ISHInternational Baccalaureate

Diploma Programme

IB DP Curriculum Guide

2015-2017

             

INTERNATIONAL  BACCALAUREATE  DIPLOMA  PROGRAMME  (IBDP)  

 CURRICULUM  GUIDE  

 2015  –  2017  

                   The  International  School  of  The  Hague  Wijndaelerduin  1  2554  BX  Den  Haag    Phone:     +31  (0)70  3281450  FAX:               +31  (0)70  3282049  Email:         ish.secondary@ishthehague.nl  Website:   www.ishthehague.nl  

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Contents    Introduction   4  The  Philosophy  of  The  International  School  of  The  Hague   5  The  IB  Learner  Profile   6  Life  in  the  Upper  School   7  Pastoral  Care   8  School  Rules   8  Key  Staff  for  the  Upper  School   10    The  IB  Diploma   10  Bonus  Points  Matrix   12  Award  of  the  IB  Diploma   13  The  Bilingual  Diploma   14  Tutored  and  Self-­‐Taught  Languages  in  the  IB  Diploma  Programme   14  Responsible  and  Ethical  Behavior   15  Promotion  into  Year  13     17  Re-­‐sit  examinations  at  the  end  of  Year  12   18  Physical  &  Health  Education   18  Library  Resource  Centre   19  THIMUN  and  MUNISH    20  Careers  Guidance   20    The  IB  Diploma  Core   21  (Theory  of  Knowledge,  Extended  Essay,  Creativity,  Action  and  Service  (CAS))    The  IB  Diploma  Programme  Subjects   22    Group  1  Studies  in  Language  and  Literature   22  (Dutch  A  and  English  A  Literature,  Dutch  A,  English  A,  French  A,  German  A  and  Spanish  A  Language  &  Literature)                      Group  2  Language  Acquisition   27  (Dutch  B,  English  B,  French  B,  German  B,  Spanish  B)    Group  3  Individuals  and  Societies     29  (Business  &  Management,  Economics,  Geography,  History,  Information  Technology  in  a  Global  Society)    Group  4  Sciences   35  (Biology,  Chemistry,  Physics,  Environmental  Systems  and  Societies  SL*,  Computer  Science,  Design  Technology)  *a  transdisciplinary  subject  (Groups  3  and  4)        Group  5  Mathematics   40  (Mathematical  Studies  SL,  Mathematics  SL  and  Mathematics  HL)0    Group  6  Visual  Arts   43  (Visual  Arts,  Music  and  Theatre)    Online  Courses   48  (French  ab  initio  SL,  Mandarin  ab  initio  SL,  Spanish  ab  initio  SL,  Philosophy  SL,  Psychology  SL,  Film  SL)  

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Introduction    Welcome  to  the  IB  Diploma  Programme  at  the  International  School  of  the  Hague.    You  have  now  successfully  completed  Middle  School  education  and  you  have  decided  to  continue  with  education   in   order   to   gain   skills   and   knowledge   that   prepare   you   for   professional   life   or  university.      A   new   academic   challenge   awaits   you.   Indeed,   the   IB   Diploma   Programme   is   a   real  challenge:  full  of  intellectual  stimulation,  opportunities  for  critical  thinking  and  independent  work.   It   is   a   two-­‐year-­‐programme   and   leads   to   a   qualification   that   is   widely   accepted   at  universities  all  over  the  world.  It  is  a  pre-­‐university  course,  which  means  that  you  need  to  be  academically  able  and  motivated   to  study  not  only   in  class  but  also   in  your  own  time.  The  two  years  require  a  willingness  to  commit  to  serious  study  and  you  need  to  be  determined  to   keep   to   the   deadlines   for   assignments   as   well   as   other   requirements.   However,   you  should   not   forget   that   there   are   many   rewards:   you   will   get   a   qualification   that   is   highly  attractive   to  universities,  not   to  mention  a   rich  experience  that  goes  well  beyond  studying  academic  subjects  and  which  includes  acquiring  skills  for  lifelong  learning.  Furthermore  you  will  learn  to  work  in  groups,  set  joint  targets  and  achieve  them.    As  a   school  we  offer  an  academic  and  pastoral   structure   that   supports  you.    However,  we  also  expect  our  students  to  grow  in  maturity  and  responsibility,  so  that  you  can  increasingly  organize   your   workload   according   to   long-­‐term   deadlines.   Being   reliable   in   meeting  deadlines   for   more   complex   work   is   a   great   skill   to   acquire,   as   it   prepares   you   for   the  approach  to  learning  you  will  need  at  university.      Offering   a   balance   of   support   and   ownership   to   our   Year   12/13   students   has   proven  successful  at  the  ISH.  We  are  proud  of  our  IBDP  results  and  the  vast  majority  of  our  students  move   on   to   very   good   universities   in   the   world.   They   find   themselves   well   prepared   for  independent  study  and  become  responsible  citizens  of  a  global  community.    As  a  school  we  offer   the   framework,   but   it   is   really   our   students   whose   commitment   and   excellence  contribute  considerably  to  the  quality  of  the  education.  As  a  part  of  this  learning  community  you  will  encounter  openness,  expertise  and  a  genuine  interest  in  your  success  from  our  staff  and  other  members  of   the   community.   You  will   also   find   friends  and   fellow   learners   from  more  than  75  different  cultures.        We   believe   that   the   IB   Diploma   Course   at   the   ISH   is   a   most   enjoyable   and   unforgettable  experience  and  we  wish  you  all  the  best.                                

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The  Philosophy  of  the  International  School  of  The  Hague      The  International  School  of  The  Hague  aims  to  provide  high  quality  primary  and  secondary  education  for  students  of  all  nationalities.  The  school  encourages  and  supports  its  students  in  all  areas  of  their  work  and  development.  The  ISH  is  a  caring  and  friendly  environment  in  which  young  people  can  discover  their  full  potential  in  a  truly  international  context.      ‘Learning  is  the  heart  of  the  International  School  of  The  Hague’        Mission  Statement        We  seek:  -­‐  to  develop  our  students  full  potential  -­‐  to  be  a  community  school  based  on  honesty,  fairness  and  respect  -­‐  to  foster  global  awareness  and  an  understanding  of  international  interdependence  -­‐  to  prepare  students  to  be  life-­‐long  learners    -­‐  to  promote  a  healthy  and  well-­‐balanced  lifestyle  -­‐  to  make  an  active  contribution  to  global,  international  and  local  communities        We  believe  that  this  is  best  achieved  by:  -­‐  pursuing  academic  success  -­‐  developing  physical  and  creative  ability  -­‐  using  international  curricula  -­‐  working  in  partnership  with  our  students  and  their  families    -­‐  valuing  the  language  and  culture  of  The  Netherlands  as  a  rich  learning  resource  -­‐  fostering  and  encouraging  international–mindedness    -­‐  responding  sensitively  to  the  full  range  of  students  educational  needs      -­‐  recognising  the  importance  of  Mother  Tongue  languages  and  supporting  their        development.  -­‐  encouraging  students  to  take  part  in  a  range  of  activities  outside  the  formal  curriculum  -­‐  interacting  with  global,  international  and  local  communities  through  the  exchange  of  resources  and  knowledge                      

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Life  in  the  Upper  School    Being  the  oldest  students  in  the  school  brings  privileges  as  well  as  responsibilities.  Younger  students  often  look  at  the  way  the  older  students  behave  and  copy  language  and  behavior.  Therefore   it   is   vital   that   our   IBDP   students   are   aware   of   being   role   models   and   act  accordingly.   IBDP   students   increasingly   represent   their   school   as   part   of   the   events   team,  the  student  council,   ISST   teams,  at  THIMUN  and   in  other   functions.  They  shape  school   life  and  help  younger  students  academically  as  well  as  in  the  process  of  settling  in.        During  free  periods  IBDP  students  can  use  various  areas  to  study,  do  research  or  to  socialize.  One  area,  which  is  reserved  for  IBDP  students  only,  is  the  IBDP  lounge.  All  IBDP  students  are  responsible  for  keeping  it  tidy  and  will  be  assigned  clean  up  duty.  The  notice  boards   in  the  IBDP   lounge   offer   the   students   the   chance   to   find   out   about   CAS   activities,   career  information   and   also   important   notices   from   the   teachers,   Year   Leaders   and   the   Deputy  Head   Upper   School.   In   addition,   the   Y12/13   screen   informs   about   timetable   changes   and  work  set.  It  is  the  student’s  responsibility  to  check  those  boards  and  screens  daily  in  order  to  obtain  vital  information  and  to  act  on  the  information  published.      Induction  Course    Students  start  the  IB  Diploma  programme  with  an  induction  course,  which  introduces  them  to  vital  areas  of   the  course,  e.g.  CAS  or  TOK,  as  well  as   to  the  staff  who  will   support   them  over   the   two   years.   They   will   also   reflect   on   study   skills   that   will   help   them   manage   the  challenges  of  the  programme.  Last  but  not  least,  they  will  get  to  know  the  students  in  their  year   group   and   our   resources,   e.g.   the   Library   Resource   Centre.   The   course   consists   of   a  mixture   of   mentor   sessions,   plenary   sessions   and   informal   breaks.   It   also   includes   a   CAS  orienteering  and  takes  place  on  the  first  day  of  Year  12.        An  IBDP  Student’s  Study  Programme    An  IBDP  student’s  timetable  contains  a  considerable  amount  of  “free  periods”  in  addition  to  classes,   P.E.,   TOK,   CAS   and   mentor   hours.   Those   free   periods   are   ideal   to   get   work   done  during   the   day.   They   can   be   spent   at   home,   in   the   Library   Resource   Centre,   in   the   IBDP  lounge,   in   the   computer   rooms   or  with   other   students   in   the   study   areas.   An   IB   Diploma  student  is  expected  to  work  on  average  for  about  2.5  hours  outside  scheduled  lessons  each  day,  so   it  makes  sense  to  use  free  periods.  Moreover,  students  have  resources  available   in  school  that  they  might  not  have  access  to  at  home.      Planning   is   essential   to   manage   the   workload.   The   student   will   be   given   short-­‐term  homework   and   long-­‐term   assignments.   Some   work   will   be   coursework   already   counting  towards   final   grades,   e.g.   the   lab   reports   in   sciences,   the   TOK   presentations   and   other  assignments.  One  key  component  is  the  Extended  Essay.  It  is  the  student’s  responsibility  to  be  proactive  in  coping  with  all  this  work,  as  no-­‐one  will  be  able  to  do  all  of  it  the  night  before  the  work  is  due.                  

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Pastoral  Care    At  ISH  we  safeguard  the  success  of  our  students’  learning  through  a  pastoral  structure  that  consists  of  a  Deputy  Head  Upper  School  for  the  two  IB  Diploma  Years,  a  Year  Leader  for  each  year  and  a  team  of  mentors.  The  student  will  have  the  closest  contact  with  the  mentor,  who  works  closely  with  the  Year  Leader  and  the  Deputy  Head  Upper  School,  to  ensure  that  all  students  are  supported  in  meeting  the  expectations  of  the  programme  and  our  school  community.    The  Role  of  the  Mentor/  Mentor  Hour    Each  student   is  assigned  to  a  mentor  who   is  also  the  CAS  advisor.  During  regular  meetings  and  conversations   the  mentor  and  students  will   get   to  know  each  other  very  well,   so   that  individualized   guidance   is   ensured.   The   mentor   is   the   first   person   students   and   parents  should   contact   in   case   of   questions   and   concerns.   He/she   can   be   contacted   via   email  (initial.lastname@ishthehague.nl).    Mentor   hour   focuses   on   topics   and   study   skills   relevant   to   all   students   in   the   IB   Diploma  programme.  Some  of  the  sessions  are  held  in  a  plenary  format,  some  are  in  mentor  groups  and  some  sessions  are  reserved  for  individual  interviews.  Students  will  be  informed  where  to  go   for   mentor   period   via   the   notice   board.   The   second   mentor   period   will   support   the  student  in  his/her  progress  in  CAS  and  allow  time  to  reflect  upon  the  learning  outcomes  for  CAS.      The  Role  of  the  Year  Leader  IBDP    In  addition  to  the  mentors,  a  Year  Leader  maintains  standards  and  ensures  that  expectations  are  met.  A  student  will  have  an  appointment  with  a  Year  Leader  if  a  matter  is  considered  of  serious  behavioral  or  academic  concern.      The  Role  of  the  Deputy  Head  Upper  School    The  Deputy  Head  Upper  School  oversees  the  Diploma  Programme  and  is  responsible  for  all  students  doing  the  IB  Diploma  in  our  school.  He/she  ensures  that  the  quality  of  the  program  is  maintained,  develops  the  curriculum  and  supports  the  Year  Leaders  and  mentors  in  their  work.      School  Rules    Being  an  IB  Diploma  student  means  that  a  student  has  gained  the  privilege  of  being  treated  as  a  mature  learner  who  can  be  trusted  to  organize  his/her  work  outside  class  and  to  behave  in  a  responsible  way.  The  fact  that  a  student  in  the  Diploma  Programme  is  allowed  to  leave  campus  reflects  the  school’s  trust  in  its  students.    However,   this   trust   is  a  privilege.   If  a  student  does  not  accept  the  rules   that  apply  to   IBDP  students   he/she   will   see   some   privileges   taken   away.   It   is   important   that   all   students  familiarize   themselves  with   the   rules   and   procedures,   as  we   expect   them   to   be   followed.  Ignorance   is   not   a   valid   excuse.   School   rules   and   procedures   are   there   to   support   the  learning  process  of  all  students  in  our  community.        

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Absences  and  Lates    All  students  are  expected  to  attend  lessons  unless  they  have  a  valid  excuse.    Having  to  catch  up   on   work   for   other   subjects   is   not   a   valid   excuse.     Parents/guardians   should   report  absences  immediately  to  the  school  (phone  or  email).  Attendance  is  recorded  for  all  lessons  and   shared   with   parents   via   parentweb   and   daily   automated   e-­‐mails.   If   absences   remain  without  excuse,  disciplinary  measure  will  be  taken.  IBDP  Students  have  an  Absence  and  Late  Policy  to  adhere  to.  When  unexcused  absences  or   lates  occur  more  than  16  times  within  a  period  of  four  weeks,  the  Dutch  truancy  office  (Leerplicht)  will  be  notified.      Meeting  School  Expectations    Expectations  for  student  attitudes,  work  ethic  and  behavior  inside  and  outside  the  classroom  are  clearly  outlined  in  our  student  charter,   in  guides,  assemblies,  by  mentors  and  teachers.  Especially  in  the  IB  Diploma  years  it  is  vital  that  all  students  focus  on  lessons  and  feel  safe  in  their   environment,   as   the   academic   expectations   are   high.   So   each   student   should  contribute  to  the  smooth  running  of  our  programme  by  meeting  school  expectations.    Consequences  of  Not  Meeting  School  Expectations    Step   One:   the   student   is   obliged   to   attend   a   study   afternoon   (the   DP   Study   Lab).   This  sanction   is   issued   for   example   for   unexcused   absences,   lates,   unacceptable   behavior,  missing  homework,  etc.  The  study  afternoons  take  place  on  Tuesdays  and  take  priority  over  all  other  commitments.  At  the  discretion  of  the  Year  Leader  and  Deputy  Head  Upper  School,  early  morning  detentions  may  be  held  for  repeated  lates.    Step   Two:   The   student   is   given   a   detention   supervised   by   a   Year   Leader.   This   disciplinary  measure  is  recorded  in  the  school  files  and  is  issued  for  more  serious  offences,  e.g.  repeated  truancy   or   repeatedly   not   meeting   school   expectations.   The   detention   takes   place   after  school  from  4.35  to  5.15  and  again  takes  priority  over  all  other  commitments.        Step   Three:   The   student   is   given   a   suspension.   This   is   a   very   serious   sanction   and   can   be  issued   for   not   meeting   major   deadlines,   for   an   accumulation   of   offences   or   particularly  serious  offence.        Parents/guardians  are  notified  of  detentions  and  suspensions.    Detentions  and  suspensions  will  also  be  recorded  in  the  school  files.    Please  bear  in  mind  that  attendance,  completeness  of  coursework  and  behavior  are  also  considered  for  promotion  into  Year  13.      Special  Arrangements  for  IBDP  Internal  Deadlines    Perhaps  the  most  common  cause  of  students  performing  badly  in  the  IB  Diploma  Programme  is  a  failure  to  keep  up  to  date  with  work.  Missing  IBDP  Internal  Assessment  deadlines  is  particularly  serious  and  will  be  treated  more  severely  than  not  handing  in  a  piece  of  homework.      Generally  a  student  needs  a  doctor’s  note  if  he/she  is  sick  on  the  day  of  an  internal  assessment  deadline,  a  presentation  or  an  oral.  In  addition  the  student  needs  to  inform  the  teacher  by  email  that  he/she  will  not  be  in  school.  Then  the  oral/presentation  will  be  rescheduled  and  a  deadline  extended  to  the  day  the  student  is  back  in  school.  If  there  is  no  Doctor’s  note  parents/guardians  will  be  contacted  and  a  record  kept.  

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Failure  to  keep  a  second  appointment  will  be  taken  even  more  seriously.  Unless  a  medical  note  is  available  parents/guardians  will  be  asked  to  come  in  and  suspension  may  result.    Key  Staff  for  the  Upper  School  (please  note  that  staff  assignments  may  change)    Deputy  Head,  Upper  School                                                                                                      Mr  Verloop                Year  Leader,  Year  12                                                                                                                                Mr  Hogg    Year  Leader,  Year  13                                                                                                                                Ms  Harrison  IBDP  Coordinator                                                                                                                                            Mr  Bromley  CAS  Coordinator                                                                                                                                                Mr  Bhatia  Careers  Counselor  Dutch  universities                                                                        Mr  van  Vliet  Careers  Counselor  UK  universities                                                                                    Ms  Austin                                                                                                      Coordinator  for  Tutored  Languages                                                                              Ms  Ponsteen  Coordinator  for  Self-­‐Taught  Languages                                                                  Ms  Bergman    Mentors  for  Year  12           Mentors  for  Year  13    Mr  Andreadis             Mr  Hayes  Mr  Veken             Ms  Flynn    Ms  Maaswinkel                                                                                                                                                  Ms  MacDonald          Ms  van  der  Bosch                                                                                                                                            Mr  den  Exter  Ms  Martinez                                                                                                                                                              Ms  Ramirez  Mr  Callejón-­‐Torres                                                                                                                                        Mr  Gray    Ms  Trumic                                                                                                                                                                      Ms  Fredriksen                                                                                                                              The  IB  Diploma    The   International   Baccalaureate   (IBDP)   Diploma   Programme   is   a   comprehensive   and  rigorous   two-­‐year   curriculum,   leading   to  examinations,   for   students   aged  between   sixteen  and   nineteen.   It   is   an   international   curriculum   recognized   in   many   countries   around   the  world.  The  general  objectives  of  the  IBDP  are  to  provide  students  with  a  balanced  education;  to   facilitate   geographic   and   cultural   mobility;   and   to   promote   international-­‐mindedness  through  a  holistic   learning  experience.   In  the  more  than  45  years  since   its   founding,  the   IB  Diploma  has  become  a  symbol  of  academic   integrity  and   intellectual  promise.  The  student  who  satisfies   its  demands  demonstrates  a   strong  commitment   to   lifelong   learning,  both   in  terms  of  the  mastery  of  subject  content  and  in  the  development  of  the  skills  and  discipline  necessary  for  success  in  a  competitive  world.    General  Conditions  for  an  IB  Diploma.  Full  details  are  available  at  http://www.ibo.org    Students  should  study:    

•     Six  subjects  of  which  at  least  3  must  be  at  Higher  Level    •     At  least  two  languages  of  which  at  least  one  must  be  an                                                          'A'    language  •     At  least  one  science    •     At  least  one  Individuals  and  Societies  subject  •     Mathematics  

       

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Students  must  also  satisfy  IBDP  conditions  in  Creativity,  Action  and  Service  (CAS),  Theory  of  Knowledge  (TOK)  and  the  Extended  Essay.        Theory  of  Knowledge      Theory  of  Knowledge   (TOK)   is  an   important  and   integral  part  of   the   IBDP  course.  Students  cannot  be  awarded   the   IB  Diploma   if   they  have  not   completed  a  TOK  course,  even   if   they  have  completed  all  other  subject  requirements.      TOK  is  part  of  the  core  of  the  IB  DP:  it   is  a  critical  thinking  course  focusing  on  the  question  ‘how  do  we  know  what  we  know’  and   increases  a  student's  understanding  of  what  he/she  has  already  learned  and  helps  the  student  to  reflect  upon  it.      Assessment  As  an   integral  part  of   the   IBDP  programme,  TOK   is   subject   to  assessment.  Throughout   the  course  students  will  be  required  to  take  an  active  part  in  class  discussions  and  be  willing  to  reflect  on  and  use  all  elements  of  the  course  in  the  two  formal  areas  of  assessment:    

• Area  1:    A  presentation  dealing  with  contemporary   issues  assessed   internally   (with  the  possibility  of  external  moderation).  This   is  normally   completed   in  Year  12  with  the  better  of  the  two  being  used  as  a  third  of  the  final  grade.    

 • Area  2:      An  essay  of  between  1200  and  1600  words  in  length  on  a  title  chosen  from  

the  IB  prescribed  list.  This  essay  is  externally  assessed  and  accounts  for  two  thirds  of  the  final  TOK  grade.  

 Failure  to  complete  the  assessment  and  subject  requirements  results  in  the  awarding  of  an  'N'  grade  for  TOK  and  thus  excludes  the  student  from  receiving  an  IB  Diploma.    Please  also  note  that  if  a  student  gets  a  grade  E  for  his/her  TOK,  which  is  a  failing  condition,  the  student  will  not  be  awarded  the  IB  Diploma.    Extended  Essay    In   a   4,000   word   essay   each   student   has   the   opportunity   to   investigate   a   topic   of   special  interest.   The   essay   requirement   acquaints   IBDP   students   with   the   kind   of   independent  research   and   writing   skills   expected   by   universities.   The   IB   recommends   that   a   student  devotes  a  total  of  about  40  hours  of  private  study  and  writing  time  to  the  essay.  It  may  be  written  in  one  of  60  subjects,  including  many  languages;  however,  it  is  advisable  for  students  to  choose  a  topic  from  a  subject  they  are  enrolled  in,  preferably  at  Higher  Level.        The   essay   is   expected   to   occupy   approximately   40   hours   and   the   student   is   assigned   a  supervisor   for   support.   For   further   details   see   our   Extended   Essay   Guide   issued   to   all  students   in   January   of   Y12,   which   can   also   be   found   on   the   website   and   ISH  Moodle/ManageBac.    Please   note   that   if   a   student   gets   a   grade   E   for   his/her   Extended   Essay,  which   is   a   failing  condition,  the  student  will  not  be  awarded  the  IB  Diploma.      

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Bonus  Points  Matrix      Depending  on  the  final  assessment  of  the  Theory  of  Knowledge  and  Extended  Essay    components,  up  to  three  bonus  points  can  be  awarded  for  the  diploma.    Grade:   A   =   Excellent,   B   =   Good,   C   =   Satisfactory,   D   =  Mediocre,   E   =   Elementary   (N   =   Not  submitted)  

   For   example,   a   candidate   who   writes   a   GOOD   Extended   Essay   (grade   B)   and   whose  performance   in   Theory   of   Knowledge   is   judged   to   be   SATISFACTORY   (grade   C),   will   be  awarded   +2   bonus   points.   Whereas   a   candidate   who   submits   an   ELEMENTARY   Extended  Essay  (grade  E)  will  score  no  bonus  points,  and  will  not  be  awarded  a  Diploma  irrespective  of  all  other  grades.    Creativity,  Action,  Service  (CAS)    CAS  is  a  fundamental  part  of  the  Diploma  Programme.  The  CAS  requirement  takes  seriously  the  importance  of  life  outside  the  world  of  scholarship,  providing  a  refreshing  counterbalance  to  the  academic  self-­‐absorption  some  may  feel  within  a  demanding  school  environment.  Progress  in  CAS  is  judged  against  learning  outcomes  that  a  student  reflects  upon.  The  reflections  encourage  students  to  consider  the  benefits  of  CAS  participation  to  themselves  and  to  others,  and  to  evaluate  the  understanding  and  insights  acquired.      Creativity  is  interpreted  broadly  to  include  a  wide  range  of  arts  activities  as  well  as  the  creativity  students  demonstrate  in  designing  and  implementing  service  projects.      Action  can  include  not  only  participation  in  individual  and  team  sports  but  also  taking  part  in  expeditions  and  in  local  or  international  projects.    

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Service  encompasses  a  host  of  community  and  social  service  activities.  Some  examples  include  helping  children  with  special  needs,  visiting  hospitals  and  working  with  refugees  or  homeless  people.      The  CAS  coordinator  and  CAS  advisors  support  students  in  identifying  worthwhile  activities  and  in  reflection.  Students  are  expected  to  be  involved  in  CAS  activities  for  the  equivalent  of  at  least  three  to  four  hours  each  week  during  the  two  years  of  the  programme.    Students   who   fail   to   satisfy   all   the   diploma   requirements   (including   CAS)   are   awarded   a  certificate  for  the  examinations  completed  rather  than  the  full  diploma.    Award  of  the  IB  Diploma  Below  is  a  selection  of  the  most  important  official  IBDP  rules  relating  to  the  IB  diploma.        Performance  in  each  of  the  six  IB  diploma  subjects  is  graded  on  a  scale  of  1  point  (minimum)  to   7   points   (maximum).   A  maximum  of   3   points   is   awarded   for   combined   performance   in  Theory   of   Knowledge   and   the   Extended   Essay.   The   maximum   total   Diploma   Programme  point  score  is  therefore  45.  Submission  of  an  Extended  Essay  and  the  Theory  of  Knowledge  components  is  compulsory  for  the  award  of  the  diploma.    The  IB  awards  both  a  diploma  and  certificates.  Most  universities  require  the  full  IB  Diploma.  Candidates   need   to   achieve   a   total   of   at   least   24   points,   with   at   least   12   points   in   their  Higher  Level   subjects  an  no  grade  E   in  either  Theory  of  Knowledge  or   the  Extended  Essay.  Below  are  the  official  and  exact  failing  conditions  for  the  IB  Diploma:   1.  CAS  requirements  have  not  been  met.    

2.  Candidate’s  total  points  are  fewer  than  24.    

3.  An  N  has  been  given  for  theory  of  knowledge,  extended  essay  or  for  a  contributing  subject.    

4.  A  grade  E  has  been  awarded  for  one  or  both  of  theory  of  knowledge  and  the  extended  essay.    

5.  There  is  a  grade  1  awarded  in  a  subject/level.    

6.  Grade  2  has  been  awarded  three  or  more  times  (HL  or  SL).    

7.  Grade  3  or  below  has  been  awarded  four  or  more  times  (HL  or  SL).    

8.  Candidate  has  gained  fewer  than  12  points  on  HL  subjects  (for  candidates  who  register  for  four  HL  subjects,  the  three  highest  grades  count).    

9.  Candidate  has  gained  fewer  than  9  points  on  SL  subjects  (candidates  who  register  for  two  SL  subjects  must  gain  at  least  5  points  at  SL).      (From:  Simplifying  the  diploma  requirements  and  failing  condition  –  February  2014  p.  5).    Please   note   that   if   the   final   award   committee   has   judged   a   candidate   to   be   guilty   of  malpractice/academic  misconduct  a  grade  N  is  awarded.  Also  note  that  a  maximum  of  three  examination  sessions  is  allowed  in  which  to  satisfy  the  requirements  for  the  award  of  the  IB  diploma.    

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Award  of  IB  Certificates    Certificate   candidates  will   receive   a   certificate   indicating   the   results   obtained   in   individual  subjects.  An  IB  diploma  candidate  who  fails  to  satisfy  the  requirements  for  the  award  of  an  IB  diploma  will  be  awarded  a  certificate  indicating  the  grades  obtained  in  individual  subjects,  together  with  results  in  Theory  of  Knowledge  and  the  Extended  Essay  and  the  completion  of  a  CAS  programme.  A  Diploma  candidate  wishing  to  take  more  than  six  subjects  may  register  as   an   Extra   Certificate   candidate   for   the   extra   subjects   at   either   Higher   Level   (HL)   or  Standard   Level   (SL).   Certificates   are   not   available   for   the   Extended   Essay,   Theory   of  Knowledge  or  CAS.      The  Bilingual  Diploma    A  bilingual  diploma  will  be  awarded  to  a  successful  candidate  who  (a)  takes  two  languages  A,  with  the  award  of  a  grade  3  or  higher  in  both  or  (b)  takes  examinations  in  at  least  one  of  the  subjects  from  group  3  or  group  4  in  a  language  other  than  that  taken  in  group  1.  The  student  must  attain  a  grade  3  or  higher  in  both,  the  group  1  language  and  the  subject  from  group  3  or  4.  This  means  students  at  ISH  who,  for  example,  take  Dutch  A  (Higher  or  Standard)  will  get  the  bilingual  diploma.  Students  taking  English  A  and  Dutch  A  will  also  get  a  bilingual  diploma,  but  students  taking  English  A  and  Dutch  B  will  not.    Tutored  and  Self-­‐taught  Languages  in  the  IB  Diploma  Programme    There  are  two  options  for  students  who  do  not  have  a  regular  ISH  teacher  for  their  Language  A  in  the  IB  Diploma  Programme;  in  some  cases  this  can  apply  to  Language  B  as  well.    1.Tutored  Language  A:  Literature  and  Tutored  Language  B    Students  can  be  registered  as  Tutored  Language  A  students  –  this  means  you  will  have  a  tutor  who  teaches  you,  gives  you  assignments  and  marks  your  work.  This  option  can  be  taken  at  Higher  and  at  Standard  Level  in  Years  12  and  13  at  the  ISH.    You  and  your  parents  will  have  to  make  arrangements  with  the  tutor  regarding  lesson  times  and  payment.  Higher  Level  students  usually  meet  their  tutors  twice  a  week  for  a  double  lesson  (2  x  90  minutes)  and  Standard  Level  students  usually  have  lessons  once  a  week  (1  x  90  minutes).  Where  possible  school  will  help  you  to  find  a  tutor.  Tutored  students  take  exams  and  mock  exams  in  Year  13,  and  report  grades  will  be  provided  for  Tutored  Language  A  like  for  your  other  subjects.  Your  tutor  will  also  conduct  your  oral  exam  and  help  you  with  your  written  assignment.    Entrance  requirements  for  the  Language  A  Literature  option:  You  need  to  be  able  to  read,  write  and  speak  your  Language  A  fluently.  Ideally,  you  should  be  taking  lessons  with  a  Mother  Tongue  tutor  or  a  member  of  your  family  in  Years  7  -­‐  11  so  that  you  practise  reading,  writing  and  speaking  in  a  formal  context.  Your  tutor  will  help  you  to  develop  these  skills  further  in  Years  12  and  13.      For  many  languages  it  is  also  possible  to  take  the  Tutored  Language  B  option.  For  this  option      arrangements  with  regard  to  tutors,  number  of  lessons,  exams,  reports,  orals  and  written  assignment  are  the  same  as  for  the  Language  A:  Literature  option.  If  you  wish  to  take  this  

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option,  you  must  have  a  high  degree  of  competence  in  your  language  but  not  at  Mother  Tongue  level.      Ms  Ponsteen  coordinates  Mother  Tongue  Languages  in  the  MYP  and  Tutored  Languages  A  and  B  in  the  Diploma  Programme.  Please  contact  her  for  further  information  about  working  with  a  tutor  in  Years  7  –  13.  Ms  Ponsteen’s  email  address  is  r.ponsteen@ishthehague.nl.    2.  Self-­‐taught  Language  A:  Literature    Students  can  be  registered  as  Self-­‐taught  Language  A  students  –  this  means  you  do  not  have  a  teacher  or  tutor.  This  option  can  only  be  taken  at  Standard  Level  in  Years  12  and  13  in  the  IB  Diploma  Programme.  We  see  it  as  an  option  for  students  where  no  tutor  can  be  found  or  additional  payments  for  a  tutor  are  not  possible.  There  is  no  Self-­‐taught  Language  B.    Self-­‐taught  Language  A  requires  a  lot  of  organisational  skills,  independent  learning  and  a  mature  approach  because  each  student  is  actually  responsible  for  their  own  course.  You  will  have  a  few  meetings  per  year  so  that  you  understand  what  is  expected  of  you.  There  will  be  no  exams,  not  even  mock  exams  in  Year  13,  and  you  will  not  get  any  report  grades  for  Self-­‐taught  Language  A  in  Years  12  and  13.      Entrance  requirements:  You  need  to  be  able  to  read,  write  and  speak  your  Language  A  fluently.  Ideally,  you  should  be  taking  lessons  with  a  Mother  Tongue  tutor  or  a  member  of  your  family  in  Years  7  -­‐  11  so  that  you  practise  reading,  writing  and  speaking  in  a  formal  context.  Tasks  like  reading  a  novel,  writing  a  summary  or  an  essay  about  the  novel  and  giving  an  oral  presentation  about  it  can  help  you  prepare  for  the  Self-­‐taught  course  in  the  IB  Diploma  Programme.    Ms  Bergman  coordinates  Self-­‐taught  Language  A.  Details  of  the  course  –  including  registration  for  Self-­‐taught  Language  A,  the  choice  of  books  and  the  nature  of  assignments  –  will  be  announced  at  the  first  group  meeting  in  Year  12.  Ms  Bergman’s  email  address  is  h.bergman@ishthehague.nl.    Responsible  and  ethical  behavior    Candidates   are   required   to   act   in   a   responsible   and   ethical   manner   throughout   their  participation   in   the   Diploma   Programme   and   examinations.   In   particular   candidates   must  avoid  any  form  of  malpractice.    The  IB  defines  malpractice  as  behaviour  that  results  in,  or  may  result  in,  the  candidate  or  any  other  candidate  gaining  an  unfair  advantage  in  one  or  more  assessment  components.      Malpractice  includes:  • plagiarism:  this  is  defined  as  the  representation  of  the  ideas  or  work  of  another  person  

as  the  candidate's  own.  • collusion:  this  is  defined  as  supporting  malpractice  by  another  candidate,  as  in  allowing  

one's  work  to  be  copied  or  submitted  for  assessment  by  another.  • duplication  of  work:   this   is  defined  as   the  presentation  of   the   same  work   for  different  

assessment  components  and/or  diploma  requirements.        

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• any  other  behaviour  which  gains   an  unfair   advantage   for   a   candidate  or  which  affects  the   results   of   another   candidate   (for   example,   taking   unauthorized   material   into   an  examination  room,  misconduct  during  an  examination,  falsifying  a  CAS  record,  disclosure  or  receipt  of  confidential  information  about  examinations).  

 The  IB  must  be  informed  by  a  candidate's  school  if  it  suspects  any  malpractice  in  relation  to  a  candidate's  work  after  the  work  or  an  internal  assessment  mark  has  been  submitted  to  the  IB.  In  such  cases,  or  when  an  examiner  suspects  malpractice,  the  school  will  be  required  to  conduct   an   investigation   and   provide   the   IB   with   relevant   documentation   concerning   the  case.   An   IB   diploma,   or   a   certificate,   may   be   withdrawn   from   a   candidate   at   any   time   if  malpractice  is  subsequently  established.    The  IB  issues  the  following  guidelines  on  ethical  practice:  “The  Diploma  Programme  requires  academic  rigour  and  active  student  involvement  in  all  aspects  of  the  curriculum.  It  places  a  strong  emphasis  on  the  ideals  of  international  understanding  and  responsible  citizenship.  The  aim  of  all  IB  programmes  is  to  develop  internationally  minded  people  who,  recognizing  their  common  humanity  and  shared  guardianship  of  the  planet,  help  to  create  a  better  and  more  peaceful  world.  Behaving  and  learning  in  an  ethical  way  means  students  will  observe  the  following  practices:    •  Students  will  exercise  academic  honesty  in  all  aspects  of  their  work.  They  will  acknowledge  the  work  of  others,  including  material  taken  from  other  sources.  They  will  not  claim  as  their  own  the  work  of  others.  They  will  not  give  their  work  to  others  to  pass  off  as  their  own.  They  will  observe  the  integrity  of  the  examination  room.  •  Laboratory  or  field  experiments  and  investigations  will  be  undertaken  in  an  ethical  way.  –  No  experiments  involving  other  people  will  be  undertaken  without  their  written  consent  and  their  understanding  of  the  nature  of  the  experiment.  –  No  experiment  will  be  undertaken  that  inflicts  pain  on  humans  or  live  animals.  –  No  experiment  or  fieldwork  will  be  undertaken  that  damages  the  environment.  •  No  artwork,  performance  or  film  will  be  undertaken  that  damages  the  environment.  •  No  artwork,  performance  or  film  will  include  excessive  or  gratuitous  violence  or  explicit  sexual  activity.  •  All  presentations  will  respect  the  personal,  political  and  spiritual  values  of  others  and  will  contain  no  intention  to  offend  in  remarks  about  race,  gender  or  religious  beliefs.    ISH  Policy  Statement  concerning  Academic  Honesty    "To   be   a   community   based   on   honesty"   is   one   of   the   mission   statements   of   the   ISH.   ISH  students   of   all   ages   are   expected   to   maintain   the   highest   standards   of   honesty   in   their  academic  work.  Cheating  of  any  kind,  whether   in  homework,  class  tests  or  examinations   is  not  tolerated.  Cheating  is  defined  as  using  a  source  or  the  work  or  help  of  another  without  acknowledgement   and   using   any   forbidden   materials   in   a   test   or   examination   situation.  Malpractice   or   attempted   malpractice   will   have   serious   consequences   for   students   of   all  ages,  including  the  possibility  of  cancellation  of  work  and  grades.  The  ISH  provides  instruction  in  academic  honestv  for  students  through:    

• the  induction  programme  at  the  beginning  of  the  IBDP  course    • the  distribution  of  IBDP  rules  and  regulations  and  the  explanation  of  these    • the  distribution  of   ISH  and   IBDP  guidelines   for   the  production  and  presentation  of  

specific  work  such  as  the  Extended  Essay,  TOK  and  world  literature  essays  etc.    • the  individual  subject  teacher    

 

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• the  Mentor,  Year  Leaders  and  Deputy  Head,  Upper  School  • the  IBDP  Coordinator    

   ISH  students  following  the  IBDP  course  are  given  instruction  in:    

• using  document  source  material  in  a  formal  and  appropriate  manner    • the  appropriate  use  of  direct  quotation    • the  concept  of  plagiarism  • the  working  of  the  ‘Turnitin’  website    • the   permissible   use   of   calculators   and   non-­‐permissible   uses   e.g.   storage   of   illegal  

information  during  exams  and  tests  • the  correct  use  of  source  material  gained  from  the  Internet,  printed  matter,  CD  ROM  

etc.    • the  honest  presentation  of  work  which  is  the  product  of  a  group    • ways  of  acknowledging  contributions  and  help  from  other  persons    • what  constitutes  cheating  in  the  IBDP  course  and  its  examinations    • the  consequences  of  cheating    

   It  is  made  clear  to  students  that  cheating  means:    

• copying  the  internal  assessment  work  or  coursework  of  another  student    • giving  another  student  their  own  work  to  copy  or  use  as  his/her  own    • doing  homework,  lab  work  or  writing  essays  for  another  student    • presenting  work  done  by  another  student  as  their  own    • using  notes  during  a  test  or  examination  unless  permitted  by  the  teacher    • using   in   an   examination   formulae   or   other   forbidden   information   stored   in   a  

calculator    • introducing  such  information,  whether  used  or  not,  into  the  examination  room    • presenting   research   and/or   ideas   from   another   person/organisation   as   your   own  

work      ISH  students  studying  for  the  IBDP  understand  that  an  honest  student:  

• acknowledges   in   a   clear,   formal   and   appropriate   manner   the   use   of   all   source  material    

• uses  direct  quotation  appropriately  and  acknowledges  sources  clearly    • acknowledges  work  which  is  the  product  of  a  group  or  team    • acknowledges  explicitly  and  appropriately  help  provided  by  another  person    • understands  the  concept  of  plagiarism    • understands  the  consequences  of  cheating  whether  in  school  work,  course  work  or  

examinations      Promotion  into  Year  13    This  depends  upon  satisfaction  of  all  of  the  following  requirements:    • a  successful  final  year  grade.  24  points  minimum  +  12  at  Higher  Level.    • the  January  exams  count  for  20%,  the  Summer  exams  50%  and  year  work  30%.  • satisfactory  progress  on  the  Extended  Essay  as  judged  by  the  essay  supervisor  • satisfactory  progress  of  CAS  as  judged  by  the  CAS  supervisor  • satisfactory  progress  in  TOK  • all  course  work  up  to  date  • a  good  record  of  attendance  and  punctuality        

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The  IBDP  grades  are  on  a  scale  from  1  to  7  (with  1  being  the  lowest  and  7  being  the  highest  grade).  The  school  generally  uses  the  percentage  boundaries  given  below:      Very  poor   1   1%  Poor   2   15%  Mediocre     3   30%  Satisfactory   4   45%  Good   5   55%  Very  Good   6   70%  Excellent   7   85%      Re-­‐sit  examinations  at  the  end  of  Year  12    In  case  a  student  has  failed  the  promotion  criteria  in  regards  to  subject  grades,  the  school  can  decide  to  offer  re-­‐sit  examinations  to  give  the  student  another  opportunity  to  obtain  the  grades  necessary  for  promotion.  Students  will  only  be  allowed  to  re-­‐sit  a  maximum  of  two  subjects  (oral  and  written  exams  in  a  single  language  count  as  one  subject).      The  Deputy  Head  will  compile  a  list  of  re-­‐sit  candidates.  The  Year  Leader  will  inform  the  students  that  they  have  re-­‐sit  exams  and  when  they  should  sit  the  papers  (the  re-­‐sits  take  place  on  a  school  day  about  a  week  prior  to  the  summer  holiday).  It  is  the  responsibility  of  the  student  to  revise  for  the  exam(s)  and  to  be  present  and  on  time  for  the  re-­‐sit  examinations.  Failure  to  show  up  (without  good  reason)  will  result  in  automatic  failure.  Re-­‐sits  will  be  marked  according  to  ISH  and  subject  area  criteria.  The  re-­‐sit  results  substitute  for  the  initial  June  exam  result(s)  and  will  be  added  to  January  exam  and  overall  year  work  to  constitute  the  Year  Grade,  which  determines  promotion.      Physical  &  Health  Education    Throughout  the  IB  Physical  &  Health  Education  program  the  ISH  offers  students  a  wide  variety  of  physical  experiences  in  order  to  acquire  knowledge  and  understanding  of  movement  and  to  show  how  these  correlate  to  a  healthy  life-­‐style.  As  well  as  to  prepare  the  students  for  participation  in  sports,  both  now  and  in  the  future.    All  IBDP  students  follow  an  Activity  Programme,  for  two  lesson  hours  per  week.  One  activity  lasts  five  weeks,  after  which  effort  and  attendance  and  will  be  evaluated.    At  the  ISH  students  will  get  the  opportunity  to  combine  Physical  &  Health  Education  and  CAS.    Activities  offered  at  the  ISH  include:  

• Football  • Sports  day  Y7-­‐Y11  • Touch  rugby  • Flag  football  • Gaelic  football  • Badminton  • Basketball  • Self  Defense  • Fitness  

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• Volleyball  • Golf    • Dance  • Yoga  • Softball  • Squash  • Tennis  • Rescue  swimming  

After-­‐school  Clubs    Students  may  also  choose  to  participate  in  various  after-­‐school  clubs  and  teams.  These  teams  play  matches  against  local  schools;  compete  in  local  tournaments,  and  in  the  International  Schools  Sports  Tournaments  (ISST).  We  welcome  suggestions  for  new  activities  to  the  after-­‐school  programme.   Library  Resource  Centre    The  Library  Resource  Centre  (LRC)  is  an  active  center  for  research,  homework,  leisure  reading  and  literature  appreciation.  It  aims  to  provide  appropriate  materials  for  study,  revision  and  research  in  the  IB  diploma  programme.  The  LRC  is  open  from  8:15  a.m.  until  4:45  p.m.  Students  in  Years  12  and  13  may  borrow  up  to  twelve  books  or  magazines  at  a  time,  usually  for  three  weeks.    Exceptions  to  this  rule  are  made  at  the  discretion  of  the  librarian.  Printing  and  photocopying  of  LRC  materials  is  allowed  free  of  charge.    The  head  librarian,  together  with  library  assistants,  are  available  during  school  hours.  They  take  an  active  role  in  advising  students  in  locating  the  materials  and  in  research  techniques.  The  librarian  also  participates  in  Mentor  group  activities  centering  on  research  and  revision  skills.        With  the  help  of  a  web-­‐based  catalog,  Oliver,  students  can  easily  search  the  LRC  collections,  which  also  includes  recommendations  on  educational  and  reliable  web  resources.  The  LRC’s  print  collection  comprises  of  a  wide  variety  of  books,  magazines,  and  newspapers  in  English,  French,  Dutch,  Spanish  and  German.  The  journal  subscriptions  to  a  series  entitled  Philip  Allan  Reviews,  for  example,  are  very  useful  for  projects  in  a  number  of  IB  DP  courses.  The  LRC  also  subscribes  to  a  variety  of  general  and  subject-­‐based  online  databases,  such  as  EbscoHost,  Global  NewsBank,  Modern  World  History.  The  LRC  strives  not  only  to  hold  current  and  relevant  materials,  but  also  includes  input  from  the  teachers  and  students  for  future  purchases.    Students  in  Year  12  and  13  also  have  an  opportunity  to  learn  more  about  the  Library  by  volunteering  their  time  and  assisting  in  a  range  of  LRC  activities  while  earning  CAS  credit.      In  case  the  offerings  of  the  LRC  are  not  satisfactory,  students  can  take  advantage  of  the  vast  collection  of  titles  in  the  local  public  libraries,  many  of  which  are  in  English.  Since  the  LRC  and  the  Dutch  libraries  use  the  same  classification  system  (based  on  Dewey  Decimal  System),  it  is  possible  for  students  even  with  a  limited  knowledge  of  Dutch  to  use  the  local  libraries  with  ease.  Membership  in  local  public  libraries  is  free  of  charge  for  students  under  18.        

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THIMUN  and  MUNISH    As  outlined  by  the  THIMUN  Instructional  Guide,  Model  United  Nation’s  main  aims  are  to  advance  the  interests  of  international  education  across  national  boundaries  through  the  promotion  of  interaction  and  dialogue  between  young  people  from  a  variety  of  countries  and  school  systems  and  to  develop  in  students  awareness  of  issues  of  international  concern  in  our  world  today.  

Our  school  has  a  very  strong  Model  United  Program.  In  early  November  we  hold  MUNISH  (our  own  Model  United  Nations  event),  which  is  entirely  organised  and  run  by  students  in  Years  12/13.  As  stated  in  the  MUNISH  mission  statement,  MUNISH  is  “A  conference  run  by  youth,  for  today’s  youth,  to  benefit  the  youth  of  tomorrow”.  This  event,  an  annual  three  day  simulation  of  the  actual  United  Nations,  is  attended  by  students  throughout  the  world  and  has  been  a  part  of  the  our  school  for  the  past  24  years.  With  over  1,000  participants  last  year,  of  over  60  different  nationalities,  from  schools  situated  in  more  than  10  countries,  the  conference  creates  a  truly  international  atmosphere.    

During  the  conference,  students  discuss  and  try  to  find  solutions  for  some  of  the  most  important  and  challenging  international  issues  of  our  time.  In  their  role  as  UN  representatives  they  gain  an  insight  into  the  workings  of  the  United  Nations,  develop  research,  public  speaking  and  diplomacy  skills  and  have  the  unique  opportunity  to  learn  about  the  politics  of  the  nation  they  represent.  MUNISH  leaves  students  with  a  new  perspective  on  our  world  and  of  their  roles  in  shaping  it.  Hence,  ‘delegates  today,  leaders  tomorrow’.  

The  MUNISH  Conference  is  affiliated  to  THIMUN,  The  Hague  Model  United  Nations,  which  is  the  largest  MUN  conference  in  the  world  and  whose  foundation  holds  a  seat  as  an  NGO  in  the  UN  General  Assembly.  MUNISH  is  itself  the  second-­‐largest  MUN  conference  in  the  Netherlands,  and  is  proud  to  be  providing  a  good  environment  for  high-­‐quality  debate  and  an  enjoyable  conference  for  its  upcoming  25th  annual  conference.  

Careers  Guidance    Clearly  the  IB  diploma  is  only  one  step  in  the  future  career  of  our  students.  All  students  entering  from  Year  11  have  already  had  the  opportunity  of  taking  the  Interquest  Careers  test,  and  an  interview  with  a  careers  advisor.  Once  in  the  IBDP,  students  are  expected  to  take  an  active  interest  in  their  own  future.  At  ISH,  the  careers  counselors  are  there  to  provide  information,  advice  and  guidance  in  the  application  procedures,  but  it  is  up  to  students  (and  parents)  to  take  decisions  for  themselves.  Furthermore  it  is  the  students’/guardians’  responsibility  to  check  that  their  IBDP  package  meets  any  specific  requirements  of  the  University/country  they  identify  as  the  one  where  the  student  would  like  to  study  in.        A  majority  of  our  students  go  on  to  study  a  growing  number  of  courses  offered  in  English  at  various  Dutch  universities  and  colleges.  About  5%  go  on  to  take  university  courses  taught  in  Dutch  and  between  40%  to  50%  apply  to  the  UK  universities,  though  not  more  than  15%  to  20%  end  up  studying  there.  Some  students  apply  to  colleges  in  other  countries  around  the  world  such  as  the  US  and  Canada.            

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In  Year  12  all  students  take  a  careers  aptitude  test  known  as  the  Centigrade  Test,  in  February.  They  are  encouraged  to  visit  University  Open  Days.  There  are  various  opportunities  for  students  to  find  out  information  on  educational  systems  in  other  countries,  notably  the  UK,  Canada  and  the  US.  Students  should  keep  an  eye  on  the  notice  board  outside  the  careers  office  (B216)  but  also  review  the  information  given  via  the  school  website,  on  the  Careers  Pages  accessible  through  i-­‐shmoodle  on  www.ishweb.nl  (also  for  parents  through  the  Guest  Log-­‐In  option).  While  the  Careers  Centre  has  its  own  resources,  increasingly  all  the  information  students  need  is  easily  accessible  online.        Perhaps  the  most  important  lesson  to  learn  is  that  it  is  never  too  early  to  start  planning  for  the  future.  As  part  of  Year  12,  students  are  encouraged  to  start  writing  personal  statements  (‘letters  of  motivation’),  which  are  required  by  universities  and  colleges  (including  the  Netherlands).  IBDP  students  often  find  their  CAS  activities  and  Extended  Essay  as  something  useful  to  include.  Students  should  bear  in  mind  that  many  competitive  courses  are  very  interested  in  what  students  do  for  extracurricular  activities.  For  example  Medical  Schools  in  the  UK  now  often  regard  work  experience  in  hospitals  or  the  care  sector  as  almost  an  indispensable  part  of  a  student  application.  It  is  also  worth  remembering  that  many  ISH  students  are  required  to  get  a  diploma  with  a  minimum  number  of  IBDP  points.  Some  very  competitive  courses  may  require  38-­‐43  IBDP  points!    

The  IB  Diploma  Programme  core:  

Theory  of  Knowledge  

Theory  of  Knowledge  (ToK)  is  a  course  about  critical  thinking  and  inquiring  into  the  process  of  knowing,  rather  than  about  learning  a  specific  body  of  knowledge.  It  is  a  core  element,  which  all  IB  DP  students  undertake,  and  it  is  a  subject  considered  integral  at  ISH.  In  essence,  the  ToK  course  examines  how  we  know  what  we  claim  to  know.  

In  ToK  at  ISH,  students  study  six  areas  of  knowledge  in  depth:  the  natural  sciences,  the  human  sciences,  the  arts,  mathematics,  history  and  ethics.  Students  also  focus  on  four  ways  of  knowing  in  depth:  reason,  sense  perception,  language  and  intuition.  

Extended  Essay  

In  a  4,000  word  essay  each  student  has  the  opportunity  to  investigate  a  topic  of  special  interest.  The  essay  requirements  acquaint  IB  DP  students  with  the  kind  of  independent  research  and  writing  skills  expected  by  universities.  For  further  details  see  the  IB  DP  Extended  Essay  Guide.    

Creativity,  Action  and  Service  (CAS)  

Creativity,  Action  &  Service  (CAS)  is  at  the  core  of  the  Diploma  Programme.    Through  experiential  learning  CAS  offers  the  opportunity  to  develop  skills  of  communication,  collaboration,  ethics,  leadership,  creativity,  patience,  determination  and  so  much  more.  It  is  not  impossible  to  learn  these  in  a  classroom  but  it  is  much  easier,  and  they  will  hold  deeper  resonance,  when  learned  through  active  experimentation  on  real  world  problems,  in  a  real  world  setting.  

 

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The  three  strands  can  be  characterised  as  follows:  

• CREATIVITY  -­‐  arts  and  other  experiences  that  involve  creative  thinking  • ACTION  -­‐  physical  exertion  contributing  to  a  healthy  lifestyle,  complementing  

academic  work  elsewhere  in  the  IB  Diploma  Programme  • SERVICE  -­‐  an  unpaid  and  voluntary  exchange  that  has  a  learning  benefit  for  the  

student.  

Activities  carried  out  should  provide:  real,  purposeful  activities,  with  significant  outcomes  

• personal  challenge  -­‐  tasks  must  challenge  the  student  and  be  achievable  • thoughtful  consideration,  such  as  planning,  reviewing  progress  and  reporting  • reflection  on  outcomes  and  personal  learning.  

 CAS  should  be  both  challenging  &  enjoyable,  a  personal  journey  of  self-­‐discovery  that  will  be  different  for  each  student,  

 The  IB  Diploma  Programme  Subjects    Group  1  Studies  in  Language  and  Literature  

All  Language  A  courses  at  ISH  are  intended  for  students  who  have  studied  the  language  at  MYP  Language  A  level  or  equivalent.        

Language  A:  Language  and  Literature  is  offered  in  English,  Dutch,  Spanish,  French  and  German.  These  courses  aim  to  develop  in  students  an  understanding  of  how  language,  culture  and  context  determine  the  ways  in  which  meaning  is  constructed  in  texts.  Both  literary  and  non-­‐literary  texts  are  used  to  enable  students  to  develop  an  appreciation  of  the  nature,  power,  and  beauty  of  language  and  literature.  

Language  A:  Literature  is  offered  in  English  and  Dutch.  These  courses  aim  to  develop  in  students  an  understanding  of  techniques  involved  in  literary  criticism  and  an  ability  to  form  independent  literary  judgments.  Students  will  study  a  total  of  13  texts  at  Higher  Level  and  10  texts  at  Standard  Level.    

Language  A  Literature  HL  &  SL    The  Language  A:  Literature  course  is  intended  for  students  who  have  studied  the  language  of  the  course  at  the  level  of  MYP  Language  and  Literature  or  the  equivalent.  The  course  aims  to  develop  in  students  an  understanding  of  the  techniques  involved  in  literary  criticism  and  an  ability  to  form  independent  literary  judgments.  Students  will  study  a  total  of  13  texts  at  Higher  Level  and  11  texts  at  Standard  Level.    Course  Structure:    Part  1:  Works  in  translation     SL  2  works  HL  3  works  This  part  of  the  course  is  a  literary  study  of  works  in  translation,  based  on  close  reading  of  the  works  themselves.  Through  that  study  students  are  encouraged  to  appreciate  different  perspectives  of  people  from  other  cultures  and  to  consider  the  role  that  culture  plays  in  making  sense  of  literary  works.  

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Part  2:  Detailed  study       SL  2  works  HL  3  works  In  this  part  of  the  course,  the  focus  is  on  detailed  analysis  of  a  work,  both  in  terms  of  content  and  technique.  Each  work  studied  must  be  from  a  different  literary  genre  and  by  a  different  author.  At  HL  one  of  the  genres  must  be  poetry.    Part  3:  Literary  genres       SL  3  works    HL  4  works  In  Part  3,  a  group  of  works  selected  from  the  same  literary  genre  is  studied  in  depth.  Each  genre  has  recognisable  techniques  which  we  refer  to  as  literary  conventions  and  writers  use  these  conventions,  along  with  other  literary  features,  in  order  to  achieve  particular  artistic  ends.    Part  4:  Options         SL  3  works  HL  3  works    Option  1:  School  based  choice    All  works  are  freely  chosen  by  the  teacher.  This  option  provides  teachers  with  the  opportunity  to  choose  the  approach  that  best  suits  their  own  interests  and  backgrounds,  as  well  as  those  of  their  students.    Option  2:  The  Study  of  Prose  other  than  Fiction  leading  to  various  forms  of  student  writing    This  option  will  acquaint  students  with  various  forms  of  writing  which  fall  outside  the  realm  of  such  fictional  forms  as  novels  or  short  stories.  ’Prose  other  than  fiction’  may  include  travel  writing,  autobiography,  letters,  essays,  speeches,  or  more  contemporary  experiments  in  “creative  non-­‐fiction.”      Option  3:  New  textualities    This  option  provides  an  opportunity  for  students  to  study  rapidly  evolving  text  forms.  Examples  of  such  text  forms  are:  graphic  novels,  hyper-­‐text  narratives,  and  fan  fiction  which  blend  media  and  defy  easy  categorization.    Option  4:  Literature  and  film  In  this  option  the  three  works  at  the  centre  of  the  study  must  be  printed  works  and  the  study  will  focus  on  adaptation,  re-­‐mediation,  comparative  narrative  strategies,  or  skills  of  reading  and  viewing.  That  is,  it  is  not  a  media  study  unit.    Assessment  (Higher  level)  The  final  IBDP  grade  will  be  based  on  externally  assessed  work  (sent  to  the  IB)  and  internally  assessed  work  (assessed  by  the  teacher  and  moderated  by  the  IB).  The  breakdown  is  as  follows:    External  assessment                                                              Weighting     70%      Paper  1:  Literary  analysis:  unseen  commentary  (2  hours)       20%  Literary  analysis  of  one  unseen  text      Paper  2:  Essay  (2  hours)    An  essay  based  on  at  least  two  works  studied  in  part  3         25%    Written  assignment  A  reflective  statement  and  literary  essay  on  one  part  one  work     25%  Reflective  statement  300-­‐400  words  Essay  1200-­‐1500  words    Internal    assessment           Weighting         30%  Individual  oral  commentary  and  interview  (20  Minutes)       15%                    

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Formal  oral  commentary  on  poetry  with  subsequent  questions  (10  minutes)  followed  by  and  interview  based    on  one  of  the  other  works  (10  minutes)  Individual  oral  presentation  (10-­‐15  minutes)         15%    Internally  assessed  and  moderated    Assessment  (Standard  Level)  The  final  IBDP  grade  will  be  based  on  externally  assessed  work  (sent  to  the  IB)  and  internally  assessed  work  (assessed  by  the  teacher  and  moderated  by  the  IB).  The  breakdown  is  as  follows:      External  assessment                                                              Weighting         70%      Paper  1:  Literary  analysis:  unseen  commentary  (1½  hours)       20%  Literary  analysis  of  one  unseen  text  in  response  to  guided  questions.    Paper  2:  Essay  (1½  hours)    An  essay  based  on  at  least  two  works  studied  in  part  3         25%    Written  assignment  A  reflective  statement  and  literary  essay  on  one  part  one  work     25%  Reflective  statement  300-­‐400  words  Essay  1200-­‐1500  words    Internal    assessment           Weighting         30%  Individual  oral  commentary  (10  Minutes)                                                 15%                    Formal  oral  commentary  and  questions  Individual  oral  presentation  (10-­‐15  minutes)         15%  Internally  assessed  and  moderated  through  the  part  2  Internal  assessment  task.    

Language  A  Language  and  Literature  HL  &  SL  

Language  A:  Language  and  Literature  is  intended  for  students  who  have  studied  the  language  of  the  course  at  MYP  Language  and  Literature  level  or  equivalent.  The  course  is  divided  into  four  parts;  two  relate  to  the  study  of  language  and  two  to  the  study  of  literature.  The  course  aims  to  develop  in  students  an  understanding  of  how  language,  culture  and  context  determine  the  ways  in  which  meaning  is  constructed  in  texts.  Both  literary  and  non-­‐literary  texts  will  be  used  to  enable  students  to  develop  an  appreciation  of  the  nature,  power  and  beauty  of  language  and  literature.  

Part  1:  Language  in  cultural  context  

In  this  part  of  the  course  students  are  given  the  opportunity  to  explore  how  language  

develops  in  specific  cultural  contexts,  how  it  impacts  on  the  world,  and  how  language  shapes  both  individual  and  group  identity.  Students  studying  this  part  of  the  course  should  pay  particular  attention  to  the  role  of  language  in  relation  to  the  many  areas  involved  in  the  

construction  of  meaning  and  understanding  of  particular  issues  in  the  world.  

 

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Part  2:  Language  and  mass  communication  

In  part  2  students  consider  the  way  language  is  used  in  the  media.  Mass  media  include  newspapers,  magazines,  the  Internet  (for  example,  social  networking),  mobile  telephony,  radio  and  film.  This  section  also  addresses  the  issue  of  how  the  production  and  reception  of  

texts  is  influenced  by  the  medium  through  which  they  are  delivered.  

Part  3:  Literature—texts  and  contexts                               SL  2  works  HL  3  works  

Meaning  in  a  text  is  shaped  by  culture  and  by  the  contexts  of  the  circumstances  of  its  production.  It  is  also  shaped  by  what  the  reader  brings  to  it.  Literary  texts  are  not  created  in  a  vacuum,  but  are  influenced  by  social  context,  cultural  heritage  and  historical  change.  Through  the  close  reading  of  literary  texts,  students  are  able  to  consider  the  relationship  between  literature  and  issues  at  large,  such  as  gender,  power  and  identity.  Students  should  be  encouraged  to  consider  how  texts  build  upon  and  transform  the  inherited  literary  and  cultural  traditions.  The  compulsory  study  of  translated  texts  encourages  students  to  reflect  on  their  own  cultural  assumptions  through  an  examination  of  work  produced  in  other  languages  and  cultures.  

Part  4:  Literature—critical  study                                 SL  2  works  HL  3  works  

Close  reading  is  considered  to  be  a  core  skill  in  the  understanding  and  interpretation  of  literature.  By  looking  closely  at  the  detail  of  literary  texts,  students  develop  awareness  of  their  rich  complexities  and  the  intricacies  of  their  construction.    

Assessment  outline  –  SL  

Assessment  component               Weighting  

External  assessment  (3  hours)               70%  

Paper  1:  Textual  analysis  (1  hour  30  minutes)           25%  

The  paper  consists  of  two  unseen  texts.  

Students  write  an  analysis  of  one  of  these  texts  (20  marks)  

Paper  2:  Essay  (1  hour  30  minutes)             25%  

In  response  to  one  of  six  questions  students  choose  one  question  and  write  an  essay  based  on  both  of  the  literary  texts  studied  in  part  3.  The  questions  are  the  same  at  HL  but  the  assessment  criteria  are  different  (25  marks)  

Written  task                   20%  

Students  produce  at  least  three  written  tasks  based  on  material  studied  in  the  course.  Students  submit  one  written  task  for  external  assessment  (20  marks).  This  task  must  be  800–1,000  words  in  length  plus  a  rationale  of  200–300  words  

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

Each  task  must  be  800–1,000  words  in  length;  task  1  should  be  accompanied  by  a  rationale  of  200–300  words,  while  task  2  should  be  accompanied  by  a  short  outline.  

Internal  assessment                   30%    This  component  is  internally  assessed  by  the  teacher  and  externally  moderated  by  the  IB  at  the  end  of  the  course.  

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 Individual  oral  commentary                 15%    Students  comment  on  an  extract  from  a  literary  text  studied  in  part  4  of  the  course  (30  marks).  Students  are  given  two  guiding  questions.    Further  oral  activity                   15%    Students  complete  at  least  two  further  oral  activities,  one  based  on  part  1  and  one  based  on  part  2  of  the  course.    The  mark  of  one  further  oral  activity  is  submitted  for  final  assessment  (30  marks).  

 Group  2  Language  Acquisition    IB  DP  students  at  ISH  can  take  Language  B  courses  in  English,  Dutch,  Spanish,  French  and  German.  Learning  the  language  will  be  achieved  through  the  development  of  listening  skills,  reading  skills,  writing  skills  and  speaking  skills.  All  skills  will  be  practiced  through  a  variety  of  activities  in  oral  and  written  form.  The  course  aims  to  develop  intercultural  understanding  by  exposing  the  student  to  different  cultures  within  the  target  language.      Language  B  HL  &  SL   Languages  B  Higher/Standard  Level  (Dutch,  English,  French,  German,  Spanish)    Languages  B  courses  involve  the  target  language  taught  as  a  second  language  (a  Group  2  subject  on  the  IBDP  Curriculum  model)  and  are  intended  for  students  with  prior  experience  of  learning  this  language.      The   courses   give   students   the   possibility   of   reaching   a   high   degree   of   competence   in   an   additional  language  while  exploring  the  culture(s)  where  the  language  is  spoken.  The  courses  aim  to  develop  the  students’  linguistic  competence  and  intercultural  understanding.      There  is  a  common  syllabus  at  SL  and  HL  (with  literature  as  an  additional  component  of  the  HL  course).  The  differences  between  HL  and  SL  are  determined  by  the  assessment  objectives  and  details,  the  depth  and  breadth  of  syllabus  coverage,  and  literature  coverage.      The  course  comprises  5  topics.  Those  are  3  core  topics  and  2  options.        3  Core  Areas  of  Study      

•   communication  and  media  •   global  issues    •   social  relationships  •  

2  Optional  Areas  of  Study  chosen  from    

•   Cultural  diversity  •   Customs  and  traditions  •   Health  •   Leisure  •   Science  and  technology  

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All  topics  and  literature  will  be  studied  within  the  context  of  the  target  language.    Assessment  The   final   IBDP  grade   in   this   subject  will   be  based  on  both  externally   assessed  work  (sent  to  the  IB)  and  internally  assessed  work  (assessed  by  the  teacher  and  moderated  by  the  IB).  The  breakdown  is  indicated  for  each  level  in  the  two  tables  below:    Higher  Level  

Assessment  component   Weighting  

External  assessment   70%  

Paper  1  –  Receptive  skills  

(Text-­‐handling  exercises  on  five  written  texts)  

25%  

Paper  2  –  Written  productive  skills  

(Section  A:  One  written  task  from  a  choice  of  five;  Section  B:  Personal  response  to  a  stimulus  text)  

25%  

Written  Assignment  –  Receptive  and  written  productive  skills  

(Creative  writing  plus  a  rationale,  based  on  one  or  both  of  the  literary  texts  read)  

20%  

Internal  assessment   30%  

Individual  Oral      

(Student  presentation  and  discussion  with  the  teacher  based  on  a  visual  stimulus)  

20%  

Interactive  Oral  Activity  

(Classroom  communicative  activities)  

10%  

                                         

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Standard  Level  

Assessment  component   Weighting  

External  assessment   70%  

Paper  1  –  Receptive  skills  

(Text-­‐handling  exercises  on  four  written  texts)  

25%  

Paper  2  –  Written  productive  skills  

(One  writing  task  from  a  choice  of  five)  

25%  

Written  Assignment  –  Receptive  and  written  productive  skills  

(Inter-­‐textual  reading  followed  by  a  written  task  plus  a  rationale)  

20%  

Internal  assessment   30%  

Individual  Oral      

(Student  presentation  and  discussion  with  the  teacher  based  on  a  visual  stimulus)  

20%  

Interactive  Oral  Activity  

(Classroom  communicative  activities)  

10%  

 (Source:  IB  Diploma  Programme  Language  B  Guide.  First  examinations  2015.  IBO  2011;  Updated  2013)      Group  3  Individuals  and  Societies  Individuals  and  Societies  encompasses  a  broad  range  of  subjects.  In  our  Diploma  Programme  five  separate  subjects  are  offered  –  Business  &  Management,  Economics,  Geography,  History  and  Information  Technology  in  a  Global  Society  (ITGS).  Students  can  choose  whether  to  study  these  subjects  at  Higher  Level  or  Standard  Level  (ITGS  SL  only).  An  interdisciplinary  subject  with  science,  Environmental  Systems  and  Societies  (ESS)  can  be  studied  at  Standard  Level.  Although  each  of  these  courses  has  very  distinct  content,  they  involve  common  skills.    Each  subject  is  designed  to  foster  the  capacity  to  critically  analyse  and  evaluate  theories,  concepts  and  arguments  relating  to  the  nature  and  activities  of  individuals  and  societies.    Business  and  Management  HL  &  SL    Business  and  Management  is  a  rigorous  and  dynamic  discipline  that  studies  business  functions,  management  processes  and  decision-­‐making.  It  examines  how  business  decisions  are  influenced  by  factors  internal  and  external  to  an  organization  and  how,  in  turn,  they  influence  internal  and  external  stakeholders.  The  course  develops  students’  knowledge  and  understanding  of  business  management  theories,  as  well  as  their  ability  to  apply  a  range  of  tools  and  techniques.    Emphasis  is  placed  upon  strategic  decision-­‐making  and  the  operational  functions  of  human  resource  management,  finance  and  accounts,  marketing  and  operations  management.  Underpinning  the  subject,  students  examine  six  concepts  and  apply  their  knowledge  through  these.  Concepts  studied  are:  change,  culture,  ethics,  globalization,  innovation  and  strategy.    

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Aims  The  aims  of  the  business  &  management  course  at  Higher  Level  and  Standard  Level  are  to:    

• Encourage  a  holistic  view  of  the  world  of  business  • Empower  students  to  think  critically  and  strategically  about  individual  and  organizational  

behaviour  • Promote  the  importance  of  exploring  business  issues  from  different  cultural  perspectives  • Enable  the  student  to  appreciate  the  nature  and  significance  of  change  in  a  local,  regional  and  

global  context  • Promote  awareness  of  the  importance  of  environmental,  social  and  ethical  factors  in  the  

actions  of  individuals  and  organizations  • Develop  an  understanding  of  the  importance  of  innovation  in  a  business  environment  

 Syllabus  The  HL  course  differs  from  the  SL  course  in  terms  of  depth  and  breadth,  the  nature  of  the  internal  assessment  and  the  nature  of  the  examination  questions.    All  students  study  the  following  syllabus:    Unit  1:  Business  organisation  and  environment  Unit  2:  Human  resource  management  Unit  3:  Finance  and  accounts  Unit  4:  Marketing  Unit  5:  Operations  management    These  units  are  covered  in  a  variety  of  ways.  Contextualised  learning  is  critical  and  students  acquire  understanding  through  the  use  of  case  studies  and  research.  Students’  own  ability  to  carry  out  research  is  a  key  skill  for  success.    Assessment    

HL            Paper  1   35%   Students  answer  questions  based  on  a  on  a  pre-­‐issued  case  study  Paper  2   40%   Structured  questions  based  on  stimulus  material  plus  an  essay  based  

primarily  on  two  concepts  that  underpin  the  course  Internal    Assessment  

25%   Students  research  and  report  on  an  issue  facing  an  organization  or  a    decision  to  be  made  by  an  organization    

   

SL            Paper  1   35%   Students  answer  questions  based  on  a  on  a  pre-­‐issued  case  study  Paper  2   40%   Structured  questions  based  on  stimulus  material  plus  an  essay  based  

primarily  on  two  concepts  that  underpin  the  course  Internal    Assessment  

25%   Students  produce  a  written  commentary  based  on  three  to  five  supporting  documents  about  a  real  issue  or  problem  facing  a  particular  organization.    

 Prior  Learning  –  No  prior  knowledge  of  business  and  management  is  necessary  for  students,  however  a  familiarity  with  business  concepts  would  be  an  advantage,  as  would  completing  the  Business  and  Economics  course  in  the  IB  Middle  Years  Programme.      

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Economics  HL  &  SL    The  IB  Diploma  Programme  economics  course  emphasizes  the  economic  theories  of  microeconomics,  which  deal  with  economic  variables  affecting  individuals,  firms  and  markets,  and  the  economic  theories  of  macroeconomics,  which  deal  with  economic  variables  affecting  countries,  governments  and  societies.  These  economic  theories  are  not  to  be  studied  in  a  vacuum—rather,  they  are  to  be  applied  to  real-­‐worldissues.  Prominent  among  these  issues  are  fluctuations  in  economic  activity,  international  trade,  economic  development  and  environmental  sustainability.    The  economics  course  encourages  students  to  develop  international  perspectives,  fosters  a  concern  for  global  issues,  and  raises  students’  awareness  of  their  own  responsibilities  at  a  local,  national  and  international  level.  The  course  also  seeks  to  develop  values  and  attitudes  that  will  enable  students  to  achieve  a  degree  of  personal  commitment  in  trying  to  resolve  these  issues,  appreciating  our  shared  responsibility  as  citizens  of  an  increasingly  interdependent  world.    Aims  The  aims  of  the  economics  syllabuses  at  Higher  Level  and  Standard  Level  are  to:  

• Develop  disciplined  skills  of  economic  reasoning  • Develop  an  ability  to  apply  the  tools  of  economic  analysis  to  past  and  contemporary  situations  

and  data,  and  to  explain  the  findings  clearly  • Develop  an  understanding  of  how  individuals,  organisations,  societies  and  regions  organise  

themselves  in  the  pursuit  of  economic  objectives  • Develop  an  ability  to  evaluate  economic  theories,  concepts,  situations  and  data  in  a  way  which  

is  rational  and  unbiased  • Develop  international  perspectives  that  feature  a  respect  for  and  understanding  of  the  

interdependence  and  the  diversity  of  economic  realities  in  which  individuals,  organisations  and  societies  function.  

Assessment    Both  higher  level  and  standard  level  students  are  tested  in  a  variety  of  ways.  There  is  internal  assessment  (20%  of  the  total)  in  the  form  of  an  Economics  portfolio  in  which  students  will  write  a  commentary  on  current  economic  events.  External  assessment  will  take  place  in  exams  at  the  end  of  the  programme:    Higher  Level   Standard  Level  Paper  1:    Essay  paper   Paper  1:    Essay  paper  Paper  2:    Data  response  questions   Paper  2:    Data  response  questions  Paper  3:    Quantitative  techniques    

 

   For  both  levels  no  difficult  Mathematics  is  involved  apart  from  basic  algebra.  However  it  is  necessary  to  be  at  home  with  graphs  and  be  capable  of  rational  thinking  and  expressing  ideas  in  clear  English.  Students  will  need  to  be  able  to  use  data  in  a  written,  numerical  and  graphical  form.  IBDP  economics  is  a  start-­‐up  subject,  i.e.  the  course  assumes  no  prior  knowledge.      Students  of  economics  would  of  course  be  well  qualified  for  a  job  in  business  but  other  areas  that  might  be  considered  would  include  international  relations,  journalism  and  law.            

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Geography  HL  &  SL      The   Diploma   Programme   geography   course   integrates   both   physical   and   human   geography,   and  includes  elements  of  both  scientific  and  socio-­‐economic  methodologies.  The  course  helps  students  to  develop   an   appreciation   of,   and   a   respect   for   alternative   approaches   and   ideas.   The   approach   is  thematic  and  presents  opportunities  to  examine  major  issues  and  concerns  of  today.  Through  the  study  of  geography  the  students  develop  an  awareness  of  other  cultures  and  their  differences.  In  this  way  the  subject  helps  to  foster  international  understanding  and  respect  for  others.    At  university  level  the  study  of  geography  either  on  its  own  or  in  combination  with  physics,  chemistry,  biology   or   economics   will   offer   broad   career   opportunities.   A   geography   qualification   will   lead   to  careers   in   a  wide   range   of   fields   such   as:   atmospheric   science,   geology,   town   and   country   planning,  transport  management,  ecology,  recreational  management.    Having  studied  geography  at   IB   level  can  be  a  real  asset  for  any  study  to  be  taken  at  university  as  it  provides  student  with  a  good  knowledge  of  challenging  issues  and  a  variety  of  skills.      Aims    The  aims  of  the  geography  course  at  both  higher  and  standard  level  are  to  enable  students  to:  

• Encourage  the  systematic  and  critical  study  of:  human  experience  and  behaviour;  physical,  economic  and  social  environments;    

• 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  

• 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  

• Develop  an  understanding  of  the  interrelationships  between  people,  places,  spaces  and  the  environment  

• Develop  a  concern  for  human  welfare  and  the  quality  of  the  environment,  and  an  understanding  of  the  need  for  planning  and  sustainable  management  

• Appreciate  the  relevance  of  geography  in  analysing  contemporary  issues  and  challenges,  and  develop  a  global  perspective  of  diversity  and  change.  

Syllabus  The   core   syllabus   is   compulsory   for   both   standard   and   higher   levels.   The   core   syllabus   focuses   on  Patterns  and  Change,  this  includes  the  four  compulsory  topics:  

• Populations  in  transition  • Disparities  in  wealth  and  development  • Patterns  in  environmental  quality  and  sustainability  • Patterns  in  resource  consumption  

 Accompanying  the  core  is  a  series  of  options.  The  optional  themes  are  a  mixture  of  physical  and  human  geography.   For   standard   level   students   choose   two   options,   for   the   higher   level   three   options   are  chosen.  The  options  currently  taught  are:  B:   Oceans  and  their  coastal  margins  F:     The  Geography  of  Food  and  Health  G:   Urban  environments    The  higher  level  students  also  study  the  topic  of  Global  Interactions        

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Assessment  An   important  compulsory  component  of   the  course   is   the   internal  assessment.  This   is  an  assessment  based   on   fieldwork.   The   fieldwork   leads   to   a   written   report   (2,500   words)   based   on   a   fieldwork  question,  information  collection  and  analysis  with  evaluation.      Final  Assessment:       Higher  Level   Standard  Level  Paper  1  Core  theme   25%   40%  Paper  2  Options               35%   35%  Paper  3  Global  interactions     20%    Internal  assessment   20%  (2,500  words)   25%  (2,500  words)    History  HL  &  SL      Historical  knowledge  is  important  in  the  modern  world,  where  different  cultures  and  traditions  have  to  understand  one  another.  History  prepares  students  for  many  university  courses  and  careers   including  Law,  Politics  and  Journalism.  The  course  at  ISH  has  been  designed  to  ensure  it  is  a  world  history  course  and  that  social,  economic  and  political  aspects  are  studied.  History   students   are   always   encouraged   to   develop   and   express   their   own   opinions   both   in   class  discussions  and   in   their  writing.  Contemporary  historical   sources  are  also  used  regularly   in   lessons   to  develop  students’  evaluation  skills.      Syllabus  Core  topics  studied  by  both  Standard  and  Higher  Level  students    

• Peacemaking,  peacekeeping—international  relations  1918–36  Peace   Treaties   after   WW1,   League   of   Nations,   Japanese   invasion   of   Manchuria   and   Italian  invasion  of  Abyssinia.  

• Causes,  practices  and  effects  of  war  Students  will   study   the  causes,  practices  and  effects  of   the  First  and  Second  World  Wars  and  the  Russian  and  Chinese  Civil  Wars.    

• Origins  and  development  of  authoritarian  and  single-­‐party  states  Case   studies   are   Hitler’s   Germany   and   Mao’s   China.   Students   will   study   the   reasons   both  dictators  came  to  power  and  the  nature  of  their  regimes.      

 Higher  Level   candidates  are  also   required   to  complete   two   in-­‐depth  studies  of  European  history.  The  topics  studied  are:    

• The  unification  of  Italy  and  Germany  and  Bismarck's  Germany  • Imperial  Russia,  Russia  in  revolution  and  Lenin’s  Russia.  

 Both   Higher   and   Standard   Level   students   also   submit   an   internal   assessment,   which   is   an   in-­‐depth  investigation  on  an  historical  subject  chosen  by  the  student.    Throughout  the  course  the  historical  skills  being  developed  and  refined  are:    

• Demonstration  of  historical  understanding  through  the  acquisition,  selection  and  effective  use  of  knowledge.  

• Presentation  of  clear,  concise,  relevant  and  well-­‐substantiated  arguments  

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• Critical  evaluation,  interpretation  and  use  of  source  material  as  historical    evidence.  

• Identification  and  evaluation  of  different  approaches  to,  and  interpretations    of  historical  events    

   Assessment  Paper  1  =  Peacemaking,  peacekeeping—international  relations  1918–36.  Source  paper.  Paper  2  =  Causes,  practices  and  effects  of  war.  

           Origins  and  development  of  authoritarian  and  single-­‐party  states  Paper  3  =  Aspects  of  the  history  of  Europe  and  the  Middle  East       Higher  Level   Standard  Level  Paper  1   20%  (4  questions)   30%  (4  questions)  Paper  2   25%  (2  essays)   45%  (2  essays)  Paper  3   35%  (3  essays)    Internal  assessment   20%  (1500-­‐2000  words)   25%  (1500-­‐2000  words)        Information  Technology  in  a  Global  Society  SL  

The  IB  Diploma  Programme  Information  Technology  in  a  Global  Society  (ITGS)  course  is  the  study  and  evaluation  of  the  impacts  of  Information  Technology  (IT)  on  individuals  and  society.  It  explores  the  advantages  and  disadvantages  of  the  access  and  use  of  digitized  information  at  the  local  and  global  level.  ITGS  provides  a  framework  for  the  student  to  make  informed  judgments  and  decisions  about  the  use  of  IT  within  social  contexts.  

During  the  course  students  cover  the  following  IT  systems:  hardware,  software,  networks,  Internet,  personal  and  public  communications,  multimedia/digital  media,  databases,  spreadsheets,  modelling  and  simulations.  

The  students  also  apply  new  IT  developments  to  the  following  scenarios:  business  and  employment,  education  and  training,  environment,  health,  home  and  leisure,  politics  and  government.  

As  part  of  the  course  the  students  need  to  complete  an  ITGS  project  for  Internal  Assessment.  The  requirement  of  the  project  is  to  develop  an  original  IT  solution  to  a  real  problem  for  a  real-­‐life  client.  Common  projects  are  IT  solutions  such  as  websites,  apps,  databases  and  videos.    ITGS  is  part  of  Group  3  Individuals  and  Societies.    

Assessment  SL   Weighting  

External  Assessment:  Paper  1:  Syllabus  Content:  Core  (1  hour  45  minutes)  

40%  

External  Assessment:  Paper  2:  Syllabus  Content:  Core  (1  hour  15  minutes)  

30%  

Internal  Assessment:  ITGS  Project  (30  hours)   30%  

 

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Note:  The  main  difference  between  ITGS  (Group  3)  and  Computer  Science  (Group  4)  relates  to  the  focus  of  study.  ITGS  is  about  how  people  are  affected  by  systems  already  in  use  and  those  planned  for  the  future.  Computer  Science  looks  first  at  the  technology  and  then  later  at  its  interaction  with  those  affected  by  it.  

(Source:  IB  DP  Information  Technology  in  a  Global  Society  Guide  -­‐  First  Examinations  2012).      Group  4  Sciences    ISH  offers  Physics,  Chemistry,  Biology,  and  Environmental  Systems  and  Societies  (ESS)  as  Group  4  subjects.  A  common  curriculum  model  applies  to  all  the  Sciences.  This  model  offers  a  parallel  structure  at  both  Higher  and  Standard  Level,  whereby  a  core  of  material  is  studied,  together  with  option  topics.  Through  studying  any  of  the  Group  4  subjects,  students  should  become  aware  of  how  scientists  work  and  communicate  with  each  other.  While  the  “scientific  method”  may  take  on  a  wide  variety  of  forms,  it  is  the  emphasis  on  a  practical  approach  through  experimental  work  that  distinguishes  the  Group  4  subjects.    As  of  September  2015  we  are  introducing  two  new  Group  4  subjects.  These  are  Computer  Science  at  Higher  and  Standard  Level  and  Design  Technology  at  Standard  Level.  The  IB  has  chosen  to  put  these  subjects  in  Group  4  because  they  regard  them  as  experimental  sciences.    Through  studying  any  of  the  group  4  subjects,  students  should  become  aware  of  how  scientists  work  and  communicate  with  each  other.  While  the  “scientific  method”  may  take  on  a  wide  variety  of  forms,  it  is  the  emphasis  on  a  practical  approach  through  experimental  work  that  distinguishes  the  group  4  subjects  from  other  disciplines  and  characterizes  each  of  the  subjects  within  group  4  (IB  Diploma  Programme  Guide:  Chemistry,  2014).    Students  spend  at  least  25%  of  teaching  time  following  an  internally  assessed  scheme  of  practical  investigative  work,  related  to  all  aspects  of  the  programme.  There  is  also  an  interdisciplinary  Science  project  that  allows  students  to  appreciate  the  environmental,  social  and  ethical  implications  of  science  and  mirrors  the  work  of  real  scientists.  The  emphasis  of  this  project  is  on  the  processes  involved  in  scientific  investigation  rather  than  the  products  of  such  investigations  (Science  across  the  IB  continuum,  2011).    IBDP  Sciences  provide  students  with  knowledge  and  understanding  to  become  confident  citizens  in  a  technological  world  and  encourages  the  development  of  an  appreciation  of  the  scientific  contributions  of  people  from  different  cultures  and  backgrounds.      Group  4  students  at  standard  level  (SL)  and  higher  level  (HL)  undertake  a  common  core  syllabus,  a  common  internal  assessment  (IA)  scheme  and  have  some  overlapping  elements  in  the  option  studied.  While  the  skills  and  activities  of  group  4  science  subjects  are  common  to  students  at  both  SL  and  HL,  students  at  HL  are  required  to  study  some  topics  in  greater  depth,  in  the  additional  higher  level  (AHL)  material  and  in  the  common  options.  The  distinction  between  SL  and  HL  is  one  of  breadth  and  depth  (IB  Diploma  Programme  Guide:  Chemistry,  2014).    To  follow  the  DP  programme  for  Sciences  at  higher  level,  students  need  to  achieve  a  5  in  the  IB-­‐MYP  corresponding  science,  with  Higher  level  Physics  also  requiring  a  5  in  IB-­‐MYP  Maths.        

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Biology  HL  &  SL    Although  biologists  have  accumulated  huge  amounts  of  information  about  living  organisms  the  aim  of  the  course  is  not  to  simply  teach  the  students  a  large  numbers  of  seemingly  unrelated  facts.  In  Diploma  Programme  Biology,  it  is  hoped  that  students  will  acquire  a  body  of  facts  and  at  the  same  time  develop  a  broad,  general  understanding  of  the  principles  of  the  subject.    The  Diploma  Programme  Biology  courses  at  standard  level  (SL)  and  higher  level  (HL)  have  four  basic  biological  concepts:  Structure  and  Function,  Universality  Versus  Diversity,  Equilibrium  Within  Systems  and  Evolution,  that  run  throughout  both  courses.  (IB  Diploma  Programme  Guide:  Biology,  2007)  Biology  is  an  excellent  course  for  all  students,  both  for  those  continuing  their  career  in  Science,  (such  as  forestry,  agricultural  sciences,  environmental  sciences,  microbiology,  biochemistry,  health  related  studies  like  medicine,  dentistry,  veterinary  sciences,  nursing,  physiotherapy,  biophysical  sciences)  as  well  as  those  with  other  career  options.      Assessment  outline  SL  Component   Overall    

weighting  (%)  Approximate  weighting  of  objectives  (%)   Duration    

(hours)  1+2   3  Paper  1   20   10   10   ¾  Paper  2   40   20   20   1¼  Paper  3   20   10   10   1  Internal  assessment   20   Covers  objectives  1,  2,  3  and  4   10    Assessment  outline  HL  Component   Overall    

weighting  (%)  Approximate  weighting  of  objectives  (%)   Duration    

(hours)  1+2   3  Paper  1   20   10   10   1  Paper  2   36   18   18   2¼  Paper  3   24   12   12   1¼  Internal  assessment   20   Covers  objectives  1,  2,  3  and  4   10    Chemistry  HL  &  SL    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.    (IB  Diploma  Programme  Guide:  Chemistry  2014)    Assessment  outline  SL  Component   Overall    

weighting  (%)  Approximate  weighting  of  objectives  (%)   Duration    

(hours)  1+2   3  Paper  1   20   10   10   ¾  Paper  2   40   20   20   1¼  Paper  3   20   10   10   1  Internal  assessment   20   Covers  objectives  1,  2,  3  and  4   10      

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Assessment  outline  HL  Component   Overall    

weighting  (%)  Approximate  weighting  of  objectives  (%)   Duration    

(hours)  1+2   3  Paper  1   20   10   10   1  Paper  2   36   18   18   2¼  Paper  3   24   12   12   1¼  Internal  assessment   20   Covers  objectives  1,  2,  3  and  4   10    Physics  HL  &  SL    Physics  is  the  most  fundamental  of  the  experimental  sciences  as  it  seeks  to  explain  the  universe  itself,  from  the  very  smallest  particles—quarks  (perhaps  10-­‐17  m  in  size)  which  may  be  truly  fundamental—  to  the  vast  distances  between  galaxies  (1024  m).      The  Diploma  Programme  physics  course  allows  students  to  develop  traditional  practical  skills  and  techniques  and  increase  facility  in  the  use  of  mathematics,  which  is  the  language  of  physics.  Especially  Physics  HL  require  advanced  understanding  of  Mathematics  as  offered  by  Mathematics  SL.  Physics  also  allows  students  to  develop  interpersonal  skills,  and  information  and  communication  technology  skills  which  are  essential  in  modern  scientific  endeavor  and  are  important  life-­‐enhancing,  transferable  skills  in  their  own  right.  (IB  Diploma  Programme  Guide:  Physics  2007)  Good  qualifications  in  IBDP  Physics  are  needed  for  entry  into  universities  that  offer  courses  such  as  physics,  engineering,  medicine,  dentistry  and  even  diverse  subjects  such  as  management.    Assessment  outline  SL  Component   Overall    

weighting  (%)  Approximate  weighting  of  objectives  (%)   Duration    

(hours)  1+2   3  Paper  1   20   10   10   ¾  Paper  2   40   20   20   1¼  Paper  3   20   10   10   1  Internal  assessment   20   Covers  objectives  1,  2,  3  and  4   10    Assessment  outline  HL  Component   Overall    

weighting  (%)  Approximate  weighting  of  objectives  (%)   Duration    

(hours)  1+2   3  Paper  1   20   10   10   1  Paper  2   36   18   18   2¼  Paper  3   24   12   12   1¼  Internal  assessment   20   Covers  objectives  1,  2,  3  and  4   10    Environmental  Systems  and  Societies  SL:  a  transdisciplinary  subject  (Groups  3  and  4)    The   prime   intent   of   this   course   is   to   provide   students   with   a   coherent   perspective   of   the  interrelationships  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  is  constantly  drawn  to  their  own  relationship  with  their  environment  and   the   significance   of   choices   and   decisions   that   they   make   in   their   own   lives.   It   is   intended   that  students  develop  a  sound  understanding  of  the  interrelationships  between  environmental  systems  and  societies,  rather  than  a  purely  journalistic  appreciation  of  environmental  issues.      

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They   should   recognize   the   many   possible   solutions   to   environmental   problems   that   are   within  humanity’s   capabilities   and   that   make   a   sustainable   future   possible.   The   teaching   approach   is  conducive  to  students  evaluating  the  scientific,  ethical  and  socio-­‐political  aspects  of  issues.    The   course   is   highly   demanding   and   combines   Science   and   Humanities,   therefore   making   sound  knowledge  of  both  fields  crucial.      Assessment  component   Weighting  External  assessment  (written  papers,  3  hours)  Paper  1—1  hour  45  marks  

80%  30%  

Paper  2—2  hours  65  marks  

50%  

Internal  assessment—30  hours  42  marks  

20%  

 Note:   The   environmental   systems   and   societies   course   is   only   offered   at   SL.   There   is   no   HL   option  available.    Computer  Science  HL  &  SL  

Computer  science  requires  an  understanding  of  the  fundamental  concepts  of  computational  thinking  as  well  as  knowledge  of  how  computers  and  other  digital  devices  operate.  

The  Diploma  Programme  computer  science  course  is  engaging,  accessible,  inspiring  and  rigorous.  It  has  the  following  characteristics.  

• draws  on  a  wide  spectrum  of  knowledge  • enables  and  empowers  innovation,  exploration  and  the  acquisition  of  further  

knowledge  • interacts  with  and  influences  cultures,  society  and  how  individuals  and  societies  

behave    

• raises  ethical  issues  • is  underpinned  by  computational  thinking.  

Computational  thinking  involves  the  ability  to:  

• think  procedurally,  logically,  concurrently,  abstractly,  recursively  and  think  ahead  

• utilize  an  experimental  and  inquiry-­‐based  approach  to  problem-­‐solving  • develop  algorithms  and  express  them  clearly  • appreciate  how  theoretical  and  practical  limitations  affect  the  extent  to  which  

problems  can  be  solved  computationally.  

During  the  course  the  student  will  develop  computational  solutions.  This  will  involve  the  ability  to:  

• identify  a  problem  or  unanswered  question  • design,  prototype  and  test  a  proposed  solution  • liaise  with  clients  to  evaluate  the  success  of  the  proposed  solution  and  make  

recommendations  for  future  developments.  

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Diploma  Programme  computer  science  students  should  become  aware  of  how  computer  scientists  work  and  communicate  with  each  other  and  with  other  stakeholders  in  the  successful  development  and  implementation  of  IT  solutions.  

DP  Computer  Science  may  be  offered  at  both  Higher  Level  (HL)  and  Standard  Level  (SL)  and  is  a  Group  4  (Sciences)  subject.  

It  covers  concepts  of  computational  thinking  as  well  as  knowledge  of  how  computers  and  other  digital  devices  operate.  Computer  Science  covers  these  core  topics:  

• System  fundamentals;    • Computer  organization;    • Networks;    • Computational  thinking,  problem-­‐solving  and  programming.    • Abstract  data  structures  (HL  only)  • Resource  management  (HL  only)  • Control  (HL  only)  

 

Assessment  SL   Weighting  

External  Assessment:  Paper  1:  Syllabus  Content:  Core  (1  hour  30  minutes)   45%  

External  Assessment:  Paper  2:  Syllabus  Content:  Option  (1  hour)   25%  

Internal  Assessment:  Development  of  a  computational  solution  (30  hours)   ~  25%  

Internal  Assessment:  Group  4  Project  (10  hours)   ~  5%  

 

Assessment  HL   Weighting  

External  Assessment:  Paper  1:  Syllabus  Content:  Core  (2  hours  10  minutes)   40%  

External  Assessment:  Paper  2:  Syllabus  Content:  Option  (1  hour  20  minutes)   20%  

External  Assessment:  Paper  3:  Syllabus  Content:  Case-­‐study  (1  hour)   20%  

Internal  Assessment:  Development  of  a  computational  solution  (30  hours)   ~  17%  

Internal  Assessment:  Group  4  Project  (10  hours)   ~  3%  

 (Source:  IB  DP  Computer  Science  -­‐  First  Examinations  2014).    Design  Technology  SL  Diploma  Programme  design  technology  aims  to  develop  internationally  minded  people  whose  enhanced  understanding  of  design  and  the  technological  world  can  facilitate  our  shared  guardianship  of  the  planet  and  create  a  better  world.  

The  DP  Design  Technology  course  is  part  of  Group  4  Sciences  and  it  will  be  offered  at  Standard  Level  -­‐  SL.  Inquiry  and  problem-­‐solving  are  at  the  heart  of  the  subject.  Diploma  

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Programme  design  technology  requires  the  use  of  the  design  cycle  as  a  tool,  used  to  structure  the  inquiry  and  analysis  of  problems,  the  development  of  feasible  solutions,  and  the  testing  and  evaluation  of  the  solution.  In  Diploma  Programme  Design  Technology,  a  solution  can  be  defined  as  a  model,  prototype,  product  or  system  that  students  have  developed  independently.                                                                                                              This  course  provides  the    students  with  the  opportunity  for  hands-­‐on  experimentation,  they  are  carrying  out  some  of  the  same  processes  that  designers  undertake.    The  course  has  a  balance  between  theory  and  practical  tasks  with  150  hours  of  lesson  time.  60  hours  will  be  spent  on  practical  tasks  using  our  brand  new  CAD/CAM  facilities.  Computer  Aided  Design  and  Manufacture  we  will  be  our  focus,  when  exploring  a  variety  of  techniques  using  laser  cutting  and  3D  printing.      Topics  to  be  studied  :  

• Human  factors  and  ergonomics  • Resource  management  and  sustainable  production  • Modelling  • Raw  material  to  final  product  • Innovation  and  design  • Classic  design  

 

Assessment  SL   Weighting  

External  Assessment:    

Multiple  Choice  Paper  1  -­‐    Syllabus  Content:  Core  (1  hour  30  minutes)  

30%  

External  Assessment:    

Paper  2:  Syllabus  Content:  Option  (1  hour)  

30%  

Internal  Assessment:    

Design  Project  (30  hours)  +  Teacher  directed  Practical  Tasks  (10  hours)  

35%  

Internal  Assessment:  Group  4  Project  (10  hours)   5%  

(Source:  IB  DP  Design  Technology  Guide  -­‐  First  assessment  2016  )    

 Group  5  Mathematics    At  ISH  we  offer  three  courses  in  Mathematics:  Mathematical  Studies  SL,  Mathematics  SL,  and  Mathematics  HL.  Mathematical  Studies  SL  is  designed  for  students  who  do  not  anticipate  a  need  for  mathematics  in  their  future  studies.  Mathematics  SL  is  designed  for  students  who  will  need  a  sound  mathematical  background  as  they  prepare  for  future  studies  in  subjects  such  as  chemistry,  economics,  psychology  and  business  administration.  The  Mathematics  HL  programme  is  designed  for  students  who  have  a  very  good  aptitude  for  and  a  strong  interest  in  mathematics.  Some  universities,  particularly  those  in  Europe,  require  Mathematics  HL  for  study  of  engineering  and  physics.          

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Mathematical  Studies  SL  (Maths  Studies)    Mathematical   Studies   is   designed   for   students   who   do   not   anticipate   a   need   for  mathematics  in  their  future  studies.    A   basic   knowledge   of   arithmetic,   algebra   and   geometry   is   expected   and   necessary   for  success   in   this   course,   which   emphasises   applications   of   Mathematics   to   real   world  situations  and  questions.   In  order  to  enrol   in  Mathematical  studies,  the  student  must  have  demonstrated  evidence  of  such  preparation   in  their  MYP  work  or   (for  students  new  to  the  school),  on  the  department  placement  test.    Through   the   introduction   to   some   mathematical   theory   students   begin   to   see   the  relationships   between   various   branches   of   Mathematics,   giving   them   the   opportunity   to  appreciate  the  subject  as  a  logical  whole  with  its  underlying  patterns  and  relationships.    Each  student  is  required  to  complete  a  project,  an  extended  piece  of  independent  research,  begun   in  Year  12  and  completed   in  Year  13.  Students  are  encouraged  to  choose  a  topic  of  personal  interest  that  lends  itself  to  mathematical  investigation  and  analysis.  Previous  topics  have   included   architecture,   travel,   basketball   and   music.   The   teacher   acts   as   advisor   and  supervisor;  the  teacher  also  ensures  that  the  work  is  independent  and  original.    Topics  studied  in  this  programme  include:  Number  and  algebra,  Descriptive  statistics,  Logic  sets  and  probability,  Geometry  and  trigonometry  and  functions.    The  use  of   the  Graphic  Display  Calculator   is   allowed   in  all   the  exam  papers.   The   following  parts  compose  the  final  IB  diploma  grade:    Paper  1     40%   15  Short  questions       1  h  30  min   90  Marks  Paper  2     40%   6  Extended  questions       1  h  30  min   90  Marks  Project     20%                 20  Marks    Mathematic  SL  (Maths  Standard)    Mathematics  SL  is  designed  for  students  who  will  need  a  sound  mathematical  background  as  they  prepare  for  future  studies  in  subjects  as  chemistry,  economics,  psychology  and  business  administration.    This   course   requires   students   to   possess   a   good   level   of   preparation   in   all   theoretical  mathematics   topics,   in  particular   algebra,   functions   and   trigonometry.   In  order   to  enrol   in  Mathematics  SL,  the  student  must  have  demonstrated  evidence  of  such  preparation  in  their  MYP   work   or   (for   students   new   to   the   school),   on   the   department   placement   test.   In  addition,  students  must  have  demonstrated  a  capacity  for  hard  work  and  solid  commitment  to  their  studies.    The  emphasis   in   the  programme   is  on  application  of  mathematical   techniques.  The  course  moves   at   a   fast   pace,   which   means   that   students   who   select   this   course   without   the  necessary  solid  preparation  will   find   that   they  do  not  have  sufficient   time  to  keep  up  with  the  material  and  may  be  in  danger  of  failing  the  course.          

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Each  student  is  required  to  present  one  Mathematical  Exploration,  which  is  an  original  and  independent  piece  of  written  work  that  involves  investigating  an  area  of  mathematics    Topics  studied   in  this  programme  include:  Algebra,  Functions  and  equations,  trigonometry,  vectors,  statistics  and  probability  and  differential  and  integral  calculus.    The  use  of  the  Graphic  Display  Calculator  is  not  allowed  in  all  the  exam  papers.  The  following  parts  compose  the  final  IB  diploma  grade:    Paper  1     40%   (Calculator  Free)     1  h  30  min   90  Marks  

Section  A       Short  questions                 Section  B     Extended  questions    Paper  2     40%   (Calculator  Required)     1  h  30  min   90  Marks             Section  A       Short  questions               Section  B       Extended  questions        Mathematical  Exploration   20%             20  Marks    Mathematics  HL  (Maths  Higher)    The  Higher  level  programme  is  designed  for  students  who  have  a  very  good  aptitude  for  and  a   strong   interest   in   Mathematics.   Some   universities,   particularly   those   in   Europe,   require  Maths  Higher  level  for  study  of  Mathematics,  Engineering,  Physics  and  similar  programs.    The  abstract  nature  of  the  subject,  as  well  as  the  amount  of  work   involved,  must  be  taken  into   consideration  when  making   the   choice   of   to   take  Maths   Higher.   The   course   requires  students  to  possess  an  excellent  level  of  preparation  in  all  theoretical  mathematics  topics,  in  particular   algebra,   functions,   trigonometry   and   a   high   level   of  mathematical   aptitude   and  giftedness.  In  order  to  enrol  in  Maths  Higher,  the  student  must  have  demonstrated  evidence  of  this  excellent  preparation   in  their  MYP  work  or  (for  students  new  to  the  school),  on  the  department   placement   test.   In   addition,   students  must   have   demonstrated   a   capacity   for  hard  work  and  solid  commitment  to  their  studies.    Maths  Higher  encourages  students  to  question  their  existing  mathematical  assumptions;  to  investigate  topics  in  modern  Mathematics;  and  to  learn  to  reason  and  justify  their  results.  In  addition,   students   acquire   a   vast   new   set   of  mathematical   skills.   The   IBDP   examination   in  Maths  Higher   is  designed  to  test  the  analytical  skill  of  the  student  as  well  as  knowledge  of  mathematical  concepts.   In  order   to  develop  analytical   thinking,   teamwork  and  a  pursuit  of  excellence   in   Mathematics,   the   Mathematics   Department   offers   training   for   various  international  competitions  to  students  who  wish  to  participate.    Each  student  is  required  to  present  one  Mathematical  Exploration,  which  is  an  original  and  independent  piece  of  written  work  that  involves  investigating  an  area  of  mathematics.    Topics  studied   in  this  programme  include:  Algebra,  Functions  and  equations,  trigonometry,  vectors,  statistics  and  probability,  differential  and  integral  calculus  and  one  option  topic.    The  use  of  the  Graphic  Display  Calculator  is  not  allowed  in  all  the  exam  papers.  The  following  parts  compose  the  final  IB  diploma  grade:      

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Paper  1     40%   (Calculator  Free)     1  h  30  min   90  Marks                 Section  A     Short  questions                     Section  B    Extended  questions      Paper  2     40%   (Calculator  Required)     1  h  30  min   90  Marks                 Section  A     Short  questions                 Section  B     Extended   questions          Paper  3     20%   (Calculator  Required)     1  h     60  Marks    Mathematical  Exploration   20%           20  Marks      Use  of  Technology    A   graphics   calculator   is   required   for   each   IBDP   Mathematics   course.   Such   a   calculator   is  essential  for  following  the  lessons,  completing  the  assignments  and  performing  well  on  tests  and   exams.   The   graphics   calculator   used   at   the   ISH   is   selected   at   the   beginning   of   each  school   year   by   the   Mathematics   department.   The   model   that   we   use   at   the   ISH   for   the  school  year  2015-­‐2016  is  the  Texas  Instruments  TI-­‐84,  TI-­‐84  plus  or  TI  Inspire  XC  the  student  version   Graphic   Calculator.   It   is   important   that   each   student   has   the   ISH   model   graphical  calculator   (and   not   some   other   model   calculator)   so   he   or   she   can   follow   the   lessons.  Therefore,   the   students   are   strongly   advised   to   purchase   a   calculator   through   a   local  bookstore  or  electronic  shop  before  the  start  of  the  lessons.      

Group  6  The  Arts    ISH  offers  courses  in  Visual  Arts,  Music,  and  Theatre.  The  IB  DP  Visual  Arts  course  aims  to  develop  both  technical  skills  and  critical  art  appreciation.  The  studio  work  accounts  for  the  major  proportion  of  the  final  grade.  The  IB  DP  Music  programme  is  designed  to  promote  greater  awareness  and  understanding  of  both  the  power  and  variety  of  musical  experiences.  Students  are  exposed  to  a  broad  spectrum  of  music  ranging  from  Western  music,  from  many  periods  and  styles,  to  world  music.  Through  the  DP  Theatre  course  students  develop  their  skills  as  actors,  directors,  designers,  theorists  and  practitioners.    A  variety  of  theatrical  practices  from  different  eras  and  places  are  studied,  and  students  have  the  opportunity  to  pursue  areas  of  specific  interest.    Visual  Arts  HL  &  SL  Visual  Arts  is  offered  at  both  Standard  and  Higher  level  in  the  IB  Diploma  Programme  at  ISH.      The  Visual  Arts  course    The   IBDP   Visual   Art   course   aims   to   develop   creative   thinking,   technical   skills   and   critical   art  appreciation.   The   course   is   comprised   of   theoretical   practice,   art-­‐making   practice   and   curatorial  practice.  Students  are  encouraged  to  consider  works  of  artists  from  a  variety  of  cultures  and  consider  how  these  contexts  influence  art-­‐making  and  inform  how  meaning  and  significance  is  communicated  to  an   audience.   Students   identify   the   techniques   and   concepts   used   by   artists   when   making   art   and  consider   how   the   role   of   forms,   media,   processes   and   techniques   in   realising   artistic   intentions.  Students   are   required   to   view   artworks  within   exhibitions   and   consider   how   curatorial   interventions  can   also   contribute   to   the   ways   works   are   perceived.   During   the   course,   students   not   only   learn   to  

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make  personally   relevant   art  works   but   also   learn   to   place   their   art   in   a   broader   social,   cultural   and  historical  context.  Source:  ibo.org    The   first   year   of   the   course   provides   a   foundation   from   which   students   continue   on   to   an   area   of  specialisation   in   the   second   year.   At   the   start   of   the   first   year   of   the   course,   students   go   on   a  compulsory   field   trip   organized   by   the   department.   The   activities   during   this   trip   include   visits   to   a  variety   of   renowned   contemporary   art   museums   in   and   outside   of   The   Netherlands.   This   trip   is   a  valuable  opportunity  for  students  to  experience  art  in  a  museum  context.  During  the  course,  students  not  only  learn  to  make  personally  relevant  art  works  but  also  learn  to  place  their  art  in  a  broader  social,  cultural  and  historical  context.    During   but   also   outside   the   art   lessons   students   are   encouraged   to   explore   and   challenge   the  traditional   conventions   of   creative   practice   but   also   familiarise   themselves  with  more   contemporary  forms  of  art.   Through   instruction  and  guidance   from   their   teacher,   students  develop   their  own  goals  and  strategies.  

 

Assessment  Standard  and  Higher  Level   Weighting  

External  Assessment  Part  1:  Comparative  Study    

The  Comparative  Study  is  researching  and  analysing  artworks  by  different  artists.  

20%  

External  Assessment  Part  2:  Process  Portfolio  

The  Process  Portfolio  is  art  book  pages  and/or  digital  documents  which  evidence  the  art  making  process;  experimentation,  exploration,  manipulation  and  refinement  of  a  variety  of  activities.  

40%  

Internal  Assessment  Part  3:  Exhibition                                                                                      

Curated  by  the  student  

The  Exhibition  is  a  selection  of  completed  artworks  that  show  understanding  of  the  use  of  materials,  ideas  and  practices  appropriate  to  visual  communication.  

40%  

 Classroom  Objectives  The   Art   Department   offers   a   broad   range   of   experiences   in   two-­‐dimensional,   three-­‐dimensional   and  digital  media.  Idea  generation  is  foremost  followed  by  choice  of  media  (e.g.  painting,  print  making:  2D  and   3D,   ceramics,   photography,   etc.).   The   programme   requires   a   high   level   of   individual   and   group  participation.   Punctuality   and   attendance   are   looked   upon   as   key   elements   towards   the   successful  completion  of  this  course.    Career  Relevance  ISH   students   go   on   to   study   Art   and   Design   at   colleges   all   over   the   world   and   a   strong   Visual   Art  portfolio  is  an  advantage  when  applying  to  these  studies.  Possible  careers  for  students  with  a  Visual  Art  qualification   include:   interior   design,   graphic   design,   web   design,   advertising,   fine   art,   publishing,  fashion,  photography,  architecture,  film,  television,  video  and  industrial  design,  as  well  as  many  other  related  professions.      

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Examination  At  the  end  of  the  IBDP  course,  Visual  Art  students  present  their  art  work   in  an  exhibition,  which  they  organise   and   curate   themselves.   This   exhibition   is   internally   assessed.   The   other   components,   the  comparative   study   and   the  process   journal   are   externally   assessed.   Students  will   need   to  digitalise   a  selection  of  their  process  journal.    Music  HL  &  SL  Music  is  offered  at  both  Standard  and  Higher  level  in  the  IB  Diploma  Programme  at  ISH.    Music   is  a  significant  force   in  the   lives  of  most   if  not  all  young  people.  The   IBDP  Music  programme  is  designed  to  promote  greater  awareness  and  understanding  of  both  the  power  and  variety  of  musical  experiences   for:   a)   those   who   have   a   general   interest,   and   b)   those   intending   to   continue   further  education  in  music.  Candidates  are  exposed  to  a  broad  spectrum  of  music,  ranging  from  western  music  from  many  periods  and  styles  to  world  music.  At  both  Higher  and  Standard  levels,  creative  practical  aspects  of  musical  experience  are  balanced  with  the  theoretical.  For  the  Composition  and  Performance  components  of  the  programme,  candidates  may  include  any  style,  from  electro-­‐acoustic  and  computer  music  to  jazz,  to  rhythm  and  blues,  to  ethnic,  to  contemporary   art   music,   to   traditional   repertoire   of   the   Western   concert   hall.   The   structure   of   the  programme  and  weighting  of  the  assessment  reflect  the  fine  balance  between  emphases  on  theoretical  study  and  creative  flexibility.    

Assessment  Standard  and  Higher  Level   Weighting  

Performing   25%  

Composing   25%  

 Listening   25%  

Musical  Investigation   25%    Performing  and  composing  sections  can  be  classical,  rock,  world  music,  etc.  Listening  questions  can  be  based  on  in-­‐depth  knowledge  of  a  limited  selection  of  styles,  or  a  superficial  knowledge  of  many  styles.    • promote   the   acquisition   of   knowledge   and   understanding   of   music   from   a   variety   of   cultural,  

historical  and  stylistic  perspectives;  • develop  appropriate  abilities  and  skills  in  critical  understanding,  listening  and  identification,  and  in  

making  music  through  composing,  improvising  and  performing;  • develop  informed  response  to  a  variety  of  aspects  of  musical  sound,  including  scientific  as  well  as  

purely  musical  ways  of  describing  these  aspects;  • develop  an  historical  perspective  of  the  continuity  and  change  occurring  in  Western  music    • develop  understanding  of  the  diverse  nature  of  music  making  in  the  20th  century  • develop   awareness   and   some  understanding   of   the  music   of   cultures   other   than   the   candidate's  

own  • encourage  cooperation  with   fellow  students  and  others   through  conducting  and  directing  and/or  

performance  with  ensembles  • develop  at  Higher  Level  the  necessary  standards  of  attainment,  which  would  allow  further  formal  

study  of  the  art  and  science  of  music  in  higher  education.            

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Objectives    Having  followed  the  International  Baccalaureate  Music  course,  students  will  be  expected  to:  • be  able  to  comment  on  stylistic  and  technical  aspects  of  a  selected  range  of  music  chosen  from  

Western  and  world  cultures;  • demonstrate  a  theoretical  and  practical  knowledge  of  the  basic  rudiments  and  acoustics  of  music;  • demonstrate,  in  performance  and/or  composition,  signs  of  creativity,  imagination  and  originality;  • show,  in  performance,  technical  competence  and  control  of  musical  elements;  • show,  in  composition,  a  coherence  of  structure  and  stylistic  unity  in  an  appropriate  medium;  • demonstrate,  in  performance,  interpretation  and  stylistic  competence;  • show  an  understanding  of  the  aesthetic  quality  of  the  piece  of  music  in  both  performance  and  

composition;  • show  an  awareness  of  personal  growth  and  development  in  music.    Theatre  HL  &  SL    Theatre  is  offered  at  both  Standard  and  Higher  level  in  the  IB  Diploma  Programme  at  ISH.    All  activities  and  assessments  are  linked  firmly  to  the  Core  Curriculum  for  Theatre;  Theatre  in  Context,  Theatre  Processes  and  Presenting  Theatre.      Introduction  The  theatre  course  at  both  HL  and  SL  requires  no  previous  experience  in  drama  or  theatre.  The  theatre  course  provides  a  relevant  learning  opportunity  for  a  diverse  range  of  students  as  it  lays  an  appropriate  foundation  for  further  study  in  theatre,  performing  arts  and  other  related  subjects.  In  addition,  by  instilling  discipline,  and  refining  communication  and  group-­‐work  skills,  it  offers  a  valuable  course  of  study  for  students  who  may  wish  to  pursue  a  career  or  further  education  studies  in  areas  unconnected  to  theatre.    

The  arts  aims  The  aims  of  the  arts  subjects  are  to  enable  students  to:  1.  enjoy  lifelong  engagement  with  the  arts  2.  become  informed,  reflective  and  critical  practitioners  in  the  arts  3.  understand  the  dynamic  and  changing  nature  of  the  arts  4.  explore  and  value  the  diversity  of  the  arts  across  time,  place  and  cultures  5.  express  ideas  with  confidence  and  competence  6.  develop  perceptual  and  analytical  skills.    Theatre  aims  In  addition,  the  aims  of  the  theatre  course  at  SL  and  HL  are  to  enable  students  to:  7.  explore  theatre  in  a  variety  of  contexts  and  understand  how  these  contexts  inform  practice  (theatre  in  context)    8.  understand  and  engage  in  the  processes  of  transforming  ideas  into  action  (theatre  processes)  9.  develop  and  apply  theatre  production,  presentation  and  performance  skills,  working  both  independently  and  collaboratively  (presenting  theatre)  For  HL  only:    10.  understand  and  appreciate  the  relationship  between  theory  and  practice  (theatre  in  context,  theatre  processes,  presenting  theatre).  

The  Journal  

From  the  beginning  of  the  course,  and  at  regular  intervals,  students  at  both  SL  and  HL  are  required  to  maintain  a  theatre  journal.  This  is  the  students’  own  record  of  their  two  years  of  study  and  should  be  used  to  record:    

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•    challenges  and  achievements  

•    creative  ideas    

•    critical  analysis  and  experience  of  live  theatre  productions  as  a  spectator  

•    detailed  evaluations    

•    experiences  as  a  creator,  designer,  director  and  performer  

•    feedback    

•    reflections    

•    research    

•    responses  to  work  seen  

•    responses  to  diverse  stimuli    

•    skills  acquisition  and  development.  

Students  should  be  encouraged  to  find  the  most  appropriate  ways  of  recording  their  development  and  have  free  choice  in  deciding  what  form  the  journal  should  take.  The  content  of  the  journal  should  focus  specifically  on  an  analysis  of  learning  experiences,  rather  than  being  simply  a  record  of  triumphs  or  an  exhaustive  chronicle  of  everything  the  student  experiences  in  theatre.  Although  elements  of  the  journal  may  be  selected,  adapted  and  presented  for  assessment,  the  journal  itself  is  not  directly  assessed  or  moderated.  It  is,  however,  regarded  as  a  fundamental  activity  of  the  course,  developing  the  student’s  ability  to  record  research,  process  and  reflection,  skills  that  are  required  in  all  assessment  tasks.  

Assessment  Standard  and  Higher  Level   Weighting  

 Task  One  -­‐  Solo  Theatre  Piece  HL  

Students  at  HL  research  a  theatre  theorist  they  have  not  previously  studied,  identify  an  aspect(s)  of  their  theory  and  create  and  present  a  solo  theatre  piece  (4–8  minutes)  based  on  this  aspect(s)  of  theory.  

35%  

Task  Two  -­‐  Directors  Notebook  

Students  at  SL  and  HL  choose  a  published  play  text  they  have  not  previously  studied  and  develop  ideas  regarding  how  it  could  be  staged  for  an  audience.  

HL  20%  SL35%  

 Task  Three  -­‐  Research  Presentation  Students  at  SL  and  HL  plan  and  deliver  an  individual  presentation  (15    minutes  maximum)  to  their  peers  in  which  they  outline  and  physically    demonstrate  their  research  into  a  convention  of  a  theatre  tradition  they    have  not  previously  studied.    

HL  20%  SL  30%  

Task  Four  -­‐  Collaborative  Theatre  Students  at  SL  and  HL  collaboratively  create  and  present  an  original  piece    of  theatre  (lasting  13–15  minutes)  for  and  to  a  specified  target  audience,    created  from  a  starting  point  of  their  choice  

HL  25%  SL  35%  

 

 

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Online  Courses  

There  are  a  number  of  IB  DP  Courses  that  can  be  taken  through  Pamoja  Online  Education.  The  courses  that  ISH  IB  DP  Students  can  choose  from  are:    Group  2:  French  ab  initio  SL  Mandarin  ab  initio  SL  Spanish  ab  initio  SL    Group  3:  Philosophy  SL  Psychology  SL    Group  6:  Film  SL    Please  note  that  there  are  additional  costs  involved  with  taking  an  online  course  and  for  a  student  to  be  successful  in  an  online  course  he/she  needs  to  have  strong  self-­‐management  skills.  

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