The International Baccalaureate Diploma Programme 23 RD NOVEMBER 2016

Transcription

1 The International Baccalaureate Diploma Programme INFORMATION EVENING, VILLIERS. 23 RD NOVEMBER 2016

2 What is the IBDP? The IBDP is the senior course of the IB programme. It is an academically challenging and balanced programme which prepares students for success at university and life beyond. It is designed to address the intellectual, social, emotional and physical well-being of students It is recognised and highly respected at the world s leading universities.

3 The IB Learner Profile

4 What is the IBDP? Students choose one subject from each of five subject groups Students must also choose either an arts course or a second subject from one of the other subject groups Subjects can be studied at higher or standard level Students normally take 3 Higher Level and 3 Standard Level subjects

5 What is the IBDP? What is the Diploma Programme?

6 What are the subject groups? The six subject groups are: Studies in language and literature Language acquisition Individuals and societies Sciences. Mathematics The arts. There are different subjects within each subject group.

7 What subjects will Villiers offer? Group 1: English A: Language & Literature; Self-taught Language A: Literature SL. Group 2: Language B: French; Language B: English; Language ab initio: Japanese SL. Group 3: Business and Management; History. Group 4: Biology; Chemistry (*TBC) Group 5: Mathematics SL Group 6: Visual Arts

8 Group 1: Language and Literature Part 1: Language in Cultural Context Effect of audience and purpose on the structure and content of texts Impact of Language Changes Effect of Culture and context on language and meaning Part 2: Language and Mass Communication Forms of communication within the media Educational, political and ideological influence of the media Ways in which mass media use language and image to inform, persuade or entertain.

9 Group 1: Language and Literature Part 3: Literature- texts and contexts Historical, cultural and social contexts in which texts are written and received Relationships between context and formal elements of the text, genre, structure Attitudes and values expressed by literary texts and their impact on readers Part 4: Literature- critical study Detailed exploration of literary works Elements such as theme and the ethical stance or moral values of literary texts Appropriate use of literary terms

10 Group 1: Language and Literature SL/ HL Assessment Assessment Type HL/ SL Format Weighting Paper 1 (External) HL SL A written comparative of one pair of unseen texts A written analysis of one of two unseen texts 25% Paper 2 (External) HL/ SL In response to one of six questions, an essay based on two studied texts Written Tasks (External) Individual Oral Commentary (Internal) Further Oral Activity (Internal) HL SL At least four written tasks- two for external assessments At least three written tasks- two for external assessments 25% 20% HL/ SL An oral commentary on an extract from a literary text 15% HL/ SL At least two further oral activities- one submitted for final assessment 15%

11 Group 2: Language B The language B course provides students with the opportunity to acquire or develop an additional language and to promote an understanding of other cultures through the study of a language.

12 Group 2: Language B Some aims of the language B course are to: develop students intercultural understanding enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes encourage, through the study of texts and through social interaction, an awareness and appreciation of the different perspectives of people from other cultures develop students awareness of the relationship between the languages and cultures with which they are familiar provide students with a basis for further study, work and leisure through the use of an additional language provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of an additional language.

13 Group 2: Language B

14 Group 2: Language B Assessment: Both internal and external assessment Internal Assessment is based on Oral work (Individual oral presentation and Interactive oral activities) (30%) External Assessment is based on text handling (Paper 1), written productive skills (Paper 2) and a written assignment (70%)

15 Group 2: Language ab initio- Japanese SL Language 1. Receptive Skills 2. Productive Skills 3. Interactive Skills Themes Individuals and Society Leisure and Work Urban and Rural Environment Texts Students are taught to understand and produce a variety of spoken, written and visual texts Authentic texts will be used e.g. articles, letters, maps, timetables, web pages etc.

16 Group 2: Language ab initio- Japanese SL External Assessment Paper 1: Receptive Skills- Understanding four written texts 30% Paper 2: Productive Skills- Two compulsory writing exercises 25% Written Assignment: 20% Internal Assessment Individual Oral: Interactive Skills 25%

17 Group 3: Individuals and Society- Business and Management The business management course is designed to develop students knowledge and understanding of business management theories, as well as their ability to apply a range of tools and techniques. Students learn to analyse, discuss and evaluate business activities at local, national and international levels. The course covers a range of organizations from all sectors, as well as the socio-cultural and economic contexts in which those organizations operate. Through the exploration of six underpinning concepts (change, culture, ethics, globalization, innovation and strategy), the course allows students to develop a holistic understanding of today s complex and dynamic business environment.

18 Group 3: Individuals and Society- Business and Management The aims of the BM course at HL & SL are to: 1. encourage a holistic view of the world of business 2. empower students to think critically and strategically about individual and organizational behaviour 3. promote the importance of exploring business issues from different cultural perspectives 4. enable the student to appreciate the nature and significance of change in a local, regional and global context 5. promote awareness of the importance of environmental, social and ethical factors in the actions of individuals and organizations 6. develop an understanding of the importance of innovation in a business environment.

19 Group 3: Individuals and Society- Business and Management External assessment for HL and SL students consists of two written examination papers. Paper one is based on a pre-seen case study issued in advance. Paper two consists of structured questions based on stimulus material and an extended response question that assesses students understanding of the key concepts of the course. Internal assessment for HL students is a research project and for SL students a written commentary. In both tasks, students study real world business organizations. These are internally marked by subject teachers and then externally moderated by IB examiners.

20 Group 3: Individuals and Society- History World History Course. Using comparative and multi-perspective approaches. Encompasses economic, social and cultural elements. Course structure encourages students to think historically and to develop historical skills as well as gaining factual knowledge. Critical thinking and understanding of multiple interpretations of history is developed. The six key terms: change, continuity, causation, consequence, significance and perspectives.

21 Group 3: History- Aims Develop an understanding of, and continuing interest in, the past. Encourage students to engage with multiple perspectives and to appreciate the complex nature of historical concepts, issues, events and developments. Promote international-mindedness through the study of world history. Develop an understanding of history as a discipline and to develop historical consciousness including a sense of chronology, context and understanding of different historical perspectives. Develop key historical skills, including engaging effectively with sources. Increase students understanding of themselves and of contemporary society by encouraging reflection on the past.

22 Group 3: History- Content Authoritarian States in the early 20 th century. Democratic States in the early 20 th century. Diplomacy in the interwar years. Collapse of Authoritarian States The Cold War. Apartheid in South Africa. Civil Rights in the US. Special Study Project based.

23 Group 3: History- Assessment External assessment (5 hours) Paper 1 Source-based paper based on the prescribed topic. Answer four structured questions. 20% Paper 2 (1 hour 30 minutes) Essay paper based on the world history topics. Answer two essay questions on two different topics. 35% Paper 3 (2 hours 30 minutes) For the selected region, answer three essay questions. 25% Internal assessment (20 hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Historical investigation - Students are required to complete a historical investigation into a topic of their choice. 20%

24 Group 4: Sciences: Biology This course provides students with the opportunities to; design investigations collect data develop manipulative skills analyse results collaborate with peers evaluate and communicate findings

25 Group 4: Sciences: Biology Appreciate scientific study and creativity within a global context Aqcuire and apply a body of knowledge, methods and techniques that characterise science and technology Develop an ability to analyse, evaluate and synthesize scientific information Develop a crictical awareness for effective collaboration and communication during scientific activities. Develop experimental and investigative skills Become critically aware, as global citizens, of the ethical implications of using science and technology Develop an appreciation of the possibilities and limitations of science and technology Develop and understanding of the relationships between scientific disciplines and their influence on other areas of knowledge

26 Group 4: Sciences: Biology Core 1. Cell biology 2. Molecular biology 3. Genetics 4. Ecology 5. Evolution and biodiversity 6. Human physiology Additional higher level 7. Nucleic acids 8. Metabolism, cell respiration and photosynthesis 9. Plant biology 10. Genetics and evolution 11. Animal physiology Option (Choice of one out of four) A. Neurobiology and behaviour B. Biotechnology and bioinformatics C. Ecology and conservation D. Human physiology

27 Group 4: Sciences: Biology Internal Assessment 20% An individual investigation which may involve a hands on approach, use of data bases, modelling, simulations or a hybrid It can be practically or theoretically based and aims to develop an understanding of the relationship between scientific disciplines and their influence on other areas External Assessment 80% It consists of three written papers Paper 1 multiple choice questions Paper 2 short answer and extended response questions Paper 3 (a) data based and experimental questions (b) questions from option topics

28 Group 5: Mathematics: SL Villiers School: Standard Level The course focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce students to these concepts in a comprehensible and coherent way, rather than insisting on the mathematical rigour required for mathematics HL. Students should, wherever possible, apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context.

29 Group 5: Mathematics: SL

30 Group 5: Mathematics: SL

31 Group 6: The Arts: Visual Arts

32 Group 6: The Arts: Visual Arts HL Assessment

33 Group 6: The Arts: Visual Arts SL Assessment

34 Supplementary Subjects via Pamoja Education To augment the range of subjects available, Villiers has also established links with Pamoja Education. Pamoja Education is the only recognised online provider of IBDP courses Additional subjects available through Pamoja Education include: Mandarin ab initio; Spanish ab initio; Spanish B SL Economics; Philosophy; Psychology; Information Technology in a Global Society Mathematics HL Film SL *There will be an additional cost for each subject studied via Pamoja Education.

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36 What is the IB core? The Extended Essay Theory of Knowledge Creativity, Activity, Service *A maximum of three diploma points can be awarded for student s combined performance in Theory of Knowledge and the Extended Essay

37 The Extended Essay (EE)

38 The Extended Essay (EE)

39 Theory of Knowledge (TOK) Critical thinking and inquiring into the process of knowing. 100 hours class time. Considers how we know what we claim to know. Knowledge claims. Knowledge Questions. Related to Real Life Situations. Shared and Personal Knowledge.

40 Theory of Knowledge (TOK) Ways of Knowing Language Sense Perception Emotion Reason Imagination Faith Intuition Memory 4 in depth Areas of Knowledge Mathematics Natural Sciences Human Sciences The Arts History Ethics Religious Knowledge Systems Indigenous Knowledge Systems 6 in depth

41 Theory of Knowledge (TOK) The Knowledge Framework Device for exploring AOKs. Identifies key characteristics through five interconnecting components: 1. Scope, Motivation and Applications 2. Specific Terminology and Concepts 3. Methods used to produce Knowledge 4. Key Historical Developments 5. Interaction with Personal Knowledge Assessment in TOK Essay (External) Chosen from six prescribed titles from the IB. 1,600 words. Presentation (Internal with External Moderation) Individual or small group (max 3) 10 mins approx. for each Individual.

42 Creativity, Activity, Service (CAS) At the heart of the IBDP 1. Creativity: Exploring and extending ideas leading to an original or interpretive product or performance 2. Activity: Physical exertion contributing to a healthy lifestyle 3. Service: Collaborative and reciprocal engagement with the community in response to an authentic need.

43 Creativity, Activity, Service (CAS) CAS generally involves: 1. Investigation, preparation and action 2. Reflection on significant experiences throughout to inform problem-solving and choices 3. Demonstration allowing for sharing of what has taken place. In the timetable it will involve a CAS handbook, information sessions and meetings, formal interviews and a CAS Portfolio (a collection of evidence, experiences and reflections) CAS and the CAS Portfolio are not formally assessed but are a requirement in order to receive your Diploma

44 CAS Learning Outcomes Increased awareness of strengths and areas for growth Undertaking new challenges Planned and initiated activities Working collaboratively with others Showing perseverance and commitment Engaged with issues of global importance Consideration of ethical implications Developing new skills

45 The IB Diploma IB Diploma 6 Subjects: Max 7 points per subject 42 points Maximum 45 points Core: Extended Essay; Theory of Knowledge 3 points Core: Creativity, Activity, Service Requirement Minimum to pass IBDP 24 points Maximum available 45 points

46 Admission to the IBDP* (*Subject to authorisation) Admission to the IBDP will be determined by the IBDP team based on information obtained with respect to: The potential of the applicant to benefit from the programme; The capacity of the programme to meet the educational needs of the applicant; The results of admissions tests, where applicable, including a written language test as well as previous results from any external written assessment; The availability of places. (from Villiers Admission Policy) Villiers will not admit students to the IBDP who have not demonstrated the capacity to engage with and benefit from the IBDP programme.

47 When compared to other pre-3 rd level programmes internationally, DP students are Better self-regulators Less likely to view learning as primarily memorisation of information Civic mindedness- more caring, open-minded, reflective, mature Better prepared for university education in terms of curricular content, study skills and the ability to handle a rigorous workload. More likely to enrol at a top 20 Higher Education Institution More likely to achieve a first class honours More likely to be employed at graduate level jobs and in higher paid occupations (Aulls and Lemay, 2013; Billig 2013; Lee, Leung, Wright, Yue, Gan, Kong and Li, 2013; Higher Education Statistics Agency, 2011; ACSIS, 2011)

48 Why is Villiers pursuing candidacy? Both Villiers philosophy and the IB philosophy aligned very easily: Both aspire to develop well-rounded students who are openminded, confident in their own identities and able to apply their learning in what is becoming an increasingly unpredictable world. Villiers is already an International School with students from almost 30 countries already adding to the rich and diverse learning environment. Villiers application to become an IBDP school epitomises Villiers vision of a personally challenging international education for our students. By striving for this academically challenging programme, It also highlights the schools efforts to strive for academic excellence.

49 Is Villiers an authorised IBDP School?

50 Points to consider What do I wish to do after Villiers? Is the Leaving Certificate a better option in light of what I wish to do next? Why do I want to do IB? Do the IB subjects available in Villiers suit my needs? Do I know what level I wish to take each subject at? If I m going to college in Ireland, would the Leaving Certificate be an easier route? Costs: The projected cost of participating in the IBDP is an additional 4,000e per year.