Curriculum Guide revised May 2018
THE IB DIPLOMA PROGRAMME Annie Wright is an authorized International Baccalaureate World School offering the prestigious IB Diploma Programme to juniors and seniors. What is IB? The International Baccalaureate Diploma Programme, established in the 1960s and recognized as the worldwide gold standard of education, provides an academically challenging and balanced program of study to talented and motivated 11th and 12th graders around the world. IB coursework balances subject breadth and depth with a concern for an understanding of the connectedness of disciplines and intentionally fosters international mindedness. Its reputation is based on rigorous external assessments which emphasize the development of the whole student: physically, intellectually, emotionally and ethically. For more information, visit www.ibo.org. Why do IB at Annie Wright? Annie Wright School believes an IB education and an Annie Wright diploma will prepare graduates to compete and excel in university and, more importantly, in a global society. The mission of International Baccalaureate aligns with and expands the mission of Annie Wright School. In particular, IB has translated its mission into a Learner Profile of ten characteristics which inspire and motivate the work of students and teachers. IB learners strive to be inquiring, thoughtful, expressive, knowledgeable, principled, openminded, caring, balanced, risk-taking, and reflective. Also, participation in IB coursework gives distinct advantage to students in the college admission process. Universities around the globe recognize the rigor and value of an IB education (see IB Testimonials on the back page). As evidence, students are asked on the Common Application (the application form used by most students and accepted by most universities in the United States) whether they are IB Diploma candidates, a sign of the value placed on this distinction by U.S. universities. In 2003, applicants to major universities throughout the U.S. were accepted at a rate of, on average, at least 20% higher than applicants with no IB experience. Many universities will also award academic credit for successful examination results in specific subject areas or after completion of the full IB Diploma. How does IB work? International Baccalaureate Diploma candidates are expected to do IB coursework in six major areas, including literature, acquired languages, social studies, the experimental sciences, mathematics and an elective of either the arts or an additional course from one of the other subject areas. At least three and not more than four subjects are taken at higher level; the others, at standard level. The Diploma Programme has three additional Core requirements intended to broaden the educational experience and challenge students to apply what they learn in personally and socially meaningful ways. These requirements include a 4,000-word research-based extended essay on a subject of the student s choice; a Theory of Knowledge (TOK) course that examines the nature of knowledge and different ways and kinds of knowing; and a requirement called Creativity, Action and Service (CAS) which includes participation in personally and socially relevant activity beyond the classroom and, in many cases, beyond the school for a continuous period of 18 months. IB examinations are held at the end of the two-year program and are marked by external examiners around the world. Some standard level courses may be examined at the end of the first year. Internal assessments are administered and marked by classroom teachers over the two years; samples of those are moderated by external examiners to assure consistency and quality of assessment. Who can participate in the IB Diploma Programme at Annie Wright? All Annie Wright 11th and 12th graders may choose among three options of study: Take IB courses as part of the regular course of study at Annie Wright but take no comprehensive IB examinations; Take IB courses and comprehensive IB examinations in some subjects (called Course candidates); Take IB courses and comprehensive IB examinations in ALL subjects and complete the Core requirements (called Diploma candidates). In the 11th and 12th grade years at Annie Wright Upper School, all students will do IB coursework and receive recognition on their transcripts for these courses whether or not they are involved in the Diploma Programme examinations. The IB Diploma is awarded to students who sit for and pass comprehensive exams in May of their senior year and complete all other Diploma requirements. Students who take IB examinations in some IB courses, Diploma Programme Curriculum Model
called Course Candidates, receive a transcript and score report from IB after examinations are scored. IB Diplomas and course candidate transcripts are issued by IB and sent to the candidate and a college of the student s choice in the summer after graduation. How much does it cost? Students are responsible for standard fees associated with education at Annie Wright: books, tuition, uniform, laptop, etc. Additionally, IB course candidates will be charged: A registration fee of $172 per examination year A subject fee of $119 per subject exam A one-time postage fee for international mailings of $15 per course IB Diploma candidates will be charged a total of $1000, which includes the registration fee ($172), six subject fees ($119 each), postage fees for six courses ($15 per course), and an administrative fee ($24). The fees are due at the time of registration for exams in October of the examination year. Other costs may include studio expenses or tutoring fees, which are at the student s expense. These prices are based on 2017-2018 rates. Where can I learn more? For more information about the Diploma Programme at Annie Wright Schools, contact IB Coordinator Emily Lynn at emily_lynn@aw.org or Director of Upper School Jake Guadnola at jake_guadnola@aw.org. For more information about International Baccalaureate, visit the organization s web site at www.ibo.org. IB COURSE CURRICULUM GROUP 1: Studies in Language & Literature Developing an understanding of the nature and value of one s own culture is a fundamental starting point for an international educational program. In this regard, the study of languages has a special role to play Special consideration is given to the understanding of literature of the student s mother tongue culture. The distinguishing aims of all Group 1 courses 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 for practicing and developing the skills involved in writing and speaking in a variety of styles and situations Broaden the students perspective through the study of works from other cultures and languages English A: Language & Literature HL/SL IB Language and Literature is a two-year course that focuses on the development of critical literacy: Within the course, this includes the development of detailed analytical skills as well as the ability to consider cultural and contextual considerations related to the production and reception of the text. Each year of the course is broken into three conceptual units. Units are guided by a central literary text and also by several guiding questions or concepts that invite in other literary and cultural texts. For instance, during the junioryear unit on Oscar Wilde s play The Importance of Being Earnest, students learn literary vocabulary and practice analyzing passages of the play. Alongside this, they study other historical and contemporary satirical texts (including pamphlets, websites, advertisements, political cartoons, and more) and they interrogate satire as a genre, exploring why the genre developed and how it is currently used in their own culture. Major IB assessments include internally assessed oral commentaries and presentations, externally assessed creative and analytical written tasks, and the final IB exams in May of senior year. School-Supported Self-Taught Language A: Literature in Mother Tongue SL The School-Supported Self-Taught option is a kind of independent study of literature for students whose native language is not English and who are either studying English as a Second Language (English B) or who choose to add self-taught as a way to earn a bi-lingual diploma. Students read 10 texts some in translation from other languages, some written originally in their native tongue and complete all IB-required internal and external assessments, both oral and written, in their mother tongue. Students use skills learned in English classes and work with a faculty advisor on text analysis and preparation for and of assessments. Assessments are similar to those in English Literature, but are sent out to IB-trained, native language moderators for evaluation. GROUP 2: Language Acquisition The underlying principle of requiring the study of a second language is to promote cultural understanding through languages and, in this case, an understanding of their cultures through the study of other languages. The main emphasis of the modern language courses is on language acquisition and skills involved in usage. Language B courses are intended for students who have a solid foundation of experience in learning the language. The ab initio course is intended for students with no previous experience in the acquired language. English B HL French B ab initio SL French B HL/SL Spanish ab initio SL Spanish B HL/SL Chinese ab initio SL These two-year courses focus upon reading, writing, speaking, listening and intercultural communication skills. Students increase the depth, breadth and sophistication of their comprehension and production in the target language, and develop independent-learning skills which allow them to pursue personal, academic and professional interests using the target language in the future. Students also learn to show an awareness of, and sensitivity to, elements of diverse cultures in which the language is used. Classes are conducted entirely in the target language, and materials used as references, tools and resources are authentic. The IB-specific assessments include a variety of interactive oral activities conducted throughout the two-year period,
an individual oral interview with the teacher, a written assessment and final exams involving reading and writing. GROUP 3: Individual and Societies The aims of Group 3 subjects are to: Encourage the systematic and critical study of the human experience and behavior, the varieties of physical, economic and social environments that people inhabit, and the history of social and cultural institutions; Promote the appreciation of the way in which learning is relevant to both the culture in which the student lives, and the culture of other societies; Develop an awareness in the student that human attitudes and opinions are widely diverse and that a study of society requires an appreciation of such diversity. History SL: Topics in 20th Century and History of the Americas In this two-year elective course, students study historiography, ask critical questions about the constructions of history, and learn and practice core historical skills that include the gathering and sorting of historical evidence; the critical evaluation of that evidence; and recognizing and understanding historical processes and their relationships to the human experience. The 11th grade course offers students an opportunity for an in-depth study of the Emergence of the Americas including the industrial revolution, relations between American states including the Spanish-American War, and role of the Americas in World War One. The 11th Grade course also includes a global perspective on the causes, practices, and effects of World War One and the Russian Revolution. The 12th grade course offers an in-depth study of the causes, practices, and effects of World War II and the Chinese Civil War; an examination of the rise and rule of global single party states under Stalin, Hitler, and Mao; an analysis of the role of the Americas in the 20th century, especially the effects of the Great Depression and World War II; and an examination of the rise and rule of American authoritarian leaders including Castro and Peron. Major assessments include essay-based examinations, two for SL and three for HL, and a historical investigation research paper. Global Politics HL/SL The focus of this two-year course includes an exploration of fundamental political concepts such as power, equality, sustainability and peace using a range of contexts and approaches. It allows students to develop an understanding of the local, national, international and global dimensions of political activity and provides them an opportunity to explore political issues affecting their own lives. The four core units include power, sovereignty and international relations; human rights; development; and peace and conflict. The HL curriculum includes additional topics such as poverty, health and disease, culture and identity, migration and international security issues. Major I.B. assessments include two papers that test student knowledge and an internal assessment in which students complete an activity related to a political case study of the student s choice. The HL course also requires an oral component where students are externally assessed on an oral presentation of two case studies related to HL extension topics. Business and Management SL This two-year course is designed as an elective to satisfy the Group 6 requirement. Students explore business issues from different cultural perspectives, develop the ability to think critically about individual and organizational behavior, and consider social, cultural and ethical factors related to the actions and decisions made within businesses operating in international markets. Case studies and classroom interactions explore business themes and allow students to practice analyzing data and making informed business decisions. Assessments include case-based analyses, group projects, presentations and final written exams. These assessments allow students to demonstrate their basic knowledge of key business terms and concepts and their ability to interpret & analyze data and business scenarios, apply appropriate tools, and recommend suitable solutions. Environmental Systems & Societies HL/SL This new IB course is an interdisciplinary subject combining topics from the sciences (Group 4) with the study of how these things relate to individuals and societies (Group 3). IB s description of the course states that the course is firmly grounded in both a scientific exploration of environmental systems in their structure and function and in the exploration of cultural, economic, ethical, political, and social interactions of societies with the environment. As a result of studying this course, students will become equipped with the ability to recognize and evaluate the impact of our complex system of societies on the natural world. The interdisciplinary nature of the course requires a broad skill set from students and includes the ability to perform research and investigations and to participate in philosophical discussion. The course requires a systems approach to environmental understanding and problem-solving, and promotes holistic thinking about environmental issues. It is recognized that to understand the environmental issues of the 21st century and suggest suitable management solutions, both the human and environmental aspects must be understood. Students should be encouraged to develop solutions from a personal to a community and to a global scale. GROUP 4: Sciences The aims of Group 4 subjects are to: Provide opportunities for scientific study and creativity within global contexts to stimulate and challenge students Enable students to apply and use a body of knowledge including methods and techniques that characterize science and technology, including analysis, evaluation and synthesis Engender an awareness of the need for, and the value of, effective collaboration and communication during scientific activities Raise awareness of the moral, ethical, social, economic and environmental implications of science and technology Develop an appreciation of possibilities and limitations associated with science and scientist
Biology HL/SL This two-year course is designed to be the primary science selection for most 11th and 12th graders, who have already studied physics in the 9th grade and chemistry in the 10th grade. The first half of the first year is spent studying ecology, botany, and evolution; and the second part focuses on the cellular and chemical division of life, including the two fundamental metabolic processes of cellular respiration and photosynthesis. The second year focuses more strongly on cell division, genetics, and human health and physiology. Students are assessed through homework assignments, lab reports, quizzes and tests. Major IB assessments include two formal lab reports, a collaborative project, and final examinations in which students are asked to draw and label diagrams, explain or compare concepts and interpret data. Computer Science SL IB Computer Science SL is a two-year course designed for students who are eager to learn the fundamentals of four distinct computer science topics. These topics cover computer systems, computer architecture, computer networks and computer programming. The class spends a large amount of our time learning how to code in Java, which culminates in a substantial computer program for their IB Internal Assessment. This course also prepares the students to take the Option D paper, which focuses on Object-Oriented Programming. IB Computer Science SL gives a head-start to any student interested in studying computer science or mathematics in college or at a university. Lastly, this course offers students critical thinking skills on the ethics of software and technology as a luxury in our modern society. GROUP 5: Mathematics The distinguishing aims of all Group 5 subjects are those that enable students to: Develop logical, critical and creative thinking and an appreciation of the beauty, power and practicality of the discipline Appreciate the international dimensions of mathematics and the multiplicity of its cultural and historical perspectives Employ and refine the powers of abstraction and generalization Gain an enhanced awareness of, and utilize the potential of, technological developments in a variety of mathematical contexts Math Studies SL Algebra 2, Trigonometry, Statistics Math Studies is a two-year course designed as part of the progression in mathematical studies for the student who takes Algebra 1 in 9th grade and Geometry in 10th grade. The first year of this study is a rigorous Algebra 2 honorslevel class. As such, it includes the study of trigonometric functions including the Laws of Sines and Cosines, linear and quadratic functions, variation, power, exponential and logarithmic functions. All of these topics are foundational for further mathematical work. Students are well served for college work if they have investigated these sophisticated mathematical concepts. The second year of this course emphasizes probability, statistics, financial math, and briefly looks at Differential Calculus. For many students, these areas of mathematics are not only more real but also often more interesting. During the second year, students are required to research and produce a paper which demonstrates their increased understanding of the role statistics plays in our global world and sit for final exams. Math SL: Pre-calculus, Beginning Calculus This two-year course is designed as a part of the progression in mathematical studies for the student who takes Geometry in 9th grade and Algebra 2 in 10th grade. Building upon what students have learned in previous years, it provides a deeper study of elementary functions linear, power, quadratic, exponential, logarithmic, trigonometric, polynomial, and rational functions. New topics introduced in this course include vectors, trigonometry, analytic geometry, limits, derivatives and integrals, statistical analysis, and differential equations. Students focus on exploring concepts using technology, real-life situations and data, while at the same time develop the ability to solve problems within mathematics and other subject areas, as well as outside the classroom. IB assessments include two examinations at the end of the second year and a collection of work, including papers on mathematical investigation and modeling, completed by the student over the course of both years. Math HL: Advanced Calculus The two-year course is designed as part of the progression in mathematical studies for the student who can has successfully completed Geometry and Algebra 2, who is a highly capable, diligent, and persistent math student, and who enjoys the subject and very likely intends on continuing her study of mathematics in college and beyond. Math HL includes all topics described in the SL course, plus additional units in most of the core topics. During the second year, students also investigate series and differential equations, an extension of calculus. Emphasis is placed on application of mathematical concepts to real world problems, with special attention to the historical significance and utility of the central concepts. A thorough analysis of each of the primary topics includes numerical, graphical, algebraic and verbal descriptions of the underlying principles. IB assessments include two examinations at the end of the second year and a collection of pieces of work, including papers on mathematical investigation and modeling, completed by the student over the course of both years. GROUP 6: The Arts (or an elective from Groups 1-5) The Arts subjects in Group 6 are interpretive in approach and allow for significant choice of content. The emphasis in all subjects is on creativity: the making of art in the context of disciplined, practical research into the relevant genres. The aims of Group 6 subjects are to enable students to: Enjoy lifelong engagement with the arts Become informed, reflective and critical arts practitioners Understand the dynamic and changing nature of the arts Explore and value the diversity of the arts across time, place and cultures Express ideas with confidence and competence Develop perceptual and analytical skills
Visual Arts HL/SL This two-year course is for students with a sincere interest in the visual arts, coupled with a true desire to create. The HL course is recommended for students who may wish to pursue art at the university or college level. Students build a body of work that represents quality, breadth of media and subject, as well as an in-depth and balanced study of Art across time and human cultures. Students may produce work in traditional or non-traditional artistic media and are encouraged to invent new forms of Art by merging any or all of the following area of interest: drawing, painting, printmaking, photography, mixed-media, and any electronic media. Assessments include studio work, a research and reflection book and the design and oral defense of an exhibition of the student s work. Music HL/SL This two year course is for students who share a passion for performing music and developing their understanding of how music works. The HL course is recommended for students who wish to pursue music studies at the university or college level, whereas the SL course is intended for those who enjoy performing music as a recreational activity. Throughout the span of the course, students are presented coursework in music theory and history through class assignments and independent study. Students are strongly encouraged to maintain an active practice schedule with their instrument or voice, take private lessons, and listen to a wide of variety of musical styles and periods during their tenure in IB Music. For assessments, students are recorded in solo or group performances, research music of different cultures through a comparison paper, and demonstrate their ability to comprehend the workings of a musical score through a listening examination. Students wishing to take the HL course are additionally required to create several music compositions: either through traditional scoring for acoustic instruments or through technology. CORE ELEMENTS Theory of Knowledge (TOK) This course spans the two-year IB curriculum and is central to the educational philosophy of the Diploma Programme. The course is constructed to ask questions about how we know, modes of knowing, and knowledge problems, and to ask critical questions about knowledge claims in the academic disciplines and one s own and others cultures. Students develop critical thinking skills that range from understanding criteria for knowledge, distinguishing the differences between belief, truth, and justified true belief, and applying problems of knowledge to specific areas. Students learn how to apply their own knowledge with greater awareness and credibility. Assessments include a presentation in the junior year and a thought paper in the senior year. Students do not sit for a final exam. The Extended Essay The extended essay is an independent, self-directed piece of research, culminating in a 4000-word essay, which provides an opportunity for students to engage in in-depth study of a topic of interest. It provides practical preparation for the kinds of undergraduate research required in college. From the choice of a suitable research question to the final draft of the essay, students must produce their piece within the constraints of time, essay length and available resources. Emphasis is placed on the research process, the appropriate formulation of a research question, personal engagement in the exploration of the topic, and communication of ideas and development of argument. Students are supported and encouraged throughout the research and writing with advice and guidance from a faculty supervisor. Creativity, Action, Service (CAS) CAS is a framework for experiential learning and reflection about that learning. This process of activity and reflection over at least 18 continuous months (may start in the summer before the junior year) provides an opportunity to extend what is learned in the classroom and, in turn, for the CAS experience to have an impact on classroom learning. The three elements of CAS are mutually reinforcing. Together, they enable students to recognize opportunities to learn about life, self and others, to inspire confidence, determination and commitment, and to experience other ways of knowing. The CAS Project, a community service project sustained over two trimesters, serves as the central component of the requirement. By the end, students must achieve eight learning outcomes, providing evidence through conversations with the CAS coordinator and documentation of activities and reflections. Through CAS, students will increase their awareness of their own strengths and areas for growth, undertake new challenges, plan and initiate activities, work collaboratively with others, show perseverence and commitment in their activities, engage with issues of global importance, consider the ethical implications of their actions, and develop new skills.
SAMPLE STUDENT SCHEDULE Student A English A HL Spanish ab initio SL Global Politics HL Biology SL Math Studies SL Visual Art HL Theory of Knowledge Student B English A HL French SL Global Politics SL Biology HL Math HL History SL Theory of Knowledge Student C Self-Taught Chinese A SL English B HL Global Politics HL Biology HL Math SL Business SL Theory of Knowledge INTERNATIONAL BACCALAUREATE VS. ADVANCED PLACEMENT International Baccalaureate International: emphasis on global perspectives From the International Baccalauareate Organization (IBO) Mission: Through challenging programs of international education and assessment, IBO seeks to develop inquiring, knowledgeable, and caring young people, who will become compassionate citizens seeking a better and more peaceful world. Holistic or Total Program: The Diploma Program is a course of study, encompassing six areas: literature and language arts, history, foreign language, science, math and the arts. Students also take a class called Theory of Knowledge, write a senior research project called the Extended Essay, and complete 150 CAS (Creativity, Action, Service) hours. More divergent: asks why more than what. Graded world-wide with global standards. Many factors, such as papers, orals, and projects, in addition to the written exam, determine the final score (1-7). Emphasizes process and integration of content across content areas. IB students may also sit for AP exams. Advanced Placement (AP) Mostly US: more academic than philosophical The College Board Mission: to be a great educational organization dedicated to preparing, inspiring, and connecting students to college success and opportunity with a commitment to excellence and equity. Single Strength or Cafeteria Style: students choose AP courses that fit their strengths and that are independent of one another. No additional requirements. More convergent: asks what more than why. Graded in U.S. with American standards. Score (1-5) hinges on a single written exam. Content driven. AP students may not sit for IB exams. Similarities: 1. Both are rigorous programs devoted to educational excellence; each program sets high performance standards for students and faculty. 2. Both programs involve dedicated and creative teachers committed to their students, their disciplines, and their profession. 3. Both programs attract highly-motivated students who wish to excel academically and attend the most selective colleges and universities. 4. Both programs provide for articulation with middle school curricula, IB through its Middle Years and Primary Years Programs, and AP throuhg its Pre-AP program and K-12 initiative. 5. Both programs have attracted the attention of international educators, educational policymakers, and the general public as ways to improve the quality of education around the world. 6. Both programs value students doing independent research, thinking and writing. IB students are expected to produce a 4,000-word Extended Essay as a formal requirement of the IB Diploma. AP teachers and IB teachers typically require students to write extended research essays, papers, and reports that involve the use of both primary and secondary sources and that also require independent thinking, analysis, and interpretation. 7. In support of the academic programs, both AP and IB offer extensive professional development opportunities for teachers and administrators.
IB TESTIMONIALS IB is well known to us for excellent preparation. Success in an IB programme correlates well with success at Harvard. We are always pleased to see the credentials of the IB Diploma Programme on the transcript. Marilyn McGrath Lewis Director of Undergraduate Admission Harvard University One of the advantages of an IB curriculum is its structure and quality. It is a coordinated programme, well established, well known and well respected. We know the quality of IB courses, and we think the IB curriculum is terrific. Christoph Guttentag Director of Undergraduate Admission Duke University Send us prepared students á la IB It is the best high school prep curriculum an American school can offer. Marilee Jones Director of Undergraduate Admission Massachusetts Institute of Technology Students seeking the finest [high school] preparation available for an American college should consider the International Baccalaureate. The IB offers an integrated curriculum that provides students with the skill needed to be world-class scholars and an educational philosophy that prepares them to be firstclass citizens. I do not know of a more comprehensive and appropriate learning model. Jim Crowder Director of Admissions Macalester College I have always been a supporter of the International Baccalaureate. It is a thoughtful and genuinely intellectual curriculum with an unusually high degree of integrity and connectedness. There is no other curriculum anywhere that does a superior job of both educating students and inspiring a true and broadbased love of learning. William Shain Dean of Undergraduate Admissions Vanderbilt Univeristy The International Baccalaureate Programmes emphasis on critical thinking skills, increased content knowledge and an interdisciplinary approach to education not only prepare students for success at the post-secondary level, but also for life and the world of work. Dr. Kathleen Plato Supervisor of Advanced Placement Programs Washington State Office of Superintendent of Public Instruction Annie Wright Schools 827 N Tacoma Avenue, Tacoma, WA 98403 253.272.2216 www.aw.org