The International Baccalaureate

Transcription

1 The International Baccalaureate Diploma Programme Course Planning Guide Globally focused, distinctly Australian 1

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3 IB Mission Statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. 3

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5 Introduction This Course Planning Guide is part of a range of information that will be given to students and parents in order to assist in selecting subjects for Years 11 and 12. AIS students have a choice between two internationally recognised Secondary credentials: The NSW Higher School Certificate (HSC) OR The International Baccalaureate Diploma Programme (IBDP) This booklet outlines the IBDP subjects offered at AIS and provides advice on how to select subjects best suited to the needs of individual students. Students are encouraged to seek further advice from their teachers, Heads of Department, the Careers Counsellor, or myself. AIS staff members are available to discuss issues with parents and students, so that students have the best information available when deciding on their program of study. The first stage in the selection process will be for students to make a choice between the International Baccalaureate Diploma Programme and the NSW Higher School Certificate. A separate course guide gives further details of the subjects offered for the HSC. By considering both courses of study, most students will find they will develop a clear preference for either the HSC or the IBDP. Students are advised to give careful consideration to the advantages of continuity within either course of study, as changing courses of study can be very disruptive to student learning. Changing from the HSC to the IBDP after the start of Year 11 is not possible. In some cases, changing from the IBDP to the HSC at the end of Semester 1 may be possible. Students are encouraged to arrange an appointment to see the Careers Counsellor to discuss course selections. Universities in Australia and overseas may have course prerequisites which need to be considered. Although most Year 10 students do not yet have clear direction with regard to tertiary study, the Careers Counsellor will be able to provide valuable advice on possible tertiary pathways and careers options. Please do not hesitate to contact either myself or Mr Gregory Verdon, the HSC Coordinator, if you require additional information about the curriculum options for Year 11 students at AIS. Katherine Perry IBDP Coordinator Students considering the IBDP need to be capable of independent study, time management and must be committed to exploring knowledge across the curriculum. 5

6 Careers Advice for Year 10 Students Deciding which course and subjects to study in Year 11 is extremely important. The main factors to consider are: Your abilities Your interests Your career choices Choose subjects that: Enable you to work towards your strengths Challenge you to make the most of your capabilities You enjoy studying Provide you with the flexibility and scope to gain the qualification you need to pursue a career Offer a range of study that is manageable Are your choice and not the choices of others Keeping your options open is important because often you do not know what career you are interested in. You may also find that your interests change over time. Not knowing your career path is not unusual. Everyone wants to do as well as possible in his or her Secondary studies. Students who want to get into the tertiary course of their choice need to score good marks, whether choosing to study for the HSC or the IBDP. Prepare for Year 11 by achieving well in Year 10 and doing careers research Essential research: Read this Course planning guide. It explains the IBDP subjects offered at AIS. You should read the descriptions carefully, consider the topics studied, the type of assessment tasks completed and homework required. Discuss your selection of courses and subjects with your parents or guardians. Discuss possible courses with your teachers, relevant Heads of Department, Careers Counsellor or the relevant Curriculum Coordinators (HSC or IBDP). Talk about your career plans with your parents and the Careers Counsellor. Understand the prerequisites and assumed knowledge required as listed by universities in the Tertiary Entrance Requirements Booklets available online or in the AIS Careers Area on Level 3 of the Peter Bond Senior School Building. Investigate career options, employment opportunities and appropriate training courses available. Find out about courses and on the job training. Use the School Careers Resources Centre and talk to people from different universities when possible. 6

7 Talk to employers and people in careers that interest you. There are several things to consider if English is not your first language, or you are planning to study in a country other than Australia or New Zealand: You may have to sit an IELTS, or TOEFL exam. You may have to sit SAT exams, specifically for entry into US or Singaporean universities. Studying a second language is an advantage for entry to some Australian universities. A wide range of Language Other Than English (LOTE) incentives are available, both for entry to and while enrolled in programs of study. The Careers Area Level 3 Senior School Building Make an appointment to see a Careers Counsellor. This appointment can be with both students and parents. 7

8 International Baccalaureate Organisation Diploma Programme The International Baccalaureate Organisation (IBO) created the Diploma Programme (IBDP) in 1968 as a response to increasing mobility of students and families around the world. It is one of two IBO programmes taught at AIS, the other is the Primary Years Programme (PYP) taught in Elementary School. The language and philosophy of the Learner Profile underpins all the IBO courses of study. Designed as an accessible and holistic pretertiary experience, the IBDP is internationally recognised by leading universities. Students choosing the IBDP are challenged to maintain the study of a broad range of subjects from six curriculum groupings - helping to keep tertiary options open - three of these subjects are chosen for higher level study. The central core of the IBDP is Creativity, Activity, Service (CAS), Theory of Knowledge (TOK) and the Extended Essay (EE). CAS, TOK and the EE set the IBDP apart from other Secondary qualifications. All three components are highly valued by tertiary institutions and employers alike. CAS encourages students to remain physically active, to pursue a creative interest and to engage in service learning within the School and beyond. CAS helps to teach students the importance of balance in their lives and provides students with an avenue to reflect on other ways of learning. TOK is an interdisciplinary critical thinking course which encourages enquiry and intellectual curiosity within and between all Diploma subjects. The EE is a tertiary level research paper of approximately 4000 words. Students are encouraged to use the EE as a tool to deepen their inquiry into a topic of special interest and work with a supervisor to help develop their line of investigation. Students can complete the EE in any one of their Diploma subjects. International-mindedness is explored through all parts of the Diploma. Subject choices All IBDP students are required to successfully complete the core components of the Diploma CAS, TOK and EE. Students must also successfully complete the study of six subjects chosen from within the six groups of the IBDP Curriculum Framework Diagram (see opposite page). Three of these subjects will be at Standard Level (SL) and three will be at Higher Level (HL). All subjects, unless otherwise stated, are offered at both SL and HL. Students will make final decisions about levels of study at the start of Term 3 of Year 11. 8

9 Group 4 Experimental Sciences Biology, Chemistry, Physics, Sports, Exercise and Health Science (SEHS) and Computer Science Group 3 and 4 Interdisciplinary Environmental Systems and Societies (SL) Group 5 Mathematics Mathematics and Mathematical Studies (SL) Group 6 The Arts Music, Theatre and Visual Arts At AIS, students will have the following choices: Group 1 Studies in Language and Literature Language A: Literature English, Mandarin Chinese or other Language A (please contact the IBDP Coordinator for other languages) Language A: Language and Literature English Group 2 Language Acquisition English B, Mandarin Chinese B, French B, Indonesian B, Spanish Ab initio (SL), Mandarin Chinese Ab initio (SL) Group 3 Individuals and Societies Business Management, Economics, History, Psychology Possible subject combinations at AIS Students will study the core components plus six subjects, one from each grouping. As an alternative to Group 6, students may choose another subject from Groups 1, 2, 3, or 4. Students who choose Environmental Systems and Societies (SL) automatically meet the requirements for both Group 3 and Group 4, allowing them to select a sixth subject from Groups 1, 2, 3, 4 or 6. Subjects are offered at both SL and HL. However, Mandarin Chinese, Indonesian and Spanish ab-initio, Environmental Systems and Societies and Mathematical Studies are only available at SL. Please note that there is no guarantee that the School will offer classes in each of these subjects. The School will do its best to timetable all student choices; however in some cases it may not be possible to timetable a student s first preference. 9

10 GROUP 1 GROUP 2 GROUP 3 GROUP 4 GROUP 5 GROUP 6 Language A - Literature: - English - Mandarin Chinese OR - Other Language A. Language A - Language & Literature: English - Mandarin Chinese B - English B - French B - Indonesian B - Spanish ab-initio (SL) - Mandarin - Chinese ab-initio (SL) - Business Management - Economics - Environmental Systems and Societies (SL) - History - Psychology - Biology - Chemistry - Physics - Sport, Exercise and Health Science (SEHS) - Environmental Systems and Societies (SL) - Computer Science - Mathematics - Mathematical Studies (SL) - Music - Theatre - Visual Arts OR - Another subject from Groups 1, 2, 3 or 4 Assessment IBDP assessment is based on specified criteria, and includes a variety of methods including written and oral responses to stimulus, essays, portfolios, field work, experimental work, recitals and exhibitions. Assessment in each subject is comprised of Internal Assessment, marked by the class teacher and moderated by the IBO, and final examinations. Some subjects also complete course work which is externally examined. At AIS, IBDP students will complete formal examinations at the end of Term 1 and 2 in Year 11 and at the end of Term 1 in Year 12. There will also be practice examinations held during Term 3 in Year 12. The Grading System A student s performance is measured against defined criteria that is applied to all candidates from all schools registered in the same examination session. Students results are not statistically manipulated. Each of the six subjects is awarded a grade from 1 (minimum) to 7 (maximum). In addition, an EE and TOK performance can contribute up to 3 bonus points. This makes the maximum score a candidate can achieve 45 points. Subject to a series of conditions, a Diploma is awarded to a candidate who achieves a minimum total of 24 points, including satisfactory completion of CAS, TOK and the EE. University Accreditation The IBDP is widely recognised internationally. Many university web sites include prerequisite course entry requirements for IBDP students. For tertiary study in Australia a conversion table is released annually which converts the IBDP score to an ATAR equivalent. The conversion is generous. 10

11 2016 IBDP Notional ATAR Conversation table for 2017 university admission in Australia 2016 Passing IB Diploma Score (including bonus points) Combined Rank (Notional ATAR) NB: These figures were accurate for all states as of January, Conversions are liable to change depending on which university you apply to, please speak to the IBDP Coordinator for further information and direction. Students who do not plan to study in Australia or New Zealand are advised to make early contact with tertiary institutions to receive current enrolment and pre-requisite information. Students are encouraged to explore these possibilities and to discuss future directions with the Careers Counsellor and the IBDP Coordinator prior to final subject selection. *IB points total (in the range 24-45), derived from the results gained in both Higher Level and Standard Level subjects and possibly augmented by bonus points based on the standard achieved in the Extended Essay and the Theory of Knowledge. 11

12 Theory of Knowledge (TOK) What is this course about? Theory of Knowledge (TOK) lies at the very heart of the Diploma Programme. Students learn to justify knowledge in their academic subjects and in the wider world, learning to understand how knowledge is filtered and how it can be biased. It therefore encourages critical thinking, a reflective interest in peoples points of view and a sense of responsibility to act ethically as a global citizen. TOK helps to link all IBDP subjects and along with Creativity, Activity, Service (CAS), and the Extended Essay (EE), TOK is explored by all IBDP students. AIS recommendation An open mind! Assessment format Semester grades will be determined from engagement with journals, participation in class, practice presentations, practice prescribed title essays, summative Ways of Knowing and Areas of Knowledge tasks. Opportunities for assessment for learning will be provided in TOK journals, teacher/student and student/student conferencing and classroom discussion. Internal and final assessments. 12

13 Internal Assessment (33%) A presentation (approximately 10 minutes per student) is made to the group in Term 4 of Year 11. A written presentation planning document and a presentation marking form are to be completed by each student including: The knowledge question that is the focus of the presentation A summary, in note form, of the knowledge question to be treated during the presentation Achievement levels for each of the four assessment criteria, briefly justified, from both student and teacher. Types of Homework Journaling tasks, reflections, explorations of TOK concepts, short answer and extended answer questions leading to the TOK prescribed title essay. Topics Covered: Year 11 Introduction to TOK Ways of Knowing TOK diagram Areas of Knowledge Presentation practice Essay writing Final presentation External assessment (66%) Essay on a prescribed title (1,200-1,600 words). One essay on a title chosen from a list of six titles prescribed by the IBO for each examination session. The essay will be completed in Term 2 of Year 12, and will reflect the student s personal engagement with TOK. Types of Lessons TOK is delivered as a lecture with follow-up tutorials, with opportunity for large and small group interaction. Topics Covered: Year 12 Real life situations TOK essay writing and conferencing Guest speaker (TOK examiner) Final essay drafting Final presentation For further discussion: IBDP Coordinator 13

14 Group 1 Studies in Language and Literature Literature (Offered in English or Mandarin Chinese languages) What is this course about? The aim of the Literature course is to broaden the students perspectives through the study of literary works from a range of cultures. It seeks to develop the students powers of expression, both in written and oral communication, and provide the opportunity of practising and developing these skills in a variety of styles and situations. It encourages a personal appreciation of literature and develops an understanding of the techniques in literary criticism through the study of individual texts and relationships between groups of works that reflect different times and cultures. AIS recommendation This is a literature course designed for students with a high level of mother tongue proficiency and a strong academic background studying the chosen language as a mother tongue. Assessment format Extended reading, writing, listening and speaking tasks which will determine semester and predicted grades. Each unit will engage students in a range of short and extended reading, writing, listening and speaking tasks which will enable the teacher to give students feedback on their learning. Internal and final assessments. 14

15 Internal Assessment (30%) SL and HL Orals Individual oral presentations (15%): Presentation of a topic, chosen by the candidate, based on Part 4 work(s) Individual Oral Commentary (and discussion[hl]) (15%)* External assessment (70%) Paper 1 SL (1.5 hours) HL (2 hours) Guided Literary Analysis (20%) - Literary Analysis based on two passages, one poetry and one prose Paper 2 SL (1.5 hours) HL (2 hours) Essay (25%) - An essay based on at least two works studied in Part 3 Types of Homework Reading of short and extended texts, annotations, essay planning and writing, short answer responses Topics Covered: Year 11 Part 4 Options (in which works are freely chosen) Part 1 Works in translation Written Assignment (25%) One assignment written during the course and externally assessed, words. A study of a Part 1 work Types of Lessons Brainstorming, discussion, debating, student presentations, drafting, close reading Topics Covered: Year 12 Part 2 Detailed study Part 3 Literary Genres NB: SL and HL topics are common; however, HL students will be given extra texts for each unit For further discussion: IBDP Coordinator *SL: Oral commentary on an extract from one Part 2 work HL: Oral commentary on an extract from one Part 2 work followed by a discussion on a second text from Part 2 15

16 Literature Self Taught What is this course about? This course has the same aims as the Literature course. However, it is not a regularly scheduled classroom course, and is only offered in a language that is not taught as a regularly scheduled mother-tongue language course at AIS. Students will be given time in school to meet with tutors (usually 3-4 periods per week) who will help them develop skills in a variety of styles and situations and in both oral and written communication. French, Afrikaans, Spanish and Dutch but any language is possible. AIS Recommendation This is a literature course designed for students with a high level of mothertongue proficiency and a strong academic background. Students should also have a good sense of time-management and be able to work independently. Recently, Literature Self-taught has been offered in Korean, Indonesian, Japanese, Internal Assessment (30%) SL Orals Individual oral presentations (15%): Presentation of a topic, chosen by the candidate, based on Part 4 work(s). Individual Oral Commentary (15%): Commentary on extract, chosen by the student, from one of the Part 2 works studied Extract accompanied by guiding questions. All internal assessment components are actually submitted to the IBO for external marking. Types of Homework Reading of short and extended texts, annotations, essay planning and writing, short answer responses. Topics Covered: Year 11 Part 4 Options (in which works are freely chosen) Part 1 Works in translation External Assessment Paper 1 SL (1.5 hours): Guided Literary Analysis (20%) Literary Analysis based on two passages, one poetry and one prose. Paper 2 SL (1.5 hours): Essay (25%) An essay based on at least two works studied in Part 2. Paper 3 Written Assignment (25%) One assignment written during the course and externally assessed, words. A study of a Part 1 work. Types of Lessons Brainstorming, discussion, debating, student presentations, drafting, close reading. Topics Covered: Year 12 Part 2 Detailed study Part 3 Literary Genres NB: This course is only offered at SL, and it carries additional costs to pay for external tutors. For further discussion: IBDP Coordinator 16

17 Language and Literature (Offered only in English Language) What is this course about? The aim of the Language and Literature course is to broaden the students perspectives through the study of how language, culture and context determine the ways meaning is constructed in text. It seeks to develop the students powers of expression, both in written and oral communication, and provide the opportunity for practising and developing these skills involved in a variety of styles and situations. It encourages a personal appreciation of language, literature and mass communication, whilst also developing an understanding of the techniques in literary criticism. AIS recommendation This is a language analysis course designed for students with a strong academic background studying English as a mother tongue. Assessment format Extended reading, writing, listening and speaking tasks which will determine semester and predicted grades. Each unit will engage students in a range of short and extended reading, writing, listening and speaking tasks which will enable the teacher to give students feedback on their learning. Internal and final assessments. Internal Assessment (30%) SL and HL Orals Individual Oral Commentary (15%) Students comment on an extract from a literary text studied in Part 4 of the course. Extract accompanied by two guiding questions Further Oral Activity (15%). Students complete at least two further oral activities, one based on Part 1 and one based on Part 2 of the course. Types of Homework Reading of short and extended texts, annotations, essay planning and writing, short answer responses. Topics Covered: Year 11 Part 1 Language in cultural context Part 2 Language and Mass Communication Part 4 Literature critical study External Assessment (70%) Paper 1 SL (1.5 hours) HL (2 hours): Textual Analysis (25%). Textual Analysis based on two unseen texts, one text chosen for analysis [SL]. Comparative Textual Analysis based on two pairs of unseen texts, students write a comparative analysis of one pair of texts [HL]. Paper 2 SL (1.5 hours) HL (2 hours): Essay (25%) An essay based on works studied in Part 3 Written Assignment (20%). One assignment [SL] / Two assignments [HL] written during the course and externally assessed, words. Types of Lessons Brainstorming, discussion, debating, student presentations, drafting, close reading. Topics Covered: Year 12 Part 1 Language in cultural context Part 2 Language and Mass Communication Part 3 Literature texts and contexts NB: SL and HL topics are common however, HL students will be given extra texts for each unit For further discussion: IBDP Coordinator 17

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19 Group 2 Language Acquisition Mandarin Chinese, English, French, and Indonesian B What is this course about? The Language B course gives students the opportunity to reach a high degree of competence in the language skills of listening, speaking, reading and writing. This level of proficiency will enable students to gain the necessary confidence to explore the culture(s) of their second language in relation to their own. An increasing emphasis is placed on cultural discovery and comparison as the course progresses to ensure students can make opinions and draw conclusions about the world of their second language in an informed way. Students will therefore learn to value the link between language and culture, and language and knowledge through links beyond the Language B classroom to TOK and other subject areas. AIS recommendations: Language B: Appropriate level of proficiency achieved through previous study of the language. Assessment format Each unit will have extended reading, writing and speaking tasks which will determine semester and predicted grades. Each unit will engage students in a range of short reading, writing, listening and speaking tasks which will enable the teacher to give students feedback on their learning. Internal and final assessments. 19

20 Internal Assessment Interactive oral (10%) A range of speaking tasks will be completed over the two years. Individual oral (20%) A 10 minute oral examination conducted by the teacher. Types of Homework Students will be given regular homework tasks to support their language development. Typical tasks include short reading passages, short writing tasks, grammar practice exercises, listening texts and speaking tasks. Topics Covered: Year 11 Communication and Media Global Issues Social Relationships (Subtopics will be selected by the teacher) External Assessment (70%) Paper 1 (1.5 hours) Receptive Skills [Text Handling] (25%) Paper 2 (1.5 hours) Written Production (25%) Written Assignment: Receptive and Written Productive Skills word written exercise based on core (SL) ( words for Chinese); word creative writing based on one of the literary works (HL) ( words for Chinese) (20%). Types of Lessons Class discussion, group work, language practice activities. Topics Covered: Year 12 (two of the following options) Cultural Diversity Customs and Traditions Health Leisure Science and Technology NB: SL and HL topics are common. However, HL students will be given supplementary material on each topic from Semester 2 of Year 11. HL students will also explore two works of literature For further discussion: Head of Department - LOTE 20

21 Ab Initio Spanish or Mandarin Chinese (SL only) What is this course about? The Ab Initio course gives students the opportunity to further their linguistic skills by taking up a second foreign language, or to learn a foreign language for the first time. Language Ab Initio aims to develop interactive, receptive and productive skills. Students should begin to understand the differences between their own culture and that of the language they are learning. The aim is to promote the idea that a second language is more than a school subject and that, after two years, students will be able to carry on learning the language more independently if they wish to do so. The course focuses on everyday situations and aspects of the culture related to them. This ensures that appropriate emphasis is placed on communication to ensure students can communicate successfully in an environment where the language is spoken. Students will also learn to value the link between language and culture, and language and knowledge through links beyond the Language classroom to TOK and other subject areas. AIS recommendation Ab initio: For beginners or students with little experience, who have inadequate proficiency for language B. Assessment format Each unit will have extended reading, writing and speaking tasks which will determine semester grades. Each unit will engage students in a range of short reading, writing, listening and speaking tasks which will enable the teacher to give students feedback on their learning. Internal and final assessments. 21

22 Internal Assessment (25%) Individual oral A 10 minute, three part interactive skills oral examination conducted by the teacher. Types of Homework Students will be given regular homework tasks to support their language development. Typical tasks include short reading passages, short writing tasks, listening and speaking tasks. Development and reinforcement of vocabulary is imperative. It is expected that students learn and revise vocabulary daily. Supplementary materials for topics are gained through the use of text book activities. Students must also make an effort to access resources in the wider community such as television, internet and radio on a consistent basis. Topics Covered: Year 11 Individuals and Society - daily routine - physical health - education - relationships - shopping - food and drink Leisure and Work - employment - entertainment - holidays - media External Assessment (75%) Paper 1 (1.5 hours) Receptive Skills [text-handling] (30%) Paper 2 (1 hour) Productive Skills [2 writing tasks] (25%) Written Assignment a piece of writing, words (20%) Types of Lessons Emphasis is on communicative skills, particularly speaking and listening skills. Written exercises, puzzles and games also enhance the expansion of vocabulary. On-going development of grammatically correct use of the language is emphasised across all language skills, including reading and writing. Students will enjoy a variety of learning environments to suit their learning style. Students will need to have an open mind to engage in authentic-style activities such as roleplay, field work, modelling language, participating in collaborative learning and conversational situations. Topics Covered: Year 12 (Cultural Diversity) Leisure and Work continued - sports - technology - transport Urban and Rural Environment - environmental concerns - global issues - town & services - neighbourhood - weather - physical geography For further discussion: Head of Department - LOTE 22

23 Group 3 Individuals and Societies Business Management What is this course about? The Business Management course aims to help students understand the implications of business activity in a global market. It is designed to give students an international perspective of business and to promote their appreciation of cultural diversity through the study of topics such as international marketing, human resource management, growth and business strategy. The course encourages the appreciation of ethical concerns and issues of social responsibility in the global business environment. The Business Management course will contribute to students development as critical and effective participants in local and world affairs. Students who would like to explore the influences on business and what makes businesses succeed and fail. Students should have good comprehension skills and an ability to think logically and to write clearly and informatively. Assessment format Semester examinations, tests, assignments and case studies will be used to determine semester grades. Assessment for learning such as tests, assignments and case studies will also be set as part of each unit to give students feedback on their learning. Internal and final assessments. AIS recommendation Students interested in the world of business, who wish to learn more about how businesses operate and how businesses are managed. 23

24 Internal Assessment (25%) SL Written commentary based on three to five supporting documents about a real issue or problem facing a particular organization. (Maximum 1,500 words/25 marks) (25%) HL Research proposal and action plan - a working document not part of the actual report, but part of planning. External Assessment (75%) SL Paper 1 (1hr 15mins) Case study (35%) Paper 2 (1hr 45mins) Extended response (40%) HL Paper 1 (2hrs 15 mins) Case study (40%) Paper 2 (2hrs 15 mins) Extended Response (35%) Report that addresses an issue facing an organization or analyses a decision to be made by an organization. (Maximum 2,000 words) (25%) Types of Homework Case studies, reading of current affairs (business) newspapers and magazines Lists of definitions/business vocabulary building Summarising class notes Reviewing questions based on material covered in class Examination/research project preparation Business research and internet searches. Topics Covered: Year 11 Business organisation and environment Human resources Accounts and finance Marketing Types of Lessons Discussions and group work Business analysis and theory Note taking and practical experience in business operations ICT report writing and presentations Topics Covered: Year 12 Operations management NB: HL students will complete the SL core plus additions to the SL core in Year 12. Students may not enroll in BOTH IB Economics and IB Business Management For further discussion: Head of Department - Commerce 24

25 Economics What is this course about? Economics is a dynamic social science, essentially about the concept of scarcity and the problem of resource allocation. Although Economics involves the formulation of theory, it is not a purely theoretical subject. Economic theories can be applied to real-world examples and increases understanding of poverty, trade and the workings of governments, firms and markets. Alongside the empirical observations of Economics, students of the subject are asked to formulate probing questions. Encouraging students to explore such questions forms the central focus of the Economics course. AIS recommendation Potential students are strongly encouraged to have studied IGCSE or equivalent Economics previously with a final grade of B. Assessment format Each section will have extended response, data response and short answer question tasks which will determine semester grades. In addition, internal examinations will be held at the end of each semester. Each section/topic will engage students in a range of practice tasks which will enable the teacher to give students feedback on their learning. These will include short answer questions, data responses, extended responses and group work. Internal and final assessments 25

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27 Internal Assessment (20%) Students produce a portfolio of three commentaries, based on different sections of the syllabus and on published extracts from the news media. Types of Homework Reading of current affairs, lists of definitions, summarising class notes, review questions based on material covered in class, examination/ task study and preparation. Topics Covered: Year 11 Micro-economics and Markets Macro-economics and Performance of the Economy External Assessment (80%) SL Paper 1 (1 hr 30 mins) An extended paper response (40%) Paper 2 (1hr 30 mins) A data response paper (40%) HL Paper 1 (1 hr 30 mins) An extended paper response (30%) Paper 2 (1hr 30 mins) A data response paper (30%) Paper 3 (1hr) HL extension paper based on all sections of the syllabus (20%) Types of Lessons Theory and new concepts, analysis of developments in the world economies and relating of this to the topic being covered, review questions and exercises to ensure understanding, computer/ library research, newspaper report analysis, simulations, games. Topics Covered: Year 12 Trade International Economics Theory of the Firm (HL only) Development Economics NB: HL students will complete the SL core additions to the SL core, plus one extra unit of work. Students may NOT enroll in BOTH IB Economics and IB Business Management For further discussion: Head of Department - Commerce 27

28 Psychology What is this course about? The IB Diploma Programme psychology course is the systematic study of behaviour and mental processes. Since the psychology course examines the interaction of biological, cognitive and sociocultural influences on human behaviour, individuals and societies. Students undertaking the course can expect to develop an understanding of how psychological knowledge is generated, developed and applied. This will allow them to have a greater understanding of themselves and appreciate the diversity of human behaviour. The holistic approach reflected in the curriculum, which sees biological, cognitive and sociocultural analysis being taught in an integrated way ensures that students are able to develop an understanding of what all humans share, as well as the immense diversity of influences on human behaviour and mental processes. The ethical concerns raised by the methodology and application of psychological research are also key considerations of the IB psychology course. AIS recommendation There are no pre-requisites to studying DP Psychology although an interest in human behaviour and mental process is essential. Psychology is all around you and touches on every aspect of your life. Who you are now, how you will be in the future, how you interact with family, friends, and strangers. Studying psychology will help you to develop an understanding of what all humans share, as well as the immense diversity of influences on human behaviour and mental processes. Assessment format The course is available at higher level (HL) and standard level (SL). Students are assessed both internally and externally. External assessment for SL students consists of two written papers. For HL students there are three written papers. Internal assessment for SL and HL students is to write a report of a simple experimental study conducted by the student. This is internally marked by subject teachers and then externally moderated by IB examiners 28

29 Internal Assessment SL Internal assessment 25% A report of a simple experimental study conducted by the student. (20 marks) HL Internal assessment 20% A report of a simple experimental study conducted by the student (28 marks). Types of Homework Reading, note-taking, research, short answer questions, research assignments, preparation for examinations. Topics Covered Yr 11 Introduction to Psychology, Command Terms and Research Methodology Sociocultural, cognitive and Biological levels of human behaviour External Assessment SL External assessment (3 hours) 75% Paper 1 (2 hours) 50% Paper 2 (1 hour) 25% HL External assessment (4 hours) 80% Paper 1 (2 hours) 35% Paper 2 (1 hour) 25% Paper 3 (1 hour) 20% Types of Lessons Case study reading, analysis and discussion Teacher directed learning involving a learning dialogue and interactive questioning Collaborative problem solving & peer teaching Investigation Topics Covered Yr 12 IB Internal Assessment Simple Experimental Study Qualitative Research Methods (HL only) Abnormal Psychology Psychology of Human Relationships NB: HL students will complete the SL core, additions to the core and an extra unit of work. For further discussion: Head of Department - Humanities 29

30 History What is this course about? History is more than the study of the past. It is the process of recording, reconstructing and interpreting the past through the investigation of a variety of sources. It is a discipline that gives people an understanding of themselves and others in relation to the world, both past and present. The IBDP history course aims to promote an understanding of history as a discipline, including the nature and diversity of its sources, methods and interpretations. It also helps students to gain a better understanding of the present through critical reflection upon the past. It is hoped that many students who follow the course will become fascinated with the discipline, developing a lasting interest in it whether or not they continue to study it formally. AIS recommendation IBDP History should be studied by students that are passionate about history. Assessment format Examinations, timed extended responses, research essays, oral presentations will be used to determine semester grades. On-going class tasks, source work, extended responses, group tasks will be used to give students feedback on their learning. Internal and final assessments. 30

31 The Internal Assessment: 25% word essay on any area of the course according to student preference. External Assessment (Final Exams): 75% SL students will sit Paper 1 and 2 HL students will sit Paper 1, 2 and 3 Types of Homework Reading, note-taking, research, source analysis, writing essays. Types of Lessons Researching, essay writing, discussion, presenting theory and new concepts, reading and note taking, watching documentary and film. Topics covered across Year 11 and 12: Paper 1 Students will study one of the following topics: 1. Military Leaders 2. Conquest and its impact 3. The move to global war 4. Rights and protest 5. Conflict and intervention Paper 2 Students will study two of the following topics: 1. Society and economy ( ) 2. Causes and effects of medieval wars ( ) 3. Dynasties and rulers ( ) 4. Societies in transition ( ) 5. Early modern states ( ) 6. Causes and effects of early modern wars ( ) 7. Origins, development and impact of industrialization ( ) 8. Independence movements ( ) 9. Evolution and development of democratic states ( ) 10. Authoritarian states (20th century) 11. Causes and effects of 20th-century wars 12. The cold war: Superpower tensions and rivalries (20 th century) Paper 3 (HL Students only) Students will focus on one of the regional options below: 1 History of Africa and the Middle East 2 History of the Americas 3 History of Asia and Oceania 4. History of Europe For further discussion: Head of Department - Humanities 31

32 Interdisciplinary Group 3 and 4 Environmental Systems and Societies (SL only) What is this course about? Environmental Systems and Societies is a trans-disciplinary subject, designed to combine the techniques and knowledge associated with Group 4, Experimental Sciences, with those associated with Group 3, Individuals and Societies, allowing students to fulfil requirements for both subject Groups 3 and 4, if they wish. The prime intent of this course is to provide students with a coherent perspective of the inter-relationships between environmental systems and societies; one that enables them to adopt an informed personal response to the wide range of pressing environmental issues that they will inevitably come to face. Students attention will be constantly drawn to their own relationship with their environment and the significance of choices and decisions that they make in their own lives. AIS recommendation A passion for engaging with environmental challenges. Assessment format Each unit will have a range of practical activities, field work, laboratory work, case studies and essay responses, providing opportunities to determine semester grades. Students will also sit four internal examinations. Each unit will give students the opportunities to develop, practise, refine and to show their understanding through written and practical assessments. Students will gain feedback from these opportunities. Internal and final assessments. 32

33 Internal Assessment (25%) (10 hrs) Individual Investigation Students will carry out a series of practical investigations to acquire the skills and understanding with which they will employ for their summative individual investigation. The task involves the completion of an investigation, designed and implemented by the student and submitted as a written report. Types of Homework Short answer questions, research assignments, reading and practical reports, note making, preparation for examinations. Topics Covered: Year 11 Systems and Models The Ecosystem Conservation and Biodiversity Thailand Field Trip Human Population, Carrying Capacity and Resource Use External Assessment (80%) Paper 1 (1hr) Case study analysis (25%) Paper 2 (2hrs) short answer and structured essay responses (50%) Types of Lessons Theory lessons are reinforced by discussion and practical work. Audio visual and computer-based research, simulations and models will be utilised. Topics Covered: Year 12 Pollution Management Global Warming Environmental Value Systems For further discussion: Head of Department - Science 33

34 Group 4 Experimental Science Biology What is this course about? The IBDP Biology course provides opportunities for scientific study within a global context that will stimulate and challenge students. It aims to enable students to apply and use a body of knowledge, methods and techniques and to develop an ability to analyse, evaluate and synthesis scientific information. The areas of study encompass the following topics: structure and function, universality versus diversity, equilibrium within systems and evolution. Assessment format Each unit will have a range of practical activities, field work, laboratory work, case studies and essay responses, which will contribute to semester grades. Students will also sit four internal examinations. Each unit will give students the opportunities to develop, practise, refine and to show their understanding through written and practical assessments. Students will gain feedback from these opportunities. Internal and final assessments. AIS recommendation Year 10 IGCSE Science or equivalent. 34

35 Internal Assessment (20%) The internal assessment, worth 20% of the final assessment, consists of one scientific investigation that will include 10 hours of practical time. The individual investigation should cover a topic that is commensurate with the level of the course of study. Student work is internally assessed by the teacher and externally moderated by the IBO. The performance in internal assessments at both SL and HL is marked against common assessment criteria, with a total mark out of 20. Types of Homework Short answer questions, research assignments, reading and practical reports, note making, preparation for examinations. Topics Covered: Year 11 Cell Biology Molecular Biology Plant Biology (HL) Metabolism, Cell Respiration and Photosynthesis (SL and HL) Option C: Ecology and Conservation (SL and HL) Human Physiology Ecology Genetics External Assessment (80%) SL Paper 1 (45mins) Multiple choice (20%) Paper 2 (1hr 15 mins) Database and extended response (40%) Paper 3 (1hr) Short answers on required experiments and options (20%) HL Paper 1 (1hr) multiple choice (20%) Paper 2 (2hrs 15 mins) Database and extended response (36%) Paper 3 (1hr 25mins) Short answers on required experiments and one extended question on options (24%) Types of Lessons Theory lessons are reinforced by discussion and practical work. Audio visual and computer-based research is also utilised. Topics Covered: Year 12 Evolution And Biodiversity Nucleic Acids (HL Only) Genetics And Evolution (HL Only) Animal Physiology (HL Only) NB: HL students will study the SL core, additions to the SL core and five further topics. For further discussion: Head of Department - Science 35

36 Chemistry What is this course about? Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, Chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful preparation for employment. The IBDP Chemistry course includes the essential principles of the subject but also, through the selection of an option, allows teachers some flexibility to tailor the course to meet the needs of their students. AIS recommendation Year 10 IGCSE Science or equivalent. Assessment format Each unit will have quizzes, topic tests, practical write-ups to determine semester grades. Each unit, students will be given quizzes, tests and practical tasks to be given feedback. Internal and final assessments. 36

37 Internal Assessment (20%) The internal assessment, worth 20% of the final assessment, consists of one scientific investigation that will include 10 hours of practical time. The individual investigation should cover a topic that is commensurate with the level of the course of study. Student work is internally assessed by the teacher and externally moderated by the IB. The performance in internal assessment at both SL and HL is marked against common assessment criteria, with a total mark out of 20. External Assessment (80%) SL Paper 1 (1hr 15mins) multiple choice (20%) Paper 2 (1hr 25mins) Data based and extended response (40%) Paper 3 (1hr) Short answers on options (20%) HL Paper 1 (1hr) multiple choice (20%) Paper 2 (2hrs 25mins hours) Data based and extended response (36%) Paper 3 (1hr 25mins) Short answers and one extended question on options (24%) Types of Homework Short answer questions, research assignments, reading and practical reports. Topics Covered: Year 11 Measurement And Data Processing Atomic Structure Periodicity Chemical Bonding Stoichiometric Relationships Redox Processes Energetics/Thermochemistry Chemical Kinetics Types of Lessons Theory lessons are reinforced by discussion and practical work. Audio visual and computer-based research is also utilised Topics Covered: Year 12 Chemical Kinetics Equilibrium Acids And Bases Organic Chemistry One Optional Topic NB: HL students will study the SL core and additions to the SL core. For further discussion: Head of Department - Science 37

38 Physics What is this course about? The IBDP Physics course provides a systematic introduction to the main principles of Physics and emphasises the development of conceptual understanding and problem solving ability using algebra and trigonometry. The course includes topics in both classical and modern Physics. The inter-relationship of Physics and technology is explored, and the global impact of technology on society and the environment is studied. Knowledge of algebra and basic trigonometry is required for the course; the basic ideas of calculus may be introduced in the theoretical development of some physical concepts, such as acceleration and work. Understanding the basic principles of Physics and applying these principles to the solution of problems are the major goals of the course. AIS recommendation Year 10 IGCSE Science or equivalent. Students will need good mathematical and algebraic skills. Assessment format Each unit will have quizzes, topic tests, practical write-ups to determine semester grades, there will also be a formal examination each semester. Each unit, students will complete quizzes, summative tests and reports on practical investigations which will inform teaching and give valuable feedback to students. Internal and final assessments. 38

39 Internal Assessment (20%) The internal assessment, worth 20% of the final assessment, consists of one scientific investigation that will include 10 hours of practical time. The individual investigation should cover a topic that is commensurate with the level of the course of study. Student work is internally assessed by the teacher and externally moderated by the IB. The performance in internal assessment at both SL and HL is marked against common assessment criteria, with a total mark out of 20. External Assessment (80%) SL Paper 1 (1hr 15mins) Multiple choice (20%) Paper 2 (1hr 25mins) Data based and extended response (40%) Paper 3 (1hr) Short answers on options (20%) HL Paper 1 (1hr) Multiple choice (20%) Paper 2 (2hrs 25mins) Data based and extended response (36%) Paper 3 (1hr 25mins) Short answers and one extended question on options (24%) Types of Homework Reading tasks; pre-lab tasks; post-lab practical write-ups; simulation explorations; video viewing and note-taking; practice problems; research projects. Topics Covered: Year 11 Measurement And Uncertainties Mechanics Circular Motion And Gravitation Fields (HL Only) Thermal Physics Waves Atomic, Nuclear And Particle Physics Electricity And Magnetism Types of Lessons Primarily student-centred lessons (with occasional lectures, demonstrations and videos): Practical Investigations (labs), Simulation explorations (virtual labs using Flash, Shockwave and Java applets) and white-board interactive with regular tutorials. Topics Covered: Year 12 Electricity And Magnetism Energy Production Wave Phenomena (HL Only) Electromagnetic Induction (HL Only) Quantum And Nuclear Physics (HL Only) NB: HL students will study the SL core, additions to the SL core and two further topics. For further discussion: Head of Department - Science 39

40 Sports, Exercise and Health Science (SEHS) What is this course about? This is an innovative course that enables students to investigate the scientific background to success in sport. The curriculum has been heavily influenced by Sports Science degree courses and is designed to allow investigation of moral, ethical, social, economic and environmental implications within Sports Science and related fields. The course provides excellent opportunities for scientific study and creativity within a global context that will stimulate and challenge students. Key features: Involves the study of the science that underpins physical performance. Incorporates the traditional disciplines of anatomy and physiology, biomechanics, psychology and nutrition. Students carry out practical (experimental) investigations in both laboratory and field settings, thus giving them an opportunity to acquire the knowledge and understanding necessary to apply scientific principles and critically analyse human performance. Where relevant, the course will address issues of internationalism and ethics by considering sport, exercise and health relative to the individual and in a global context. AIS recommendation SEHS will appeal to students with an interest in sports or health education. Science students with an interest in Sports Science at BSc level, physiology, physiotherapy, Sports Psychology, or professions allied to medicine (PAMs) such as Physiotherapy. Arts/Humanities focused students looking for an applied alternative to a pure science discipline at standard level, or any student looking for an applied second science option. Completion of IGCSE Physical Education in Year 10 is not necessary but will be advantageous. Assessment format The standard level course requires students to study a core syllabus of six topics; Anatomy, Exercise Physiology, Energy Systems, Movement Analysis, Skill in Sport and Measurement and Evaluation of Human Performances. Supplemented by the study of two optional topics from: Option A: Optimising physical performance Option B: Psychology of sport Option C: Physical activity and health Option D: Nutrition for sport exercise and health The higher level course requires students to study 7 additional topics; Further Anatomy, The Endocrine System, Fatigue, Friction and Drag, Skill Acquisition and Analysis, Genetics and Athlete Performance, and Exercise and Immunity. In addition to the requirements above. 40

41 Internal Assessment / Practical work (20%) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Investigation (SL and HL) an individual investigation taking approximately 10hours to complete. (24 marks) Group 4 Project (10 hours) Interdisciplinary project. Assessed for personal engagement only (2 marks) External Assessment (3 hours) Paper 1 SL (45 minutes) HL (1hour) Syllabus content: Core Assessment objective 1 and 2, 30 multiple choice questions on the core syllabus (30 marks) - SL Assessment objective 1 and 2, 40 multiple choice questions on the core (40 marks) _ HL Paper 2 SL (1hr 15mins) HL (2hr 15mins) Syllabus content: Core Assessment objectives 1-3 Section A: Students answer data-based questions and short-answer questions on the core (all compulsory) (30 marks - SL) (40 marks - HL) Section B: Students answer on extendedresponse question on the core (from a choice of three) (20 marks) (50 marks) Paper 3 SL (1 hour) HL (1hr 15mins) Syllabus content: Options Assessment objectives 1-3. Several short-answer questions (all compulsory) in each of the two options studied. (40 marks - SL (50 marks - HL) Types of Homework Short answer questions, research assignments, reading and practical reports, note making, preparation for examinations. Topics Covered: Year 11 Anatomy Exercise Physiology Energy Systems Option C: Physical Activity and Health (SL, HL) Further Anatomy (HL) The Endocrine System (HL) Skill Acquisition and Analysis (HL) Exercise and Immunity (HL) Types of Lessons Theory lessons are reinforced by discussion, practical elements and field work. Audio-visual and computer-based research simulations and models will be utilised. Topics Covered: Year 12 Movement Analysis Skill in Sport Measurement and Evaluation of Human Performance Option B: Psychology of Sport (SL, HL) Fatigue (HL) Friction and Drag (HL) Genetics and Athlete Performance (HL) For further information: Head of Department - Physical Education 41

42 Computer Science What is this course about? Are you interested in developing your analytical and problem-solving skills? Are you looking to pursue a career in the 21st century industry? Computer Science offers you the opportunity to develop your logical thinking, create programming code, and solve a wide variety of computer-based challenges. The IBDP Computer Science course develops essential skills that will be useful in a wide range of industries, from business through to engineering, as well as software/computing careers. A range of programming languages will be used throughout this course, including Java and Python as well as other suitable languages that can be used to develop solutions, and for demonstrating practical problems solving skills. AIS recommendation The Computer Science course would appeal to those who are interested in developing logical problem solving skills. No formal computer science experience is required to study this course, however students who have completed the IGCSE Computer Science course would find this course most suitable. Assessment format Unit quizzes, topic tests, and practical problem solving where appropriate. Internal and external assessment tasks. Development of a computational solution supported by programming code. 42

43 Internal Assessment (SL 30%, HL 20%) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. (Total 40 marks) Solution (30 hours) The development of a computational solution. (34 marks) Group 4 project (10 hours) To be assessed using the criterion Personal skills. (6 marks) External Assessment (SL 70%, HL 80%) SL Paper 1 (1 hour 30 mins) (45%) Examination paper consisting of two compulsory sections: Section A consists of several compulsory short answer questions. Section B consists of three compulsory structured questions. SL Paper 2 (1 hour) (25%) Examination paper linked to the option studied. The paper consists of between two and five compulsory questions. HL Paper 1 (2 hours 10 mins) (40%) Examination paper consisting of two compulsory sections. Section A consists of several compulsory short answer questions. Section B consists of five compulsory structured questions. HL Paper 2 (1 hour 20 mins) (20%) Examination paper linked to the option studied. The paper consists of between three and seven compulsory questions. HL Paper 3 (1 hour) (20%) Examination paper of 1 hour consisting of four compulsory questions based on a pre-seen case study. 43

44 Types of Homework Programming challenges and logic tasks. Short-answer questions, research assignments, note-making and preparation for examinations. Topics Covered: Year 11 System fundamentals Computer organization Networks Computational thinking, problem-solving and programming Abstract data structures Resource management Control Object-oriented programming (HL) Types of Lessons Theory lessons will develop the technical knowledge for the different topics, as well as develop logic skills to be used for the practical tasks. Topics Covered: Year 12 Computational thinking, problem-solving and programming Abstract data structures (HL) Object-oriented programming (HL) Advanced program development (HL) NB: HL students will complete the SL core and additions to the SL core For further information: Head of Department - Technology 44

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46 Group 5 Mathematics Mathematical Studies SL What is this course about? This course caters for students with varied backgrounds and abilities and is designed to build confidence and encourage an appreciation of Mathematics in students for whom Mathematics will not be a significant part of their future studies. Students coming into this course need to be equipped with well-developed basic skills, knowledge and processes. Students will need to be aware of the pathways for which this subject is and is not a prerequisite. The course covers: Numbers and Algebra, Descriptive Statistics, Logic, Sets, Probability, Statistical Applications, Functions, Geometry, Trigonometry, Mathematical Models and Introduction to Differential Calculus. Internal Assessment (20%) Project Types of Homework Text and supplementary exercises Worksheets Investigations Summary writing Review Topics Covered: Year 11 Use of the Graphics Calculator Number Sequences and Series Algebra and Functions Coordinate Geometry Sets and Logic Probability Descriptive Statistics AIS recommendation The Head of Department will recommend a course level suitable for each student based on their performance in internal and external testing; and input from the current Year 10 teachers. This course is accessible to students with IGCSE grade E or above. Assessment format Unit tests and examinations will determine semester grades. Topic Tests and Investigation and Modelling tasks will be used to give students feedback on their learning. Internal and final assessments. External Assessment (80%) Paper 1 (1hr 30mins) Short answer (40%) Paper 2 (1hr 30mins) Extended response (40%) Types of Lessons Teacher directed learning involving a learning dialogue and interactive questioning Collaborative problem solving & peer teaching Investigation Topics Covered: Year 12 Functions quadratic and exponential Trigonometry right angled and non-right-angled Calculus differentiation Normal Distribution 46 For further discussion: Head of Department - Mathematics

47 Mathematics SL What is this course about? This course caters to motivated students who already possess a robust knowledge of a wide range of mathematical concepts, and who are equipped with the skills needed to apply mathematical techniques correctly. These students will need a significant mathematical background as they prepare for future studies in subjects such as Chemistry, Economics, Psychology, Technology and Business Administration. Students will need to be aware of the pathways for which this subject is a prerequisite. 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. The course covers Algebra, Functions, Equations, Circular Functions, Trigonometry, Vectors, Statistics, Probability and Calculus. The internally assessed component, the exploration, offers students the opportunity for developing independence in their mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas. AIS recommendation The Head of Department will recommend a course level suitable for each student based on their performance in internal and external testing; and input from the current Year 10 teachers. This course is accessible to students with IGCSE grade B or above. Assessment format Unit tests and examinations will determine semester grades. Topic Tests and Investigation and Modelling tasks will be used to give students feedback on their learning. Internal and final assessments. Internal Assessments (20%) Mathematical Exploration (20 marks) Types of Homework Text and supplementary exercises Worksheets Investigations Summary writing Review Topics Covered: Year 11 Number: Sets, classification, Indices, Logarithms Sequences & Series Functions, Coordinate Geometry, Quadratics Statistics Differential Calculus Trigonometric Functions Exponential Functions & Modelling External Assessment (80%) Paper 1 (1hr 30mins) Non-Calculator (40%) Paper 2 (1hr 30mins) GDC required (40%) Types of Lessons Teacher directed learning involving a learning dialogue and interactive questioning Collaborative problem solving & peer teaching Investigation Topics Covered: Year 12 Differential Calculus Trigonometric Functions Integral Calculus Vectors Probability For further discussion: Head of Department - Mathematics 47

48 Mathematics HL What is this course about? This course caters to Mathematics students with a strong background in Mathematics who have proven competence in a range of analytical and technical skills. These students will likely include Mathematics as a major component of their university studies, either as a subject in its own right or within courses such as Physics, Engineering and Technology. Others may take this subject because they have a strong interest in Mathematics and enjoy its challenges and engaging with its problems. The course provides an in-depth treatment of Algebra, Functions, Equations, Circular Functions, Trigonometry, Vectors, Statistics, Probability, Calculus and one of the options topics: Statistics, Probability, Sets, Relations, Groups, Calculus and Discrete Mathematics. AIS recommendation The Head of Department will recommend a course level suitable for each student based on their performance in internal and external testing; and input from the current Year 10 teachers. This course is accessible to students with IGCSE grade A or above. Assessment format Unit tests and examinations will determine semester grades. Review assignments, Topic Tests, Investigation and Modelling tasks will be used to give students feedback on their learning. Internal and final assessments. Internal Assessments (20%) Mathematical Exploration (20 marks) Types of Homework Text and supplementary exercises Worksheets Investigations Summary writing Review Topics Covered: Year 11 Algebra and Quadratic Equations Sequences and Series Mathematical Induction Binomial Expansion Exponentials and Logarithms Statistics and Probability Functions and Graphs Calculus 1 Trigonometry External Assessment (80%) Paper 1 (2hrs) Core Non-Calculator (30%) Paper 2 (2hrs) Core GDC required (30%) Paper 3 (1hr) Option Topic GDC required (20%) Types of Lessons Teacher directed learning involving a learning dialogue and interactive questioning Collaborative problem solving & peer teaching Investigation Topics Covered: Year 12 Complex Numbers Polynomials Calculus 2 Vectors Statistics and Probability topic option For further discussion: Head of Department - Mathematics 48

49 Group 6 The Arts Music What is this course about? IBDP Music gives students who enjoy performing and/or creating music the opportunity to study and engage in music. It also provides an appropriate foundation for further study in music at university level or in music career pathways, as well as providing an enriching and valuable course of study for students who may pursue other careers. Students will study a range of topics that firmly establish an understanding of Western Art Music traditions, as well as studying music of other cultures. There will be an emphasis on similarities, differences and links in music from within our own culture and that of others across time. AIS recommendation Students undertaking ABRSM or Australian Music Examinations Board (AMEB) courses will be expected to have achieved minimum Grade 5 standard. Students undertaking Trinity Guildhall courses will be expected to have achieved minimum Grade 6 standard. Students seeking to undertake a creative pathway at the Standard Level should demonstrate their ability via a creative portfolio Assessment format Semester grades will be determined, as appropriate by performance recitals, composition tasks, and listening examination papers incorporating questions on musical perception. Assessment for learning will include, as appropriate in-class performance lessons where students will perform for each other, peer assessment and discussion of the use of a variety of musical elements in each performance, student reflection and teacher assessment of on-going composition tasks, unit topic tests incorporating listening and/or written (score) examples, requiring written/notational responses, as well as musical analysis of a variety of historical, cultural and stylistic written (score) and listening excerpts. Internal and final assessments. 49

50 Internal Assessment (50%) SL Creating (SLC) two pieces of coursework (30 marks), OR Solo performing (SLS) 15 minutes of performance pieces (20 marks), OR Group performing (SLG) minutes of performance pieces (20 marks) HL Creating three pieces of coursework (30 marks/25%), AND Solo performing 20 minutes of performance pieces (20 marks/25%) Types of Homework Individual instrumental practice, composition work using Sibelius software on laptops, on-line reflection and evaluation, on-line musicianship and music theory, student research for musicology and composition assignments. Topics Covered Western Art Music from the Medieval period to the present Contemporary/rock/pop/jazz music since 1950 World music: Music from other cultures External Assessment (50%) SL Listening Paper (2 Hours) - 4 musical perception questions (80 marks / 30%), and Musical Links Investigation written media script (20 marks / 20%) HL Listening Paper (2.5 Hours) - 5 musical perception questions (100 marks /30%), and Musical Links Investigation written media script (20 marks / 20%) Types of Lessons Music will be taught through the learning experiences of performance (solo and group), creating (composing and arranging), musicology (history, theory and musicianship) and aural (listening and analysis). Set Works for November Examination sessions in 2017, 2018 and 2019 Submit Internal Assessments and Musical Links Investigation NB: HL students are required to engage in Music at greater depth and breadth please see details in assessment above. For further discussion: Head of Department - Music 50

51 Theatre What is this course about? The IBDP Theatre course is designed to encourage students to examine theatre in its diversity of forms from around the world. This may be achieved through a critical study of the theory, history and culture of theatre, and will find expression through work-shopping, devised work and scripted performance. Students will come to understand that the act of imagining, creating, presenting and critically reflecting on theatre in its past and present contexts embodies the individual and social need to investigate and find explanations for the world around us. A further challenge for students following this course is for them to become aware of their own perspectives and to learn to respect those of others. AIS recommendation It is recommended that a student has previous experience in the study of Drama. This course will benefit those students who enjoy working independently and in groups. Assessment format Semester grades will be determined by extended writing, dramaturgical research papers, rationales and proposals, the reflective journal, and practical tasks. Similar tasks will be used to provide feedback on learning Internal and external assessments. Project based assessments with no summative written examination 51