CIBA Class of DP Course Selection

Transcription

1 CIBA Class of 2019 DP Course Selection

2 T he I nternational Baccalaureate Diploma Programme For students aged Internationally recognized by the world s leading universities Watch this short video on the IB Diploma Programme

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4 CI BA is an I B Magnet school CIBA s state-authorized magnet theme is IB. Thus, all students who attend CIBA are IB students ALL CIBA students are IB students in grades 9 & 10, the are MYP and in grades 11 & 12, they are DP students ALL CIBA students are expected to graduate as IB Diploma CANDIDATES Graduating with the status of candidate translates into higher acceptance rate at leading universities and scholarship and financial aid.

5 The CIBA IB-DP Guide for Parents and Students Read the first page in the guide silently. W hat does a school need to do to BECOME an author i zed I B school? W hat does a school need to do to REMAI N an author i zed I B school? W hat do teacher s at an I B school have to do? How many students, worldwide, are IB students? What are the four ways that the IB expects students to flourish?

6 T he I B Diploma Programme at CI BA CIBA is REQUIRED to abide by all IB standards and practices, which encompass the curriculum, the core elements, academic honesty, language, inclusion, assessment, grade recording and reporting. IB schools WORLDWIDE all follow the SAME standards and practices. CIBA does not make up any of these requirements. In accordance with IB requirements, CIBA students in the Diploma Programme must take ONE course in each of SIX subject groups. The ONLY exception is GROUP SIX Visual Arts, which students may take or may take an additional course in one of the other groups (1-5). All students must complete the three core requirements Extended Essay, Theory of Knowledge and Creativity, Activity Service (CAS).

7 Course selection Each IB Diploma Course is a TWO-YEAR sequence (2 credits). Courses selected for grade 11 are carried to grade 12. Thus, the course selection for grade 11 is a two-year decision. In grade 12, students must decide which 3 classes they will complete and test in as STANDARD LEVEL (SL) and which three they will complete and test in at HIGHER LEVEL (HL). All students are prepared for the higher level, but the IB only allows students to test at the HL in a maximum of four (minimum of three) courses.

8 Core and Courses ALL grade 11 students take/ work toward completion of: T he I B Cor e El ements T heory of K nowledge Ext ended Essay (done independently, but college research and writing is taught) Creativity, Activity, Service (CAS done independently) English L iter atur e Chinese or Spanish Mathematics SL Grade 11 students MUST choose: At least ONE Group Three (Individuals & Societ ies) course: The 2-year history sequence (Topics in W orld History and The History of Africa & the Middle East) Information Technology in a Global Society (ITGS) At least ONE Group Four (Sciences course) Biology Chemistry Sports Exercise & Health Sciences (SEHS) Art (Group Six) OR an additional class in one of the courses offered in group three, four (or two)

9 Exams All students take the IB exams in their senior year. At the BEGINNING of the senior year, CIBA students decide in which THREE courses they will test at the STANDARD LEVEL and in which THREE courses they will test at the HIGHER LEVEL. CIBA pays for the cost of registration (in 2017 Students and their parents sign an exam registration and fee agreement form which states that if a student fails to complete ANY PORTION of the exam (internal or external) for which they have registered, the student will have an accountability for the cost of the exam and possibly the cost of registration (if more than 3 exams are not completed).

10 Creativity, Activity, Service 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 reflection on outcomes and personal learning. Of any activity, it is appropriate to ask the following questions. What did I plan to do? What did I do? What were the outcomes, for me, the team I was working with, and others?

11 Creativity, Activity, Service Learning Outcomes: Students MUST show significant evidence of each learning outcome over the junior and senior years. All Learning Outcomes may not come from one activity Each activity must address at least one learning outcome When activities and projects are proposed, students must identify which of the learning outcomes will be met and give a description of how this will be done There MUST be evidence of each learning outcome in more than one activity

12 increased their awareness of their own strengths and areas for growth undertaken new challenges planned and initiated activities worked collaboratively with others shown perseverance and commitment in their activities engaged with issues of global importance considered the ethical implications of their actions developed new skills

13 CAS Project Project: All students MUST complete ONE project during the junior or senior year. Each project must be of significant duration (at least one month) include at least 2 aspects of CAS include teamwork include some form of a leadership or organizational role for the student be completed by February 1 st of the senior year OR a project will be assigned to you (which must be completed by April 1 st of that year) If your CAS project is a repeat from a previous students CAS project you must show how you improved on the project and made it your own

14 T he Extended Essay The extended essay is an independent, self-directed piece of research, finishing with a 4,000-word paper. The extended essay is a core component, mandatory for all students. Students are supported throughout the process of researching and writing the extended essay, with advice and guidance from a supervisor who is usually a teacher at the school. Writing an extended essay can provide: practical preparation for undergraduate research. an opportunity for students to investigate a topic of special interest to them, which is also related to one of the student's six DP subjects. April 20, 2017 < curriculum/

15 T heory of Knowledge Examining how we know what we know Examining how we know what we know This is a course that focuses on inquiry and critical thinking. W e explore artifacts--real world, specific events--from a variety of global contexts and cultural perspectives. W We seek to identify Knowledge claims, or assertions of truth (WHAT WE KNOW) Ways of Knowing, or the means through which we gain and spread this knowledge (HOW W E KNOW ) Areas of Knowledge, the different disciplines that process information and affirm it as knowledge (HOW WE KNOW WE KNOW IT) Internal Exam Component = GROUP PRESENTATION: Oct/ Nov Senior year

16 English A1 Literature Examining the human experience and how it is communicated across cultures, languages, genres, and time periods. Junior Year Written Assignment and Reflective Statement 2 nd week in February Snow Country by Yasunari Kawabata The Stranger by Albert Camus Chronicle of a Death Foretold by Gabriel Garcia Marquez IOP =Individual Oral Presentation 2 nd week in May Brave New World by Aldous Huxley 1984 by George Orwell The Handmaid s Tale by Margaret Atwood Senior Year IOC = Individual Oral Commentary End of January- mid February Wuthering Heights by Emily Bronte Civil Disobedience and Other Essays by Henry David Thoreau Poetry of Robert Frost Paper 2 Exam: External Assessment 1st week in May: Focused Genre Study Hamlet by William Shakespeare Master Harold... and the boys by Athol Fugard Pygmalion by Bernard Shaw The Crucible by Arthur Miller Paper 1 Exam: External Assessment 1st week in May: Passage Analysis

17 IB DP Chinese Afterschool Chinese Club Internal Assessment (30%) April -Individual Oral (20%) 3 min to describe a picture and 6 min discuss and answer Interactive Oral Activity (10%) External Assessment (70%) March Written Assignment: Receptive and written productive skill (20%) May Paper 1: Receptive skills (25%) Paper 2: Written productive skills (25%) Malee Gung-fu School Chinese is fun, and you will learn a lot of practical skills to help you continue learning the language Chinese club, Local field trips, and a trip to China every other year Chinese is hard. But, if you work hard and follow directions, you can get at least a 4/7 for the Chinese IB exam! A-Dong Chinese Supermarket

18 What do the IB Spanish Exams look like? Internal Assessments: Worth 30% (20%) Individual Oral (8-10 min.)*may be increasing starting 2018 exams* Based on the Options, 15 minutes prep time (10%) Interactive Oral activity Based on the Core: The best of 3 classroom activities assessed by the teacher. *The above is based on the Language B guide with first exams 2015* Why do we study a language? In this global environment that we live in, it is more important than ever to study a language as it gives us an appreciation of our own culture and an understanding of other cultures. Core: Communication and media, Global issues Options: Cultural diversity, Science and technology, Social relationships External Assessments: Worth 70% (25%) Paper 1: Text-handling exercises on 4 written texts (SL), 5 for HL (based on the Core) (25%) Paper 2: 1 Writing exercise of words from choice of 5 (based on the Options) plus additional Section for HL (20%) Written Assignment: Inter-textual readings followed by words, plus word rationale. (HL words plus rationale) (based on the Core) IB DP Spanish (2 yr. course)

19 IB DP History: Topics in History SL/HL The DP history course is a world history course based on a comparative and multiperspective approach to history. It involves the study of a variety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility. Grade 11: Topics in World History Conquest & Its Impact The Final stages of Muslim rule in Spain The conquest of Mexico and Peru Societies in transition ( ) Causes and effects of Early Modern wars ( ) Grade 12: The History of Africa & the Middle East Internal Assessment (25% (SL) or 25% (HL) of Exam score): Students will conduct an independent research paper on a topic of their choosing. Due: May of Junior Year SL: Paper 1 and 2 (75% of exam score) HL: Paper 1, 2, and 3 (80% of Exam score)

20 ITGS Information Technology in a Global Society We study the effect new IT systems have on society. Through the exploration of case studies we learn about how IT systems work, who they were designed to help, and what ethical concerns that may arise. Internal assessment (30% SL 20% HL) Students must analyze a situation involving a real client and design and implement a solution using information technology Due Dates ~Draft 1 by June and Junior year ~Final by December of Senior year External Assessment May senior year SL Papers 1,2 HL papers 1,2 & 3

21 IB Visual Arts A Two Year Course From an idea to a work of art, bring your imagination to life! Visual Arts Journal Studio Project What does the IB Visual Arts Exam look like? 1. The Comparative Study 20% - An independent critical and contextual investigation that explores artworks, objects and artifacts from differing cultural contexts. 2. The Process Portfolio 40% - A documentation of the student s artistic experience during the course, both visual and written. 3. The Exhibition 40% - Students present a body of work accompanied by reflection showing critical understanding and awareness of context.

22 Junior Year Mathematics SL Algebra Functions and Equations Circular Functions and Trigonometry Statistics and Probability End of junior year, depending upon which SR math, students begin their internal assessment (exploration or project) which is 20% of the final exam grade Math SL Vectors Calculus Senior Year Math Studies Statistical applications Geometry Sets and logic Mathematical models Introduction to differential calculus In May of senior year, students take the external component of the IB exam, worth 80% of the final exam grade

23 HL/SL DP Biology Main topic: studying the functions of life and how things stay alive Main objective: gain an understanding of how the environment around you actually works Group 4 Project Internal exam (20% of total exam score): Independent Experimental Project Begins at the end of Jr Year, completed before winter break of Sr. Year

24 In this course we investigate the structure of matter, changes in matter, and the energy associated with these changes. Assessment: Group 4 Project Internal Assessment: 30% of final exam score External Assessment: (May, senior year): 80% of final exam score

25 Sports, Exercise, and Health Science The IB DP course in sports, exercise and health science involves the study of the science that underpins physical performance. The course incorporates the traditional disciplines of anatomy and physiology, biomechanics, psychology and nutrition. Students cover a range of topics and carry out practical (experimental) investigations in both laboratory and field settings. This provides an opportunity to acquire the knowledge and understanding necessary to apply scientific principles and critically analyze human performance. Where relevant, the course will address issues of international dimensions and ethics by considering sport, exercise and health relative to the individual in a global context. Assessment: Group 4 Project Internal Assessment: 20% of exam grade External Assessment: (May of senior year) 80% of exam grade