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IB Diploma Handbook 2015-2017

Bavarian International School

1 IBDP and High School Diploma Handbook 2015-7

MISSION

Inspiring and challenging young minds

as a caring and committed international community

to achieve excellence,

assume responsibility and

pursue life-long learning.


Our Mandate

Inspiring and challenging young minds

Stimulate inquiring minds and spark enthusiasm for discovery and

exploration.

Focus on all aspects of student development: the academic, the intellectual,

the creative, the social, the physical, the ethical and the emotional.

In a caring and committed international community

Provide an open-minded and supportive atmosphere through a climate of

commitment, empathy and open communication.

Facilitate the acquisition of languages and understanding of culture by

communicating in English and by providing instruction of German and

other languages.

Promote international-mindedness throughout our curriculum by

exploring our diversity of culture, language and experience while gaining

insights from the unique perspective of our German host culture.


Achieve excellence

Promote the acquisition of concepts, knowledge, skills and attitudes

required to think critically, pursue excellence and fulfil one’s personal

potential.

Be a dynamic and progressive school with well-resourced and innovative

programmes.

Pursue excellence through a commitment to the continuum of the IB

programmes and other accrediting educational organisations.

Assume responsibility

Stimulate inquiry into local and global issues from multiple perspectives

and develop the understanding that the opinions of others may also be

right.

Build a strong sense of personal and social responsibility that sets the

foundation for a balanced lifestyle and encourages service to others, our

community and our environment.

Life-long learners

Challenge our students to become life-long learners by taking risks,

reflecting on their experiences and preparing for their futures.

Encourage parent and family involvement in each student’s learning to

enhance the success of our programmes.

Excel in standards of education with dedicated teachers and a committed

staff who seek multiple opportunities for professional development.


FOREWORD FROM THE PRINCIPAL

It is my pleasure to welcome you to the BIS IB and BIS Diploma Handbook. Detailed

within is a wealth of information that will help you to understand the subject choices

on offer, the challenges and rewards of the next two academic years and the exciting

pathways that await our students upon graduation. However, this handbook is only

one means of communicating this important information. I encourage all students to

engage with their teachers, to ask about the IBDP courses, to discuss academic

pathways with their parents and to actively seek the advice and insight of our

current IB and High School Diploma students. Our school community is our best

resource.

This handbook describes the formal curriculum of the IB and BIS High School

Diplomas and the wide range of support systems available to you at BIS. Our aim is

to provide a curriculum and a learning environment conducive to healthy and well-

informed debate in order to encourage the development of a global awareness and

the communication skills necessary to bridge international barriers. This is what sets

our programmes apart from other well-established examination systems and in turn

what differentiates future graduates of BIS from other students from around the

world.

A generous range of subject choice is offered in addition to the Theory of Knowledge,

Extended Essay and CAS components of your programme. We are confident that

our students will be able to select a broad and balanced range of courses that they

will find fascinating, challenging and complimentary. The International

Baccalaureate and BIS High School Diplomas are internationally designed for young

people moving on to tertiary study in all parts of the world. With either of these

qualifications, our students are well equipped with the skills and knowledge

necessary for successful study in their university of choice and for lifelong learning.

Furthermore, through the last two years of study here at BIS, our students will forge

lifelong friendships that will endure, regardless of geographical location.

Expectations of our IB and BIS High School Diploma students are extremely high.

Our Grade 11 and 12 students are our foremost student ambassadors and role

models for their peers in the school. I encourage you to take these responsibilities

seriously, to strive to excel in your academic studies, to maximise your participation

and involvement in a range activities beyond the taught curriculum and, essentially,

to enjoy the process.

Yours sincerely,

John Barker

Principal Secondary School


MESSAGE FROM THE IB DIPLOMA

COORDINATOR

As students entering the International Baccalaureate Diploma Programme, you are

embarking upon the pathway from junior to senior studies and ultimately life

beyond school. This is a thoroughly exciting and exhilarating time, as for most of

you, it is the first time you have had to think beyond the immediate future and make

long term plans. Subjects and courses chosen in Grade 11and 12 influence your

future study options and ultimately your career paths.

The IB Diploma has at its core the IB learner profile and is built upon creativity,

action, service, a curiosity about knowledge (Theory of Knowledge) and academic

rigour through the extended essay. This is what distinguishes the programme from

other national educational systems and elevates it from simply being the transfer of

knowledge to the creation of new knowledge and a new awareness of self and others.

Life as an IB Diploma student is enriching and challenging as it affords you the

opportunity to study a variety of subjects from the six groups encapsulate a wealth of

interests, skills, creative talents and perspectives. You must be committed and

organised and be able to remain focussed even when the number of deadlines and

amount of work begins to seem overwhelming. Please remember that this journey

need not be a lonely one. It is a well trampled path, and you follow in the footsteps of

all the BIS students who passed through here before you. Your teachers and parents

are here to help, advise and assist you in your choices as you discover your own

strengths and weaknesses, learn about the world we live in, and encompass the

wealth of knowledge being imparted within the BIS community of learners. All that I

ask is that you do your best by maintaining that balance between effective learning

as an IB Diploma student and a healthy home and social life.

As the IB Diploma coordinator my mission is that you receive the best learning

experience possible with the maximum amount of support and guidance that still

enables you to make independent, healthy and rewarding choices. I would like the


IB Diploma programme to stimulate and engage you but also to widen your

understanding of others and the world around us and to that end develop some

degree of international mindedness. I know that you will enjoy this phase of your

educational pathway and my door is always open to you whenever you require

guidance, advice or a friendly ear.

I hope your find this handbook helpful reading as you start on your International

Baccalaureate Diploma learning path. I look forward to working hard with you and

encouraging you in the final two years of your schooling. These are decisive years

that will sculpt you and will ultimately help define the rest of your life. I would like

to wish you all the very best.

Mr. Rohan Skene

IB Diploma Co-coordinator

Assistant Principal and Pastoral Co-coordinator Secondary School


Table of Contents SECONDARY SCHOOL .................................................................................................................... 12

CODE OF CONDUCT ....................................................................................................................... 12

THE IB DIPLOMA .............................................................................................................................. 13

IB MISSION STATEMENT ................................................................................................................ 14

IB LEARNER PROFILE ..................................................................................................................... 15

SENIOR SCHOOL LIFE..................................................................................................................... 16

IB and BIS DIPLOMAS ...................................................................................................................... 18

BIS HIGH SCHOOL DIPLOMA ....................................................................................................... 21

IBDP GRADING ................................................................................................................................. 22

APPROACHES TO LEARNING ...................................................................................................... 24

WORK ETHIC ..................................................................................................................................... 26

ACADEMIC RESPONSIBILITIES .................................................................................................... 29

MONITORING PROGRESS .............................................................................................................. 33

TERTIARY ADVICE .......................................................................................................................... 34

LEARNING SUPPORT DEPARTMENT ......................................................................................... 36

GROUP 1 LANGUAGE A ................................................................................................................. 38

LANGUAGE AND LITERATURE ............................................................................................... 44

SELF TAUGHT ............................................................................................................................... 46

GROUP 2 LANGUAGE ACQUISTION

AB INITIO LANGUAGES ............................................................................................................. 54

GROUP 3 INDIVIDUALS AND SOCIETY ..................................................................................... 56

BUSINESS & MANAGEMENT .................................................................................................... 57

ECONOMICS .................................................................................................................................. 60

HISTORY ......................................................................................................................................... 65

ITGS .................................................................................................................................................. 68

GROUP 4 EXPERIMENTAL SCIENCES ......................................................................................... 70

BIOLOGY ......................................................................................................................................... 76

CHEMISTRY ................................................................................................................................... 78

PHYSICS .......................................................................................................................................... 79

ENVIRONMENTAL SYSTEMS AND SOCIETIES .................................................................... 81

GROUP 5 MATHEMATICS .............................................................................................................. 84


GROUP 6 THE ARTS ........................................................................................................................ 94

THEATRE ARTS ............................................................................................................................. 95

VISUAL ARTS ................................................................................................................................. 98

MUSIC ............................................................................................................................................ 100

THE IBDP CORE .............................................................................................................................. 103

CAS ..................................................................................................................................................... 103

TOK .................................................................................................................................................... 103

THE EXTENDED ESSAY ................................................................................................................ 103

EXTENDED ESSAY AND THEORY OF KNOWLEDGE ........................................................... 109

THE PASTORAL PROGRAMME .................................................................................................. 112

BIS LIBRARY ..................................................................................................................................... 115


CODE OF CONDUCT Developed by the students at the beginning of the 2001-2002 school year, the School

Code of Conduct is a series of six statements stated in a positive manner which

represent the desired behaviours and habits that members of the BIS learning

community are expected to model and practice on a daily basis:

As BIS students, we are committed to these values in conjunction with our mission

statement:

Our international understanding

Explore different perspectives by engaging with your peers

Share your personal heritage

Our community of individuals

Enrich our community with your different perspectives and opinions

and respect those of others

Nurture your own talents and value those of others

Our wealth of opportunity

Take full advantage of the privileges provided by the school

Strive to fulfill your potential

Our commitment to serving others

Hold and spread an awareness of people in need

Proactively contribute to the enrichment of the community

Our community‘s supportive spirit

Respect individual learning

Offer a helping hand

The aims of our school as stated serve not only to complement our mission statement

but also to act as goals against which the effectiveness of the school and its provision

can be monitored and evaluated.


THE IB DIPLOMA CURRICULUM DIAGRAM


IB MISSION

STATEMENT

The International Baccalaureate 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 IB works with schools, governments and international

organizations to develop challenging programmes of international

education and rigorous assessment.

These programmes 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


SENIOR SCHOOL

LIFE Senior school years are special because they are the final years of your secondary

education. When you leave, you will be a different person from the one who arrived.

You’ll be wiser, more organised and more knowledgeable, globally aware and well

prepared for the next stage of your life. Your top priority will be to perform as well

as you can in your Diploma course. You will receive guidance from experienced people and you will be well positioned for entry into college or university, by working hard and achieving the best qualifications you can.

Senior school students are the school leaders and set an example for the rest of the

school. This brings responsibilities as well as privileges. You will have the

opportunity to be involved in sports, publications, drama, debating, music, student

council, social service and special events such as the BIS fashion show, GISST,

expeditions and Model United Nations. These are all worthy endeavours, but involve

time commitments, so you will learn in senior school how to set priorities and to

manage your time effectively.

You will have timetabled mentor lessons with the rest of your mentor group and

sometimes the whole year group. During this time a range of topics relevant to you -

personal, academic and social – will be addressed through discussion, activities and

guest speakers.

During your senior years in the Secondary School, your mentor will be the first

person with whom you can discuss any concerns. Advice on your IB or High School

Diploma package, difficulties with subjects, self-organisation and guidance about

applying to colleges and universities will be given willingly. Your teachers, Pastoral

Leader for Grades 11 and 12, CAS Coordinator, Counsellors, Dean of Students and

IBDP Coordinator are also available for consultation to help you to make the most of

your educational opportunities and to achieve your personal goals.

It will be up to you to make the most of senior school life. We offer you skilled,

experienced professionals to guide you, and to help you gain good academic results.

We offer highly respected qualifications, which will allow you to discover your

potential. You will also have a great time. We look forward to welcoming you to the

senior school for orientation, just before the start of your new programme in August.


IB and BIS

DIPLOMAS BIS offers two programmes of study for students normally aged between sixteen and

nineteen, these lead either to the International Baccalaureate Diploma or the BIS High

School Diploma. Based on no individual national system, they represent the desire to

provide students of different linguistic, cultural and educational backgrounds with

the intellectual, social and critical perspectives necessary for the adult world. Having

two programmes, which inherently within them offer a variety of study packages,

allows us to cater for all the various needs of our student body.

The IB Diploma, with its three subjects at Higher Level and three at Standard Level,

requires you to engage in the study of Languages, Sciences, Mathematics and

Individuals and Societies until the completion of your secondary schooling. The BIS

High School Diploma requires the study of some IB Diploma subjects in a Certificates

Programme and some internally accredited courses. Both are a deliberate

compromise between the preference for specialisation in some countries and the

emphasis on breadth often preferred in others. The intention is that you should learn

how to research and analyse, as well as how to synthesise and apply information to

reach considered conclusions about man, our languages, our literature, our ways in

society, and the scientific forces of our global environment.

Three further requirements contribute to the unique nature of both Diplomas: the

compulsory participation in CAS (Creativity, Action and Service); the Extended

Essay which demands independent work under appropriate guidance and gives you

a first experience of personal research; and a course on the Theory of Knowledge,

which explores the relationship between the disciplines and ensures that you engage

in critical reflection on the knowledge and experience acquired, both within, and

beyond the classroom.

At the heart of both programmes is the pursuit of international awareness, each of

which has created by colleagues from different national systems with the aim of

encouraging an appreciation of cultures and attitudes other than your own. It is the

goal of the International Baccalaureate and BIS HS Diplomas to encourage you to be

better informed as a result of having shared a common two-year experience with

other young adults from around the world.


IB DIPLOMA SUBJECT CHOICES

at BIS 2015-17

Students choose one subject from each of subject Groups One to Five, and one subject only from subject

Groups Six A OR Six B in order to qualify for the IB Diploma; three subjects at Higher Level (HL) and three

subjects at Standard Level (SL). Students wishing to have a chance of studying at a German University must

follow an IB programme defined by the Standing Conference of Cultural Ministry (the KMK).

Note: Language A is a language at near first language level and at least six years of study is required for a strong linguist

to reach this level; Language B is a foreign language requiring 2-5 years prior study; no prior study is allowed for ab initio

languages.

Group Three: Individuals and Societies

Business and Management HL & SL Geography HL & SL

Economics HL & SL History HL & SL

Geography HL & SL Economics HL & SL

History HL & SL

ITGS HL &SL

*Environmental Science SL

Group Four: Experimental Sciences

Biology HL & SL Biology HL & SL

Chemistry HL & SL Chemistry HL & SL

Physics HL & SL Physics HL & SL

*Environmental Science SL

Group Five: Mathematics

Mathematics HL Mathematics HL

Mathematics SL Mathematics SL

Mathematical Studies SL

Group Six A: Arts – these are recommended to maintain a balanced curriculum

Music HL & SL

Theatre Arts HL & SL

Visual Arts HL & SL

Group Six B: Electives – these should only be selected if further studies require these options The exact subjects offered as an elective are dependent on demand and timetabling

Subjects available to all students Bavarian requirements for students wishing to attend university in Germany

Group One: Language A English A – Literature HL & SL English A – Language & Literature HL & SL

German A – Literature HL & SL German A – Language & Literature HL & SL

Japanese A Literature HL & SL

Self-Taught Language A – Literature SL (in the past students have taken Dutch, Italian, Hungarian, Danish, Czech and Spanish as Self Taught courses)

The KMK accepts either of the following:

two languages to be studied at Language A level

One language to be studied as a Language A and the other a Language B HL subject.

Note: Language A - Literature and Language A -

Language & Literature are seen as equivalent.

Group Two: Language B and ab initio (Note it is possible to study a second Group One language instead)

English B HL & SL German B HL & SL French B HL& SL Spanish B HL & SL German ab initio SL

Students wishing to

attend German

university must study

either Mathematics or a

Science Subject at

Higher Level (HL)


constraints. They are usually a second science or humanities subject or a third language.

* Environmental Science can count as either a Group 3 or a Group 4 or as both (this allows a potential

chance to study two Arts subjects - subject to timetable constraints)

In addition, the IB Diploma student will complete:

a) An Extended Essay of 4000 words;

b) Theory of Knowledge (TOK) – two assignments: one written essay, one oral

presentation;

c) Creativity, Action and Service (CAS) – All CAS activities must have been

maintained, evidenced and reflected upon on ManageBac and a minimum of 35

reflections

When planning your Diploma course, you should bear in mind the following:

a) You cannot take the same subject at both Higher and Standard Level or the

same language at both A and B level.

b) The IB gives special permission for three sciences to be taken if the student

concerned has no choice but to do this for university entrance. Documentary

evidence of such a requirement must be given to the IBDP Coordinator who will

forward this evidence to the IB office;

c) A student who is bilingual may study two Language As rather than a Language A

and a Language B.

Conditions for the award of the IB Diploma:

A minimum of 24 points must be achieved. A maximum of 7 points is attainable for each of

the six subjects (minimum of one point). Bonus points are awarded according to the

combined standard of a student’s TOK result and Extended Essay. The maximum points

total is therefore 45 points.


BIS HIGH SCHOOL

DIPLOMA The BIS High School Diploma is a flexible package tailored to suit your individual needs

and consists of subjects selected from Groups one to six in the IB Diploma framework.

Special Electives, for example in sport, which cater for your individual strengths and

interests may also be possible after discussion with the Principal and the agreement of

teaching departments and supervisors.

STUDENT CHOICE

As a High School Diploma student you will have a great deal of flexibility when

deciding on your HSD programme. For example:

You can elect to follow fewer subjects at Higher Level than the three demanded

by the Diploma Programme.

You can also elect to study all subjects at Standard Level.

You can elect to study a combination of IB Certificate courses and internally

accredited BIS HS Diploma courses in which assignments and assessments are

modified to suit your individual requirements.

All High School Diploma Students are expected to

Complete the full Creativity, Action and Service programme during their course

Participate fully in the Theory of Knowledge course

Complete a 2,000 word Extended Essay

Comply with the minimum 85% attendance requirement for all BIS students

TRANSCRIPTS AND CREDITS

High School Diploma students must achieve 24 credits in order to obtain their Diploma.

Credits are awarded for academic subjects taken in Grades 11 and 12 (report scores of at

least grade 4) and for successful completion of the Extended Essay, Theory of

Knowledge and the Creativity, Action and Service programmes. Students continuing

into further or higher education will require their grade transcript for entry into colleges

and universities.

The BIS transcript carries the official confirmation of our accrediting bodies: the

European Council of International Schools, the Council of International Schools and the

New England Association of Schools and Colleges. The High School Diploma is

coordinated by the Head of Learning Support.

Recent High School Diploma students have been accepted on foundation and degree

courses in the UK and US, taken up apprenticeships in Germany, gone to hotel schools in

Switzerland and gained places at private business schools in Munich and London. Help


is given to High School Diploma students to plan their study and career paths after

graduating.

IBDP GRADING

Academic subjects at IBDP are graded on a 7 – 1 scale, with 7 being the highest mark

awarded.

The Diploma Award

The Diploma is awarded to candidates whose total score (including any bonus points

for the Extended Essay and Theory of Knowledge course) reaches or exceeds 24

points and does not contain any of the failing conditions. Maximum points are 45.

Core (formerly bonus) points

A maximum of 3 core points may be added to the total score awarded for the

individual subjects based on performance in the Extended Essay and Theory of

Knowledge. Core points will be awarded according to a candidate’s combined

performance in both areas. Refer to the matrix in the TOK and Extended Essay section.

IBDP Examinations

The IBDP examinations are organized by the IB and include external and internal

examination components, as well as oral and written examinations. At BIS the main

examinations take place in May in the final DP year. After registration, examination

fees are paid to the IB, which are not part of normal school fees and are billed to the

parents by the school. Additional costs caused by special assistance given to

candidates requiring extra time, a reader or a scribe will also need to be covered by

the parents.

Re-take examinations are possible for BIS (internal) students in the November and

May sessions but these are granted only upon application to the IBDP coordinator

and Secondary School Principal and are treated on a case by case basis.

For further information, please consult the IBDP Coordinator.


Directors’ Award

These are awarded after each reporting period in an assembly, to students who have

gained an academic GPA of 6.5 or above and an average effort grade of 3.9.

Honor Roll

These are awarded after each reporting period to students in an assembly, who have

gained an academic GPA of 6 or above and an average effort grade of 3.9.

Failing Conditions

From the May 2015 session the following failing conditions and associated codes will

replace those in current use for Diploma failing conditions.

1. CAS requirements have not been met.

2. Candidate’s total points are fewer than 24.

3. An N has been given for theory of knowledge, extended essay or for a

contributing subject.

4. A grade E has been awarded for one or both of theory of knowledge and the

extended essay.

5. There is a grade 1 awarded in a subject/level.

6. Grade 2 has been awarded three or more times (HL or SL).

7. Grade 3 or below has been awarded four or more times (HL or SL).

8. Candidate has gained fewer than 12 points on HL subjects (for candidates

who register for four HL subjects, the three highest grades count).

9. Candidate has gained fewer than 9 points on SL subjects (candidates who

register for two SL subjects must gain at least 5 points at SL).


APPROACHES TO

LEARNING

At Secondary School level, we expect a great deal academically from our students. A

wide range of learning and working techniques are used throughout the course.

At times, you will be expected to:

• deliver a research paper to your peers;

• write reports;

• engage in a formal debate;

• work in groups, unsupervised and independently to produce a collaborative

piece of work;

• present role-plays;

• use sophisticated laboratory equipment responsibly in order to test a

hypothesis

• present a written write-up of practicals carried out at home or school;

• offer a critique of another student’s oral or written production;

• go to the library on your own to do research;

• listen attentively if the traditional lecture method is employed by the teacher. In

such a case, attentiveness is crucial as these sessions are often employed to

introduce new or challenging academic material.

• Produce coursework assignments of the highest standard that count towards

your final IBDP grade. You have control over coursework grades. Position

yourself so that you go into final examinations having already earned a

significant proportion of your final grade in each of your subjects.

In other words, this is a very proactive course that involves your full verbal and

written participation.

You are expected to offer your views on a subject at appropriate times, challenge the

views of others, including the teacher’s, in a respectful manner.

A secure and comfortable learning environment will be created by your teachers so

that you can explore, suggest and probe regardless of whether your view point is

able to be sustained after coming under scrutiny by yourself, your peers and your

teacher. To sustain this safe learning environment, a respectful attitude from you

towards your peers and teachers will be required at all times.


WORK ETHIC

All students accepted into the IBDP serve a six-week probationary period. As the

course is demanding and requires maturity, discipline, self-motivation, independent

learning and time management, it is essential that you demonstrate to your teachers

that you are adopting the right attitude towards your studies and are making the

necessary transitions. Students will be moving on from a system of being largely

under teacher/parent management to self-management and personal accountability.

This transition is an essential prerequisite for success at university level, especially in

the international community where the student often has to attend a university in a

different country from the one in which the family lives.

STANDARDS OF WORK

Students are expected to establish good work habits from the very beginning of the

course. All work assigned will be handed in by the deadline set. At this level of

study, it is not possible to try to produce a major assignment the night before the

assignment is due in and obtain a pleasing grade. Major assignments involve

personal research and reading beyond the textbook, especially at Higher Level. Oral

presentations must be prepared with great care as these are part of the learning

process of your peers. Practical work often requires some preparation before the

formal practical lesson.

PUNCTUALITY

Be on time for classes as latecomers disrupt the flow of lessons and waste learning

and teaching time. You are part of a community of learners and as such need to be

aware that your lateness impacts on others so make every effort to be on time for

lessons. Students who are late three times in a period of three weeks will be required

to do detention. Chronic lateness will be viewed in a serious light.

ATTENDANCE

As a Secondary School student, regular school attendance becomes even more

important than before. The work covered in class is significantly more complicated

than what you have covered before, so missing even one day can result in serious

gaps in your knowledge base which can lead to poor results or results well below

your ability level. If you are so ill that you cannot come to school, it is your

responsibility to get any work missed and to submit assignments on time.

Routine visits to the doctor, dentist, immigration offices, passport renewals should

all take place outside school hours or during holidays. A student who is chronically absent may be required to repeat the year. A minimum attendance rate of 90% of the


year is required in order to graduate.

SURVIVAL TIPS

• Set good habits from the start;

• Use a diary to record homework;

• PLAN. Keep up with your work. Consider the impact on your work of all non-

academic commitments that you make;

• Ensure that you have a monthly and yearly planner for entering dates when

work is due, as well as for revision purposes;

• Maintain a high level of quality in your assignments;

• Ask your teachers for assistance if you do not understand the work being

covered;

• Ask the teacher to explain why you did not do as well as you expected in an

assignment/test and ensure you work at correcting weaknesses – set yourself

clearly defined targets;

• If you establish credibility with your teachers by being a reliable, mature

student, they will be far more understanding and helpful if you have an

occasional lapse;

• Similarly, teachers are likely to take an unsympathetic line with students whom

are continually missing deadlines and handing in work of inferior quality;

• If you really do have a valid reason for missing a deadline (it happens

occasionally) ensure that you speak to the teacher concerned before your work

is due in. If you do not do so and the reason you are unable to hand in the work

is a confidential one, you may not wish to explain the problem in front of your

peers, which could lead the teacher to being unsympathetic towards your

missing the deadline;

• Maintaining a good attendance record is vital. Missing classes will lead to

fragmentation of course content and lead to mediocre or, more likely, poor

academic performance;

• You are in the process of setting your own work ethic, an essential prerequisite

for success for university and adult life. Ensure that you maintain your

personal discipline and establish a reputation for maturity, responsibility and

reliability.

PLAGIARISM OR MALPRACTICE

Malpractice: deliberate behaviour by a student that results in, or may result in, the student gaining an unfair advantage in one or more assessment components and includes: a) Plagiarism b) Collusion c) Duplication of work d) Misconduct and cheating in examinations e) Fabrication of data e.g. a table, survey


In all cases of suspected plagiarism, collusion and duplication the school will determine in

consultation with the student, teacher/s involved, IBDP coordinator and Principal whether

a case of malpractice or academic infringement applies.

Guidance

The Diploma team and teachers will provide students with information and guidance

around the types of malpractice, not only to help curb instances of unintentional

plagiarism, but to also let students know that their instructors understand the ways in

which students might inappropriately include information in their written work.

• This will occur during IBDP orientation and during Diploma assemblies

throughout the year as well as in class.

• We aim to teach students how search engines work and how to evaluate and

judge the quality of online content

• We utilise the school librarian in guiding student practice in discrete and

group wellbeing lessons.

Responsibility of Students

To ensure that the work they submit is authentic with the ideas of others fully and correctly acknowledged

To comply with all school deadlines

To revise all work before submission


ACADEMIC

RESPONSIBILITIES PROBATION

All students serve a probationary period on the IB Diploma programme. If you

demonstrate through regular attendance, participation in class and completion of

homework as well as appropriate interaction with those around you that you are mature

enough to cope with the demands of senior school life, your place is secured on the

programme.

SUBJECT CHOICES

During orientation, you will have the opportunity to listen to each of the subject

specialists informing you about the nature of their respective courses and the

expectations they have of students taking their courses. You do need to think carefully

about which subjects to take to ensure they will support your career choices. You will be

given guidance by your tutor and by the IBDP Coordinator when you choose your

subjects.

CHANGING SUBJECTS

It is possible that you may want to change subjects. You are permitted to change subjects

within the first four weeks of the programme. However, you must consult the IBDP

Coordinator first and get written permission to do so. After four weeks, it may still be

possible to change a subject, with the approval of the teachers concerned and the IB DP

Coordinator.

VISITING A SUBJECT

If you are considering a subject change in the first four weeks of the programme, you

may visit a subject for up to two lessons before you make your final decision about

which subject to choose.

TEACHER’S RECOMMENDING A SUBJECT CHANGE

If you are not suited to a course, your subject teacher may recommend that you switch to

a different level of course or change a subject altogether. The IBDP Coordinator will

consult with you if this occurs.

HOMEWORK

You must work consistently from the first day of the course if you wish to be successful

at IBDP. Homework continues to be an integral aspect of senior courses. You will be

expected to complete three hours a day of extended study/homework/research

assignments etc. It is your responsibility to manage and organise your time outside of

school to ensure that you can keep up with the demands of the IBDP course. However,


your tutors, Pastoral Leader and IBDP Coordinator are always available to assist you

and give you guidance on how to plan a homework timetable should you require

assistance. For students who are really challenged by taking responsibility for their

learning, a mentor may be appointed.

INTERNAL ASSESSMENT AND EXTERNALLY MARKED ASSIGNMENTS

Internal assessment is an integral element of many IBDP subjects. Each internal

assessment piece carries a weighting which contributes to the final grade awarded in

that subject at the end of the two year course. It is essential that all students adhere to the

deadlines set for internal assessment pieces and failure to do so can seriously jeopardise

your success on the IBDP programme. In several subjects, including A Languages, TOK,

History, you will be required to do assignments that are sent off to external examiners

for grading. You must do your best to do well in these assignments as they contribute

significantly to your final IBDP grade. Proper planning and keeping to deadlines is

critical if you are to succeed.

ACADEMIC CATCH UP

This is run every Friday after school 14:30-16:00. Teachers may place you on Academic

Catch up if they are concerned about your progress in their subject. In particular if,

despite repeated requests for submission, you are not handing in Homework or

Coursework. This service is provided as a support to students to help them keep abreast

of their work.

NON COMPLETION OF COURSEWORK POLICY

Pupils in serious breach of IBDP Coordinator’s published deadlines for completion of

coursework, internal assessments and/or CAS hours, will be called to a meeting with the

Principal with their parents in attendance, they will be subject to one or all of the

following: review of their registration for examinations; relinquishment of their exeat;

and placement on an academic contract.

GRADE 11 EXAMS

These take place in June of Grade 11. Students must meet certain academic and CAS

requirements if they wish to progress into Grade 12 on the full IB Diploma course.

NOTE: These results form the basis of many university predictions.

THE EXTENDED ESSAY

Towards the end of the first term there will be a presentation on the Extended Essay.

This major task requires you to identify the subject in which you wish to do a research

paper with support from a supervisor. Whilst this research project is your responsibility

not the teacher’s, the supervisor will assist you in selecting an appropriate topic and

advising you on structure, equipment, appropriate experiments, presentation and style.

It is essential to both the health of your programme and your own stress levels that you

keep up with the deadlines in this project.

FIELD TRIPS

In certain subjects, like Geography and Biology, you will be required to do field trips.

These will take place outside school hours and may involve additional costs. As such,


trips are an integral part of the curriculum they are compulsory.

AFTER SCHOOL LECTURES and ENRICHMENT PROGRAMME

From time to time, IBDP students may be required to stay after school for lectures

relating to their subject areas.

All Grade 11 and 12 students take part in the fortnightly Enrichment programme. This

occurs in period 1 every other Friday and is a chance to be involved in activities and

presentations that go beyond the usually delivered IBDP curriculum.

SCIENCE PRACTICALS

IBDP students will be required to do a significant number of practicals over the two

years in each of the science subjects you choose to study. Regular attendance and

meticulous attention to process and write-ups are essential if you wish to do well.

GROUP 4 PROJECT

All students will be involved in a cross-curricula activity called the Group 4 Project. This

project will be based on a chosen topic and run by the science departments. This project

cannot be repeated for students who are not present when it is scheduled.

CAS PROFILE and EXTRA CURRICULA ACTIVITIES

All students are involved in CAS – it is a core requirement of the IB Diploma

Programme. Its purpose is to develop you as a well-rounded learner and to that end it is

a subject and like all subjects it has learning outcomes which are assessed. The

assessment of your progress through the CAS programme is through the reflections you

record on your experiences.

As an added benefit the activities that you undertake through this programme often

form a strong base in your Personal Statement and are used to promote your

applications to universities. Try to pick activities that stretch you and develop you

personally. But plan these things make sure that they fit with all your other deadlines

e.g. coursework and the Extended Essay.

REFERENCES

Each IBDP student will ask each of their subject teachers, TOK teacher and Extended

Essay supervisor to fill out a confident reference for him/her and to state a predicted

grade for you in their subject. This information will be collated for mentor and the

formal school reference will be written based on the information given by each teacher.

In order to gain entry into most universities, a school reference and predicted grades are

required.

The predicted grade is the grade the teacher thinks you will get in the final IBDP exams

in May of the second year of the programme. Your Grade 11 internal examination results

will play a crucial role in establishing your predicted grades.

Ensure you get the best reference you can by being a responsible and reliable student

who is fully involved in both academic and CAS activities.


STUDENT COUNCIL

The office bearers of the student council are all IB students. These positions are:

President, Vice-President, Secretary, Treasurer and leaders of each year group.

Universities are interested in offering places to students who have been elected to

leadership roles. Campaigning and elections for these positions takes place prior to

Christmas in Grade 11.


MONITORING

PROGRESS

Reports Analysis and SPUR sheets At the end of every reporting period the IBDP Coordinator analyses both the effort and

attainment grades you receive for every subject. Failing or disappointing grades or poor

effort grades are referred to the Heads of Department of the relevant subjects for follow up.

If this occurs in more than two subjects and/or your overall points score looks close to the

IBDP boundary of 24 points (this is the minimum number of points you need to get to be

awarded the Diploma) then the DP Coordinator will follow up. In such cases we may choose

to instigate a Student Performance Under Review (SPUR) process. The focus on this is to

search for a suitable and effective strategy for you to improve your grades.

Package Suitability

Our guiding philosophy is that of supporting you towards an educational package in which

you will be successful. Consequently we carefully monitor the first weeks of your progress in

your subjects, in particular your Higher Level subjects and your Mathematics placement. To

protect your progress we will at times make a recommendation for course changes.

Maintaining your CAS participation and records Over the course of two years you need to maintain, complete and evidence 150 hours of

service. It is essential that you complete these hours in a regulated manner. They are not to

be completed in a rush during Grade 11 or left to the end of Grade 12. So important are these

hours that should be falling behind they affect your ability to be receive academic awards

and exeats they are even a criteria in your progress into Grade 12. It is therefore essential that

you keep on top of the hours and that you maintain your reflections on them in ManageBac..

Ms Letschert, the CAS Coordinator is always on hand to support you doing this.

Exeats These cards allow a student to leave the campus for a short while during non-contact time.

These are issued to Grade 11 students following on from the reporting period in February.

Students who have an academic GPA of between 4 and 5 and have an effort GPA of 3.5 or

above are also eligible. Other factors taken into account are that CAS records are up to date

and the student has an appropriate behavourial and attendance record. They can be removed

in the case of severe progress or behavioural issues.

Entry into Grade 12 If in the Grade 11 examinations you do not gained a grade 4 in each subject (or have less than

24 points overall); or if your attendance is less than 85%; or your CAS hours amounts to less

than 100 hours; or insignificant progress has been made on the Extended Essay then we will

review your entry into Grade 12. Two options can be explored: repeat Grade 11 or change to

High School Diploma.


TERTIARY ADVICE

At BIS, we consider the plans our students make for their futures to be a priority,

whether they choose to progress to higher education, take up an apprenticeship or

join a profession. We provide comprehensive information and advice on further and

higher education through the Dean of Students.

Since students’ needs are personal and different we offer a range of services that

include the following:

OPPORTUNITY INFORMATION SESSIONS

Sessions are held to give information on universities, colleges and courses in

different countries. These meetings are designed to give you information to help you

make up your mind using expertise from the local community and from visitors from

overseas institutions, particularly from the U.K., Europe, Canada and the U.S.A.

CAREERS AND UNIVERSITY GUIDANCE PROGRAMME

Grade 11 students follow Careers / University Guidance units in the Wellbeing

programme, and are provided with a university guidance booklet which will

assist them in identifying the appropriate universities for which to apply.

INTERVIEWS

You can ask for interviews at any time and for any reason and complete privacy is

assured. If your parents are interested in discussing your plans, they are welcome to

arrange an interview with the Dean of Students.

CAREERS AND UNIVERSITY RESOURCES

The school provides resources which include:

• Information about courses in colleges and universities

• Information about careers and vocational training courses

• Information about how to select colleges, universities and institutions of

higher education in many countries.

See the librarian for assistance to locate these resources in the library.

The Dean of Students also deals with reference writing, application procedures and

entrance requirements for universities, colleges or employers.

RECOGNITION BY UNIVERSITIES

Students with the IB Diploma have been accepted into universities in some 25


countries. Many universities in the US give credit for IBDP courses taken, especially

at Higher Level. The BIS High School Diploma, combining IBDP Certificates and

internally accredited courses, will help you to gain access to many colleges in the

United States and Canada (SATs / ACTs required) and some in Europe. For detailed

information, please consult the Dean of Students.

UNIVERSITY GUIDANCE

The university process starts in Grades 9 and 10, with Wellbeing sessions dedicated

to exploring initial career interests using Kudos Inspire and Careerscape databases.

These include an interest inventory to help students identify interests, values,

personal strengths and skills. The databases provide detailed information about

more than 3,000 careers, providing videos, information on career content, pay and

prospects, websites for further research and (Careerscape only) direct access to

university websites.

In Grades 11 and 12, students have the opportunity to visit university fairs, carry out

detailed guided university searches online, research gap year (year out)

opportunities and attend workshops on specialist areas such as Medicine, Art and

Design and Oxbridge entry. They are also introduced to key skill areas such as

writing a Curriculum Vitae, interview techniques and building a strong personal

profile. Students are encouraged to be proactive and develop independence by

contacting institutions directly via telephone and email. They work closely with the

Dean of Students to develop the skills involved in writing strong university

applications.


LEARNING SUPPORT

DEPARTMENT BIS has one Learning Support Teacher working in the Special Education Department. The

Learning Support Teacher maintains an up to date register of students in the Secondary

School at BIS who have been ascertained as having special educational needs. Depending on

their individual needs and interests, these students are provided with a range of support to

assist them in reaching their full potential. Students who feel they need assistance with their

studies can approach the Learning Support teacher for help.

Learning support offered to students includes:

• Meeting with parents, students and the IBDP Coordinator to ensure that the

course selection is optimal for each individual;

• Developing and implementing a continuum of services to meet the needs of the

students;

• Coordinating services with administration, EAL, and classroom teachers;

• Providing a study area where students can work quietly and receive support;

• Implementing support programmes aimed at developing improved study

skills, organizational skills and time management;

• Assessing and preparing reports on referred students’ strengths and

weaknesses to ensure they receive the most appropriate level of support that is

relevant to their needs and to the school curriculum;

• Informing classroom teachers of effective strategies aimed at differentiating

instruction, enhancing learning and managing students’ behavior;

• Liaising with subject teachers to ensure that access to internal and external

assessments are appropriate for each student;

• Applying for special considerations and special arrangements from external

examination boards;

For further information or assistance, please consult the Learning Support Teacher.


GROUP 1

LANGUAGE A

English

German

Japanese

LITERATURE

LANGUAGE and LITERATURE

SELF-TAUGHT LITERATURE


‘The answers you get from

literature depend upon the

questions you pose.’

Margaret Atwood

LANGUAGE A Two new Language A courses have been introduced, replacing the old A1 and A2

courses:

1. Language A - Literature

2. Language A - Language and Literature

These courses are designed to meet the needs of students who have considerable

experience of using the language of the course in an academic context. The study of

texts, both literary and non-literary, provides the focus for developing an

understanding of how language works to create meanings in a culture, as well in

particular texts. While there is significant difference in the texts presented for study

in these courses, there is no aim for each course to define completely new territory.

Instead, the main difference lies in the focus areas of each course:

LITERATURE English, German, Japanese

In the Language A Literature course, focus is directed towards developing an

understanding of the techniques involved in literary criticism and promoting the

ability to form independent literary judgments. Works are studied in their literary

and cultural contexts through close study of individual texts and passages and by

considering a range of critical approaches. In view of the international nature of the

IB and its commitment to intercultural understanding, the Language A Literature

course does not limit the study of works to the products of one culture or the cultures

covered by any one language. The study of works in translation is especially

important in introducing students, through literature, to other cultural perspectives.

As well as presenting ideas in writing, everyone on the course will be expected to

contribute and listen sympathetically to ideas in stimulating class sessions where

discussion and oral work play an important part.

During the course, students should develop their ideas,

knowledge and enjoyment of literary themes, concepts and

language. They should also develop the ability to examine and

express ideas with confidence in a variety of contexts. Students’

achievements will be assessed through a combination of written

and oral coursework and by written examination.


COURSE OUTLINE

Analysis of style, literary appreciation, oral presentation and the development of

essay and commentary technique all feature significantly. The study of Texts in

Translation (two in SL, three in HL) is a central element of both Higher and Standard

Level in all Language A Literature Courses. At Higher Level thirteen texts are

studied; at Standard Level, ten.

Career Information:

Through their study of literature, students will study many aspects of life, including

relationships between our personal and social lives. Apart from the fundamental

importance of learning to read critically, write analytically and develop a

sophisticated vocabulary necessary for any profession, IBDP Language A 1 will

prepare students for a range of university degrees leading to, for example, careers in:

law, politics, diplomatic life, journalism, television, radio and film, education,

publishing.

HIGHER LEVEL

In addition to the three texts in translation, students study ten texts embracing

poetry, prose, drama, “creative non-fiction”, film scripts and new text forms written

originally in their language A. The Higher Level course can be both stimulating and

enriching but is uncompromisingly demanding, and before considering entry,

student should possess a voracious appetite for Literature combined with a capacity

for hard work. Adult literature is studied.

STANDARD LEVEL

In addition to the two texts in translation students will study eight texts embracing

prose, drama, poetry, “creative non-fiction”, film scripts and new text forms written

originally in their Language A. Adult literature is studied.

ASSESSMENT:

STANDARD LEVEL

Part 1: A study of two Texts in Translation, assessed by one written

coursework assignment, externally marked. 25%

Part 2: A detailed study of two works, assessed by an Individual Oral

Commentary. 15%

Part 3: A group of three works assessed by the written examination

essay, and a second examination consisting of a Guided Literary

Analysis on an unseen passage. 45%

Part 4: A study of three optional works which will form the basis for oral

presentations, internally assessed. 15%


HIGHER LEVEL

Part 1: A study of three Texts in Translation literature texts assessed by one

written

coursework assignment, externally marked. 25%

Part 2: A detailed study of three works, assessed by an Individual Oral

Commentary on poetry and questions on an additional work.

Internally assessed, externally moderated.

15%

Part 3: A group of four works assessed by the written examination essay,

and marked by the IB examiners. A second examination paper is

a literary commentary. 45%

Part 4: A study of three texts listed by genre, period or theme, which will

provide the basis for oral presentations internally assessed. 15%

For further information, please contact the IB Coordinator.


LANGUAGE AND

LITERATURE ENGLISH and GERMAN

Although Language A Language and Literature is not a language acquisition course,

it nevertheless provides an opportunity for students to develop and refine their

language skills. In particular, they are expected to acquire the vocabulary

appropriate to the analysis of texts. Furthermore, they develop the ability to express

their ideas in clear, unambiguous language. The production of a range of texts,

intended for different audiences and purposes, requires effective use of register and

style. Students will be expected to show facility in both written and oral

communication.

Language A Language and Literature is centrally concerned with the ways in which

meaning is generated by the meeting between texts and the contexts within which

they exist. Close attention to the details of the text and its features is important in

developing an informed understanding of the links between the text and its context.

HIGHER LEVEL

Students engage in a detailed, critical examination of a wide range of texts in

different forms, styles and registers. They should develop the ability to understand

and use an extensive range of vocabulary and idiom, and select registers and styles,

both orally and in writing, that are consistently appropriate to the task and context.

This is a very demanding course in terms of reading level, written accuracy and

textual analysis. Students entering this course should have encountered a range of

challenging literary texts, and possess highly developed and accurate oral and

writing skills.

STANDARD LEVEL

Students engage in critical examination of a wide range of texts in different forms,

styles and registers. They are expected to understand and use a broad range of

vocabulary and idiom and select registers and styles, both orally and in writing,

which are generally appropriate to the task and context. Students entering this course

should be able to express themselves fluently and generally accurately when writing

in the target language, and have well-developed reading skills.

COURSE OUTLINE


The bold text denotes the difference between Higher and Standard level.

Analysis of style, literary appreciation and oral presentation all feature significantly

on this course. Students develop formal essay and commentary skills, as well as

producing creative texts relating to the course content. Both literary and non-literary

texts are studied. Students study a minimum of four literary works at SL and six

works at HL, each of which is aimed at an adult audience. A wide variety of texts to

support investigation of the role of language will be selected by the school. In

addition to literary texts a great variety of text types such as the following will be

studied: advertisement, blog, cartoon, editorial, letter, magazine article, screenplay,

set of instructions, song lyric and travel writing.

Part 1: Language in cultural context

1. Texts chosen from a variety of sources, genre and media

2. Suggested topics: gender, history and evolution of the language,

language and power

Part 2: Language and mass communication

3. Texts chosen from a variety of sources, genre and media

4. Suggested topics: use of persuasive language, popular culture, media

institutions

Part 3: Literature – Texts and contexts

5. SL: 2 works HL: 3 works

6. Part 4: Literature – Critical study

7. SL: 2 works HL: 3 works

ASSESSMENT

To a large extent the assessment profile is the same for both Higher and Standard

level; however the criteria differ. HL tasks are indicated in bold.

Internal Assessment: Oral Component 30%

The internal assessment component consists of two activities:

1. The individual oral commentary. This activity is recorded and sent to the IBO

for moderation purposes.

2. Further oral activity: Students complete at least two further oral activities,

based on part 1 and 2 of the course.

External Coursework: Written Tasks 20%

Students must produce three/four written tasks, based on material studied in the

course. One/two written task of 800 – 1000 words is submitted for external

assessment.


Examination Paper One: 25%

Students write a textual analysis/comparative textual analysis based on unseen texts.

Examination Paper Two: 25%

Students write a formal essay based on literary texts.

LITERATURE

SELF-TAUGHT

This course is for students whose first language is not English, German or Japanese.

It exists to make possible the international ideal of the IB that students should be able

to study for this internationally recognized diploma anywhere in the world. Central

to the Diploma is the requirement that all students should be familiar with the

literature of their first language. To facilitate this, the IB has developed a course

parallel to the taught Language A Literature course, whereby students may read the

prescribed texts independently, with guidance from a tutor in key areas. An

impressive list of language syllabi are available from the IB for study at this level.

The format for the written examination papers and the requirements for the world

literature assignment are the same as those for taught Language A Literature SL

candidates. In place of an internal assessment component, IB Cardiff will provide an

alternative oral examination.

Self-taught candidates may study Language A Literature at Standard Level only. The

course Language and Literature cannot be studied as a self-taught course.

The independent study of key texts and literary movements in the literature of their

own language will enable students to explore their responses to texts in depth, in a

way which is both challenging and rewarding.

Motivation and self-discipline are two key requirements for a student tackling a Self-

Taught Language, as much of the work needs to be done independently.

An important consideration to note is that while BIS will provide every assistance

in locating a suitable teacher, the responsibility for engaging and remunerating the

teachers/tutors rests with the parents. The acquiring of texts for the study in a Self-

Taught Language is also the responsibility of the parents.

For further information contact the Self-Taught Coordinator.


GROUP 2

Language Acquisition

LANGUAGE B

AND AB INITIO LANGUAGES

English B

German B

Spanish B

French B

Ab initio


LANGUAGE ACQUISTION

English, German, Spanish and

French

INTRODUCTION

Courses meet the needs of candidates for whom Language Acquisition is a second

language. The intention is to provide students with the linguistic skills necessary for

further study in the language, to promote an understanding of the culture of the

countries where the language is spoken and to promote the ability to cope with the

language demands of day-to-day transactional and social contacts. The course should

also provide an efficient tool for the study of other subjects.

Courses available (subject to demand)

B Higher Level B Standard Level

German German

French French

English English

Spanish Spanish

NB. Self–taught Language Acquisition is not allowed. It is school policy that native

speakers are not entered for a Language B course.

COURSE OUTLINE

The syllabi at Language Acquisition Higher and Standard Levels are similar in

content, although study in the former will be more intensive, and the proficiency

levels demanded are higher.

Basic skills acquisition can be divided into three main areas, which will be covered

through a thematic approach:

Academic Discourse

• studying reference sources and library research where appropriate

• taking part in practical projects

• writing notes, essays and reports

Social language

• gaining information from printed materials such as works of a literary and

factual nature: books, journals, instructions, news items

• handling information from non-book media such as films, radio

• classroom interaction in discussion and debate of literary, non-literary and

cultural issues.


Experiencing how users of other languages think

The specific emphasis here is on understanding that people from other cultures will

have a different perspective from our own in a range of situations, and that language

is a major vehicle for conveying those differences. The experience gained in

Academic Discourse and Social Interaction (as outlined above) will contribute to this

understanding. However, more specific attention will be directed to written works of

various genres, to the relationship of such works to the society and culture in which

they were produced and an appreciation of how language contributes to these

insights.

TOPICS (SL & HL)

Core: Communication and media, Global issues, Social relationships

Optional (Choice of two): Cultural diversity, Customs and traditions, Health,

Leisure, Science and technology

Two works of literature for HL only, originally written in the target language.

EXTERNAL ASSESSMENT

Paper 1: Receptive Skills (1 hour 30 min.) 25%

Text-handling exercises on 4 written texts for SL and 5 for HL (one of which

is a literary text), based on Core topics.

Paper 2: Productive Skills (1 hour 30 min.) 25%

Section A: One writing task from a choice of 5, based on

Optional topics (250-400 words SL & HL).

Section B: One writing task response to a stimulus text, based on

Core topics (150-250 words, HL only).

Written Assignment: Receptive and written productive skills 20%

SL: Intertextual reading followed by a written exercise of 300-400

words, plus a 100-word rationale, based on Core topics.

HL: Creative writing of 500-600 words, pus a 150-200 word rationale,

based on one of the literary texts read in class.

INTERNAL ASSESSMENT

Internally assessed by the teacher and externally moderated by the IB.

Individual Oral (8-10 minutes) 20%

Based on the Optional topics, 15 min. preparation, and a 10-minute

(maximum) presentation and discussion with the teacher.

Interactive Oral Activities 10%

Three classroom activities assessed by the teacher, based on Core topics.


AB INITIO LANGUAGES German

The ab Initio programme is a foreign language-learning programme designed to be studied over

two years at Standard Level by students who have no previous experience of learning the target

language.

The programme meets the needs of the following students:

• those who have had little or no opportunity for foreign language study in their earlier

education and are therefore unable to fulfill the requirements for Language B

• those who are interested in learning a new foreign language as part of their IB diploma

In the Ab Initio language programme, students will be expected to demonstrate through the use

of authentic material, the skills of listening, speaking, reading and writing in everyday situations.

These situations are defined by the core syllabus and the language specific syllabuses.

Students should be able to:

• understand and respond appropriately to the spoken language (for example, in

announcements, instructions, requests, in the form of monologues or dialogues);

• engage in conversation in order to deal with everyday situations;

• understand short written passages on the defined topics, recognise essential notices , for

example, signs, menus, timetables, advertisements , and be able to extract specific

information from texts such as brochures, guides, letters;

• carry out writing tasks such as short messages (for example, postcards, lists, notes), a letter,

instructions, short compositions;

• show an awareness of the culture of the target language

CORE SYLLABUS

Themes

The 3 themes (Individual and Society, Leisure and Work, Urban and

Rural Environment) are made up of a series of 20 topics:

1. Personal details, appearance, character, daily routines, education, food and drink,

physical health, relationships, shopping;

2. Employment, entertainment, holidays, media, technology, sport;

3. Global issues, environmental concerns, neighbourhood, physical geography, town

and services, weather.

The study of the three themes listed within the core syllabus is intended to be cyclical; different

aspects of each topic may be studied at different times during the course. A teacher would not

necessarily begin with the first topic and work through to the last one. Each topic can be revisited

regularly.


CULTURE

Through the study of the topics, students should gain an insight into the culture of the country or

countries where the language is spoken. The cultural elements are integrated into the study of the

topics themselves.

ASSESSMENT

(1) Receptive skills and text handling exercises

External examination with comprehension exercises

based on a series of written texts. 30%

(2) Productive skills: A series of writing tasks 25%

(3) Interactive skills: Oral (Internally Assessed)

An individual oral is included among these activities,

which is internally marked and externally moderated

by the IBO. 25%

(4) Written Assignment: Coursework

200 – 300 word piece of writing carried out

under teacher supervision, marked externally 20 %

Careers Information

Whatever career the student wishes to embrace, being able to speak more than one language

brings added value to skills and competence. Indeed, exchange programs with European

counterparts are an integral part of an increasing number of university courses, not only in

languages, but also in business, science and engineering. In today’s global village the ability to

function in languages other than English is seen as a distinct advantage. For students wishing to

work in a field directly linked to the use of languages (interpreting, translating, teaching, tourism,

etc.) this subject may serve as a foundation for further study.


GROUP 3

INDIVIDUALS

AND

SOCIETY

Business and Management

Economics

Geography

History

ITGS


BUSINESS AND

MANAGEMENT

INTRODUCTION

Business and Management is a rigorous and dynamic discipline that examines

business decision-making processes and how these decisions impact on and are

impacted by internal and external environments. The aims of the Higher and

Standard Level courses are to:

• Promote the importance of exploring business issues from different cultural

perspectives

• Encourage a holistic view of the world of business

• Enable the student to develop the capacity to think critically about individual

and organizational behavior

• Enhance the student’s ability to make informed business decisions

• Enable the student to appreciate the nature and significance of change in a

local, regional and global context

• Promote awareness of social, cultural, and ethical factors in the actions of

organizations and individuals in those organizations

• Appreciate the social and ethical responsibilities associated with businesses

operating in international markets

Syllabus Overview

The curriculum model for IB Diploma Programme business and management is a

core curriculum for higher level (HL) and standard level (SL) consisting of five topics

with common content and learning outcomes. In addition to the core, HL students

are expected to complete extension areas of study; in all five topics, adding both

depth and breadth to the course. HL students also study one extension topic listed

below as topic 6, business strategy.

HL and SL Core

Topic 1: Business Organization and Environment

Topic 2: Human Resource


Topic 3: Accounts and Finance

Topic 4: Marketing

Topic 5: Operations Management

HL only

Topic 6: Business Strategy

COURSE REQUIREMENTS

The ability to express concisely, accurately and confidently in English is absolutely

essential. A good grasp of basic mathematics (algebra, ratios and division in

particular) for both levels is needed to participate fully in class discussions and

perform well on the numerical questions set for the IBDP exams.

ASSESSMENT

Standard Level

Internal Assessment 25%

Students are required to undertake a written commentary (1000 - 1500 words) on a

real situation or problem facing businesses, from a prescribed list of topics. It is

internally assessed by the teacher and externally moderated.

External Assessment: Written Papers Students sit two examination papers.

Paper 1 is a 1 hour 15 minutes exam that consists of 4 questions relating to an IBO

prescribed case study, issued several months in advance.

Paper 2 is a 1 hour 45 minutes exam consisting of structured questions based on

stimulus material.

Paper 1 35%

Paper 2 40%

Higher Level


Students are required to undertake a research project (approximately 2000 words) on

a real business problem or decision that a local organization is facing. It is internally

assessed by the teacher and externally moderated.


External Assessment: Written Papers Students sit two examination papers.

Paper 1 is a 2 hours 15 minutes exam that consists of 4 questions relating to an IBO

prescribed case study, issued several months in advance.

Paper 2 is a 2 hours 15 minutes exam consisting of structured questions based on

stimulus material.

Paper 1 35%

Paper 2 40%

Careers Information

For students wishing to specialize in fields such as accountancy, banking, economics,

law or ecology, Business and Management should be taken at Higher Level in some

countries. This is not, however, a requirement for many universities including some

of the most prestigious ones.

More practically, it initiates students to the complexity of business life and the

various management factors that any professional must deal with over the course of

a career.

The subject can provide breadth to many other IB Diploma subjects at either Higher

or Standard Level and shares some common topic areas with Geography, from a

different perspective. It provides an excellent base for a variety of subjects at

university from engineering to hospitality and develops student understanding of

their own role within the global marketplace.

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IB DIPLOMA HANDBOOK 2015-6

ECONOMICS

INTRODUCTION

Economics is one of the 4 IB diploma subjects offered at BIS in the Individuals and

Society subject area. Its aim is to give students a strong understanding of the

importance of scarce resources and methods of their allocation in society.

As the IB syllabus indicates although economics involves the formulation of theory, it is not

a purely theoretical subject: economic theories can be applied to real-world examples. Neither is

economics a discrete subject, since economics incorporates elements of history, geography,

psychology, sociology, political studies and many other related fields of study.

Economics is a social science that attempts to explain how the actions and decisions of

firms, consumers and workers and governments affect the operation of the

economy. It plays a huge role in our daily lives; it has links to international affairs and

politics and is a subject that is often debated and discussed. It requires a fair deal of

theoretical analysis and includes topics such as supply and demand, growth, inflation,

globalisation and exchange rates.

Business and management is more concerned with the actions and decisions taken by

firms and focuses on topics such as marketing, staff in the organisation, accounting

and finance, management, strategy and production methods.

In light of recent events, economics provides interesting tools to students to

understand, analyze and gain insight into global problems.

Economics and prior learning

Knowledge of basic mathematics in particular reading graphs, fractions and basic

algebra is an asset but is not a requirement for students choosing this subject. An

interest in current events and in particular other countries and cultures will also be an

advantage as International Economics and Development Economics are two of the

main modules of the course.

Standard and Higher Level Syllabus Outline

At both Higher and Standard Level, the Diploma programme syllabus consists of 5

modules

Microeconomics

Macroeconomics

International economic

Development economics

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The main difference between the two levels consists of the use of more numerical

concepts and tools to a broader range of topics. In microeconomics Higher Level

students must be able to analyze various market structures such as monopoly and

oligopoly and understand more macroeconomic problems such as the spending

multiplier or the Philips curve.

Assessment

Higher Level

Paper 1 1 hour 30 mins 30%

Extended Response questions based upon all 5 sections of the syllabus

Paper 2 1 hour 30 mins 30%

Short answer questions based upon all 5 sections of the syllabus

Paper 3 1 hours 20%

Data response questions


A portfolio consisting of 4 commentaries based on a news media extract,

linking economic theory to a real-world situation.

Standard Level Assessment

Paper 1 1 hour 40%

Extended Response questions based upon all 5 sections of the syllabus

Paper 2 2 hours 40%

Data response questions


A portfolio consisting of 3 commentaries based on a news media extract,

linking economic theory to a real-world situation.

Economics is useful for those looking towards careers in all aspects of financial

services, politics, foreign affairs, national and international organizations such as the

OECD and European Commission.

The skills gained through the study of economics, such as the ability to present and

discuss ideas and arguments, to evaluate decisions and the reliability of information,

to collect, collate and process data, and to communicate results clearly and concisely,

are skills valued in a wide range of careers and academic disciplines.

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GEOGRAPHY

INTRODUCTION

Geography is about place and time, about spatial patterns and the world that we live

in: the people, the places, the natural environment, the land, the oceans and the

atmosphere.

Geography as a subject focuses on issues at various scales from global to local.

Geography looks at the interrelationships between the human and natural

environments. As such, Geography is a combination of the Arts, the Humanities and

the Sciences; it is an interdisciplinary subject that examines the manner in which

people live, how they are distributed around the planet, and how they interact with

their environment. It also has an applied dimension through the critical evaluation of

spatial patterns and processes. Geography helps decision-makers in planning and

development at a variety of scales. It also plays a crucial role in fostering international

understanding and a respect for different cultures.

Learning

Students are expected to use a wide range of learning techniques throughout the

course. At times they are required to present papers to others in the group or defend a

viewpoint in a debate. They undertake investigations, apply statistical techniques and

construct models. They work in groups to make decisions about a range of planning

issues, collect data both in the field and from secondary sources, and write essays and

reports.

How do Standard and Higher Level courses differ?

Both Higher and Standard Level students complete the same content, including the

Internal Assessment Report, with Higher Level students completing one additional

Paper 2 Option and the work for Paper 3. Geographic skills are integrated throughout

both courses.

Paper 1: Core Theme – Patterns and Change (SL and HL)

The core theme provides an overview of the geographic foundation for the key

contemporary global issues. The purpose is to provide a broad factual and conceptual

introduction to each topic and to the United Nations’ Millennium Development Goals

(MDGs), in particular those concerning poverty reduction, gender equality,

improvements in health and education and environmental sustainability. An

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evaluation of the progress made towards meeting these goals is also provided.

Paper 2: Optional Themes (HL x 3 and SL x 2) - currently we study:

Option A. Freshwater - issues and conflicts (SL and HL students)

Option D. Hazards and Disasters - risk assessment and response (HL only)

Option G. Urban Environments (SL and HL students)

Paper 3: HL Extension – Global Interactions (HL only)

1. Measuring global interactions

2. Changing space—the shrinking world

3. Economic interactions and flows

4. Environmental change

5. Sociocultural exchanges

6. Political outcomes

7. Global interactions at the local level

Internal Assessment

The highlight of the course for most students is the Grade 11 field work course.

Currently we travel to the Salzkammergut, near Salzburg, to complete a river study

and an urban study. After the field work course, geographers have a choice of

completing either project as a short (2500 words) internal assessment report. This

report is an integral component for both SL and HL.

Examinations and Assessment:

Standard Level External Assessment:

Paper 1 90 minutes 40%

Paper 2 80 minutes 35 %

Internal Assessment one field report 25%

Higher Level External Assessment:




Internal Assessment one field report 20%

University Entrance and Career Information

Geography is widely regarded and accepted by competitive universities as a rigorous

subject covering a wide range of skills. It enables you to: talk with interest about a

variety of topics; understand the major problems and issues in the world; and acquire

a variety of useful vocational skills. Geography offers flexibility and can lead to a

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wide range of careers in fields such as:

International Development Non-Governmental Organisations

Local Government Civil Engineering

Town and Transport Planning Surveying

Environmental Auditing Law

Banking and Commerce Education

Cartography Travel, Tourism and Leisure Sectors

Seismology Relief/Aid Work

Agriculture and Horticulture and a wide variety of other industries

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HISTORY

'Life must be lived forward, but it can only be understood backward'. - Søren Kierkegaard

'Journalism is merely history's first draft.' - Geoffrey C. Ward

‘History does not repeat itself except in the minds of those who do not know history’- Kahlil

Gibran

INTRODUCTION

There are lots of good stories in History but the subject is not about learning the

‘received version’ of our past. There are facts, but which do we select as significant?

There are events, but how do we interpret them?

The way we think of our history strongly influences how we view our own world. It is

an essential subject - sometimes subversive, often enlightening, endlessly fascinating,

and always challenging. This IBDP History course helps students develop

international perspectives, a greater appreciation of global issues and a greater

understanding of other viewpoints.

International Relations are at the centre of the course, because the actions of sovereign

states and their leaders have had a profound effect on our world. However,

economics, human psychology, social behaviour, culture, thought and religion and a

host of other areas are also involved in studying history, as we try to understand

events in the past, those taking place today or anticipate what the future might be like.

The subject is truly international and is an ideal subject for study in the last two years

at an international school. Students learn of the problems faced by their own and other

countries. There is great emphasis on discussion of different views. History also

develops a good understanding of the events, personalities and factors that have

created the modern world. It provides a critical grounding in international affairs.

Course Content

The engaging and stimulating IBDP History Standard and Higher Level curriculum

will cover options from a variety of World History topics from the 20th century

including those listed below: (1) the Causes, Practices and Effects of Wars; (2) the Rise

and Rule of Dictators and Single Party States and (3) The Cold War. These topics

contain detailed case studies.

Higher Level students will also study additional topics from the European regional

option including, but not limited to:

1. Imperial Russia, revolutions, emergence of Soviet State 1853-1924

2. European Diplomacy and the First World War, 1870 – 1923

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3. Interwar Years – Conflict and Cooperation, 1919 – 1939

4. The Soviet Union and Eastern Europe, 1924 - 2000

Work Method

The study of history requires commitment. You need to be interested in the subject

matter, and you need to enjoy reading widely beyond just the content included in

textbooks, discussion and argument. Other teaching methods used include role-plays,

Socratic seminars, on-line web-quests, studying video recordings and archive material,

as well as writing notes, essays, source analysis or evidence work and personal study.

ASSESSMENT

Course assessment requirements for Standard Level students include the following:

Part A - Internal Assessment - A written account of 1500 – 2000 words that is known

as the “Historical Investigation.” This challenging paper serves as a problem-solving

activity that allows the students to demonstrate application of their skills as amateur

historians and knowledge of a specific topic of interest.

Standard Level 25%

Higher Level 20%

Part B – Two Exam Papers

Paper 1 – a document-based paper set on case studies of the prescribed subject

Standard Level 30%

Higher Level 20%

Paper 2 – an essay paper based on the three 20th Century topics

Standard Level 45%

Higher Level 25%

Higher Level

Course assessment requirements for Higher Level students include both components

of the Standard Level course (Part A and Part B above).

In addition, Higher Level students will take one additional exam paper known as

Paper 3 - an essay-based paper related to their in-depth study of the additional

topics (see above under “Course Content.”)

35%

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Career Information

History at Higher Level is highly recommended for students wishing to specialize in

areas such as business, international relations, politics, journalism, law, archaeology,

museum work and archive work. It is also desirable for areas in administration that

demand extensive report writing or research - management, librarianship, public

relations and publishing for example.

The subject offers a broadening experience to your program at either Higher or

Standard Level. It provides excellent training in clear thinking, writing, research,

argument and communication and is therefore an ideal preparation for a wide range

of university courses and professions.

'History is, indeed, an argument without end'. - A.M. Schlesinger, Jr.

‘History is indeed the witness of the times, the light of truth.’ - Cicero

'History has thrust something upon me from which I cannot turn away'. – Martin Luther

King Jr.

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ITGS

This course involves the study and evaluation of the impacts of information

technology (IT) on individuals and society. It explores the advantages and

disadvantages of the access and use of digitized information. ITGS provides a

framework for students to make informed judgments and decisions about the use of IT

within social contexts.

ITGS is a Group 3 (Social Sciences) subject and thus shares methods of critical

investigation and analysis with other social sciences, it also considers social and ethical

considerations that are common to other subjects in group 3.

The material that the course covers can be diagrammatically represented as follows:

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Distinction between SL and HL

Students at standard (SL) and higher level (HL) in ITGS are presented with a syllabus

that has a common core consisting of three strands: social and ethical significance,

application to specific scenarios, and IT systems. Higher level students also study two

additional topics in the IT system strand: IT systems in organisations and robotics,

artificial intelligence and expert systems.

The HL course has an additional externally assessed component that compromises a

pre-seen case study based on a fictitious organisation.

Assessment outline

The SL course is composed of 70% external assessment in the form of two examination

papers. Paper 1 consists of structured questions which assess the three strands of the

syllabus and Paper 2 consists of an unseen article which students must write a

response to.

The HL course is composed of 80% external assessment in the form of three

examination papers. Paper 1 consists of structured questions which assess the three

strands of the syllabus: this will be longer and with different choices to the SL Paper 1.

Paper 2 consists of an unseen article which students must write a response to (exactly

the same as SL Paper 2). Paper 3 consists of questions based on a pre-seen case study.

The internal assessment component is the same for both papers. Students are required

to produce a project . The weighting is different however: SL 30% and HL 20%. The

requirement of the project is to develop an original IT solution to a real problem for a

specified client. Students should undertake a challenging task using advanced

techniques to demonstrate their practical IT and project management skills.

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GROUP 4

EXPERIMENTAL

SCIENCES

Biology

Chemistry

Physics

Environmental Systems and Societies

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EXPERIMENTAL

SCIENCES INTRODUCTION

The subjects on offer for study in the Group 4 Experimental Sciences are Physics,

Chemistry, and Biology at both the Higher and Standard Levels. In addition in August

2011 the science department introduced a fourth Experimental Science, Environmental

Systems and Societies. This subject is only available at Standard Level. All students

doing the full IB Diploma program must do at least one of the subjects mentioned.

Through studying any of the Group 4 subjects, students should become aware of how

scientists work and communicate with each other. While the “scientific method” may

take on a wide variety of forms, it will generally involve the formation, testing and

modification of hypotheses through observation and measurement, under the

controlled conditions of an experiment. It is this approach, along with the falsifiability

of scientific hypotheses that distinguishes the Experimental Sciences from other

disciplines and characterizes each of the subjects of Group 4.

AIMS

The aims enable students, through the overarching theme of the Nature of science, to:

1. appreciate scientific study and creativity within a global context through

stimulating and challenging opportunities

2. acquire a body of knowledge, methods and techniques that characterize science

and technology

3. apply and use a body of knowledge, methods and techniques that characterize

science and technology

4. develop an ability to analyse, evaluate and synthesize scientific information

5. develop a critical awareness of the need for, and the value of, effective

collaboration and communication during scientific activities

6. develop experimental and investigative scientific skills including the use of

current technologies

7. develop and apply 21st-century communication skills in the study of science

8. become critically aware, as global citizens, of the ethical implications of using

science and technology

9. develop an appreciation of the possibilities and limitations of science and

technology

10. develop an understanding of the relationships between scientific disciplines

and their influence on other areas of knowledge.

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Science is that body of knowledge that is concerned first with describing and

explaining the nature of the universe and the changes that occur in it, and then making

predictions based upon that information and testing them. Technology is the human

activity that provides material inventions or substances or processes that are of use to

humanity for its survival, health, comfort or enjoyment. Science is concerned with

obtaining basic knowledge; technology then uses scientific discoveries to develop

products or processes of use to people. Technology in many ways is applied science.

It is important that students bring a certain ragamuffin, barefoot irreverence to their

studies; they are not here to worship what is known, but to question it.

Jacob Bronowski

A common curriculum model applies to the Group 4 subjects Biology, Chemistry and

Physics. A core of material is studied in both the Higher Level and Standard Level

courses, and this is supplemented by the study of one option. Higher Level students

also study Additional Higher Level (AHL) material. Higher Level students are

required to spend 60 hours and SL students 40 hours, on practical/investigative work.

All students are required to do the Group 4 Project within this time allocation.

Standard Level (SL)

Total teaching hours 150 hours

Subject Specific Core 95 hours

Option 15 hours

Investigations and Group 4 Project 40 hours

Higher Level (HL)


Subject Specific Core 95 hours

Additional higher level 60 hours

Option 25 hours

Investigations and Group 4 Project 60 hours

Environmental Systems and Societies has a slightly different curriculum model.

Standard Level (SL) only


Subject specific core 120 hours

Investigations 30 hours

http://www.brainyquote.com/quotes/quotes/j/jacobbrono106385.html

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ASSESSMENT Biology, Chemistry and Physics

SL assessment specifications

Assessment component Weighting

Hours Format and syllabus

coverage

Paper 1 20% 0.75 30 multiple choice questions on core material.

Paper 2 40% 1.25 Data based and short answer questions. One out of two extended response questions.*

Paper 3 20% 1 Short and extended answer questions based on the core and the option chosen. Short questions will be based on experimental techniques.

Internal assessment 20% 10 An extended investigation into a topic. This can be practical based or can use data analysis and simulations.

HL assessment specifications

Assessment component Weighting Hours Format and syllabus coverage

Paper 1 20% 1 40 multiple choice questions on core and AHL material

Paper 2 36% 2.25 Data based and short answer questions. Two out of three extended response questions.*

Paper 3 24% 1.25 Short and extended answer questions based on the core and the option chosen. Short questions will be based on experimental techniques.

Internal assessment 20% 10 An extended investigation into a topic. This can be practical based or can use data analysis and simulations.

* In both Chemistry and Physics there will not be a choice with regard to the extended

response questions.

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The assessment for Environmental Systems and Societies is as follows.

Assessment

Component

Weighting Hours Format and syllabus coverage

Paper 1

30%

1 hour

Paper 1 is made up of short-answer and data

based questions.

Paper 2

50%

2 hours

Paper 2 consists of two sections, A and B.

In section A, students are provided with a

range of data in a variety of forms relating to

a specific case study. Students are required

to make reasoned and balanced judgements

by analysing this data.

In section B, students are required to answer

two structured essay questions from a choice

of four.

Internal

assessment

20%

30 hours

The internally assessed and externally

moderated coursework.

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BIOLOGY

Biology is offered as an elective subject in Group 4.

There are four basic biological concepts that run as themes throughout the IB Biology

programme. These themes should be regarded as unifying the topics. The themes are:

• STRUCTURE AND FUNCTION

• UNIVERSALITY VERSUS DIVERSITY

• EQUILIBRIUM WITHIN SYSTEMS

• EVOLUTION

It is hoped that students will acquire both a body of facts and at the same time develop

a broad, general understanding of the principles of the subject.

Standard Level and Higher Level

Subject Specific Core (SSC) This includes topics in the following subject areas: Cell

Biology; Molecular Biology; Genetics; Ecology; Evolution and Biodiversity; Human

Physiology.

Additional Higher Level Material (AHL)

Students will study the following topics in greater depth: Nucleic acids;

Metabolism, cell respiration and photosynthesis; Plant biology; Genetics and

evolution; Animal physiology.

Options Students study one option chosen from the following: Neurobiology and

behavior; Biotechnology and bioinformatics; Ecology and conservation; Human

physiology. Standard level students will study an option for 15 hours whilst higher

level students will study an option for 25 hours.

Practical Work

At both Standard Level and Higher Level, students engage in a range of practical

activities. Students are assessed in a number of skill areas and their marks

contribute to their final result.

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CHEMISTRY

Chemistry will also be offered as an elective subject in Group 6.

INTRODUCTION

Chemistry is called the central science as chemical principles underpin both the

physical environment in which we live and all biological systems. Some students

study Chemistry because it is necessary for the professional training they will

undertake in order to follow their chosen careers. However, Chemistry is intimately

involved in everything we do or touch. The food we eat is grown with chemical

fertilisers and pesticides, is preserved with chemicals and is made more attractive

looking or more tasty by using chemical additives. The clothes we wear are frequently

manufactured from synthetic fibres. Cosmetics, household products, paints, computer

chips, polymers, pharmaceuticals, and fuels are all important for everyday comfort.

Also, as citizens we are sometimes required to make political decisions about

controversial issues involving chemistry. A study of chemistry helps us understand

these issues better.

Course Content:


Subject Specific Core This includes topics in the following subject areas: Stoichiometric

relationships; Atomic structure; Periodicity; Chemical bonding and structure;

Energetics/thermochemistry; Chemical kinetics; Equilibrium; Acids and bases; Redox

processes; Organic chemistry; Measurement and data processing.


Students will study the following topics in greater detail: Atomic Structure, The

periodic table-transition metals; Chemical bonding and structure,

Energetics/thermochemistry; Chemical kinetics; Equilibrium; Acids and bases; Redox

processes; Organic chemistry; Measurement and analysis.

Options Students study one option chosen from the following: Materials;

Biochemistry; Energy; Medicinal chemistry. Standard level students will study an

option for 15 hours whilst higher-level students will study an option for 25 hours.

Practical Work




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PHYSICS

Physics is offered as an elective subject in Group 4.

Physics is the most fundamental of the Experimental Sciences as it seeks to explain the

universe itself through the study of the behaviour of matter. Physics courses for the IB

involve three themes that are woven into the fabric of the curriculum:

• THE LAWS OF PHYSICS

• EXPERIMENTAL SKILLS

• SOCIAL AND HISTORICAL ASPECTS OF PHYSICS AS AN EVOLVING

BODY OF KNOWLEDGE ABOUT NATURE.


Subject Specific Core This includes topics in the following subject areas: Measurements

and uncertainties; Mechanics; Thermal physics; Waves; Electricity and

electromagnetism; Circular motion and gravitation; Atomic, nuclear and particle

physics; Energy production.


Students will study the following topics in greater depth: Wave phenomena; Fields;

Electromagnetic induction; Quantum and nuclear physics.

Options Students study one option chosen from the following: Relativity; Engineering

physics; Imaging; Astrophysics.

Practical Work




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ENVIRONMENTAL SYSTEMS

AND SOCIETIES

Environmental Systems and Societies is offered as an elective subject in Group 4.

The systems approach is central to the course. The very nature of environmental

issues demands an holistic treatment. In reality, an environmental system functions as

a whole. The approach emphasizes the similarities between the ways in which matter,

energy and information flow.

Students must develop an holistic appreciation of the complexities of environmental

issues, in which the interaction between environmental systems and societies is

central.

The course requires the study of environmental systems and societies at a range of

scales from local to global, but the teaching of the course should be firmly rooted in

the local environment. Students will gain an appreciation of the nature of the

international dimension, since the resolution of the major environmental issues rests

heavily upon international relationships and agreements.

The syllabus components are common for all students.

Topic 1: Systems and models

Topic 2: The ecosystem

Topic 3: Human population, carrying capacity and resource use

Topic 4: Conservation and biodiversity

Topic 5: Pollution management

Topic 6: The issue of global warming

Topic 7: Environmental value systems

The most important aspect of the environmental systems and societies course is hands-

on work in the laboratory and/or out in the field. The syllabus directly requires the use

of field work techniques and many components can only be covered effectively

through this approach.

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Careers Information for the Sciences

For students wishing to specialize in any of the Sciences it is

highly recommended that they choose two from Chemistry,

Physics, or Biology at the Higher Level. Students wishing to

take HL Physics must attain a high level in Mathematics in the

MYP or equivalent examination. Higher Levels in the

appropriate subjects should also be selected if Engineering,

Pharmacy, Medicine-related or similar careers are to be

pursued. Individual advice is available from the various

subject teachers to whom students should refer.

All students must study at least one Group 4 subject.

Following two sciences at either HL or SL provides a strong scientific or technological

dimension to student’s programme, which is attractive to a wide range of professions.

Physics

Physics is a prerequisite for many tertiary courses including medicine, radiology,

dentistry, aeronautical science, engineering, avionics, architecture, surveying,

astronomy and metallurgy. It is also a prerequisite to become a commercial or a

defence-force pilot.

Chemistry

Apart from being a subject worthy of study in its own right, chemistry is a prerequisite

for many courses in higher education, such as medicine, pharmacy, veterinary science,

dentistry, food science, some forms of engineering and environmental science. There

are also interdisciplinary science careers such as biochemistry and geochemistry that

require a good background in chemistry.

Biology

North American, European and Australian universities require Physics and Chemistry

at the Higher Level plus evidence that they have taken Biology during the years

leading up to the IBDP or equivalent course.

Environmental Systems and Societies

This subject will be invaluable to those students wishing to follow a course of studies

in an Environment related field. It will complement many other areas of study where

knowledge of the Physical Sciences is not a pre-requisite.

‘Science is the attempt

to make the chaotic

diversity of our sense-

experience correspond

to a logically uniform

system of thought.’

Albert Einstein

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GROUP 5

MATHEMATICS

Mathematics Higher Level

Mathematics Standard Level

Mathematical Studies Standard Level

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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: 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 provides a clear and sufficient rationale for making the study of this subject

compulsory within the Diploma Programme.

There are three courses in Mathematics on offer. 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:

• Their own abilities in Mathematics and the type of Mathematics in which

they can be successful

• Their own interest in Mathematics

• Their other choices of subjects within the framework of the DP

• Their academic plans, in particular the subjects they wish to study in future

• Their choice of career

Mathematical Equipment

All IBDP students are required to have their own Graphical Display Calculator (GDC)

for use in examinations. We recommend the TI84+ or TI84+ Silver Edition from Texas

Instruments. Some GDC’s are not permitted in IBDP examinations. If you wish to

purchase a different calculator please check with us first that it is appropriate.

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Mathematical Studies SL

This course caters for students with varied backgrounds and abilities. More

specifically, it is designed to build confidence and encourage an appreciation of

Mathematics in students who do not anticipate a need for Mathematics in their future

studies. Students taking this course need to be already equipped with fundamental

skills and a rudimentary knowledge of basic processes. The course concentrates on

Mathematics that can be applied to contexts related as far as possible to other subjects

being studied, to common real-world occurrences and to topics that relate to home,

work and leisure situations.

Mathematics SL

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.

Mathematics HL

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.

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Mathematical Studies SL - Course Outline

The course concentrates on Mathematics that can be applied to contexts related as far

as possible to other subjects being studied, to common real-world occurrences and to

topics that relate to home, work and leisure situations. The course includes project

work: students must produce a project, a piece of written work based on personal

research, guided and supervised by the teacher. The project provides an opportunity

for students to carry out a mathematical investigation in the context of another course

being studied, a hobby or interest of their choice using skills learned before and

during the course. This process allows students to ask their own questions about

Mathematics and to take responsibility for a part of their own course of studies in

Mathematics. The students most likely to select this course are those whose main

interests lie outside the field of Mathematics. All parts of the syllabus have therefore

been carefully selected to ensure that an approach starting with first principles can be

used. As a consequence, students can use their own inherent, logical thinking skills

and do not need to rely on standard algorithms and remembered formulae. Students

likely to need Mathematics for the achievement of further qualifications should be

advised to consider an alternative Mathematics course.

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The topics are:

• Introduction to the Graphic Display Calculator

• Number and Algebra

• Sets, Logic and Probability

• Functions

• Geometry and Trigonometry

• Statistics

• Introductory Differential Calculus

• Financial Mathematics

The Internal Assessment (coursework) consists of a 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.

ASSESSMENT - Mathematical Studies SL

External Assessment 3 hours 80%

Paper 1 1 hr 30 mins 40%

15 compulsory short-response questions based on the whole syllabus

Paper 2 1 hr 30 mins 40%

6 compulsory extended-response questions based on the whole syllabus

Internal Assessment

Project 20%

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.

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Mathematics SL - Course Outline

This course focuses on introducing important mathematical concepts through the

development of mathematical techniques. The intention is to introduce students to

these concepts in a comprehensible and coherent way, rather than insisting on

mathematical rigour. Students should wherever possible apply the mathematical

knowledge they have acquired to solve realistic problems set in an appropriate

context. The internally assessed component, the exploration, offers students a

framework for developing independence in their mathematical learning. Students are

encouraged to take a considered approach to various mathematical activities and to

explore different mathematical ideas. The exploration also allows students to work

without the time constraints of a written examination and to develop the skills they

need for communicating mathematical ideas.

The topics are:

• Algebra

• Functions and Equations

• Circular Functions and Trigonometry

• Matrices

• Vectors

• Statistics and Probability

• Calculus

The Internal Assessment (Coursework) consists of a mathematical exploration. This is

a short report written by the student based on a topic chosen by them focusing on the

Mathematics of that particular area.

ASSESSMENT Standard Level

External Assessment 3hrs 80%

Paper 1 1hr 30 min 40%

No calculator allowed

Section A 20%

Compulsory short-response questions based on the whole syllabus

Section B 20%

Compulsory extended-response questions based on the whole syllabus

Paper 2 1hr 30 min 40%

Graphic display calculator (GDC) required

Section A 20%


Section B 20%


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Internal Assessment

Mathematical exploration 20%

This is a report written by the student based on a topic chosen by them and should

focus on the Mathematics of that particular area. Students can choose from a wide

variety of activities, for example modeling, investigations and applications of

Mathematics. The final written report should approximately 6 to 12 pages long. It can

be either word processed or hand written. This exploration will be introduced

towards the end of Grade 11. The report should include a detailed bibliography, and

sources need to be referenced in line with IB academic honesty policy.

The mathematical exploration is internally assessed by the teacher and externally

moderated by the IBO. Procedures are provided in the Vade Mecum.

Mathematics HL - Course Outline

Students embarking on this course should expect to develop insight into mathematical

form and structure, and should be intellectually equipped to appreciate the links

between concepts in different topic areas. The internally assessed component, the

exploration, offers students the opportunity for developing independence in their

mathematical learning. Students are encouraged to take a considered approach to

various mathematical activities and to explore different mathematical ideas. The

exploration also allows students to work without the time constraints of a written

examination and to develop skills in communicating mathematical ideas.

This course is a demanding one, requiring students to study a broad range of

mathematical topics through a number of different approaches and to varying degrees

of depth. Students wishing to study Mathematics in a less rigorous environment

should therefore opt for one of the Standard Level courses, Mathematics SL or

Mathematical Studies SL.

The core topics are:

• Algebra

• Functions and Equations

• Circular Functions and Trigonometry

• Matrices

• Vectors


• Calculus

In addition students will study one of the following option topics:


• Sets, Relations and Groups

• Series and Differential Equations

• Discrete Mathematics

Internal Assessment

The Internal Assessment (Coursework) consists of a mathematical exploration. This is

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a short report written by the student based on a topic chosen by them focusing on the

Mathematics of that particular area.

ASSESSMENT Higher Level

External Assessment 5hrs 80%

Paper 1 2hrs 30%

No calculator allowed

Section A 15%


Section B 15%


Paper 2 2hrs 30%


Section A 15%

Compulsory short-response questions based on the whole compulsory syllabus

Section B 15%

Compulsory extended-response questions based on the whole compulsory syllabus

Paper 3 1hrs 20%


Extended-response questions based mainly on the syllabus option

Internal Assessment

Mathematical exploration 20%

This is a short report written by the student based on a topic chosen by them and

should focus on the Mathematics of that particular area. Students can choose from a

wide variety of activities, for example modeling, investigations and applications of

Mathematics. The final written report should approximately 6 to 12 pages long. It can

be either word processed or hand written. The Mathematics used within the project

must be at an appropriate level (Higher Level or beyond). The report should include a

detailed bibliography, and sources need to be referenced in line with IB academic

honesty policy. The mathematical exploration is internally assessed by the teacher and

externally moderated by the IB.

93


94


GROUP 6

THE ARTS

Theatre Arts

Visual Arts

Music

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THEATRE ARTS

Course Content The newly introduced Theatre Arts course is a practical, investigative course that

requires students to engage with the rich and varied subject of theatre arts in the

following practical ways.

In addition, students are required to look at these practical tasks through three specfic

lenses (below) that allow for in-depth research and focused development of skills.

Throughout the course the students keep a Journal, this is maintained on the students

school blog, the ePortfolio. The Journal is the record of their own artistic development,

including assignments, ideas, processes. The online format allows students to work

with any media: work with pen and paper can be photographed and uploaded,

videos, audio recordings or typed work can be shared. Students are encouraged to

look at and learn from each other’ blogs.

As a lifelong learner, the teacher is encouraged to choose to investigate areas of theatre

arts that are unfamiliar to him or her, and to collaboratively engage with they study

with his or her students.

WORKING

WITH PLAY

TEXTS

COLLABORATIVELY

CREATING

THEATRE

EXAMINING

WORLD

THEATRE

TRADITIONS

CREATING

THEATRE BASED

ON THEORY (HL

ONLY)

THEATRE

IN

CONTEXT

THEATRE

PROCESSES

PRESENTING

THEATRE

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Course Assessment

Each practical way of studying the art of theatre leads to an assessment that is done

over the course of the two years of study. There are no final exams.

One assessment (two for HL Students) includes a compulsory performance element,

although the final evidence for assessment is drawn from the written reports that

accompany the performance. The performance is not directly assessed.

WORKING WITH

PLAY TEXTS

THEATRE IN CONTEXT

PRESENTING

THEATRE

THEATRE PROCESSES

DIRECTOR’S

NOTEBOOK

COLLABORATIVELY

CREATING THEATRE

COLLABORATIVE

THEATRE

PROJECT

EXAMINING WORLD

THEATRE

TRADITIONS

RESEARCH

PRESENTATION

CREATING THEATRE

BASED ON THEORY

(HL ONLY)

SOLO SHOW and

REPORT

Each assessment is equally weighted.

The Director’s Notebook is part scrapbook, part rehearsal diary, part mood

board. It is a 20-page document outlining their idea for a production of a

published play.

The Collaborative Theatre Project is the student’s group work to create a piece

of theatre based on the work of a theatre company that they study. They submit

a video, and a 15 page process portfolio.

The Research Presentation is a 15-minute presentation on a world theatre

tradition that they have not previously studies. It must include demonstrations

and practical applications of the tradition.

The Solo Show (for HL Students only) is a 4-6 Minute solo play inspired by the

work of a Solo Artist or Theatre Theorist. It is accompanied by a 3,000 word

report.

Is Theatre Arts for me?

Engagement with any Art is an enriching experience that increases any students’

emotional intelligence. Theatre is a forum where we can test our emotional responses

and watch interactions take place. It allows us to learn about human behaviour and

become truly international students.

97


On a practical level, study and participation in theatre improves personal confidence

and communication skills. In later life, students will have improved public speaking

skills, and interpersonal skills.

The subject can be taken without any prior study.

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VISUAL ARTS

Course Overview The IB Diploma Visual Arts Course combines building technical skill, developing an understanding of the relationship between artist and public; and increasing critical faculties. It is a course that combines discipline and self-expression. The aims of the Visual Arts course are

• To encourage students to challenge their own cultural expectations and boundaries

• To develop analytical skills in problem solving • To work towards technical proficiency and confidence in making Art • To engage in, experiment with and critically reflect upon a wide range of

contemporary practices and media • To become critically informed makers and consumers of visual culture

Course Assessment

Comparative Study

(External) 20%

Process Portfolio

(External) 40%

Exhibition

(Internal) 40%

SL

10-15 screens.

Comparison and

analysis of artists

8-18 Screens of

experimentation,

manipulation and

refinement of art

practice.

4-7 works

selected for

exhibition with

curatorial text.

HL

10-15 screens.

Comparison and

analysis of artists. 3-

5 screens of how

these artists

influenced students

own work.

13-25 Screens of

experimentation,

manipulation and

refinement of art

practice.

8-11 works

selected for

exhibition with

curatorial text.

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Components

Students will choose to create a range of Artworks:

Two dimensional form (drawing, painting, printmaking and graphics)

Sculpture

Designed objects,

Site specific/ephemeral

Textiles

Time based and sequential art

Lens media (such as still, moving, montage)

Digital/screen (such as vector graphics, software generated)

Visual Art Workshops and Trips

In order to enrich students Art and Design experiences a number of extra-curricular

specialist workshops are offered over the course. These not only provide solid

grounding in certain techniques, but also allow opportunity to approach the subject

from different inspiring perspectives.

Two examples are ‘Live Figure Drawing’ where an outside model poses for intensive

drawing from observation. Digital photography is led by a professional photographer

who gives insight into possible career paths as well as providing an opportunity to

improve skills to integrate into their process and exhibition work.

Cultural trips to local art galleries are actively encouraged as a means of engaging

with artwork first hand. Students are required to respond to artists and artwork of

choice which they must have personally observed, using a range of appropriate

research techniques as part of their

assessment.

Is Visual Arts for me?

Engagement with any Art is an enriching

experience that increases any students’

emotional intelligence. Visual Arts is a

specialised subject that requires a

significant interest in the Art form, and is

the continuation of skills that have been

developed during the Middle Years

Programme.

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MUSIC

The aims of the IBDP Music Programme are to enable students to:

Enjoy lifelong engagement with music

Become informed, reflective and critical practitioners of music

Understand the dynamic and changing nature of music

Explore and value the diversity and changing nature of the arts across time, place

and cultures

Express ideas with confidence and competence

Develop perceptual and analytical skills

Develop their knowledge and potential as musicians both personally and

collaboratively

What activities will students carry out to achieve the aims of the IBDP music

programme?

Students will:

Engage with music from different times, places and cultures

Critically appraise music and use appropriate musical terminology

Develop techniques for comparative analysis

Develop investigative and thinking skills

Learn to create music

Learn to perform music

Work both independently and collaboratively

Develop reflection techniques for monitoring their work over time.

101


102


INTERNAL ASSESSMENT FOR IB MUSIC

Components %

SL students choose

between creating

and performance

Details of assessment

CREATING

Choose from:

Composing

Music

technology

composing

Arranging

Improvising

* SL 50%

HL 25%

SL - 2 pieces of course work with recording and

written work

HL - same as above but 3 pieces of course work

SOLO

PERFORMA

NCE

* SL 50%

HL 25%

SL - A recording selected from pieces presented

during one or more public performances - 15 mins

HL - same as above but 20 mins

EXTERNAL ASSESSMENT FOR IB MUSIC

Components % Details of assessment

Listening

paper

30% - External

exam

Students will analyse, examine and compare and

contrast aspects of the prescribed work.

Students will analyse and examine extracts from

western art music

Students will analyse and examine extracts from

jazz, pop or world music

(HL only will compare and contrast two western art

music extracts)

Musical Links

Investigation

20% Externally

assessed

A written media script of no more than 2000 words

investigating the significant musical links between

two or more pieces from distinct musical cultures

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THE IBDP CORE

CAS

TOK

THE EXTENDED ESSAY

104


C A S – Creativity, Action and Service

CREATIVITY

Student Newspaper Amnesty Survival Cookery Theatre visits

ACTION

Girls’ soccer team Trekking in the Western Ghats Running a marathon!

SERVICE

Building playgrounds for Working at a food Play scheme at a Refugee Camp

our local community kitchen

BIS CHRONICLE

B I S L I F E

On a Friday and Saturday afternoon in a wonderfully warm

early September BIS hosted around 30 participants from the

International School of Augsburg, the European School of

Munich and the Spinelli European School of Turin in what

turned out to be a very exciting first ever DeBav competition

for the eager BIS debaters.

In association with Amnesty International, and debating

topics pertaining to Human Rights, students competed for 7-

hours to determine who would be selected for the final

showcase. BIS once again dominated proceedings, providing

4 of the 8 of those on stage in the auditorium to discuss

foreign intervention in Syria before a watchful group of their

peers. Organiser Maya Morsli was absolutely spot on in

determining that "the best thing about this weekend was the

culture of constructive feedback for one another" but was

happy to add that "it was great to see the likes of Jonny

[White] and Yannick [Geyer] work so well together to defeat a

very strong team from the European School..." hosts of the

widely renowned MUNoM competition.

One of the leaders of the organising team, and a veteran of

debating success in recent years, Jana Tauschinski

commented upon the BIS community coming together to

facilitate an event, and was quick to thank the Naeve and

Trent families for hosting our Italian guests in particular.

"What really surprised me..." Jana added, "... was the number

of people willing to help out, be around, and show support".

Mr Monaghan and a number of staff came to support the

students in this event. We thank Mrs Geyer, Mrs Morsli for

joining the jury for Friday and Saturday; the humanities

department of BIS for the use of their rooms, and the help of

Ms. Aigner for the use of the building over the weekend.

If anyone is interested in finding out more about the

weekend, or to look a comprehensive range of photographs

of the weekend, then they are encouraged to visit the school

intranet (http:/ / www.bis-school.com/ page.cfm?p=671).

In the words of the debater of the tournament, BIS' Jonas le

Thierry, "debating is not just a fun competition, it helps us

learn how to argue, and then how to write better essays".

What better endorsement for verbal pugilism than the notion

that it provides an entertaining learning opportunity.

With thanks to all,

Richard Royal

Providing news, local and abroad!

Global Issues

Network

Learn about

current

global issues

and the

newly formed

BIS Group

‘GIN ’

Page 2

BIS Sports -

Fall

Check out the

current

sporting

activities

going on

around the

school

Page 3

A Summer

Program

experience at

Standford

Learn about

what it is like to

participate in a

summer

program

Page 8

Elections

Learn about how

the elections that

have just taken

place work and

what the

different political

parties

represent.

Page 4

Teacher

Feature

Learn more

about 2 new

teachers to this

school,

including Ms.

Ibrahim and Mr

Duke

Page 5

Dance ‘Til

You Drop

Read about

what it is like

to take part in

a performing

arts summer

program

Page 7

The Monthly Newspaper October 2013

The BIS CHRONICLE is an independent newspaper. The opinions expressed here

in no way reflect those of the administration of the Bavarian International School.

Travel

writing

Read about

what it is like

to travel

Yerevan and

Sevan,

Armenia

Page 6

Don’t Say A

Word

Get to know

the new BIS

Librarian

better silently

Page 9

Opinions

Read our

opinions on

current

technology or

releases

Page 10 & 11

A Farewell

Read our

former Editor

in chiefs

farewell note

to us all as he

has now

departed BIS

Page 12

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C A S

Creativity, Action and Service are at the heart of the Diploma Programme. It is one of

the three essential elements in every student’s Diploma Programme experience. It

involves students in a range of activities alongside their academic studies throughout

the two years. Students must be engaged in sustained CAS activities over the whole of

the IBDP programme, although it is understood that students will adjust (not cease)

their commitments in the busier periods of coursework submission and revision in

Grade 12. A CAS profile will need to remain well balanced between the three strands

of CAS, and which are often interwoven with particular activities. In accordance with

IBDP guidelines, CAS is no longer ‘hours’ based, thus emphasizing the need for

quality rather than quantity but nevertheless ongoing until the end of the February

that students take their Diploma exams. The CAS portfolio is evidenced and reflected

upon in our online tracking system ManageBac.

Creativity – so what is this?

This should be interpreted as imaginatively as possible to cover a wide range of arts

and other activities such as music/dance lessons & performance, as well as creativity in

designing and implementing service projects. It is the student’s own work, not

something someone else will do. If there is no imagination involved, it is probably not

creative. If the student is following someone else’s creations, then it is not creative; it is

learning a skill. “Creativity is inventing, experimenting, growing, taking risks, breaking

rules, making mistakes, and having fun. Examples at BIS of Creativity include: Dance and

Music (Instrument & Singing Lessons, School Choir or Band, etc.); Leadership (Model

United Nations, Amnesty International, Student Council, Yearbook etc.); Arts (After

School Art Club, Fashion Show, learning a new language etc..) but students can and

should explore opportunities outside of school too.

Action

This involves physical exertion contributing to a healthy lifestyle, complementing

academic work elsewhere in the Diploma Programme. This could include sports,

hiking, building playgrounds, yoga, dance, working on an environmental project..

Action is not going to a club meeting and sitting in the corner watching the clock.

Action implies movement. It involves participation beyond the discussion level. The

students ‘do’ something. Examples at BIS of Action-based activities include: team

sports (such as football, basketball or volleyball); individual sports (such as tennis,

swimming, biking), or personal fitness training designed by you and your trainer.

Service

Service learning is at the very heart of the BIS community. All things that nurture and

enrich our community - be it our school, our village of Haimhausen or our global

106


community – belong to the service element. It entails an unpaid and voluntary

exchange that fulfills a need but also has a learning benefit for the student. The rights,

dignity and autonomy of all those involved are respected. It entails contributing to the

local, national, or worldwide community in an effort to make life better for others,

especially those who are disadvantaged. It means the students meet a need in the

community at large and enrich and support it.

A portion of this service time for the student should involve “deep service” and this

means direct one-to-one giving to individuals or organizations who are in need. Deep

service is a critical component of the BIS CAS program as are the reflections students

undertake on this and all of their learning in their CAS activities.

Examples of service at BIS include the following: the Dachau Food Kitchen, Dachau

Refugee Camp, working with people with mental disability at Schoenbrunn, teaching

English to local children at their after-school club as well as World Challenge and

service trips.

Reflection

The CAS programme aims to develop students who are:

reflective thinkers who understand their owns strengths and limitations,

identify goals and devise strategies for personal growth

willing to accept new challenges and new roles

aware of themselves as members of communities with responsibilities towards

each other and the environment

active participants in sustained, collaborative projects

balanced - they enjoy and find significance in a range of activities involving

intellectual, physical, creative and emotional experiences.

For personal development to occur, CAS should involve:

• real, purposeful activities, with significant outcomes

• personal challenge - tasks must extend the student and be achievable in scope

thoughtful consideration, such as planning, reviewing progress, reporting and

reflection on outcomes and personal learning.

All proposed CAS activities need to meet these four criteria. It is also essential that

they do not replicate other parts of your Diploma Programme work.

Learning Outcomes

CAS students work towards meeting eight learning outcomes over the course of the

programme. As a result of their CAS experience as a whole, including their

reflections, there should be evidence that students have:

increased their awareness of their own strengths and areas of growth

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They are able to see themselves as individuals with various skills and abilities,

some more developed than others, and understand that they can make choices

about how they wish to move forward.

undertaken new challenges

A new challenge may be an unfamiliar activity, or an extension to an existing

one.

planned and initiated activities

Planning and initiation will often be in collaboration with others. It can be

shown in activities that are part of larger projects, for example, ongoing school

activities in the local community, as well as in small student-led activities.

worked collaboratively with others

Collaboration can be shown in many different activities, such as team sports,

playing music in a band, or helping in a kindergarten class. At least one project,

involving collaboration and the integration of at least two of creativity, action

and service, is required.

shown perseverance and commitment in their activities

At a minimum, this implies attending regularly and accepting a share of the

responsibility for dealing with problems that arise in the course of activities.

engaged with issues of global importance

Students may be involved in international projects but there are many global

issues that can be acted upon locally & nationally (example -environmental

concerns, caring for the elderly).

considered the ethical implications of their actions

Ethical decisions arise in almost any CAS activity (for example, on the sports

field, in musical composition, in relationships with others involved in service

activities). Evidence of thinking about ethical issues can be shown in various

ways, including journal entries and conversations with CAS advisors.

developed new skills

As with new challenges,

new skills may be shown

in activities that the

student has not previously

undertaken, or in

increased expertise in an

established area.

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Evidence

Evidence of all eight outcomes must be present for a student to complete the CAS

requirement. Some may be demonstrated many times, in a variety of activities, but

completion requires only that there is some evidence for every outcome.

CAS students will use ManageBac to document all of their reflections and learning

outcomes and this makes the reflections quite straightforward.

The focus on learning outcomes emphasizes that it is the quality of a CAS activity (its

contribution to the student’s development) that is of most importance. The guidelines

for the minimum amount of CAS activity is the equivalent of half a day per school

week (three or four hours per week), or approximately 150 hours in total, with a

reasonable balance creativity, action and service and its emphasis is on quality and

less on quantity.

Since CAS is a subject like any other it is a curriculum expectation that you maintain

your reflections on ManageBac. Noncompliance with this requirement can affect your

eligibility to receive academic awards and even your ownership of an Exeat.

CAS enables students to enhance their personal and interpersonal development

through experiential learning. At the same time, it provides an important

counterbalance to the academic pressures of the rest of the Diploma Programme. A

good CAS programme should be both challenging and enjoyable, a personal journey

of self-discovery. Each student will have a different starting point, and therefore

different goals and needs but ideally a student will all have experiences that are

profound and life-changing.

For further information, please consult the CAS Coordinator, Ms Henrietta Letschert

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EXTENDED ESSAY AND

THEORY OF KNOWLEDGE

EXTENDED ESSAY:

The purpose of this essay is to develop skills in the methods of critical research. You

will choose one of your subjects, most usefully the one you will study at university,

and select a topic for research. With the help of a teacher supervisor you will work

over several months to produce an essay of a maximum of four thousand words. Past

experience has shown that the majority of students derive intense satisfaction from the

completion of a very thorough, personal piece of work.

The title is usually chosen at the beginning of the third term of the course, in Grade 11,

and the final essay handed in in the first term in Grade 12. Keeping to the deadlines of

the Extended Essay timeline is one of the most important factors for success in the

Diploma.

EXTENDED ESSAY ASSESSMENT:

The Extended Essay is graded out of 36 points. Points are awarded for Research

Questions, Introduction, Investigation, Knowledge and Understanding, Reasoned

Argument, Analysis and Evaluation, Use of Subject Language, Conclusion, Format,

Presentation, Abstract and Holistic Judgment.

Failure to complete an Extended Essay will exclude a student from the award of the Diploma.

UNIVERSITYAPPLICATIONS

When writing an application letter or personal statement to a university be sure to

make reference to the value of this essay to you in terms of developing you as an

independent learner. Where the essay is directly relevant to the course you are

applying for or where it was simply an exploration that igniting your interest

university admission boards like to hear about it.

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THEORY OF KNOWLEDGE:

The IB placed Theory of Knowledge (TOK) at the heart of the Diploma Programme for

two main reasons:

To create a course that would challenge students to see the world from

multiple perspectives without clinging to singular dogmas

To develop a student’s powers of critical thinking and reasoning.

To accomplish this a course was built that was designed to

evaluate the “claims” that other subjects, the media, opinion

groups etc. present to us by reviewing the processes by

which these “claims” have emerged as “knowledge”. It is the

job of TOK to examine the basis for these first order claims

by looking at second order claims about how knowledge is

acquired, in the various disciplines, in the first place.

It evaluates the role that reason, emotion, imagination,

memories, intuition, sensory input, language and even faith play in the acquisition of

the data that we have built into our frameworks of knowledge.

It is a dynamic and intellectually challenging course that often results in much

discussion and debate. It is a fantastic course to teach and participate in as we all grow

to be more knowledgeable and discerning.

The content of the Theory of Knowledge course includes the following:

• How language facilitates the transfer of knowledge and yet can hinder the way

we think

• Whether Mathematics as a system of knowledge was eternally true and

discovered or is merely an abstraction and invented.

• The problems of how our own views of the world (paradigms ) hinder us from

acquiring new (or even accepting ancient) knowledge

• Whether, through the interference of emotions, we can ever get a truly objective

awareness of our historical past.

• Whether there is a definitive set of ethical reasonings

As part of the course students should:

• Be aware that there are different ways of knowing things.

• Appreciate there is a process by which consensus of knowledge grows.

• Recognize that different disciplines are addressing different types of

knowledge.

• Reflect on what they themselves, as individuals, claim to know.

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• Spot in everyday situations where TOK tools can be usefully applied to

evaluate knowledge claims.

TOK ASSESSMENT:

TOK is assessed by two very different activities:

1. A 10 minute presentation about one real life situation and the knowledge

question that it raises and the how (using the various TOK tools) we can

understand the range of perspectives that it presents.

2. A 1200-1600 word essay about one knowledge question and all related

knowledge questions (and real life situations it impacts on) that it generates.

In both cases the assessment is principally focused on the ability to draw out

Knowledge Questions regarding the issue at hand. Knowledge Questions are open

ended questions about how we acquire knowledge that occur in several diverse fields

of study. Students will use the TOK tools in unpicking the issues, exploring the

various perspectives held and expressing the implications of the conclusions that they

reach. To that end an important skill they need to develop is the ability to build strong

arguments and to express oneself clearly.

TOK will run for most of Grades 11 and 12 comprising a fortnightly lecture and two

further weekly spin off sessions. Completion of the TOK course is a compulsory part

of the IB and BIS Diplomas.

AWARD OF CORE POINTS TO TOK AND THE EXTENDED ESSAY

Core points are awarded to the combined standard of an IB student’s TOK and

Extended Essay. According to the quality of work produced for each, a candidate will

be awarded one of the five grades, A-E. The following matrix shows the number of

core points awarded for all possible combinations of the five grades. For example a B

and a C for the TOK and EE (in either combination) would result in two core points

added to the overall points score:

THEORY OF KNOWLEDGE

A B C D E

A +3 +3 +2 +2 F

B +3 +2 +2 +1 F

EXTENDED ESSAY C +2 +2 +1 0 F

D +2 +1 0 0 F

E F F F F F

Please note failing conditions (F or F*) exist. If a student scores:

• ‘E’ in both components he/she will automatically fail the Diploma (F)

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THE PASTORAL

PROGRAMME The BIS pastoral programme has a positive impact upon all students and staff in the

Secondary School.

It is comprised of three strands

Wellbeing Lessons

Mentoring

SPURs Student Performance Under Review

Wellbeing

The Wellbeing lessons are the curricular based component of the pastoral programme.

Well-being is the realization of one’s physical, emotional, mental, social, and spiritual

potential. The Wellbeing programme has been designed to cover a number of major

themes in Grades 11 and Grade12. Wellbeing lessons are also for the mentors to assist

pupils in target setting and for the building of community spirit, student voice and to

share curricular and non-curricular experiences.

There are four Wellbeing lessons and two assemblies per month. The topics covered

are outlined in table below.

Table 1

GRADE 11

GRADE 12

Work Experience

Reflections

Updating your CV

Building a Personal profile Academic Transcript

Service

Career and university

searching

Beginning Your University

Application

Interview Skills Student Voice

Library- Preparation for

University visits

Study Skills

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Learning to Earn & Money

Management

Preparing for Interviews

Student Voice Mock Examinations

Introducing University

searching

Revision Skills continued

Identifying your skills-

Action Planning

Sexual & Relationship

Education- Leaving Home

Decision Making Gender Issues

Building resilience Examination Briefing

Up-dating your CV

Interviews

Final Examination

Preparation

Friendships and positive

relationships (including

sexual relationships)

College essay & Personal

statement workshops

Wellbeing lessons are delivered by the BIS mentors, specialist teachers, counselors and

guest presenters. Community and Service (CAS) and Careers are also built into the

programme. Assemblies are designed to bring the community together, celebrate

achievement and be a forum for topical issues.

Mentoring

The role of the mentor is a critical role in the Secondary School. It is vital in assisting

the students making their way through the Secondary School years and achieving

their full potential. It is important for parents to know that someone is caring for the

welfare of and monitoring the progress of their child at school, and that they have

someone to contact who has an overview of their child’s wellbeing.

There are approximately 20 students in each homeroom or mentor class. Registration

takes place in the homeroom every morning where students have the chance to touch

base with their mentor and each other, have the daily bulletin read and prepare for the

up-coming school day. Students also have their Wellbeing lessons in their mentor

groups.

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Student performance Under Review (SPURs)

This programme ensures that students are performing well academically and monitors

their performance comparatively. Students who may need some assistance and

guidance academically are identified and intervention takes place to assist in their

learning.

The Pastoral Team is key in implementing these reviews. The Pastoral Leader for

Grades 11 and 12 in conjunction with the mentors, learning support staff, CAS

coordinator, school nurse and other key staff are all involved in this process.

The SPURs process is ongoing and key reporting periods are vital for information

gathering. There are a range of interventions employed from directed conversations to

a range of reports e.g. daily, focus, behaviour reports. The program also utilizes a

‘Tracking for Success’ programme, Coaches and revision clinics.

An important aspect of the programme is the two periods of target setting in the year

that are designed to help students to reach their highest learning potential.

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BIS LIBRARY The Bavarian International School Library plays a central part in the learning process

of students by providing them with resources to assist with coursework or other

assignments, and with opportunities to acquire information literacy. Information

literacy is a set of skills that navigates one through the process of locating and turning

useful information into one’s own knowledge, and therefore is a key to success as an

independent life-long learner in today’s information age. The Library also promotes

general appreciation of literature and leisure reading by hosting literary events.

Students are welcome to use the Library during the school day. It is a place to be

shared by users undertaking different learning activities. Extended library hours are

offered to support students during pre-exam and exam periods, and two nights a

week during the regular school year. Please let the librarian know in advance if you

would like to stay late to study, so the library staff can plan accordingly. The Library’s

collection of online databases is available to students on a 24 hour 7 days a week basis.

Students have a Library introductory session, as well as lessons in research skills

connected with specific subject areas. They also can arrange a personal meeting with

the librarian to help develop their research plan and to refresh students on all the

resources available to them. Students wishing to play an active role in the running of

the Library are welcome to volunteer. They are greatly appreciated by the library staff.

Our school has been approved by the government of Bavaria and fully accredited by the New England Association of Schools and Col-leges as well the European Council of International Schools. We are also a member of the National Association for College Admissions Counselling and subscribe to the NACAC’s Statement of Principles of Good Practice. We are proud to be authorised to offer the Inter-national Baccalaureate Primary Years Programme (IBPYP) curriculum from Pre-Reception to Grade 5 and the IB Diploma at Grades 11 and 12. IB programmes are recognised worldwide. Our school is currently registered as a candidate school for the IB MYP.

Bavarian International School e.V.Hauptstr. 1D - 85778 Haimhausenwww.bis-school.com

ReceptionTel. +49 (0)8133/917-0Fax +49 (0)8133/917-135Email: [email protected]

AdmissionsTel. +49 (0)8133/917-121Fax +49 (0)8133/917-182Email: [email protected]

Bavarian International School - bis-school.com

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