providetheopportunityforenjoyment,creativityandintellectualstimulationthroughknowledgeofanadditionallanguage.ObjectivesTherearesixassessmentobjectivesforthelanguageBcourse.Studentswillbeassessedontheirabilityto:1.communicateclearlyandeffectivelyinarangeofsituations,demonstratinglinguisticcompetenceandinterculturalunderstanding2.uselanguageappropriatetoarangeofinterpersonaland/orculturalcontexts3.understandanduselanguagetoexpressandrespondtoarangeofideaswithaccuracyandfluency4.organizeideasonarangeoftopics,inaclear,coherentandconvincingmanner5.understand,analyseandrespondtoarangeofwrittenandspokentexts6.understandanduseworksofliteraturewritteninthetargetlanguageofstudy.AssessmentHigherLevelAssessmentcomponent WeightingExternalassessmentPaper1(1hour30minutes):ReceptiveskillsText-handlingexercisesonfivewrittentexts,basedonthecore.Paper2(1hour30minutes):WrittenproductiveskillsTwowritingexercisesof250–400wordsfromachoiceoffive,basedontheoptions.SectionA:Onetaskof250–400words,basedontheoptions,tobeselectedfromachoiceoffive.SectionB:Responseof150–250wordstoastimulustext,basedonthecore.Writtenassignment:ReceptiveandwrittenproductiveskillsCreativewritingof500–600wordsplusa150-wordrationale,basedononeoftheliterarytextsread.

70%25%

25%

20%

36

InternalassessmentInternallyassessedbytheteacherandexternallymoderatedbytheIB.Individualoral(8–10minutes)Basedontheoptions:15minutes’preparationtimeanda10-minute(maximum)presentationanddiscussionwiththeteacher.InteractiveoralactivityBasedonthecore:Threeclassroomactivitiesassessedbytheteacher.

30%20%10%



Assessmentswillsometimesbetimed,whileotherswillbedoneaspartofalargerassignment.ResourcesProvide:Providedforstudents’use

● DeutschimEinsatz,IBDPDeutschBCourseBook,advancematerials● AspekteDeutscherGegenwart,TexteundÜbungen,Band1&2,advancematerials● Lesen,improvisieren,erzählen-advancematerials● Gutlesen,besserschreiben,Schülerbuch-advancematerials● ZeitgeistGrammarWorkbook-OxfordPress● WortfürWort-advancedGermanvocabulary-HodderEducation● Kerboodle–e-resource,OxfordUniversity● Gutlanguageskills.org.uk-e-resource(IBendorsed)● Leo.de,onlinedictionary● Rangeofup-to-datereadingmaterials:newspapers,magazines,journals

LiteraryWorks(examplesfromarange,studentchoosetwo)`DieWelle`,Rhue,M.`BesuchderaltenDame`,Dürrenmatt,F.`KonferenzderTiere`Kästner,E.`DieJudenbuche`DrosteHülshoff,A.K.L.A.RYouthfictionseries(3books)

37

SyllabusOverview Topics Content SkillsAugust -September Social

RelationshipsMoving AbroadImmigrationRacism

Designing a PamphletEssay WritingAnalyzing a Character

October-November Customs and Traditions

Festivals and EventsThe Arts

Creative WritingLetter WritingInteractive Assessment

December-January Science and Technology

Designer BabiesEuthanasiaSocial networking

The written Assignment Writing a Diary entryMock Examinations

February-March Health Alternative Medicine

Responding to detailed questionsOral AssessmentInteractive Oral International assessment (oral)Written assignment Past papers practice

April-May Social Relationships

The Importance of FamilyReview for IB exams

Paper 1 and Paper 2 Practice

(Alldatesaresubjecttochangedependingontherequirementsoftheclass)StudentsreceiveadetailedstudentscheduleSL/HLforyear1&2,withspecifictimeline,content,assessmentdatesetc.atthestartoftheyear.

38

EnglishBTeacher:[email protected]

Aims1.developstudents’interculturalunderstanding2.enablestudentstounderstandandusethelanguagetheyhavestudiedinarangeofcontextsandforavarietyofpurposes3.encourage,throughthestudyoftextsandthroughsocialinteraction,anawarenessandappreciationofthedifferentperspectivesofpeoplefromothercultures4.developstudents’awarenessoftheroleoflanguageinrelationtootherareasofknowledge5.developstudents’awarenessoftherelationshipbetweenthelanguagesandcultureswithwhichtheyarefamiliar6.providestudentswithabasisforfurtherstudy,workandleisurethroughtheuseofanadditionallanguage7.providetheopportunityforenjoyment,creativityandintellectualstimulationthroughknowledgeofanadditionallanguage.ObjectivesTherearesixassessmentobjectivesforthelanguageBcourse.Studentswillbeassessedontheirabilityto:1.communicateclearlyandeffectivelyinarangeofsituations,demonstratinglinguisticcompetenceandinterculturalunderstanding2.uselanguageappropriatetoarangeofinterpersonaland/orculturalcontexts3.understandanduselanguagetoexpressandrespondtoarangeofideaswithaccuracyandfluency4.organizeideasonarangeoftopics,inaclear,coherentandconvincingmanner5.understand,analyseandrespondtoarangeofwrittenandspokentexts6.understandanduseworksofliteraturewritteninthetargetlanguageofstudy.AssessmentHigherLevelAssessmentcomponent WeightingExternalassessmentPaper1(1hour30minutes):ReceptiveskillsText-handlingexercisesonfivewrittentexts,basedonthecore.Paper2(1hour30minutes):WrittenproductiveskillsTwowritingexercisesof250–400wordsfromachoiceoffive,basedontheoptions.SectionA:Onetaskof250–400words,basedontheoptions,tobeselectedfromachoiceoffive.SectionB:Responseof150–250wordstoastimulustext,basedonthecore.Writtenassignment:ReceptiveandwrittenproductiveskillsCreativewritingof500–600wordsplusa150-wordrationale,basedononeoftheliterarytextsread.

70%25%25%20%

Internalassessment 30%

39

InternallyassessedbytheteacherandexternallymoderatedbytheIB.Individualoral(8–10minutes)Basedontheoptions:15minutes’preparationtimeanda10-minute(maximum)presentationanddiscussionwiththeteacher.InteractiveoralactivityBasedonthecore:Threeclassroomactivitiesassessedbytheteacher.

20%10%



Assessmentswillsometimesbetimed,whileotherswillbedoneaspartofalargerassignment.ResourcesProvidedforstudents’use

● IBDPEnglishBCourseBook,CambridgeUniversityPress● Rangeofup-to-datereadingmaterials:newspapers,magazines,journals

LiteraryWorks(examplesfromarange,studentchoosetwo)

● `TheIncidentoftheDogintheNighttime`,MarkHaddon● ‘TheHouseonMangoStreet’,SandraCisneros

40

SyllabusOverviewSL/HL Topics Content SkillsAugust -September

Global Issues Population DiversityPrejudice, Discrimination and Racism

Writing an interviewEssay WritingAnalyzing a Character

October-November

Health Traditional MedicineSubstance AbuseEthics and scienceNovel: The Curious Incident of the Dog in the Night-time

Persuasive Essay WritingSpeechesLetter WritingInteractive Assessment

December-January

Communication and Media

Social networkingThe written Assignment

DebatingWriting a ProposalWriting a Diary entryMock Examinations

February-March

Health Alternative MedicineOral Assessment

Responding to detailed questionsWriting a Book ReviewInteractive Oral International assessment (oral)Written assignment Past papers practice

April-May Social Relationships

The Importance of FamilyReview for IB exams

Paper 1 and Paper 2 Practice


41

Group3:IndividualsandSocieties

HeadofDepartment:TerenceMitchelltmitchell@dwight.or.krTheInternationalBaccalaureate(IB)DiplomaProgrammeisachallengingtwo-yearcurriculum,primarilyaimedatstudentsaged16to19.Itleadstoaqualificationthatiswidelyrecognizedbytheworld’sleadinguniversities.(IBPublication)Group3withintheIBprogramfocusesonPhilosophy,Psychology,History,Economics,IslamicStudies,BusinessandManagementandGeography.Allcourseofferarigorousacademicchallengeforstudents.DwightSchoolSeoulcurrentlyoffersEconomics,PsychologyandHistorywithintheIBcurriculum.HistoryisanexploratorysubjectthatbuildsoffoftheMYPprogramofinquiry.IBpsychologyexaminestheinteractionofbiological,cognitiveandsocioculturalinfluencesonhumanbehaviour,therebyadoptinganintegrativeapproach.Economicsisessentiallyaboutdealingwithscarcity,resourceallocationandthemethodsandprocessesbywhichchoicesaremadeinthesatisfactionofhumanwants.(IBCoursebooks)Studentsareexpectedtocomepreparedforeachclass,andcontributeinmeaningfulwaystoshowcasetheirin-depthknowledgeandunderstandingofthetopicscoveredwithin.

42

Economics

Teacher:[email protected]:[email protected]

AimsTheaimsofallsubjectsingroup3,individualsandsocietiesareto:1.encouragethesystematicandcriticalstudyof:humanexperienceandbehaviour;physical,economicandsocialenvironments;andthehistoryanddevelopmentofsocialandculturalinstitutions2.developinthestudentthecapacitytoidentify,toanalysecriticallyandtoevaluatetheories,conceptsandargumentsaboutthenatureandactivitiesoftheindividualandsociety3.enablethestudenttocollect,describeandanalysedatausedinstudiesofsociety,totesthypotheses,andtointerpretcomplexdataandsourcematerial4.promotetheappreciationofthewayinwhichlearningisrelevantbothtothecultureinwhichthestudentlives,andtothecultureofothersocieties5.developanawarenessinthestudentthathumanattitudesandbeliefsarewidelydiverseandthatthestudyofsocietyrequiresanappreciationofsuchdiversity6.enablethestudenttorecognizethatthecontentandmethodologiesofthesubjectsingroup3arecontestableandthattheirstudyrequiresthetoleranceofuncertainty.Inaddition,theaimsoftheeconomicssyllabusatSLandHLaretoenablestudentsto:7.developanunderstandingofmicroeconomicandmacroeconomictheoriesandconceptsandtheirreal-worldapplication8.developanappreciationoftheimpactonindividualsandsocietiesofeconomicinteractionsbetweennations9.developanawarenessofdevelopmentissuesfacingnationsastheyundergotheprocessofchange.ObjectivesTherearefourassessmentobjectives(AOs)fortheSLandHLeconomicscourse.HavingfollowedtheeconomicscourseatSLorHL,studentswillbeexpectedtodothefollowing:1.Demonstrateknowledgeandunderstandingofspecifiedcontent––DemonstrateknowledgeandunderstandingofthecommonSL/HLsyllabus––Demonstrateknowledgeandunderstandingofcurrenteconomicissuesanddata––AtHLonly:Demonstrateknowledgeandunderstandingofthehigherlevelextensiontopics

2.Demonstrateapplicationandanalysisofknowledgeandunderstanding––Applyeconomicconceptsandtheoriestoreal-worldsituations––Identifyandinterpreteconomicdata––Demonstratetheextenttowhicheconomicinformationisusedeffectivelyinparticularcontexts

––AtHLonly:Demonstrateapplicationandanalysisoftheextensiontopics3.Demonstratesynthesisandevaluation––Examineeconomicconceptsandtheories––Useeconomicconceptsandexamplestoconstructandpresentanargument––Discussandevaluateeconomicinformationandtheories––AtHLonly:Demonstrateeconomicsynthesisandevaluationoftheextensiontopics4.Select,useandapplyavarietyofappropriateskillsandtechniques

43

––Producewell-structuredwrittenmaterial,usingappropriateeconomicterminology,withinspecifiedtimelimits

––Usecorrectlylabelleddiagramstohelpexplaineconomicconceptsandtheories––Select,interpretandanalyseappropriateextractsfromthenewsmedia––Interpretappropriatedatasets––AtHLonly:Usequantitativetechniquestoidentify,explainandanalyseeconomicrelationships

StructureThesyllabusconsistsoffoursections.•Microeconomics•Macroeconomics•Internationaleconomics•Developmenteconomics

Thesefoursectionswillbeexaminedandassessed.AssessmentAssessmentcomponent WeightingExternalassessment(4hours) 80%Paper1(1hourand30minutes) 30%Anextendedresponsepaper(50marks) SectionA Syllabuscontent:section1—microeconomics Studentsansweronequestionfromachoiceoftwo.(25marks) SectionB Syllabuscontent:section2—macroeconomics Studentsansweronequestionfromachoiceoftwo.(25marks) Paper2(1hourand30minutes) 30%Adataresponsepaper(40marks) SectionA Syllabuscontent:section3—internationaleconomics Studentsansweronequestionfromachoiceoftwo.(20marks) SectionB Syllabuscontent:section4—developmenteconomics Studentsansweronequestionfromachoiceoftwo.(20marks) Paper3(1hour) 20%HLextensionpaper(50marks)Syllabuscontent,includingHLextensionmaterial:sections1to4—microeconomics,macroeconomics,internationaleconomics,developmenteconomicsStudentsanswertwoquestionsfromachoiceofthree.(25marksperquestion)

InternalAssessmentPortfolio Duration:20hours Weighting:20%

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Internalassessmentineconomicsenablesstudentstodemonstratetheapplicationoftheirknowledgeandunderstandingofeconomictheorytoreal-worldsituations.RequirementsBothSLandHLeconomicsstudentsproduceaportfolioofthreecommentariesbasedonarticlesfrompublishednewsmedia.Eacharticlemustbebasedonadifferentsectionofthesyllabus(microeconomics,macroeconomics,internationaleconomicsanddevelopmenteconomics).ContinuousAssessmentStudentswillbeassessedbothformativelyandsummatively(usingteacher'scommentsandorIBDiplomaassessmentcriteria),andwillreceivedetailedandtimelyfeedbackbasedontheirperformance.TypesofassessmentmayincludepracticewithpastpaperIBDiplomaexamquestions,reportsonnewsreportsregardingEconomicsandworksheetsdesignedtoassessstudentsquantitativeskills.ResourcesProvidedforstudents’use● IBDPPearsonBaccalaureateEconomicsfortheIBDiplomabySeanMaleyandJasonWelker● Rangeofup-to-datereadingmaterials:newspapers,magazines,journals

Required:● Studentlaptopandcalculator

45

SyllabusOverview Units Content SkillsAugust-September

InternationalTrade

AbsoluteandcomparativeadvantageTypesoftradeprotectionTheWorldTradeOrganization(WTO)

Calculateopportunitycostsfromasetofdatainordertoidentifycomparativeadvantage.

October-November

ExchangeRatesystemsBalanceofTrade

EvaluationofdifferentexchangeratesystemsThecomponentsofthebalanceofpaymentsaccounts

Distinguishbetweenadevaluationofacurrencyandarevaluationofacurrency.Distinguishbetweendebititemsandcredititemsinthebalanceofpayments.

December-January

TermsofTrade

TheMarshall-LernerconditionandtheJ-curveeffect Consequencesofchangesinthetermsoftrade

Examinetheimpactsofshort-termfluctuationsandlong-termdeteriorationinthetermsoftradeofeconomicallylessdevelopedcountriesthatspecializeinprimarycommodities,usingtheconceptsofpriceelasticityofdemandandsupplyforprimaryproductsandincomeelasticityofdemand.

February-March

DevelopmentEconomics

Developmentanditsrelationshipwithgrowth.Canagrowingeconomyalsobeadevelopingone?TheInternationalWorldBankandtheIMF

CompareandcontrasttheGDPpercapitafiguresandtheGNIpercapitafiguresforeconomicallymoredevelopedcountriesandeconomicallylessdevelopedcountries.

April Review ReviewofcompleteIBEconomicscoursePracticewithpreviousIBexampapers

ExtendedResponsepractice,dataresponsepracticeandreviewofquantitativetechniques.

May IBExams Papers1,2and3

46

HistoryTeacher:W.H.Burnside,[email protected]

Aims

● TheaimsofthehistorycourseatSLandHLareto:● promoteanunderstandingofhistoryasadiscipline,includingthenatureand

diversityofitssources,methodsandinterpretations● encourageanunderstandingofthepresentthroughcriticalreflectionuponthepast● encourageanunderstandingoftheimpactofhistoricaldevelopmentsatnational,

regionalandinternationallevels● developanawarenessofone’sownhistoricalidentitythroughthestudyofthe

historicalexperiencesofdifferentcultures.ObjectivesAssessmentobjective1:knowledgeandunderstanding

● Recallandselectrelevanthistoricalknowledge● Demonstrateanunderstandingofhistoricalcontext● Demonstrateandunderstandingofhistoricalprocesses:causeandeffect;continuity

andchange● Understandinghistoricalsources(paper1)● Demonstrateknowledgeandunderstandingofspecifichistoricaltopic(IA)

Assessmentobjective2:applicationandinterpretation

● Applyhistoricalknowledgeasevidence● Showawarenessofdifferentapproachesto,andinterpretationsof,historicalissues

andevents● Compareandcontrasthistoricalsourcesasevidence(paper1)● Presentasummaryofevidence(IA)

Assessmentobjective3:Synthesisandevaluation● Evaluatedifferentapproachesto,andinterpretationsof,historicalissuesandevents● Evaluatehistoricalsourcesasevidence(paper1andIA)● Evaluateandsynthesizeevidencefrombothhistoricalsourcesandbackground

knowledge(paper1)● Developcriticalcommentaryusingevidencebase(paper2and3)● Synthesizebyintegratingevidenceandcriticalcommentary(paper3)● Presentananalysisofasummaryofevidence(IA)

Assessmentobjective4:Usofhistoricalskills

● Demonstratetheabilitytostructureanessayanswer,usingevidencetosupportrelevant,balancedandfocusedhistoricalarguments(paper2and3)

● Demonstrateevidenceofresearchskills,organizationandreferencing(IA)

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AssessmentStandardLevelAssessmentcom WeightingExternalassessment(2hours30minutes)Paper1(1hour)Paper2(1hours30minutes)

75%

30%

45%

Internalassessment 25%HigherLevelAssessmentcom WeightingExternalassessment(5hours)Paper1(1hour)Paper2(1hours30minutes)Paper3(2hours30minutes)

80%

20%

25%

35%

Internalassessment 20%ContinuousAssessmentContinuousassessmentisusedwithinthecoursetoprovidevaluablefeedbacktostudentsontheworkcompletedwithinthecourseandfuturework.TherewillbefourmocktestsgiventhroughoutthecoursecoveringPaper1-3,andthemockexamweekrunbyDwightSchoolSeoul.ResourcesSuppliedCommunisminCrisis1976-1989,ByRakeshPathakandYvonneBerlinerHistoryfortheIBDiploma,byKeelyRogersandJoThomas

48

Syllabus concepts/content/skillsAugust-October

SLandHL-Paper1:CommunisminCrisisThisprescribedsubjectaddressesthemajorchallenges—social,politicalandeconomic—facingtheregimesintheleadingsocialist(Communist)statesfrom1976to1989andthenatureoftheresponseoftheseregimes.Insomecaseschallenges,whetherinternalorexternalinorigin,producedresponsesthatinauguratedareformprocesscontributingsignificantlytotheendoftheUSSRandthesatellitestatesinCentralandEasternEurope.Inothercasesrepressivemeasuresmanagedtocontainthechallengeandtheregimemaintainedpowerintheperiod.Areasonwhichthesource-basedquestionswillfocusare:● thestruggleforpowerfollowingthedeathofMaoZedong(Mao

Tse-tung),HuaGuofeng(HuaKuo-feng),there-emergenceofDengXiaoping(TengHsiao-p’ing)andthedefeatoftheGangofFour

● ChinaunderDengXiaoping:economicpoliciesandtheFourModernizations

● ChinaunderDengXiaoping:politicalchanges,andtheirlimits,culminatinginTiananmenSquare

● (1989)● domestic and foreign problems of the Brezhnev era: economic

andpoliticalstagnation;Afghanistan● Gorbachev and his aims/policies (glasnost and perestroika)

andconsequencesfortheSovietstate● consequencesofGorbachev’spoliciesforEasternEuropeanreform

movements:Poland—theroleofSolidarity;Czechoslovakia—theVelvetRevolution;falloftheBerlinWall.

November SLandHLIA’sdue

January SLandHLMockExam:Paper1and2(HLandSL

November-March

HLonly-Paper3:AspectsofthehistoryofAsiaandOceania1.TheRepublicofChina1912�49andtheriseofCommunismThissectiondealswiththetribulationsoftheearlyyearsoftheChineseRepublicfrom1912untiltheestablishmentbyJiangJieshi(ChiangKai-shek)ofhisgovernmentatNanjing(Nanking)in1928;theconflictbetweentheChineseCommunistPartyandtheGuomindang(Kuomintang)untiltheSecondUnitedFrontof1936;theJapaneseinvasionofManchuria,beginningwhathasbecomeknownastheFifteen-YearWarwithJapan(1931�45);theSino–JapaneseWarof1937�45;andthecivilwarbetweentheGuomindang(Kuomintang)andtheCommunistsculminatinginthevictoryoftheCommunistsunderMaoZedong(MaoTse-tung)inOctober1949.EmphasisshouldbeplacedonunderstandingthecomplexitiesofgoverningChina,theopposingideologiesoftheNationalistsandtheCommunistsandtheimpactofJapaneseaggression

49

uponthedomesticstruggleforpower.● The21Demands(1915);NewCultureMovement;theTreatyof

Versailles(1919);theMayFourthMovement(1919)● YuanShikai(YuanShih-k’ai);warlordism;theNorthern

Expedition;theJiangsi(Kiangsi)Soviet;theLongMarch(1934�5)● Guomindang,GMD(Kuomintang,KMT):leadership,ideologyand

policies● ChineseCommunistParty(CCP):leadership,ideologyandpolicies● TheFirstUnitedFront(1924�7);SecondUnitedFront(1936�45)● TheFifteen-YearWar(1931�45)betweenChinaandJapan● ChineseCivilWarandtheCommunistvictory(1946�9)

2.ImperialJapan:empireandaftermath1912�1952Thissectiondealswithpost-MeijiJapan;thefailuretoestablishademocraticsystemofparliamentarygovernment,theriseofmilitarismandextremenationalismleadingtoaggressioninManchuriaandChina;andtheattempttoestablishaJapaneseEmpireinEastandSoutheastAsiaandthePacificundertheguiseofaJapanesedominatedCo-ProsperitySphere.Thefocusshouldbeonthefailureofdemocracyandtheriseofmilitarism,placedinthecontextofJapaneseculturaltraditions,itsperceptionofitseconomicrequirementsandtheeffectsoftheGreatDepressionofthe1930s,andtheinternationalsituation.

● FirstWorldWarandthepost-warconferencesinParis,WashingtonandLondon

● TaishoDemocracy:thegrowthofliberalvaluesandthetwo-partysystem

● Riseofmilitarismandtheinfluenceofthearmyinpolitics● InvasionsofManchuria(1931)andChina(1937)andimpacton

relationswiththeWest● PearlHarborandthePacificwar(1941�5)● DefeatandtheUSOccupation:politicalandmilitarychanges● Social,economicandculturalreformsundertheOccupation

1945�523.China:theregionalsuperpowerfrommid20thcenturyto2000

● ThissectiondealswiththeemergenceofChinaasaworldpowerundertheruleoftheChineseCommunistParty.TheprocessinvolvedgreatupheavalsinChinaitselfastheCommunistPartyunderChairmanMaoZedong(MaoTse-tung)imposeditsruleandMao’svisionofasocialiststate.AmorepragmaticregimesinceMao’sdeathhasoverseenthemodernizationofChina’seconomyanditsemergenceasagrowingeconomicpowerwithintheglobaleconomy.Givenitssize,populationandmilitarystrength,ithadbecometheregionalsuperpowerby2000.

● EstablishmentoftheCommuniststate1949�1961;theroleofMao● Transitiontosocialism;successesandfailuresinsocialand

economicdevelopments1949�61● GreatProletarianCulturalRevolution:causesandeffects,political,

socialandculturalimpact● Foreignaffairs1949�76:Sino-Americanrelations;establishment

andbreakdownofSino–Sovietrelations/conflicts;Chinaasa

50

globalpower● ChinaafterMao:thestruggleforpower,“GangofFour”and

leadershipofDengXiaoping(TengHsiaop’ing)1976�97;politicalandeconomicdevelopments;JiangZemin(ChiangT’se-min)

● China’simpactontheregion:relationswithotherstates;HongKonganditsreturntoChina;economic,politicalandsocialdevelopmentsinNationalistChina(Taiwan)

April- Revision(alldatesaresubjecttochangedependingontherequirementsoftheclass)

51

Psychology

Teacher:[email protected],individualsandsocietiesareto:1. encouragethesystematicandcriticalstudyof:humanexperienceandbehaviour;

physical,economicandsocialenvironments;andthehistoryanddevelopmentofsocialandculturalinstitutions

2. developinthestudentthecapacitytoidentify,toanalysecriticallyandtoevaluatetheories,conceptsandargumentsaboutthenatureandactivitiesoftheindividualandsociety

3. enablethestudenttocollect,describeandanalysedatausedinstudiesofsociety,totesthypotheses,andtointerpretcomplexdataandsourcematerial

4. promotetheappreciationofthewayinwhichlearningisrelevanttoboththecultureinwhichthestudentlives,andthecultureofothersocieties

5. developanawarenessinthestudentthathumanattitudesandbeliefsarewidelydiverseandthatthestudyofsocietyrequiresanappreciationofsuchdiversity

6. enablethestudenttorecognizethatthecontentandmethodologiesofthesubjectsingroup3arecontestableandthattheirstudyrequiresthetolerationofuncertainty.

Inaddition,theaimsofthepsychologycourseatSLandatHLareto:7. developanawarenessofhowpsychologicalresearchcanbeappliedforthebenefitof

humanbeings8. ensurethatethicalpracticesareupheldinpsychologicalinquiry9. developanunderstandingofthebiological,cognitiveandsocioculturalinfluenceson

humanbehaviour10. developanunderstandingofalternativeexplanationsofbehaviour11. understandandusediversemethodsofpsychologicalinquiry.ObjectivesHavingfollowedthepsychologycourseatSLoratHL,studentswillbeexpectedtodemonstratethefollowing.1.Knowledgeandcomprehensionofspecifiedcontent● Demonstrateknowledgeandcomprehensionofkeytermsandconceptsin

psychology● Demonstrateknowledgeandcomprehensionofpsychologicalresearchmethods● Demonstrateknowledgeandcomprehensionofarangeofappropriatelyidentified

psychologicaltheoriesandresearchstudies● Demonstrateknowledgeandcomprehensionofthebiological,cognitiveand

socioculturallevelsofanalysis● DemonstrateknowledgeandcomprehensionofoneoptionatSLortwooptionsat

HL2.Applicationandanalysis● Demonstrateanabilitytouseexamplesofpsychologicalresearchand

psychologicalconceptstoformulateanargumentinresponsetoaspecificquestion● AtHLonly,analysequalitativepsychologicalresearchintermsofmethodological,

reflexiveandethicalissuesinvolvedinresearch

52

3.Synthesisandevaluation● Evaluatepsychologicaltheoriesandempiricalstudies● Discusshowbiological,cognitiveandsocioculturallevelsofanalysiscanbeusedto

explainbehaviour● Evaluateresearchmethodsusedtoinvestigatebehaviour

4.Selectionanduseofskillsappropriatetopsychology● Demonstratetheacquisitionofknowledgeandskillsrequiredforexperimental

design,datacollectionandpresentation,dataanalysisandinterpretation● AtHLonly,analysedatausinganappropriateinferentialstatisticaltest● Writeanorganizedresponse

AssessmentAssessmentofeachoftheobjective

53

AssessmenttasksforStandardLevel

AssessmentTasksforHigherLevel

ResourcesProvidedLaw,A.,Halkiapoulos,C.,&Bryan-Zaykov,C.(2010).Psychology:DevelopedspecificallyfortheIBdiploma.NewJersey:PearsonEducation.ISBN9780435032883

54

Jamison,J.(2010).UnderstandingResearchMethodsinPsychology.NewYork:WorthPublishers.ISBN9781429261913SyllabusOutlinePart2:OptionsTheoptionshavebeenchosentoprovidecontinuitywiththeprevioussyllabusandtoreflectdevelopingfieldsinpsychology.•Healthpsychology•PsychologyofhumanrelationshipsStudentsatSLmuststudyoneoption.StudentsatHLmuststudytwooptions.Thestudyofthecore(levelsofanalysis)providesafoundationandabroadoverviewofpsychology,whereastheoptionsallowstudentstheopportunitytostudyaspecializedareaofpsychologyindepth(includingempiricalstudiesandtheories).Part3:QualitativeResearchMethodsQualitativeresearchtakesplaceintherealworld,asopposedtothelaboratory,anddealswithhowpeoplegivemeaningtotheirownexperiences.Itinvolvesresearchofbehaviourinanaturalsetting,andisfollowedbyanattempttointerpretthebehaviourandthemeaningsthatpeoplehavegiventotheirexperiences.Qualitativeresearchstrategiesincludetheuseofobservations,interviewsandcasestudies,amongothers.Thesewillofteninvolveface�to�faceinteractionsbetweenresearcherandparticipantwheretheresearcherneedstobeflexibleandsensitivetotheneedsofthesocialcontextwithinwhichthedataisobtained.Thedataissubsequentlyanalysedandinterpreted.Generallytheaimofqualitativeresearchistoallowthemes,categoriesortheoriestoemergefromthedata,ratherthantofocusnarrowlyonpreconceivedideasorhypotheses.Qualitativeresearchnormallydealswithfewparticipantssinceitsgreatvalueliesinunderstandingthein�depthexperiencesandfeelingsofindividuals.Psychologistshavelearnedmuchfromthequalitativeresearchthattheycurrentlyemployandcontinuetodevelop,includingthenotionthatitispossible,withconsiderablecare,toofferalimiteddegreeofgeneralizationfromtheirfindings.Thequalitativeapproachneedstobetransparentinthedescriptionofthemethodsthatitusessincethisaddstoitscredibility.Credibilityimproveswhenresearchersarereflexive;theyattempttomakereadersoftheirresearchawareoftheirownpotentialresearcherbias.Itisimportantforstudentstorealizethatqualitativeandquantitativeresearchcomplementeachother.

55

YEAR2 Studentsareexpectedtoshow:KnowledgeandUnderstanding,CriticalThinking,&Organization

August InternalAssessment(HL&SL)September InternalAssessment(HL&SL)October InternalAssessment/Option1:HumanRelationships(HL&SL)November Option1:HumanRelationships(HL&SL)December Option1:HumanRelationships(HL&SL)January Option2:Health(HL&SL)February Option2:Health(HL&SL)March QualitativeResearchMethods(HLonly)April QualitativeResearchMethods(HLonly)May IBDPEXAMS(Alldatesaresubjecttochangedependingontherequirementsoftheclass)

56

Group4–Thesciences

HeadofDepartment:PaulArkilander([email protected])ThenatureofscienceisanoverarchingthemeofGroup4courses.Throughouttwoyearsofstudy, students develop an understanding of science, its objectivity, its internationalism,and the importance of scientific literacy. They alsobecomeawareof how scientistsworkand communicatewith each other through discussion, research, and labwork.While thescientificmethodmaytakeonawidevarietyofforms,emphasisintheIBsciencesisplacedon a practical approach to learning through experimental work that characterizes eachindividualsubject.DwightoffersBiology,ChemistryandPhysics coursesatboth the standard level (SL) andhigherlevel(HL).ThedistinctionbetweenSLandHLisoneofbreadthanddepth.Studentsineachlevelundertakeacommoncoresyllabus,acommoninternalassessmentschemeandhavesomeoverlappingelementsintheoptionstudied.Theyarepresentedwithasyllabusthatencourages thedevelopmentofcertainskills,attributesandattitudesasdescribed intheObjectivessectionbelow.Whiletheskillsandactivitiesofeachsubjectarecommontostudents at both SL andHL, students at HL are required to study some topics in greaterdepthintheadditionalhigherlevel(AHL)materialandinthecommonoptions.Aims1. appreciatescientificstudyandcreativitywithinaglobalcontextthroughstimulating

andchallengingopportunities2. acquireabodyofknowledge,methodsandtechniquesthatcharacterizescienceand

technology3. applyanduseabodyofknowledge,methodsandtechniquesthatcharacterizescience

andtechnology4. developanabilitytoanalyse,evaluateandsynthesizescientificinformation5. developacriticalawarenessoftheneedfor,andthevalueof,effectivecollaboration

andcommunicationduringscientificactivities6. developexperimentalandinvestigativescientificskillsincludingtheuseofcurrent

technologies7. developandapply21stcenturycommunicationskillsinthestudyofscience8. becomecriticallyaware,asglobalcitizens,oftheethicalimplicationsofusingscience

andtechnology9. developanappreciationofthepossibilitiesandlimitationsofscienceandtechnology10. developanunderstandingoftherelationshipsbetweenscientificdisciplinesandtheir

influenceonotherareasofknowledge.

Objectives

57

1. Demonstrateknowledgeandunderstandingof:

a. facts,conceptsandterminologyb. methodologiesandtechniquesc. communicatingscientificinformation.

2. Apply:

a. facts,conceptsandterminologyb. methodologiesandtechniquesc. methodsofcommunicatingscientificinformation.

3. Formulate,analyseandevaluate:

a. hypotheses,researchquestionsandpredictionsb. methodologiesandtechniquesc. primaryandsecondarydatad. scientificexplanations.

4. Demonstratetheappropriateresearch,experimental,andpersonalskillsnecessaryto

carryoutinsightfulandethicalinvestigations.

58

BiologyTeachers:PaulArkilander([email protected])

SusanKim([email protected])

AssessmentFinal IBgradesareobtained fromthreeexaminationpapersandone internalassessment.Thesefourcomponentsareweightedaccordingtothetablesbelow.Standardlevel:

Higherlevel:

In addition to the IB examinations and internal assessment, formative assessmentsincludingtests,quizzes,practicalwork,labreportsandobservationareusedthroughoutthecourse. These assessments provide teacherswith helpful feedback on students’ strengthsandweaknesses,aswellastheirprogresstowardsmeetingthecourseaimsandobjectives.ResourcesProvided–Textbook:OxfordIBDiplomaProgrammeBiologyCourseCompanion(2014

Ed.);ISBN:978-0-19-839211-8Required–laptop,pen,pencil,ruler,eraser,calculator,notebook/binder

59

Syllabus Concepts,contentandskills(HLonlyinbold)

August-September

Internalassessmentandreviewofkeyconcepts

September-December

Humanphysiologymuscularsystem,digestion,bloodvessels,theheart,chemicalresponsestophysicalactivity,theimmunesystem,viralandbacterialinfections,gasexchangeinthelungs,ventilation,respiratorydiseases,nervoussystem,signaltransductionhomeostasis,hormones,reproduction,positiveandnegativefeedbackmechanisms,diabetesSkills:modellingbiologicalsystems,annotatinganatomicaldiagrams,identifying

tissuelayers,monitoringventilationusingaspirometer,analyzingoscilloscopetraces

Animalphysiologyantibodiesandvaccination,skeletalsystem,movement,antagonisticpairsofmuscleskidneys,osmoregulation,sexualreproductionSkills:annotatingdiagramsofthekidneyandnephron

December-January

Plantbiologytransport,growth,andreproduction

Skills:measuringtranspirationrate,drawinginternalandexternalstructures,investigatefactorsaffectinggermination

January-March

Mockexaminations

OptiontopicChoiceof:A.NeurobiologyandbehaviorB.BiotechnologyandbioinformaticsC.EcologyandconservationD.HumanphysiologyII

April Revision

May FinalIBexaminations


60

ChemistryTeacher:ElaineSimukanga([email protected])

AssessmentFinal IBgradesareobtained fromthreeexaminationpapersandone internalassessment.Thesefourcomponentsareweightedaccordingtothetablesbelow.StandardLevel:

HigherLevel:

In addition to the IB examinations and internal assessment, formative assessmentsincludingtests,quizzes,practicalwork,labreportsandobservationareusedthroughoutthecourse. These assessments provide teachers with helpful feedback on students’ progressandcanalsoaidtheteacherinpersonalizingtheteachingandlearning.ResourcesProvided–Textbook:OxfordIBDiplomaProgrammeChemistryCourseCompanion(2014

Ed.);ISBN:978-0-19-830775-4Required–laptop,pen,pencil,ruler,calculator,labbook,folder,notepad

Component Overallweighting(%)

Approximateweightingofobjectives(%)

Duration(hours)

1+2 3Paper1 20 10 10 ¾Paper2 40 20 20 1¼Paper3 20 10 10 1Internalassessment 20 Coversobjectives1,2,3and4 10

Component Overallweighting(%)

Approximateweightingofobjectives(%)

Duration(hours)

1+2 3Paper1 20 10 10 1Paper2 36 18 18 2¼Paper3 24 12 12 1¼Internalassessment 20 Coversobjectives1,2,3and4 10

61


August -September

PeriodicityFirst-row d-block elements, coloured complexes

September - October

KineticsCollision theory and rates of reaction, analysis of graphical and numerical data Rate expression and reaction mechanism, activation energy

October - December

OrganicchemistryFundamentals of organic chemistry, structural formulas, benzene Functional group chemistry, writing chemical equations Types of organic reactions Synthetic routes Stereoisomerism

January - March

OptionChoice of:

A Materials B Biochemistry C Energy D Medicinal chemistry

March RedoxOxidation and reduction, using half-equations, Winkler Method to calculate BOD Electrochemical cells, voltaic cells, electrolytic cells, electrochemical cells

April - May AcidsandBasesThe pH scale Lewis acids and bases Calculations involving acids and bases pH curves



62

PhysicsTeacher:JulieSykes([email protected])

AssessmentStandardLevel:

HigherLevel:

TheabovetablesshowhowtheIBcalculateseachstudent’sfinalgradeattheendofthetwoyear course. During the course we use a series of tests, quizzes, practical work and labreports,aswellasclassroomobservationstoassessthestudents’progressandachievementlevel.ResourcesProvided–Textbook:OxfordIBDiplomaProgrammePhysicsCourseCompanion(2014

Ed.);ISBN:9780198392132Required–laptop,pen,pencil,ruler,compass,protractor

63


August Specific energy and energy density of fuel sources Sankey diagrams Primary energy sources Electricity as a secondary and versatile form of energy Renewable and non-renewable energy sources Solving specific energy and energy density problems Sketching and interpreting Sankey diagrams Describing the basic features of fossil fuel power stations, nuclear power stations, wind generators, pumped storage hydroelectric systems and solar power cells Solving problems relevant to energy transformations in the context of these generating systems Discussing safety issues and risks associated with the production of nuclear power Describing the differences between photovoltaic cells and solar heating panels Conduction, convection and thermal radiation Black-body radiation Albedo and emissivity The solar constant The greenhouse effect Energy balance in the Earth surface–atmosphere system Sketching and interpreting graphs showing the variation of intensity with wavelength for bodies emitting thermal radiation at different temperatures Solving problems involving the Stefan–Boltzmann law and Wien’s displacement law Describing the effects of the Earth’s atmosphere on the mean surface temperature Solving problems involving albedo, emissivity, solar constant and the Earth’s average temperature

Sept-Oct Period, frequency, angular displacement and angular velocity Centripetal force Centripetal acceleration Newton’s law of gravitation Gravitational field strength Describing the relationship between gravitational force and centripetal force Applying Newton’s law of gravitation to the motion of an object in circular orbit around a point mass Solving problems involving gravitational force, gravitational field strength, orbital speed and orbital period Determining the resultant gravitational field strength due to two bodies Identifying the forces providing the centripetal forces such as tension, friction, gravitational, electrical, or magnetic Solving problems involving centripetal force, centripetal acceleration, period, frequency, angular displacement, linear speed and angular velocity Qualitatively and quantitatively describing examples of circular motion including cases of vertical and horizontal circular motion Gravitational fields Electrostatic fields Electric potential and gravitational potential Field lines Equipotential surfaces Representing sources of mass and charge, lines of electric and gravitational force, and field patterns using an appropriate symbolism Mapping fields using potential Describing the connection between equipotential surfaces and field lines Potential and potential energy

64

Potential gradient Potential difference Escape speed Orbital motion, orbital speed and orbital energy Forces and inverse-square law behaviour Determining the potential energy of a point mass and the potential energy of a point charge Solving problems involving potential energy Determining the potential inside a charged sphere Solving problems involving the speed required for an object to go into orbit around a planet and for an object to escape the gravitational field of a planet Solving problems involving orbital energy of charged particles in circular orbital motion and masses in circular orbital motion Solving problems involving forces on charges and masses in radial and uniform fields

Nov-Dec Charge Electric field Coulomb’s law Electric current Direct current (dc) Potential difference Identifying two forms of charge and the direction of the forces between them Solving problems involving electric fields and Coulomb’s law Calculating work done in an electric field in both joules and electronvolts Identifying sign and nature of charge carriers in a metal Identifying drift speed of charge carriers Solving problems using the drift speed equation Solving problems involving current, potential difference and charge Circuit diagrams Kirchhoff’s circuit laws Heating effect of current and its consequences Resistance expressed as R I = V Ohm’s law Resistivity Power dissipation Drawing and interpreting circuit diagrams Identifying ohmic and non-ohmic conductors through a consideration of the V/I characteristic graph Solving problems involving potential difference, current, charge, Kirchhoff’s circuit laws, power, resistance and resistivity Investigating combinations of resistors in parallel and series circuits Describing ideal and non-ideal ammeters and voltmeters Describing practical uses of potential divider circuits, including the advantages of a potential divider over a series resistor in controlling a simple circuit Investigating one or more of the factors that affect resistance experimentally Cells Internal resistance Secondary cells Terminal potential difference Electromotive force (emf) Investigating practical electric cells (both primary and secondary) Describing the discharge characteristic of a simple cell (variation of terminal potential difference with time) Identifying the direction of current flow required to recharge a cell Determining internal resistance experimentally Solving problems involving emf, internal resistance and other electrical quantities Magnetic fields

65

Magnetic force Determining the direction of force on a charge moving in a magnetic field Determining the direction of force on a current-carrying conductor in a magnetic field Sketching and interpreting magnetic field patterns Determining the direction of the magnetic field based on current direction Solving problems involving magnetic forces, fields, current and charges Electromotive force emf) Magnetic flux and magnetic flux linkage Faraday’s law of induction Lenz’s law Describing the production of an induced emf by a changing magnetic flux and within a uniform magnetic field Solving problems inolving magnetic flux magnetic, flux linkage and Faraday’s law Explaining Lenz’s law through the conservation of energy Alternating current (ac) generators Average power and root mean square (rms) values of current and voltage Transformers Diode bridges Half-wave and full-wave rectification Explaining the operation of a basic ac generator, including the effect of changing the generator frequency Solving problems involving the average power in an ac circuit Solving problems involving step-up and step-down transformers Describing the use of transformers in ac electrical power distribution Investigating a diode bridge rectification circuit experimentally Qualitatively describing the effect of adding a capacitor to a diode bridge rectification circuit Capacitance Dielectric materials Capacitors in series and parallel Resistor-capacitor (RC) series circuits Time constant Describing the effect of different dielectric materials on capacitance Solving problems involving parallel-plate capacitors Investigating combinations of capacitors in series or parallel circuits Determining the energy stored in a charged capacitor Describing the nature of the exponential discharge of a capacitor Solving problems involving the discharge of a capacitor through a fixed resistor Solving problems involving the time constant of an RC circuit for charge, voltage and current

Jan-Feb Option

March-April

Revision



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Group5-Mathematics

HeadofDepartment:PaulMarshallpmarshall@dwight.or.krThenatureofmathematicscanbesummarizedinanumberofways:forexample,itcanbeseenasawell-definedbodyofknowledge,asanabstractsystemofideas,orasausefultool.Formanypeopleitisprobablyacombinationofthese,butthereisnodoubtthatmathematicalknowledgeprovidesanimportantkeytounderstandingtheworldinwhichwelive.Mathematicscanenterourlivesinanumberofways:webuyproduceinthemarket,consultatimetable,readanewspaper,timeaprocessorestimatealength.Mathematics,formostofus,alsoextendsintoourchosenprofession:visualartistsneedtolearnaboutperspective;musiciansneedtoappreciatethemathematicalrelationshipswithinandbetweendifferentrhythms;economistsneedtorecognizetrendsinfinancialdealings;andengineersneedtotakeaccountofstresspatternsinphysicalmaterials.Scientistsviewmathematicsasalanguagethatiscentraltoourunderstandingofeventsthatoccurinthenaturalworld.Somepeopleenjoythechallengesofferedbythelogicalmethodsofmathematicsandtheadventureinreasonthatmathematicalproofhastooffer.Othersappreciatemathematicsasanaestheticexperienceorevenasacornerstoneofphilosophy.Thisprevalenceofmathematicsinourlives,withallitsinterdisciplinaryconnections,providesaclearandsufficientrationaleformakingthestudyofthissubjectcompulsoryforstudentsstudyingthefulldiploma.

Becauseindividualstudentshavedifferentneeds,interestsandabilities,threeIBmathematicscoursesareofferedatDwight:MathematicsHL,MathematicsSLandMathematicalStudiesSL.Thesecoursesaredesignedfordifferenttypesofstudents:thosewhowishtostudymathematicsindepth,eitherasasubjectinitsownrightortopursuetheirinterestsinareasrelatedtomathematics;thosewhowishtogainadegreeofunderstandingandcompetencetounderstandbettertheirapproachtoothersubjects;andthosewhomaynotasyetbeawarehowmathematicsmayberelevanttotheirstudiesandintheirdailylives.Eachcourseisdesignedtomeettheneedsofaparticulargroupofstudents.Therefore,greatcareshouldbetakentoselectthe

Aims1.enjoymathematics,anddevelopanappreciationoftheeleganceandpowerofmathematics

2.developanunderstandingoftheprinciplesandnatureofmathematics3.communicateclearlyandconfidentlyinavarietyofcontexts4.developlogical,criticalandcreativethinking,andpatienceandpersistenceinproblemsolving

5.employandrefinetheirpowersofabstractionandgeneralization6.applyandtransferskillstoalternativesituations,tootherareasofknowledgeandtofuturedevelopments

7.appreciatehowdevelopmentsintechnologyandmathematicshaveinfluencedeachother8.appreciatethemoral,socialandethicalimplicationsarisingfromtheworkofmathematiciansandtheapplicationsofmathematics

9.appreciatetheinternationaldimensioninmathematicsthroughanawarenessoftheuniversalityofmathematicsanditsmulticulturalandhistoricalperspectives

10.appreciatethecontributionofmathematicstootherdisciplines,andasaparticular“areaofknowledge”intheTOKcourse.

Objectives

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Problem-solvingiscentraltolearningmathematicsandinvolvestheacquisitionofmathematicalskillsandconceptsinawiderangeofsituations,includingnon-routine,open-endedandreal-worldproblems.HavingfollowedaDPmathematicscourse,studentswillbeexpectedtodemonstratethefollowing.Knowledgeandunderstanding:recall,selectandusetheirknowledgeofmathematicalfacts,conceptsandtechniquesinavarietyoffamiliarandunfamiliarcontexts.Problem-solving:recall,selectandusetheirknowledgeofmathematicalskills,resultsandmodelsinbothrealandabstractcontextstosolveproblems.Communicationandinterpretation:transformcommonrealisticcontextsintomathematics;commentonthecontext;sketchordrawmathematicaldiagrams,graphsorconstructionsbothonpaperandusingtechnology;recordmethods,solutionsandconclusionsusingstandardizednotation.Technology:usetechnology,accurately,appropriatelyandefficientlybothtoexplorenewideasandtosolveproblems.Reasoning:constructmathematicalargumentsthroughuseofprecisestatements,logicaldeductionandinference,andbythemanipulationofmathematicalexpressions.Inquiryapproaches:investigateunfamiliarsituations,bothabstractandreal-world,involvingorganizingandanalysinginformation,makingconjectures,drawingconclusionsandtestingtheirvalidity.

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MathematicsHLTeacher:[email protected]

AssessmentAssessmentComponent WeightingExternalassessment(5hours)Paper1(2hours)Nocalculatorallowed.(120marks)SectionACompulsoryshort-responsequestionsbasedonthecoresyllabus.SectionBCompulsoryextended-responsequestionsbasedonthecoresyllabus.

80%30%

Paper2(2hours)Graphicdisplaycalculatorrequired.(120marks)SectionACompulsoryshort-responsequestionsbasedonthecoresyllabus.SectionBCompulsoryextended-responsequestionsbasedonthecoresyllabus.

30%

Paper3(1hour)Graphicdisplaycalculatorrequired.(60marks)Compulsoryextended-responsequestionsbasedmainlyonthesyllabusoptions.

20%

InternalassessmentThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBattheendofthecourse.MathematicalexplorationInternalassessmentinmathematicsHLisanindividualexploration.Thisisapieceofwrittenworkthatinvolvesinvestigatinganareaofmathematics.(20marks)

20%

Throughouttheyearcontinuousassessment,bothformativeandsummative,iscarriedoutintheHLMathematicsclassroom.Suchassessmentgenerallytakestheformofshortquizzes,takinglessthanonefullperiod,ortestscoveringmaterialcoveredoveranextendedperiodoftime,whichmayrequiretwofullperiodsforcompletion.Atthediscretionoftheteacher,suchextensiveassessmentsaregivenuponcompletionofindividualunits,suchasAlgebraorStatistics&Probability.Studentscanexpectthatthequestionsaskedonclassroomassessmentwillbesimilar,bothintheirlevelofconceptualdifficultyandtimeallottedfortheircompletion,tothequestionsonpastIBHigherLevelMathematicsexaminationpapers.Attimes,calculatorswillnotbeallowedonclassroomassessments,asisthecaseonPaperOneoftheHLMathematicsfinalexamination.

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ResourcesProvided–Textbook:MathematicsfortheInt’lStudentMathematicsHL(Core),3rded.,(Haese:ISBN978-1-921972-11-9)MathematicsfortheInt’lStudentMathematicsHL(Option):Sets,RelationsandGroups,1sted.,(Haese:ISBN978-1-921972-32-4)Required–TI-84graphingcalculator ContentAugust Statistics&Probability:mean;variance;standarddeviation;VenndiagramsSeptember Statistics&Probability:conditionalprobability;independenteventsOctober Statistics&Probability:Bayes’Th’m;binomialdistribution+RevisionNovember Statistics&Probability:Poissonandnormaldistributions+RevisionDecember Sets,RelationsandGroups:functions;equivalencerelations+RevisionJanuary Sets,RelationsandGroups:introtogroups;subroups+RevisionFebruary Sets,RelationsandGroups:homomorphism;isomorphism+RevisionMarch Sets,RelationsandGroups:cosets;Lagrange’sTheorem+RevisionApril RevisionMay FinalIBExamination(Alldatesaresubjecttochangedependingontherequirementsoftheclass.)

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MathematicsSLTeacher:[email protected]

Teacher:[email protected]

AssessmentAssessmentComponent WeightingExternalassessment(3hours) 80%Paper1(1hour30minutes) 40%Nocalculatorallowed.(90marks)SectionA:Compulsoryshort-responsequestionsbasedonthewholesyllabus.SectionB:Compulsoryextended-responsequestionsbasedonthewholesyllabus.Paper2(1hour30minutes) 40%Graphicdisplaycalculatorrequired.(90marks)SectionA:Compulsoryshort-responsequestionsbasedonthewholesyllabus.SectionB:Compulsoryextended-responsequestionsbasedonthewholesyllabus.Internalassessment 20%ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBattheendofthecourse.InternalassessmentinmathematicsSLisanindividualexploration.Thisisapieceofwrittenworkthatinvolvesinvestigatinganareaofmathematics.(20marks)Throughouttheyearcontinuousassessment,bothformativeandsummative,iscarriedoutintheSLMathematicsclassroom.Suchassessmentgenerallytakestheformofshortquizzes,takinglessthanonefullperiod,ortestscoveringmaterialcoveredoveranextendedperiodoftime,whichmayrequiretwofullperiodsforcompletion.Atthediscretionoftheteacher,suchextensiveassessmentsaregivenuponcompletionofindividualunits,suchasAlgebraorVectors.Studentscanexpectthatthequestionsaskedonclassroomassessmentwillbesimilar,bothintheirlevelofconceptualdifficultyandtimeallottedfortheircompletion,tothequestionsonpastIBStandardLevelMathematicsexaminationpapers.Attimes,calculatorswillnotbeallowedinclassroomassessments,asisthecaseonPaperOneoftheSLMathematicsfinalexamination.ResourcesProvided–Textbook:MathematicsfortheInt’lStudentMathematicsSL(Core),3rded.,(Haese:ISBN978-1-921972-08-9)Required–TI–84graphingcalculator

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Syllabus ContentAugust Calculus:limits;infinitySeptember Calculus:derivativefromfirstprinciples;rulesofdifferentiationOctober Calculus:curves;maxandminpoints;integrals;areaundercurveNovember Calculus:anti-differentiation;volumesofrevolution;kinematicproblemsDecember Vectors:displacements;columnrepresentation;vectoralgebra&

geometryJanuary Vectors:scalarproduct;vectorproduct;vectorequationofalineFebruary Vectors:coincident,parallelandintersectinglines;vectorsandplanesMarch RevisionApril RevisionMay FinalIBExamination(Alldatesaresubjecttochangedependingontherequirementsoftheclass.)

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MathematicalStudiesSLTeacher:[email protected]

Assessment

Weighting

Externalassessment(3hours) 80%Paper1(1hour30minutes) 40%15compulsoryshort-responsequestionsbasedonthewholesyllabus.(90marks)Paper2(1hour30minutes) 40%6compulsoryextended-responsequestionsbasedonthewholesyllabus.(90marks)Internalassessment 20%ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBattheendofthecourse. Theprojectisanindividualpieceofworkinvolvingthecollectionofinformationorthegenerationofmeasurements,andtheanalysisandevaluationoftheinformationormeasurements.(20marks)Throughouttheyearcontinuousassessment,bothformativeandsummative,iscarriedoutintheMathematicalStudiesSLMathematicsclassroom.Suchassessmentgenerallytakestheformofshortquizzes,takinglessthanonefullperiod,ortestscoveringmaterialcoveredoveranextendedperiodoftime,whichmayrequiretwofullperiodsforcompletion.Atthediscretionoftheteacher,suchextensiveassessmentsaregivenuponcompletionofindividualunits,suchasFunctions&EquationsorCalculus.Studentscanexpectthatthequestionsaskedonclassroomassessmentwillbesimilar,bothintheirlevelofconceptualdifficultyandtimeallottedfortheircompletion,tothequestionsonpastIBMathematicalStudiesSLexaminationpapers.ResourcesProvided–Textbook:MathematicsfortheInt’lStudentMathematicalStudiesSL,3rded.,(Haese:ISBN978-1-921972-05-8)Required–TI-84graphingcalculator

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Syllabus ContentAugust GeometryandTrigonometry:linearequations;trigonometricratios;

sinerule;cosineruleSeptember Geometry:2-Dand3-Dsolids,distancebetweentwopoints;angle

betweentwolinesOctober MathematicalModels:functionnotation;linearmodels;quadratic

modelsNovember MathematicalModels:exponentialmodels;graphingDecember Calculus:rateofchange;tangentsJanuary Calculus:derivatives;graphingfunctionsusingaGDCFebruary Calculus:equationoftangentsandnormals;increasingand

decreasingfunctionsMarch Calculus:localmaximaandminima;optimizationproblemsApril RevisionMay FinalIBExamination(Alldatesaresubjecttochangedependingontherequirementsoftheclass.)

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Group6–TheArts

HeadofDepartment:JordanThomasjothomas@dwight.or.krDwightSchoolSeoulisverypleasedtoofferthreesubjectswithintheDPprogramforthe2016-2017year–Music,TheatreandVisualArts.AllsubjectsareofferedatbothSLandHLlevel.TheArtsserveasdynamicandcollaborativeartforms,thatencouragesdiscoverythroughexperimentation,thetakingofrisksandthepresentationofideastoothers.Withmanypracticalcomponents,theArtsresultinthedevelopmentofsubject-specificskills,lifeskills,thebuildingofconfidence,creativityandworkingcollaboratively.ThroughparticipatinginthestudyoftheArts,weareabletoexplorethesimilarities,differencesandlinksinartformsfromwithinourowncultureandthatofothersacrosstime.

VisualandPerformingArtsareanintegralpartofeverydaylife,permeatingalllevelsofhumancreativity,expression,communicationandunderstanding.Theyrangefromtraditionalformsembeddedinlocalandwidercommunities,societiesandcultures,tothevariedanddivergentpracticesassociatedwithnew,emergingandcontemporaryformsofvisualandperformancelanguage.Theymayhavesociopoliticalimpactaswellasritual,spiritual,decorativeandfunctionalvalue;theycanbepersuasiveandsubversiveinsomeinstances,enlighteningandupliftinginothers.WecelebratetheArtsnotonlyinthewaywecreateperformances,music,imagesandobjects,butalsointhewayweappreciate,enjoy,respectandrespondtothepracticesofmakingbyothersfromaroundtheworld.TheoriesandpracticesintheArtsaredynamicandeverchanging,andconnectmanyareasofknowledgeandhumanexperiencethroughindividualandcollaborativeexploration,creativeproductionandcriticalinterpretation.

SupportingtheInternationalBaccalaureatemissionstatementandlearnerprofile,thecoursesencouragestudentstoactivelyexploretheirchosensubjectwithinandacrossavarietyoflocal,regional,national,internationalandinterculturalcontexts.

AllcourseswithintheArtsaredesignedforstudentswhowanttogoontofurtherstudyineithertheVisualorPerformingArts,aswellasthosewhoareseekinglifelongenrichmentmoreurgently,throughtheongoingcreationandpresentationoftheirchosenartform.

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MusicAimsThroughstudyinganyofthegroup6subjects,thearts,studentsbecomeawareofhowartistsworkandcommunicate.Theaimsofallsubjectsingroup6aretoenablestudentsto:

1. enjoylifelongengagementwiththearts2. becomeinformed,reflectiveandcriticalpractitionersinthearts3. understandthedynamicandchangingnatureofthearts4. exploreandvaluethediversityoftheartsacrosstime,placeandcultures5. expressideaswithconfidenceandcompetence6. developperceptualandanalyticalskills.

Inaddition,theaimofthemusiccourseatSLandHListoenablestudentsto:7.developtheirknowledgeandpotentialasmusicians,bothpersonallyandcollaboratively.ObjectivesHavingfollowedthemusiccourseatSLorHL,studentswillbeexpectedtodemonstrate:

1. knowledge,understandingandperceptionofmusicinrelationtotime,placeandcultures

2. appropriatemusicalterminologytodescribeandreflecttheircriticalunderstandingofmusic

3. comparativeanalysisofmusicinrelationtotime,placeandcultures4. creativeskillsthroughexploration,controlanddevelopmentofmusical

elements5. performanceskillsthroughsolomusicmaking6. critical-thinkingskillsthroughreflectivethought.

AssessmentOutlineSLAssessmentComponent Weighting

Externalassessment Listeningpaper(2.5hours)Fourmusicalperceptionquestions(80marks)(Analyseandexaminequestions:prescribedworks,westernartmusic,jazz,pop,world

music)MusicallinksinvestigationAwrittenmediascriptofnomorethan2,000words,investigatingthesignificant

musicallinksbetweentwo(ormore)piecesfromdistinctmusicalcultures(20marks)InternalAssessment

30%20%

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Soloperforming(HL)Arecordingselectedfrompiecespresentedduringoneormorepublicperformance(s),

20minutes(20marks)Creating(HL)Threepiecesofcoursework,withrecordingsandwrittenwork(30marks)

25%25%

ResourcesProvidedScoresofprescribedworks:

1. DancesofGalanta,byZoltanKodaly2. BrandenburgConcerto,No.2inFMajor(BWV1047)JohannSebastianBach

Textbooks:1. Music:AnAppreciation,Publisher,McGraw-Hill,ISBN-13:978-00780252042. Musician'sGuidetoTheoryandAnalysis,Publisher,W.W.Norton&Company,

ISBN-13:978-0393930818CDplayerRequiredMusicalinstrument

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SyllabusThedevelopmentofmusicalperceptionskillsthroughthestudyofdiversegenresandthetwoprescribedscoresoccurscontinuouslythroughoutthecourse.Whilefeedbackontheprogressofperformanceworkwillbegiventothestudentinclass,preparationfortheperformancecomponentshouldbedoneindependently.August Selectadiverseprogramofworksthatwillbeperformedin

concertandthensubmittedfortheperformanceassessment.

September Analyzeprescribedworksinpreparationforthelisteningpaper.Practiceperceptionofmusicalelementsthroughthestudyofvariousscoresandrecordings.

October Analyzeprescribedworksinpreparationforthelisteningpaper.Practiceperceptionofmusicalelementsthroughthestudyofvariousscoresandrecordings.Shortanswerassessmentofmusicalrecordingswithoutascore.

November Writeaproposalandaresearchoutlineforthemusicallinksinvestigationthatexploressignificantlinksbetweentwodistinctmusicalcultures.PerformintheDPShowcase

December Writeadraftofmusicallinksinvestigation.

January Reviewexamplesofsignificantfolk,jazz,andpopmusic.MockExams:ListeningPaper(prescribedscores,worldmusic)

February Preparefinaltwopiecesforperformancecomponent.ConcertPerformance(DPShowcase)

March WorkonfinaldraftofmusicallinksinvestigationCompilationofperformancerecordings

April SubmissionofperformancerecordingsSubmissionofmusicallinksinvestigation

May Listeningpaperexam

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TheatreTeacher:[email protected]

Aims

1. enjoylifelongengagementwiththearts2. becomeinformed,reflectiveandcriticalpractitionersinthearts3. understandthedynamicandchangingnatureofthearts4. exploreandvaluethediversityoftheartsacrosstime,placeandcultures5. expressideaswithconfidenceandcompetence6. developperceptualandanalyticalskills.

Inaddition,theaimsofthetheatrecourseatSLandHLaretoenablestudentsto:

7. exploretheatreinavarietyofcontextsandunderstandhowthesecontextsinformpractice(theatreincontext)

8. understandandengageintheprocessesoftransformingideasintoaction(theatreprocesses)

9. developandapplytheatreproduction,presentationandperformanceskills,workingbothindependentlyandcollaboratively(presentingtheatre)

ForHLonly:

10. understandandappreciatetherelationshipbetweentheoryandpractice(theatreincontext,theatreprocesses,presentingtheatre).

ObjectivesHavingfollowedthetheatrecourseatSLorHL,studentswillbeexpectedto:Assessmentobjective1:demonstrateknowledgeandunderstandingofspecifiedcontent

a. Describetherelationshipbetweentheatreanditscontextsb. Identifyappropriateandvaluableinformationfromresearchfordifferent

specialisttheatreroles(creator;designer;director;performer)c. Presentideas,discoveriesandlearning,gainedthroughresearchandpractical

explorationtoothersAssessmentobjective2:demonstrateapplicationandanalysisofknowledgeandunderstanding

a. Explaintherelationshipandsignificanceoftheintegrationofproduction,performanceandresearchelements

b. Exploreanddemonstratedifferentwaysthroughwhichideascanbepresentedandtransformedintoaction

c. Explainwhathasinformed,influencedandhadimpactontheirworkAssessmentobjective3:demonstratesynthesisandevaluation

a. Evaluatetheirworkandtheworkofothersb. Discussandjustifychoicesc. Examinetheimpacttheirworkhashadonothers

Assessmentobjective4:select,useandapplyavarietyofappropriateskillsandtechniques

a. Demonstrateappropriateskillsandtechniquesinthecreationand

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presentationoftheatreindifferentspecialisttheatreroles(creator;designer;director;performer)

b. Demonstrateorganizationofmaterialincludinguseandattributionofsourcesc. Demonstratetheabilitytoselect,editandpresentworkappropriately

Assessment

FORTHEASSESSMENTTASKS,STUDENTSWILLBEEXPECTEDTO:(inthespecialisttheatrerolesofcreator;designer;director;performer)

Combiningalltheyhavelearnedfromtheatreincontext,theatreprocessesandpresentingtheatreunits:

ExternalInternal

SL

HL

Solotheatrepiece:StudentsatHLresearchatheatretheoristtheyhavenotpreviouslystudied,identifyanaspect(s)oftheirtheoryandcreateandpresentasolotheatrepiece(4–8minutes)basedonthisaspect(s)oftheory.Eachstudentsubmitsforassessment:• areport(3,000wordsmaximum)• acontinuousuneditedvideorecordingofthewholesolotheatrepiece(4–8minutes)

• alistofallprimaryandsecondarysourcescited.

Ext.

-

35%

Director’snotebook:StudentsatSLandHLchooseapublishedplaytexttheyhavenotpreviouslystudiedanddevelopideasregardinghowitcouldbestagedforanaudience.Eachstudentsubmitsforassessment:• adirector’snotebook(20pagesmaximum)whichincludesthestudent’spresentationoftheirfinaldirectorialintentionsandtheintendedimpactoftheseonanaudience

• alistofallsourcescited.

Ext.

35%

20%

Researchpresentation:Studentsplananddeliveranindividualpresentation(15minutesmaximum)totheirpeersinwhichtheyoutlineandphysicallydemonstratetheirresearchintoaconventionofatheatretradition.Eachstudentsubmitsforassessment:• acontinuous,uneditedvideorecordingofthelivepresentation(15minutesmaximum)

• alistofallsourcescitedandanyadditionalresourcesusedbythestudentduringthepresentation,whicharenotclearlyseenwithinthevideorecording.

Ext.

30%

20%

Collaborativeproject:Studentscollaborativelycreateandpresentanoriginalpieceoftheatre(lasting13–15minutes)forandtoaspecifiedtargetaudience,createdfromastartingpointoftheirchoice.Eachstudentsubmitsforassessment:• aprocessportfolio(15pagesmaximum)• avideorecording(4minutesmaximum)evidencingthestudent’scontributiontothepresentationofthecollaborativelycreatedpiece.Theselectedfootagemustbechosenbythestudentandmustdemonstratespecificartisticchoicesmadebythestudent

Int.

35%

25%

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• alistofallsourcescited.

OngoingFormativeAssessment:AswellasthemajorSummativeAssessmentTasks,allstudentswillcompleteaseriesofFormativeAssessmentTasks.Thesewillinclude(andnotlimitedto);teacherobservation,presentations,quizzes,classdiscussions,processjournalsandthecontributiontovariousblogsthroughoutthecourse.StudentswillbeassessedformativelythroughoutthecoursebywayofaprocessjournalthatwilldocumenttheirworkasrelatedtotheIBassessmentsResourcesDwightSchoolSeoulwillprovidebasictechnicalandproductionsupport(costume,make-up,lighting,setpieces,audioplayback,props).Studentswillberesponsibleforlargerandcase-specificitems.Anyaudiorecordingwillneedtobecompletedbythestudent.Syllabus concepts/content/skillsAugust-October

Studentswillpreparetheirsoloproject.Studentswillprepareasoloperformancebasedonatheatretheoristoftheirchoosing.(HLonly)

October-December

StudentswillpreparetheirDirector’sNotebook,foraproposedperformanceofapublishedplay.Studentswilltapintopastcoursework,tocreatedauniqueproposalforaplay.

January-March

Studentswillpreparetheircollaborativeprojectinsmallgroups.Focuswillbeoncollaborationskills,performanceskills,andtimemanagement.

March-April

Studentswillpreparetheirresearchpresentationintoanindividuallyselectedtheaterconvention.Focuswillbeonresearchandperformanceskillswithintheirselectedtradition


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VisualArtsTeacher:[email protected]

AimsTheaimsoftheVisualArtscourseatSLandHLaretoenablestudentsto:makeartworkthatisinfluencedbypersonalandculturalcontexts,becomeinformedandcriticalobserversandmakersofvisualcultureandmedia,anddevelopskills,techniques,andprocessesinordertocommunicateconceptsandideas.

ObjectivesAssessmentobjective1:demonstrateknowledgeandunderstandingofspecifiedcontent

● Identifyvariouscontextsinwhichthevisualartscanbecreatedandpresented● Describeartworkfromdifferingcontexts,andidentifytheideas,conventionsand

techniquesemployedbytheart-makers● Recognizetheskills,techniques,media,formsandprocessesassociatedwiththe

visualarts● Presentwork,usingappropriatevisualartslanguage,asappropriatetointentions

Assessmentobjective2:demonstrateapplicationandanalysisofknowledgeandunderstanding

● Expressconcepts,ideasandmeaningthroughvisualcommunication● Analyseartworksfromavarietyofdifferentcontexts● Applyknowledgeandunderstandingofskills,techniques,media,formsandprocessesrelatedtoart-making

Assessmentobjective3:demonstratesynthesisandevaluation● Criticallyanalyseanddiscussartworkscreatedbythemselvesandothersand

articulateaninformedpersonalresponse● Formulatepersonalintentionsfortheplanning,developmentandmakingof

artworksthatconsiderhowmeaningcanbeconveyedtoanaudience● Demonstratetheuseofcriticalreflectiontohighlightsuccessandfailureinorderto

progresswork● Evaluatehowandwhyart-makingevolvesandjustifythechoicesmadeintheirown

visualpracticeAssessmentobjective4:select,useandapplyavarietyofappropriateskillsandtechniques● Experimentwithdifferentmedia,materialsandtechniquesinart-making● Makeappropriatechoicesintheselectionofimages,media,materialsand

techniquesinart-making● Demonstratetechnicalproficiencyintheuseandapplicationofskills,techniques,

media,images,formsandprocesses● Produceabodyofresolvedandunresolvedartworksasappropriatetointentions

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Assessment

AssessmentType Preparation OfficialFormativeAssessment

ComparativeStudy-20%ExternalAssessmentCompareatleast3artworksfrom2differentartistswithcommentaryandimages.SL:10-15screensHL:13-18screens,connectionswithownwork

● Formativecollaborativetasksincludinggrouppresentations

● Developingvisualliteracyskillsrelatedtoanalyzingandcritiquingownandothers’work

● Practiceusingappropriatevocabulary

● Examineexemplarsanduserubricstoassesstothem

Comparativestudypresentation:JanuaryStudentswillpresenttheircomparativestudiestoanaudienceforfeedback

ProcessPortfolio–40%ExternalAssessment

● Studiowork● Journalpages● Experiments/Un

resolvedworkSL:9-18screensHL:13-25screens

● Continuousexperimentationwithtechniquesandmedia

● Applyingtechniquestodevelopingownwork

● Developingideas,concepts,andthemesthroughbrainstormingandreflection

● Recordingandjournalingexperiencesandplanning/reflections/research

Visualjournalandprocessexhibition:Studentswillcurateanexhibitionfocusingonprocessinsteadofproduct

Exhibition(Curatorial)–40%InternalAssessmentSelectedstudioworks,Curatorialrationale,Exhibitiontextforstudioworks(Notincludedinprocessportfolio)SL:4-7Studioworks,min.2mediatypes(2D,3D,Lens-based)HL:5-9Studioworks,3mediatypes(2D,3D,Lens-based)

● Developinganinformresponsetoworktheyhaveseenandexperienced

● Formulateintentionsforcreatinganddisplayingownart.Evaluatehowworkcommunicatesmeaningandpurpose

● Considerthenatureofanexhibitionandimpact

● Selectingandpresentingworkforexhibition.

● Howartisticjudgmentsimpactoverallpresentation.

StudentswillcurateapreliminaryexhibitionofresolvedandcompletedartworksintheSpahngallery

ResourcesProvided:Basicdrawing,painting,andsculptingmediaandtoolsareprovidedbytheArtsDepartment.Theseincludebrushes,paints,pencils,charcoal,pastels,wire,plaster,andvariousart-makingtoolsandequipment.Required:Studentsarerequiredtobringtheirownprocessjournals(A3-sizedsketchbooks)andowntoolsandmaterialsforproduct-specificprojects.

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Syllabus Aug Sep Oct Nov Dec Jan Feb March Aug–April

Unit

Two-dimensionalformsStudentchoice:● Drawing● Painting● Mural● Print-making● Illustration● Graphicdesign● Collageetc.Writtenrationale

Three-dimensionalformsStudentchoice:● Sculpture● Ceramics● Designedobjects

(Architecture,fashionetc.)

● Site-specific(Installation)etc.

Writtenrationale

Lens-basedStudentchoice:● Photography● Video● Animation● Installationand

performanceetc.Writtenrationale

Process Portfolio – External Assessment

● Studio work● Journal pages● Experiments/Unresol

ved workVisualArtJournal:•Developmentofart-makingskillsandtechniques•Experimentswithmediaandtechnologies•Personalreflectionsaboutart•Responsestofirst-handobservations•Creativeideasforexplorationanddevelopment•Evaluationsofartpracticesandart-makingexperiences•Responsestodiversestimuliandtoartistsandtheirworks•Detailedevaluationsandcriticalanalysis•Recordsofvaluedfeedbackreceived•Challengesfacedandtheirachievements.Comparative Study - External Assessmen •Carryoutresearchfromarangeofdifferentsources•Analysetheculturalcontextsinwhichtheselectedpieceswerecreated•Identifytheformalqualitiesoftheselectedpieces•Interpretthefunctionandpurposeoftheselectedpieces•Evaluatethematerial,conceptualandculturalsignificanceoftheselectedpiecestotheculturalcontextswithinwhichtheywerecreated.•comparetheselectedpieces,identifyinglinksinculturalcontext,formalqualities,function,purpose,material,conceptualandculturalsignificance•presentalistofsourcesusedduringthestudy

Homework

-Comparativestudy-VisualJournalingandProcessPortfolio-Experimentingwithmedia-Developingideas

-Comparativestudy-VisualJournalingandProcessPortfolio-Experimentingwithmedia-Developingidea

-Comparativestudy-VisualJournalingandProcessPortfolio-Experimentingwithmedia-Developingidea

AssessmentFocus

Exhibition(Curatorial)–InternalAssessmentTheexhibitionisfocusedonthemostresolvedworksthatshowthegreatesttechnicalaccomplishmentandconsidershowastudenthastakentheaudienceintoaccountwhendisplayingtheworks.WorksincludedintheexhibitioncannotbeincludedintheProcessPortfolio.

NumberofArtworks

2-3 2-3 2-3Processportfolio:13-25

pages/slidesComparativeStudy:13-18

pages/slides(alldatesaresubjecttochangedependingontherequirementsoftheclass)

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TheDiplomaoftheInternationalBaccalaureate

AwardingofTheDiploma

TobeawardedTheDiplomastudentsmustfulfillanumberofconditions.Asimplifiedversionoftheseislistedbelow.Pleasenote,theIBdoesreviewtheseregularlyandchangescanbemadetothemduringthecourseoftheDiplomaProgramme.

i. MeetalltherequirementsofCASii. Attainatleast24points(fromtheir6subjectsandTOK/EE)iii. Notbeenawardeda‘N’ineithertheEEorTOKiv. Notachievedan‘E’inboththeEEandTOKv. Achievedatleasta2inallsubjectsvi. Achievednomorethantwo2sinallsubjectsvii. Achievednomorethanthree2sand3sinallsubjectsviii. Gainedatleast12pointsfromHLsubjectsix. Gainedatleast9pointsfromSLsubjects

IfIstudentgainsan‘E’ineitherTOKorEEthenadditionalconditionswillapply

ArrivaloftheCertificates

AllcertificatesfromtheIB,includingTheDiplomawillbedeliveredtotheschoolinmidSeptember.InMarchofyourfinalyear,youwillbeabletoapplytotheIBtohavethemofficialnotifytheUniversitiesyouhaveappliedtoofyourresults.Thiswillavoidyouneedingtowaituntilthecertificatesarrivetoconfirmyourplace.

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StudentEligibilityStudentparticipationinoptionalactivities(forexamplesportsevents,filmfestival,MUN)thatrequiremissingclassesissubjecttostudenteligibility.OnordertobeeligiblestudentsmustbemakingsatisfactoryprogressinsubjectcoursesandbeuptodatewithrequiredcomponentssuchasExtendedEssayandCAS.Shouldastudentnotbeeligible,thePrincipalortheCoordinatorswillinformthem.Studentswhoareeligibleareexpectedtonotifytheirteachersoftheirabsencesaweekinadvanceand,wherepossible,completetheworktheywillbemissinginadvanceoftheevent.Extensionswillnotbegivenforthesetypeofevents

grade 12 curriculum handbook

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