kis ibdp handbook

Kodaikanal International School IB Diploma Program Handbook

January 2013


January 2013

Table of contents Page number

Table of contents .........................................................................................................................................2

IBO mission statement ....................................................................................................................................5

IB learner profile .............................................................................................................................................5

Fundamental Principles of the Diploma Program .............................................................................................6

Nature of the IB Diploma Program at KIS .........................................................................................................6

IB Diploma course description ....................................................................................................................... 10

Group 1 Language A: Literature ................................................................................................................................. 10

Language A Language and Literature ........................................................................................................................ 11

Group 2 Second Language B ...................................................................................................................................... 13

Group 3 Individuals and Societies .............................................................................................................................. 17

Group 4 Experimental Sciences ................................................................................................................................. 24

Group 5 Mathematics ................................................................................................................................................ 27

Group 6 The Arts ........................................................................................................................................................ 33

The Extended Essay ....................................................................................................................................... 39

Theory of Knowledge ..................................................................................................................................... 40

Diploma Award .............................................................................................................................................. 41

Appendix 1 .................................................................................................................................................... 43

Appendix 2 .................................................................................................................................................... 45

Policy on academic honesty ........................................................................................................................... 45

Appendix 3 .................................................................................................................................................... 48

IB Extended Essay 2012 - 2013 ...................................................................................................................... 48

Appendix 4 .................................................................................................................................................... 49

IB services – examination session May .......................................................................................................... 49

Appendix 5 - Need transcripts ....................................................................................................................... 51

IB Diploma Program

Information handbook for parents and students


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Appendix 6 .................................................................................................................................................... 53

Indian government policy regarding the IB .................................................................................................... 53

Appendix 7 .................................................................................................................................................... 55

University recognition in Korea ..................................................................................................................... 55

Appendix 8 .................................................................................................................................................... 56

KIS – IB teacher resources and tips ................................................................................................................ 56

Appendix 9 .................................................................................................................................................... 59

IB Student resources and assistance .............................................................................................................. 59

Appendix 10 .................................................................................................................................................. 61

High School assessment guidelines ................................................................................................................ 61

How does High School continuous assessment work? .............................................................................................. 62

What is criterion-based assessment? ........................................................................................................................ 63

Appendix 11 .................................................................................................................................................. 64

Conversion of KIS Diploma to letter grade ..................................................................................................... 64

Appendix 12 ............................................................................................................................................................... 66

The KIS Diploma and Indian universities ................................................................................................................... 66

Appendix 13 .................................................................................................................................................. 67

Grade descriptors in subject areas: ........................................................................................................................... 67

Appendix 14 .................................................................................................................................................. 79

Form 1 - IB Diploma Program ......................................................................................................................... 79

Form 2 - IB Extended Essay ............................................................................................................................ 79

Form 3 - The online registration procedure (grade 11) .................................................................................. 80


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In 1976 Kodaikanal International School became the first school in India and the second school in Asia

to adopt the International Baccalaureate Diploma program with thirty two years of proven

experience.

KIS is unique in offering the IB Diploma program in parallel with the KIS Diploma since 1976. The IB

Diploma program is fully integrated with the KIS Diploma which is accredited by the Middle States

Association of Schools and Colleges. The KIS Diploma must be taken by all students from grade 9 to

12. However, students have the option of also doing the full IB Diploma or taking IB certificates in

certain subjects if desired alongside the KIS Diploma .The IB curriculum is followed for the KIS

Diploma thus ensuring their effective integration with one another.

Apart from satisfying the rigorous IB requirements, the IB Diploma students also need to satisfy

additional requirements for the KIS Diploma which are:

Computer Application (2.5 Credits)*

FAPA (5 credits)**

Social Experience (20 hours per year)+ Social Experience class, once per cycle

Health (2.5 credits)

Physical Education (3 credits per semester)up to end of grade 11 for full Diploma**

Religious Education (2.5 credits)***

*Computer Application will not be a requirement from next academic year.

**Students taking Group 6 subjects will receive FAPA Credits for KIS Diploma.

** Satisfactory completion of CAS in grade 12 will be accepted for PE credits and social experience

hours

*** Student in Diploma program are only required to take one semester of RE for KIS credits if TOK is

completed. The RE course should be completed in the year 1 of DP program. Students who take World

Religion as a subject in IB Course will receive RE credits.

Thus the full IB diploma graduates are also awarded the KIS Diploma on successful completion of the

given requirements.

For approximately 550 students coming from around 30 countries KIS offers a large variety of second

languages at various levels in keeping with its philosophy of promoting international mindedness.

KIS offers a large number of IB subjects in comparison with other international schools in India,

including Visual Arts and Music.


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IBO mission statement

The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring

young people who help to create a better and more peaceful world through intercultural

understanding and respect. To this end the IBO works with schools, governments and international

organizations to develop challenging programs of international education and rigorous assessment.

These programs encourage students across the world to become active, compassionate and lifelong

learners who understand that other people, with their differences, can also be right.

IB learner profile

The aim of all IB programs is to develop internationally minded people who, recognizing their

common humanity and shared guardianship of the planet help to create a better and more peaceful

world. IB learners strive to be:

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry

and research and show independence in learning. They actively enjoy learning and this love of

learning will be sustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so

doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range

of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and

approach complex problems and make reasoned, ethical decisions.

Communicators They understand and express ideas and information confidently and creatively in

more than one language and in a variety of modes of communication. They work effectively and

willingly in collaboration with others.

Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect

for the dignity of the individual, groups and communities. They take responsibility for their own

actions and the consequences that accompany them.

Open-minded They understand and appreciate their own cultures and personal histories and are open

to the perspectives, values and traditions of other individuals and communities. They are accustomed

to seeking and evaluating a range of points of view and are willing to grow from the experience.

Caring They show empathy, compassion and respect towards the needs and feelings of others. They

have a personal commitment to service and act to make a positive difference to the lives of others

and to the environment.

Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought and

have the independence of spirit to explore new roles, ideas and strategies. They are brave and

articulate in defending their beliefs.

Balanced They understand the importance of intellectual, physical and emotional balance to achieve

personal well-being for themselves and others.


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Reflective They give thoughtful consideration to their own learning and experience. They are able to

assess and understand their strengths and limitations in order to support their learning and personal

development.

Fundamental Principles of the Diploma Program

From its inception, the development of the Diploma Program was based on three fundamental

principles:

• the need for a broad general education, establishing the basic knowledge and critical thinking

skills necessary for further study

• the importance of developing international understanding and citizenship for a more peaceful,

productive future

• the need for flexibility of choice among the subjects to be studied, within a balanced

framework, so that the students’ options could correspond as far as possible to their particular

interests and capacities.

Attempting to encapsulate the aims of the program in a single sentence, Peterson suggested that they

were “to develop to their fullest potential the powers of each individual to understand, to modify and

to enjoy his or her environment, both inner and outer, in its physical, social, moral, aesthetic, and

spiritual aspects” (1987). He emphasized the importance of the concept of general education as

process rather than content. Peterson further stated that “the aim of general education was not the

acquisition of general knowledge, but the development of the general powers of the mind to operate

in a variety of ways of thinking”. This principle continues to have a profound effect on the planning of

curriculum and methods of assessment for the Diploma Program.

Since its introduction, one of the great advantages of the Diploma Program has been the willingness

of IB teachers to experiment with their ideas and practices. Innovative and committed teachers and

examiners from many different cultures and systems of education have played a significant role in the

development of the program and today their participation is as pivotal as ever. Continuing to find new

ways to support teachers in classrooms around the world, and examiners from many different

countries, is of the highest priority.

Nature of the IB Diploma Program at KIS

The International Baccalaureate Diploma Program (IBDP) is an academically challenging two year pre-

university course, designed to facilitate the mobility of students and to promote international

understanding. It leads to either the IB Diploma or IB Certificates in separate subjects. The full

Diploma Program (DP) is rigorous, comprehensive and designed to provide students with a balanced

holistic education in preparation for tertiary study in colleges and universities around the world.

Examination papers are set by international experts and marked externally.

Kodaikanal International School is unique in offering the IB Diploma program in parallel with the KIS

Diploma since 1976. The IB Diploma program is fully integrated with the KIS Diploma which is

accredited by the Middle States Association of Schools and Colleges. The KIS Diploma must be taken

by all students from grade 9 to 12. However, students have the option of also doing the full IB

Diploma or taking IB Courses (previously certificates) in certain subjects if desired alongside the KIS


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Diploma.The IB curriculum is followed for the KIS Diploma thus ensuring their effective integration

with one another.

The IBDP is portrayed in the shape of a circle to align with the other programme and the IB’s continuum of education. model demonstrating the DP’s commitment to particular pedagogical approaches to teaching and to developing particular skills for learning

The term experimental sciences has changed to the term sciences to more closely align with the other programmes

The watermark of the world indicates that much learning for the DP takes place in the global context.

Diploma students are required to do a minimum of six subjects, one subject from each of the from one to five subject groups represented on a circle, sixth subject may be selected from group 6 or from groups three or four.

At least three and not more than four of the selected subjects must be at the Higher Level with the remaining at the Standard Level. Higher level courses cover 240 hours of teaching time while standard level subjects cover 150 hours over the two year period.

In addition students must fulfill the requirements of the three compulsory components which lie at

the core of the circle: the Extended Essay, Theory of Knowledge and the Creativity Action and

Service.


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Subjects offered at KIS

Group 1 (Language A1) English A: SL/HL and Korean A: SL/HL, Special Request

Language Dzongkha A: SL

Group 2 (Second Language) English B SL, Hindi B SL/HL, Spanish B SL/H, Spanish Ab

SL, German B SL / HL, Korean B SL / HL and French B SL

/ HL., , Tamil B SL Group 3 (Individuals & Societies)

Economics SL / HL, Business Management SL / HL,

Geography SL / HL, History SL / HL and Psychology SL /

HL , World Religion SL

Group 4 (Experimental Sciences) Biology SL/HL, Chemistry SL/HL, Physics SL/HL,

Environmental Systems and Societies SL and Computer

Science SL/HL

Group 5 (Math & Computer Science) Math SL / HL, Math Studies SL, Group 6 (Arts and

Electives) Visual Arts SL / HL, Film SL / HL and Music

SL/HL

Every subject has an internal assessment (coursework) component, which are pieces of work carried

out by the student over the two year period and marked by the teacher. The work is sent to

examiners for moderation to ensure the standards are maintained. The weightage accorded to

internal assessment varies between 20 to 30%.

The KIS webpage has all the general documents related to the academic program in KIS. The detailed

subject specific information is found on department web pages and the IBDP web page on our intranet

KISNET have all the required IBO documents and information necessary for the students.

A KIS student is expected to put in every effort to ensure that the work submitted is of high quality

and meets the criteria stipulated by the IBO. In order to help students to submit quality work on time

the IB Coordinator prepares key milestones of IB deadlines and the extended essay planner each year.

(Appendices 1 and 3).

All IB teachers are encouraged to use past papers, mark schemes, subject reports, feedback from the

IBO, teacher support materials and other materials and publications in their teaching. Reporting of

student performance is done through ‘My Classes’ on KISNET. The grading for tests and semester

examinations are based on IB grades and the GPA system. Details of the assessment system are

explained in the KIS Diploma handbook. The grading for in-class tests and assignments are based on

letter grades and GPA system. Quarter assessment and semester exam (summative assessments) are

graded on a scale of 1 to 7 (IB Grades). We have an internal conversion system of IB grades to letter

grades and percentages to comply with the local and American High School Diploma requirements

(Accredited by MSA).

Malpractice and plagiarism are serious offences by IB regulations, students are therefore strongly

advised to acknowledge and reference all sources including the internet. At KIS there is a school wide

written policy (Appendix 2) on academic honesty which is discussed at a session conducted by the


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IB Coordinator. In addition KIS has a Turnitin license, software offering a plagiarism prevention

service. Students and teachers are issued a user name and password for use of this service.

In the first semester of year 2(grade 12) the students are evaluated on all the content covered in the

previous three semesters of diploma program using the DP criteria, giving them a chance to adjust to

content coverage and format final IB exam at the end of year 2. School mock examinations are

scheduled in April for grade 12 (year 2) to enable students to yet again familiarize themselves with

the exam rubrics and format and to permit both teachers and students to identify strengths and

weaknesses. This permits students time to rectify weaknesses prior to the IB final examinations.

The final written examinations are scheduled in May of the second year of study (grade 12). The IB

Coordinator conducts a session to explain and discuss the IB examination rules and regulations and the

services available to students for each examination session (Appendix 4). Personalized examination

schedules are handed over to each student at this session.

Results are available to students on the internet on the 6 July for which students are issued a unique

user name and personal identification number (PIN). A request to re-examine the results may be

made after the school receives the confirmation and copies of the full results and the component

results by around the third week of July. Requests need to be made to the IB Coordinator and

payments made accordingly to the Finance office. An official hard copy of the results are received by

end August and are then sent on to the students by registered post.

Students are assisted for College admission by the Careers and College Advisor. Students seeking

admission into Indian universities need to be familiar with the recognition of the IBDP in India

(Appendix 5). Students returning to Korea need to be familiar with university recognition in their

country (Appendix 6).

Note: apart from satisfying the IB requirements, the IB Diploma students also need to satisfy

additional requirements for the KIS Diploma which are:

FAPA (5 credits)

Social Experience (20 hours per year)

Health (2.5 credits)

Physical Education (3 credits per semester)

Religious Education (2.5 credits)


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IB Diploma course description

Group 1 Language A: Literature

English Higher Level (HL) and Standard Level (SL), Korean Higher Level (HL) and Standard Level

(SL), Dzongkha Standard Level (SL) as a special request subject or any self-taught SL

Language A: literature is a flexible course that allows teachers to choose works from prescribed lists of authors and to construct a course that suits the particular needs and interests of their students. It is divided into four parts, each with a particular focus.

o Part 1: Works in translation

o Part 2: Detailed study

o Part 3: Literary genres

o Part 4: Options (in which works are freely chosen)

Part of the course SL HL

Part 1: Works in translation

Study of two works in translation from the prescribed literature in translation (PLT) list

Study of three works in translation from the prescribed literature in translation (PLT) list

Part 2: Detailed study Study of two works, each of a different genre, chosen from the prescribed list of authors (PLA)

Study of three works, each of a different genre (one of which must be poetry), chosen from the prescribed

list of authors (PLA)

Part 3: Literary genres Study of three works of the same genre, chosen from the PLA

Study of four works of the same genre, chosen from the PLA

Part 4: Options Study of three works freely chosen Study of three works freely chosen

External assessment SL HL

Paper 1: Literary analysis

A literary analysis of a previously unseen passage in response to two guiding questions

A literary commentary on a previously unseen passage

Internal assessment SL HL

Individual oral commentary

A 10-minute oral commentary based on an extract from one of the works studied in part 2

A 10-minute oral commentary on poetry studied in part 2, followed by a discussion based on one of the other

two works studied

The assessment outline is as follows:

Assessment component - SL Weighting

External assessment (3 hours) Paper 1: Guided literary analysis (1 hour 30 minutes) The paper consists of two passages: one prose and one poetry. Students choose one and write a guided literary analysis in response to two questions. (20 marks)

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Paper 2: Essay (1 hour 30 minutes) The paper consists of three questions for each literary genre. In response to one question students write an essay based on at least two works studied in part 3. (25 marks) Written assignment Students submit a reflective statement and literary essay on one work studied in part 1. (25 marks) The reflective statement must be 300–400 words in length. The essay must be 1,200–1,500 words in length.

25%

25%

Internal assessment This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Individual oral commentary (10 minutes) Students present a formal oral commentary and answer subsequent questions on an extract from a work studied in part 2. (30 marks) Individual oral presentation (10–15 minutes) The presentation is based on works studied in part 4. It is internally assessed and externally moderated through the part 2 internal assessment task. (30 marks)

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15%

Assessment component - HL Weighting

External assessment (4 hours) Paper 1: Literary commentary (2 hours) The paper consists of two passages: one prose and one poetry. Students choose one and write a literary commentary. (20 marks) Paper 2: Essay (2 hours) The paper consists of three questions for each literary genre. In response to one question students write an essay based on at least two works studied in part 3. (25 marks) Written assignment Students submit a reflective statement and literary essay on one work studied in part 1. (25 marks) The reflective statement must be 300–400 words in length. The essay must be 1,200–1,500 words in length.

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25%

25%

Internal assessment This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Individual oral commentary and discussion (20 minutes) Formal oral commentary on poetry studied in part 2 with subsequent questions (10 minutes) followed by a discussion based on one of the other part 2 works (10 minutes). (30 marks) Individual oral presentation (10–15 minutes) The presentation is based on works studied in part 4. It is internally assessed and externally moderated through the part 2 internal assessment task. (30 marks)

30% 15%

15%

Language A Language and Literature

English Higher Level (HL) and Standard Level (SL),

The language A: language and literature course aims to develop in students skills of textual analysis and the understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to culturally determined reading practices. The course is designed to be flexible—teachers have the opportunity to construct it in a way that reflects the interests and concerns that are relevant to their students while developing in students a range of transferable skills. An understanding of the ways in which formal elements are used to create meaning in a text is


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combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception.

Syllabus component

Part 1: Language in cultural context Texts are chosen from a variety of sources, genres and media.

Part 2: Language and mass communication Texts are chosen from a variety of sources, genres and media.

Part 3: Literature—texts and contexts SL: Two texts, one of which is a text in translation from the prescribed literature in translation (PLT) list and one, written in the language A studied, from the prescribed list of authors (PLA) for the language A studied, or chosen freely. HL: Three texts, one of which is a text in translation chosen from the prescribed literature in translation (PLT) list and one from the prescribed list of authors (PLA) for the language A studied. The other may be chosen freely.

Part 4: Literature—critical study SL: Two texts, both of which are chosen from the prescribed list of authors (PLA) for the language A studied. HL: Three texts, all of which are chosen from the prescribed list of authors (PLA) for the language A studied.

The assessment is as follows:


External assessment (3 hours) Paper 1: Textual analysis (1 hour 30 minutes) The paper consists of two unseen texts. Students write an analysis of one of these texts. (20 marks) Paper 2: Essay (1 hour 30 minutes) In response to one of six questions students write an essay based on both the literary texts studied in part 3. The questions are the same at HL but the assessment criteria are different. (25 marks) Written task Students produce at least three written tasks based on material studied in the course. Students submit one written task for external assessment. (20 marks) This task must be 800–1,000 words in length plus a rationale of 200–300 words.

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25%

20%

Internal assessment This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Individual oral commentary Students comment on an extract from a literary text studied in part 4 of the course. (30 marks) Students are given two guiding questions. Further oral activity Students complete at least two further oral activities, one based on part 1 and one based on part 2 of the course. The mark of one further oral activity is submitted for final assessment. (30 marks)

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15%


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External assessment (4 hours) Paper 1: Comparative textual analysis (2 hours) The paper consists of two pairs of unseen texts. Students write a comparative analysis of one pair of texts. (20 marks) Paper 2: Essay (2 hours) In response to one of six questions students write an essay based on at least two of the literary texts studied in part 3. The questions are the same at SL but the assessment criteria are different. (25 marks) Written tasks Students produce at least four written tasks based on material studied in the course. Students submit two of these tasks for external assessment. (20 marks for each task) One of the tasks submitted must be a critical response to one of the prescribed questions for the HL additional study. Each task must be 800–1,000 words in length plus a rationale of 200–300 words.

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25%

20%

Internal assessment This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Individual oral commentary Students comment on an extract from a literary text studied in part 4 of the course. (30 marks) Students are given two guiding questions. Further oral activity Students complete at least two further oral activities, one based on part 1 and one based on part 2 of the course. The mark of one further oral activity is submitted for final assessment. (30 marks)

30% 15%

15%

Group 2 Second Language B

Spanish SL, Spanish Ab Initio SL, French SL / HL, Korean B SL / HL, German SL / HL, Tamil B SL,

Hindi SL / HL, English B SL

Language B is an additional language-learning course designed for students with some previous learning of that language. It may be studied at either SL or HL. The main focus of the course is on language acquisition and development of language skills. These language skills should be developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts, and should be related to the culture(s) concerned. The material should be chosen to enable students to develop mastery of language skills and intercultural understanding. It should not be intended solely for the study of specific subject matter or content. Distinction between SL and HL

Most language B subjects are available at SL and HL. The courses give students the possibility of reaching a high degree of competence in an additional language while exploring the culture(s) where that language is spoken. The courses aim to develop the students’ linguistic competence and intercultural understanding. There is a common syllabus at SL and HL (with literature as an additional component of the HL course). The differences between levels are determined by the assessment objectives, the depth and breadth of syllabus coverage, the assessment details, the assessment criteria, literature coverage and suggested teaching hours.


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Language B is a language acquisition course developed at two levels—standard level (SL) and higher level (HL)—for students with some background in the target language. While acquiring a language, students will explore the culture(s) connected to it. The focus of these courses is language acquisition and intercultural understanding. The language B syllabus approaches the learning of language through meaning. Through the study of the core and the options at SL and HL, plus two literary works at HL, students build the necessary skills to reach the assessment objectives of the language B course through the expansion of their receptive, productive and interactive skills. SL and HL are differentiated by the recommended number of teaching hours, the depth of syllabus coverage, the study of literature at HL, and the level of difficulty and demands of assessment and assessment criteria. The core—with topics common to both levels—is divided into three areas and is a required area of study.

• Communication and media • Global issues • Social relationships

In addition, at both SL and HL, teachers select two from the following five options.

• Cultural diversity • Customs and traditions • Health • Leisure • Science and technology Also, at HL, students read two works of literature. It is essential that teachers are allowed the prescribed minimum number of teaching hours necessary to meet the requirements of the language B course. At SL the minimum prescribed number of hours is 150 and at HL it is 240 hours.

SL

SL

HL

Core Communication and media

Global Issues Social relationships

Literature 2 works

2 options Cultural diversity

Customs and traditions Health Leisure

Science and technology


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The assessment for this course is summarized below:


External assessment Paper 1 (1 hour 30 minutes): Receptive skills Text-handling exercises on four written texts, based on the core. Paper 2 (1 hour 30 minutes): Written productive skills One writing exercise of 250–400 words from a choice of five, based on the options. Written assignment: Receptive and written productive skills Inter textual reading followed by a written exercise of 300–400 words plus a 100-word rationale, based on the core.

70% 25% 25% 20%

Internal assessment Internally assessed by the teacher and externally moderated by the IB. Individual oral (8–10 minutes) Based on the options: 15 minutes’ preparation time and a 10-minute (maximum) presentation and discussion with the teacher. Interactive oral activity Based on the core: Three classroom activities assessed by the teacher.

30% 20%

10%


External assessment Paper 1 (1 hour 30 minutes): Receptive skills Text-handling exercises on five written texts, based on the core. Paper 2 (1 hour 30 minutes): Written productive skills Two compulsory writing exercises. Section A: One task of 250–400 words, based on the options, to be selected from a choice of five. Section B: Response of 150–250 words to a stimulus text, based on the core. Written assignment: Receptive and written productive skills Creative writing of 500–600 words plus a 150-word rationale, based on one of the literary texts read.

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20%

Internal assessment Internally assessed by the teacher and externally moderated by the IB. Individual oral (8–10 minutes) Based on the options: 15 minutes’ preparation time and a 10-minute (maximum) presentation and discussion with the teacher. Interactive oral activity Based on the core: Three classroom activities assessed by the teacher.

30% 20%

10%


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Language Ab Initio: Spanish SL

The language Ab Initio course is organized into three themes.

• Individual and society • Leisure and work • Urban and rural environment

Each theme has a list of topics that provide the students with opportunities to practise and explore the language as well as to develop intercultural understanding. Through the development of receptive, productive and interactive skills, students should be able to respond and interact appropriately in a defined range of everyday situations. Each language Ab Initio course has a language-specific syllabus (see “Syllabus content”) that is used in conjunction with the guide. Language Ab Initio is available at SL only. Three areas of study—language, texts and themes—provide the basis of the two-year language Ab Initio course. These three fundamental areas are interconnected and should be studied concurrently. Interactive, productive and receptive skills are developed through study in these three areas and are of equal importance. The language Ab Initio course is displayed above in a diagram with intercultural understanding at its heart to demonstrate both its importance and its interrelatedness within the areas of language, texts and themes. Intercultural understanding is defined as an ability to demonstrate an understanding of cultural diversity and/or similarity between the target culture(s) and the student’s own. The student develops a greater awareness of his or her own culture(s) through learning about another. Intercultural understanding provides both the link between the three areas of the course and the lens through which they should be addressed. It is essential that teachers are allowed the prescribed minimum number of teaching hours necessary to meet the requirements of the language Ab Initio course. The course is available at SL only; the minimum prescribed number of hours is 150. The assessment for this course is summarized below:


External assessment Paper 1 (1 hour 30 minutes): Receptive skills

Understanding of four written texts. (40 marks) Text-handling exercises. Paper 2 (1 hour): Productive skills

Two compulsory writing exercises. (25 marks) Section A (7 marks): One question to be answered from a choice of two. Section B (18 marks): One question to be answered from a choice of three. Written assignment (2 hours): Receptive and productive skills

A piece of writing, 200–300 words, in the target language carried out in class under teacher supervision. (20 marks)

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Internal assessment (10 minutes): Interactive skills Individual oral (25 marks)

Three-part oral internally assessed by the teacher and externally moderated by the IB towards the end of the course. • Part 1: Presentation of a visual stimulus (from a choice of two) by the student • Part 2: Follow-up questions on the visual stimulus • Part 3: General conversation including at least two questions on the written assignment

25%

Group 3 Individuals and Societies

Geography

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. Geography describes and helps to explain the similarities and differences between spaces and places. These may be defined on a variety of scales and from a range of perspectives. Within group 3 subjects, geography is distinctive in that it occupies the middle ground between social sciences and natural sciences. The Diploma Programme geography course integrates both physical and

human geography, and ensures that students acquire elements of both scientific and socio‑economic

methodologies. Geography takes advantage of its position between both these groups of subjects to examine relevant concepts and ideas from a wide variety of disciplines. This helps students develop an appreciation of, and a respect for, alternative approaches, viewpoints and ideas. Distinction between SL and HL

Students at standard level (SL) and higher level (HL) in geography are presented with a syllabus that has a common core and optional themes. HL students also study the higher level extension. The syllabus requires the development of certain skills, attributes and knowledge as described in the assessment objectives of the course. Although the skills and activity of studying geography are common to both SL and HL students, the HL student is required to acquire a further body of knowledge, to demonstrate critical evaluation, and to synthesize the concepts in the higher level extension. In summary: • SL students study two optional themes; HL students study three optional themes, providing further

breadth • HL students study the HL extension—global interactions, and examine, evaluate and synthesize the

prescribed concepts, which by their nature are complex, contestable, interlinked and require holistic treatment. This provides further depth at HL.


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The assessment pattern is:


External assessment (2 hours 50 minutes) Paper 1 (1 hour 30 minutes) Syllabus content: Core theme Assessment objectives 1–4

Section A: Students answer all short‑answer questions. Some include data. (45 marks) Section B: Students answer one extended response question. (15 marks) Section A and section B are common to both SL and HL assessment. (60 marks)

Paper 2 (1 hour 20 minutes) Syllabus content: Two optional themes Assessment objectives 1–4 Students answer two structured questions based on stimulus material, each selected from a different optional theme. For each theme there is a choice of two questions. (20 marks per question) Some stimulus material is included in the resources booklet. This paper is common to both SL and HL assessment. (40 marks)

75% 40% 35%

Internal assessment (20 hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Syllabus content: Any topic from the syllabus Assessment objectives 1–4 Written report based on fieldwork. Maximum 2,500 words (30 marks)

25%


External assessment (4 hours 30 minutes) Paper 1 (1 hour 30 minutes) Syllabus content: Core theme Assessment objectives 1–4

Section A: Students answer all short‑answer questions. Some include data. (45 marks) Section B: Students answer one extended response question. (15 marks) Section A and section B are common to both SL and HL assessment. (60 marks) Paper 2 (2 hours) Syllabus content: Three optional themes Assessment objectives 1–4 Students answer three structured questions based on stimulus material, each selected from a different theme. For each theme there is a choice of two questions. (20 marks per question) Some stimulus material is included in the resources booklet. This paper is common to both SL and HL assessment. (60 marks) Paper 3 (1 hour) Syllabus content: Higher level extension Assessment objectives 1–4 Students answer one of three essay questions. (25 marks)

80% 25% 35%

20%


January 2013

Internal assessment (20 hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Syllabus content: Any topic from the syllabus Assessment objectives 1–4 Written report based on fieldwork. Maximum 2,500 words (30 marks)

20 %

History (first examinations in 2010)

History is a study of the past to help understanding of the present. The IB course promotes the

acquisition of historical knowledge in breadth and depth and of different cultures. One of the main

objectives of this program is to comprehend, analyze and evaluate source material.

IB Route 2 has been adopted in the teaching of the IB History course which consists of:

20th Century World History prescribed subjects – peace making and peace keeping 1918 – 1936,

communism and crisis 1976 - 1989

20th Century World History topics – origins and development of authoritarian and single party

states and the Cold War

HL option – aspects of the history of Europe and the Middle East

Higher level Standard level

External

Paper 1 Three prescribed subjects (20%) Paper 2 20th century world history (25%) Paper 3 Regional option (35%)

Paper 1 Three prescribed subjects (30%) Paper 2 20th Century World History (45%)

Internal Historical investigation (20%) Historical investigation (25%)

Economics

Economics is a dynamic social science, forming part of group 3—individuals and societies. The study of economics is essentially about dealing with scarcity, resource allocation and the methods and processes by which choices are made in the satisfaction of human wants. As a social science, economics uses scientific methodologies that include quantitative and qualitative elements. The IB Diploma Programme economics course emphasizes the economic theories of microeconomics, which deal with economic variables affecting individuals, firms and markets, and the economic theories of macroeconomics, which deal with economic variables affecting countries, governments and societies. These economic theories are not to be studied in a vacuum—rather, they are to be applied to real-world issues. Prominent among these issues are fluctuations in economic activity, international trade, economic development and environmental sustainability.


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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, appreciating our shared responsibility as citizens of an increasingly interdependent world. Distinction between SL and HL SL and HL students of economics are presented with a common syllabus, with an HL extension in some topics. The syllabus for both SL and HL students requires the development of certain skills and techniques, attributes and knowledge—as described in the assessment objectives of the programme. While the skills and activity of studying economics are common to both SL and HL students, the HL student is required to acquire a further body of knowledge—including the ability to analyse, synthesize and evaluate that knowledge—and to develop quantitative skills in order to explain and analyse economic relationships. These quantitative skills are specifically assessed at HL in paper 3.

The assessment model is summarized below:


External assessment (3 hours) Paper 1 (1 hour and 30 minutes) An extended response paper (50 marks) Assessment objectives 1, 2, 3, 4 Section A Syllabus content: section 1—microeconomics Students answer one question from a choice of two. (25 marks) Section B Syllabus content: section 2—macroeconomics Students answer one question from a choice of two. (25 marks) Paper 2 (1 hour and 30 minutes) A data response paper (40 marks) Assessment objectives 1, 2, 3, 4 Section A Syllabus content: section 3—international economics Students answer one question from a choice of two. (20 marks) Section B Syllabus content: section 4—development economics Students answer one question from a choice of two. (20 marks)

80% 40% 40%

Internal assessment (20 teaching hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Students produce a portfolio of three commentaries, based on different sections of the syllabus and on published extracts from the news media. Maximum 750 words x 3 (45 marks)

20%


January 2013


External assessment (4 hours) Paper 1 (1 hour and 30 minutes) An extended response paper (50 marks) Assessment objectives 1, 2, 3, 4 Section A Syllabus content: section 1—microeconomics Students answer one question from a choice of two. (25 marks) Section B Syllabus content: section 2—macroeconomics Students answer one question from a choice of two. (25 marks) Paper 2 (1 hour and 30 minutes) A data response paper (40 marks) Assessment objectives 1, 2, 3, 4 Section A Syllabus content: section 3—international economics Students answer one question from a choice of two. (20 marks) Section B Syllabus content: section 4—development economics Students answer one question from a choice of two. (20 marks) Paper 3 (1 hour) HL extension paper (50 marks) Assessment objectives 1, 2 and 4 Syllabus content, including HL extension material: sections 1 to 4—microeconomics, macroeconomics, international economics, development economics Students answer two questions from a choice of three. (25 marks per question)

80% 30% 30%

20%

Internal assessment (20 teaching hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Students produce a portfolio of three commentaries, based on different sections of the syllabus and on published extracts from the news media. Maximum 750 words x 3 (45 marks)

20 %

Business and Management (first examination in 2009)

Business and Management is a study of how individuals and groups interact in a business environment.

This course is designed to give students an understanding of business principles, practices and develop

the analytical and evaluative skills. The HL syllabus consists of six compulsory modules:

Business organization and environment

Business strategy

Marketing

Human resource management

Operations management

Accounting and finance


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The Standard level syllabus consists of five compulsory modules:

Business organizations and environment

Marketing

Human resource management

Accounting and finance

Operations management

The assessment model is summarized below:


External Paper 1 Case study (40%) Paper 2 Optional themes (35%)

Paper 1 Case study (40%) Paper 2 Optional themes (40%)

Internal Research project (25%) Written assignment (20%)

Psychology SL / HL

Psychology is the systematic study of behaviour and mental processes. Psychology has its roots in both the natural and social sciences, leading to a variety of research designs and applications, and providing a unique approach to understanding modern society. IB psychology examines the interaction of biological, cognitive and sociocultural influences on human behaviour, thereby adopting an integrative approach. Understanding how psychological knowledge is generated, developed and applied enables students to achieve a greater understanding of themselves and appreciate the diversity of human behaviour. The ethical concerns raised by the methodology and application of psychological research are key considerations in IB psychology. Distinction between SL and HL Both SL and HL students are assessed on the syllabus core (levels of analysis) in paper 1. In addition:

• SL students are assessed on their knowledge and comprehension of one option in paper 2, whereas HL students are assessed on two options

• HL students are assessed on their knowledge and comprehension of qualitative research methodology in paper 3

• in the internal assessment, the report of a simple experimental study conducted by HL

students requires inferential statistical analysis and a more in‑depth approach than that

required of SL students.


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External assessment (3 hours) Paper 1 (2 hours) Section A: Three compulsory questions on part 1 of the syllabus. Section B: Three questions on part 1 of the syllabus. Students choose one question to answer in essay form. (46 marks) Paper 2 (1 hour) Fifteen questions on part 2 of the syllabus. Students choose one question to answer in essay form. (22 marks)

75% 50% 25%

Internal assessment A report of a simple experimental study conducted by the student. (20 marks)

25 %


External assessment (4 hours) Paper 1 (2 hours) Section A: Three compulsory questions on part 1 of the syllabus. Section B: Three questions on part 1 of the syllabus. Students choose one question to answer in essay form. (46 marks) Paper 2 (2 hours) Fifteen questions on part 2 of the syllabus. Students choose two questions to answer in essay form. (44 marks) Paper 3 (1 hour) Three compulsory questions based on an unseen text, covering part 3 of the syllabus. (30 marks)

80% 35% 25% 20%

Internal assessment A report of a simple experimental study conducted by the student. (28 marks)

20 %

World Religions (first examination in 2013)

The Diploma Programme world religions course seeks to promote respect for the diversity of religious beliefs, both locally and globally, with the aim of enhancing international and inter-religious understanding. The course provides a very different perspective in this area. Students should be encouraged to look at contemporary national and international issues regarding religion and how these may impact on ethical and legal issues. No particular background in terms of specific subjects studied for national or international qualifications is expected or required, and no prior knowledge of world religions is necessary for students to undertake this course of study. There are four assessment objectives (AOs) for the Diploma Programme world religions SL course. Having followed the course, students will be expected to do the following.


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1. Demonstrate knowledge and understanding of specified content

Demonstrate knowledge and understanding of five world religions chosen for the introductory unit

Define, understand and use concepts associated with particular world religions

Demonstrate in-depth knowledge and understanding of two religions reflecting different traditions

In internal assessment, demonstrate knowledge and understanding of a specific world religions investigative study

2. Demonstrate application and analysis of knowledge and understanding

Demonstrate how the key concepts of a religion are expressed in the behaviour of believers

Demonstrate application and analysis of concepts

Research, select and analyse material from both primary and secondary sources 3. Demonstrate synthesis and evaluation

Evaluate concepts associated with world religions

Synthesize by integrating evidence and critical commentary 4. Select, use and apply a variety of appropriate skills and techniques

Select, use and apply the prescribed world religions skills in appropriate contexts

Demonstrate the ability to organize ideas into a clear, logical, coherent and balanced account

Evaluate the reliability of evidence and the chosen method of research for the internal

assessment

Objectives Paper 1 Paper 2 Internal assessment

Overall

1. Knowledge and understanding of specified content

30% 30% 30% 30%

2. Application and analysis of knowledge and understanding

70% 30% 20% 40%

3. Synthesis and evaluation N/A 20% 25% 15%

4. Selection, use and application of a variety of appropriate skills and techniques

N/A 20% 25% 15%

Group 4 Experimental Sciences

A common curriculum model applies to all of the group 4 subjects with some modification to the DT

course. A common core of material is studied by both HL an SL students and this is supplemented by

the study of two options. HL students also study additional Higher Level (AHL) material. Laboratory

investigative work inclusive of the group 4 project constitutes 60 hours for the HL program and 40

hours for SL.

Group 4 is an interdisciplinary activity in which all diploma candidates must participate. A topic or

problem is selected by the science department and is investigated through each of the four science


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disciplines. Emphasis during this collaborative exercise is on process rather than product. The

curriculum model for Biology, Chemistry and Physics is outlined below:

Higher level (hours) Standard level (hours)

Total teaching hours 240 150

Theory Core Two options AHL

80 45 55

80 30

Internal assessment

Investigations Group 4 project

45 10

30 10

The assessment for the Biology, Chemistry and Physics is summarized below:


External

Paper 1 Multiple choice questions (20%) Paper 2 Data based questions, short answers & extended response (36%) Paper 3 Short answers and extended response (20%)

Paper 1 Multiple choice questions (20%) Paper 2 Data based questions, short answers & extended response (32%) Paper 3 Short answers (24%)

Internal Investigations and group 4 Interdisciplinary project (24%)

Investigations and group 4 Interdisciplinary project (24%)

Biology (first examinations in 2009)

Biology is studied around four basic biological concepts that run throughout the course. These

concepts serve as themes that unify the various topics of the course. The concepts are:

Structure and function

Universality versus diversity

Equilibrium within systems

Evolution

Core: includes six topics: statistical analysis, cells, the chemistry of life, genetics, ecology and

evolution and human health and physiology.


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AHL: includes five topics: nucleic acids and proteins, cell respiration and photosynthesis, plant

science, genetics, human health and physiology.

Options: HL students study two options chosen from the following: evolution, Neurobiology and

behavior, microbes and biotechnology, ecology and conservation and further human physiology.

SL students study two options chosen from the following: human nutrition and health, physiology of

exercise, cells and energy, evolution, neurobiology and behavior, ecology and conservation.

Chemistry (first examinations 2009)

The chemistry course permits a balance between academic study and practical and investigation

skills. An overview of the IB chemistry course is presented below:

Core: includes eleven topics in the following subject areas: quantitative chemistry, atomic structure,

periodicity, bonding, energetic, kinetics, equilibrium, acids and bases, oxidation and reduction,

organic chemistry and measurement and data processing.

AHL: includes nine topics on the following subject areas: atomic structure, periodicity, bonding,

energetics, kinetics, equilibrium, acids and bases, oxidation and reduction and organic chemistry.

Options: HL and SL students will study two options chosen from the following:

Modern analytical chemistry, human biochemistry, chemistry in industry and technology, medicines

and drugs, environmental chemistry, food chemistry and further organic chemistry.

Physics (First examinations in 2009)

An overview of the Physics course is represented below:

Core: includes eight topics in the following subject areas: physics and physical measurement,

mechanics, thermal physics, oscillations and waves, electric currents, fields and forces, atomic and

nuclear physics and energy, power and climate change.

AHL: includes six topics in the following subject areas: motion in fields, thermal physics, wave

phenomena, electromagnetic induction, quantum physics and nuclear physics and digital technology.

Options: HL students will study two options from the following five options: astrophysics,

communication, electromagnetic waves, relativity, medical physics and particle physics.

SL students will study two options from the following eight options: sight and wave phenomena,

quantum physics and nuclear physics, digital technology, relativity and particle physics, astrophysics,

communications and electromagnetic waves.

Environmental Systems and Societies (first examination 2010)

As a trans-disciplinary subject, environmental systems and societies is designed to combine the

techniques and knowledge associated with group 4 (the experimental sciences) with those associated

with group 3 (individuals and societies). By choosing to study a trans-disciplinary course such as this

as part of their diploma, students are able to satisfy the requirements for both groups 3 and 4 of the

hexagon, thus allowing them to choose another subject from any hexagon group (including another


January 2013

group 3 or 4 subject). This trans-disciplinary subject therefore introduces more flexibility into the IB

Diploma Program. At KIS, environmental systems and societies is being run by the Science department

and is offered at SL only.

Curriculum topics:

Topic 1: Systems and models

Topic 2: The ecosystem

Topic 3: Conservation and biodiversity

Topic 4: Pollution management

Topic 5: The issue of global warming

Topic 6: Environmental value systems

Assessment component Weighting

External assessment (written papers 3 hours) Paper 1 – 1 hour 45 marks Paper 2 – 2 hours 65 marks

80% 30% + 50%

Internal assessment – 30 hours 42 marks

20%

Group 5 Mathematics

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. Mathematics can enter our lives in a number of ways: we buy produce in the market, consult a timetable, read a newspaper, time a process or estimate a length. Mathematics, for most of us, also extends into our chosen profession: visual artists need to learn about perspective; musicians need to appreciate the mathematical relationships within and between different rhythms; economists need to recognize trends in financial dealings; and engineers need to take account of stress patterns in physical materials. Scientists view mathematics as a language that is central to our understanding of events that occur in the natural world. 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.


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Summary of courses available

Because individual students have different needs, interests and abilities, there are four different courses in mathematics. These courses are designed for different types of students: those who wish to study mathematics in depth, either as a subject in its own right or to pursue their interests in areas related to mathematics; those who wish to gain a degree of understanding and competence to understand better their approach to other subjects; and those who may not as yet be aware how mathematics may be relevant to their studies and in their daily lives. Each course is designed to meet the needs of a particular group of students. Therefore, great care should be taken to select the course that is most appropriate for an individual student. In making this selection, individual students should be advised to take account of the following factors:

• their own abilities in mathematics and the type of mathematics in which they can be successful

• their own interest in mathematics and those particular areas of the subject that may hold the most interest for them

• their other choices of subjects within the framework of the Diploma Programme • their academic plans, in particular the subjects they wish to study in future • their choice of career.

Teachers are expected to assist with the selection process and to offer advice to students.

Mathematical Studies SL (first examinations 2014)

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. It 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. The individual project is an extended piece of work based on personal research involving the collection, analysis and evaluation of data. Students taking this course are well prepared for a career in social sciences, humanities, languages or arts. These students may need to utilize the statistics and logical reasoning that they have learned as part of the mathematical studies SL course in their future studies.

Students are expected to have access to a graphic display calculator (GDC) during this course. The assessment pattern is summarized below:

Assessment component – SL Studies Weighting

External assessment (3 hours) Paper 1 (1 hour 30 minutes) 15 compulsory short-response questions based on the whole syllabus. (90 marks) Paper 2 (1 hour 30 minutes) 6 compulsory extended-response questions based on the whole syllabus. (90 marks)

80% 40% 40%


January 2013

Internal assessment This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Project The project is an individual piece of work involving the collection of information or the generation of measurements, and the analysis and evaluation of the information or measurements. (20 marks)

20%

Mathematics SL (first examinations 2014)

This course caters for students who already possess knowledge of basic mathematical concepts, and who are equipped with the skills needed to apply simple mathematical techniques correctly. The majority of these students will expect to need a sound mathematical background as they prepare for future studies in subjects such as chemistry, economics, psychology and business administration.

The assessment pattern is summarized below:


External assessment (3 hours) Paper 1 (1 hour 30 minutes) No calculator allowed. (90 marks) Section A Compulsory short-response questions based on the whole syllabus. Section B Compulsory extended-response questions based on the whole syllabus.

Paper 2 (1 hour 30 minutes) Graphic display calculator required. (90 marks) Section A Compulsory short-response questions based on the whole syllabus. Section B Compulsory extended-response questions based on the whole syllabus.

80% 40% 40%

Internal assessment This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Mathematical exploration Internal assessment in mathematics SL is an individual exploration. This is a piece of written work that involves investigating an area of mathematics. (20 marks)

20%

Mathematics HL (first examinations 2014)

This course caters for students with a good background in mathematics who are competent in a range of analytical and technical skills. The majority of these students will be expecting to include mathematics as a major component of their university studies, either as a subject in its own right or within courses such as physics, engineering and technology. Others may take this subject because they have a strong interest in mathematics and enjoy meeting its challenges and engaging with its problems.


January 2013

The assessment is summarized below:


External assessment (5 hours) Paper 1 (2 hours) No calculator allowed. (120 marks) Section A Compulsory short-response questions based on the core syllabus. Section B Compulsory extended-response questions based on the core syllabus. Paper 2 (2 hours) Graphic display calculator required. (120 marks) Section A Compulsory short-response questions based on the core syllabus. Section B Compulsory extended-response questions based on the core syllabus. Paper 3 (1 hour) Graphic display calculator required. (60 marks) Compulsory extended-response questions based mainly on the syllabus options.

80% 30% 30% 20%

Internal assessment This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Mathematical exploration Internal assessment in mathematics HL is an individual exploration. This is a piece of written work that involves investigating an area of mathematics. (20 marks)

20%

Computer Science SL / HL(First examination 2014)

Computer science requires an understanding of the fundamental concepts of computational thinking as well as knowledge of how computers and other digital devices operate. The Diploma Programme computer science course is engaging, accessible, inspiring and rigorous. It has the following characteristics.

• draws on a wide spectrum of knowledge • enables and empowers innovation, exploration and the acquisition of further knowledge • interacts with and influences cultures, society and how individuals and societies behave • raises ethical issues • is underpinned by computational thinking.

Computational thinking involves the ability to:

• think procedurally, logically, concurrently, abstractly, recursively and think ahead • utilize an experimental and inquiry-based approach to problem-solving • develop algorithms and express them clearly • appreciate how theoretical and practical limitations affect the extent to which problems can

be solved computationally. During the course the student will develop computational solutions. This will involve the ability to:

• identify a problem or unanswered question • design, prototype and test a proposed solution


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• liaise with clients to evaluate the success of the proposed solution and make recommendations for future developments.

Computer science has links with subjects outside of group 4, notably information technology in a global society (ITGS), but it should be noted that there are clear differences between the subjects. Distinction between SL and HL While the skills and activities of computer science are common to students at both SL and HL, students at HL are required to study additional topics in the core, a case study and also extension material of a more demanding nature in the option chosen. The distinction between SL and HL is therefore one of both breadth and depth. Additionally, the HL course has 240 hours devoted to teaching, compared with 150 hours for the SL course. Students at SL and HL in computer science study a common core consisting of:

o four topics (system fundamentals; computer organization; networks; and computational thinking,

o problem-solving and programming)

o one option (chosen from databases; modelling and simulation; web science; or object-oriented programming)

o one piece of internally assessed work, which includes a computational solution.

The HL course has three additional elements:

o three further topics (abstract data structures; resource management; control)

o additional and more demanding content for the option selected

o an additional externally assessed component based on a pre-seen case study of an organization or scenario; this requires students to research various aspects of the subject—which may include new technical concepts and additional subject content—in greater depth.

The assessment pattern is summarized below:


External assessment (2 hours 30 minutes) Paper 1 (1 hour 30 minutes) Paper 1 is an examination paper consisting of two compulsory sections.

o Section A (30 minutes approximately) consists of several compulsory short answer questions. The maximum mark for this section is 25.

o Section B (60 minutes approximately) consists of three compulsory structured questions. The maximum mark for this section is 45.

(70 marks) 2 (1 hour) Paper 2 is an examination paper linked to the option studied. The paper consists of between two and five compulsory questions. (45 marks) Calculators: The use of calculators is not permitted in any computer science examination.

70% 45% 25% 35%


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Internal assessment (40 hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Solution (30 hours) The development of a computational solution. Students must produce:

o a cover page that follows the prescribed format

o a product

o supporting documentation (word limit 2,000 words). (34 marks) Group 4 project (10 hours) To be assessed using the criterion Personal skills. (6 marks) (total 40 marks)

30%


External assessment (4 hours 30 minutes) Paper 1 (2 hours 10 minutes) Paper 1 is an examination paper consisting of two compulsory sections. • Section A (30 minutes approximately) consists of several compulsory short answer questions. The maximum mark for this section is 25. • Section B (100 minutes approximately) consists of five compulsory structured questions. The maximum mark for this section is 75. (100 marks) Paper 2 (1 hour 20 minutes) Paper 2 is an examination paper linked to the option studied. The paper consists of between three and seven compulsory questions. The SL/HL core questions are common and worth 45 marks, HL extension is worth 20 marks. (65 marks) Paper 3 (1 hour) Paper 3 is an examination paper of 1 hour consisting of four compulsory questions based on a pre-seen case study. (30 marks) Calculators: The use of calculators is not permitted in any computer science examination.

80% 40% 20%

20%

Internal assessment (40 hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Solution (30 hours) The development of a computational solution. Students must produce:

• a cover page that follows the prescribed format • a product • supporting documentation (word limit 2,000 words).

(34 marks) Group 4 project (10 hours) To be assessed using the criterion Personal skills. (6 marks) (total 40 marks)

20 %


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Group 6 The Arts

Visual Arts (First Examination 2009)

The impulse to make art is common to all people. From earliest times, human beings have displayed a fundamental need to create and communicate personal and cultural meaning through art. The process involved in the study and production of visual arts is central to developing capable, inquiring and knowledgeable young people, and encourages students to locate their ideas within international contexts. Supporting the principles of the IBO mission statement (that is, to foster students’ appreciation of diverse world cultures and traditions), the course encourages an active exploration of visual arts within the students’ own and other cultural contexts. The study of visual arts and the journey within it encourages respect for cultural and aesthetic differences and promotes creative thinking and problem solving. Visual arts continually create new possibilities and can challenge traditional boundaries. This is evident both in the way we make art and in the way we understand what artists from around the world do. Theory and practice in visual arts are dynamic, ever changing and connect many areas of study and human experience through individual and collaborative production and interpretation. New ways of expressing ideas help to make visual arts one of the most interesting and challenging areas of learning and experience. The processes of designing and making art require a high level of cognitive activity that is both intellectual and affective. Engagement in the arts promotes a sense of identity and makes a unique contribution to the lifelong learning of each student. Study of visual arts provides students with the opportunity to develop a critical and intensely personal view of themselves in relation to the world. The Diploma Programme visual arts course enables students to engage in both practical exploration and artistic production, and in independent contextual, visual and critical investigation, with option A students focusing more on the former and option B students on the latter. The course is designed to enable students to study visual arts in higher education and also welcomes those students who seek life enrichment through visual arts. Difference between HL and SL Because of the nature of the subject, quality work in visual arts can be produced by students at both HL and SL. The aims and assessment objectives are the same for visual arts students at both HL and SL. Through a variety of teaching approaches, all students are encouraged to develop their creative and critical abilities and to enhance their knowledge, appreciation and enjoyment of visual arts. The course content for HL and SL may be the same. However, due to the different amount of time available for each, students at HL have the opportunity to develop ideas and skills, to produce a larger body of work and work of greater depth. In order to reflect this, the assessment criteria are differentiated according to option and level. Please see the mark band descriptors in the “Assessment criteria” section for more detail. There need be no direct relationship between the number of works produced, the time spent on each, and the quality achieved: a high level of performance at either HL or SL can be achieved in both a large and small body of work.


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Higher Level

Option A

Studio External assessment The student prepares a selection of his or her studio work in the form of an exhibition. This is externally assessed by a visiting examiner following an interview with the student about the work.

60%

Investigation Internal assessment The student presents selected pages of his or her investigation workbooks that have been produced during the course. This selection is internally assessed by the teacher and externally moderated by the IBO at the end of the course.

40%

Option B

Investigation External assessment The student presents selected pages of his or her investigation workbooks that have been produced during the course. This selection is externally assessed by a visiting examiner following an interview with the student.

60%

Studio Internal assessment The student presents a selection of his or her studio work. This selection is internally assessed by the teacher and externally moderated by the IBO at the end of the course.

Assessment

40%

Standard Level

Option A

Studio External assessment The student prepares a selection of his or her studio work in the form of an exhibition. This is externally assessed by a visiting examiner following an interview with the student about the work.

60%

Investigation Internal assessment The student presents selected pages of his or her investigation workbooks that have been produced during the course. This selection is internally assessed by the teacher and externally moderated by the IBO at the end of the course.

40%


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Option B

Investigation External assessment The student presents selected pages of his or her investigation workbooks that have been produced during the course. This selection is externally assessed by a visiting examiner following an interview with the student.

60%

Studio Internal assessment The student presents a selection of his or her studio work. This selection is internally assessed by the teacher and externally moderated by the IBO at the end of the course.

40%

Music HL / SL(First Examination 2011)

Music functions as a means of personal and communal identity and expression, and embodies the social and cultural values of individuals and communities. This scenario invites exciting exploration and sensitive study. Music, and all of its associations, may vary considerably from one musical culture to another: yet music may share similarities. Such richness offers a variety of ways to encounter and engage with a constantly changing world. A vibrant musical education fosters curiosity and openness to both familiar and unfamiliar musical worlds. Through such a study of music we learn to hear relationships of pitch in sound, pattern in rhythm and unfolding sonic structures. Through participating in the study of music we are able to explore the similarities, differences and links in music from within our own culture and that of others across time. Informed and active musical engagement allows us to explore and discover relationships between lived human experience and specific sound combinations and technologies, thus informing us more fully of the world around us, and the nature of humanity. The Diploma Programme music course provides an appropriate foundation for further study in music at university level or in music career pathways. It also provides an enriching and valuable course of study for students who may pursue other careers. This course also provides all students with the opportunity to engage in the world of music as lifelong participants.

Distinction between SL and HL Both standard level (SL) and higher level (HL) music students are required to study musical perception. All students therefore submit a musical links investigation and also respond to a listening examination paper. In the latter, HL students are required to answer a further two questions. The first of these two questions allows them to demonstrate a wider understanding of music in relation to time, place and cultures. The second requires them to carry out a comparative analysis of music in response to pieces not previously studied. SL students in music are required to choose one of three options:

o SL creating (SLC)

o SL solo performing (SLS)

o SL group performing (SLG).


January 2013

HL students are required to present both creating and solo performing. This is a significant difference in expectation. By pursuing both creating and performing, this enables HL students to bring to their musical studies a wider perspective. It also allows them to pursue some work in more depth. The study of three components in an integrated way allows HL students to make not only more connections but, potentially, these connections may carry more importance and have more influence during their musical studies. This path of study allows HL students the opportunity to engage in music in a more complete way. For creating, SLC students are required to present two pieces of coursework, while HL students present three. This allows HL students to present work that either demonstrates contrasts in content, nature and intention or comes from a wider, and therefore more challenging, choice of creating options. For solo performing, SLS students are required to present 15 minutes, while HL students present 20 minutes. This challenges HL students to present a performing programme that features more music of a contrasting nature. For those students (SLG) presenting group performing, the requirement is 20–30 minutes.


External assessment (75 teaching hours) Listening paper (2 hours 15 minutes) Five musical perception questions (100 marks) Section A Students answer two questions. Question 1 or question 2 (20 marks) Question 3 (20 marks) Section B Students answer three questions. Question 4 or question 5 (20 marks) Question 6 (20 marks) Question 7 (20 marks) Musical links investigation A written media script of no more than 2,000 words, investigating the significant musical links between two (or more) pieces from distinct musical cultures (20 marks)

70% 30% 20%

Internal assessment (75 teaching hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Students choose one of the following options. Creating (SLC) Two pieces of coursework, with recordings and written work (30 marks) Solo performing (SLS) A recording selected from pieces presented during one or more public performance(s), 15 minutes (20 marks) Group performing (SLG) A recording selected from pieces presented during two or more public performances, 20–30 minutes (20 marks)

50%


January 2013


External assessment (90 teaching hours) Listening paper (3 hours) Seven musical perception questions (140 marks) Section A Students answer two questions. Question 1 or question 2 (20 marks) Question 3 (20 marks) Section B Students answer four questions. Question 4 (20 marks) Question 5 (20 marks) Question 6 (20 marks) Question 7 (20 marks) Section C Students answer one question. Question 8 (20 marks) Musical links investigation A written media script of no more than 2,000 words, investigating the significant musical links between two (or more) pieces from distinct musical cultures (20 marks)

50% 30%

20%

Internal assessment (150 teaching hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Creating (75 hours) Three pieces of coursework, with recordings and written work (30 marks) Solo performing (75 hours) A recording selected from pieces presented during one or more public performance(s), 20 minutes (20 marks)

50 % 25% 25%

Film

Film is both a powerful communication medium and an art form. The Diploma Programme film course aims to develop students’ skills so that they become adept in both interpreting and making film texts.

Through the study and analysis of film texts and exercises in film-making, the Diploma Programme film course explores film history, theory and socio-economic background. The course develops students’ critical abilities, enabling them to appreciate the multiplicity of cultural and historical perspectives in film. To achieve an international understanding within the world of film, students are taught to consider film texts, theories and ideas from the points of view of different individuals, nations and cultures.

The IB film course emphasizes the importance of working individually and as a member of a group. Students are encouraged to develop the professional and technical skills (including organizational skills) needed to express themselves creatively in film. A challenge for students following this course is to become aware of their own perspectives and biases and to learn to respect those of others. This requires willingness to attempt to understand alternative views, to respect and appreciate cultural diversity, and to have an open and critical mind. Thus, the IB film course can become a way for the student to celebrate the international and intercultural dynamic that inspires and sustains a type of contemporary film, while appreciating specifically local origins that have given rise to cinematic production in many parts of the world.

For any student to create, to present and to study film requires courage, passion and curiosity: courage to create individually and as part of a team, to explore ideas through action and harness the imagination, and to experiment; passion to communicate and to act communally, and to research and formulate ideas eloquently; curiosity about self and others and the world around them, about different traditions, techniques and knowledge, about the past and the future, and about the limitless possibilities of human expression through film.


January 2013

At the core of the IB film course lies a concern with clarity of understanding, critical thinking, reflective analysis, effective involvement and imaginative synthesis that is achieved through practical engagement in the art and craft of film.

Distinction between SL and HL

Although the standard level (SL) and higher level (HL) syllabus outlines share elements, there is a clear distinction between both the explicit and implicit demands at these levels. Through a variety of teaching approaches, including the construction and deconstruction of film texts, all students, whether SL or HL, are encouraged to develop their creative and critical abilities and to enhance their appreciation and enjoyment of film.

The differentials between SL and HL are both quantitative and qualitative. The nature of the course enables HL

students to develop creative skills, theoretical understanding and textual analysis more fully. An HL student should

display a continuous resolve of personal challenge and a sustained engagement with the ideas, practices and concepts

encountered within the course over the extended learning time available. An HL student has extra time for these

encounters, extra time to reflect and to record evidence of growth. It is understood that ensuing developments may

be only partially evident within the framework of the assessment process.


External assessment Independent study Rationale, script and list of sources for a short documentary production of 8–10 pages on an aspect of film theory and/or film history, based on a study of a minimum of two films. The chosen films must originate from more than one country. (25 marks) Length of the rationale: no more than 100 words Length of the script: 8–10 pages

Presentation An oral presentation of a detailed critical analysis of a continuous extract from a prescribed film. The extract must not be longer than 5 minutes. (25 marks) Maximum length of presentation: 10 minutes

50% 25% 25%

Internal assessment This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Production portfolio One completed film project with accompanying written documentation: no more than 1,200 words. (50 marks) Length of the film project: 4–5 minutes (including titles) Length of individual rationale for the film: no more than 100 words Group work: The film project may be undertaken as a group project, but all accompanying documentation must be individually produced. While students at SL and HL may work together in a production group, they cannot present the same edit of their film projects

50%


External assessment Independent study Rationale, script and list of sources for a short documentary production of 12–15 pages on an aspect of film theory and/or film history, based on a study of a minimum of four films. The chosen films must originate from more than one country. (25 marks) Length of the rationale: no more than 100 words Length of the script: 12–15 pages

Presentation An oral presentation of a detailed critical analysis of a continuous extract from a

50% 25% 25%


January 2013

prescribed film. The extract must not be longer than 5 minutes. (25 marks) Maximum length of presentation: 15 minutes

A written media script of no more than 2,000 words, investigating the significant musical links between two (or more) pieces from distinct musical cultures (20 marks)

Internal assessment This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Production portfolio One completed film project with an associated trailer and written documentation encompassing and connecting both: no more than 1,750 words. (50 marks) Length of the film project: 6–7 minutes (including titles) Length of the trailer: 40–60 seconds Length of individual rationale for the film: no more than 100 words; length of individual rationale for the trailer: no more than 100 words Group work: The film project may be undertaken as a group project, but all accompanying documentation must be individually produced. While students at SL and HL may work together in a production group, they cannot present the same edit of their

50 %

The Extended Essay

The Extended Essay (EE) is a piece of personal research of about 4000 words supervised by a KIS

teacher in accordance with the guidelines published by the IBO. It must be in one of the DP subjects

and must meet the assessment criteria and follow subject-specific details. All extended essays are

externally marked on a scale from 0 to 36. The supervisor submits a predicted grade to the IBO.

The marks obtained are converted to a letter grade using the following mark bands

Grade Mark band

A Excellent 30 – 36

B Good 25 - 29

C Satisfactory 17 - 24

D Mediocre 9 - 16

E Poor 0 - 8

At KIS the DP Coordinator introduces the students to the EE in the second semester of the first year of

the program. In order to help students complete this challenging task a planner is discussed and

presented to students (Appendix 3). Students are expected to find a suitable topic and supervisor

within a reasonable time window and to confirm this choice. At the introductory session students are

required to sign a declaration confirming that they are familiar with the requirements of the EE (Form

5). Progress in the EE is monitored by the supervisor and the IB Coordinator until submission of the

essay.


January 2013

Theory of Knowledge

The Theory of Knowledge (TOK) course is known as the “flagship” of the DP and encourages students

to think critically about knowledge itself. The TOK program is often represented by the pictorial

diagram below:

©IBO, 2006

At the heart of the course is the student as a knower, surrounded by the ways of knowing and the

areas of knowledge. The manner and order in which the topics are addressed is decided by the TOK

teachers.

The TOK course has two assessment tasks:

Part 1 Externally assessed - 40 points essay (1200 – 1600 words) on one of the 10 prescribed titles

Part 2 Internally assessed – 20 points comprising a presentation (individual or group). A written

presentation planning document and marking form are to be submitted.

The prescribed titles are sent by the IBO each year. Both tasks are assessed using identified criteria.

There are four assessment criteria for each of the tasks.

The TOK teachers are expected to predict a grade (A to E) at the end of the course. A student may be

awarded three bonus points in conjunction with the extended essay as explained above.

Bonus points

The extended essay in conjunction with Theory of Knowledge helps a student to earn bonus points as

explained in the matrix below:


January 2013

Grading

Theory of Knowledge

A Excellent

B Good

C Satisfactory

D Mediocre

E Elementary

Not submitted

Extended Essay

A Excellent 3 3 2 2 1 N

B Good 3 2 1 1 0 N

C Satisfactory

2 1 1 0 0 N

D Mediocre 2 1 0 0 0 N

E Elementary 1 0 0 0 Failing condition

N

Not submitted

N N N N N N

Example: a student who secures an A in the extended essay and a C in the Theory of Knowledge

course will be awarded 2 bonus points.

Diploma Award

A student that excels in all subjects will achieve 42 points. Since 3 additional bonus points may be

earned from the combined performance on the TOK and extended essay, the maximum total points

that a student can aspire for is a perfect 45 points.

A candidate will not qualify for the award of the diploma if certain requirements have not been met.

(Refer to the General regulations: Diploma Programme.) The following codes indicate which

requirements have not been met.

These codes apply to all diploma (and retake) candidates.

o Candidate’s total points are less than 24.

o An N has been given for one or more subjects, theory of knowledge or the extended essay.

o A grade E has been awarded for both theory of knowledge and the extended essay.

o There is a grade 1 awarded in any subject and level.

o CAS requirements have not been completed.

o Candidate is guilty of malpractice.

o Grade 3 or below has been awarded four or more times. These codes apply to diploma (and retake) candidates with 24 to 27 points inclusive.

o There is one or more grade 2 awarded at higher level.

o Grade 2 at standard level awarded two or more times.

http://xmltwo.ibo.org/publications/DP/Group0/d_0_dpyyy_vmx_1209_1/pdf/DP_regs_e.pdf


January 2013

o Candidate has registered for three higher level subjects, and gained fewer than 12 points on these.

o Candidate has registered for three standard level subjects, and gained fewer than 9 points on these.

o Candidate has registered for four higher level subjects, and gained fewer than 16 points on these.

o Candidate has registered for two standard level subjects, and gained fewer than 6 points on these.

o Candidate has a grade E in either the extended essay or theory of knowledge. These codes apply to diploma (and retake) candidates with 28 points or more.

o Grade 2 at higher level awarded two or more times.

o Grade 2 at standard level has been awarded three times.

o Candidate has registered for three higher level subjects, and gained fewer than 11 points on these.

o Candidate has registered for three standard level subjects, and gained fewer than 8 points on these.

o Candidate has registered for four higher level subjects, and gained fewer than 14 points on these.

o Candidate has registered for two standard level subjects, and gained fewer than 5 points on these.

Students that fail to satisfy the requirements of the Diploma are awarded a certificate in each of

the relevant subjects for which they obtain a pass level.


January 2013

Appendix 1

IBDP key milestones 2012- 2013

19 July 2012 Introduction to Turnitin.com

26 July 2012 Task 1 due to teachers

30 July 2012 Independent study IB Film

4-9 September 2012 TOK Presentations

21 September 2012 Task 2 due to teachers

3 October 2012 Extended Essay outline to be submitted to supervisor

5 October 2012 IBDP Registration

5-6 October 2012 IBDP Hindi Orals

15 October 2012 IBDP English SL/HL Orals

10 October 2012 IBDP Tamil Orals

22-29 October 2012 IBDP English SL/HL Orals

2 November 2012 EE Outline with Criteria to be submitted to supervisor

3 November 2012 IBDP French B/ French B / Korean B Orals

10 November 2012 IBDP Spanish B/ Spanish Ab Initio Orals

12 November 2012 TOK Essay due to teacher

21 November 2012 English SL/HL advance notice texts

25 January 2013 EE due to IBDP Coordinator


January 2013

1 February 2013 Group 1 Task submitted to IBDP Coordinator

15 February 2013 TOK submitted online

18 February 2013 Math Task 1 due to teachers

22-23 February 2013 IB Film Orals

1 March 2013 Math task 2 due to teachers

8 March 2013 Group 4 Internal Assessment due to IBDP Coordinator

15 March 2013 Group 3, 5 and 6 Internal Assessment due to IBDPC

23 March 2013 Completed CAS forms due to CAS Coordinator

3-13 April 2013 IBDP Practice Exams

15-23 April 2013 IB Art Exam and Exhibition

2-22 May 2013 IBDP Exams


January 2013

Appendix 2

Policy on academic honesty

The main objective of the policy on academic honesty at KIS is to create an intellectual climate in

which sanctions and procedures which accompany academic dishonesty become superfluous.

Instances of academic dishonesty

Academic dishonesty constitutes acts which result or may result in an individual gaining unfair

advantage. The following is a list of such behavior, but is by no means exhaustive:

Plagiarism: offering the words, ideas, works or arguments of another person (in whole or part)

as one’s own. This includes works of art whether music, film, dance, theatre arts or visual

arts.

Copying from another student or making information available to another student during a test

or examination

Fabricating or falsifying research data

Submitting the same piece of work for more than one course (this is strictly forbidden by the

IBO)

Communicating with another student during examinations

Bringing into the examination room materials which are not permitted

Interfering in the scholastic work of another student, for example by stealing laboratory

reports, computer files and library materials

Altering grades awarded by a teacher

Stealing examination papers

Using an unauthorized calculator during a test or an examination

Impersonating another student

Teacher responsibility

Teachers at KIS are expected to encourage good practice among students. The following are some of

the measures that should be adopted to avoid malpractice.

Provide advice to students when necessary so that students have a clear idea of what

constitutes plagiarism in the various subjects

Ensure that the words, ideas, works from sources are acknowledged appropriately

Be vigilant enough to spot inexplicable changes in the style and quality of student work


January 2013

Question students on written work, especially the extended essay, in order to determine

whether the work is really that of the student

Use a search engine / turnitin.com whenever possible to detect plagiarized work

Authenticate student work whenever required. The IBO expects “each teacher to confirm that,

to the best of his or her knowledge, all candidates’ work accepted or submitted for

assessment is the authentic work of each candidate”

Distinguish between collaboration and collusion to prevent allegations of collusion against

students

Be familiar with the IBO publication “Academic honesty: guidance for schools”

Cooperate in the investigation of suspected cases of malpractice

Write a statement for any report on malpractice to be submitted to the IBO. The IBO provides

guidelines on what should be included in this statement.

Not leave candidates unsupervised during examinations

Not disclose the contents of an examination paper within 24 hours after the examination has

been conducted

Not permit a candidate additional time in an examination unless formal authorization has been

granted

Not start an examination before the scheduled time

Not provide undue assistance to a candidate in components that contribute to the assessment

requirements of the IB program. Guidelines on this are often provided in the various subject

guides and teacher support material published by the IBO.

Student responsibility

Ultimately it is the student’s responsibility to ensure the integrity of all work and to understand what

constitutes an offence against academic honesty. Students are strongly advised to abide by the

following guidelines:

Acknowledge all sources (eg books, journals, internet sites, CD-Rom, magazines, photographs

etc) using any standard citation style when writing assignments

Use footnotes and endnotes to acknowledge the source of an idea that emerged from a

discussion with another person.

Paraphrased ideas of another person should also be acknowledged

Review all work before submission to check that all sources have been acknowledged

As far as possible work independently with the support of the subject teacher


January 2013

When collaboration with other students is required or encouraged by teachers ensure that the

final work is produced independently

Do not attempt to submit a similar piece of work for different assessment components of your

IB program (eg your internal assessment and the extended essay)

Listen to and follow all instructions given before an examination

Sanctions for academic dishonesty

Sanctions against academic dishonesty may range from warning to dismissal depending on the

seriousness of the offence. Turnitin.com is being used to detect cases of plagiarism.

The consequences are (but not limited by):

1st offence: A grade of F or a 0 will be given for the assignment or test and a warning letter

will be sent to the parents

2nd offence: A grade of F or 0 will be given for the assignment or test and referral to the

Academic Vice principal. Suspension is considered.

3rd offence: A grade of F or 0 and suspension or expulsion from school

If a teacher or the IB Coordinator has reason to believe that a piece of work to be submitted

to the IBO is not authentic, that work will not be accepted. This will result in no grade being

awarded for the subject.

Proven cases of theft of examination / test materials will result in expulsion from school

The set IB procedure will be followed in cases of any malpractices during IB examinations


January 2013

Appendix 3

IB Extended Essay 2012 - 2013

12 April 2012 Media room Meeting of EE students with IB Coordinator

19 April 2012 Study hall – 4:45 Meeting with supervisor to decide on subject area topics

26 April 2012 Study hall – 4:45 Meeting with supervisor to decide on the tentative research question

3 May 2012 Study hall – 4:45 Meeting with supervisor to discuss research methodology, turnitin .com issues.

10 May 2012

Study hall – 4:45 Meeting with supervisor - resources and a tentative plan of action; work to be done during holidays ; primary research; preparatory reading and working outline

26 July 2012 Study Hall Meeting with supervisors to discuss progress of work done during vacation

2 August 2012 Submit the skeleton online of the EE to the supervisor and fix subsequent one to one meetings for general guidance purposes

6 September 2012 Submit rough draft and fix subsequent one to one meetings for general guidance purposes

3 October 2012 Submit the EE draft to the supervisor.

2 November 2012 EE Outline with criteria to be submitted to supervisor

25 January 2013 EE due to IBDP Coordinator


January 2013

Appendix 4

IB services – examination session May

Service Cost Date / deadline

Exclusive copyright Unless a request for exclusive copyright is submitted to IBCA, the IBO is entitled to reproduce a candidate’s work for any reasonable purpose, for example, in publications for training examiners and teachers. This license becomes effective from the 1 June following the May examinations

Nil 1 June (deadline)

Issue of results to universities and colleges Results can be sent directly from the IBO to universities and colleges on request. If the results cannot be sent electronically, a transcript of the results will be sent. A certain number (possibly up to six) free transcripts are permitted, with a fee for Each additional transcript applies until the end of the examination session, which is 15 September for a May session. After the close of the session a fee will be levied for each transcript that is sent regardless of whether any transcripts were sent before the close of the session.

Form B2 Requests for this service must be submitted according to the deadlines given below:

GBP 11

Universities Last arrival date

Australia and New Zealand 15 October

Canada and the US 1 July

All other countries 1 May

Legalization of results Universities in certain countries require the IBO diploma results document to be legalized by the appropriate authority in Geneva. To ensure a timely processing of legalization requests you are asked to submit such requests at the earliest opportunity.

Legalized diploma results should arrive in September or October for a May session.

Depends on the country

15 June (deadline)

Results available on the internet Results may be obtained through the internet with a user name and password provided to each candidate. The IBO does not issue results directly to candidates. The IB

Coordinator is the intermediary for all communications.

Nil 6 July

Register 6 month retake candidates Diploma students are permitted to register in the retake category for the November session. A retake candidate may choose either to submit new work for language A1 World Literature or carry forward their mark(s) from a previous session, provided that the program and assessment requirements have not changed. A retake candidate may choose either to repeat an internally assessed component or to carry forward the mark from a pervious session. If there have been changes to the requirements for internal assessment, a retake candidate must normally comply with the new requirements. To

resubmit work for internal assessment candidates must attend classes in school.

Per capita fee GBP 49 Registration GBP 66 Per subject fee GBP 41 EE GBP 27

22 July (deadline)


January 2013

Diploma & certificates Students must leave an address with the IB Coordinator so their diplomas or certificates may be sent on to them.

August

Replacement diplomas, diploma results and certificates Replacement documents can be requested from the IBCA by a candidate. On receipt of a request he / she will send a replacement documentation form to the candidate for completion. The form should then be returned to the IBCA with payment. The replacement documents will not be issued until payment is received from the candidate.

GBP 42

Request enquiries upon results Remark per candidate / subject / level (does not include Paper 1 of the sciences and Internal assessment component)

No fee is charged if the enquiry results in a change of grade.

GBP 49 15 September (deadline)

Costs are subject to change. This list is updated each year and sent to parents.


January 2013

Appendix 5 - Need transcripts

For US and Canadian universities

For the most recent examination session (May or November) International Baccalaureate North

America will send transcripts free of charge to one US university or two Canadian universities when

request are made before 15 September (May session) or 15 March (November session). Please forward

your request including the information described below to:

Transcript Officer

International Baccalaureate, North America

475 Riverside Drive, 16th Floor

New York, NY 10115

USA

Email: [email protected]

Phone: (1) 212 696 4464

Fax: (1) 212 889 9242

For students of all previous examination sessions or any additional transcripts, there is a fee of US$

11.00 or CA$ 13.00 per transcript. These requests must be made by mail, including a cheque or money

order made payable to International Baccalaureate North America at the address above.

For universities in countries others than the US and Canada

For the most recent examination session (May or November) we will send up to three transcripts free

of charge when request are made before 15 September (May session) or 15 March (November session).

Please forward your request including the information described below to:

Transcript Officer

International Baccalaureate Organization

Peterson House, Malthouse Avenue

Cardiff Gate, Cardiff, CF23 8GL

Wales, United Kingdom

Email: [email protected] (For universities in the UK and Australia)

Phone: (44) 29 2054 7777

Fax: (44) 29 2054 7778

For all universities

The law of most countries requires that all requests from graduates include a signature. A parent

must sign requests from students under the legal age of majority in your country / state / province.

Parents cannot submit a request for students over the legal age of majority. Please provide the

following information, in written format including signature:

mailto:[email protected]

mailto:[email protected]


January 2013

Your full name as it appears on your IB diploma or certificate

Month and year if your examination sessions

Your candidate number (seven digits) if available

Your date of birth

Name of your high school

Full name of the university or college requesting a transcript

Contact person or office at the university

Full address, phone number and contact email of university or college

Your email address or phone number

Please note that

Your IB candidate code can be found on the upper left hand corner of your official diploma /

certificate

You diploma / certificate is your official record of grades awarded

Due to the high volume of requests the IB office is unable to confirm the forwarding of each

transcript. Please check with the university representatives after a few weeks to verify that

transcripts have arrived.

Transcripts are processed in order of receipt


January 2013

Appendix 6

Indian government policy regarding the IB

At a meeting in New Delhi in April 1994, attended by the secretary general of the Association of

Indian Universities (AIU), a recognition and acceptance agreement for the IB diploma was approved as

an entry qualification to all universities in India.

The following agreement was revised in January 1999 and revisited in March 2005. From the May 2005

examination session, where requested, the IBO will produce and issue for universities a document

detailing percentage equivalency and a transcript of results will be enclosed with the equivalency

document. To request this service, students must notify their IB Diploma Program (IB) Coordinator of

their intention to gain entrance into an Indian university. The Coordinator will then submit the

request using the form B2 on IBNET. The production of the equivalency document requires additional

administrative processing, which may incur a fee. A fee of US$ 150 per school is currently being

considered. If charged, this fee will be separate form the fee for sending transcripts.

Students particularly those applying for entrance to professional courses can either apply to the AIU

upon release of their results, specifying what professional courses they are applying for, or apply

directly to the eligibility department of the university they wish to attend.

Students should also apply to the IBO sub regional office in Mumbai for a migration certificate. For a

number of courses in India, an equivalence certificate will not preclude the requirement for students

to sit the entrance examination, for example, Common Entrance Tests (CET). Prior to commencing

the DP, students and DP coordinator must be familiar with the required subject combinations and

levels for the student’s future career path; this should ensure students’ eligibility for particular

professional courses.

Requirements for professional courses admission

Medical courses: Higher Level passes in physics, chemistry and biology with Standard Level passes in

English A1, A2 or B. The medical degree courses include MBBS, BDS, B Pharm, nursing and BPT

Engineering courses: Higher Level passes in physics, chemistry and mathematics with Standard Level

passes in English A1, A2 or B. Engineering courses include B Eng in all streams – civil, mechanical,

electrical, electronics, instrumentation, computer, aeronautical engineering and so on.

The sub regional office in Mumbai outlines separately the admission requirements for professional

courses for students who are citizens of a country other that India who may wish to study in India.

Students of Indian nationality with the IB diploma may compete with other students for the State

Level / All India Entrance Examination.

Payment seats in professional courses (engineering and medicine) are also offered on a restricted

basis to any student on payment of an economic fee (commonly called the capitalization fee in India)

Additional information and further assistance can be obtained by writing to the joint secretary of the

AIU or to the IB Asia Pacific South Asia regional representative:


January 2013

Addresses Mrs F B Dohadwalla

Association of Indian Universities IB South Asia Representative

16 Kotla Marg Taheri Manzil, Ground Floor

New Delhi 110002 Nesbit Road, Mazagaon

India Mumbai 400010, (India)

Phone: (91) 22 23717470 Fax: (91) 22 23746007


January 2013

Appendix 7

University recognition in Korea

The current (2006) situation is best summarizes as follows:

While Korean government policy does not allow universities to grant credit or equivalency to any non

national educational program, major universities in Korea are now well aware of the strengths of

Diploma Program students and are keen for them to apply.

General regulations for application to Korean universities are listed below, followed by references to

individual universities. Students are urged to contact universities for specific information.

Admissions policy to Korean universities governing IB Diploma students:

1. Domestic students in Korea

Currently the Korean Ministry of Education does not recognize the IB Diploma as having

equivalent status to the national examination system. All Korean students studying within

Korean must take the national entrance examination in November in order to apply to any

Korean University.

2. Korean students temporarily living abroad

Korean IB Diploma students who have lived abroad for at least three years with their parents

and have completed their high school curriculum abroad are encouraged to apply for early

admission to university in July and / or September without having to take the national

entrance exam. Their IB Diploma results will form part of the admissions process, which will

usually also include an interview.

Korean students currently studying abroad in a Diploma school are advised to complete

their studies overseas normally and apply to the university as IB Diploma graduates. A strong

Diploma score will definitely be viewed favorably in the application process.

3. International Students applying overseas (this includes Korean nationals who have lived

overseas for 12 years or more)

The IB Diploma is accepted for application to Korean Universities. Depending on their Korean

language proficiency’s students may need to enroll in a university’s bridging course or

equivalent to improve their Korean.

Korean University recognition update 2006


January 2013

Appendix 8

KIS – IB teacher resources and tips

1. Checklist of materials for teaching the IB program

IB Guide

Teacher support material including IA guidelines

Question paper, mark scheme and subject report

Get the previous teacher’s semester plans and then make your own one.

Forms to be submitted to IB from the Vade Mecum

Formula tables / data booklets (Math and Sciences), case study (B&M, Computer Science)

Student and teacher deadlines for submission of work

Relevant sections from the Vade Mecum eg Section F

IB learner profile and grade descriptors

Extended essay guidelines

School policy on academic honesty

Textbooks used in school

Turnitin password

Check for publications made by IBO in conjunction with OUP in your subject area to get a feel of

especially how your subject area can be linked with the IB learner profile and TOK

The IBO CD Rom for question bank in your subject area

2. Where to get the materials:

OCC – IB password protected website

KISNET – IB guide web page

IBDP Coordinator’s office

KISNET – Department web pages

The resources on KISNet, KIS Library, textbook room and department Library and former

teachers resources in the department


January 2013

3. Some tips:

Explain the IB subject curriculum including the options you intend doing with the students

Explain the weightage of the IA in your subject & the difference between HL and SL

Give details about the type of IA along with the copy of the assessment criteria and show the

samples

Reinforce your deadlines for submission of IA pieces of work (must not be different to the

calendar)

Use IB questions for class tests and show the students how to improve on grades by using the

mark scheme & subject report only after going through the necessary ‘scaffolding processes’

with regards to IB criterion

The thumb rule is there should be at least four different types of assessments

The class median should generally be at least B- which reflects the mid way point of the 12

point grading system

Provide feedback on IA pieces of work within a week

Closely monitor IA so as to detect copying and plagiarism

Keep reminding students about the written / external examination – marks, duration & type of

papers

Retain copies of the drafts of major pieces of work eg World Lit, TOK, EE

Collect & mark the assignments on a regular basis eg science labs reports & give prompt

feedback

Read the soft copies of Diploma Program Coordinator notes and Asia-Pacific newsletter & the

hardcopy of IB World placed in the Library and the staff lounge

Give your semester plan to the students; upload it onto the subject web pages. Ensure that in

grade 12 the course is over by semester 2 quarter 1. Use semester 2 quarter 2 for revision

The semester plans need to be put on Atlas Rubicon which provides for horizontal and vertical

articulation, learning outcomes and aims and objectives of the curriculum

On “My Classes” on KISNet the grades need to be put immediately after the assignment has been

done so as to provide for better tracking of the students’ academic progress

Within a few weeks of your arrival at KIS you are required to give an interim report on new

students which is posted on My Classes. Please ensure that you have completed sufficient

assessments to do this

By the end of year 2 semester 1 (October and November) IB orals are conducted


January 2013

The extended essay process begins at the end of year 1 of the IB Diploma Program


Mock examinations will start from first week of April so plan the course accordingly. After

mocks there is a week of revision after which the students have study leave

Go through your HOD if you wish to purchase any teacher resources and specify whether the

department or Library budget is to be debited

New computer software needs to be approved by the HOD and VP and ordered through the ISM

All classroom discipline issues should be referred to the HS Coordinator. Click here to read the

absence policy and other important documents on the HS webpage on KISNet

http://net.kis.in/kisnet/HSOffice/HSOffice/index.htm


January 2013

Appendix 9

IB Student resources and assistance

Textbooks can be secured from the text book store attached to the school library

The main school library has reference books in all subject areas, exemplary extended essays,

past IB papers, IB World magazine, IB revision notes and subject specific CD Roms and audio

visuals

Samples can be secured from the subject teachers

Department pages on KISNet have IB subject specific documents, semester plans, resources,

learning activities and guidance

The IB page on KISNet has centralized all IB information which is general and subject specific

KISNet also has book marks of the IB resources on the net

Check KISNet for all the announcements related to IB Diploma program

The scheduling issues are handled by the High School Coordinator’s office

The mock examinations are held in the year 2 of IB program in the month of April

You will receive a turnitin ID and secured password

Familiarize yourself with the IB learner profile, IB academic honesty policy and the DP general

rules and regulations related to students and parents, all of which are on the IB webpage on

KISNet.

Read the school diary for the academic policy, discipline policy and the student handbook

The IB Diploma registration is done by the IB Coordinator’s office in the second year of the

Diploma program by the end of quarter one of semester one

The actual college application process begins in the October of the second year of the Diploma

program

Read Appendix 1 and 3 in the IB Handbook pertaining to deadlines which need to be strictly

adhered to

The IB Coordinator’s office can be contacted concerning matters pertaining to the IB and KIS

Diploma Program

Careers and College Advisor can be contacted for career and college related issues


January 2013

Scheduling issues and routine class room discipline are dealt through the High School

Coordinator’s office

The extended essay process begins at the end of year 1 of the IB Diploma Program


Also remember that during the summer vacation in May in the first year you should be doing

the ground work for extended essay

The second year winter vacation in December is spent on general spade work for internal

assessments


January 2013

Appendix 10

High School assessment guidelines

Academic progress is internally assessed and letter grades are awarded

KIS Assessment period and assessment weightage:

KIS academic year is divided into 2 semesters:

Semester I :

Quarter 1 – 40 % weightage


Semester I Exam – 20 % weightage

Semester II :



Semester II Exam – 20 % weightage

Nature of assessment

KIS gives 80% weightage for the formative assessments in the two quarter assessments and 20 % for

summative assessment which consist of an examination at the end of each semester.

Quarter assessments

The quarter assessments are based on the continuous assessment system, following the criterion

referencing.

What is continuous assessment?

Continuous assessment is a classroom strategy implemented by teachers to ascertain the knowledge,

understanding, and skills attained by pupils. Teachers administer assessments in a variety of ways

over time to allow them to observe multiple tasks and to collect information about what pupils

know, understand, and can do. These assessments are curriculum-based tasks previously taught in

class. Continuous assessment occurs frequently during the school year and is part of regular teacher-

pupil interactions. Pupils receive feedback from teachers based on their performance that allows

them to focus on topics they have not yet mastered. Teachers learn which students need review and

remediation and which pupils are ready to move on to more complex work.

Thus, the results of the assessments help to ensure that all pupils make learning progress throughout

the school cycle thereby increasing their academic achievement.


January 2013

What are the benefits of continuous assessment?

The continuous assessment process is much more than an examination of pupil achievement.

Continuous assessment is also a powerful diagnostic tool that enables pupils to understand the areas

in which they are having difficulty and to concentrate their efforts in those areas.

Continuous assessment also allows teachers to monitor the impact of their lessons on pupil

understanding. Teachers can modify their pedagogical strategies to include the construction of

remediation activities for pupils who are not working at the expected grade level and the creation of

enrichment activities for pupils who are working at or above the expected grade level. Hence, the

continuous assessment process supports a cycle of self-evaluation and pupil-specific activities by

both pupils and teachers.

Frequent interactions between pupils and teachers means that teachers know the strengths and

weaknesses of their learners. These exchanges foster a pupil-teacher relationship based on individual

interactions. Pupils learn that the teacher values their achievements and that their assessment

outcomes have an impact on the instruction that they receive. One-to-one communication between

the teacher and the pupil can motivate pupils to continue attending school and to work hard to

achieve higher levels of mastery.

In continuous assessment, teachers assess the curriculum as implemented in the classroom. It also

allows teachers to evaluate the effectiveness of their teaching strategies relative to the curriculum,

and to change those strategies as dictated by the needs of their pupils. In addition, continuous

assessments provide information on achievement of particular levels of skills, understanding, and

knowledge rather than achievement of certain marks or scores. Thus, continuous assessment enables

pupils to monitor their achievement of grade level goals and to visualize their progress towards those

goals before it is too late to achieve them.

How does High School continuous assessment work?

KIS academic year is divided into 2 semesters, each with 2 quarters. Teachers write grade

reports at the end of 1st and 3rd quarters (September and March) and at the end of 1st and 2nd

semesters (November and May).

In each quarter different types of assessments are given such as tests, quizzes, presentations,

group discussion, debates, assignments, project work, note taking skills, research papers,

experiments, class participation, open book tests and assignments and so on. Teachers are

responsible for structuring varied and valid assessment tasks (including tests and examinations) that

will allow students to demonstrate achievement according to the objectives for each subject group.

It is mandatory to have at least four different types of assessments in each quarter in each subject

area. The weightage is decided by the teacher according to the importance of each assessment.

The recording of the assessment is done in the KIS software entitled “My Classes” which has login

provision for students,, staff and parents. At each mid-quarter interim reports are written for those

on academic observation which includes those in their first semester at KIS.

In keeping with the ethos of approaches to learning, schools also make use of quantitative and

qualitative assessment strategies and tools that provide opportunities for peer- and self-assessment.


January 2013

Each subject has a number of different criteria which are the conditions that must be met for an

expected result.

Criteria generally include knowledge, skills, and presentation.

What is criterion-based assessment?

Individual student work is not compared to other students’ work but it is compared to set

standards (the assessment criteria).

Teachers organize continuous assessment over the course of the program according to specified

assessment criteria that correspond to the objectives of each subject group. Task specific rubrics are

prepared in accordance with the grade descriptors given in each subject area – see KIS / IB / MYP

Assessment Policies.

Regular school assessment and reporting play a major role:

in the students’ and parents’ understanding of the objectives and assessment criteria

in the students’ preparation for final assessment

in the development of the curriculum according to the principles of the program.

The recording and reporting of individual levels of achievement are organized in ways that provide

students with detailed feedback on their progress as it relates to the assessment criteria for each

subject group.

Semester examinations

Internal school examinations are given at the end of each semester, covering the course work of that

semester using the IB subject specific criterion. Student may leave for vacation only after their

exams are over. The final day of exams is on the school calendar.

Students sitting for IB exams in May do not take KIS semester exams in their IB exam subjects.

Seniors sitting for Indian medical or engineering entrance exams do not need to take KIS second

semester exams as follows:

Engineering : Chemistry, Physics, Maths

Medicine : Chemistry, Physics, Biology

The IB Grades in each subject area are based on their specific descriptors.(see KIS / IB / MYP

Assessment Policies).


January 2013

Appendix 11

Conversion of KIS Diploma to letter grade

KIS Diploma and IB Diploma

Given the reality of KIS Diploma which uses letter grades while the IB grades are number grades,

the table below illustrates the conversion of the two.

Letter Grades of KIS Diploma to IB Grade

Quarter 1 (40%)+ Quarter 2 (40%) + Semester Exam (20%) = Semester grade

IB Grade Grade Descriptors Letter grade Grade points *

7 Excellent A+ 4.0

7 Excellent A 4.0

6 Very Good A - 3.7

6 Very Good B+ 3.3

5 Good B 3.0

5 Good B - 2.7

4 Satisfactory C+ 2.3

4 Satisfactory C 2.0

4 Satisfactory C - 1.7

3 Mediocre D+ 1.3


January 2013

3 Mediocre D 1.0

3 Mediocre D - 0.7

2 Poor F 0.0

1 Very Poor F 0.0

* GPA = Grade Points x Credits per course ÷ total credits

Grade Point Average (GPA)

The GPA is on a scale of 1 to 4. The GPA is calculated as follows GPA = Grade Points x Credits per

course ÷ total credits

The Honors list is prepared on the basis of GPA:

Principal’s List –Students GPA above 3.4 in each semester

Vice Principal’s List – Students with GPA between 3 to 3.39 in each semester.

At the end of the four year High School Program , a transcript is given which reflects the students

four years performance with the cumulative GPA and the class ranking.


January 2013

Appendix 12

The KIS Diploma and Indian Universities

KIS Diploma has been accredited by the Middle States Association of Colleges and Secondary Schools,

Philadelphia (MSA) since 1968 and has been recognized by the Association of Indian Universities (AIU)

since 1981 allowing KIS graduates direct entry to Indian universities.

This mark sheet and conversion is verified and approved by the Association of Indian Universities. For

a minimum pass mark of 40% as used in India, the approximate percentage equivalents are:

Letter grades of KIS Diploma to Indian mark sheet (percentage)

Quarter 1 (40%)+ Quarter 2 (40%) + Semester Exam (20%) = Semester grade

Letter grade Percentage range

A+ 90 – 100

A 85 – 90

A - 80 – 84

B+ 75 – 79

B 66 – 74

B - 60 – 65

C+ 57 – 59

C 53 – 56

C - 50 – 52

D+ 47 – 49

D 43 – 46

D - 40 – 42

F < 40 and Failure

Note : 1. The pass in each subject is 40%. 2. Ungraded (pass-fail) subjects receive S (Satisfactory) or U (Unsatisfactory) 3. No divisions are awarded.

The KIS Diploma is awarded each year to all those who have successfully completed it by the end of

May each year. All Graduates of KIS Diploma are given Indian Mark sheet in order to have direct

access to Indian Universities at the under graduate level.


January 2013

Appendix 13

Grade descriptors in subject areas:

Group 1 - Language A1 grade descriptors (HL)

Grade 7 Excellent performance

Demonstrates: excellent knowledge and understanding of works and tasks; very strong and detailed

appreciation of the effects of technique and style; very strong evidence of independent and/or

original perspectives on the works studied, where appropriate; consistently focused, carefully

developed and persuasive presentation of ideas or argument; use of language that is varied, clear,

concise, precise and convincingly adapted to tasks.

Grade 6 Very good performance

Demonstrates: very good knowledge and understanding of works and tasks; strong and detailed

appreciation of the effects of technique and style; strong evidence of a personal engagement with the

works studied, where appropriate; clearly focused, well-developed and purposeful presentation of

ideas or argument; use of language that is varied, clear, concise and effectively adapted to tasks.

Grade 5 Good performance

Demonstrates: sound knowledge and understanding of works and tasks; good appreciation of the

effects of technique and style; good evidence of a relevant personal response to the works studied,

where appropriate; clearly focused and effective presentation of ideas or argument; use of language

that is clear, concise and appropriately adapted to tasks.

Grade 4 Satisfactory performance

Demonstrates: adequate knowledge and understanding of works and tasks; adequate awareness of the

effects of technique and style; adequate evidence of a relevant personal response to the works

studied, where appropriate; generally focused and satisfactory development/presentation of ideas or

argument; use of language that is generally clear, accurate, fluent and appropriate to tasks.

Grade 3 Mediocre performance

Demonstrates: some knowledge but superficial understanding of works and tasks; some awareness of

the effects of technique and style; some evidence of a relevant personal response to the works

studied, where appropriate; some evidence of a focus but ideas are neither appropriately developed

nor presented; use of language that is limited in clarity, accuracy, fluency and appropriateness to

tasks.

Grade 2 Poor performance

Demonstrates: basic knowledge and/or understanding of works and tasks; basic awareness of the

elements of technique and style; basic structure to the presentation of ideas; use of language that is

lacking in clarity, accuracy and coherence.


January 2013

Grade 1 Very poor performance

Demonstrates: rudimentary knowledge and/or understanding of works and tasks; presentation without

clarity or relevance; use of language that is barely intelligible.

Group 1 - Language A1 grade descriptors (SL)


Demonstrates: excellent knowledge and understanding of works and tasks; sound appreciation of the

effects of technique and style; very strong evidence of independent and/or original perspectives on

the works studied, where appropriate; consistently focused, carefully developed and persuasive

presentation of ideas or argument; use of language that is varied, clear, concise, precise and

convincingly adapted to tasks.


Demonstrates: very good knowledge and understanding of works and tasks; adequate appreciation of

the effects of technique and style; strong evidence of a personal engagement with the works studied,

where appropriate; clearly focused, well-developed and purposeful presentation of ideas or

argument; use of language that is varied, clear, concise and effectively adapted to tasks.


Demonstrates: sound knowledge and understanding of works and tasks; some appreciation of the

effects of technique and style; good evidence of a relevant personal response to the works studied,

where appropriate; clearly focused and effective presentation of ideas or argument; use of language

that is clear, concise and appropriately adapted to tasks.


Demonstrates: adequate knowledge and understanding of works and tasks; adequate awareness of the

elements of technique and style; adequate evidence of a relevant personal response to the works

studied, where appropriate; generally focused and satisfactory development/presentation of ideas or

argument; use of language that is generally clear, accurate, fluent and appropriate to tasks.


Demonstrates: some knowledge but superficial understanding of works and tasks; some awareness of

the elements of technique and style; some evidence of a relevant personal response to the works

studied, where appropriate; some evidence of a focus but ideas are neither appropriately developed

nor presented; use of language that is limited in clarity, accuracy, fluency and appropriateness to

tasks.


Demonstrates: basic knowledge and/or understanding of works and tasks; basic awareness of the

elements of technique and style; basic structure to the presentation of ideas; use of language that is

lacking in clarity, accuracy and coherence.


January 2013


Demonstrates: rudimentary knowledge and/or understanding of works and tasks; presentation without

clarity or relevance; use of language that is barely intelligible.

Group 2 - Language B grade descriptors (HL)


Demonstrates understanding of most of the subtleties in speech and writing. Communicates with

sophistication, with very few errors and using a range of advanced language.


Demonstrates understanding of some of the subtleties in speech and writing. Communicates with

ease and fluency, with few errors and using some advanced language.


Demonstrates competent understanding of all essential meaning in speech and writing.

Consistently communicates coherently, with some errors and some range.


Demonstrates competent understanding of basic meaning in speech and writing. Generally

communicates coherently but with regular errors and little range.


Demonstrates some understanding of speech and writing. Communicates effectively at times.


Demonstrates limited understanding of speech and writing. Shows limited ability to communicate.


Demonstrates very limited understanding of speech and writing. Shows very limited ability to

communicate.

Language B grade descriptors 2007 (SL)


Demonstrates understanding of some of the subtleties in speech and writing. Communicates with

ease and fluency, with few errors and using some advanced language.


January 2013


Demonstrates competent understanding of all essential meaning in speech and writing.

Consistently communicates coherently, with some errors and some range.


Demonstrates competent understanding of basic meaning in speech and writing. Generally

communicates coherently but with regular errors and little range.


Demonstrates some understanding of speech and writing. Communicates effectively at times.


Demonstrates limited understanding of speech and writing. Shows limited ability to communicate.


Demonstrates very limited understanding of speech and writing. Shows very limited ability to

communicate.


Demonstrates no competence in understanding or communicating in the language.

Group 3- Individuals and Societies Grade Descriptors


Demonstrates: conceptual awareness, insight, and knowledge and understanding which are evident in

the skills of critical thinking; a high level of ability to provide answers which are fully developed,

structured in a logical and coherent manner and illustrated with appropriate examples; a precise use

of terminology which is specific to the subject; familiarity with the literature of the subject; the

ability to analyse and evaluate evidence and to synthesize knowledge and concepts; awareness of

alternative points of view and subjective and ideological biases, and the ability to come to

reasonable, albeit tentative, conclusions; consistent evidence of critical reflective thinking; a high

level of proficiency in analysing and evaluating data or problem solving.


Demonstrates: detailed knowledge and understanding; answers which are coherent, logically

structured and well developed; consistent use of appropriate terminology; an ability to analyse,

evaluate and synthesize knowledge and concepts; knowledge of relevant research, theories and

issues, and awareness of different perspectives and contexts from which these have been developed;

consistent evidence of critical thinking; an ability to analyse and evaluate data or to solve problems

competently.


January 2013


Demonstrates: a sound knowledge and understanding of the subject using subject-specific

terminology; answers which are logically structured and coherent but not fully developed; an ability

to provide competent answers with some attempt to integrate knowledge and concepts; a tendency

to be more descriptive than evaluative although some ability is demonstrated to present and develop

contrasting points of view; some evidence of critical thinking; an ability to analyse and evaluate data

or to solve problems.


Demonstrates: a secure knowledge and understanding of the subject going beyond the mere citing of

isolated, fragmentary, irrelevant or ‘common sense’ points; some ability to structure answers but

with insufficient clarity and possibly some repetition; an ability to express knowledge and

understanding in terminology specific to the subject; some understanding of the way facts or ideas

may be related and embodied in principles and concepts; some ability to develop ideas and

substantiate assertions; use of knowledge and understanding which is more descriptive than

analytical; some ability to compensate for gaps in knowledge and understanding through rudimentary

application or evaluation of that knowledge; an ability to interpret data or to solve problems and

some ability to engage in analysis and evaluation.


Demonstrates: some knowledge and understanding of the subject; a basic sense of structure that is

not sustained throughout the answers; a basic use of terminology appropriate to the subject; some

ability to establish links between facts or ideas; some ability to comprehend data or to solve

problems.


Demonstrates: a limited knowledge and understanding of the subject; some sense of structure in the

answers; a limited use of terminology appropriate to the subject; a limited ability to establish links

between facts or ideas; a basic ability to comprehend data or to solve problems.


Demonstrates: very limited knowledge and understanding of the subject; almost no organizational

structure in the answers; inappropriate or inadequate use of terminology; a limited ability to

comprehend data or to solve problems.

Group 4 – Experimental Sciences grade descriptors


Displays comprehensive knowledge of factual information in the syllabus and a thorough command of

concepts and principles. Selects and applies relevant information, concepts and principles wide

variety of contexts. Analyses and evaluates quantitative and/or qualitative data thoroughly.

Constructs detailed explanations of complex phenomena and makes appropriate predictions. Solves


January 2013

most quantitative and/or qualitative problems proficiently. Communicates logically and concisely

using appropriate terminology and conventions. Shows insight or originality.

Demonstrates personal skills, perseverance and responsibility in a wide variety of investigative

activities in a very consistent manner. Works very well within a team and approaches investigations in

an ethical manner, paying full attention to environmental impact. Displays competence in a wide

range of investigative techniques, paying considerable attention to safety, and is fully capable of

working independently.


Displays very broad knowledge of factual information in the syllabus and a thorough understanding of

concepts and principles. Selects and applies relevant information, concepts principles in most

contexts. Analyses and evaluates quantitative and/or qualitative data with high level of competence.

Constructs explanations of complex phenomena and makes appropriate predictions. Solves basic or

familiar problems and most new or difficult quantitative and/qualitative problems. Communicates

effectively using appropriate terminology and conventions. Shows occasional insight or originality.

Demonstrates personal skills, perseverance and responsibility in a wide variety of investigative

activities in a very consistent manner. Works well within a team and approaches investigations an

ethical manner, paying due attention to environmental impact. Displays competence in a wide range

of investigative techniques, paying due attention to safety, and is generally capable working

independently.


Displays broad knowledge of factual information in the syllabus. Shows sound understanding most

concepts and principles and applies them in some contexts. Analyses and evaluates quantitative

and/or qualitative data competently. Constructs explanations of simple phenomena. Solves most

basic or familiar problems and some new or difficult quantitative and/or qualitative problems.

Communicates clearly with little or no irrelevant material.

Demonstrates personal skills, perseverance and responsibility in a variety of investigative activities in

a fairly consistent manner. Generally works well within a team and approaches investigations in an

ethical manner, paying attention to environmental impact. Displays competence in a range of

investigative techniques, paying attention to safety, and is sometimes capable of working

independently.


Displays reasonable knowledge of factual information in the syllabus, though possibly with some gaps.

Shows adequate comprehension of most basic concepts and principles but with limited ability to apply

them. Demonstrates some analysis or evaluation of quantitative or qualitative data. Solves some basic

or routine problems but shows limited ability to deal with new or difficult situations. Communicates

adequately although responses may lack clarity and include some repetitive or irrelevant material.

Demonstrates personal skills, perseverance and responsibility in a variety of investigative activities,

although displays some inconsistency. Works within a team and generally approaches investigations in

an ethical manner, with some attention to environmental impact. Displays competence in a range of

investigative techniques, paying some attention to safety, although requiring some close supervision.


January 2013


Displays limited knowledge of factual information in the syllabus. Shows a partial comprehension of

basic concepts and principles and weak ability to apply them. Shows some ability to manipulate data

and solve basic or routine problems. Communicates with a possible lack of clarity and some repetitive

or irrelevant material.

Demonstrates personal skills, perseverance and responsibility in some investigative activities in an

inconsistent manner. Works within a team and sometimes approaches investigations in an ethical

manner, with some attention to environmental impact. Displays competence in some investigative

techniques, occasionally paying attention to safety, and requires close supervision.


Displays little recall of factual information in the syllabus. Shows weak comprehension of basic

concepts and principles and little evidence of application. Exhibits minimal ability to manipulate data

and little or no ability to solve problems. Offers responses which are often incomplete or irrelevant.

Rarely demonstrates personal skills, perseverance or responsibility in investigative activities. Works

within a team occasionally but makes little or no contribution. Occasionally approaches investigations

in an ethical manner, but shows very little awareness of the environmental impact. Displays

competence in a very limited range of investigative techniques, showing little awareness of safety

factors and needing continual and close supervision.


Recalls fragments of factual information in the syllabus and shows very little understanding of any

concepts or principles. Rarely demonstrates personal skills, perseverance or responsibility in

investigative activities. Does not work within a team. Rarely approaches investigations in an ethical

manner, or shows an awareness of the environmental impact. Displays very little competence in

investigative techniques, generally pays no attention to safety, and requires constant supervision.

Group 5 -Mathematics grade descriptors


Demonstrates a thorough knowledge and understanding of the syllabus; successfully applies

mathematical principles at a sophisticated level in a wide variety of contexts; successfully uses

problem-solving techniques in challenging situations; recognizes patterns and structures, makes

generalizations and justifies conclusions; understands and explains the significance and

reasonableness of results, and draws full and relevant conclusions; communicates mathematics in a

clear, effective and concise manner, using correct techniques, notation and terminology;

demonstrates the ability to integrate knowledge, understanding and skills from different areas of the

course; uses technology proficiently.


Demonstrates a broad knowledge and understanding of the syllabus; successfully applies

mathematical principles in a variety of contexts; uses problem-solving techniques in challenging


January 2013

situations; recognizes patterns and structures, and makes some generalizations; understands and

explains the significance and reasonableness of results, and draws relevant conclusions;

communicates mathematics in a clear and effective manner, using correct techniques, notation and

terminology; demonstrates some ability to integrate knowledge, understanding and skills from

different areas of the course; uses technology proficiently.


Demonstrates a good knowledge and understanding of the syllabus; successfully applies mathematical

principles in performing routine tasks; successfully carries out mathematical processes in a variety of

contexts, and recognizes patterns and structures; understands the significance of results and draws

some conclusions; successfully uses problem-solving techniques in routine situations; communicates

mathematics effectively, using suitable notation and terminology; demonstrates an awareness of the

links between different areas of the course; uses technology appropriately.


Demonstrates a satisfactory knowledge of the syllabus; applies mathematical principles in performing

some routine tasks; successfully carries out mathematical processes in straightforward contexts;

shows some ability to recognize patterns and structures; uses problem-solving techniques in routine

situations; has limited understanding of the significance of results and attempts to draw some

conclusions; communicates mathematics adequately, using some appropriate techniques, notation

and terminology; uses technology satisfactorily.


Demonstrates partial knowledge of the syllabus and limited understanding of mathematical principles

in performing some routine tasks; attempts to carry out mathematical processes in straightforward

contexts; communicates some mathematics, using appropriate techniques, notation or terminology;

uses technology to a limited extent.


Demonstrates limited knowledge of the syllabus; attempts to carry out mathematical processes at a

basic level; communicates some mathematics, but often uses inappropriate techniques, notation or

terminology; uses technology inadequately.


Demonstrates minimal knowledge of the syllabus; demonstrates little or no ability to use

mathematical processes, even when attempting routine tasks; is unable to make effective use of

technology.


January 2013

Group 5 -Computer Science grade descriptors

Note: statements in italics refer to the program dossier component.


Near perfect recall of technical knowledge with few gaps. Excellent comprehension, application and

analysis. Able to synthesize topics, and discuss and select data structures as appropriate. Able to

interpret and construct fairly complex algorithms, and produce workable and mostly efficient

solutions. Able to analyse a problem; plan, implement and test a solution effectively. Able to

thoroughly evaluate a solution.


Very good recall of technical knowledge with some gaps. Good comprehension, application and

analysis. Able to select data structures and describe their suitability for a given task. Able to

interpret and construct fairly complex algorithms with few errors and produce workable, partly

efficient solutions. Able to fully describe a problem. Good evidence of ability to plan, test and

evaluate a solution to a problem.


Good recall of technical knowledge without broad gaps. Good comprehension, application and

analysis. Able to comment on alternative data structures suitable for a given task. Able to interpret

and construct fairly complex algorithms and produce partially workable solutions. Able to describe a

problem well. Shows some evidence of ability to plan, test and evaluate a solution to a problem.


Reasonable recall of technical knowledge with some broad gaps. Able to produce evidence of

comprehension, application and analysis. Able to list data structures that may be suitable for a given

task. Able to interpret and construct simple algorithms. Able to describe a problem. Able to plan or

test or evaluate a solution.


Some recall of technical knowledge but with evident broad gaps. A little analysis and application.

Some general knowledge of data structures. Able to interpret or construct simple algorithms. Able to

outline a problem and produce a partly workable solution. Some evidence of ability to plan or test or

evaluate a solution.


Very limited recall of technical knowledge. Weak knowledge of application and analysis. Limited

knowledge of data types and structures. Some evidence of being able to interpret or construct simple

algorithms. Able to construct simple solutions that work at least partially. Limited ability to plan, test

or evaluate solutions.


January 2013


Little or no recall of technical knowledge. Application and analysis are absent. Little or no ability at

algorithm construction and interpretation. Largely unable to construct solutions to problems. Little or

no ability to plan, test or evaluate solutions.

Group 6 - Music grade descriptors (HL, SLS, SLG, SLC)


Demonstrates in a highly consistent manner: excellent perceptual skills in response to music,

excellent and secure knowledge and understanding of music in relation to time and place, and a

sound use of musical language to reflect thorough critical understanding; excellent performance skills

and/or excellent compositional skills.


Demonstrates in a most consistent manner: very good perceptual skills in response to music, very

good and secure knowledge and understanding of music in relation to time and place, and sound use

of musical language to reflect mostly competent critical understanding; very good performance skills

and/or very good compositional skills.


Demonstrates in a consistent manner: good perceptual skills in response to music, good knowledge

and understanding of music in relation to time and place, and mostly sound use of musical language

to reflect some competent critical understanding; good performance skills and/or good compositional

skills.


Demonstrates in a fairly consistent manner: satisfactory perceptual skills in response to music, some

appropriate knowledge and understanding of music in relation to time and place, and mostly

appropriate use of musical language to reflect some critical understanding; satisfactory performance

skills and/or satisfactory compositional skills.


Demonstrates: mediocre perceptual skills in response to music, some knowledge and understanding of

music in relation to time and place, and some appropriate use of musical language to reflect partial

critical understanding; mediocre performance skills and/or mediocre compositional skills.


Demonstrates: poor perceptual skills in response to music, little knowledge and understanding of

music in relation to time and place, and little adequate use of musical language to reflect limited, if

any, critical understanding; poor performance skills and/or poor compositional skills.


January 2013


Demonstrates: very poor perceptual skills in response to music, very little, if any, knowledge and

understanding of music in relation to time and place, and very little, if any, use of musical language

to reflect very limited, if any, critical understanding; very poor performance skills and/or very poor

compositional skills.

Visual arts / film grade descriptors (HL, SLA, SLB)


Demonstrates in a highly consistent manner: excellent growth and a strong relationship between

research and artistic production; thorough command of topics/concepts; highly developed

understanding of sociocultural and historical perspectives in more than one cultural context;

excellent critical analysis; excellent exploration of ideas, and meaningful and creative studio works

(HL/SLA); excellent technical ability and effective setting and solving of artistic problems.


Demonstrates in a very consistent manner: very good growth and a sound relationship between

research and artistic production; thorough understanding of most topics/concepts; understanding of

sociocultural and historical perspectives in more than one cultural context; very good critical

analysis; very good exploration of ideas, and meaningful and creative studio works (HL/SLA); very

good technical ability and setting and solving of artistic problems.


Demonstrates in a consistent manner: good growth and a good relationship between research and

artistic production; generally sound understanding of most topics/concepts; understanding of socio-

cultural and historical perspectives in more than one cultural context; good critical analysis; good

exploration of ideas, and mostly meaningful and creative studio works (HL/SLA); good technical

ability and setting and solving of artistic problems.


Demonstrates in a fairly consistent manner: satisfactory growth and an adequate relationship

between research and artistic production; satisfactory understanding of most topics/concepts;

adequate understanding of sociocultural and historical perspectives in more than one cultural

context; satisfactory critical analysis; satisfactory exploration of ideas, and some meaningful studio

works (HL/SLA); satisfactory technical ability and solving of basic and routine formal and technical

problems.


Demonstrates: mediocre growth and a partial relationship between research and artistic production;

mediocre understanding of some topics/concepts; partial understanding of sociocultural and historical

perspectives in more than one cultural context; limited critical analysis; some mediocre exploration

of ideas, and the limited development of a few meaningful studio works (HL/SLA); mediocre technical

ability and solving of some basic and routine formal and technical problems.


January 2013


Demonstrates: poor growth and a limited relationship between research and artistic production; weak

understanding of topics/concepts; poor understanding of sociocultural and historical perspectives in

one or sometimes more cultural contexts; little capacity for critical analysis; poor exploration of

ideas and the limited development of studio works (HL/SLA); poor technical ability and solving of a

few basic or routine formal and technical problems.


Demonstrates: very poor growth and a very limited relationship, if any, between research and artistic production;

very weak understanding of topics/concepts; very poor understanding of sociocultural and historical perspectives

in one or sometimes more cultural contexts; very little capacity for critical analysis, if any; very poor exploration

of ideas in studio works (HL/SLA); very poor technical ability and very occasional solving of basic or routine formal

and technical problems.


January 2013

Appendix 14

Form 1 - IB Diploma Program

General regulations

Name of student:

Name of Parent / Guardian:

This is to acknowledge that we have completed the following:

1. Received, read, understood and accepted the IB Diploma Program general regulations

document

2. Noted and understood the rules on copyright relating to students materials submitted to the

International Baccalaureate Organization as provided under article 3 of the general

regulations.

Signature of student: Signature of parent / guardian:

Date: Date:

Form 2 - IB Extended Essay

Student’s declaration

1. I am aware that failure to respect the deadlines may place a student’s standing as an IB

Diploma candidate at risk.

2. I am aware that there is a policy on academic honesty and I am familiar with the contents.

3. I have attended a session presented by the IB Coordinator on the requirements of the

extended essay.

4. I have received a copy of the general assessment criteria and am aware that I need to get a

copy of the subject assessment criteria after I have decided on my topic.

Name of student:

Signature:

Date:


January 2013

Form 3 - The online registration procedure (grade 11)

Name of the student: Advisor:

After working out your plan on paper according to the guidelines given – do the online

registration

Step one: Go to KISNet - My Portal and first fill in your ‘Career Plan” this will help your advisor/coordinators to

check you have the required IB subjects for a diploma, such as TOK.

Step two: Go to the ‘Academic Planner’ and click on grade 11, first semester to make your selection of subjects

Step three: Guidelines for selection (see academic planner)

Inform your advisor when you have completed this, they will check and let you know if there is

problem/omission.

Rules for IB DP students (full IB students) You must choose: either one subject from each of the 6 groups / or

one each from the 1st 5 groups, with the 6th being an additional choice from either group 3 or 4. Three of

your 6 subjects must be at PHL level:

Total subject selection for IB DP- 6 subjects

One selection only from Language A, Language B and Math (note A and B must be different languages) *exception if you choose Korean or Dzongkha for Language A, you may also take English as Language A., with NO choice from Language B required

Minimum 1 and maximum 2 from Social Studies

Science – minimum 1 and maximum 2

Other areas are 1 (Arts may be 0 if you choose 2 of either the above)

TOK a MUST for full IB Diploma student and it will be found in Electives, Be sure to CHOOSE this one.

You will automatically be assigned to PE/health, So Ex, RE (life and spirituality) in Grade 11 as these are requirements. If they do NOT appear on your schedule inform the HS office immediately.

You need 5 FAPA credits in Grade 11 in addition to the DP requirements, so choose 1 per semester in Grade 11. If you are taking a group 6 subject, this meets your FAPA requirements. You may still take FAPA courses for elective credit or interest. Additional Information to assist you in course registration:-

PSL/PHL- indicates first year of IB course at Standard / Higher Level

Please ensure that at least 3 courses at PHL and 3 courses at PSL are taken for a full IB Diploma student Courses relatively new to KIS are noted with *

Groups & departments IB Higher Level IB Standard Level considerations

Group 1 (one only) Prerequisite

English Lang & Lit PHL English Literature PHL (grade10 Hon or B- in Advanced English), *Korean PHL

English Lang & Lit PSL English Literature PSL* *Korean PSL *Dzongkha PSL

Indicate 1st and 2nd choice for English Only one will be given, except for those taking both Korean/Dzongkha and English as Language A options (no language B required in this case)


January 2013

Groups & departments IB Higher Level IB Standard Level considerations

Group 2 Second Language (Language B) (one only) Prerequisite: should have had 2-5 years previous study of the language and MYP 5 or more in Standard level unless an ab initio course

Hindi B PHL German B PHL Korean B PHL French B PHL

French B PSL Hindi B PSL German PSL Spanish Ab initio PSL Korean B PSL Tamil B PSL English B PSL (9/10 ESL)

*Mandarin B Ab Initio PSL!

Give a 1st and 2nd choice. If these are both ab intio courses, indicate a third which would be your current language. *Mandarin may be an online

option, with additional costs up to $800-1000 per year.

Group 3 Social Studies (not more than two SS courses can be taken) Prerequisite: Humanities 10 HL options for those with MYP 6 or higher, SL for 4/5

Economics PHL Business & Management PHL History PHL Geography PHL Psychology PHL

Economics PSL Business& Management PSL History PSL Geography PSL Psychology PSL *World Religions PSL! (Life and Spirituality not

required )

Give 1st and 2nd choice is taking one subject from Group 3. ,Give 3rd and 4th choices if planning on two subjects in Group 3 (with none in Group 6)

Group 4 Science (More than one science course can be taken) Prerequisite should have taken Bio/Physics/Chem 10

Chemistry PHL Physics PHL Biology PHL Computer Science PHL MYP 6/7

Chemistry PSL Physics PSL Biology PSL Environ. System. PSL Computer Science PSL MYP 4/5

Give 1st and 2nd choice, if taking only one subject from group 4 Give 3rd and 4th choices if planning on two subjects in Group 3 (with none in group 6)

Group 5 Math (one only) Prerequisite

Math PHL (Math Adv5-7 or 6/7 in Math 10)

Math PSL (Math Adv 4 or 5 up in

Math 10) Math Studies PSL (Math 10 3 - 4)

Group 6 FAPA Music /Art /Film *meets KIS FAPA requirements in one

semester

Music PHL Visual Arts PHL Film PHL

Music PSL Visual Arts PSL Film PSL

if you are taking 2 sciences or 2 humanities, you will NOT be able to take one of these as well for IB DP 5 FAPA credits required if not taking a group 6 subject, see options below

Theory of Knowledge TOK 1

FAPA Required for all KIS students (one per semester in grade 11 will ensure you complete this – unless

taking a Group 6 subject where the requirement is met in the course)

Choice : these are one semester 2.5 credit courses, minimal homework * letter grade or pass/fail optional,

to be determined within first two cycles in consultation with teacher.

Fine Arts: Applied Arts(architecture and design) or, Advanced Art (mixed media) *one offered each

semester according to demand and teacher availability


January 2013

Performing Arts: Drama, Music Lessons ( ONLY after getting it ratified by the Music Dept) individual lessons + practice

(Piano, Woodwinds, Brass, Percussion, Voice, Strings, Veena, Carnatic Vocal, Tabla) * Music Groups: Band / Strings Ensemble / Choir / Honors Choir “Singers” (by audition only)

Note – Band / Ensembles / Choirs are year courses but can be joined in 2nd semester in some

cases - a commitment to continue for the year is made at the time of joining, even if individual

lessons are later dropped.

Practical Arts: Baking / Indian Cooking / International Cooking Media Arts –Journalism / Photography* offered each semester according to demand and teacher

availability Yearbook – one year commitment, portfolio/interview may be required to join *out of school

hours, credit given only if the area assigned to you is completed satisfactorily and you participate in sessions when called for planning and checking.

Give 3 to 4 choices, unless already taking and planning to continue with music lessons and ensemble/band/choir. * a

yearlong course.

PE/Health, So Ex, and Life and Spirituality should automatically appear. If not on your schedule when you get

it, please notify HS Coordinator immediately!

Student:

Advisor: Careers & College Advisor:

High School Coordinator: **IB Coordinator:

3. Other KIS requirements: (must all be completed as soon as possible and certainly by end of year

12 first semester)

Health (1 semester in the grade 11 / grade 12) Religious Education - Basic Christianity / Advanced Christianity FAPA

o Fine Arts: General Art, Intermediate Art o Performing Arts: Film, Drama, music individual lessons + practice (Piano, Woodwinds,

Brass, Percussion, Voice, Strings, Classical Guitar, Veena, Carnatic Vocal, Tabla and Indian Dance) / Intermediate Choir / Intermediate Band / Small Orchestra / Advanced Band / Advanced Choir / Honors Choir

o Note – Band / Ensembles / Choir are 2 semester courses o Practical Arts: Baking / Indian Cooking / International Cooking

o Media Arts –/ Journalism / Yearbook / Photography PE and Social Experience are requirements which need to be registered

Student:

Advisor: Careers & College Advisor:


January 2013

High School Coordinator: IB Coordinator:

kis ibdp handbook

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