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.
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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.
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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.
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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
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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
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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
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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
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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
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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.
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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.
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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.
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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.
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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)
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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.
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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
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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.
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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).
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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.
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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
27 IBDP and High School Diploma Handbook 2015-7
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
28 IBDP and High School Diploma Handbook 2015-7
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
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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,
30 IBDP and High School Diploma Handbook 2015-7
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,
31 IBDP and High School Diploma Handbook 2015-7
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.
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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.
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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.
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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
35 IBDP and High School Diploma Handbook 2015-7
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.
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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.
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GROUP 1
LANGUAGE A
English
German
Japanese
LITERATURE
LANGUAGE and LITERATURE
SELF-TAUGHT LITERATURE
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‘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.
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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%
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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.
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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
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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.
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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.
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GROUP 2
Language Acquisition
LANGUAGE B
AND AB INITIO LANGUAGES
English B
German B
Spanish B
French B
Ab initio
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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.
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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.
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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.
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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.
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GROUP 3
INDIVIDUALS
AND
SOCIETY
Business and Management
Economics
Geography
History
ITGS
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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
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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
Internal Assessment 25%
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.
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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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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
Internal Assessment 20%
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
Internal Assessment 20%
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:
Paper 1 90 minutes 25%
Paper 2 120 minutes 35%
Paper 3 60 minutes 20%
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)
Total teaching hours 240 hours
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
Total teaching hours 150 hours
Subject specific core 120 hours
Investigations 30 hours
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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:
Standard Level and Higher Level
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.
Additional Higher Level Material (AHL)
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
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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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.
Standard Level and Higher Level
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.
Additional Higher Level Material (AHL)
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
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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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%
Compulsory short-response questions based on the whole syllabus
Section B 20%
Compulsory extended-response questions based on the whole syllabus
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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
• Statistics and Probability
• Calculus
In addition students will study one of the following option topics:
• Statistics and Probability
• 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%
Compulsory short-response questions based on the whole syllabus
Section B 15%
Compulsory extended-response questions based on the whole syllabus
Paper 2 2hrs 30%
Graphic display calculator (GDC) required
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%
Graphic display calculator (GDC) required
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.
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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.
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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.
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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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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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IB DIPLOMA HANDBOOK 2015-6
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
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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]
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