Years Based on IB DP subject guides, Handbook of Procedures and materials of Pamoja Education

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1 New School International School of Georgia International Baccalaureate Diploma Programme A Handbook for Students and Parents Years Based on IB DP subject guides, Handbook of Procedures and materials of Pamoja Education INDEX International Baccalaureate Diploma programme. 3 Academic courses offered in

2 New School IB Certificate 4 Assessment 5 Award of the New School IB Diploma 5 Academic Honesty and Malpractice.. 6 Course descriptions.. 7 On-line DP courses.. 27 Planning your future. 28 Timetable and Homework 28 The International Baccalaureate Diploma Programme Following IB philosophy Diploma Programme aims to create a better world through high quality education. IB Diploma Programme is idealistic and peace promoting, internationally minded and culturally aware, and it meets rigorous academic quality standards that leads to worldwide university recognition. Our students strive to be: Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced, Reflective. The Diploma Programme(DP) is designed as an academically challenging and balanced programme of education with final examinations that progress students, normally aged 16 to 19, for success at university and life beyond. The programme is normally taught over two years and has gained recognition and respect from the world s leading universities. In this two years students study concurrently six subjects one from each group Language A, Language B, Individuals and Societies, Experimental Sciences, Mathematics/Computer Studies and Arts and all three parts of the core, which will require submission of an Extended Essay, satisfactory completion of the Theory of Knowledge (TOK) course and participation in the Creativity, Action and Service (CAS) programme. The IB Learner Profile and the core are central to the philosophy of the Diploma Programme. The core aims to broaden the educational experience and challenge students to apply their knowledge and understanding.

3 The CAS programme is conducted over the duration of the two year Diploma course, and must involve real, purposeful activities, with significant outcomes; personal challenge; thoughtful consideration planning, reviewing progress, reporting; reflection on outcomes and personal learning. (Link to CAS Handbook) Theory of knowledge is a course designed to encourage each student to reflect on the nature of knowledge by critically examining different ways of knowing (perception, emotion, language and reason) and different kinds of knowledge (scientific, artistic, mathematical and historical). Theory of knowledge is an interdisciplinary subject, it explores the nature of knowledge across disciplines and encourages an appreciation of other cultural perspectives. The extended essay is a requirement for students to engage in independent research through an in-depth study of a question relating to one of the subjects they are studying. The length of an essay should be no more than 4000 words excluding bibliography and footnotes. Essays in Language A1 (Group 1) or Language B (Group 2) must be written in that language. Essays in subjects from Groups 3 6 must be written in English. (LINK) General Regulations Academic courses offered in New School in years DP students are required to study at least three of the six subjects taken at the Higher Level (minimum 240 teaching hours over two years) and three Standard Level (minimum 150 teaching hours over two years). While all other groups are compulsory group 6 is an elective, students may take another subject from any of the other groups instead of a group 6 subject. In 2010 New School offers following subjects. In case of successful completion of two A1courses or one A1 and one A2 languages (in our case Georgian /Russian as mother tongue A1 and English as A2) a student will be awarded by bilingual IB Diploma. Group 1 / Language A Group 2 / Language B Group 3 / Individuals and societies Group 4 / Experimental Sciences Group 5 / Mathematics Group 6 / The Arts Georgian A1 / Russian A1/ English A1 English A2 / English B / Russian B/ Spanish Ab initio Geography / Psychology/ Economics on-line/ Business and Management on-line Chemistry / Physics Mathematical Studies / Mathematics SL / Mathematics HL on-line Visual Arts

4 All six subjects will be marked out of 7 scores and the maximum score which is available is 42 points. New School IB Certificate Enrolling to Diploma Programme students can register either for full International Baccalaureate Diploma or International baccalaureate Certificate. Whereas a student selected IB Diploma option he/she must: study at least 6 subjects from hexagon for two years. Three subjects must be studied on Higher level (it is possible to take 4 Higher level courses) and three subjects must be studied on Standard level (if a student selected four Higher levels he/she takes only two subjects on Standard Level) that leads to IB Exams, carry out an independent research reflecting interests of the student and write an Extended Essay, which should not be more than 4000 words and complete Theory of knowledge course and write TOK essay, and complete the Creativity Action and Service (CAS) programme submitting at least 10 plans, reflections and reports in a format required as well as regularly have reflective meetings and process a reflective journal, a student, who selects IB Certificate option might select five or six subjects of any level, execute all IB internal Assessments and pass IB external exams. The student will be also required to complete successfully CAS programme. It is not required to write an Extended Essay or study Theory of Knowledge. Students will receive a Certificate from the IB indicating results obtained in individual subjects. We recommend to choose IB Certificate option in case a student had: Poor results in grade 10 Poor results during grades Failing re-sit exams in September grade 12 Not selected Language A1 subject Full IB Diploma not needed for chosen university course Diploma Programme Assessment and Exams There is some form of continuous assessment in all IB Diploma courses, although the weighting of this varies between different subject areas. In addition to this, Language courses include a component based on the assessment of one or more oral exams. In most subjects, however, the majority of assessment comes in the form of examinations sat in May of Grade 12 which are marked by external examiners. In all subjects DP students are assessed internally and externally. The final grade awarded to a candidate in each subject is on a scale of 7 down to 1, with 7 being the highest grade. For theory of knowledge and the extended essay the grades are on a scale of A to E, with A being the highest grade. Each subject has two components Internal assessment and External assessment. Internal Assessment (IA) works for each subject are graded by New School s teachers and then send to an IB moderator. New School also organizes IB subject exams in May of 2012, which are sent to external IB examiner. Final results of IB examinations will be available in the first decade of July To monitor student s academic achievements New School exams are organized in the end of the 1-3 terms (DP year 1 January and June and DP year 2 Mock exams in January). Term exams cover the whole term s work and resemble IB exams as closely as possible. If in year 11 a student receives a 3 in up to two subjects they must do a re-sit exam in September. Award of the ID diploma If a student scored in six academic subjects 24, 25, 26 or 27 points he/she will be awarded with IB diploma if:

5 At least a grade D is attained in both EE and ToK There is no grade 1 in any subject. There is no grade 2 at higher level. There is no more than one grade 2 at standard level. Overall, there are no more than three grades 3 or below. At least 12 points have been gained on higher level subjects. All CAS requirements have been completed. Not been found guilty of malpractice. If a student s total score is 28 or above you will be awarded with ID diploma if: At least a grade D is attained in either EE or ToK There is no grade 1 in any subject. There is no more than one grade 2 at higher level. There are no more than two grades 2 at standard level. Overall, there are no more than three grades 3 or below. At least 11 points have been gained on higher level subjects. All CAS requirements have been completed. Not been found guilty of malpractice. Academic Honesty and Malpractice Academic Honesty is a set of values that promotes personal integrity and good practice in teaching, learning and assessment. All assignments, written or oral, completed by a student for assessment must wholly and authentically use their own language and expression. Where sources are used they must be fully and properly acknowledged. A student is considered as academically honest if his/her work documents source material in a formal and appropriate manner, uses direct quotation appropriately, understands the concept of plagiarism, understands the consequences of cheating regarding both schoolbased work and external examinations and assessments, acknowledges explicitly and appropriately help provided by another person, follows all exam rules. Malpractice includes: Plagiarism that represents ideas or words of another person as one s own, Collusion when one student supports malpractice by another student, Duplication of work when the same work is presented with different assessment components. Any behaviour that gains an unfair advantage for the student or disadvantages another student as given below constitutes malpractice: Copy the internal assessment work of other students; Give another student his/her work to copy; Use notes during a test unless allowed by the teacher or permitted by the examination rules; Do homework for another student; Present material written by another student as his/her own;

6 Purchase and submit pieces written by someone else; Write essays for other students; Present artistic or creative work in any medium that has literally been reproduced except in a manner allowed by the teacher or permitted by the examination rules. Taking unauthorised material into the exam room; Disruption or distracting another candidate during the exam; Exchanging or supporting the exchange of information relevant to the examination; Copying; Not following instructions during the exams; Stealing an examination paper. (LINK) New School Academic Honesty Code New School Course Descriptions: Year 2010 Theory of Knowledge TOK is a two-year, 100 hour course taken by all IB diploma candidates. The course introduces students to critical examination of the types, nature and limitations of different ways of knowing. By considering the roles of language, perception, reason, and emotion in the processes of knowing, various systems of knowledge, and value judgments in relation to knowledge, students confront the fundamental questions: What do we know? and How do we know what we know? In the two-year program students will give formal oral presentations and produce one written piece which is externally moderated. A selection of each student's written work plus a formal oral presentation form the basis for successful completion of the course, and the awarding of bonus points toward the IB diploma. Theory of knowledge is central to the educational philosophy of the IB Diploma Programme. TOK challenges students to reflect critically on the methodologies, strengths and weaknesses of the six different curriculum areas. It challenges students to look at themselves and ask: What do I know? How do I know this? What do I believe? What are my reasons for believing? Are these reasons good ones? TOK helps students to develop a more mature understanding about the nature of knowledge; to identify and compare different types of knowledge and ways of knowing and to develop judgment about what to believe and why to believe it. Through TOK students will be asked to question preconceptions so that they come to a better understanding of themselves and their beliefs as an individual. Central to the educational philosophy of the International Baccalaureate Program, the Theory of Knowledge course challenges students to reflect critically on diverse ways of knowing and areas of knowledge, and to consider the role which knowledge plays in a global society. The class encourages students to become aware of themselves as thinkers, to become aware of the complexity of knowledge, and to recognize the need to act responsibly in an increasingly interconnected world. TOK is designed to provide students with an opportunity for reflection. As such, the course is not designed to impart new information so much as it is intended to explore the origins and limitations of what the students have already learned in other courses. THE TOK DIAGRAM

7 In TOK there are six areas of knowledge (the IB hexagon): mathematics, natural sciences, human sciences, history, arts and ethics. There are also four ways of knowing: emotion, reason, perception and language. The course will explore these areas from the perspective of the individual student (knower). The course is Organized in 4 broad categories: Knowledge issues, Knowers and knowing Ways of Knowing Areas of Knowledge Linking Questions AIMS of TOK The aims of the TOK course are to: 1. develop a fascination with the richness of knowledge as a human endeavor, and an understanding of the empowerment that follows from reflecting upon it 2. develop an awareness of how knowledge is constructed, critically examined, evaluated and renewed, by communities and individuals 3. encourage students to reflect on their experiences as learners, in everyday life and in the Diploma Programme, and to make connections between academic disciplines and between thoughts, feelings and actions 4. encourage an interest in the diversity of ways of thinking and ways of living of individuals and communities, and an awareness of personal and ideological assumptions, including participants own 5. encourage consideration of the responsibilities originating from the relationship between knowledge, the community and the individual as citizen of the world. INTENDED OUTCOMES After completing of this course, the student should be able to do the following: 1. analyze critically knowledge claims, their underlying assumptions and their implications. 2. generate questions, explanations, conjectures, hypotheses, alternative ideas and possible solutions in response to knowledge issues concerning areas of knowledge, ways of knowing and students' own experience as learners. 3. demonstrate an understanding of different perspectives on knowledge issues. 4. draw links and make effective comparisons between different approaches to

8 knowledge issues that derive from areas of knowledge, ways of knowing, theoretical positions and cultural values. 5. demonstrate an ability to give a personal, self-aware response to a knowledge issue. 6. formulate and communicate ideas clearly with due regard for accuracy and academic honesty. Group 1: Languages A (Native Languages) The Language A1 programme is primarily a pre-university course in literature. It is aimed at students who intend to pursue literature, or related studies, at university, as well as at students whose formal study of literature will not continue beyond this level. The Literature is concerned with our conceptions, interpretations and experiences of the world. The study of literature, therefore, can be seen as a study of all the complex pursuits, anxieties, joys and fears that human beings are exposed to in the daily business of living. It enables an exploration of one of the more enduring fields of human creativity and artistic ingenuity, and provides immense opportunities for encouraging independent, original, critical and clear thinking. It also promotes a healthy respect for the imagination and a perceptive approach to the understanding and interpretation of literary works. The discussion of literature is itself an art which requires the clear expression of ideas both orally and in writing. This course is intended to meet the needs of students for whom Georgian, Russian or English language is the first language or who speak the language to native-speaker standard. Entirely literature-based, the course is intended to encourage breadth and depth of reading, to promote fluency and precision in speech and writing and to develop sensitivity to the written word which will enable students to read and write with increased awareness, confidence and enjoyment. Students will be encouraged to develop an appreciation of, and insight into, various cultures. Analysis of style, literary appreciation, oral presentation and the development of essay and commentary techniques all feature significantly. The study of texts from World Literature is a central element of both Higher and Standard Levels in all Language A1 courses, which allows student to become more internationally minded and broaden their global perspective. The students will also have an opportunity to study samples of different genres of Geogian/Russian/English literature as well as world literature. Students will focus on developing analytical skills through individual, paired and group work presentations, dealing with literature and nonfiction texts. Throughout the second year of study, students will have completed the Individual Oral Commentaries. In addition, the higher level students will complete their second World Literature Essay. HIGHER LEVEL In addition to the five texts from World Literature, students study ten texts embracing prose, drama and poetry. The Higher A1 course is both stimulating and enriching but is extremely demanding and only those students who are committed to the challenging study of literature should consider enrolment. STANDARD LEVEL In addition to the five World Literature texts, students will study six texts embracing prose, drama and poetry. The same skills will be developed as with Higher A1 but the overall demands are slightly lighter. There are four parts in Language A1. Aims of the course The aims of the Language A1 programme at both Higher and Standard Levels are to: Encourage a personal appreciation of literature and develop an understanding of the techniques involved in literary criticism Develop the students. powers of expression, both in oral and written communication, and provide the opportunity of practicing and developing the skills involved in writing and speaking in a variety of styles and situations Introduce students to a range of literary works of different periods, genres, styles and contexts Broaden the students. perspective through the study of works from other cultures and languages

9 Introduce students to ways of approaching and studying literature, leading to the development of an understanding and appreciation of the relationships between different works Develop the ability to engage in close, detailed analysis of written text Promote in students an enjoyment of, and lifelong interest in, literature. Expected outcomes Higher Level Having followed the Language A1 programme at Higher Level (HL) candidates will be expected to demonstrate: An ability to engage in independent literary criticism in a manner which reveals a personal response to literature An ability to express ideas with clarity, coherence, conciseness, precision and fluency in both written and oral communication A command of the language appropriate for the study of literature and a discriminating appreciation of the need for an effective choice of register and style in both written and oral communication A sound approach to literature through consideration of the works studied A thorough knowledge both of the individual works studied and of the relationships between groups of works studied An appreciation of the similarities and differences between literary works from different ages and/or cultures An ability to engage in independent textual commentary on both familiar and unfamiliar pieces of writing A wide-ranging appreciation of structure, technique and style as employed by authors, and of their effects on the reader An ability to structure ideas and arguments, both orally and in writing, in a logical, sustained and persuasive way, and to support them with precise and relevant examples. Standard Level Having followed the Language A1 programme at Standard Level (SL) candidates will be expected to demonstrate: An ability to approach works in an independent manner which reveals a personal response to literature An ability to express ideas with clarity, coherence, conciseness, precision and fluency in both written and oral communication A command of the language appropriate for the study of literature and an appreciation of the need for an effective choice of register and style in both written and oral communication A sound approach to literature through consideration of the works studied A thorough knowledge both of the individual works studied and of the relationships between groups of works studied An appreciation of the similarities and differences between literary works from different ages and/or cultures An ability to comment on the language, content, structure, meaning and significance of both familiar and unfamiliar pieces of writing An awareness of the effects of structure, technique and style as employed by authors An ability to structure ideas and arguments, both orally and in writing, in a sustained and logical way, and to support them with precise and relevant examples.

10 Group 2. Languages B (Foreign languages) Language plays a vital role in the construction of meaning. It empowers the learner and provides an intellectual framework to support conceptual development and critical thinking. As a bilingual school we believe that language learning is essential for holistic education. At New School every teacher is a teacher of language. Children are not only learning language, but they are learning through language and learning about language. These three components enhance a child s ability to gather information and process it for communication. In addition, these components develop a child s thinking processes and enrich his or her personal identity. We recognize that continued development of each student s mother tongue is fundamental for maintaining cultural identity and emotional stability. We value the acquisition of additional languages, including the language of our host country. We believe that the cultural insight and broadened perspective which result from language learning can help individuals overcome artificial boundaries and build bridges for the global community. AIMS The aims of group 2 are to: enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes enable students to use the language appropriately encourage, through the study of texts and through social interaction, an awareness and appreciation of the different perspectives of people from other cultures develop students awareness of the role of language in relation to other areas of knowledge provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of a language provide students with a basis for further study, work and leisure through language develop students awareness of the relationship between the languages and cultures with which they are familiar. Language A2 English Language A2 is one of the language courses available to IB students. It is designed for students with a high level of competence in the target language, and can be studied at either higher level or standard level. The language A2 syllabus and assessment provide students with the opportunity to study language, texts and culture, and to develop their analytical skills. In the language A2 course students develop and refine their language skills. To do this they need to become familiar with a wide range of vocabulary and complex grammatical structures. At the end of the course they are expected to understand and use the target language accurately. Language development and refinement include the analysis and use of language appropriate in particular contexts. Students are exposed to a wide range of texts in the target language: in the main these will be texts that they encounter in their everyday lives (for example, short stories, speeches, cartoons, advertisements and news reports). They learn how to compare and contrast how the target language is used in different texts, and how language and style affect the presentation of theme and topic. Once they have become familiar with the style and language used in different types of texts, students are required to write tasks that relate to the course content, in an appropriate register and style. Within the framework of the cultural options (language and culture, media and culture, future issues, global issues and social issues), students study particular topics such as bilingualism, advertisements and racism. The purpose of this study is to become more familiar with the target language and its associated culture(s). Different types of texts, both literary and non-literary, can be read as part of this study. In the literary options students consider how writers use language and style to present ideas, themes, feelings and attitudes. They also explore what aspects of a literary text are specific to the target language and its associated culture(s) and what aspects cut across cultural and linguistic boundaries. It is this exploration of the specific and the universal, in the literary as well as the cultural options, that links the language A2 course to the broader aims of the IBO: to provide an education that enriches the international awareness of students and develops in them the attitudes of tolerance, empathy and a genuine respect for perspectives different from their own.

11 Objectives of language A2 Higher Level At the end of the language A2 course higher level candidates are expected to: communicate clearly, fluently and effectively in a wide range of situations understand and use accurately the oral and written forms of the language, in a range of styles and situations understand and use an extensive range of vocabulary and idiom select a register and style that are consistently appropriate to the situation express ideas with clarity and fluency structure arguments in a focused, coherent and persuasive way, and support them with relevant examples assimilate and make use of complex written and spoken texts engage in detailed, critical examination of a wide range of texts in different forms, styles and registers appreciate the subtleties of technique and style employed by writers and speakers of the language show sensitivity to the culture(s) related to the language studied. Standard Level At the end of the language A2 course standard level candidates are expected to: communicate clearly, fluently and effectively in a wide range of situations understand and use accurately the oral and written forms of the language, in a range of styles and situations understand and use a broad range of vocabulary and idiom select a register and style that are generally appropriate to the situation express ideas with clarity and fluency structure arguments in a focused and coherent way, and support them with relevant examples understand and make use of moderately complex written and spoken texts engage in critical examination of a wide range of texts in different forms, styles and registers appreciate some subtleties of technique and style employed by writers and speakers of the language show sensitivity to the culture(s) related to the language studied. Language B: English, Russian Language B is a foreign language learning course designed for students with some previous experience of the language. It may be studied at either higher level or standard level. The main focus of the course is on language acquisition and development in the four primary language skills: listening, speaking, reading and writing. 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 is chosen to enable students to develop mastery of language skills. It is not intended solely for the study of specific subject matter or content. Although the nature of the language B course is the same for both higher level and standard level, the two levels differ in the number of types of texts that students are expected to write and, more generally, in the depth and breadth of the language used. These differences are reflected in the objectives and the assessment criteria. At both higher level and standard level, a successful language B student will learn and assimilate basic language structures as well as be able to use the language in a range of situations and purposes for which and in which the language is used. These situations extend to the domains of work, social relationships and, at higher level, may include the discussion of abstract ideas. The range of texts and material that is used and the specific audiences who are addressed determine the type of language needed for these

12 different situations and purposes. In short, the language B student learns the rules of the game how to communicate effectively in a number of situations and within the culture(s) where the language is spoken. In the context of language B the successful use of a language consists of demonstrating competence in three distinct but interrelated areas: Language - handling the language system accurately(grammar, syntax, etc), Cultural interaction - selecting language appropriate to a particular cultural and social context Message - understanding ideas and how they are organized in order to communicate them appropriately. These three areas form the thread that runs through the entire course and that leads students from the nature of language B, through the description of the language skills to be acquired, to the assessment criteria. During the course of study, and through the development of all language skills, students will be encouraged to develop confidence in the use of the language, sensitivity to the audience and an ability to communicate their ideas clearly. Objectives of Languages B Higher Level At the end of the language B course higher level candidates are expected to demonstrate an ability to: communicate clearly and effectively in a wide range of situations understand and use accurately oral and written forms of the language that are essential for effective communication in a range of styles and situations understand and use a wide range of vocabulary select a register and style that are appropriate to the situation express ideas with general clarity and fluency structure arguments in a clear, coherent and convincing way understand and analyse moderately complex written and spoken material assess subtleties of the language in a wide range of forms, styles and registers show an awareness of, and sensitivity to, the culture(s) related to the language studied. Standard Level At the end of the language B course standard level candidates are expected to demonstrate an ability to: communicate clearly and effectively in a range of situations understand and use accurately oral and written forms of the language that are commonly encountered in a range of situations understand and use a range of vocabulary in common usage select a register that is generally appropriate to the situation express ideas with general clarity and some fluency structure arguments in a generally clear, coherent and convincing way understand and respond appropriately to written and spoken material of average difficulty assess some subtleties of the language in a range of forms, styles and registers show an awareness of, and sensitivity to, some elements of the culture(s) related to the language studied. Language B: Spanish Ab initio Spanish ab initio course is a Group 2 subject, which will be introduced to the students new to the language in order to develop further their linguistic skills. Aims and assessment of language ab initio focus on communication through the use of the target language. Students will be encouraged to interact within the culture related to the target language. To do this, language ab initio students should begin to understand the differences between their own culture and that of the language they are learning.

13 Spanish ab initio course students will have enough practice in the language and acquainting it with a culture that is previously unknown and not readily accessible, hopefully, students will be able to carry on learning the language more independently if they wish to do so. The course has been organized into a number of topics such as food and drink, or education, which provide both the teacher and the students with a context in which several communicative functions (or purposes) and the different grammatical structures and vocabulary can be practiced. The course will be taught in two years 4 hours a week. In the end of the 1-3 terms the students will have New School summative assessment (test, play performance or a project). In the fourth term students will have IB Internal Assessment and two written externally assessed exams (Paper 1 and Pare 2) Expected outcomes The overall objective of this course is for students to achieve communicative competence in a variety of everyday situations. At the end of the language ab initio course candidates will be expected to demonstrate an ability to: communicate information and some basic ideas clearly and effectively, in a limited range of situations understand and use accurately the essential spoken and written forms of the language in a limited range of situations understand and use a limited range of vocabulary in common usage use a register that is generally appropriate to the situation show an awareness of some elements of the culture(s) related to the language studied. And develop strategies that will help them: produce written or spoken language by concentrating on the message speak with a good but not necessarily perfect pronunciation and intonation communicate ideas effectively produce continuous speech without causing comprehension difficulties or a breakdown of communication. to balance between accuracy and fluency Group 3. Individuals and Societies (Geography, Psychology, Economics on-line course, Business and Management on-line course) This group of subjects investigates the past, present, and potential future interactions of people with each other and with the environment. Students are required to take at least one subject from this group. Studying any one of these subjects provides for the development of a critical appreciation of: human experience and behaviour the varieties of physical, economic and social environments that people inhabit the history of social and cultural institutions. In addition, each subject is designed to foster in students the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments relating to the nature and activities of individuals and societies. Group 3 aims The aims of all subjects in group 3, individuals and societies are to: 1. encourage the systematic and critical study of: human experience and behaviour; physical, economical and social environments; and the history and development of social and cultural institutions 2. develop in the student the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and society

14 3. enable the student to collect, describe and analyse data used in studies of society, to test hypotheses, and to interpret complex data and source material 4. promote the appreciation of the way in which learning is relevant both to the culture in which the student lives, and the culture of other societies 5. develop an awareness in the student that human attitudes and beliefs are widely diverse and that the study of society requires an appreciation of such diversity 6. enable the student to recognize that the content and methodologies of the subjects in group 3 are contestable and that their study requires the toleration of uncertainty. 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 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. The geography course embodies global and international awareness in several distinct ways. It examines key global issues, such as poverty, sustainability and climate change. It considers examples and detailed case studies at a variety of scales, from local to regional, national and international. Geography seeks to develop international understanding and foster a concern for global issues as well as to raise students awareness of their own responsibility at a local level. Geography also aims to develop values and attitudes that will help students reach a degree of personal commitment in trying to resolve these issues, appreciating our shared responsibility as citizens of an increasingly interconnected world. Geography aims 1. develop an understanding of the interrelationships between people, places, spaces and the environment 2. develop a concern for human welfare and the quality of the environment, and an understanding of 3. the need for planning and sustainable management 4. appreciate the relevance of geography in analysing contemporary issues and challenges, and develop a global perspective of diversity and change. Objectives for the SL and HL Diploma Programme geography course Having followed the course at SL or HL, students will be expected to do the following. 1. Demonstrate knowledge and understanding of specified content Demonstrate knowledge and understanding of the core theme patterns and change Demonstrate knowledge and understanding of two optional themes at SL and three optional themes at HL At HL only, demonstrate knowledge and understanding of the HL extension global interactions In internal assessment, demonstrate knowledge and understanding of a specific geographic research topic 2. Demonstrate application and analysis of knowledge and understanding Apply and analyse geographic concepts and theories Identify and interpret geographic patterns and processes in unfamiliar information, data and cartographic material Demonstrate the extent to which theories and concepts are recognized and understood in particular contexts 3. Demonstrate synthesis and evaluation

15 Examine and evaluate geographic concepts, theories and perceptions Use geographic concepts and examples to formulate and present an argument Evaluate materials using methodology appropriate for geographic fieldwork At HL only, demonstrate synthesis and evaluation of the HL extension global interactions 4. Select, use and apply a variety of appropriate skills and techniques Select, use and apply the prescribed geographic skills in appropriate contexts Produce well structured written material, using appropriate terminology Select, use and apply techniques and skills appropriate to a geographic research question Individuals and Societies: Psychology Psychology is the systematic study of human behaviour and experience. Modern psychology has an important position as a meeting ground for both natural and social sciences. The goal of the psychology course is, in general terms, to let the students develop a greater understanding of themselves and others by studying individuals, groups and societies. The students are encouraged to a critical study of psychological theories - to describe, compare and evaluate theories and empirical studies of the different perspectives. Cultural, ethical, gender and methodological considerations will be used to evaluate theories and studies in each perspective and option. In Psychology there are four perspectives the biological, the cognitive, the learning and the humanistic perspective (only higher level). Topics in each of these perspectives are Development and Cultural contexts, Framework, Methodologies and Application. The options are Social psychology (only higher level) and the Psychology of Dysfunctional Behaviour (both standard and higher level) More specifically, the aims of the psychology course are to: develop knowledge about psychological research encourage students to reflect on ethical issues and to ensure that ethical responsibilities are implemented in the psychological inquiry develop an understanding of the biological, social and cultural influences on human behavior develop an understanding of different theoretical processes that are used within psychology, and to be aware of how these processes lead to the construction and evaluation of psychological theories develop an awareness of the connection between psychological theories and applications of psychology in everyday life develop an appreciation of the eclectic nature of psychology develop a better knowledge of methods of psychological inquiry Having followed the Psychology course, students should be able to: explain how cultural, ethical, gender and methodological considerations affect the interpretation of behaviour describe, compare and evaluate the four topics of the perspectives: development and cultural contexts, framework, methodologies, application describe and evaluate theories and empirical studies of the perspectives identify and explain the strengths and limitations of explanations of behaviour of each perspective describe and evaluate theories related to the selected options

16 identify, explain and evaluate empirical studies relevant to the selected options apply theories and findings of empirical studies to explanations of human behaviour analyze and compare issues within the selected options demonstrate the acquisition of knowledge and skills required for experimental design, data collection, data analysis and interpretation Individuals and Societies: Business and Management(on line course/pamoja Education) The Business and Management SL course is designed to develop a student s understanding of business theory, as well as the ability to apply business principles, practices and skills. The application of tools and techniques of analysis facilitates an appreciation of complex activities. The course considers the diverse range of business organizations and activities and the cultural and economic context in which business operates. Emphasis is placed on the day-to-day business functions of marketing, production, human resource management and finance. Links between the topics are central to the course, and this integration promotes a holistic overview of business and management. The Business and 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 on business and to promote their appreciation of cultural diversity through the study of topics like international marketing, human resource management, growth and business strategy. The ideals of international cooperation and responsible citizenship are at the heart of this course. The course encourages an appreciation of ethical aspects of business and of social responsibility in the global business environment. Students should be able to make sense of the forces and circumstances that drive and restrain change in an interdependent and multicultural world. The Business and Management SL course will contribute to students development as critical and effective participants in local and world affairs. This course makes full use of the opportunities presented by the online environment. Students will blog about business-related current events and use podcasts, screencasts, voice threads and other Web 2.0 tools to demonstrate their understanding of the course material. Structured activities will provide students with experiences which closely resemble actual situations in the business world. Aims of the Business and Management SL course are to: encourage a holistic view of the world of business promote the importance of exploring business issues from a variety of cultural perspectives enable the student to develop the capacity to think critically about individual and organizational behaviour enhance the student s ability to make informed business decisions enable the student to appreciate the nature and significance of change in a local, regional and global context support an awareness of social, cultural and ethical factors in the actions of organizations and individuals in those organizations promote an appreciation of the social and ethical responsibilities associated with businesses operating in international markets. Individuals and Societies: Economics (on line course/pamoja Education) Economics provides students with a core knowledge of economics and also incorporates elements of history, geography, psychology, sociology, political studies and other related fields of study. Economics is a dynamic social science, forming part of the study of individuals and societies. The study of economics has many facets, and this is reflected in the broad scope of the course. At its core, economics is concerned with the concept of scarcity and problems of resource allocation. Students will study how markets function. They will look at the ways in which government policies influence unemployment, inflation and economic growth. They will also consider how economic theory can be applied in an international context. The scientific approach characterises the standard methodology of economics. This methodology can be summarised as a progression from problem identification, through hypothesis formulation and testing,

17 arriving finally at a conclusion. Alongside the empirical observations of positive economics, students will be asked to formulate normative questions. Encouraging students to explore such questions is an important focus of the course. Students taking Economics HL online live and study in different economic environments, bringing their unique perspectives to online discussions and using voice threads to conduct lively debates. Blogs allow students to share and express their opinions on current news articles addressing issues of economic policy. Various Web 2.0 tools are used for collaborative projects and presentations in the course, and students will find themselves working closely with classmates from around the world. While learning about the world of economics, students will be developing online skills which will benefit them in their future educational and career endeavours. Aims of the Economics course at both Standard and Higher Levels provide students with a core knowledge of economics encourage students to think critically about economics promote an awareness and understanding of internationalism in economics encourage students' development as independent learners enable students to distinguish between positive and normative economics enable students to recognise their own tendencies for bias. Differences Between HL and SL Economics Courses The Higher Level course in economics differs from the Standard Level course in terms of the hours devoted to teaching (240 hours for HL compared to 150 hours for SL) extra depth and breadth required for HL through the inclusion of extension topics number of external assessment components (3 examination papers for HL, 2 examination papers for SL) and weighting of the examination questions Syllabus Outline: IB Economics There are five sections. Details in parentheses are indicative of the range of topics covered. Introduction to Economics Microeconomics (the study of markets) Macroeconomics (issues related to countries economic growth, economic development, unemployment, inflation and income distribution) International Economics (why countries trade, exchange rates) Development Economics (problems facing developing countries, distinction between economic growth and economic development) Group 4: Experimental Sciences New School offers three subjects in this group are available: chemistry physics environmental systems and societies Physics and Chemistry may be studied at higher level or standard level except environmental systems, which is available at standard level only. Each subject contains a body of knowledge together with scientific methods and techniques that students are required to learn and apply. In their application of scientific methods, students develop an ability to: analyze evaluate, and synthesize scientific information.

18 A compulsory project encourages students to appreciate the environmental, social and ethical implications of science. This exercise is collaborative and interdisciplinary: students analyze a topic or problem that can be investigated in each of the science disciplines offered by the school. It is also an opportunity for students to explore scientific solutions to global questions. The use of a graphics display calculator is a requirement of the course. Calculators can be purchased through the school at the student s own expense. Aims of Group 4 subjects/experimental Sciences The Diploma Programme Experimental Sciences courses aim to: 1. Provide opportunities for scientific study and creativity within a global context that will stimulate and challenge students 2. Provide a body of knowledge, methods and techniques that characterize science and technology 3. Enable students to apply and use a body of knowledge, methods and techniques that characterize science and technology 4. Develop an ability to analyses, evaluate and synthesize scientific information 5. Engender an awareness of the need for, and the value of, effective collaboration and communication during scientific activities 6. Develop experimental and investigative scientific skills 7. Develop and apply the students information and communication technology skills in the study of science 8. Raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology 9. Develop an appreciation of the possibilities and limitations associated with science and scientists 10. Encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method. Objectives of the course The Diploma Programme Experimental Sciences courses students should be able to achieve the following objectives: 1. Demonstrate an understanding of: a. Scientific facts and concepts b. scientific methods and techniques c. scientific terminology d. methods of presenting scientific information. 2. Apply and use: a. scientific facts and concepts b. scientific methods and techniques c. scientific terminology to communicate effectively d. appropriate methods to present scientific information. 3. Construct, analyse and evaluate: a. hypotheses, research questions and predictions b. scientific methods and techniques c. scientific explanations. 4. Demonstrate the personal skills of cooperation, perseverance and responsibility appropriate for effective scientific investigation and problem solving. 5. Demonstrate the manipulative skills necessary to carry out scientific investigations with precision and safety. Assessment Outline SL Total teaching hours 150