IB DIPLOMA PROGRAMME STUDENT & PARENT HANDBOOK

Transcription

1 IB DIPLOMA PROGRAMME STUDENT & PARENT HANDBOOK

2 CONTENTS To the student from the IB Coordinator Mission Statements The IB Diploma at RAK Academy an overview Course Descriptions Core Components CAS, EE, TOK Assessment University Recognition Frequently Asked Questions (FAQs) Contacts

3 To the student from the IB Coordinator Dear Student, You are invited to examine the inner workings of one of the most challenging and rewarding educational curricula in the world the International Baccalaureate Programme. This booklet will walk you through the fundamental components of the programme for Years 12 and 13. It will provide needed insight to help you determine if the International Baccalaureate Diploma Programme is the right choice for you when determining what your final years of secondary school will look like. The IB Diploma Programme (IBDP) is rigorous, and carries with it a solid foundation for whatever studies you may decide to pursue later. The IB diploma is internationally recognised and accepted by most universities. Because the IB Diploma Programme is an integral part of RAK Academy, your secondary school experience will look very much like the traditional students ; however, to earn the IB diploma, students must engage in rigorous study in all major subject areas, not just areas of strength. This added challenge is a significant one since it requires sacrifices and a commitment that many other students do not make. Notwithstanding, the reward for meeting the IB challenge is great, even life-changing. When all is said and done, your reward for even attempting to earn the diploma will be an inner gratification that few individuals have ever attained, even in a lifetime. Remember, nothing worth having in life comes easily. Do not be afraid to accept the challenge and undertake courses you know will not be easy. The IBDP is only one opportunity of many at RAK Academy, but is an opportunity to be seriously considered. If you choose to pursue the diploma, we will try to make these last secondary school years as rewarding to you as possible. Please feel free to come by the IB office with any questions you may have. We want you to make the best decision for your future. Ms. Simone Rai IB Diploma Programme Coordinator

4 Mission Statements RAK Academy s Mission To place life-long learning and global-citizenship at the heart of this learning community. IB s Mission 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 organization 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

5 The IB Diploma at RAK Academy an overview RAK Academy is one of almost 2,303 schools in over 141 countries that offer the IB Diploma Programme (IBDP) and our first students began in September, All our students enrol as full IBDP candidates; with a minimum requirement of five IGCSE passes at C or above (or equivalent) and a determination to succeed in order to begin the course with us. The Diploma Programme is a challenging two-year curriculum, primarily aimed at students aged 16 to 19. It leads to a qualification that is widely recognized by the world s leading universities. Students learn more than a collection of facts. The Diploma Programme prepares students for university and encourages them to: ask challenging questions; learn how to learn; develop a strong sense of their own identity and culture; and develop the ability to communicate with and understand people from other countries and cultures. IB Diploma requirements: The IBDP is displayed in the shape of a hexagon with six academic areas or subject groups surrounding a common core of elements. All IBDP candidates are required to take one subject from each of the six groups of the hexagon. At least three and not more than four are taken at Higher Level (HL), while the others are taken at Standard Level (SL).

6 Course Descriptions Below are brief summaries of each of the IB Diploma courses offered by RAK Academy. More comprehensive information is provided to students at the start of the course regarding course content, internal and external assessments. GROUP 1 LANGUAGE A1Group 1 Language A1 Language A1 (HL & SL) This is primarily a literature course that requires a high level of language skills (usually mother tongue or advanced user equivalent to mother tongue). At RAK Academy we offer the course in English. This demanding course covers 15 texts at Higher Level and 11 at Standard Level hence a substantial amount of time must be dedicated to study at home. GROUP 2 SECOND LANGUAGE2 Language B (HL & SL) is mainly a language course with some elements of literature study suitable for students who have been studying the language for 4-5 years. Currently, we offer Arabic, French and Spanish. Language ab initio (SL) is a two year standard course for students who are beginners. We offer Arabic, French and Spanish. GROUP 3 INDIVIDUALS & SOCIETIES2up 3 Business & Management (HL & SL) The course examines how business decisions are made and how these decisions impact both the internal and external environments, including marketing, human resource management, operations management and finance. History (HL & SL) The course examines the most significant historical debates and controversies about events in Europe between 1890 and Included are the causes of the two World Wars, the rise and fall of the Dictators, and the start and the end of the Cold War. This stimulating course requires no prior subject knowledge, but involves a great deal of reading plus the ability to analyse and synthesise information from a variety of historical sources, so it necessitates very good literacy skills and the ability to form independent judgments about key events of the recent past. Geography (HL & SL) The course is firmly grounded in the real world and focuses on the interactions between individuals, societies and the physical environment in both time and space. It seeks to identify trends and patterns in these interactions and examines the processes behind them. It also investigates the way that people adapt and respond to change and evaluates management strategies associated with such change.

7 Information Technology in a Global Society (HL & SL) This course, at both standard and higher levels, involves the study and evaluation of the impact of information technology (IT) on individuals and society. The course explores the advantages and disadvantages of digital culture, and provides a framework for the student to make informed judgements and decisions about the use of IT within contemporary social contexts. ITGS offers students an opportunity for systematic study of a range of technological, social and ethical issues which fall outside the scope of any single discipline. GROUP 4 EXPERIMENTAL SCIENCES2roup 4 Biology / Chemistry / Physics (HL & SL) These courses are extensions of the work done in Year 11. Students should normally be choosing the science/s that they were studying previously. Courses include both theory and practical components, including a Group 4 project in which students from all three disciplines work together. GROUP 5 MATHEMATICS2up 5 Mathematics 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 very strong interest in mathematics and enjoy meeting its challenges and engaging with its problems. Mathematics Standard (SL) This course caters for students who already possess a good 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. Mathematical Studies (SL) The 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. However, the course does concentrate 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 every-day situations.

8 GROUP 6 THE ARTS2Arts Visual Arts (HL & SL) The visual arts course enables students to engage in both practical exploration and artistic production, and in independent contextual, visual and critical investigation. Exhibition & Interview: The students must then exhibit their studio work and workbooks and discuss their development during an interview with an external examiner.

9 Core Components Students will be provided with more extensive information regarding the Extended Essay, CAS and TOK throughout Years 12 and 13, although an overview of these three central components of the IB is detailed below. All three components must be successfully completed to be awarded the IB Diploma. Extended Essay Diploma candidates are required to undertake independent and original research to write an essay of some 4,000 words. The project offers the opportunity to investigate a topic of special interest and acquaints students with the kind of independent research and writing skills expected by universities. The IBO recommends that a student devote a total of about 40 hours of private study and writing time to the essay. The essay permits students to deepen their programme of study, for example by selecting a topic in one of their higher level courses, or, they might add breadth to their academic experience by electing to write in a subject not included in their programme choices.. Students are introduced to the extended essay in the second term of the first year (Year 12) with a completion date, a year later. Theory of Knowledge (TOK) The TOK course, a flagship element in the Diploma Programme, encourages critical thinking about knowledge itself, to try to help young people make sense of what they encounter. Its core content is questions like these: What counts as knowledge? How does it grow? What are its limits? Who owns knowledge? What is the value of knowledge? What are the implications of having, or not having, knowledge? What makes TOK unique, and distinctively different from standard academic disciplines, is its process. At the centre of the course is the student as knower. Students entering the Diploma Programme typically have 16 years of life experience and more than 10 years of formal education behind them. They have accumulated a vast amount of knowledge, beliefs and opinions from academic disciplines and their lives outside the classroom. In TOK, they have the opportunity to step back from this relentless acquisition of new knowledge, in order to consider knowledge issues. These include the questions already mentioned, viewed from the perspective of the student, but often begin from more basic ones, like: What do I claim to know [about X]? Am I justified in doing so [how?]?

10 Assessment is based on written and oral work. The student is required to submit an essay of between 1200 and 1600 words on a prescribed topic, which is externally assessed. In addition, the student is required to make an in-class oral presentation. The presentation is evaluated by the classroom teacher, and reviewed by IB Examiner(s). Creativity, Action, Service (CAS)...if you believe in something, you must not just think or talk or write, but must act. (Peterson 2003) Creativity, action, service is 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 Diploma Programme. The three strands of CAS, which are often interwoven with particular activities, are characterized as follows. Creativity: arts, and other experiences that involve creative thinking. Action: physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the Diploma Programme. Service: an unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected. 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. Successful completion of CAS is a requirement for the award of the IB diploma. CAS is not formally assessed but students need to document their activities and provide evidence that they have achieved eight key learning outcomes.

11 Assessment IB Diploma Assessment: There is some form of continuous assessment in all IB Diploma courses, although the weighting of this varies between different subject areas. In addition to this, Language courses include a component based on the assessment of one or more oral exams. In most subjects, however, the majority of assessments come in the form of examinations sat in May of Year 13 which are marked by external examiners. If students are unsure about the assessment for one or more subjects they should make an appointment to see their subject teacher. Internal school deadlines: Students are required to meet many deadlines of both a short-term and a long-term nature over the two years of the IB Diploma. These deadlines are carefully planned by the school staff in order to help students to distribute their workload fairly evenly. The deadlines are also set, however, in order to meet the official IB requirements for assessment. School deadlines are of necessity and inflexible students who fail to meet them may be penalised in the grades awarded. Award of the IB Diploma: Performance in each subject is graded on a scale of 1 point (minimum) to 7 points (maximum). For the IB Diploma, a maximum of 3 points is awarded for combined performance in Theory of Knowledge and the Extended Essay. Hence, the maximum total Diploma Programme points score is 45. All assessment components for each of the six subjects and the additional IB Diploma requirements, notably CAS, must be completed in order to qualify for the award of the IB Diploma. The IB Diploma will be awarded to a candidate whose total score is 24, 25, 26 or 27 points, provided all the following requirements have been met. Numeric grades have been awarded in all six subjects registered for the IB diploma. All CAS requirements have been met. At least grade D has been awarded for both theory of knowledge and an extended essay. There is no grade 1 in any subject; there is no grade 2 at higher level. There is no more than one grade 2 at standard level. Overall, there are no more than three grades 3 or below. The final award committee has not judged the candidate to be guilty of malpractice.

12 University Recognition The IB works with universities around the world to promote broader recognition of the Diploma Programme for the 120,000 Diploma Programme graduates entering university each year. How is the IB diploma recognized by universities? Many colleges and universities have developed their own recognition policies. The individual policies vary greatly, but they all have one thing in common. Through their policies, these institutions make it apparent that they understand and appreciate the Diploma Programme student and the rigour of the Diploma Programme itself. This recognition comes in many forms but the most common are: Recruitment actively recruiting Diploma Programme students. Admission ensuring that the IB diploma is fully recognized in the admissions process; addressing Diploma Programme students specifically in documentation and publications. Placement acknowledging the rigour of IB courses and establishing prerequisites for IB courses that are fair and equitable in comparison with those for state, provincial and/or other examination courses; understanding and acknowledging the English language proficiency of international Diploma Programme students. Credit providing detailed information on the courses for which credit is possible based on Diploma Programme examination scores; specifically understanding and recognizing theory of knowledge (TOK), the extended essay and the content of standard level (SL) courses as well as the content of higher level (HL) courses. Scholarships providing scholarships or scholarship opportunities specifically for IB Diploma students For more information, please visit

13 Frequently Asked Questions (FAQs) 1. Who can do the IB Diploma Programme? There are two groups of students, to some extent overlapping each other, who should undertake the IBDP: those who need it for entrance to the universities of their choice, and those students, both academically able and academically motivated, who want to undertake a challenging course of study. 2. What is the difference between higher level and standard level IB subjects? There is more breadth and depth in higher level subjects. Generally, higher level subjects are more rigorous than Standard level, and require a greater time commitment. 3. When are the IB external exams taken? The IB external exams are taken in May of the second year (Year 13). 4. Is there a lot of extra homework involved in the Diploma Programme? Not necessarily. It is not always the amount of homework assigned that is the issue; rather, it is in the quality of the assignments and the extent to which students engage those assignments. The added benefit here is that students take greater responsibility for their own learning while they acquire the valuable skills of time management and organization. 5. The IB Diploma Program sounds like a lot of extra work. What are the advantages of enrolling in an IB programme? Students with IB Diplomas who now attend universities report that their involvement with IB has given them the tools needed to succeed at university and to make the most of their post-secondary education. In particular, students comment on their sense of preparedness, self-confidence, research skills, the ability to manage their time, and the willingness to be actively engaged in their own learning. Even more importantly, they have developed a sense of the world around them, their responsibility to it, and the skills with which to embrace the complexities of life. The IB often employs a variety of phrases to describe these traits and abilities: learning how to learn ; critical and compassionate thinkers ; and informed participants in local and world affairs. 6. Can I transfer from one IB World School to another? The IB regional offices work closely with schools to ensure that students of all ages can transfer without problems. However, each IB World School makes its own decision.

14 7. Is the Diploma Programme curriculum the same all over the world? The core requirements are the same but there is room for flexibility. The courses offered by one school may differ somewhat from those of another school. 8. How successful are IB students in applying to university? Recipients of the IB diploma enjoy a high rate of acceptance at leading universities. In addition, some universities offer scholarships to IB graduates. 9. Where can I find a list of universities that accept the IB Diploma? A list is available at IB s website Many other universities also accept the IB diploma but do not publish a recognition policy you should contact them directly.

15 Contacts For further information on the IB Diploma Programme at RAK Academy, please do not hesitate to contact us: Ms. Simone Rai IBDP Coordinator Mr Justin Clarke Head of Key Stage 5 simone.rai@rakacademy.org justin.clarke@rakacademy.org For specific information, please contact the following teachers: Mr George Heusner English Mrs Jacqui Smith Languages Ms. Emily Tooley Geography Mr Tobias Fernstrom History Mr Shammi Nair Mathematics Mr Manoj Kumar Biology Ms. Kathleen Fisher Physics Mr Dean Riley Physics Mrs Bharti Waswani Chemistry Mr Steve Casey ITGS Ms. Joanne Hartley Visual Art george.heusner@rakacademy.org jacqui.smith@rakacademy.org emily.tooley@rakacademy.org tobias.fernstrom@rakacademy.org shammi.nair@rakacademy.org manoj.kumar@rakacademy.org kathleen.fisher@rakacademy.org dean.riley@rakacademy.org bharti.waswani@rakacademy.org steve.casey@rakacademy.org joanne.hartley@rakacademy.org