International School of Hyderabad. IB Diploma Handbook

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1 International School of Hyderabad IB Diploma Handbook

2 Table of Contents Introduction to the IBDP Programme The IBDP Program of Studies Theory of Knowledge (TOK) Creativity, Action, & Service (CAS) The Extended Essay (EE) IB Diploma Subjects Offered at ISH Course Descriptions Group 1: Language A Language & Literature Group 2: Language Acquisition Ab initio Language Language B Group 3: Individuals and Society Economics History Psychology Group 4: Experimental Sciences Biology Chemistry Physics Group 5: Mathematics Mathematical Studies Mathematics HL & SL Group 6: The Arts IB Music IB Visual Arts Official Transcripts Enrolment in the IBDP Table Guiding Entry to the IB Programme and to HL Courses

3 IB Diploma Programme (IBDP) The International Baccalaureate Diploma Programme (IBDP) is a rigorous academic programme offered at ISH in Grades 11 and 12. It is the most widely recognised international qualification for university. A good performance in the IBDP generally improves a student s competitiveness for admission to universities around the world, particularly to universities in Canada, the U.S., and the U.K. Some universities also offer credits for college level courses if students achieve certain scores on the IBDP. In the IBDP programme, the student must take 6 subjects, 3 at Higher Level and 3 at Standard Level. THE IBDP is internally and externally examined. Subjects are graded 1 through 7, with 7 being the highest level of achievement and 1 being the lowest. A student can earn an IB Diploma if she/he meets the criteria below. Meets the base standards on the Internal Assessments and externally assessed exams in 6 subjects, 3 taken at Higher Level & 3 taken at Standard Level. Meets the requirements of Theory of Knowledge. Successfully completes an Extended Essay (a long research paper). Successfully completes the IBDP Creativity, Activity, & Service (CAS) requirements. Assessments for the IBDP include coursework, practical exercises, oral and listening tests, and written examinations. During their course of studies, IBDP students carry out Internal Assessments (IAs) in their subjects and take a series of externally assessed exams at the end of their two years. At the core of the IB Programme is the student learner who, in the course of her/his studies, develops each of the following traits of the IB Learner Profile. Principled Caring Courageous Balanced Communicator Thinker Inquirer Open minded Reflective Knowledgeable

4 The IB Diploma Programme of Studies The IBDP has many of the strengths of a broad, traditional curriculum, with three important additional features: Theory of Knowledge (TOK), the Extended Essay (EE); and the Creativity, Action, & Service (CAS) Programme. Those features are indicated at the centre of the programme model pictured below. Theory of Knowledge (TOK) The aim of TOK is to teach students to think more about the Ways of Knowing (WOKs) and Areas of Knowledge (AOKs) and to be more critical thinkers about knowledge claims, values and biases. The course considers ways in which we gain our understanding through sense perception, language, reason, imagination, faith, emotion, intuition and memory. It examines the approaches to knowledge taken by mathematics, the natural sciences, the human sciences, history, the arts, and ethics, religious knowledge systems and indigenous knowledge systems and encourages students to examine them in relationship to one another and in relation to the students own experiences. TOK explores the difficulties that arise in justifying assertions, establishing certainty, and ascertaining the truth. TOK is a key element in encouraging students to appreciate other cultural perspectives. The course is unique to the IBO, which recommends at least 100 hours of teaching time spanning two years. Successful completion of TOK is a requirement for the award of the IBDP.

5 Assessment: Students give an oral presentation (internally assessed) either as a group or individually and write an essay on a prescribed title in 1600 words (externally assessed). TOK assessments are given a letter grade of A E, with A being the best. The marks earned in TOK are considered in conjunction with the Extended Essay to determine bonus points for the IB Diploma. Creativity, Activity, & Service (CAS) The Creativity, Activity, & Service (CAS) Programme involves students in a range of activities alongside their academic studies. CAS involves students in a range of enjoyable and significant experiences, as well as a CAS project. CAS complements a challenging academic programme in a holistic way, providing opportunities for self determination, collaboration, accomplishment and enjoyment. A good CAS Programme is both challenging and enjoyable, a personal journey of self discovery. CAS activities continue on a regular basis for at least 18 months. Successful completion of CAS is a requirement for the award of the IB Diploma. A CAS programme is individualized according to student interests, skills, values and background. Each individual student has a different starting point, and therefore different goals and needs, but for many their CAS activities include experiences that are profound and life changing. CAS is organized around the three strands of creativity, activity and service defined as follows. Creativity exploring and extending ideas leading to an original or interpretive product or performance Activity physical exertion contributing to a healthy lifestyle Service collaborative and reciprocal engagement with the community in response to an authentic need. CAS Completion and Assessment All CAS students are expected to maintain and complete a CAS portfolio as evidence of their engagement with CAS. The CAS portfolio is a collection of evidence that showcases CAS experiences and for student reflections; it is not formally assessed. The Extended Essay (EE) Each student has the opportunity to investigate a topic of special interest for his/her extended essay. The Extended Essay acquaints DP students with valuable independent research and writing skills. The IBO recommends that a student devote a total of about 40 hours of private study and writing time to the essay. The Extended Essay permits a student to deepen her/his understandings of a topic already studied or to add breadth to the academic experience by writing on a subject not studied. ISH requires that students write their Extended Essays in subjects in which they are enrolled. The student is guided in her/his work by an Extended Essay Advisor. The EE is an essay of 4,000 words. The marks earned on the EE are considered in conjunction

6 with the performance in TOK to determine bonus points for the IB Diploma. The Extended Essay is externally assessed and along with TOK can contribute to three bonus points. IB Diploma Subjects Offered at ISH Each course in the IB Diploma Programme runs for the Grade 11 and Grade 12 years. IBDP students are required to opt 6 subjects, 3 at Higher Level (HL) and 3 at Standard Level (SL). ISH strongly discourages students from taking more than 6 courses and more than 3 HL classes. Students are required to take at least 1 course from Group 1, Group 2, Group 3, Group 4, and Group 5. The 6 th course can be chosen either from Group 6 or from any other group. The Higher Level courses are constructed to run for 240 teaching hours (equivalent to five 45 minute periods per week); the Standard Level courses are constructed to run for at least 150 hours (equivalent to three 45 minute periods per week). What follows is a list of courses that ISH has offered in the past and anticipates offering to students entering the IBDP Programme in August The final courses offered by ISH are determined by student enrollment, staffing, scheduling, and classroom/lab availability. In general, courses will be offered only if the minimum number of students per course is THREE. Group 1: Language A Language & Literature English HL & SL Group 2: Language Acquisition Ab Initio Spanish (SL) Ab Initio French (SL) B Spanish (SL) B French (SL) Group 3: Individuals & Societies Economics HL & SL History HL & SL Psychology SL & HL Group 4: Experimental Sciences Chemistry HL & SL Biology HL & SL Physics HL & SL Group 5: Mathematics Mathematics HL Mathematics SL Math Studies SL

7 Group 6: The Arts Music HL & SL Visual Art HL & SL Course Descriptions Group 1: Language A Language & Literature IB Language A seeks to develop an understanding of how language, culture, and context determine the ways in which meaning is constructed in texts and to encourage students to think critically about the different interactions between text, audience and purpose. The course has four parts. Part 1: Language in Cultural Context. This part explores how language develops in specific cultural context, how it impacts on the world, and how language shapes both individual and group identity. SL/HL: A wide range of texts Part 2: Language and Mass Communication. This part explores advertising, the news, political propaganda, bias in texts. SL/HL: A wide range of texts Part 3: Literature texts and contexts. This part explores how the meaning of a text is shaped by culture and by the circumstances of its production. It also examines the relationship between language and literature and issues such as gender, power, and identity. SL: 2 works HL: 3 works Part 4: Literature Critical Study. This part involves a close reading of literary works. It leads to a fuller awareness of the rich complexities and the intricacies of literary construction. SL: 2 works HL: 3 works Assessment: Paper 1: Textual analysis Paper 2: Essay Written Task ,000 words plus a rationale of words

8 SL: 3 written tasks HL: 4 written tasks Individual Oral Commentary (IOC): A 10 minute oral commentary followed by discussion Further Oral Activity: Two oral activities

9 Group 2: Language Acquisition IB Group 2 Language courses are designed to develop students listening, reading, writing, and speaking skills in a foreign language.. Ab initio Language French or Spanish Three areas of study language, texts and themes provide the basis of the two year language ab initio course. These three fundamental areas are interconnected and should be studied concurrently. Interactive, productive and receptive skills are developed through study in these three areas and are of equal importance. The language ab initio course is organized into three themes. Individual and society Leisure and work Urban and rural environment Assessment Paper 1: Receptive Skills Paper 2: Productive Skills Written Assignment: Receptive and written productive skills [ words guided writing] Internal Assessment: Individual Interview Language B French or Spanish (SL) The core topics which is a required area of study, is divided into three areas Communication and media Global issues Social relationships In addition from the 5 Options : of Cultural diversity Customs and traditions Health Leisure Science and technology 2 are selected by the teacher as a further area of study Assessment Paper 1 (1 hour 30 minutes): Receptive skills

10 Text handling exercises on four written texts, based on the cor Paper 2: (1 hour 30 minutes): Written productive skills One writing exercise of words from a choice of five, based on the options Written Assignment: Receptive and written productive skills Inter textual reading followed by a written task of words plus a word rationale, based on the core. Internal assessment Internally assessed by the teacher and externally moderated by the IB. Individual oral (8 10 minutes): Based on the options: 15 minutes preparation time and a 10 minute presentation and discussion with the teacher. Interactive oral activity Based on the core: : Three classroom activities assessed by the teacher Group 3: Individuals and Societies Economics IB Economics helps students develop the confidence to discuss and evaluate how individuals, institutions, and societies organize themselves in pursuit of economic objectives. The course helps students develop an international perspective on economic issues and foster respect and understanding for the diverse but interdependent economic circumstances that different people live and work in. Analysis and interpretation of key economic concepts, statistical data, current affairs, and global issues are skills developed in the course. At the Higher Level, the subject involves the study of growth & development, choice & rationing systems, microeconomics & macroeconomics, and international and developmental issues. At the Standard Level, students cover the same topics, with a few minor differences. Assessment Assessment consists of written examinations with extended and short answer questions. The student s ability to respond to a given set of information in written and statistical formats is also evaluated. Both HL and SL students are required to build a portfolio of commentaries on relevant media articles as their Internal Assessment component. SL Paper 1: An extended response paper Paper 2: A data response paper

11 Paper 3: [only HL] Extension paper History IB History provides an opportunity for students to enjoy an in depth study of the 20 th century world with special focus on the themes given below. Communism in Crisis, The Causes, Practices and Effects of war The Origin and Development of Authoritarian and Single Party States The Cold War Higher Level students dedicate a significant part of their course to the regional paper option: The History of Europe and the Middle East ( ). The curriculum is designed to foster the student s ability to think critically about historical events and their meaning. Simple knowledge of the facts of historical events do not suffice in the course; students develop the skills to make conclusions for themselves about why history happened as it did, and what meaning these events still have for people today. Students explore how historical events are viewed from different perspectives. The course is recommended for students who have an interest in the political, social and economic events around them, who enjoy reading, and who are willing to participate in discussion. Assessment Paper 1: Source based Paper 2: Essay based Paper 3: Regional Option An Internal Assessment (IA) that investigates a topic of the student s choice. The IA may be up to 2,000 words.

12 Psychology IB psychology examines the interaction of biological, cognitive and sociocultural influences on human behaviour, thereby adopting an integrative approach. Understanding how psychological knowledge is generated, developed and applied enables students to achieve a greater understanding of themselves and appreciate the diversity of human behaviour. The ethical concerns raised by the methodology and application of psychological research are key considerations in IB psychology No prior knowledge is expected. The skills required are developed during the course itself. The course is recommended for students interested in understanding behaviour, enjoy reading, like evaluating, analysing and discussing issues/ events from a standpoint of human behaviour. Assessment: Paper 1 Core Paper 2 Options ( choose 2 (HL) or 1 (SL) out of 5) Paper 3 Qualitative methods of research (HL only) Internal Assessment (IA ) a simple experimental study. Student replicate (HL with modifications) a simple psychological experiment and then write a 1500 (SL) or 2000 (HL) words essay on the same. Group 4: Experimental Sciences Students can study up to two sciences as part of their IBDP at ISH. The particular combination of experimental sciences that can be studied in any given year depend on enrolments, staffing, room/lab availability, and scheduling. Biology IB Biology examines cells, genetics, ecology, evolution, the chemistry of life, human health, and physiology. Higher Level Biology students also study nucleic acids, proteins, cell respiration, photosynthesis, advanced genetics, human physiology, nerves, muscles, movement, excretion, and plant science. IB Biology students also have a number of options to choose. Options for both SL and HL students include the following: 1) Evolution, Neurobiology, Behavior; 2) Microbes & Biotechnology; and 3) Ecology & Conservation. Each student must study at least two options. The school has several preferred choices, though a student is welcome to work on his or her own choices, with guidance from the teacher. HL students also have the option of studying further human physiology. Prerequisites for IB Biology include that a student has a basic knowledge of mathematics, a concern for the environment, and an interest in the life sciences.

13 Assessment Paper1: Multiple choice questions Paper2: Data handling and extended response Paper3: Options Internal Assessment (IA) involving designing and conducting experiments Chemistry IB Chemistry examines chemical phenomena and the principles underlying those phenomena. All students study stoichiometry, atomic theory, periodicity, bonding, kinetics, energetics, equilibrium, acids, bases, oxidation, reduction, and organic chemistry. At the Higher Level, students study these topics in greater detail. The options offered to all students are 1) Medicines & Drugs and 2) Food Chemistry. In addition, students can opt for any option specified in the IB chemistry syllabus including modern analytical chemistry, human biochemistry, chemistry in industry & technology, environmental chemistry, and further organic chemistry. Assessment Paper 1: Multiple choice questions Paper 2: Extended response question Paper 3: Assesses knowledge of the options. Practical Work and Internal Assessment (IA) A student opting for IB Chemistry should have a basic understanding of chemistry and a good understanding of mathematical concepts. Physics The main topics studied in the core level are: mechanics, thermal physics, electricity & magnetism, waves, fields & forces, atomic & nuclear physics, energy, power, & climate change. Additional Higher Level material includes electromagnetic induction, quantum physics and digital technology. Optional topics at the Standard Level include digital technology and optics. Options at the higher level include optics, relativity and astrophysics. There is an emphasis on problem solving, numerical manipulation and laboratory skills. Approximately one quarter of the time is devoted to practical work that includes an interdisciplinary group project. Assessment Paper 1: Multiple choice questions Paper 2: Extended response questions Paper 3: Extended response questions from options chosen The internal assessment consists of an interdisciplinary project and a range of practical investigations.

14 An IB Physics student should have the ability to quickly assimilate fundamental knowledge and to apply that knowledge to unfamiliar situations related. As part of this process, the student should have a strong background in mathematics. Group 5: Mathematics All candidates for a diploma are required to complete a mathematics course, and three options are available to fit different abilities and levels of student interest. Each course aims to deepen a student s understanding of mathematics as a discipline and to promote confidence and facility in the use of mathematical language. Mathematical Studies [SL] IB Mathematical Studies is for students whose main interest lies outside the field of Mathematics. It caters for students with varied backgrounds and abilities. Mathematical Studies students have an opportunity to revisit some of the topics they have already done with a different approach, through practical investigations, as well as more formal techniques. The main topics covered are: numbers, algebra, geometry, trigonometry, statistics, probability, functions, finance, and introductory calculus. Assessment Paper 1: Short response questions. Paper 2 : Extended response questions Internal Assessment (IA). The IA 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. This portfolio is internally assessed by the teacher and externally moderated by the IBO. Mathematics HL IB Mathematics HL caters for students who anticipate a need for a sound mathematical background in preparation for future studies in such fields as Engineering, Physics, and Mathematics. Students are expected to possess knowledge of basic mathematical concepts and be competent in the application of fundamental mathematical techniques. Assessment HL Paper 1: Combination of short response and extended response questions Paper 2: Combination of short response and extended response questions Paper 3: Extended response questions from the option chosen Internal Assessment: Mathematical exploration : The IA is an individual exploration. This is a piece of written work that involves investigating an area of mathematics. The portfolio is internally assessed by the teacher and externally moderated by the IBO. Mathematics SL

15 Mathematics SL is designed to provide a background of mathematical thought and a reasonable level of technical challenge for those not wishing to take mathematics at the higher level. It provides a sound mathematical basis to pursue further studies in fields such as biology, chemistry, economics, and business. Assessment SL Paper 1: Combination of short response and extended response questions Paper 2: Combination of short response and extended response questions Internal Assessment: Mathematical exploration: IA is an individual exploration. This is a piece of written work that involves investigating an area of mathematics. The portfolio is internally assessed by the teacher and externally moderated by the IBO. Group 6: The Arts IB Music This course involves the three main aspects of musical activity: listening, performing, and composing. Students study a variety of music from around the world, both old and new, in order to develop their perceptual skills in relation to the subject. The course enables students to recognize, analyse, and discriminate between different musical styles. About half of the course is dedicated to the musical perception and analysis component, compulsory for all students. This component consists of the study of two prescribed works and a general study of musical genres and styles from around the world. Both are assessed in a listening paper and a detailed investigation and comparison of two musical styles, completed in the form of a written essay. In the remaining half of the course, students have the opportunity to choose between performance and composition (creating). Students choosing the performance stream have two options. Solo performance option solo performance(s) on their chosen instrument. Group performance option performance(s) as a member of an ensemble such as a choir, rock band, wind band, Hindustani classical ensemble, et al. Students choosing the creating stream must complete two SL/three HL contrasting compositions in a genre and format of their choice. Higher Level Music requires both performance and composition components to be completed. Group performance is not an available option for HL students. The listening paper is slightly longer for HL students. Some previous experience with music is necessary for the course. That experience may have been obtained through private study of an instrument or through formal study of music in a previous class.

16 Assessment SL: Listening Paper [5 musical perception questions] HL: Listening Paper [7 musical perception questions] SL/HL: Musical Links Investigation [2000 words max] SL: performance or Creating HL: Performance and Creating IB Visual Arts IB Visual Arts nurtures, develops, and enhances a student s artistic expression. The course fosters a sense of identity and provides the student an opportunity to develop a more critical and personal view of himself/herself in relation to the world. The course encourages an active exploration of visual arts within the student s own culture and in other cultural contexts and fosters respect for cultural and aesthetic differences. The course promotes creative thinking and problem solving. As part of the course, students engage in both practical exploration and artistic production, and in independent investigation. SL and HL students have the choice of two options for IB Visual Arts. Option A: Focus on studio practice in visual arts Option B: focus on contextual, visual and critical investigation While it is possible to take IB Visual Arts course without previous artistic experience, previous artistic experience is helpful for students who wish to take Visual Arts at the Higher Level. Assessment Selection of studio work in the form of an exhibition [externally assessed] Present selected pages of investigation workbooks produced during the course [internally assessed and externally moderated] Option A (HLA) Studio work (60%) Investigation workbooks (40%) Option B (HLB) Investigation workbooks (60%) Studio work (40%) Option A (SLA)

17 Studio work (60%) Investigation workbooks (40%) Option B (SLB) Investigation workbooks (60%) Studio work (40% Studio work involves practical exploration and artistic production.investigation work involves independent contextual, visual and critical investigation and reflection, both visual and written. For HL option A and SL option A Candidates prepare an exhibition of studio work made during their Diploma Programme visual arts course and prepare for a discussion on the selected works with the visual arts teacher. This discussion is recorded and sent to IBO for evaluation. The Diploma Programme core as stand alone courses The stand alone courses allow Diploma Programme Course students (formerly known as certificate students) to register for either all three Extended Essay, Theory of Knowledge and CAS (Creativity, Activity and Service) OR any one or two of these. ISH Diploma Programme ( ISHDP aka AHSDP American High School Diploma Programme ) Students who do not wish to take the full IB Diploma Programme can take the ISH Diploma Programme (ISHDP). The ISHDP allows students to follow an academic programme without the

18 constraints of the IGCSE or the IBDP Programmes. For the ISHDP, students take ISH courses that significantly parallel the IGCSE and IBDP. The ISHDP potentially allows students to take several arts courses or more than one foreign language. The ISHDP does not require students to take externally assessed exams. The ISHDP does not require students to take a balance of Higher Level and Standard Level courses in Grades 11 & 12. Students taking the ISHDP have the option to study for ICE Certificates or IB Courses in certain of their academic subjects. The IGCSE Programme, the IB Diploma Programme, and the ISH High School Diploma Programme are separate programmes with separate requirements. Credits Required to Graduate with an ISH High School Diploma (ISHDP) To graduate from ISH and receive the ISH High School Diploma, students must satisfy the minimum requirement of 24 credits and meet all other graduation requirements. Credit is awarded each semester. One full credit is earned by: successfully completing two semesters of a course with a minimum of four 45 minute sessions per week; and having at least 90% attendance. In order to meet these graduation requirements, High School students must take at least 5 courses per year in Grades 9 12 and achieve a minimum passing grade in each course. A minimum of 3 credits must be earned in English, Mathematics, and the Natural Sciences. Passing performance in most courses in the Secondary School earn the student.5 credits per semester which means 1 credit per year. Additional credits may also be earned (0.5 credits per year) through Physical Education, Theory of Knowledge (TOK), and the Extended Essay. Pamoja Education online

19 Pamoja Education works in close collaboration with the International Baccalaureate to develop and deliver authorised online Diploma Programme courses. This is an independent study programme that enables students to opt for subjects not offered at ISH. Subjects offered : Group 2 French ab initio Mandarin ab initio Spanish ab initio Spanish B SL Group 3 Bus Management SL & HL Economics SL & HL ITGS SL & HL Philosophy SL Psychology SL & HL Group 5 Mathematics HL & SL Group 6 Film SL For further details visit

20 Official Transcripts U.S. school and colleges often wish to know students Grade Point Average (GPA). ISH does not report GPA to students on the report cards sent home to students & parents. For Official Transcripts of High School work completed at ISH and sent to schools or colleges in the United States, ISH reports GPA. In order to calculate GPA, ISH converts students grades to the A F system commonly used in the United States. GPA is calculated using the table below. Scale Showing Conversion of IBDP Grades to ISH Grades IBDP Scale Descriptor ISH Grade GPA 7 Superb A Excellent A Very Good A Good B Satisfactory C Poor D Very Poor F 0 Enrolment in the IBDP A certain level of subject level mastery is required to succeed in IBDP courses and not all students in Grades 11 and 12 are enrolled in the IBDP. When evaluating whether a student is a good candidate for the IBDP and for placement in Higher Level courses, some of the factors below are considered. Work ethic. Performance. Skills. Level of English. Mastery of concepts.

21 At the start of the Grade 11 year, students are preliminarily admitted for either the IBDP or the ISHDP. Enrolment is then re evaluated periodically during the Grade 11 and Grade 12 years. To ensure that students are following academic programmes in which they can be successful, students who are not on track to succeed in the IBDP are counseled and advised to choose a combination of IB Courses and ISHDP courses OR a complete ISH Diploma Programme. The IB Diploma Coordinator, in consultation with the Principal and/or Head of Secondary as appropriate, makes each of the determinations below. Should the student be allowed to enroll in the IB Diploma Programme? Should the student be removed from the IB Diploma Programme? Should the student be allowed to enroll for IB Diploma Course? Students and parents are expected to accept the School s decisions regarding study for the IBDP or changing to the ISH Diploma (ISHDP). For students who have taken IGCSE exams in Grade 10, ISH uses the following to help determine: If a student is eligible for the IBDP: and If a student is a eligible for a Higher Level course. Table Guiding Entry to the IB Programme and to HL Courses IB Subject IGCSE Prerequisite IGCSE Grade Required English Language A SL English C English LanguageA HL English B French Ab Initio No prior knowledge required N.A. French B Prior knowledge required C Spanish B Prior knowledge required C Spanish Ab Initio No prior knowledge required N.A. History SL English C History HL English B

22 Biology SL Biology C Biology HL Biology B Chemistry SL Chemistry C Chemistry HL Chemistry B Physics SL Physics C Physics HL Physics B Mathematics SL Mathematics C Mathematics HL Mathematics A Maths Studies SL Mathematics D Music SL Music HL Visual Arts Music OR Some instrumental experience Music OR 1 or more years of instrumental experience Previous artistic experience recommended for Higher Level C B

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