International Baccalaureate Diploma Programme (IBDP)

Transcription

1 International Baccalaureate Diploma Programme (IBDP) Excellence - Happiness - Success

2 Why study the IB Diploma Programme? The IB Diploma Programme, for students aged 16 to 19, is an academically challenging and balanced programme of education that prepares students for success at university and in life beyond. International Baccalaureate IB students are internationally aware citizens, with open minds and open hearts. Students are taught to think for themselves and to drive the learning process. All IB students learn a second language, together with the skills to live and work with others both locally and internationally. But this international perspective is not gained at the expense of their own language or culture. Indeed, we believe that the only way to appreciate another language or culture is to be confident first with your own. Results are important on the IB, but the best results are attained by allowing students to develop their learning and to engage in the Curriculum. IB students are at the centre of our programmes. Most of all, we see education as a way of life and living. The IB is about creating a community of learners and improving professionalism within that community. We want the IB culture to spread throughout the school, encouraging the independent, caring, nurturing, altruistic qualities found in the very best students at Eltham Hill. Frequently asked questions How do colleges and universities view the IB Diploma Programme? The DP is internationally recognized as representing one of the highest standards in university preparatory education. What kind of student is a good candidate for the IB Diploma Programme? The DP is a rigorous course of study for motivated students. That said, prior academic success is less an indicator of ability to earn the diploma than are a student s determination to do his or her best, willingness to be organised in order to complete the work while leading a full, balanced life, and a strong commitment to learning in and beyond the classroom. Do IB Diploma Programme students have time for anything beyond academics? Absolutely. Most successful Diploma Programme students lead very full lives. They are often members of athletic teams and involved in a wide range of activities. Time management and organization are key skills the IB develops in students.

3 Contents of the Course The IB represents a broad, balanced and rigorous curriculum and the emphasis on academic study, combined with community service and extra-curricular activities, complements the school s philosophy and ethos. Diploma Programme students study six subjects (three at standard level and three at higher level) over two years and complete three additional requirements: the theory of knowledge (TOK), the extended essay and at least 150 hours of CAS creativity, activity and service tasks outside of the classroom. In addition to these requirements, students must earn a minimum of 24 points out of a possible 45 points on the final assessments which are externally marked and moderated by the IB, in order to receive an IB diploma. Core requirements for the IBDP: An ability to work independently on longer assignments/projects An enjoyment of tasks that involve high challenge and creativity An ability to research topics in depth An enthusiasm for exploring, evaluating and questioning Students are expected to study three subjects at Higher Level and three subjects at Standard Level A minimum of 8 GCSE A*-B including English and Maths (A*/A/B for Higher Level elements and B for Standard Level) Assessment There are a maximum of 7 points awarded for each of the six study groups and up to three bonus points for the EE and the TOK. All the core requirements must be met for a Diploma Pass. Using the chart to the right you can see how the IB Diploma is converted into UCAS points for applying to universities. The International Baccalaureate (IB) Diploma Programme (DP) is accepted by all universities. Please refer to for further details about the comparison between GCE (A Level) and IB qualifications. "King s welcomes students from the UK and across the globe studying the IB Diploma. Our offers will usually specify certain marks in three subjects at higher level, in addition to an overall point score for the whole Diploma. Our point score includes points for Theory of Knowledge and the Extended Essay. University admissions officers rate the IB very highly, and feel it is a better preparation for university life and working life than A levels Diploma Programme - King's College London's Admission Deparment - ACS Survey

4 IBDP Group 1: Language Group 1: English IB English Literature involves the study of literary texts looking at characters, themes, writer s language and structure, and the context of the times the texts were produced. You will have the opportunity to study plays, novels, poetry, non-fiction and a graphic novel. What texts will I read? Hamlet by William Shakespeare The Great Gatsby by F.Scott Fitzgerald Persepolis by Marjane Satrapi The poetry of Grace Nichols The speeches of Martin Luther King Jr. And many more! Is there a mix of coursework and exams? Coursework is done in Year 12 and is worth 55% of the IB. You will write a word essay, deliver a 15 minute oral presentation to the class and also sit an oral exam (10 mins for Standard Level students and 20 mins for Higher Level). Year 13 prepares you for your two exams at the end of Year 13 Paper 1 is a written analysis of a poem or prose passage, Paper 2 is an essay analysing an aspect of two plays that you would have studied in class. What s the different between Standard and Higher Level? SL students study 10 texts, and HL 13 texts; the expectations of the quality of writing and analysis are higher for HL students, so the marks schemes are more challenging; the exams are 1hr 20m for SL, 2 hrs for HL students; the oral exam is 10 mins for SL, and 20 mins for HL. In order to be successful at this subject, you must: Be prepared to do wider reading Enjoy discussing plot, characters and themes of texts and be able to analyse language, structure and form Provide alternative readings and make perceptive comments Be prepared to write extended essays and deliver oral presentations

5 Group 2: French, German or Spanish The IB recognises the important role of languages in the world by insisting that students take at least one foreign language. It is essential that all IB students develop a command of more than one language and learn to think internationally. Students will cover topics including Communication and the Media, Global Issues and Cultural Diversity, and Health, Leisure, Science and Technology. They will be developing their written and verbal communications skills and learn to communicate in a fluent confident manner. What s the different between Standard and Higher Level? Standard level is intended for students who want to achieve a good standard of written and spoken French, Spanish or German beyond GCSE level. Students should have had two to five years of successful experience of learning French, Spanish or German. Higher level is for students who wish to focus on French, Spanish or German as a major influence in their lives, perhaps at university or in a future career. Students should have had four to five years successful experience of learning French, Spanish or German. Ab initio The ab initio course is designed to enable students to start learning a new language from scratch. The aim of the course is to prepare them to use the language in a range of everyday situations and contexts. They will also learn about the culture of the country where the language is spoken. Assessment Language Course Outline for Year 12 and 13: Core units Communication and Media Social issues Social relationships 2 Options Cultural diversity Customs and traditions Health Leisure Science and technology Assessment is through a written coursework assignment, an individual and interactive oral activity and two written examinations. IBDP Group 2: Second Language

6 IBDP Group 3: Individuals and Society Group 3: History This is an exciting course designed to cover social and political history over the past two hundred years allowing students to have an understanding of how British and World history has a direct influence on the way we live today - our struggles and triumphs. Students will examine the origins and development of authoritarian and single party states. In contrast, students also examine the challenges and threats democratic countries face and their responses. These options concentrate on the themes of nationalism and conflict in the 20th century, with particular emphasis on both how and why ideas about nationhood emerged and developed in particular states. The options then examine the responses that democratic governments give in the face of these growing nationalistic ideas. There is a focus unit on the challenges to people's civil rights in South Africa during apartheid and during the American Civil Rights Movement in the mid 20th century. Higher-level students also examine how and why conflicts and crises emerged and were resolved in the United States, Canada and Latin American countries in the 20th century. Assessment is through an internal investigation into a topic that students have a keen interest in historically and via two external exams (three if history is taken at Higher Level). Group 3: ICT The IB DP information technology in a global society (ITGS) course is 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 at the local and global level. ITGS provides a framework for the student to make informed judgments and decisions about the use of IT within social contexts. Two courses are offered, Standard Level (SL) that requires 150 hours of teaching time over two years, and Higher Level (HL) that requires 240 hours. The ITGS course is based on three interconnected strands; Social and ethical significance, Application to specified scenarios, IT systems.

7 Group 3: Geography Geographers look at wide range of issues spanning the social and physical sciences. Many of the world s big issues are studied in Geography the impact of migration, the future of our water and food as well as climate change are issues that are affecting us directly and will continue to do so in the future. Why Geography? Geography is one of the most employable subjects that you can study: Only 5.8% of geography students were unemployed after 6 months compared to the national average of 7% You gain transferable skills which can be applied to a huge variety of jobs ranging from medicine, law, finance and business It is one of the most relevant and up to date subjects that you can study What does this course involve? You will study key global issues of our times. The purpose is to provide a broad factual and conceptual introduction to each topic 4 compulsory and 2 Optional if studying standard. These range from current issues such as migration crisis through to analysing the impacts of environmental degradation. Higher level will study an additional 7 topics focusing on the political and social changes that are occurring in our world today. In order to be successful at this subject, you must: Have an interest in people and the environment Enjoy debating and formulating arguments based on a variety of perspectives Have empathy be able to put yourself in other people s position and understand their views Be creative: You putting forward solutions Will I go anywhere? IBDP Group 3: Individuals and Society You must complete a piece of fieldwork as part of the course, currently the plan would be a 3 day residential to support both your understanding of content and research for the Internal Assessment fieldwork.

8 IBDP Group 3: Individuals and Society Group 3: Psychology Psychology is the study of human behaviour. IB Psychology involves studying human behaviour by looking at it from multiple perspectives, called levels of analysis. What does this course involve? Paper 1 (Higher and Standard Level) You will learn about the way in which behaviour is influenced by biological factors (biological level of analysis), cognition (cognitive level of analysis) and the environment including friends and family (sociocultural level of analysis). Paper 2 (options) Standard Level = will learn about Relationships. Higher Level = will learn about Relationships and Developmental Psychology. Paper 3 (Qualitative Research) Higher Level only HL students will learn about the research methods used to analyse written data, they will apply this knowledge to unseen text. Will I have to do coursework? HL - you will complete a piece of coursework (internal assessment) worth 25% of your overall grade. SL - complete a piece of coursework (internal assessment) worth 20% of your overall grade. Coursework is a replication of a Psychological study (at the cognitive level only). You will write a report of this study.

9 Group 3: World Religions This course is only available at Standard Level. The following three questions underpin the study of all world religions. What is the human condition? Where are we going? How do we get there? What does this course involve? Part 1: Introduction to world religions Five world religions will be studied: Hinduism, Buddhism, Christianity, Islam and Taoism Paper 1 30% Five stimulus response questions, covering at least three religions Part 2: In-depth studies Two world religions to be studied: Buddhism Christianity The study of each religion will be guided through the following themes: Rituals Sacred texts Doctrines/beliefs Religious experience Ethics and moral conduct Paper 2 45% Two (of fourteen possible) essay questions based on guiding themes. IBDP Group 3: Individuals and Society Part 3: Internal assessment Investigative study Written analysis 25% Structured format based on an investigative study. Internal and externally moderated.

10 IBDP Group 3: Individuals and Society Group 3: Economics The study of economics is essentially about dealing with scarcity, resource allocation and the methods and processes by which choices are made in the satisfaction of human wants. As a dynamic social science, economics uses scientific methodologies that include quantitative and qualitative elements. The course emphasizes the economic theories of microeconomics, which deal with economic variables affecting individuals, firms and markets, and the economic theories of macroeconomics, which deal with economic variables affecting countries, governments and societies. These economic theories are not to be studied in a vacuum rather, they are to be applied to real-world issues. Prominent among these issues are fluctuations in economic activity, international trade, economic development and environmental sustainability. The ethical dimensions involved in the application of economic theories and policies permeate throughout the economics course as students are required to consider and reflect on human end-goals and values. The economics course encourages students to develop international perspectives, fosters a concern for global issues, and raises students awareness of their own responsibilities at a local, national and international level. The course also seeks to develop values and attitudes that will enable students to achieve a degree of personal commitment in trying to resolve these issues, appreciating our shared responsibility as citizens of an increasingly interdependent world. What s the different between Standard and Higher Level? At both standard level and higher level, candidates are required to study four topics: microeconomics, macroeconomics, international economics and development economics with some sub-topics within these reserved solely for higher level. These sections are assessed by two examinations at standard level and three examinations at higher level. In addition to the examinations, candidates must submit an internal assessment. Both standard level and higher level economics students must produce a portfolio of three commentaries based on articles from published news media.

11 Group 4: Biology, Chemistry or Physics Biologists investigate the living world at all levels using many different approaches and techniques. Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself from the very smallest particles to the vast distances between galaxies. What does this course involve? Higher level (240 hours) Internal assessment (individual investigation): 20% External assessment: 80% Standard level (150 hours) Internal assessment (individual investigation): 20% External assessment: 80% Key features of the curriculum and assessment models Available at standard (SL) and higher levels (HL) The minimum prescribed number of hours is 150 for SL and 240 for HL Students are assessed both externally and internally Biology, Chemistry and Physics students at SL and HL undertake a common core syllabus and a common internal assessment (IA) scheme. While there are core skills and activities common to both SL and HL students, students at HL are required to study the options and some topics in greater depth as well as some additional topics. The distinction between SL and HL is one of breadth and depth. A practical approach to the course delivery is emphasised through the interdisciplinary group 4 project and a mixture of both short-term and long-term experiments and investigations. Internal assessment accounts for 20% of the final assessment and this is assessed through a single individual investigation. This investigation may involve a hands-on approach, use of data-bases, modelling, simulation or a hybrid. Student work is internally assessed by the teacher and externally moderated by the IB. IBDP Group 4: Experimental Sciences The external assessment of the sciences consists of three written papers. In paper 1 there are 30 (at SL) or 40 (at HL) multiple-choice questions. Paper 2 contains short-answer and extended-response questions on the core (and Additional Higher Level (AHL) material at HL). Paper 3 has two sections; Section A contains one data-based question and several short-answer questions on experimental work on the core (and AHL material at HL). Section B contains short-answer and extended-response questions from each of the four options

12 IBDP Group 5: Maths Group 5: Maths Why should I choose Maths? Just as languages provide the building blocks and rules we need to communicate, maths uses its own language, made up of numbers, symbols and formulas, to explore the rules we need to measure or identify essential problems like distance, speed, area, change, force and quantities. Studying maths helps us find patterns and structure in our lives. Practically, Maths helps us put a price on things, create graphics, build websites, build skyscrapers and generally understand how things work. What skills will I get if I study Maths? Maths is one of the best subjects to develop your analytical, research and problem solving skills. Not only will studying maths help give you the knowledge to tackle scientific, mechanical, coding and abstract problems, it will also help you develop logic to tackle everyday issues like planning projects, managing budgets and even debating effectively. What topics will I be studying? Mathematics Higher Number patterns Sequences and Series Binomial expansion Complex Numbers Systems of equations Limits and Continuity Differential Calculus Modelling Exponential and Logarithms Probability Integration Trigonometry Binomial and Poisson Distributions Vectors in 2D and 3D Mathematics Studies Number and Algebra Descriptive statistics Geometry and Trigonometry Mathematical models Statistical applications Differential Calculus Sets and Probability Logic

13 Group 6: Visual Arts The Visual Art subject is designed to match the interests of students on the course. Students are expected to develop their practical skills over the two year and also they will conduct investigations into different pieces of art. There will be a mixture of written and practical assessment on this course. If you would like to do this course, you need to be creative, flexible and be open to exploring art from a range of artists. You will also need to be highly motivated and independent for this course. Students will be expected to produce an exhibition of studio work and a record of their work over time. Students will be given the opportunity to visit a range of galleries and exhibitions to build their knowledge of different artworks over the two years. Key features of the assessment model Available at standard (SL) and higher levels (HL) The minimum prescribed number of hours is 150 for SL and 240 for HL Students are assessed both externally and internally IBDP Group 6: The Arts

14 IBDP Group 6: The Arts Group 6: Theatre Studies Theatre is a dynamic, collaborative and live art form. External assessment tasks Task 1: Solo theatre piece HL only (35%) Students at HL research a theatre theorist they have not previously studied, identify an aspect(s) of their theory and create and present a solo theatre piece (4 8 minutes) based on this aspect(s) of theory. Task 2: Director s notebook SL (35%) and HL (20%) Students at SL and HL choose a published play text they have not previously studied and develop ideas regarding how it could be staged for an audience.

15 Group 6: Theatre Studies Task 3: Research presentation SL (30%) and HL (20%) Students at SL and HL plan and deliver an individual presentation (15 minutes maximum) to their peers in which they outline and physically demonstrate their research into a convention of a theatre tradition they have not previously studied. Internal assessment task SL (35%) HL (25%) Task 4: Collaborative project (SL and HL) Students at SL and HL collaboratively create and present an original piece of theatre (lasting minutes) for and to a specified target audience, created from a starting point of their choice. Group 6 You may choose an additional subject from Groups 2-4, instead of the Visual Arts or Theatre Studies. IBDP Core Extended Essay (EE) This offers students the exciting prospect of investigating a topic of special interest to them. The Extended Essay is an in-depth study of a limited topic chosen from one of your subjects on the IB Diploma programme. Emphasis is placed on the development in skills of organization and expression of coherent and logical ideas. Students will be personally supervised by a dedicated tutor and supported by the librarian. The Extended Essay is externally assessed and points are awarded together with the Theory of Knowledge oral presentation and essay. The experience of writing this essay will benefit students both academically and intellectually. Students will gain confidence in terms of the substantial piece of individual work achieved and become acquainted with the process of research and information processing all key skills expected at university or in the business world. Creativity, Activity, Service (CAS) The Creativity, Activity, Service element encourages students to be involved in creative pursuits, physical activities and community projects at local, national and international levels. Students will work towards gaining the Duke of Edinburgh Award at Bronze, Silver or Gold Level. The IB curriculum offers a complete educational programme in which the experiential parts of the curriculum are of comparable importance to the traditional academic subjects. CAS has the same status as each of the six academic subjects required for the IB Diploma, the Extended Essay and Theory of Knowledge. The philosophy behind completing CAS is that some essential aspects of education sometimes take place outside the classroom or examination hall and in the real world experiencing first hand life lessons. Assessment for CAS is through self-evaluation, followed by peer and teacher evaluation of your involvement in a series of projects. The projects are wide ranging and cover sports and expeditions to Arts projects and Charity involvement such as working with local community projects and attending international student conferences. Theory of Knowledge (TOK) The Theory of Knowledge course is designed to develop a coherent approach to learning across all academic areas and encourages appreciation of other cultural perspectives. It is the glue that binds the Diploma together. Run in seminars students are expected to contribute to class discussions, reflecting on what it means to know something for example What makes a great piece of art? To what extent am I influenced by my culture? to How can I know what is right? In TOK there may not be a right or wrong answer but it will ask students to develop an awareness of how knowledge is constructed, evaluated and renewed by societies and individuals. Students learning experiences will focus on real and very topical issues and students will be encouraged to develop their presentation and group work skills. International Baccalaureate Diploma Programme Students will receive on - going feedback from the TOK Coordinator and a dedicated tutor before completing an internally assessed oral presentation (which will be research and presented by groups of two to three students) and an externally assessed TOK essay from a choice of themes.

16 Contact: Eltham Hill School Eltham Hill SE9 5EE phone: website: school app: search "Eltham Hill School" in your app store Search "Eltham Hill" International Baccalaureate World School We are the only school in the Royal Borough of Greenwich to offer the International Baccalaureate.