international!school!of!lyon … · 2015-10-07 · 2!! our mission! ‘in the international school...
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International School of Lyon
International Baccalaureate Diploma Programme
Curriculum Guide
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Contents Mission Statement 2 The Diploma Programme Curriculum 3 The IB Learner Profile 4 Diploma Programme Subjects at ISL 5 Assessment In The IB Diploma 5 Quality Assurance 5 Group 1 -‐ Studies In Language and Literature English A: Literature 7 French A: Language & Literature 8 Group 2 -‐ Language Acquisition English B 9 French B 10 French Ab initio 11 Group 3 -‐ Individuals and Societies Economics 12 Geography 13 History 14 Group 4 -‐ The Sciences Biology 15 Chemistry 16 Physics 17 Group 5 -‐ Mathematics Mathematical Studies 18 Mathematics 19 Group 6 -‐ The Arts Visual Arts 20 The Core Theory of Knowledge 21 Creativity, Action and Service 22 Extended Essay 23 Core Assessment Grid 24
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Our Mission
‘In the International School of Lyon we are committed to
helping our students fulfill their personal and academic
potential through the development of independence, a lifelong
love of learning and a sense of intercultural understanding and
respect.’
We aim to achieve this by:
Providing a safe, supportive and caring environment
Emphasizing the values of integrity, respect, tolerance and trust
Implementing internationally recognized and transferable curricula
Using a wide range of teaching and learning resources
Developing independent, creative and critical thinking
Preparing our students for higher education world-wide
Fostering active involvement in local, host country and international communities
Working collaboratively with parents, families and other partners
Promoting global awareness and the need to protect and preserve our planet
Encouraging a balanced and healthy lifestyle
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The International Baccalaureate Diploma Programme (IBDP) The International Baccalaureate Diploma Programme is an internationally recognised, and internationally respected academic programme that prepares post 16 students for university or college study. It is a programme which studies have consistently demonstrated to be excellent preparation for post secondary study, often being associated with the lowest rates of dropout from those programmes and high levels of achievement in degree programmes. The programme is assessed through a combination of external examinations taken at the end of the two year programme, and internal assessments prepared during the course of study. Unlike many national programmes the International Baccalaureate Diploma Programme combines a breadth of study, through the six subject groups, with depth of study, particularly in subjects taken at higher level. The programme aims to develop global learners, conscious of their place in global society and individuals who are empowered to play an active role as educated citizens and who are able to evaluate information and understand the nature of knowledge. In all academic subjects that knowledge is developed through the local, national and international context.
The Diploma Programme Curriculum
Academic Subjects
The international baccalaureate diploma programme students must study at least one subject selected from five separate groups. Their sixth subject choice can be selected from group 6 or the students may select a second subject from one of groups one to five. Groups one to five are studies in language and literature, language acquisition, individuals and societies, sciences and mathematics, and group six is the arts. At least three, and no more than four of the subjects selected are taken at higher level, and at most three subjects are taken at standard level. The principal differences between higher level and standard level are the number of hours of material taught in class, and the structure and length of the final examination papers. In some cases there are also differences in the material produced for internal assessment, or for external assessment prior to the final examinations e.g. written assignments in language and literature subjects.
The Core Programme
The extended essay -‐ this is a project which asks students to undertake a sustained investigation into an area of personal interest. It is an independent research project driven by the students, but supported through their interactions with a supervisor who will help them shape their project and assist students in sustaining a suitable work rate to ensure completion of the project. The extended essay is assessed by an an external examiner and is graded A-‐E. Theory of Knowledge -‐ this is a taught course which involves weekly lessons as part of the students timetables. The aim of the course is to develop a coherent approach to learning and to support students in developing an understanding of how knowledge is created and shared. The course is assessed through a 1,600 word essay which is submitted to an external examiner, and the production of a presentation, which is presented to fellow IB students in the school in which the student explores a knowledge question of their choice. This is assessed by the theory of knowledge teachers in the school. Creativity, Action and Service (CAS) -‐ this programme is completed alongside the academic programme of the IBDP. The students have defined learning outcomes they seek to achieve through projects and activities developed and selected by the students themselves. Creativity seeks to ensure that all students engage with the arts and creative thinking no matter what their subject choices. Action encourages physical activity and the development of a healthy lifestyle, and service encourages participation in the community to support others. The students are required to compile evidence that they have achieved their learning outcomes and they do this in conjunction with and the support of the CAS Coordinator.
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The IB Learner Profile The IB learner profile is a series of attributes which permeate through all of the IB programmes (PYP, MYP, DP). The aims of all of the IB programmes is to develop internationally minded people who are striving to make the world a better place. This can be achieved through demonstrating the attributes of the IB Learner Profile. IB learners strive to be:
Inquirers
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
Knowledgeable
We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
Thinkers
We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
Communicators
We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
Principled
We act with integrity and honesty, with a strong sense of fairness, justice and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
Open-minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference to the lives of others and in the world around us.
Courageous We approach uncertainty with forethought and determination; We work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
Balanced We understand the importance of balancing different aspects of our lives – intellectual, physical and emotional – to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
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Diploma Programme Subjects at ISL The following subjects are offered at ISL for each of the subject groups. Group 1 -‐ Studies In Language and Literature English A: Literature French A: Language and Literature Literature A: Self Taught Group 2 -‐ Language Acquisition French B French B Ab initio English B Group 3 -‐ Individuals and Societies Group 4 -‐ The Sciences Group 5 -‐ Mathematics Group 6 -‐ The Arts Economics Biology Mathematical Studies Visual Art Geography Chemistry Mathematics History Physics
Assessment In The IB Diploma Students take examinations during the month of May in the second year of their IB diploma programme. These examinations are marked by external examiners who undergo a rigorous selection and training programme organised by the IBO. External examiners are usually serving teachers who deliver the course they are assessing materials for. Some assessment is completed in school and sent to external examiners, and some material, usually referred to as internal assessment, is marked by the teachers themselves. Samples of this work and the associated assessment are sent to external moderators who compare standards across schools. Each subject can be graded from 1 (the lowest) to 7 (the highest). The extended essay and theory of knowledge components are graded from A (the highest) to E (the lowest) and these grades are converted into a score from 0 to 3 additional points. This means that the highest score a student can achieve in the programme is 45 points. Students who achieve at least 24 points, including a score of at least 4 in each of their higher level subjects, and with at least a D in each of the theory of knowledge and extended essay, will be awarded a diploma. There are some specific circumstances in which a student can achieve a diploma if they achieve an E grade in one of the theory of knowledge, or the extended essay. Students who study English A; Literature, and French A; Language and Literature, will be awarded a bilingual diploma which is beneficial when supporting for study in universities based in France.
Quality Assurance Every year the teachers delivering IB diploma courses are given specific feedback on the performance of their students in internal assessments. Within the ISL community teachers regularly discuss teaching and learning in the IBDP programme and those leading the programme observe and feedback on teaching in the programme. Every five years we complete a self-‐study where the whole ISL community evaluate the IBDP provision in the school. This is submitted to the IBO who produce a comprehensive response and can undertake an evaluation visit to review our provision and the actions we’re taking to improve our programme in the local context.
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Specific Subject Curriculum Information What follows is a brief description of the subjects which make up the IB Diploma programme at ISL. These descriptions outline the main aims of the courses, the main differences between standard and higher level in the subject, the key skills developed through the course, and how students can maximise their chances of success in the course. More specific guidance on each subject is available from the IBO in the form of diploma programme subject briefs available at the following address: http://www.ibo.org/en/university-‐admission/ib-‐recognition-‐resources-‐and-‐document-‐library/#briefs
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Group 1 -‐ Studies In Language and Literature
English A: Literature
Nature of the subject Through the study of a wide range of literature, the language A: literature course encourages students to appreciate the artistry of literature and to develop an ability to reflect critically on their reading. Works are studied in their literary and cultural contexts, through close study of individual texts and passages, and by considering a range of critical approaches. The study of works in translation is especially important in introducing students, through literature, to other cultural perspectives. The assessment in this unit is through oral and written communication, thus enabling students to develop and refine their command of language. Course structure The course is divided into four parts, each with a particular focus. • Part 1: Works in translation • Part 2: Detailed study • Part 3: Literary genres • Part 4: Options (in which works are freely chosen) Levels The model for language A: literature is the same at SL and HL but there are significant quantitative and qualitative differences between the levels. SL students are required to study 10 works, whereas HL students are required to study 13. Two of the assessment tasks for SL are less demanding than the comparable HL tasks. In addition, the external assessment criteria for papers 1 and 2 and the internal assessment criteria are clearly differentiated. HL students are expected to show a deeper understanding of content and writers’ techniques than SL students. Key skills The ability to engage in close, detailed analysis of individual texts and make relevant connections. To be able to produce succinct and well written responses, both in orally and in written form. To recognize the importance of the contexts in which texts are written and received. To appreciate different perspectives and critical theories about texts. To recognize and analyse the formal, stylistic and aesthetic qualities of texts. How to be successful
● Be a committed and enthusiastic reader ● Be willing to engage in debate about texts ● Have an interest in ‘unpicking’ the text and analyzing what makes it successful ● Be a courageous writer, with a willingness to refine your skills
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French A: Language & Literature
Nature of the subject This course is designed for students who have experience of using French in an academic context. The study of texts, both literary and non-‐literary, provides a focus for developing an understanding of how language works to create meanings in a culture, as well as in particular texts. All texts may be understood according to their form, content, purpose and audience, and through the social, historical, cultural and workplace contexts that produce and value them. Course structure Part 1: Language in cultural context Part 2: Language and mass communication Part 3: Literature—texts and contexts: 2 books for SL, 3 for HL Part 4: Literature—critical study: 2 books for SL and 3 for HL Levels SL:
● 1 written task -‐ creative writing linked to any part of the course ● 2 books for Part 3 leading to Paper 2 essay writing ● 2 books for part 4 leading to the Individual Oral ● Paper 1: written commentary of an unknown passage ● Interactive oral linked to part 1 or 2 of the course
HL: ● 2 written task, one creative writing linked to any part of the course; the second essay writing from a
question ● 3 books for Part 3 leading to Paper 2 essay writing ● 3 books for part 4 leading to the Individual Oral ● Paper 1: Comparative commentary of two unknown passages ● Interactive oral linked to part 1 or 2 of the course
Key skills
● Communication skills, one to one and in front of an audience ● Critical skills for essay writing ● Creative skills for written task one ● Logical skills to construct a piece of organized writing ● Reading skills to extract useful information ● Analytical skills to observe texts and compare them
How to be successful
● Take an interest in literary texts and in reflecting upon what language is. ● Be persistent: be prepared to review and rewrite your written statements. ● Be methodical: develop a methodology and apply it logically to your analysis.
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Group 2 -‐ Language Acquisition
English B
Nature of the subject The main focus of the English B course is on language acquisition and development of language skills. These skills are developed through the study and use of a range of written and spoken material (novels, poems, magazine and newspaper articles, video, films, etc.) Although novels are studied, they are often used to explore issues relating to the various options of study rather than as literary analysis. The material is chosen to enable you to develop and practice your language skills in a range of contexts and for a variety of purposes. The course is also aimed to explore Anglophone cultures and to develop intercultural understanding. 30 percent of the final mark is based on interactive (in-‐class) and individual orals and 70 percent is based on two written exams and a written assignment. Course structure There is a common syllabus at SL and HL. The differences between levels are determined by the assessment details, criteria and objectives and the depth of syllabus coverage. The course involves the study of three core topics, communication and media, global issues, and social relationships. There are also some options topics, of which we study two of the five. In the 2015/16 academic year the options selected were health, and science and technology. The course also involves the analysis of at least three literary works but we also examine many other poems and short stories to support language acquisition during the course and to explore context and use of language. Levels The main differences between the levels are the time spent in class and the depth and content of the examination papers. Key skills The aim of the course is to develop the use of English by those studying the course. Students at ISL have a unique advantage in that most of their other subjects are also being taught in English and so there are far more opportunities to develop and practise complex academic use of English. The end result should be a very high grade in this subject. You will develop analytical and explanatory skills as well as the ability to enrich and enhance your vocabulary and understanding of English. There will also be an opportunity to learn more about the English-‐speaking world through the texts being studied. How to be successful It is important to be willing to contribute to discussions and to use the language as often as possible. Only through making mistakes, rectifying those mistakes, and understanding why something was a mistake will you learn more. Motivation, self-‐reliance and a willingness to work independently are also necessary if you are going to progress and achieve well.
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French B
Nature of the Subject The French B course is intended for students who have had some previous experience of learning the language. The course is designed to develop the language acquisition and “receptive, productive and interactive” skills in listening, speaking, reading and writing. You will learn to communicate in the target language in different situations by means of a wide range of written and spoken materials. The aim is to develop your awareness of the culture of France and to help you integrate into the local population. We also aim to give you a broader insight into the Francophone world. Course structure The course is based on 3 compulsory core subjects:
● Communication and media ● Global issues ● Social relationships
And two out of five options: ● Customs and tradition ● Health ● Science and technology ● Cultural diversity ● Leisure
Levels The content of the course is essentially the same at both levels. The assessment, however, is different and the workload in HL is in line with higher requirements. The HL course includes studying two literary pieces, which is not part of the SL course. Key skills
● Development of critical-‐thinking, analytical, decision-‐making, and reflective skills through the study of a range of written and spoken materials
● Development of research and independent learning skills through the study of contemporary topics ● Development of intercultural understanding
How to be successful
● Be self-‐reliant, ready to work independently ● Be motivated and enthusiastic ● Have a positive view of the language and its culture ● Play an active part in class activities (and language learning activities outside class) ● Don’t be afraid of making mistakes ● Practice as much as possible!
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French Ab initio
Nature of the subject French Ab initio is a course designed to give you the necessary skills and intercultural understanding to communicate successfully in French, and to be able to integrate more successfully into the world outside of school. The course is designed for students who have a very limited knowledge, or no knowledge of the French language. Through the study of three themes you will practice grammatical structures and vocabulary and explore the language whilst developing an intercultural understanding. By developing the range of receptive, productive and interactive skills, you will develop the skills to able to to communicate and interact in a range of everyday situations. Course structure The course is organised into three themes through which you will practise and develop your understanding of French. The three themes and their subtopics are shown below.
Individuals and society Leisure and work Urban and rural environment
Daily routines Employment Environmental concerns
Education Entertainment Global issues
Food and drink Holidays Neighbourhood
Personal details, appearance and character
Media Physical geography
Physical health Sport Town and services
Relationships Technology Weather
Shopping Transport
The assessment of the course includes both externally assessed components and some internal assessment in the form or an oral examination. The structure of the assessment is: External assessment Paper 1: Receptive skills Paper 2: Productive skills Written assignment: Receptive and productive skills. A piece of writing, 200 – 350 words, demonstrating intercultural understanding and written in the target language. Internal assessment Individual oral: Three-‐part oral internally assessed by the teacher and externally moderated by the IB towards the end of the course. Key skills Through the course you will develop these three key skills; Receptive skills – the ability to understand spoken and written French in a range of contexts. Productive skills – the ability to speak and write French at an appropriate level. Interactive skills – the ability to respond effectively to spoken and written French. How to be successful
● Be willing to communicate and participate in classroom activities ● Always take the opportunities you have to speak in, listen to, and read French. ● Show an interest in different cultural values and behaviours
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Group 3 -‐ Individuals and Societies
Economics
Nature of the subject Economics is a dynamic social science, the study of which is essentially about dealing with scarcity, resource allocation and the methods and processes by which choices are made in the satisfaction of human wants. The IB economics course emphasizes the theories of microeconomics, which deal with economic variables affecting individuals, firms and markets, and the theories of macroeconomics, which deal with economic variables affecting countries, governments and societies. Throughout the course these theories are used to explore real world events happening as the course progresses. The ethical dimensions involved in the application of economic theories and policies permeate throughout the economics course as students are required to consider and reflect on human end-‐goals and values. The economics course encourages students to develop international perspectives, fosters a concern for global issues, and raises students’ awareness of their own responsibilities at a local, national and international level. The course also seeks to develop values and attitudes that will enable students to achieve a degree of personal commitment in trying to resolve these issues. Course structure The economics course involves the study of 4 main areas of economics; 1. Microeconomics 2. Macroeconomics 3. International economics 4. Development economics The course is assessed through examinations taken at the end of the year and the completion of some internal assessment during the course. The internal assessment takes the form of a portfolio of three commentaries written about articles concerning economics. Each one must be relevant to the subject content of a different area of the course (i.e. the 4 topics listed above) and be no more than 750 words. These commentaries are marked by your teacher and then sent to the IB for moderation. Levels During the course HL students will study some additional material in HL Extension topics and will sit one more examination paper than the SL students. Key skills During the course you will develop analytical and critical skills and enhance your ability to formulate clear arguments supported by data and theoretical knowledge. You will have many opportunities to evaluate the ideas of others and interpret complex data, a skill useful to many professions and university courses. You will also experience a wide range of attitudes and beliefs and so develop your appreciation of the views and perspectives of others. How to be successful Most important of all is the willingness to engage in discussion with others. Being interested in the world around you, and taking the time to read newspapers, online news content and publications such as ‘The Economist’ will mean you have the knowledge and examples you need to support your learning. A motivation to explore arguments and the confidence to make mistakes will also support success.
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Geography
Nature of the subject Geography is a dynamic subject that is firmly grounded in the real world and focuses on the interactions between individuals, societies and the physical environment in both time and space. It seeks to identify trends and patterns in these interactions and examines the processes behind them. It also investigates the way that people adapt and respond to change and evaluates management strategies associated with such change. The Diploma Programme Geography course integrates both physical and human geography and helps students develop an appreciation of, and a respect for, alternative approaches, viewpoints and ideas. Course structure The course contains a large amount of material which are examined through the examinations at the end of the course. Geographical skills is a component which runs throughout the course and is integrated into the themes and areas studied. External Assessment – the areas included in the end of course exams.
Part 1: Core Themes (HL & SL) Part 2: Optional Themes (2 at SL, and 3 at HL)
Part 3: Additional HL only material
1. Populations in transition 2. Disparities in wealth and development 3. Patterns in environmental quality and sustainability 4. Patterns in resource consumption
SL & HL; 1. Hazards and disasters—risk assessment and response 2. Leisure, sport and tourism HL Only; Either Extreme environments (Cold/Arid) or Freshwater—issues and conflicts
1. Measuring global interactions 2. Changing space—the shrinking world 3. Economic interactions and flows 4. Environmental change 5. Sociocultural exchanges 6. Political outcomes 7. Global interactions at the local level
Internal Assessment – completed at school and marked by the teachers. Fieldwork (SL/HL); Fieldwork, leading to one written report based on a fieldwork question, information collection and analysis with evaluation (maximum 2,500 words (30 marks)) Levels Differences between HL and SL are outlined in the above section. The only other differences are that the HL students have longer examination times for papers 2 and 3. Key skills The geography course requires no specific prior learning. The skills needed for the geography course are developed within the context of the course itself. Key subject skills developed include; map skills, effective data presentation, analysis of a wide range of data, analysis of cartographic material, use of statistics, and planning and carrying out first-‐hand fieldwork data collection and analysis. How to be successful Geography is essentially about PLACE. Effective research skills and being able to remember facts and figures and key terminology will help. Ultimately, an interest in the world around you and what is happening in the world politically and environmentally will allow you to demonstrate your knowledge. As with all IB subjects, the ability to plan your work and work effectively is necessary too.
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History
Nature of the subject History is more than the study of the past; it is an encounter with the present, the past and the future, which can be as creative as it can be scientific. It is the process of imagining, recording, reconstructing and interpreting the past in the present through the investigation of the traces and memories of the past through a variety of sources. It is a discipline that gives people an understanding of themselves and others in relation to the world, both past and present, and helps them imagine a future. Course structure The course involves the study of one prescribed topic, which at ISL is going to be ‘Rights & Protest’. This will look at the Civil Rights movement in the USA in the late 1950s and apartheid in South Africa from 1948-‐1964. There are then two World History topics that will examine the causes and effects of the wars of the twentieth century, and the Cold War. Higher level students will also explore an optional topic in the history of Africa and the Middle East, including the Ottoman Empire, war and change in the region from 1914 to 1945 and post-‐war developments in the Middle East. The course also involves a piece of internal assessment known as the ‘Historical Investigation’. This involves the student choosing a topic of interest to them, but which cannot have happened in the last 10 years and undertaking an investigation into it. They will select sources to be used and evaluate these sources before writing their investigation, using the evidence from the sources to support the arguments being made. The piece ends with a reflection where the students identify what they learned about the methods used by, and the challenges faced by historians. Levels The only significant difference between HL and SL in history is that the HL students take an additional paper (paper 3) and study an extra topic area. Key skills The ability to analyse and read the present world around you; the ability to question; the ability to think globally; the ability to develop and consider different perspectives on things; to interact with the analysis of historical change, causality, and consequences; to tease out different interpretations of historical sources; visual thinking; to develop clear, supported argumentation; the art of historical rhetoric in essay writing; the ability to think imaginatively. How to be successful No previous knowledge of history is required. Curiosity, open-‐mindedness, international-‐mindedness, the ability to focus in class, to listen; organisation, and to have patience whilst you learn how to write an IB History essay will all lead to success.
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Group 4 -‐ The Sciences
Biology
Nature of the subject Biology is the study of life. The first organisms appeared on the planet over 3 billion years ago and, through reproduction and natural selection, have given rise to the 8 million or so different species alive today. Estimates vary, but over the course of evolution 4 billion species could have been produced. Most of these flourished for a period of time and then became extinct as new, better adapted species took their place. There have been at least five periods when very large numbers of species became extinct and biologists are concerned that another mass extinction is under way, caused this time by human activity. Nonetheless, there are more species alive on Earth today than ever before. This diversity makes biology both an endless source of fascination and a considerable challenge. Biologists attempt to understand the living world at all levels using many different approaches and techniques. At one end of the scale is the cell, its molecular construction and complex metabolic reactions. At the other end of the scale biologists investigate the interactions that make whole ecosystems function. Course structure The biology course is split into 11 topics covering areas such as cells, ecology, genetics, molecular biology and physiology. Topics 1-‐6 are common to all levels and topics 7-‐11 are additional higher level topics. There is also an option topic which for us is option A, neurobiology and behaviour. Experimental work is carried out throughout the course and at the beginning of the second year all students complete their internal assessment which is a 10 hour personal project where you design, plan, carry out and analyse your own experimental project. This is used to write a laboratory report which should be no more than 12 pages long. Levels HL biology involves the study of additional course material in both the compulsory parts of the course, and the option unit. HL students also have longer examinations than SL students, but all students sit the same number of examination papers, 1 multiple choice paper, 1 paper including data analysis and extended responses and 1 paper covering the option topic. Key skills The main skill developed through the study of biology is the ability to use evidence and knowledge to build a sequential and logical explanation for observations and data. Analysis, evaluation, and the carrying out of tasks in a controlled and planned manner are essential skills in the many professions, and are enhanced and honed through the study of biology. How to be successful Be prepared to work hard, to use time effectively outside of the classroom to review, to explore, and to extend your knowledge and you’ll be a highly successful biologist. This is a subject that has a large body of knowledge upon which arguments and ideas can be based, and so you’ll need to be willing to learn a large number of facts and subject specific terms if you want to achieve a high grade.
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Chemistry
Nature of the subject Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is often called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful preparation for employment. The Diploma Programme chemistry course allows students to develop traditional practical skills and techniques and to increase facility in the use of mathematics, which is the language of science. It also allows students to develop interpersonal skills, and digital technology skills, which are essential in 21st century scientific endeavour and are important life-‐enhancing, transferable skills in their own right. Course structure The chemistry course is split into 21 topic areas covering things such as atomic structure, bonding, patterns in the periodic table, energetics, reaction kinetics, and organic chemistry. Topics 1 to 11 are common to both SL and HL and the remaining topics form the additional higher level topics. In addition you will study an optional unit which includes both core and HL only material. Experimental work is carried out throughout the course in addition you will complete your internal assessment in a block during the course. This is a 10 hour personal project where you design, plan, carry out and analyse your own experimental project. This is used to write a laboratory report formally assessed by your teacher. Levels HL chemistry involves the study of additional course material in both the compulsory parts of the course, and the option unit. HL students also have longer examinations than SL students, but all students sit the same number of examination papers, 1 multiple choice paper, 1 paper including data analysis and extended responses and 1 paper covering the option topic. Key skills Through the study of chemistry you can develop an appreciation of the methodology of scientific inquiry and the important role of creativity in driving forward scientific thinking. You will utilise and enhance skills relating to analysis and evaluation of data and be able to apply these skills in planning your own investigations and analysing the resulting data. You will begin to appreciate the possibilities presented by chemical investigation, as well its limitations. The course will also equip you with the key skills and knowledge needed to study chemistry after school, or to support the study of other scientific disciplines. How to be successful Chemistry is a challenging subject which utilises a wide range of skills, and as such you should be prepared for this challenge. Students who achieve well in chemistry are those who have sound skills in mathematics and language and who are prepared to take risks with their knowledge and learn from their errors. It’s important to ensure that you regularly review your knowledge and dedicate specific time outside of the classroom to revise topics which relate to the topics you’re studying in class.
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Physics
Nature of the subject Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself from the very smallest particles—currently accepted as quarks, which may be truly fundamental—to the vast distances between galaxies. Alongside the growth in our understanding of the natural world, perhaps the more obvious and relevant result of physics to most of our students is our ability to change the world. This is the technological side of physics, in which physical principles have been applied to construct and alter the material world to suit our needs, and have had a profound influence on the daily lives of all human beings. Physics is therefore, above all, a human activity, and students need to be aware of the context in which physicists work. Illuminating its historical development places the knowledge and the process of physics in a context of dynamic change, in contrast to the static context in which physics has sometimes been presented. This can give students insights into the human side of physics: the individuals; their personalities, times and social milieux; their challenges, disappointments and triumphs Course structure The physics course is split into 12 topics areas. Topics 1 through 8 are common to both levels and include topics such as mechanics, waves and thermal physics. Higher level students also study an additional 4 topic areas; wave phenomena, fields, electromagnetic induction, and, quantum and nuclear physics. The course also involves the study of one optional topic (to be selected during the course) that has both core (SL & HL) material, and some additional HL material. Experimental work is carried out throughout the course in addition you will complete your internal assessment in a block during the course. This is a 10-‐hour personal project where you design, plan, carry out and analyse your own experimental project. This is used to write a laboratory report formally assessed by your teacher. Levels Differences between HL and SL include differences in the length of examinations and that HL students have additional subject material to cover. Key skills Physics is a subject that requires students to think in an abstract way and so you’ll develop your ability to approach tasks with a more abstract, less concrete approach. You will develop extensive skills of analysis and evaluation as you explore and explain data collected from your own investigations, or from the work of others. The course will also equip you with a sound grasp of the application of mathematics to specific areas of research and the knowledge you will need to study physics, or related disciplines at university. How to be successful There is no doubt that physics is seen to be a challenging subject. The reliance on mathematics means that this needs to be an area in which you have strengths. However, there are also areas of physics, and of assessment in physics that require more sophisticated use of language to clearly articulate your ideas and arguments, so it is important to understand that being good at maths does not automatically mean success in physics.
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Group 5 -‐ Mathematics
Mathematical Studies
Nature of the subject This course is available only at standard level, and is equivalent in status to mathematics SL, but addresses different needs. It has an emphasis on applications of mathematics, and the largest section is on statistical techniques. It is designed for students with varied mathematical backgrounds and abilities. The course offers students opportunities to learn important concepts and techniques and to gain an understanding of a wide variety of mathematical topics. It prepares students to be able to solve problems in a variety of settings, to develop more sophisticated mathematical reasoning and to enhance their critical thinking. Course structure The course syllabus focuses on important mathematical topics that are interconnected. Statistics are a major part of the syllabus. The syllabus is organized and structured with the following tenets in mind: placing more emphasis on student understanding of fundamental concepts than on symbolic manipulation and complex manipulative skills; giving greater emphasis to developing students’ mathematical reasoning rather than performing routine operations; solving mathematical problems embedded in a wide range of contexts; using the calculator effectively. The course includes project work, a feature unique to mathematical studies SL within group 5. Each student completes a project, based on his or her own research; this is guided and supervised by the teacher. The project provides an opportunity for students to carry out a mathematical study of their choice using their own experience, knowledge and skills acquired during the course. This process allows students to take sole responsibility for a part of their studies in mathematics. Levels This course is only available at standard level. Key skills Be organized, curious and willing to apply math in a wide variety of contexts. Be prepared to encounter challenges and have the confidence to work with your teacher and others to overcome those challenges successfully. How to be successful The successful students are the ones who ask questions; complete the work set, and revisit the work done in class. Everyone can be successful through consistent and hard work.
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Mathematics
Nature of the subject The nature of mathematics can be summarized in a number of ways: for example, it can be seen as a well-‐defined body of knowledge, as an abstract system of ideas, or as a useful tool. For many people it is probably a combination of these, but there is no doubt that mathematical knowledge provides an important key to understanding the world in which we live. Some people enjoy the challenges offered by the logical methods of mathematics and the adventure in reason that mathematical proof has to offer. Others appreciate mathematics as an aesthetic experience or even as a cornerstone of philosophy. This prevalence of mathematics in our lives, with all its interdisciplinary connections, provides a clear and sufficient rationale for making the study of this subject compulsory for students studying the full diploma. Course structure Higher Level; Students will study 6 compulsory topics including algebra, trigonometry, vectors, statistics and calculus. You then study one of four optional units, which in our case is the unit on calculus that builds on and extends the compulsory material. Standard Level; Students will study 6 compulsory topics, which cover the same areas of mathematics as in the HL course, but which cover different content to that included in the HL syllabus. Both HL and SL mathematics include internal assessment in the form of an exploration. This is a short report (6-‐12 pages) which explores the mathematics of a given area of interest, for example the use of mathematics to break ciphers and codes, strategies to win simple games such as minesweeper, or to test the limits of ancient puzzles. How to be successful There is no doubt that for many students mathematics is a challenging subject that requires consistent practise and review. It is important that students schedule regular time slots outside of class to review the material covered in class, and that you seek help and assistance whenever it is needed. If you do this, monitor your own progress and utilise the resources available to support your learning you will be maximising your chances of being successful.
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Group 6 -‐ The Arts
Visual Arts
Nature of the subject The diploma programme visual arts course is designed to offer students the opportunity to build on prior experience while encouraging them to develop and use new skills, techniques and ideas. The process involved in the study and production of visual arts is central to developing capable, inquiring and knowledgeable young people. The course enables students to engage in both practical investigation and aesthetic production, and in independent contextual, visual and critical investigation. Course structure The first year is spent producing the “comparative study” in addition to a body of work of 5 to 6 resolved pieces that explore a variety of media. The second year is spent continuing the studio work as well as creating the material for the process portfolio, in regard to the level chosen (higher or standard). Levels Each week, students are being asked to produce homework (3 hours at HL and 2 hours at SL) on their “journal/log”, and to carry on the production of art pieces in the studio. The IB diploma programme in visual arts is assessed based on 3 components. The comparative study (20% of the marks) An independent critical and contextual investigation that explores artworks, objects and artifacts from differing cultural contexts. The CS is not an extended essay: it is an investigative comparison that should strike a balance between visual and written content. Requirement: SL 10-‐15 pages, HL 10-‐15 Pages + 3-‐5 Pages The process portfolio (40% of the marks) A documentation of the student’s artistic experience during the course, both visual and written. Students submit carefully selected materials that show their experimentation, exploration, manipulation and refinement of a variety of visual arts activities during the two-‐year course. Requirement: SL students submit 9–18 pages; HL students submit 13–25 pages The exhibition (40% of the marks) Students present a body of work accompanied by reflection showing critical understanding and awareness of context. Students display their artwork and produce a curatorial rationale; SL – 4-‐7 works and a rationale of no more than 400 words. HL – 8-‐11 artworks and a rationale of no more than 700 words. How to be successful To clarify one thing, students do not require any particular art training before joining the course. It is of course preferable if it is so, but not necessary to succeed and therefore obtain a good grade. However, being open-‐minded, curious, playful, having an ability to generate ideas, being curious and inquisitive, experimenting with material, having a sense of aesthetic, enjoying bending rules and a willingness to discuss concepts whilst being creative, are essential for being a good IB visual arts student.
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The Core
Theory of Knowledge
Nature of the subject The Theory of Knowledge plays a central role in the IB Diploma programme as it provides students with an opportunity to reflect on the nature of knowledge and how we know what we think we know. The key question being considered in all lessons is “how do we know that?” The course encourages students to think critically and to ask questions about the validity of claims and counterclaims. The students will consider the role of knowledge in their culture but also will consider knowledge in the culture of others. The subject encourages students to reflect on their knowledge, and the knowledge of others and to apply this critical analysis to the other subjects they are studying as part of their diploma programme. In addition the students will become more aware of the need to act responsibly in a world where knowledge is increasingly shared in various mediums. Course structure All IB Diploma students will attend Theory of Knowledge lessons that form part of their timetabled lessons. The lessons will involve students exploring knowledge questions. Examples of knowledge questions could include; What counts as evidence in Science? What makes a good explanation in History? What does the theory of plate tectonics mean in the real world? How do we know it’s right to imprison criminals? Students will be encouraged to engage in discussion and debate in lessons to unpack knowledge questions and consider them from a range or perspectives. During the course the students will be exploring a range of “Ways of Knowing” that are outlined in the course content e.g. language, reason, emotion and memory. When exploring the construction of knowledge the students will consider areas of knowing, for example the arts, natural science, and religious knowledge systems. Nature of assessment The Theory of Knowledge course is assessed in two ways:
• An essay: o Six prescribed titles published in September of grade 12 o Students choose one of the titles. o Produce an essay in response to the question, which can be a maximum of 1600 words.
The Theory of Knowledge teachers, who will teach them the skills needed them to unpack and analyse such questions support the students through this process. The teachers are allowed to read and give feedback on one draft of the essay. When completed an electronic version of the essay is uploaded to an IBO site and an examiner marks the essay. The essay will be awarded a grade from E (the lowest) to A (the highest).
• A presentation: o The student gives a presentation exploring a knowledge question of their choosing. o The work is presented to fellow IB students who will ask questions. o The Theory of Knowledge teachers, using criteria produced by the IBO, assess the presentation. o The students are also required to complete a Presentation Planning Document (TK/PPD) and this
is submitted to the IBO. • The essay accounts for 67% of the final mark, and the presentation for 33%. • The final mark awarded is from E (the lowest) to A (the highest).
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Creativity, Action and Service (CAS).
Nature of the subject CAS is at the heart of the diploma programme and it is intended that the programme will extend and develop the students’ interpersonal learning during their diploma programme. CAS is organized through three strands: Creativity – exploring and extending ideas leading to an original or interpretive product or performance. Action – physical exertion leading to a healthy lifestyle. Service – collaborative and reciprocal engagement with the community in response to an authentic need. The CAS programme allows diploma learners to exhibit the full range of learner profile attributes in a real and meaningful way beyond their academic programme. It is often the most fulfilling, challenging and meaningful aspects of the students’ overall experience of the diploma programme. CAS complements the academic programme in a more holistic way encouraging a sense of self-‐reflection, determination, collaboration, accomplishment and enjoyment. Completion of the CAS programme is essential if the student is to achieve a diploma, and failure to complete CAS would prevent a student achieving an IB diploma despite their academic performance in their subject exams. A CAS Coordinator, with whom they work to develop their CAS projects, supports the students as individuals and as a group. All such projects are student driven and the ideas for those projects come from the students themselves. Course structure During their homeroom lessons in the first half term of the diploma programme grade 11 are given a full induction to the CAS programme by the CAS coordinator. After this the students will have scheduled meetings with the CAS coordinator to discuss progress and to get support in completing the reflective statements the students complete after each CAS project. There are no official timetabled sessions for CAS so students are expected to attend these meetings in time where they are not scheduled to attend a timetabled lesson. There is an expectation that the students will have at least three formal interviews with the CAS coordinator, which will be documented by the coordinator to form part of the student’s CAS portfolio. Nature of assessment CAS is assessed through seven learning outcomes. The students plan and undertake projects that will allow them to meet these learning outcomes. After each project the students are required to complete a reflection that is checked and countersigned by the CAS coordinator. These reflections make reference to how the students’ projects met the learning outcomes and the skills the students developed through their projects as well as reflecting on the impact of their work. Occasionally a random sample of portfolios is selected by the IBO, which they review for moderation purposes.
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Extended Essay
Nature of the subject The extended essay requires the IB diploma students to undertake an in-‐depth, focused study of an area of interest to the students that is related to an approved IB Diploma Programme subject area. The purpose of the essay is to develop the students’ research skills and to promote high-‐level writing skills alongside developing their curiosity and creativity. The project allows the students’ to focus on topics of their own choosing which ends with them producing a formally presented piece of academic research. Throughout the process they are supported and encouraged by a supervisor who will help them to formulate a focused research question and who will aid the student in interpreting the assessment criteria to ensure that the work they produce achieves an appropriate grade. The IBO recommends that the project end with a short interview conducted by the supervisor, which contributes to the short review statement that the supervisor writes to accompany the submission of the extended essay. Course structure There are no formal lessons dedicated to the extended essay and as such supervisory meetings will take place outside of timetabled classes as needed. Usually grade 11 students are introduced to the extended essay process in January of year one of their diploma. They are given an opportunity to undertake some initial research, and to participate in discussions with teaching staff before submitting two extended essay proposals to the IB Coordinator in February. The IB Coordinator will assess those submissions and then inform the students’ of their assigned supervisors. Students and supervisors make appointments as necessary to allow the student to be in a position to complete a first draft of the essay over the summer break between year one and year two of the programme. Upon their return to school for year two the students submit their first draft which the supervisor will read in full before providing feedback. The students are then given until December of year two to complete the final version of the essay. Nature of assessment An external examiner marks the extended essay. The students are required to submit a printed copy, and an electronic copy of their extended essay to the IB Coordinator who then sends the essays to the examiner. The essay is awarded a grade between E (the lowest) to A (the highest) and the students are notified of the result of the assessment when they receive their IB results in July of year two.
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Core Assessment Grid
The Extended Essay and Theory of Knowledge are formally assessed and up to three points are available when the marks from both of these aspects are combined. The grid below indicates how the core points achieved by a diploma programme candidate will be calculated. This grid shows that if a student achieves an E in either the Theory of Knowledge or Extended Essay then they will not be able to obtain a full IB Diploma. Any student who does not achieve the diploma will still be awarded grades for their individual subjects which would then be referred to as ‘courses’.