Y12 Programmes of Study 2014-2015

Programmes of Study Academic Year 2014/2015

of 46

Language B: Arabic

(taken from the IBO course guide)

Course Aims

• enable students to understand and use the language they have studied in a range of contexts and

for a variety of purposes

• enable students to use the language appropriately

• encourage, through the study of texts and through social interaction, an awareness and

appreciation of the different perspectives of people from other cultures

• develop students’ awareness of the role of language in relation to other areas of knowledge

• provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge

of a language

• provide students with a basis for further study, work and leisure through language

• develop students’ awareness of the relationship between the languages and cultures with which

they are familiar.

Outline

The presentation, explanation and review of grammatical structures and vocabulary are integrated

into the course. The four primary language skills are developed in an integrated way :

• listening

• speaking

• reading

• writing.

The balance between these four language skills will be appropriate to the needs of the Students:

none are neglected.

Competence in each of the primary language skills will involve an understanding of three interrelated

areas:

understanding ideas: how they are organized in order to communicate them appropriately.

• message: selecting language appropriate to a particular cultural and social context

• cultural interaction: handling the language system accurately • language (grammar, syntax, etc)


of 46

Assessment Overview

External Assessment: Written Component 70%

Paper 1: 25%

Paper 2: 25%

Written assignment: 20%

Internal Assessment: Oral component 30%

Individual Oral: 20%

Interactive oral Activity: 10%


of 46

IB Visual Art Curriculum Overview

The primary objective of the art curriculum is the development of a portfolio which shows an

appreciation of different ways of working while exploring a range of media, techniques and

processes.

During a series of workshops students will explore a range of art, craft and design, from the past and

from recent times. Students’ responses to these examples will be shown through practical and

critical activities which demonstrate their understanding of different styles, genres and traditions.

As the course develops they will decide their own focus for their research, developing a highly unique

and personal portfolio.

Students will demonstrate in their IB workbook, studio work, interview and exhibition:

o An excellent understanding of the ideas and techniques that underpin artistic expression.

o Consistent demonstration of the production of personally relevant artworks that show

excellent exploration of ideas reflecting cultural and historical awareness and artistic

qualities.

o Show thoughtful development of ideas and strategies for expression.

o Display sensitivity to materials and their use.

o That the coherent body of work has been reviewed, modified and refined as it has

progressed, resulting in an accomplished resolution of ideas and medium.

o Display excellent technical competence.

o Demonstrate confidence, inventiveness and self direction.

o Show an informed, reflective judgment that challenges and extends personal boundaries.

There is no restriction in the scale of work produced but students will organise and present work to

ensure that they provide evidence of meeting the assessment objectives.


of 46

IB Biology HL/SL

Course Objectives

Provide opportunities for scientific study and creativity within a global context that

will stimulate and challenge students

Provide a body of knowledge, methods and techniques that characterize science and

technology

Enable students to apply and use a body of knowledge, methods and techniques that

characterize science and technology

Develop an ability to analyse, evaluate and synthesize scientific information

Engender an awareness of the need for, and the value of, effective collaboration and

communication during scientific activities

Develop experimental and investigative scientific skills

Develop and apply the students’ information and communication technology skills in

the study of science

Raise awareness of the moral, ethical, social, economic and environmental

implications of using science and technology

Develop an appreciation of the possibilities and limitations associated with science

and scientists

Encourage an understanding of the relationships between scientific disciplines and the

overarching nature of the scientific method.

Outline

Term Topics

1 The Natural Environment

2 Origin and chemistry of life

3 Plant science


of 46

Assessment Overview

External

Assessment

76% Paper 1 – multiple choice only on all topics (20%)

Paper 2 – short answer/extended response questions on all topics (32% SL/

36%AHL)

Paper 3 – questions on options only (24% SL/ 20%AHL)

Internal

Assessment

24% Practicals (18%)

Personal skills – group 4 project (3%)

Manipulative skills (3%)

*In addition to Mock examination, regular/ rigorous assessments of topics will take place throughout

the course.


of 46

IBDP Business and Management (SL & HL)

Core textbook: Business and Management by Paul Hoang

Course Objectives

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 behaviour

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

appreciate the social and ethical responsibilities associated with businesses operating in

international markets

Outline - Year 12

Topics Covered Description

Term 1

Topic 1: Business

organization and

environment

Students will study different types of business organizations

and the external environment in which they operate.

Within this they will look at organizational objectives,

planning tools, growth and change management (HL) and

wider themes such as globalization.

Term 2

Topic 3: Accounts and

finance

Students will consider how organizations are financed,

investment appraisal, as well as interpreting final accounts

and assessing relevant data using ratio analysis.

Term 3

Topic 4: Marketing

Internal Assessment/

Research Project

Students will study the role of marketing, marketing

planning and specific factors relating to the marketing mix –

Product, Price, Promotion and Place. The topic is

completed by looking at international marketing and e-

commerce.

Students will start work on their Internal Assessments,

deciding their titles and completing their research

proposals.


of 46

Year 13


Term 1

Topic 2: Human resources

Internal Assessment

Research Project / Written

commentary

Students will look at all aspects of human

resources within organizations from

organizational structure, communication,

leadership and motivation. HL students will also

cover corporate cultures, employee relations,

and crisis management planning.

Students will complete their Internal

Assessments

Term 2

Topic 5: Operations

management

Topic 6: Business Strategy

(HL only)

This topic covers methods of production, costs,

revenues and break-even analysis as well as

quality assurance and the choice of business

location. Higher Level students also cover

innovation and project management.

The HL extension topic adds no new content but

focuses on using the ideas, concepts and

techniques from the rest of the syllabus so that

students can make informed decisions about the

future direction of an organization in the context

of its strategic objectives.

Term 3 Revision

Assessment Overview

The Higher Level (HL) Assessment is as follows:

Paper Type Time Weighting Question Type

1 3 sections based on a

case study issued in

advance

2¼ hours 40% Structured response

Sections A&B core

Section C HL only

2 2 sections based on

stimulus material


Section A – quantitative element

Section B – general

IA Research Project 30 hours 25% Free choice based on criteria (2000 words)


of 46

The Standard Level (SL) Assessment is as follows:

Paper Type Time Weighting Question Type

1 2 sections based on a case

study given in advance


Sections A&B core

2 2 sections based on

stimulus material

1¾ hours 40% Structured response

Section A – quantitative element

Section B – general

IA Written Commentary 15 hours 25% Based on 3-5 supporting

documents (1500 words)


of 46

IB CHEMISTRY – GROUP 4

Standard and Higher Level

Group 4 Course Objectives

1. Provide opportunities for scientific study and creativity within a global context that will

stimulate and challenge students.

2. Provide a body of knowledge, methods and techniques that characterize science and

technology.

3. Enable students to 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. Engender an awareness of the need for and the value of, effective collaboration and

communication during scientific activities.

6. Develop experimental and investigative scientific skills.

7. Develop and apply the students’ information and communication technology skills in the

study of science.

8. Raise awareness of the moral, ethical, social, economic and environmental implications of

using science and technology.

9. Develop an appreciation of the possibilities and limitations associated with science and

scientists.

10. Encourage an understanding of the relationships between scientific disciplines and the

overarching nature of the scientific method.

Outline

Term 1 Topic 11-Measurement and data processing, Topic 1-Quantitative chemistry, Topic 2

and 12-Atomic structure, and Topic 3-Periodicity

Term 2 Topic 13-Periodicity, Topic 4 and 14-Bonding, Topic 10-Organic chemistry

Term 3 Topic 20-Organic chemistry, Option D-Medicines and drugs, Group 4 project, Mock

examinations

Summer Actively revise all topics from year 12


of 46

Assessment Overview

External

Assessment


Paper 2 – short answer/extended response questions on all topics (32% SL,

36% AHL)

Paper 3 – questions on options only (24% SL, 20% AHL)

Internal

Assessment




*In addition to mock examination, regular/ rigorous assessments of topics will take place throughout

the course for both SL and AHL students.


of 46

IB Computer Science Curriculum Overview

Year 12


Term 1

1. Planning and System

Installation

2. User Focus

3. System Backup

4. Software Deployment

5. Components of a

Computer System

6. System Design and

Analysis

7. Human/System

Interaction

8. Computer Architecture

9. Secondary Memory

10. Operating and

Application Systems

11. Binary Representation

12. Simple Logic Gates

13. Network Fundamentals

14. Data Transmission

15. Wireless Networking

16. Computational Thinking

& program Design

Students understand the tasks that a systems analyst

would perform when considering a situation that

may be computerised.

Students look in detail at the various components

that make up a computer system, how they work and

interact together.

Students understand how networks work and look at

problem solving methodologies

How an understanding of programming languages

enhances the students’ understanding of

computational thinking. Students are provided with

opportunities for practical, hands-on experience of

applying computational thinking to practical

outcomes. Students convert algorithms into working

code that is executed and tested.

Term 2

17. Program Design cont.

18. Nature of Programming

Languages

19. Use of Programming

Languages


of 46

20. Basic Database Concepts

21. Relational Databases

22. Further Aspects of

Database Management

Students learn the principals of database design,

construction and management.

Students use database software to support the

theoretical concepts within the syllabus.

The Group 4 project is a collaborative activity where

students from different Group 4 subjects work

together on a scientific or technological topic.

Term 3 23. Database Development

24. Group 4 project


of 46

IB Economics Curriculum Year 12

IB Economics

Core textbook: “Economics from a global perspective” Glanville


Term 1

Introduction to economics

Unit 1Microeconomics

This unit introduces key, overarching, economic

concepts that appear throughout the course. These

will be examined and assessed where they appear in

the four sections of the syllabus

This unit provides an introduction to the nature of

economics and examines how the price mechanism

allocates resources in markets.

It analyses the nature of market failure, its causes and

possible policy remedies.

At the end of this unit, students should be able to

apply supply and demand analysis to real-world

situations; to understand why markets might not

allocate resources efficiently and the methods of

dealing with market failure, together with an

evaluation of their effectiveness.

Term 2

Unit 1 Microeconomics

Unit 2 Macroeconomics

Students will continue studying this unit with the main

emphasis being theory of the firm which is a section

only taught at HL

This unit introduces the key measures of economic

performance and the main objectives and instruments

of economic policy.

Students should be able to use a basic AD/AS model to

understand why demand and /or supply side policies

may be seen as appropriate ways of managing an

economy; predict the possible impact of such policies

and to recognize the assumptions involved; argue for

different approaches and identify criteria for success.


of 46

Term 3 Unit 2 Macroeconomics

Students will continue studying the macroeconomics

and applying concepts to economic problems in the

real world.


of 46

IB: English Language and Literature

Curriculum Overview

The IB English Literature course consists of 4 units of assessment:

Name of Unit Texts Studied Assessment Weighting

Part 1: Language in a Cultural

Context

Texts chosen from a variety of

sources, genre and media

Further Oral Activity

Paper 1 (examination

– analysis of 2 unseen

texts)

Written Task 1

15%*

25%***

20% (SL)

10% (HL)**

Part 2: Language and Mass

Communication

Texts chosen from a variety of

sources, genre and media

Further Oral Activity


– analysis of 2 unseen

texts)

Written Task 1

15%*

25%***

20% (SL)

10% (HL)**

Part 3: Literature – Texts and

Contexts

HL:

The Stranger by Albert Camus

The Wind-up Bird Chronicles by

Haruki Murakami

Othello by William Shakespeare

SL:

Top Girls by Caryl Churchill,

A Doll’s House by Henrik Ibsen


– choice of 6

questions)

SL: 1.5 hours

HL: 2 hours

Written Task 2

25%

20% (SL)

10% (HL)**

Part 4: Literature – Critical

Study

HL:

The Collected Poems of Sylvia

Plath

Brave New World by Aldous Huxley

The Handmaid’s Tale by Margaret

Atwood

SL:

The Handmaid’s Tale by Margaret

Atwood

The Collected Poems of W.B. Yeats

Individual Oral

Commentary

Written Task 1

Written Task 2 (HL

only)

15%

10%**

20%


of 46

*Further Oral Activity: Students will complete at least two FOAs over the course. The best mark is submitted

at the end of the course. The mark for this submitted FOA is worth 15% of the course grade.

**Written Task 1: SL students will complete one Written Task and HL students will complete two Written

Tasks for each of the four units. The best mark/essay will be submitted at the end of the course. The mark

for this submitted Written Task is worth 20% of the course grade.

***Paper 1 – Assesses work from both Part 1 and Part 2.

More detailed information on the course is outlined in the Language A: Language and Literature Guide.

This guide is made available to all students at the start of the course (or earlier on request) as an electronic

file. Students will also receive a detailed outline of study for the course at the start of Year 12.


of 46

IB: English Language and Literature

Course Outline

Term Texts Studied/Topics Assessment

Year 12

Autumn

Study of one Part 3 text (Texts and Contexts) +

Paper 2 exam essay writing skills

4-5 Part 1 topics (Language in a Cultural Context) –

links to be made with Part 3 text (above)

Research to prepare for Further Oral Activity (FOA)

Paper 1 practice re: unseen texts – analytical skills

and writing effective essays (HL comparison skills)

Part 1 Written Task 1

(HL students do a

WT2)

FOA

Paper 1 exam practice


Spring

4-5 Part 2 topics (Language and Mass

Communication)

Paper 1 practice re: unseen texts – analytical skills

and writing effective essays (HL comparison skills)

Part 2 Written Task (HL

students do a WT1)

FOA


Summer

Study of one Part 4 text (Literature: Critical Study)

+ skills related to Individual Oral Commentary –

links to be made with Part 1and/or Part 2 topics

Preparation for Year 12 exams re: Paper 1 (HL to

focus on comparative skills)

Further practice of Paper 2 essay writing skills

Complete Written Task Part 4 (WT2 for HL)

IOC practice



Part 4 Written Task

(WT2 for HL)

Year 13

Complete study of Part 4 texts and revision of text


of 46

Autumn

studied in Summer of Year 12 (Literature: Critical

Study)

Preparation for Individual Oral Commentary

(alongside textual study as above)

Complete Written Task

IOC practice

IOC assessment in

week before Christmas

holiday

Spring

Complete study of Part 3 texts

Preparation and revision for Paper 2

Further practice of Paper 1 skills (HL to focus on

comparative skills)




of 46

IB: English Literature

Curriculum Overview



Part 1: Works in Translation Antigone by Sophocles (HL and SL)

Midaq Alley by Naguib Mahfouz

(HL and SL)

Persepolis by Marjene Satrapi (HL

only)

Written Assignment

(external assessment,

written as coursework

with teacher support)

Reflective

statement –

300-400 words

Essay – 1,200 to

1,500 words

25%

Part 2: Detailed Study Wuthering Heights by Emily

Bronte (HL and SL)

Songs of Innocence and

Experience by William Blake (HL

and SL)

Running in the Family by Michael

Ondaatje (HL only)

Individual Oral

Commentary (internal

assessment)

Commentary:

HL = 20 mins.

SL = 10 mins.

15%

Part 3: Literary Genres A Streetcar Named Desire by

Tennessee Williams (HL and SL)

Long Day’s Journey into Night by

Eugene O’Neill


(HL and SL)

Death of a Salesman by Arthur

Miller (HL only)

Paper 2 (examination)

HL = 2 hours

SL = 1.5 hours

25%

Part 4: Options Cold Mountain by Charles Frazier

(HL and SL)

The World’s Wife by Carol Ann

Individual Oral

Presentation (internal

assessment)

15%


of 46

Duffy (HL and SL)

The Bloody Chamber by Angela

Carter (HL and SL)

10-15 mins.

Written Commentary Variety of poetry and prose

extracts throughout the course


HL = 2 hours

SL = 1.5 hours

20%

More detailed information on the course is outlined in the Language A: Literature Guide. This guide is

made available to all students at the start of the course (or earlier on request) as an electronic file.

Students will also receive a detailed outline of study for the course at the start of Year 12.


of 46

Term Texts Studied/Topics Assessment

Year 12

Autumn

Introduction to close textual analysis of poetry

(preparation for Paper 1 exam)

Study of texts related to Part 4: Options

Practice Individual Oral Presentations (IOPs) on at

least 2 texts + formal and final IOP assessment

(cannot be redone once completed)

Practice Paper 1

essay(s)

IOP (in final week of

autumn term)

Spring (1st half-

term)

Study of 2 texts from Part 3 (Literary Genres)

Skills related to Paper 2

Paper 2 practice essays

(at least one single text

essay and one

comparative essay)

Spring (2nd

half-term)

Study of text from Part 1: Texts in Translation Interactive Oral

Reflective Statement

Supervised Writing

Summer

Complete study of Part 1 texts + choose title for

Written Assignment + write detailed outline plan

for Written Assignment (consultation with teacher

about these)

Further Paper 1 practice on unseen poetry and

unseen prose

Review of Part 3 texts and success criteria for

Paper 2

For each remaining

Part 1 text:

Interactive Oral

Reflective Statement

Supervised Writing


(at least one in timed

conditions)


of 46


Draft WA to be

completed over

summer

Year 13

Autumn

Review of WA drafts (in consultation with teacher)

+ final assignment

Study of all texts for Part 2: Detailed Study

Practice for Individual Oral Commentary

Final Written

Assignment (due end

of 3rd week of term)

IOC (in last week

before Christmas

holiday)

Spring

Complete study of Part 3 texts

Preparation and revision for Paper 2

Further practice of Paper 1 skills




of 46

IB: English Literature

Curriculum Overview



Part 1: Works in Translation Antigone by Sophocles (HL and SL)

Midaq Alley by Naguib Mahfouz

(HL and SL)

Persepolis by Marjene Satrapi (HL

only)

Written Assignment

(external assessment,

written as coursework

with teacher support)

Reflective

statement –

300-400 words

Essay – 1,200 to

1,500 words

25%

Part 2: Detailed Study Wuthering Heights by Emily

Bronte (HL and SL)

Songs of Innocence and

Experience by William Blake (HL

and SL)

Running in the Family by Michael

Ondaatje (HL only)

Individual Oral

Commentary (internal

assessment)

Commentary:

HL = 20 mins.

SL = 10 mins.

15%

Part 3: Literary Genres A Streetcar Named Desire by

Tennessee Williams (HL and SL)

Long Day’s Journey into Night by

Eugene O’Neill


(HL and SL)

Death of a Salesman by Arthur

Miller (HL only)


HL = 2 hours

SL = 1.5 hours

25%

Part 4: Options Cold Mountain by Charles Frazier

(HL and SL)

The World’s Wife by Carol Ann

Individual Oral

Presentation (internal

assessment)

15%


of 46

Duffy (HL and SL)

The Bloody Chamber by Angela

Carter (HL and SL)

10-15 mins.

Written Commentary Variety of poetry and prose

extracts throughout the course


HL = 2 hours

SL = 1.5 hours

20%

More detailed information on the course is outlined in the Language A: Literature Guide. This guide is

made available to all students at the start of the course (or earlier on request) as an electronic file.

Students will also receive a detailed outline of study for the course at the start of Year 12.


of 46

Language B: IBDP French


Course Aims








of a language



they are familiar.

Outline

The presentation, explanation and review of grammatical structures and vocabulary should be

integrated into the course. The four primary language skills to be developed in an integrated way are:

• listening

• speaking

• reading

• writing.

The balance between these four language skills should be appropriate to the needs of the students,

but none should be neglected.


areas:





of 46

Assessment Overview


Paper 1: 25%

Paper 2: 25%






of 46

IB Geography Curriculum

Year 12

Core textbooks: Oxford IBDP Geography Course companion

Planet Geography by Codrington


Term 1

CORE THEME –

PATTERNS AND CHANGE

Students will look at the first two core themes:

Populations in transition – looking at what

influence population.

Disparities in wealth and development – looking at

how inequalities occur and how they can be

reduced.

Term 2

CORE THEME –

PATTERNS AND CHANGE

OPTIONAL THEME –

LEISURE AND TOURISM

Students will look at the final two core themes:

Patterns in environmental quality and

sustainability – looking at the factors affecting the

atmosphere, the soil, water, biodiversity and

sustainability.

Patterns in resource consumption – looking at how

resources and energy are consumed and methods

of conservation.

This unit looks at the growth of the leisure, sport

and tourism industries on a local, national and

global scale using a range of case studies.

Impacts of sport and tourism are investigated

along with possible sustainable solutions.


of 46

Term 3

OPTIONAL THEME –

LEISURE AND TOURISM

OPTIONAL THEME –

HAZARDS AND DISASTERS

– RISK ASSESSMENT AND

RESPONSE

Continued above

Students will look at the characteristics of

hazards, the issues of vulnerability, risk and risk

assessment. They will also look at what makes an

event a disaster and how people respond to a

hazard with regards to earthquakes, hurricanes,

droughts and a technological hazard.


of 46

Language B: IBDP German


Course Aims








of a language



they are familiar.

Outline

The presentation, explanation and review of grammatical structures and vocabulary are integrated

into the course. The four primary language skills are developed in an integrated way :

• listening

• speaking

• reading

• writing.

The balance between these four language skills will be appropriate to the needs of the Students:

none are neglected.


areas:





of 46

Assessment Overview


Paper 1: 25%

Paper 2: 25%






of 46

IB History Curriculum

Year 12

IB Route 2 History HL

Core textbooks:

1. Dreadnought by Robert Massie

2. Access to History: War and Peace: International Relations 1878-1941, 3rd Edition

3. Access to History in Depth: The First World War 1914-18

4. Access to History: Rivalry and Accord - International Relations 1870-1914, 2nd Edition

5. Access to History: The Unification of Italy: 3rd Edition

6. Access to History: The Unification of Germany 1815–1919, 3rd Edition


Unit 1

German and Italian

Unifications and

Consolidation 1815-1871

Students will study how a declining, conservative

Austrian Empire, coupled with nationalism and

French foreign policy led to the creation of the

two language-based, consolidated states of

Germany and Italy.

Unit 2

European diplomacy and the

First World War 1870-1923

Students will study the foreign policies of Britain

and Germany, with references to Russia, France,

and the Ottoman Empire, along with overviews

of economic and social issues and the various

alliance systems and spreading ideas of

nationalism and how these may have

contributed to the outbreak of WW1. WW1 will

be studied in terms of strategies, technologies,

economic and social impacts with reference to

various battles and nations, through its

conclusion and resulting treaties and nation-

state creations.


of 46

IB Mathematical Studies SL

Course Objectives

Students are expected to be able to:

• read, interpret and solve a given problem using appropriate mathematical terms

• organize and present information and data in tabular, graphical and/or diagrammatic forms

• know and use appropriate notation and terminology

• formulate a mathematical argument and communicate it clearly

• select and use appropriate mathematical strategies and techniques

• demonstrate an understanding of both the significance and the reasonableness of results

• recognize patterns and structures in a variety of situations, and make generalizations

• recognize and demonstrate an understanding of the practical applications of mathematics

• use appropriate technological devices as mathematical tools

• demonstrate an understanding of, and the appropriate use of, mathematical modelling.

Outline

The course consists of the study of 7 topics. Total 150 hrs. All topics are compulsory. Students must

study all the sub-topics in each of the topics in the syllabus as listed in this course guide.

Topic 1 Number and algebra 20 hrs

Topic 2 Descriptive Statistics 12 hrs

Topic 3 Logic, sets and probability 20 hrs

Topic 4 Statistical Applications 17 hrs

Topic 5 Geometry and Trigonometry 18 hrs

Topic 6 Mathematical Models 20 hrs

Topic 7 Introductory differential calculus 18 hrs

Project 25 hours

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.


of 46

Assessment Overview

Internal Assessment (20%): The Project

External Assessment (80%): Two examination papers both covering all topics of 1.5 hrs each.

Reference Sources

IB Mathematical Studies SL (Haese & Harris)


of 46

IB Mathematics Higher Level

Course Objectives


Read, interpret and solve a given problem using appropriate mathematical terms

Organise and present information and data in tabular, graphical and/or diagrammatic forms

Know and use appropriate notation and terminology

Formulate a mathematical argument and communicate it clearly

Select and use appropriate mathematical strategies and techniques

Demonstrate an understanding of both the significance and the reasonableness of results

Recognise patterns and structures in a variety of situations, and make generalisations

Recognise and demonstrate an understanding of the practical applications of mathematics

Use appropriate technological devices as mathematical tools

Demonstrate an understanding of and the appropriate use of mathematical modeling

Outline

The course consists of the study of six core topics and one option topic. Total 240 hrs

All topics in the core are compulsory. Students must study all the sub-topics in each of the topics in

the syllabus as listed in this guide.

Topic 1—Algebra 30 hrs

Topic 2—Functions and equations 22 hrs

Topic 3—Circular functions and trigonometry 22 hrs

Topic 4—Vectors 24 hrs

Topic 5—Statistics and probability 36 hrs

Topic 6—Calculus 48 hrs

Topic 7—Option syllabus content 48 hrs

Exploration 10 hrs


of 46

This is a piece of written work that involves investigating an area of mathematics.

Assessment Overview

Internal Assessment (20%): The Exploration

External Assessment (80%): Two examination papers both covering all topics of 2 hrs each plus an

additional paper of 1 hr covering the Option. Paper 1 will be completed without the use of a Graphic

Display Calculator.

Reference Sources

Mathematics HL IB (Haese & Harris) and Mathematics Higher (Core) (Fabio Cirrito)

Mathematics Higher Level (OUP) Josip Harcet et al


of 46

IB Mathematics Standard Level

Course Objectives


Read, interpret and solve a given problem using appropriate mathematical terms

Organise and present information and data in tabular, graphical and/or diagrammatic forms

Know and use appropriate notation and terminology

Formulate a mathematical argument and communicate it clearly

Select and use appropriate mathematical strategies and techniques

Demonstrate an understanding of both the significance and the reasonableness of results

Recognise patterns and structures in a variety of situations, and make generalisations

Recognise and demonstrate an understanding of the practical applications of mathematics

Use appropriate technological devices as mathematical tools

Demonstrate an understanding of and the appropriate use of mathematical modeling.

Outline

The course consists of the study of 7 topics. Total 150 hrs

All topics are compulsory. Students must study all the sub-topics in each of the topics in the syllabus

as listed in this course guide.

Topic 1—Algebra 9 hrs

Topic 2—Functions and equations 24 hrs

Topic 3—Circular functions and trigonometry 16 hrs

Topic 4— Vectors 16 hrs

Topic 5— Statistics and probability 30 hrs

Topic 6— Calculus 40 hrs

Exploration 10 hrs

This is a piece of written work that involves investigating an area of mathematics.


of 46

Assessment Overview

Internal Assessment (20%): The Exploration

External Assessment (80%): Two examination papers both covering all topics of 1.5 hrs each. Paper

1 will be completed without the use of a Graphic Display Calculator and Paper 2 with the use of one.

Each paper is broken into two sections of short and extended response of approximately equal value.

Reference Sources

Mathematics SL IB (Haese & Harris) and Mathematics Standard Level (Core) (Fabio Cirrito)


of 46

IB Physics (SL & HL)

Course Objectives


1. Demonstrate an understanding of:

a. Physics facts and concepts

b. Physics methods and techniques

c. Physics terminology

d. Methods of presenting scientific information.

2. Apply and use:

a. Physics facts and concepts

b. Physics methods and techniques

c. Physics terminology to communicate effectively

d. Appropriate methods to present scientific information.

3. Construct, analyse and evaluate:

a. hypotheses, research questions and predictions

b. scientific methods and techniques

c. scientific explanations.

4. Demonstrate the personal skills of cooperation, perseverance and responsibility appropriate for

effective scientific investigation and problem solving.

5. Demonstrate the manipulative skills necessary to carry out scientific investigations with

precision and safety.


of 46

Outline

TERM 1

Topic 1 Physics and physical measurement

(IA) 2 weeks

Topic 2 Mechanics 6 weeks

(IA)

Topic 3 Thermal Physics 3 weeks

Topic 4 Oscillations and waves 4 weeks

TERM 2

Topic 5 Electric currents

3weeks

Topic 6 Fields and forces

Topic 9 Motion in fields (9.2, 9.3, 9.4) 6 weeks

Topic 7 Atomic and nuclear physics 4 weeks

Topic 11 wave Phenomena – begin before Christmas break

TERM 3

Topic 11 wave Phenomena 5 weeks

investigation

Examination & Revision 2 weeks

TOK /Gp4 2 weeks

Topic 10 Thermal physics 2 weeks

Topic 8 Energy, power and climate change summer project

IA = Internal assessments


of 46

Assessment Overview

External

Assessment


Paper 2 – short answer/extended response questions on all topics (32% SL,

36% AHL)

Paper 3 – questions on options only (24% SL, 20% AHL)

Internal

Assessment




*In addition to Mock examination, regular/ rigorous assessments of topics will take place throughout

the course for both SL and AHL students.


of 46

PSHE Year 12

Course Objectives

The PSHE (personal, social and health education) programme at NCBIS aims to teach students values

and skills to enable them to be responsible members of the school and global community, and to give

them the tools to be successful at school and beyond. The programme, written in-house, specifically

for students at NCBIS, is delivered by the form tutor. The programme seeks to develop students’

understanding of

Themselves as individuals capable of, moral, social, intellectual and physical growth and

development

Themselves as learners, reflecting on personal learning and study preferences, as well as

learning skills, good practices and setting personal learning targets

Their relationships, as fundamental to the development and fulfillment of happy and healthy

lives, and to the good of the community

Their school, as a place where every individual is welcomed, valued and accepted

Their society, which is shaped by the contributions of a diverse range of people, cultures and

backgrounds

Their environment, as the basis of life and a source of wonder and inspiration that needs to

be protected.

During Year 12 PSHE lessons, pupils will also be involved in regular reviews of their academic

progress throughout the year, mentoring meetings with the tutor/co-tutor, guidance for revision and

examination preparation.

It may be where necessary, that additional subjects and topics are covered, that are relevant to the

ethos of the school. These may be led by issues that arise within the school community, the year

group or the tutor group.

Outline

Term Topics

1 Study skills, organisational skills, time management, public speaking in the IB DP

2 Substance use and abuse, life after NCBIS, cyberbullying

3 Begin university applications


of 46

IB Psychology (HL and SL) Curriculum

Year 12

IBH/S Psychology

Core textbooks:

1. Psychology Course Companion OUP, John Crane/Jette Hannibal

2. Psychology for the IB Diploma OUP, Jette Hannibal


Unit 1

Unit 2

Biological Level of Analysis

Cognitive Level of Analysis

Students will study how physiology in general,

(genetics, localisation of brain function,

neurotransmitters and hormones) affect

behaviour.

Students will study cognitive processes, cognition

and emotion and happiness as they affect human

behaviour.

Unit 3

Unit 4

Sociocultural Level of

Analysis

Internal Assessment

Students will study sociocultural cognition, social

and cultural norms, stereotypes, prejudice and

discrimination and the behavioural effect.

Students will carry out a simple psychological

experiment as the required internal assessment

for IB Psychology.


of 46

Language B: IBDP Spanish


Course Aims








of a language



they are familiar.

Outline

The presentation, explanation and review of grammatical structures and vocabulary should be

integrated into the course. The four primary language skills to be developed in an integrated way are:

• listening

• speaking

• reading

• writing.

The balance between these four language skills should be appropriate to the needs of the students,

but none should be neglected.


areas:


• message:selecting language appropriate to a particular cultural and social context



of 46

Assessment Overview


Paper 1: 25%

Paper 2: 25%






of 46

IB Theatre (SL & HL)

Course Objectives

(Taken from the Course Guide provided by the IBO)

The aims of the theatre course at HL and SL are to enable students to:

experience and participate in a wide and varied range of theatre activities and develop

proficiency in more than one area of theatre technique

become familiar with forms of theatre from their own and different cultures

explore different theatre traditions in their historical contexts

develop academic skills appropriate for the study and understanding of theatre

become reflective and critical practitioners in theatre

develop the confidence to explore, to experiment and to work individually and collaboratively

on innovative projects, which should involve challenging established notions and conventions

of theatre

understand the dynamic, holistic and evolving nature of theatre and the interdependencies of

all aspects of this art form.

Outline

Year 12

The unit of learning will encourage students to question ‘what is theatre’. Students will study a

variety of different theatre practitioners and theatrical styles. Where relevant, students may look at

some of the plays by these practitioners or plays that could be performed in their style. They will

move on to study how Commedia Dell’Arte fits in to Theatre History. They will learn about the

conventions and features of this style of theatre. They will create a performance of a traditional

Commedia play and perform in front of an audience. They will study devising skills which will

culminate in them creating a devised performance of a specified length. Students will recap on their

work of practitioners and will use one major practitioner as an influence for their performance. The

unit of learning will allow students to take part in an individual project designed to improve their

devised skills or to create an advanced comparison between two different theatre traditions.

Students will learn about technical requirements of a play including set, lighting, sound, costume and

masks. Throughout the course, students will be completing practice assignments based on tasks set

by the IBO. Students will complete the first draft of their Research Investigation over the Summer

Holiday.


of 46

Year 13

Students will complete the final version of their Research Investigation. They will create and prepare

their own Individual Project. This will include them either directing or devising their own work. They

will be responsible for all aspects of the play including planning, casting, directing and technical. This

will lead students to complete their Individual Project Portfolio. Students will then complete their

Practical Performance Proposal based around stimulus that has been provided by the IBO. Finally,

students will prepare their Theatre Performance and Production Presentation. This will involve them

reflecting on how their opinions on theatre has developed throughout the course.

Assessment Overview

Internal Assessment

The following tasks are internally set and marked and externally moderated:

Theatre Performance and Production Presentation 25%

HL - Students are required to do an oral presentation lasting 30 minutes with 7–10 images.

SL - Students are required to do an oral presentation lasting 20 minutes with 5–7 images.

Independent Project Portfolio 25%

HL - Students are required to produce a portfolio of 3,000 words on their independent project

(either option A or option B) and its connection to their experiences in the core syllabus.

SL - Students are required to produce a portfolio of 2,000 words on their independent project and

its connection to their experiences in the core syllabus.

External Assessment:

Research Investigation 25%

HL - Students are required to produce a research investigation of 2,000–2,500 words with supporting

visual materials.

SL - Students are required to produce a research investigation of 1,500–1,750 words with supporting

visual materials.

Practical Performance Proposal 25%

HL - Students are required to produce a proposal of 250 words with supporting visual materials

and a report of 1,000–1,250 words.

SL - Students are required to produce a proposal of 250 words with supporting visual materials.

Y12 Programmes of Study 2014-2015

Documents

Transcript of Y12 Programmes of Study 2014-2015