subject choices in the ib diploma

Subject Choices

in the IB Diploma

IB 2013-2015

2

The IB Curriculum Model

Every student needs to choose one subject from each group.

At least three subjects must be chosen at higher level.

Instead of an Arts subject (group 6), students may choose an additional subject from the

other five groups.

Bilingual students may wish to take two subjects in group 1 (Studies in Language and

Literature), in which case they do not need to take another subject from group 2 (Language

Acquisition).

Additional requirements apply to students wishing to apply to universities in Germany.

3

IB Language A: English Language and Literature SL/HL

Knowledge and skills required

All IB students are required to take at least one Language A course, usually in their strongest

language(s). This is a course for both native speakers and English learners with a good

knowledge of English. While a love for literature is not a requirement, students who do not

read regularly (whether fiction or non-fiction) will find this course hard going. An interest in

language and media is a definite plus.

Content & Methodology

The study of the texts produced in a language is central to an active engagement with

language and culture. A key aim of the course is to encourage students to question the

meaning generated by language and texts.

The literary part of the course includes the study of six or more literary texts from different

genres and periods, some of which are ―World Literature‖ works i.e. texts not originally written

in the English Language. The non-literary part consists of two parts: Language in a cultural

context (e.g. public speeches; jargon, accent & slang; language change; and minority

languages) and Language and mass communication (e.g. advertising, censorship,

propaganda, bias, new media).

Assessment SL [HL, where different, in brackets]

Coursework

15% Individual Oral Commentary (based on one of the literary texts)

15% Further Oral Activity (based on the non-literary component)

20% Written Task [HL: 2 Written Tasks]

Final Exams (in May of Year 12)

25% Paper 1: Commentary on an unseen text [HL: Comparative commentary on two unseen texts]

25% Paper 2: Essay based on two literary texts

Beyond the IB

While some students may choose to study language or literature at university, this course is

really designed to give students the analytical skills to prosper in any tertiary course and,

indeed, in life in general. Everyone needs to be able to formulate both written and spoken

texts that are effective and efficient – everyone needs to be able to critically examine any

act of communication for its true value and intent!

Differences between SL and HL

SL and HL students are taught as one group. HL students will be exposed to more texts that SL

students and need to submit two written tasks instead of only one at SL. For the paper 1

examination, HL students compare two texts, whereas SL students write a commentary on

only one text. HL grading criteria are more demanding.

In a nutshell

This is an exciting course for anyone who loves language and/or books! And even if you

don‘t, we hope that by the end of the two years you will look at language with more interest

and insight than before!

For more information speak to Mr Wreth or current students

4

IB Language A: German Literature (SL/HL)

Voraussetzungen

Das Hauptgewicht dieses Kurses liegt auf literarischen Texten aus dem deutschsprachigen

Raum, sowie Weltliteratur in deutscher Übersetzung. Eine Lust am Lesen und gute

Ausdrucksfähigkeit sind hilfreich.

Inhalte

Im Zentrum des Kurses stehen literarische Werke verschiedener Regionen und Epochen.

Lektüren werden so gewählt, dass alle Textgattungen vorkommen; es kann aber auch – vor

allem im zweiten Jahr – auf die Interessen der Kursteilnehmer Rücksicht genommen werden.

Schüler lernen, Texte kritisch zu lesen und sowohl analytische wie auch vergleichende

Kommentare sowie literarische Essays zu verfassen.

Bewertung SL & HL

Kursarbeit Prüfungen (im Mai der 12. Klasse)

15% mündliche Prüfung 20% Paper 1: Textkommentar

15% mündliche Präsentation 25% Paper 2: Vergleichender Essay

25% „Written Assignment‖

Nach dem IB

Deutsch A Literatur ist natürlich bestens für Schüler geeignet, die sich auch nach dem IB

weiterhin mit Literatur beschäftigen wollen. Darüber hinaus bildet der Kurs aber auch die

Fähigkeiten aus, zwischen den Zeilen zu lesen, subtile Bedeutungen zu erfassen und diese klar

wiederzugeben.

Unterschiede zwischen SL und HL

Unterschiede zwischen SL und HL bestehen hauptsächlich in der unterschiedlichen Bewertung

der Arbeiten. Außerdem sind für Schüler im SL weniger Texte als im HL vorgeschrieben.

Kurz zusammengefasst...

...wer gerne liest, wird sich hier wohlfühlen! Wer nicht gerne liest, wird hoffentlich ein bisschen

mehr Gefallen an Romanen und Theaterstücken (und vielleicht sogar Gedichten?) finden.

Unabhängig davon ist der präzise Umgang mit Sprache – sowohl bei der Dekodierung von

Texten als auch beim Strukturieren und Vermitteln eigener Gedanken – für uns alle Schlüssel

zum Erfolg im weiteren Leben!

Weitere Info

Alex Wreth

Anmerkung

Alle IB Schüler müssen mindestens einen „Language A” Kurs – meist in ihrer stärksten Sprache –

belegen, um das IB Diploma zu erreichen. Manche Schüler wählen jedoch zwei “Language

A” Kurse (in Englisch und Deutsch) und erhalten so das bilinguale IB Diplom. Hierzu ist

allerdings Voraussetzung, dass beide Fächer mit der Note 3 oder besser abgeschlossen

werden. Wer zwei „Language A“ Kurse belegt, muss kein Fach der Gruppe 2 (Language

Acquisition) wählen. Eine dritte Sprache lässt sich dann nur in Gruppe 6, anstelle von Kunst

wählen.

5

IB German B (SL/HL)


German B is an additional language course designed for students with some previous learning

of German. Rough guide: Students taking SL should have 2-4 years, students taking HL should

have 4-5 years of previous study.


Over the course of the two years students will learn to express themselves in German at an

intermediate (SL) / upper-intermediate (HL). The course comprises the four essential language

skills: reading, writing, speaking and listening. Students follow a structured programme and

become increasingly confident in their use of language through role-play, interactive oral

activities, by using songs and watching movie clips as well as studying grammar and

completing worksheets.

While acquiring the language, students also will explore the culture connected to it, giving

them a better intercultural understanding.

Assessment

External assessment

25% Paper 1: Text-handling exercises on four written texts

25% Paper 2: One writing exercise of 250-400 words (SL) / Two writing exercises of

250-400 words and 150-250 words (HL)

20% Intertextual reading followed by a written exercise of 300-400 words plus a 100-

word rationale (SL) / Creative writing of 500-600 words plus a 150-word rationale (HL)

Internal assessment

20% Individual oral (8-10 minutes)

10% Interactive oral activity

Beyond the IB

Some students may wish to continue the study of languages at university or to choose a

course like International Studies. For the majority, however, German will simply be a further

asset to your CV and may help with finding a job in almost any field. Learning a foreign

language can also be considered a personal enrichment.


SL and HL are differentiated by the recommended number of teaching hours, the depth of

the syllabus coverage, the study of literature (two literary works at HL), and the level of

difficulty and demands of assessment and assessment criteria.

In a nutshell

You will enjoy this course if you love languages, have an outgoing personality and aren‘t

afraid of making mistakes. You also need to be disciplined to do well, as you can only learn a

language by working consistently (20-30 minutes every day is best). You should avoid German

B if you are particularly shy or have always struggled with foreign languages, although some

students enjoy the fact that a new language gives them a fresh chance. Studying German at

the German International School has a great advantage: that you are totally immersed in the

language, not just in class, but the rest of the school time as well. As a result, you should make

fairly rapid progress.

Speak to Alex Christ or current students for more information

6

IB French B (SL/HL)

A. Course decription and aims

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.

The aims of the language B course reflect those of group 2 listed above but are to be defined

within the parameters of the language B syllabus. The range of contexts, purposes, language

skills and texts to be taught are listed in ―Syllabus content‖. The use of appropriate language

and the breadth of intercultural understanding to be demonstrated are also defined within

the syllabus content.

There are six assessment objectives for the language B course.

- communicate clearly and effectively in a range of situations, demonstrating

linguistic competence and intercultural understanding

- use language appropriate to a range of interpersonal and/or cultural contexts

- understand and use language to express and respond to a range of ideas with

accuracy and fluency

- organize ideas on a range of topics, in a clear, coherent and convincing manner

- understand, analyse and respond to a range of written and spoken texts

- understand and use works of literature written in the target language of study (HL

only).

B. Curriculum HL / SL

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

(Communication and media, Global issues, Social relationships) and the options at SL and HL

(2 from the following options:, Cultural diversity, Customs and traditions, Health, Leisure ,

Science and technology) 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.

C. Assessment HL /SL

Distinction between HL and SL :

SL and HL are differentiated by the recommended number of teaching hours (HL : 240

hours/SL :150 hours), the depth of the syllabus coverage, the study of literature (two literary

works at HL), and the level of difficulty and demands of assessment and assessment criteria.

External assessment

25% Paper 1: Text-handling exercises on four written texts

25% Paper 2: One writing exercise of 250-400 words (SL) /

Two writing exercises of 250-400 words and 150-250 words (HL)

20% Intertextual reading followed by a written exercise of 300-400 words plus a 100-

word rationale (SL) / Creative writing of 500-600 words plus a 150-word rationale (HL)

Internal assessment (by the teacher)

20% Individual oral (8-10 minutes)

10% Interactive oral activity

7

IB Spanish ab initio (SL only)


No previous knowledge of Spanish is required, but students who have successfully learned a

foreign language will find learning another one much easier.


Over the course of the two years students will learn to express themselves in Spanish at a basic

level (European Framework level A2). The course comprises the four essential language skills:

reading, writing, speaking and listening. Students follow a structured programme and



completing worksheets. Although the course is primarily a language course, some elements of

Spanish and Latin-American culture are included.

Assessment

Coursework

25% Individual Oral (conducted towards the end of the course)

20% Written assignment


30% Paper 1: Text comprehension

25% Paper 2: Text production

Beyond the IB


course like International Studies. For the majority, however, Spanish will simply be a further

asset to your CV and may help with finding a job in almost any field, after all, it is the 3rd most

spoken language in the world! Learning a foreign language can also be considered a

personal enrichment.


Language ab initio courses are only available at Standard Level

In a nutshell



language by working consistently (20-30 minutes every day is best). You should avoid Spanish

ab initio if you are particularly shy or have always struggled with foreign languages, although

some students enjoy the fact that a new language gives them a fresh chance.

For more information speak to

Alex Christ or current students

8

IB German ab initio (SL only)


No previous knowledge of German is required, but students who have successfully learned a

foreign language will find learning another one much easier.


Over the course of the two years students will learn to express themselves in German at a

basic level (European Framework level A2). The course comprises the four essential language

skills: reading, writing, speaking and listening. Students follow a structured programme and



completing worksheets. Although the course is primarily a language course, some elements of

German culture are included.

Assessment

Coursework

25% Individual Oral (conducted towards the end of the course)

20% Written assignment


30% Paper 1: Text comprehension

25% Paper 2: Text production

Beyond the IB


course like International Studies. For the majority, however, German will simply be a further

asset to your CV and may help with finding a job in almost any field. Learning a foreign

language can also be considered a personal enrichment.


Language ab initio courses are only available at Standard Level

In a nutshell



language by working consistently (20-30 minutes every day is best). You should avoid German

ab initio if you are particularly shy or have always struggled with foreign languages, although

some students enjoy the fact that a new language gives them a fresh chance. Studying

German at the German International School Sydney has a great advantage: you are totally

immersed in the language, not just in class, but the rest of the school time as well. As a result,

you should make fairly rapid progress.

For more information speak to Alex Christ or current students

9

Geschichte (SL/HL) taught in German Das Fach Geschichte vermittelt dem Menschen ein Verständnis von sich selbst und von anderen in Bezug

auf die Welt, sowohl in der Vergangenheit als auch in der Gegenwart. Schüler im Fach Geschichte sollen

lernen, wie in dieser Disziplin gearbeitet wird. Es handelt sich um ein untersuchendes Fach, das Fragen stellt,

ohne definitive Antworten zu bieten. Um die Vergangenheit verstehen zu können, müssen sich die Schüler

mit historischen Primär-quellen und angemessener Sekundärliteratur beschäftigen. Schüler des Faches

Geschichte sollten sich der Relativität geschichtlicher Kenntnisse und Auslegungen bewusst sein. Das

Arbeiten im Fach Geschichte erfordert und entwickelt das Verständnis und die Empathie eines Schülers für

die Men-schen, die in anderen Jahrhunderten und Kontexten gelebt haben.

Das Fach Geschichte im IB-Diplomprogramm besteht aus einem Kern-Curriculum für die Grundstufe (GS)

und die Leistungsstufe (LS). Dabei stehen die wichtigsten Entwicklungen der Weltgeschichte des 20.

Jahrhunderts im Zentrum des Unterrichts.

Überblick Lehrplan (Year 11/12) (Lehrkraft und Schüler setzen bei den aufgeführten Themenbereichen inhaltliche Schwerpunkte)

Ungefähre

Stundenzahl

Grundstufe

Ungefähre

Stundenzahl

Leistungsstufe

Weltgeschichte des 20. Jhdts.

1. Friedensstiftung, Friedenserhaltung – intern. Beziehungen 1918-36

2. Der israelisch-arabische Konflikt 1945-79

3. Der Kommunismus in der Krise 1976-89

40

40

Weltgeschichte des 20. Jhdts.

1. Ursachen, Praktiken und Auswirkungen von Kriegen

2. Demokratische Staaten – Herausforderungen und Reaktionen

3. Ursprung u. Entwicklung autoritärer u. Einparteienstaaten

4. Nationalist. und Unabhängig-keitsbewegungen in Afrika und

Asien u. in Mittel- u. Osteuropa nach 1945

5. Der Kalte Krieg

90

90

Aspekte der Geschichte Europas und des Nahen Ostens 90

Unterrichtsstunden insgesamt 130 220

Die allgemeine Zielsetzung des Kurses Geschichte für die Grundstufe und Leistungsstufe ist:

Das Verständnis von Geschichte als Disziplin zu fördern, auch im Hinblick auf die Art und Vielfalt

ihrer Quellen, Methoden und Interpretationen;

ein Verständnis der Gegenwart durch eine kritische Reflektion der Vergangenheit zu fördern;

ein Verständnis der Auswirkungen historischer Entwicklungen auf nationaler, regionaler und

internationaler Ebene zu entwickeln;

ein Bewusstsein der eigenen historischen Identität durch das Studium historischer Erfahrungen

unterschiedlicher Kulturen zu entwickeln.

Bewertungsübersicht

Externe Bewertung Zeit Gewichtung

1. Klausur

Grund- u. Leistungsstufe

Vier Kurzantworten/

strukturierte Fragen 60 Minuten

Grundstufe 30%

Leistungsstufe 20%

2. Klausur

Grund- u. Leistungsstufe

Zwei ausführlich zu

beantwortende Fragen 90 Minuten

Grundstufe 45%

Leistungsstufe 25%

3. Klausur

Leistungsstufe

Drei ausführlich zu

beantwortende Fragen 150 Minuten Leistungsstufe 35%

3

Interne Bewertung

Historische Untersuchung Ca. 20 Stunden Grundstufe 25%

Leistungsstufe 20%

Dr Horst Giesler, Februar 2012

10

Economics (SL/HL) KNOWLEDGE AND SKILLS REQUIRED

No previous knowledge about economics: we start from scratch.

An interest in finance, business, domestic and international economics, politics and the ‗real things that

drive our world‘ is of an advantage (eg: the reasons for and ramifications of the last financial crisis)

You should not hate math because we do some calculations and plotting during the course

The course is designed to:

enable the student to recognize that the content and methodologies of economics are

contestable and that its study requires the tolerance of uncertainty

promote the appreciation of the way in which learning is relevant both to the culture and

society in which the student lives, and to the culture of other societies

develop an understanding of microeconomic and macroeconomic theories and concepts and

their real-world application

develop an appreciation of the impact on individuals and societies of economic interaction

between nations

develop an awareness of development issues facing nations as they undergo the process of

financial and economic change.

SYLLABUS COMPONENTS AND TIME FRAME Microeconomics 95 hours

Macroeconomics 50 hours

International economics 45 hours

Development economics 30 hours

Internal assessment: Portfolio of three commentaries 20 hours

Total teaching hours for SL and HL 240 hours

DISCRIMINATION BETWEEN SL AND HL

The coursework does not discriminate between SL and HL. Both groups participate in all lessons. The only

difference is that SL does not write exam paper 3 (short answer questions).

The grading criteria for HL are more demanding than those for SL.

ASSESSMENT SL HL

External assessment 80 % 80 %

Paper 1 Extended response question 1.5 h 40 %

Paper 2 Data response 1.5 h 40 %

Paper 1 Extended response question 2 h 30 %

Paper 2 Data response 2 h 30 %

Paper 3 Short answer questions 1.5 h 20 %

Internal assessment 20 % 20 %

Portfolio: three economic commentaries 20 % 20 %

DETAILED STRUCTURE OF THE ECONOMICS SYLLABUS OUTLINE

1. Microeconomics

Demand and supply; market equilibrium; role of price mechanism; market efficiency; elasticity; government

interventions; market failure; externalities; theory of the firm and market structures; production and costs;

revenues; profit; monopoly; oligopoly; price discrimination

2. Macroeconomics

Level of overall economic activities; aggregated demand and supply; neo-economics and Keynesian

theories; unemployment; inflation; distribution of income; fiscal policy; monetary policy; supply-side policies;

interventionists policies; market-based policies

3. International trade

Free trade; trade protection; exchange rates; balance of payment; economic integration; terms of trade

4. Economic development

Growth and development; measuring development; role of international trade; role of foreign direct

investment; role of foreign aid, role of international debt; balance between markets and intervention

For more information speak to Volker Gillig or current economics students

11

IB Psychology (SL only) taught online Note: This course is taught via an online platform by Pamoja education


No prior study of psychology is expected. No particular background in terms of specific

subjects studied for national or international qualifications is expected or required of students.

The skills needed for the psychology course are developed during the course itself.

Course Aims

The aims of all subjects in group 3, Individuals and Societies are to:

1. encourage the systematic and critical study of: human experience and behaviour;

1. physical, economic and social environments; and the history and development of

social and cultural institutions

2. develop in the student the capacity to identify, to analyse critically and to evaluate

theories, concepts and arguments about the nature and activities of the individual

and society

3. enable the student to collect, describe and analyse data used in studies of society,

to test hypotheses, and to interpret complex data and source material

4. promote the appreciation of the way in which learning is relevant to both the

culture in which the student lives, and the culture of other societies

5. develop an awareness in the student that human attitudes and beliefs are widely

diverse and that the study of society requires an appreciation of such diversity

6. enable the student to recognize that the content and methodologies of the subjects

in group 3 are contestable and that their study requires the toleration of uncertainty.

In addition, the aims of the Psychology course are to:

7. develop an awareness of how psychological research can be applied for the

benefit of human beings

8. ensure that ethical practices are upheld in psychological inquiry

9. develop an understanding of the biological, cognitive and socio-cultural influences

on human behaviour

10. develop an understanding of alternative explanations of behaviour

11. understand and use diverse methods of psychological inquiry.

Learning environment

Psychology SL is taught via Pamoja education‘s online platform, using Blogs, Wikis, RSS Feeds,

Podcasts and Discussion Boards. Students form part of a virtual learning environment

consisting of one teacher and between 10 and 25 classmates. The learning process is self-

guided and students choosing this subject need to have above average organisation skills

and be proven independent learners. They are supported at GISS by the Site-based

coordinator.

Assessment SL (this course is not available at HL)

Coursework

25% a report of a simple experimental study conducted by the student.


50% Paper 1: Questions on Part 1 (the biological, cognitive and socio-cultural

levels of analysis) of the syllabus

25% Paper 2: Essay based on part 2 (options) of the syllabus

NOTE: Pamoja tuition fees (currently USD 950/year) are split between the school and the student.

For more information speak to Mr Wreth or current students

12

IB Biologie (SL/HL) taught in German

Der Kurs ist aufgeteilt in einen praktischen und einen theoretischen Teil. Der theoretische Teil

wiederum ist geteilt in den Kernbereich (=Pflicht) und die Optionen (=Wahlpflicht). Bei den

letzteren kann man sich 2 Themen aus einer Vielzahl heraussuchen. Dabei werden

Kernbereiche vertieft bearbeitet. Im praktischen Teil führen die Schüler Versuche durch und

schreiben dazu Protokolle, die bewertet werden. Im G4-Projekt arbeiten alle

naturwissenschaftlichen Kurse zusammen an einem selbstgewählten Thema.

A Kurseinteilung

Bereich

Zeitstunden

Leistungsstufe

(HL)

Grundstufe

(SL)

Theorie Pflicht 80 + 55 80

Wahlpflicht (2x) 45 30

Praxis Untersuchung 50 30

G4-Projekt 10 10

B Gesamtnote:

Klausuren

1. 20 %

76 % 2. 32 %

3. 24 %

Untersuchung 24 % 24 %

C Die Pflichtbereiche sind:

Statistik

Zellen

Chemie des Lebens (inkl. Proteinbiosynthese und Fotosynthese)

Genetik

Ökologie und Evolution

Menschliche Physiologie

D Für wen ist es geeignet:

Beide Stufen erfordern kein außergewöhnliches Vorwissen, wenngleich dieses hilft. Die

Stoffmenge in der Leistungsstufe ist außerordentlich hoch. Nur wer bereit ist von Beginn an

selbstständig den Stoff nachzuarbeiten, kann eine angemessene Note erreichen.

Anforderungen an das mathematische Können sowie das Abstraktionsvermögen sind

geringer als z.B. in Chemie.

Die Stoffmenge in der Grundstufe ist deutlich kleiner als in der Leistungsstufe.

Weitere Info: Herr Engel

13

IB Chemistry (SL/HL)

The course is separated in a theoretical and practical part. The theory is again subdivided into

a core and options. In the latter students can choose two from a range of topics. These topics

cover the core material with a greater depth. In the practical scheme of work the students

are required to carry out experiments and write protocols. The group 4 project is a

collaborative activity where students from different group 4 subjects (biology, physics) work

together on a scientific topic.

A Curriculum model

Segment hours

HL SL

Theory core 80 + 55 80

options (2x) 45 30

Practical

work

Investigations 50 30

G4-Project 10 10

B Grading:

Exam papers

1. 20 %

76 % 2. 32 %

3. 24 %

protocols 24 % 24 %

C Core topics:

Topic 1: Quantitative chemistry

Topic 2: Atomic structure

Topic 3: Periodicity

Topic 4: Bonding

Topic 5: Energetics

Topic 6: Kinetics

Topic 7: Equilibrium

Topic 8: Acids and bases

Topic 9: Oxidation and reduction

Topic 10: Organic chemistry

Topic 11: Measurement and data processing

D For whom is it suitable:

The Higher Level course is only suitable for students who achieved the grade 1 in chemistry in

the junior high school or the equivalent in the Australian system. Besides a very good

knowledge of chemical theories a solid base of mathematical skills is required.

The Standard Level programme can be chosen by someone with decent chemistry

knowledge and mathematical skills.

For further information please speak to: Herr Engel

14

IB Physics (SL/HL)

a) Course description and aims

Physics is the most fundamental of the experimental sciences, as it seeks to explain the

universe itself, from the very smallest particles—quarks (perhaps 10–17 m in size), which may

be truly fundamental—to the vast distances between galaxies (1024 m).

At IB level theory and experiments are undertaken by all students. The Diploma Programme

physics course allows students to develop traditional practical skills and techniques and to

increase their facility in the use of mathematics, which is the language of physics.

b) Curriculum model overview

The syllabus for the Diploma Programme physics course is divided into three parts: Core, HL

material and Options.

Core HL and SL Topic 6: Fields and forces Topic 11: Wave phenomena

Topic 1: Physics and physical

measurement

Topic 7: Atomic and nuclear

physics

Topic 12: Electromagnetic

induction

Topic 2: Mechanics Topic 8: Energy, power and

climate change

Topic 13: Quantum physics

and nuclear physics

Topic 3: Thermal physics Topic 14: Digital technology

Topic 4: Oscillations and

waves

Only HL

Topic 9: Motion in fields

Options SL and HL

Topic 5: Electric currents Topic 10: Thermal physics Two options

c) Assessment Specifications

External: Internal:

Paper 1: 30/40 multiple-choice questions 3 physical investigations (Pracs) and a

group 4 project

Paper 2: Section A: data-based questions,

several short-answer questions and extended-

response question

Paper 3: Several short-answer questions and

extended-response questions

For more information speak to Herr Soehne or current students.

15

IB Mathematics Studies (SL only)

A further level of maths ―IB Maths Studies SL‖ will be offered in the near future.

This course is only available at Standard Level and is suitable for students who find IB Maths SL

too challenging.

Please note that this course does not lead to recognition in Germany and may not be

accepted by some universities for courses that require an in-depth level of mathematical

knowledge (eg Economics).

For more information about the course, please speak to Herr Zimmermann.

For more information about university recognition please speak to the IB Coordinator.

16

IB Mathematics (SL)

A) Course description and aims

The IB Diploma Programme mathematics standard level course is for students with knowledge

of basic mathematical concepts who are able to apply simple mathematical techniques

correctly. The course provides students with a sound mathematical background to prepare

for future studies in subjects such as chemistry, economics, psychology and business

administration. Students will be introduced to important mathematical concepts through the

development of mathematical techniques in a way that emphasizes subject comprehension

rather than mathematical rigour. Students should, where possible, apply the required

mathematical knowledge to solve realistic problems. In addition, the course will enable

students to:

develop logical, critical and creative thinking

develop an understanding of the principles and nature of the subject

develop patience and persistence in problem solving

appreciate the consequences arising from technological developments

transfer skills to alternative situations and to future developments

B) Curriculum model overview – Maths SL

Core Algebra, Functions and equations, Circular

functions and trigonometry, Vectors,

Statistics and probability, Calculus

140 hours

Mathematical Exploration

(internal assessment)

Individual exploration. This is a piece of

written work that involves investigating an

area of mathematics.

10 hours

Total teaching hours 150 hours

Students‘ success in the mathematics standard level course is measured by combining their

grades on an external and internal assessment.

The internal assessment shows the students ability in mathematical investigation, to highlight

that investigation is fundamental to the study of mathematics and mathematical modelling,

to translate a real-world problem into mathematics.

C) Assessment at a glance

Type of assessment Format of assessment Time Weighting of

final grade

External 80%

Paper 1 Short- and extended- response

questions (no calculator allowed)

1.5 hours 40%

Paper 2 Short- and extended- response

questions (graphic display calculator

required)

1.5 hours 40%

Internal 20%

Math. Exploration This is a piece of written work that

involves investigating an area of

mathematics.

20%

17

IB Mathematics (HL)

A) Course description and aims

The IB Diploma Programme mathematics higher level course is for students with a strong

background in mathematics and competence in a range of analytical and technical skills.

The course focuses on developing important mathematical concepts in a comprehensive,

coherent and rigorous way through a balanced approach. Students will be likely to include

mathematics as a major component of university studies.

Students are encouraged to apply their mathematical knowledge to solve problems set in a

variety of meaningful contexts and to justify and prove results and to develop insights into

mathematical form and structure. They will also be urged to develop the skills needed to

continue their mathematical growth in other learning environments. In addition, the course

will enable students to:

develop logical, critical and creative thinking

develop an understanding of the principles and nature of the subject

employ and refine their powers of abstraction and generalization

develop patience and persistence in problem solving

appreciate the consequences arising from technological developments

transfer skills to alternative situations and to future developments

B) Curriculum model overview – Maths HL

Core Algebra, Functions and equations, Circular functions

and trigonometry, Vectors, Statistics and probability,

Calculus

185 hours

Options In one of the following topics:

Statistics and probability; Sets, relations and groups;

Series and differential equations; Discrete

mathematics

45 hours

Mathematical Exploration

(internal assessment)

Individual exploration. This is a piece of written work

that involves investigating an area of mathematics.

10 hours

Total teaching hours 240 hours

Students‘ success in the mathematics higher level course is measured by combining their

grades on an external and internal assessment.

The internal assessment shows the students ability in mathematical investigation, to highlight

that investigation is fundamental to the study of mathematics and mathematical modelling,

to translate a real-world problem into mathematics.

C) Assessment at a glance

Type of

assessment

Format of assessment Time Weighting of

final grade

External 80%

Paper 1 Short- and extended- response questions (no

calculator allowed)

2 hours 30%

Paper 2 Short- and extended- response questions (graphic

display calculator required)

2 hours 30%

Paper 3 Extended response questions based on syllabus

options (graphic display calculator required)

1 hour 20%

Internal 20%

Math.

Exploration

This is a piece of written work that involves

investigating an area of mathematics.

20%

18

IB Visual Arts (SL/HL)

Nature of the subject

―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.‖*

While a love for painting, drawing and sculpture in a traditional way is not a requirement,

students who do not enjoy investing time using a pencil, paint, a photo camera or other

media to creatively explore the world around them will find this course hard going. An interest

in art history and the contemporary art scene is a definite plus.


Students will be engaged in activities to understand and explore the way in which artists see.

In Year 11 skills and techniques in drawing, painting and 3D-work will be revised and utilised to

realise smaller art projects. Students will use their Investigation workbooks to plan and record

their own work as well as critically analyse the work of other artists and art movements and to

locate their own work in this context. In year 12 students will work more independently on an

art project of their own choice and prepare their examination art exhibition.

Assessment (HL/A and SL/A)

Studio work 40%

Investigation 60%

Beyond the IB

―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.‖*


―The aims and assessment objectives are the same for visual arts students at both HL and SL.

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.‖*

For more information speak to

Mr. Vaupel or current students

_______________________________

* Visual Arts, Syllabus outline, International Baccalaureate Organisation 2007

19

CAS Program

Creativity, action, service (CAS) is one of the core components of the IB and is at the heart of

the DP. It requires the students to be involved in creative and physical activities and service

projects in a local, national and international context.

The CAS Program encourages students to share their energies and special talents while

developing awareness, concern and the ability to work cooperatively with others.

CAS is about the education of the whole person beyond the classroom and the emphasis is

on learning by doing real tasks that have real consequences, setting goals and then

reflecting on these experiences over time.

The CAS Program provides a counterbalance to the academic work and challenges some

students may feel within a demanding school curriculum as the IB Diploma.

The three areas of CAS are:

Creativity: Arts and other experiences that involve creative thinking.

Possible activities: Drama, Orchestra, Debating Club, Photography, Yearbook, Rock Band....

Action: Individual and team sport, participation in expeditions (Duke of Ed).

Possible activities are: Basketball, Soccer, Tennis, Rugby, Sport Coaching, Bush Care....

Service: An unpaid and voluntary involvement with non for profit organisations. Building

links with individuals or groups in the local or broader community.

Possible activities are: Fundraising for Charity, Environmental Projects, Assisting in Retirement

Village, Sailabiilty, Community Events....

CAS activities should continue on a regular basis for as long as possible throughout the

program, and certainly for at least 18 months.

The guideline for the minimum amount of CAS activities is approximately 150 hours in total-

three to four hours per week-with a reasonable balance between creativity, action and

service. ―Hours counting‖, however, is not encouraged.

Students have to be involved in at least one service project involving teamwork that

integrates two ore more of the other areas, and is of significant duration (around 6 months).

Our students have scheduled CAS hours, currently Thursdays from 1.40pm-4pm and are

involved with various organisations in our local community: Cerebral Palsy Alliance Terrey Hills,

Doggie Rescue Ingleside, Animal Welfare League Ingleside, Allambie Heights Nursing Home

and Youth Reach Sport Groups Mona Vale.

Additionally they assist with our existing AGs, in the preschool and run tuition and reading

groups.

Successful completion of CAS is a requirement for the award of the IB Diploma.

CAS is not formally assessed, but students need to document their activities regularly (CAS

progress review is once per term) and provide evidence to their CAS Coordinator, Ulrike

Miehle.

20

IB Theory of Knowledge (TOK)

Syllabus / Framework

TOK is a mandatory part of the IB programme requirement (together with CAS).

The TOK course, a flagship element in the Diploma Programme, encourages critical thinking

about knowledge itself, to try to help young people make sense of what they encounter. Its

core content is questions like: What counts as knowledge? How does it grow? What are its

limits? Who owns knowledge? What is the value of knowledge? What are the implications of

having, or not having, knowledge?

What makes TOK unique, and distinctively different from standard academic disciplines, is its

process. At the centre of the course is the student as knower.

In TOK the students have the opportunity to step back from the relentless acquisition of new

knowledge, in order to consider knowledge issues.

TOK activities and discussions aim to help students discover and express their views on

knowledge issues.

The course encourages students to share ideas with others and to listen to and learn from

what others think. In this process students‘ thinking and their understanding of knowledge as a

human construction are shaped, enriched and deepened. Connections may be made

between knowledge encountered in different Diploma Programme subjects, in CAS

experiences or in extended essay research; distinctions between different kinds of knowledge

may be clarified.

Aims

• to develop a fascination with the richness of knowledge as a human endeavour,

and an understanding of the empowerment that follows from reflecting upon it

• to develop an awareness of how knowledge is constructed, critically examined,

evaluated and renewed, by communities and individuals

• to encourage students to reflect on their experiences as learners, in everyday life

and in the Diploma Programme, and to make connections between academic

disciplines and between thoughts, feelings and actions

• to encourage an interest in the diversity of ways of thinking and ways of living of

individuals and communities, and an awareness of personal and ideological

assumptions, including participants‘ own

• to encourage consideration of the responsibilities originating from the relationship

between knowledge, the community and the individual as citizen of the world.

21

Objectives

Students should be able to:

analyse critically knowledge claims, their underlying assumptions and their

implications

generate questions, explanations, conjectures, hypotheses, alternative ideas and

possible solutions in response to knowledge issues concerning areas of knowledge,

ways of knowing and students‘ own experience as learners

demonstrate an understanding of different perspectives on knowledge issues

draw links and make effective comparisons between different approaches to

knowledge issues that derive from areas of knowledge, ways of knowing, theoretical

positions and cultural values

demonstrate an ability to give a personal, self-aware response to a knowledge issue

formulate and communicate ideas clearly with due regard for accuracy and

academic honesty.

The TOK areas of knowledge and

ways of knowing

Assessment

External: One TOK essay on a prescribed title

1,200-1,600 words 40 points

Internal: One oral presentation to the class

Topic and content is student‘s choice / approx. 10 minutes 20 points

Formalities

There is no distinction between HL and SL

TOK is taught in English but students have the option of submitting their essay in

German

Year 11 and year 12 join classes for TOK lessons

We have two TOK lessons per week

Want to know more? Speak to Herr Gillig or current students

22

The IB Learner Profile

IB students strive to be...

Inquirers

Knowledgeable

Thinkers

Communicators

Principled

Open-minded

Caring

Risk-takers

Balanced

Reflective

[email protected]

23

Subject Selection Form – IB Year 11

Please read these notes very carefully before making a selection

When making choices you should consider:

What would you like to study at university

University prerequisites (see note below)

Your areas of interest and what you are good at

Your teachers‘ advice.

For the IB Diploma, a student must choose six subjects, one each from group 1 to 6. Three

subjects must be chosen at Higher Level.

Students who do not wish to take a subject from group 6 (the Arts) can choose an additional

subject from groups 1-5.

Students who are fluent in English and German may choose to take both languages as

―Language A‖ in group 1 – these subjects will then count for groups 1 and 2. If they wish to

take a 3rd language, this must be in place of a group 6 subject.

All students also take a course in Theory of Knowledge (TOK) and must fulfil the requirements

of CAS (Creation, Action, Service) in order to obtain the IB Diploma.

Please note: the subjects on offer are preliminary. While we will try to meet the interests of

every student, we cannot always guarantee a course. Subjects denoted with a star ( * ) will

only be offered if enough students choose the course. Students who choose such a subject

must indicate a second preference in case their first choice is not offered.

Note for students wishing to study in Germany:

In order to obtain the “Gemischtsprachiges IB” (equivalent to Abitur), you must

take your second language at level B HL. Alternatively, you can chose two

languages at level A (this will cover all requirements for groups 1 and 2).

choose History or Economics in group 3. You can only do Psychology as an

additional subject (in place of a group 6 subject).

select either mathematics or an experimental science at higher level.

Maths Studies is not an option.

24

Subject Selection Form – IB Year 11

STUDENT NAME:

STUDENT SIGNATURE:

Please indicate whether you wish to attain a bilingual diploma and/or the

―Gemischtsprachiges Diplom‖ (for study in Germany) – see p1 for details.

Bilingual diploma required: O YES O NO

―GIB‖ required: O YES O NO

Group Subjects

Offered

1st Choice 2nd Choice

if your 1st choice

includes a subject

denoted with a (*)

1

Studies in

Language &

Literature

English A1: Language

& Literature SL/HL

German A: Literature SL/HL

2

Language

Acquisition

French B SL/HL

Spanish B SL/HL(*)

German B SL/HL(*)

Spanish ab initio SL

German ab initio SL(*)

3

Individual

and Societies

History (in German) SL/HL

Economics (in English) SL/HL

Psychology (in English)† SL

4

Experimental

Sciences

Biology (in German) SL/HL

Chemistry (in English) SL

Chemistry (in English) HL(*)

Physics (in English SL

Physics (in English) HL(*)

5

Mathematics

Maths Studies SL(*)

Mathematics SL/HL

6

The Arts

Visual Arts SL/HL(*)

Theatre SL/HL(*)

Please return to IB Coordinator by 31 March to ensure your choices can be considered!

_______________________________

† This course is taught online through Pamoja Education. There is an additional cost of approx. USD 475/year.

subject choices in the ib diploma

Documents