IBO mission statement...5. IB learner profile Fundamental Principles of the Diploma Program...6. Nature of the IB Diploma Program at KIS...

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2 Kodaikanal International School IB Diploma Program Handbook Table of contents IBO mission statement...5 IB learner profile... 5 Fundamental Principles of the Diploma Program...6 Nature of the IB Diploma Program at KIS... 7 IB Diploma course description Group 1 Language A Group 2 Second Language B Group 3 Individuals and Societies Group 4 Experimental Sciences Group 5 Mathematics Group 6 The Arts The Extended Essay Theory of Knowledge Diploma award Appendix 1 IBDP key milestones Appendix 2 - Policy on academic honesty Appendix 3 - IB Extended Essay key dates Appendix 4 - IB services examination session May Appendix 4 - Need transcripts? Appendix 5 - Indian government policy regarding the IB Appendix 6 - University recognition in Korea Appendix 7 - KIS IB teacher resources and tips Appendix 8 - IB Student resources and assistance Appendix 9 - High School assessment guidelines September 2014 Page # 2

3 Kodaikanal International School IB Diploma Program Handbook Appendix 10 - Conversion of KIS Diploma to letter grade Appendix 11 - The KIS Diploma and Indian Universities Appendix 12 - Grade descriptors in subject areas Appendix Form 1 - IB Diploma Program Form 2 - IB extended essay Form 3 - The online registration procedure (grade 11) September 2014 Page # 3

4 Kodaikanal International School IB Diploma Program Handbook About In 1976 Kodaikanal International School became the first school in India and the second school in Asia to adopt the International Baccalaureate Diploma program with thirty two years of proven experience. KIS is unique in offering the IB Diploma program in parallel with the KIS Diploma since The IB Diploma program is fully integrated with the KIS Diploma which is accredited by the Middle States Association of Schools and Colleges. The KIS Diploma must be taken by all students from grade 9 to 12. However, students have the option of also doing the full IB Diploma or taking IB certificates in certain subjects if desired alongside the KIS Diploma.The IB curriculum is followed for the KIS Diploma thus ensuring their effective integration with one another. Apart from satisfying the rigorous IB requirements, the IB Diploma students also need to satisfy additional requirements for the KIS Diploma which are: FAPA (5 credits)** Social Experience (20 hours per year)+ Social Experience class, once per cycle Physical Education (3 credits per semester)upto end of grade 11 for full Diploma** Religious Education (2.5 credits)*** **Students taking Group 6 subjects will receive FAPA Credits for KIS Diploma. ** Satisfactory completion of CAS in grade 12 will be accepted for PE credits and social experience hours *** Student in Diploma program are only required to take one semester of RE for KIS credits if TOK is completed. The RE course should be completed in the year 1 of DP program. Students who take World Religion as a subject in IB Course will receive RE credits. Thus the full IB diploma graduates are also awarded the KIS Diploma on successful completion of the given requirements. For approximately 550 students coming from around 30 countries KIS offers a large variety of second languages at various levels in keeping with its philosophy of promoting international mindedness. KIS offers a large number of IB subjects in comparison with other international schools in India, including Visual Arts and Music. September 2014 Page # 4

5 Kodaikanal International School IB Diploma Program Handbook IBO mission statement The International Baccalaureate Organization 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 IBO works with schools, governments and international organizations to develop challenging programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. IB learner profile The aim of all IB programs is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet help to create a better and more peaceful world. IB learners strive to be: Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems and make reasoned, ethical decisions. Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-minded They understand and appreciate their own cultures and personal histories and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view and are willing to grow from the experience. September 2014 Page # 5

6 Kodaikanal International School IB Diploma Program Handbook Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service and act to make a positive difference to the lives of others and to the environment. Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. The IB learner p Fundamental Principles of the Diploma Program From its inception, the development of the Diploma Program was based on three fundamental principles: the need for a broad general education, establishing the basic knowledge and critical thinking skills necessary for further study the importance of developing international understanding and citizenship for a more peaceful, productive future the need for flexibility of choice among the subjects to be studied, within a balanced framework, so that the students options could correspond as far as possible to their particular interests and capacities. Attempting to encapsulate the aims of the program in a single sentence, Peterson suggested that they were to develop to their fullest potential the powers of each individual to understand, to modify and to enjoy his or her environment, both inner and outer, in its physical, social, moral, aesthetic, and spiritual aspects (1987). He emphasized the importance of the concept of general education as process rather than content. Peterson further stated that the aim of general education was not the acquisition of general knowledge, but the development of the general powers of the mind to operate in a variety of ways of thinking. This principle continues to have a profound effect on the planning of curriculum and methods of assessment for the Diploma Program. September 2014 Page # 6

7 Kodaikanal International School IB Diploma Program Handbook Since its introduction, one of the great advantages of the Diploma Program has been the willingness of IB teachers to experiment with their ideas and practices. Innovative and committed teachers and examiners from many different cultures and systems of education have played a significant role in the development of the program and today their participation is as pivotal as ever. Continuing to find new ways to support teachers in classrooms around the world, and examiners from many different countries, is of the highest priority. Nature of the IB Diploma Program at KIS The International Baccalaureate Diploma Program (IBDP) is an academically challenging two year preuniversity course, designed to facilitate the mobility of students and to promote international understanding. It leads to either the IB Diploma or IB Certificates in separate subjects. The full Diploma Program (DP) is rigorous, comprehensive and designed to provide students with a balanced holistic education in preparation for tertiary study in colleges and universities around the world. Examination papers are set by international experts and marked externally. Kodaikanal International School is unique in offering the IB Diploma program in parallel with the KIS Diploma since The IB Diploma program is fully integrated with the KIS Diploma which is accredited by the Middle States Association of Schools and Colleges. The KIS Diploma must be taken by all students from grade 9 to 12. However, students have the option of also doing the full IB Diploma or taking IB Courses (previously certificates) in certain subjects if desired alongside the KIS Diploma.The IB curriculum is followed for the KIS Diploma thus ensuring their effective integration with one another. September 2014 Page # 7

8 Kodaikanal International School IB Diploma Program Handbook The IBDP is portrayed in the shape of a circle to align with the other programme and the IB s continuum of education. Approaches to teaching and learning are included in the inner circle of the model demonstrating the DP s commitment to particular pedagogical approaches to teaching and to developing particular skills for learning programmes es place in the global context.. Diploma students are required to do a minimum of six subjects, one subject from each of the one to five subject groups represented on a circle, sixth subject may be selected from group 6 or from groups three or four. At least three and not more than four of the selected subjects must be at the Higher Level with the remaining at the Standard Level. Higher level courses cover 240 hours of teaching time while standard level subjects cover 150 hours over the two year period. In addition students must fulfill the requirements of the three compulsory components which lie at the core of the circle: the Extended Essay, Theory of Knowledge and the Creativity Action and Service. Subjects offered at KIS Group 1 (Studies in Language & Literature) Group 2 (Language Acquisition) Group 3 (Individuals & Societies) Group 4 (Sciences) Group 5 (Mathematics) Group 6 (The Arts) English A: Literature SL/HL, Language & Literature HL/SL and Korean A: Language & Literature SL/HL English B SL, Hindi B SL/HL, Spanish B SL/HL, Spanish Ab SL, German B SL/HL, Korean B SL/HL, French B SL /HL and Tamil B SL Business & Management SL/ HL, Economics SL/HL, History SL/HL, Psychology SL /HL and World Religion SL Biology SL/HL, Chemistry SL/HL, Physics SL/HL, Environmental Systems and Societies SL and Computer Science SL/HL Math SL / HL, Math Studies SL Visual Arts SL /HL, Film SL / HL and Music SL/HL Every subject has an internal assessment (coursework) component, which are pieces of work carried out by the student over the two year period and marked by the teacher. The work is sent to examiners for moderation to ensure the standards are maintained. The weightage accorded to internal assessment varies between 20 to 30%. September 2014 Page # 8

9 Kodaikanal International School IB Diploma Program Handbook The KIS webpage has all the general documents related to the academic program in KIS. The detailed subject specific information is found on department web pages and the IBDP web page on our intranet KISNET have all the required IBO documents and information necessary for the students. A KIS student is expected to put in every effort to ensure that the work submitted is of high quality and meets the criteria stipulated by the IBO. In order to help students to submit quality work on time the IB Coordinator prepares key milestones of IB deadlines and the extended essay planner each year. (Appendices 1 and 3). All IB teachers are encouraged to use past papers, mark schemes, subject reports, feedback from the IBO, teacher support materials and other materials and publications in their teaching. Reporting of student performance is done through My Classes on KISNET. The grading for tests and semester examinations are based on IB grades and the GPA system. Details of the assessment system are explained in the KIS Diploma handbook. The grading for in-class tests and assignments are based on letter grades and GPA system. Quarter assessment and semester exam (summative assessments) are graded on a scale of 1 to 7 (IB Grades). We have an internal conversion system of IB grades to letter grades and percentages to comply with the local and American High School Diploma requirements (Accredited by MSA) Malpractice and plagiarism are serious offences by IB regulations, students are therefore strongly advised to acknowledge and reference all sources including the internet. At KIS there is a school wide written policy (Appendix 2) on academic honesty which is discussed at a session conducted by the IB Coordinator. In addition KIS has a Turnitin license, software offering a plagiarism prevention service. Students and teachers are issued a user name and password for use of this service. In the first semester of year 2(grade 12) the students are evaluated on all the content covered in the previous three semesters of diploma program using the DP criteria, giving them a chance to adjust to content coverage and format final IB exam at the end of year 2. School mock examinations are scheduled in April for grade 12 (year 2) to enable students to yet again familiarize themselves with the exam rubrics and format and to permit both teachers and students to identify strengths and weaknesses. This permits students time to rectify weaknesses prior to the IB final examinations. The final written examinations are scheduled in May of the second year of study (grade 12). The IB Coordinator conducts a session to explain and discuss the IB examination rules and regulations and the services available to students for each examination session (Appendix 4). Personalized examination schedules are handed over to each student at this session. September 2014 Page # 9

10 Kodaikanal International School IB Diploma Program Handbook Results are available to students on the internet on the 6 July for which students are issued a unique user name and personal identification number (PIN). A request to re-examine the results may be made after the school receives the confirmation and copies of the full results and the component results by around the third week of July. Requests need to be made to the IB Coordinator and payments made accordingly to the Finance office. An official hard copy of the results are received by end August and are then sent on to the students by registered post. Students are assisted for College admission by the Careers and College Advisor. Students seeking admission into Indian universities need to be familiar with the recognition of the IBDP in India (Appendix 5). Students returning to Korea need to be familiar with university recognition in their country (Appendix 6). Note: apart from satisfying the IB requirements, the IB Diploma students also need to satisfy additional requirements for the KIS Diploma which are: FAPA (5 credits) Social Experience (20 hours per year) Physical Education (3 credits per semester) Religious Education (2.5 credits) IB Diploma course description Group 1: Studies in Language and Literature English Higher Level (HL) and Standard Level (SL), Korean Higher Level (HL) and Standard Level (SL) Language A: literature is a flexible course that allows teachers to choose works from prescribed lists of authors and to construct a course that suits the particular needs and interests of their students. It is divided into four parts, each with a particular focus. Part 1: Works in translation Part 2: Detailed study Part 3: Literary genres Part 4: Options (in which works are freely chosen) The distinction between SL and HL is summarized below: Part of the course SL HL Part 1: Works in translation Study of two works in translation from the prescribed literature in Study of three works in translation from the prescribed literature in September 2014 Page # 10

11 Kodaikanal International School IB Diploma Program Handbook Part 2: Detailed study Part 3: Literary genres translation (PLT) list Study of two works, each of a different genre, chosen from the prescribed list of authors (PLA) Study of three works of the same genre, chosen from the PLA translation (PLT) list Study of three works, each of a different genre (one of which must be poetry), chosen from the prescribed list of authors (PLA) Study of four works of the same genre, chosen from the PLA Part 4: Options Study of three works freely chosen Study of three works freely chosen External assessment SL HL Paper 1: Literary analysis A literary analysis of a previously unseen passage in response to two guiding questions A literary commentary on a previously unseen passage Internal assessment SL HL Individual oral commentary A 10-minute oral commentary based on an extract from one of the works studied in part 2 A 10-minute oral commentary on poetry studied in part 2, followed by a discussion based on one of the other two works studied Assessment outline: Assessment component - SL External assessment (3 hours) Paper 1: Guided literary analysis (1 hour 30 minutes) The paper consists of two passages: one prose and one poetry. Students choose one and write a guided literary analysis in response to two questions. (20 marks) Paper 2: Essay (1 hour 30 minutes) The paper consists of three questions for each literary genre. In response to one question students write an essay based on at least two works studied in part 3. (25 marks) Written assignment Students submit a reflective statement and literary essay on one work studied in part 1. (25 marks) The reflective statement must be words in length. The essay must be 1,200 1,500 words in length. Internal assessment This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Individual oral commentary (10 minutes) Students present a formal oral commentary and answer subsequent questions on an extract from a work studied in part 2. (30 marks) Weighting 70% 20% 25% 25% 30% 15% 15% September 2014 Page # 11

12 Kodaikanal International School IB Diploma Program Handbook Individual oral presentation (10 15 minutes) The presentation is based on works studied in part 4. It is internally assessed and externally moderated through the part 2 internal assessment task. (30 marks) Assessment component - HL External assessment (4 hours) Paper 1: Literary commentary (2 hours) The paper consists of two passages: one prose and one poetry. Students choose one and write a literary commentary. (20 marks) Paper 2: Essay (2 hours) The paper consists of three questions for each literary genre. In response to one question students write an essay based on at least two works studied in part 3. (25 marks) Written assignment Students submit a reflective statement and literary essay on one work studied in part 1. (25 marks) The reflective statement must be words in length. The essay must be 1,200 1,500 words in length. Weighting 70% 20% 25% 25% Internal assessment This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Individual oral commentary and discussion (20 minutes) Formal oral commentary on poetry studied in part 2 with subsequent questions (10 minutes) followed by a discussion based on one of the other part 2 works (10 minutes). (30 marks) Individual oral presentation (10 15 minutes) The presentation is based on works studied in part 4. It is internally assessed and externally moderated through the part 2 internal assessment task. (30 marks) 30% 15% 15% Language A: Language and Literature English Higher Level (HL) and Standard Level (SL), Language A: language and literature comprises four parts two relate to the study of language and two to the study of literature The language A: language and literature course aims to develop in students skills of textual analysis and the understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to culturally determined reading practices. The course is designed to be flexible teachers have September 2014 Page # 12

13 Kodaikanal International School IB Diploma Program Handbook the opportunity to construct it in a way that reflects the interests and concerns that are relevant to their students while developing in students a range of transferable skills. An understanding of the ways in which formal elements are used to create meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception. Syllabus component Teaching hours SL HL Part 1: Language in cultural context Texts are chosen from a variety of sources, genres and media. Part 2: Language and mass communication Texts are chosen from a variety of sources, genres and media. Part 3: Literature texts and contexts SL: Two texts, one of which is a text in translation from the prescribed literature in translation (PLT) list and one, written in the language A studied, from the prescribed list of authors (PLA) for the language A studied, or chosen freely. HL: Three texts, one of which is a text in translation chosen from the prescribed literature in translation (PLT) list and one from the prescribed list of authors (PLA) for the language A studied. The other may be chosen freely. Part 4: Literature critical study SL: Two texts, both of which are chosen from the prescribed list of authors (PLA) for the language A studied. HL: Three texts, all of which are chosen from the prescribed list of authors (PLA) for the language A studied Total teaching hours The assessment is as follows: Assessment component - SL External assessment (3 hours) Paper 1: Textual analysis (1 hour 30 minutes) The paper consists of two unseen texts. Students write an analysis of one of these texts. (20 marks) Paper 2: Essay (1 hour 30 minutes) In response to one of six questions students write an essay based on both the literary texts studied in part 3. The questions are the same at HL but the assessment criteria are different. (25 marks) Written task Students produce at least three written tasks based on material studied in the course. Students submit one written task for external assessment. (20 marks) This task must be 800 1,000 words in length plus a rationale of words. Weighting 70% 25% 25% 20% September 2014 Page # 13

14 Kodaikanal International School IB Diploma Program Handbook Internal assessment This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Individual oral commentary Students comment on an extract from a literary text studied in part 4 of the course. (30 marks) Students are given two guiding questions. Further oral activity Students complete at least two further oral activities, one based on part 1 and one based on part 2 of the course. The mark of one further oral activity is submitted for final assessment. (30 marks) Assessment component - HL External assessment (4 hours) Paper 1: Comparative textual analysis (2 hours) The paper consists of two pairs of unseen texts. Students write a comparative analysis of one pair of texts. (20 marks) Paper 2: Essay (2 hours) In response to one of six questions students write an essay based on at least two of the literary texts studied in part 3. The questions are the same at SL but the assessment criteria are different. (25 marks) Written tasks Students produce at least four written tasks based on material studied in the course. Students submit two of these tasks for external assessment. (20 marks for each task) One of the tasks submitted must be a critical response to one of the prescribed questions for the HL additional study. Each task must be 800 1,000 words in length plus a rationale of words. Internal assessment This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Individual oral commentary Students comment on an extract from a literary text studied in part 4 of the course. (30 marks) Students are given two guiding questions. Further oral activity Students complete at least two further oral activities, one based on part 1 and one based on part 2 of the course. The mark of one further oral activity is submitted for final assessment. (30 marks) 30% 15% 15% Weighting 70% 25% 25% 20% 30% 15% 15% September 2014 Page # 14

15 Kodaikanal International School IB Diploma Program Handbook Group 2 Language Acquisition Spanish SL, French SL / HL, Korean B SL / HL, German SL / HL, Tamil B SL, Hindi SL / HL, English B SL Language B is an additional language-learning course designed for students with some previous learning of that language. It may be studied at either SL or HL. The main focus of the course is on language acquisition and development of language skills. These language skills should be developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts, and should be related to the culture(s) concerned. The material should be chosen to enable students to develop mastery of language skills and intercultural understanding. It should not be intended solely for the study of specific subject matter or content. Distinction between SL and HL Most language B subjects are available at SL and HL. The courses give students the possibility of reaching a high degree of competence in an additional language while exploring the culture(s) where that language is spoken. The courses aim to develop the students linguistic competence and intercultural understanding. There is a common syllabus at SL and HL (with literature as an additional component of the HL course). The differences between levels are determined by the assessment objectives, the depth and breadth of syllabus coverage, the assessment details, the assessment criteria, literature coverage and suggested teaching hours. SL Core Communication and media Global Issues Social relationships HL 2 options Cultural diversity Customs and traditions Health Leisure Science and technology Literature 2 works Language B is a language acquisition course developed at two levels standard level (SL) and higher level (HL) for students with some background in the target language. While acquiring a language, students will explore the culture(s) connected to it. The focus of these courses is language acquisition and intercultural understanding. The language B syllabus approaches the learning of language through meaning. Through the study of the core and the options at SL and HL, plus two literary works at HL, students build the necessary skills to reach the assessment objectives of the language B course through the expansion of their receptive, productive and interactive skills. September 2014 Page # 15

16 Kodaikanal International School IB Diploma Program Handbook SL and HL are differentiated by the recommended number of teaching hours, the depth of syllabus coverage, the study of literature at HL, and the level of difficulty and demands of assessment and assessment criteria. Topics The course comprises five topics: three from the core and two chosen from the five options. At least two aspects must be covered in each of the five topics that make up the course. Additionally, at HL students must read two works of literature. For example, a course could be structured as follows. Topic Aspects covered Communication and media Advertising Bias in media Global issues Global warming Migration Social relationships Language and identity Social structures Health Diet and nutrition Drug abuse Science and technology Ethics and science Impact of IT on society The core and the options at both levels, as well as literature at HL, must be studied within the context of the culture(s) of the target language. The order in which the components of both the core and the options are presented in this guide is not an indication of the sequence in which they should be taught. In addition, the suggested aspects for the core and the options do not have defined delimitations they may be interrelated and may be perceived from more than one topic s perspective. The aspects listed are neither prescriptive nor exhaustive. For example, one can approach drug abuse from a number of angles such as the effect of drug addiction on the addict s relationship with family members, the way in which reality TV shows address drug addiction, the funding of initiatives to raise awareness, the effect of drug abuse on one s health, athletes on performance drugs, and the use of scientific research to combat drug addiction. Also, at HL, students read two works of literature. It is essential that teachers are allowed the prescribed minimum number of teaching hours necessary to meet the requirements of the language B course. At SL the minimum prescribed number of hours is 150 and at HL it is 240 hours. Literature (HL only) Reading literature in the target language can be an enjoyable journey into the culture(s) studied. It will help students to broaden their vocabulary y and to use language in a more creative manner, developing fluent reading skills, promoting interpretative and inferential skills, and contributing to intercultural understanding. Students should understand the works in some depth (see Assessment objectives number 6), but literary criticism as such is not an objective of the language B course at HL. Students are required to read two works of literature originally written in the target language. These works may be from any genre, or may both be of the same genre. They do not need to be linked in any way (by author, theme, period). September 2014 Page # 16

17 Kodaikanal International School IB Diploma Program Handbook When selecting the works, teachers should keep in mind that students are in the process of acquiring an additional language. Works written with a high complexity of language may not be suitable material. The assessment for this course is summarized below: Assessment component - SL External assessment Paper 1 (1 hour 30 minutes): Receptive skills Text-handling exercises on four written texts, based on the core. 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 exercise of words plus a 100-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 (maximum) presentation and discussion with the teacher. Weighting 70% 25% 25% 20% 30% 20% 10% Interactive oral activity Based on the core: Three classroom activities assessed by the teacher. Assessment component - HL External assessment Paper 1 (1 hour 30 minutes): Receptive skills Text-handling exercises on five written texts, based on the core. Paper 2 (1 hour 30 minutes): Written productive skills Two compulsory writing exercises. Section A: One task of words, based on the options, to be selected from a choice of five. Section B: Response of words to a stimulus text, based on the core. Weighting 70% 25% 25% 20% Written assignment: Receptive and written productive skills Creative writing of words plus a 150-word rationale, based on one of the literary texts read. September 2014 Page # 17

18 Kodaikanal International School IB Diploma Program Handbook 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 (maximum) presentation and discussion with the teacher. 30% 20% 10% Interactive oral activity Based on the core: Three classroom activities assessed by the teacher. Language Ab Initio: Spanish SL Syllabus content The language ab initio syllabus is defined in two documents: the Language ab initio guide and the language- specific syllabus. The language-specific syllabus is a document containing both the prescribed grammar and lexicon necessary in order for students to meet the assessment objectives of the language ab initio course. Each language ab initio course has its own language-specific syllabus. The three common elements in each language-specific syllabus are: vocabulary lists under topic headings a list of prescribed grammar a list of the instructions for the written examination papers. The language ab initio syllabus comprises three interconnected areas: language, themes and texts. The language ab initio course is organized into three themes. Individual and society Leisure and work Urban and rural environment Each theme has a list of topics that provide the students with opportunities to practise and explore the language as well as to develop intercultural understanding. Through the development of receptive, productive and interactive skills, students should be able to respond and interact appropriately in a defined range of everyday situations. Each language ab initio course has a language-specific syllabus (see Syllabus content ) that is used in conjunction with the guide. Language ab initio is available at SL only. 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. September 2014 Page # 18

19 Kodaikanal International School IB Diploma Program Handbook The language ab initio course is displayed above in a diagram with intercultural understanding at its heart to demonstrate both its importance and its interrelatedness within the areas of language, texts and themes. Intercultural understanding is defined as an ability to demonstrate an understanding of cultural diversity and/or similarity between the target culture(s) and the student s own. The student develops a greater awareness of his or her own culture(s) through learning about another. Intercultural understanding provides both the link between the three areas of the course and the lens through which they should be addressed. It is essential that teachers are allowed the prescribed minimum number of teaching hours necessary to meet the requirements of the language ab initio course. The course is available at SL only; the minimum prescribed number of hours is 150. Assessment outline Assessment component - SL External assessment Paper 1 (1 hour 30 minutes): Receptive skills Understanding of four written texts. (40 marks) Text-handling exercises. Paper 2 (1 hour): Productive skills Two compulsory writing exercises. (25 marks) Section A (7 marks): One question to be answered from a choice of two. Section B (18 marks): One question to be answered from a choice of three. Written assignment (2 hours): Receptive and productive skills A piece of writing, words, in the target language carried out in class under teacher supervision. (20 marks) Internal assessment (10 minutes): Interactive skills Individual oral (25 marks) Three-part oral internally assessed by the teacher and externally moderated by the IB towards the end of the course. Part 1: Presentation of a visual stimulus (from a choice of two) by the student Part 2: Follow-up questions on the visual stimulus Part 3: General conversation including at least two questions on the written assignment Weighting 75 % 30% 25% 20% 25% Group 3 Individuals and Societies Geography Geography is a dynamic subject that 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 September 2014 Page # 19

20 Kodaikanal International School IB Diploma Program Handbook 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. Geography describes and helps to explain the similarities and differences between spaces and places. These may be defined on a variety of scales and from a range of perspectives. Within group 3 subjects, geography is distinctive in that it occupies the middle ground between social sciences and natural sciences. The Diploma Programme geography course integrates both physical and human geography, and ensures that students acquire elements of both scientific and socio economic methodologies. Geography takes advantage of its position between both these groups of subjects to examine relevant concepts and ideas from a wide variety of disciplines. This helps students develop an appreciation of, and a respect for, alternative approaches, viewpoints and ideas. Distinction between SL and HL Students at standard level (SL) and higher level (HL) in geography are presented with a syllabus that has a common core and optional themes. HL students also study the higher level extension. The syllabus requires the development of certain skills, attributes and knowledge as described in the assessment objectives of the course. Although the skills and activity of studying geography are common to both SL and HL students, the HL student is required to acquire a further body of knowledge, to demonstrate critical evaluation, and to synthesize the concepts in the higher level extension. In summary: SL students study two optional themes; HL students study three optional themes, providing further breadth HL students study the HL extension global interactions, and examine, evaluate and synthesize the prescribed concepts, which by their nature are complex, contestable, interlinked and require holistic treatment. This provides further depth at HL. Syllabus Outline Syllabus component Geographic skills integrated throughout the course Part 1: Core theme patterns and change (SL/HL) There are four compulsory topics in this core theme. Teaching hours SL HL 1. Populations in transition 2. Disparities in wealth and development 3. Patterns in environmental quality and sustainability 4. Patterns in resource consumption September 2014 Page # 20

21 Kodaikanal International School IB Diploma Program Handbook Part 2: Optional themes (SL/HL) There are seven optional themes; each requires 30 teaching hours. Two optional themes are required at SL. Three optional themes are required at HL. A. conflicts Freshwater issues and B. Oceans and their coastal margins C. Extreme environments D. Hazards and disasters risk assessment and response E. Leisure, sport and tourism F. The geography of food and health G. Urban environments Part 3: HL extension global interactions (HL only) There are seven compulsory topics in the HL extension. 1. Measuring global interactions 2. Changing space the shrinking world 3. Economic interactions and flows 4. Environmental change 5. Sociocultural exchanges 6. Political outcomes 7. Global interactions at the local level Fieldwork (SL/HL) Fieldwork, leading to one written report based on a fieldwork question, information collection and analysis with evaluation Total teaching hours Assessment Outline: Assessment component - SL External assessment (2 hours 50 minutes) Paper 1 (1 hour 30 minutes) Syllabus content: Core theme Assessment objectives 1 4 Section A: Students answer all short answer questions. Some include data. (45 marks) Section B: Students answer one extended response question. (15 marks) Section A and section B are common to both SL and HL assessment. (60 marks) Paper 2 (1 hour 20 minutes) Syllabus content: Two optional themes Assessment objectives 1 4 Students answer two structured questions based on stimulus material, each selected Weighting 75% 40% 35% September 2014 Page # 21

22 Kodaikanal International School IB Diploma Program Handbook from a different optional theme. For each theme there is a choice of two questions. (20 marks per question) Some stimulus material is included in the resources booklet. This paper is common to both SL and HL assessment. (40 marks) Internal assessment (20 hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Syllabus content: Any topic from the syllabus Assessment objectives 1 4 Written report based on fieldwork. Maximum 2,500 words (30 marks) Assessment component - HL External assessment (4 hours 30 minutes) Paper 1 (1 hour 30 minutes) Syllabus content: Core theme Assessment objectives 1 4 Section A: Students answer all short answer questions. Some include data. (45 marks) Section B: Students answer one extended response question. (15 marks) Section A and section B are common to both SL and HL assessment. (60 marks) Paper 2 (2 hours) Syllabus content: Three optional themes Assessment objectives 1 4 Students answer three structured questions based on stimulus material, each selected from a different theme. For each theme there is a choice of two questions. (20 marks per question) Some stimulus material is included in the resources booklet. This paper is common to both SL and HL assessment. (60 marks) 25% Weighting 80% 25% 35% 20% Paper 3 (1 hour) Syllabus content: Higher level extension Assessment objectives 1 4 Students answer one of three essay questions. (25 marks) Internal assessment (20 hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Syllabus content: Any topic from the syllabus Assessment objectives 1 4 Written report based on fieldwork. Maximum 2,500 words (30 marks) 20 % September 2014 Page # 22

23 Kodaikanal International School IB Diploma Program Handbook History (first examinations in 2010) History is a study of the past to help understanding of the present. The IB course promotes the acquisition of historical knowledge in breadth and depth and of different cultures. One of the main objectives of this program is to comprehend, analyze and evaluate source material. IB Route 2 has been adopted in the teaching of the IB History course which consists of: 20 th Century World History prescribed subjects peace making and peace keeping , communism and crisis th Century World History topics origins and development of authoritarian and single party states and the Cold War HL option aspects of the history of Europe and the Middle East Syllabus outlie Syllabus component Approximate hours SL HL 20th century world history prescribed subjects 1. Peacemaking, peacekeeping international relations The Arab Israeli conflict Communism in crisis th century world history topics 1. Causes, practices and effects of wars 2. Democratic states challenges and responses 3. Origins and development of authoritarian and single-party states 4. Nationalist and independence movements in Africa and Asia and post-1945 Central and Eastern European states 5. The Cold War HL options 2. Aspects of the history of Africa 3. Aspects of the history of the Americas 4. Aspects of the history of Asia and Oceania 5. Aspects of the history of Europe and the Middle East SL/HL internal assessment Historical investigation Total teaching hours September 2014 Page # 23

24 Kodaikanal International School IB Diploma Program Handbook Assessment Outline Assessment component - SL External assessment (2 hours 30 minutes) Paper 1 (1 hour) Weighting 75% 30% Route 1: Two prescribed subjects, Route 2: Three prescribed subjects Four short-answer/structured questions Assessment objectives: 1 3 (25 marks) Paper 2 (1 hour 30 minutes) Routes 1 and 2: Five topics Two extended-response questions Assessment objectives 1 4 (40 marks) Internal assessment Historical investigation on any area of the syllabus Approximately 20 hours Assessment objectives 1 4 (25 marks) Assessment component - HL 45% 25% Weighting September 2014 Page # 24

25 Kodaikanal International School IB Diploma Program Handbook External assessment (5 hours) Paper 1 (1 hour) 80% 20% Route 1: Two prescribed subjects, Route 2: Three prescribed subjects Four short-answer/structured questions Assessment objectives: 1-3 (25 marks) Paper 2 (1 hour 30 minutes) Routes 1 and 2: Five topics Two extended-response questions Assessment objectives 1 4 (40 marks) Paper 3 (2 hours 30 minutes) Three extended-response questions Assessment objectives 1 4 (60 marks) 25% 35% Internal assessment Historical investigation on any area of the syllabus Approximately 20 hours Assessment objectives 1 4 (25 marks) 20% Economics Economics is a dynamic social science, forming part of group 3 individuals and societies. 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 social science, economics uses scientific methodologies that include quantitative and qualitative elements. The IB Diploma Programme economics 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 realworld 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. September 2014 Page # 25

26 Kodaikanal International School IB Diploma Program Handbook 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. Distinction between SL and HL SL and HL students of economics are presented with a common syllabus, with an HL extension in some topics. The syllabus for both SL and HL students requires the development of certain skills and techniques, attributes and knowledge as described in the assessment objectives of the programme. While the skills and activity of studying economics are common to both SL and HL students, the HL student is required to acquire a further body of knowledge including the ability to analyse, synthesize and evaluate that knowledge and to develop quantitative skills in order to explain and analyse economic relationships. These quantitative skills are specifically assessed at HL in paper 3. Syllabus Outline Syllabus component Teaching hours SL HL September 2014 Page # 26

27 Kodaikanal International School IB Diploma Program Handbook Section 1: Microeconomics 1.1 Competitive markets: demand and supply (some topics HL only) Elasticity 1.3 Government intervention (some topics HL extension, plus one topic HL only) 1.4 Market failure (some topics HL only) 1.5 Theory of the firm and market structures (HL only) Section 2: Macroeconomics 2.1 The level of overall economic activity (one topic HL extension) Aggregate demand and aggregate supply (one topic HL only) 2.3 Macroeconomic objectives (some topics HL extension, plus one topic HL only) 2.4 Fiscal policy 2.5 Monetary policy 2.6 Supply-side policies Section 3: International economics 3.1 International trade (one topic HL extension, plus one topic HL only) Exchange rates (some topics HL extension) 3.3 The balance of payments (one topic HL extension, plus some topics HL only) 3.4 Economic integration (one topic HL extension) 3.5 Terms of trade (HL only) Section 4: Development economics 4.1 Economic development 4.2 Measuring development 4.3 The role of domestic factors 4.4 The role of international trade (one topic HL extension) 4.5 The role of foreign direct investment (FDI) 4.6 The roles of foreign aid and multilateral development assistance 4.7 The role of international debt 4.8 The balance between markets and intervention Internal assessment Portfolio of three commentaries Total teaching hours Assessment Outline: Assessment component - SL External assessment (3 hours) Paper 1 (1 hour and 30 minutes) An extended response paper (50 marks) Assessment objectives 1, 2, 3, 4 Weighting 80% 40% September 2014 Page # 27