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IB DIPLOMA PROGRAMME

OPTIONS BOOKLET (GUIDE TO IB DIPLOMA PROGRAMME COURSES)

For YEAR 12 in 2016/17 FINAL EXAMINATIONS – MAY 2018

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NCBIS PHILOSOPHY STATEMENT

New Cairo British International School is a caring, vibrant and forward thinking international community. Our shared educational goal is to develop independent, confident and principled individuals able and willing to fulfil the role of valuable members of society

IB MISSION STATEMENT

The International Baccalaureate Organisation aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the IBO works with schools, governments and international organisations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

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IB LEARNER PROFILE 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. As IB learners, we strive to be:

INQUIRERS

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

KNOWLEDGEABLE

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

THINKERS

We use critical and creative thinking skills to analyse and take responsible action on complex problems.

We exercise initiative in making reasoned, ethical decisions.

COMMUNICATORS

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

PRINCIPLED

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for

the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

OPEN-MINDED

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

CARING

We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

RISK-TAKERS

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

BALANCED

We understand the importance of balancing different aspects of our lives—intellectual, physical and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

REFLECTIVE

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

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CENTRAL PILLARS OF THE IB DIPLOMA

The IB Diploma Programme is a course designed for students seeking university entry worldwide. The following information will assist in deciding if the IB Diploma Programme is a suitable choice for your son or daughter.

o In each subject offered within the Diploma Programme, the curriculum encourages independent thinking, rather than rote learning and establishes a sound methodology that will place your son or daughter in an advantageous position when they face the demands of university life.

o The IB offers a curriculum that has been tested, proved and developed over thirty

years according to the 5:3 principle, i.e. every five years each subject offered by the IB comes up for a three year review by highly qualified educators, ensuring that the highest standards are maintained, and that those subjects offered keep abreast with university entrance requirements.

o The requirement of three subjects at Higher Level and three subjects at Standard

Level means that your son or daughter is being extended in a way that prepares them for the demands of a university curriculum. Indeed, some subjects offered at Higher Level often attract added advantages such as Advanced Standing or Placement which places your son or daughter straight into second year university in that subject - for those achieving 5, 6 or 7.

o The expectation of a second language means that your son or daughter is equipped

to confront a global society, and may help them meet pre-requisites demanded by some subjects at Honours level (e.g. in the Histories).

o If your son or daughter has another language other than English as their mother

tongue, they may choose to do a language with outside tutors through the Self Taught Language A course.

o The Extended Essay requires your son or daughter to work with a faculty advisor to

produce a 4000-word thesis in an area of interest thus cultivating their research and writing skills.

o The Theory of Knowledge course offers your son or daughter the opportunity to reflect

critically on all of their subjects and the knowledge base upon which they are built, engendering a cross-disciplinary perspective and lateral thinking, much coveted by universities. Theory of Knowledge is a truly intellectually challenging and stimulating course.

o The CAS requirement in the IB Diploma Programme provides your son or daughter

with the opportunity to give back to their communities and reflect upon their extra-curricular activities and contributions.

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BACKGROUND TO THE IB

The IB Diploma The International Baccalaureate Diploma is a two-year, pre-university certificate for secondary students, designed and administered by the International Baccalaureate Office (IBO) in Geneva; and examined by an International Body of Curriculum and Assessment (IBCA), representing many countries and cultural traditions, and located in The Hague in the Netherlands.

The IB Diploma is characterised by

the attention which it gives to international awareness

its academic breadth, depth and rigour which is recognised for university entry world-wide

its attention to developing socially responsible citizens of the world.

The IB is for everyone Any student who aspires to tertiary study at university and is interested in a pre-university qualification which is international in curriculum content, recognised by universities around the world for its combination of in-depth academic study and activities which encourage a sense of adventure and social responsibility, is well-suited to the IB Diploma. The IB Diploma caters to a great range of student needs and talents and fosters an intrinsic interest in learning.

World-wide Career Opportunities and University Entrance with the IB The IB provides a method of achieving tertiary entrance that is highly regarded by universities around the world. The IB Diploma gives direct access to the most prestigious universities. IB results translate very generously and are automatically sent to the university of the student‘s choice. The IB DP graduate is held in very high esteem by universities around the world.

The British UCAS tariff system is in place to convert IB points to UCAS points. Conversions can be found at: http://www.ucas.ac.uk/students/ucas_tariff/factsheet/ib.

The IB at NCBIS The IB is offered by NCBIS as an integral part of the Secondary School experience. The IB Diploma Programme

complements all elements of NCBIS‘s traditional curricular, co-curricular and service philosophies and practices

provides an internationally recognised curriculum and examination.

Statistics about the IB Diploma

Currently 2211 schools offering IB Diploma programme in 136 countries.

The pass rate for the IB Diploma has been 80% for the last 10 years.

The average mark for the last 5 years in the Diploma has been 29 points out of 45.

Over 130 000 students sat the May 2015 examination session

Authorisation of a school requires all teachers of IB DP subjects to be fully trained.

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Meeting the requirements of the IB Diploma Programme Structure of the Diploma: the programme consists of:

A study of six subjects, the curriculum reflecting a strong international emphasis

Three subjects studied at Higher Level and the three studied at Standard Level.

The six subjects are taken for the duration of the two-year period. They are assessed both externally and internally. The external examinations take place in May of the second year and cost approximately 750 GBP above tuition.

In addition all students undertake:

EE (Extended Essay) - a 4000 word essay designed to emphasise the rigours of academic research

CAS (Creativity Activity Service) - compulsory participation in a range of physical, creative and service activities and a leadership role in at least one CAS project

TOK (Theory of Knowledge) - a course exploring the nature of knowledge.

GUIDELINES FOR CHOOSING IB DP COURSES

o When making IB DP course selections, it is important to note that the IB Diploma Programme requires students to complete 6 subjects (one subject from Studies in Language and Literature, Language Acquisition, Individuals and Societies, Sciences, Mathematics and a free choice from The Arts or Language Acquisition or Individuals and Societies or Science). Students must also satisfy the core elements of writing an Extended Essay, participating in the Theory of Knowledge course and taking an active 18 month involvement in Creativity, Activity and Service (CAS).

o At NCBIS, Studies in Language and Literature includes English A Literature and English A Language and Literature.

Language Acquisition includes Arabic B, French B, German B, Spanish B and Spanish ab initio. Individuals and Societies includes Business Management, Economics, Geography, History and Psychology. Sciences include Biology, Chemistry, Physics, Sports Exercise and Health Science and Computer Science. Mathematics includes Higher Level Mathematics, Standard Level Mathematics and Mathematical Studies. The Arts includes Visual Arts, Music and Theatre.

o In order for an IB DP subject to be timetabled, a minimum enrollment of five students is required.

o The IBDP subjects which require (I)GCSE pre-requisites are:

Arabic B, French B, German B, and Spanish B in Language Acquisition require GCSE pre-requisites. IBDP Biology, Chemistry and Physics from Sciences require IGCSE Biology, Chemistry and Physics respectively as pre-requisites.

o Although IB DP Geography, History, Business Management, Computer Science, Visual Arts, Music and Theatre do

not require (I)GCSE pre-requisites, prior experience in these subjects is highly recommended.

o Spanish ab initio, Sports Exercise and Health Science, Economics and Psychology require no pre-requisites.

o English and Mathematics are required (I)GCSE subjects and provide the pre-requisites for the IBDP courses

IB DP courses are academically rigorous and require commitment and motivation. Choices should be

made not only by preference, interest or university requirements but to reflect the strengths of the

student. NCBIS requires that all applicants receive at least 3 B’s and 2 C’s on their (I)GCSE results excluding

IGCSE English as a Second Language and MFL Arabic as a second language if Arabic is their first language,

as a criterion for acceptance to the IB DP Programme at NCBIS. NCBIS also requires that any course taken

at the Higher Level (HL) be a subject in which no less than a B was earned at GCSE/IGCSE if the Higher

Level IB course has a (I)GCSE pre-requisite with the exception of HL Mathematics and HL Physics which

require no less than an A at (I)GCSE. Approach to Learning scores (a minimum of 15.0) and teacher

recommendations are the final criteria for acceptance.

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NCBIS offers the following IB Diploma Programme subjects. Subjects will be run only if there are a sufficient number of student requests.

Group Subjects

1 Studies in Language and Literature: English A Literature HL & SL English A Language and Literature HL & SL Language A Self Taught SL (outside the school and tutor required)

2 Language Acquisition: Arabic B HL & SL French B HL & SL German B HL & SL Spanish B HL & SL Spanish ab intio SL

3 Individuals and Societies: Business Management HL & SL Economics HL & SL Geography HL & SL History HL & SL Psychology HL & SL

4 Sciences: Biology HL & SL Chemistry HL & SL Physics HL & SL Sports Exercise and Health Science SL Computer Science HL & SL

5 Mathematics: Mathematics HL Mathematics SL Mathematical Studies SL

6 The Arts: Music HL & SL Theatre HL & SL Visual Arts HL & SL

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THE CORE OF THE IB DIPLOMA PROGRAMME: CAS, TOK AND EE

Creativity, Activity and Service - (CAS) CAS is at the heart of the Diploma Programme. It is one of the three essential elements in every student’s Diploma Programme experience. It involves students in a range of activities alongside their academic studies. Creativity Arts and other experiences that involve creative thinking Activity Physical exertion contributing to healthy lifestyle Service An unpaid and voluntary exchange that has learning benefit for the student and others CAS enables students to enhance their personal and interpersonal development through experiential learning. At the same time, it provides an important counterbalance to the academic pressures of the rest of the Diploma Programme. A good CAS programme should be both challenging and enjoyable, a personal journey of self-discovery. For student development to occur, CAS should involve:

Real, purposeful activities with significant outcomes

Personal challenge – tasks must extend the student and be achievable in scope

Thoughtful consideration, such as planning, reviewing progress, reporting

Reflection on outcomes and personal learning

All proposed CAS activities must meet these four criteria. It is also essential that they do not replicate other parts of the student’s Diploma Programme work. Concurrency of learning is important in the Diploma Programme. CAS activities must continue on a regular basis throughout the 2-year programme.

Theory of Knowledge (TOK)

Theory of Knowledge is central to the IB Diploma programme. It is a matrix in which the distinct forms of knowledge specific to the subjects which comprise the IB curriculum, can be evaluated critically, compared, contrasted and integrated.

Extended Essay (EE)

The Extended Essay is an in-depth research paper (4000 words) of a limited topic within a subject. It provides students with an opportunity to engage in independent research, to employ university citation methods, to collate research into a coherent, meaningful essay and to draw conclusions based on the research.

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ASSESSMENT

The bulk of assessment in all subjects is carried out by external assessment. Consistency of standards in internal assessment is achieved through carefully defined grade descriptors and appropriate moderation strategies. Grading Scale: Each of the six subjects is graded on the following scale Grade 1 very poor Grade 2 poor Grade 3 mediocre Grade 4 satisfactory Grade 5 good Grade 6 very good Grade 7 excellent

A maximum of three additional points may be earned from the Extended Essay and Theory of Knowledge.

The total number of bonus points awarded will be determined according to the following matrix:

TOK Knowledge Excellent

A Good

B Satisfactory

C Mediocre

D Elementary

E Not

Submitted

Ex

ten

ded

Ess

ay

Excellent

A

3

3

2

2 1 + failing condition

N

Good

B

3

2

1

1 failing

condition

N Satisfactory

C

2

1

1

0 failing

condition

N Mediocre

D

2

1

0

0 failing

condition

N

Elementary E

1 + failing condition

failing condition

failing condition

failing condition

failing condition

N

Not Submitted

N

N

N

N

N

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Award of the Diploma

All assessment components for each of the six subjects and the additional IB

Diploma requirements must be completed in order to qualify for the award of the IB Diploma. The IB Diploma will be awarded to a candidate if the following conditions are met:

a. CAS requirements have been met.

b. The candidate’s total points are 24 or more.

c. There is no “N” awarded for theory of knowledge, the extended essay or for a contributing subject.

d. There is no grade E awarded for theory of knowledge and/or the extended essay.

e. There is no grade 1 awarded in a subject/level.

f. There are no more than two grade 2s awarded (HL or SL).

g. There are no more than three grade 3s or below awarded (HL or SL).

h. The candidate has gained 12 points or more on HL subjects (for candidates who register for four HL subjects, the three highest grades count).

i. The candidate has gained 9 points or more on SL subjects (candidates who register for two SL subjects must gain at least 5 points at SL).

j. The candidate has not received a penalty for academic misconduct from the Final Award Committee.

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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INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME SUBJECTS

Studies in Language and Literature

English A: Literature

Name of Unit Texts Studied Assessment Weighting

Part 1: Works in Translation

The Outsider by Albert Camus (SL&HL) Midaq Alley by Naguib Mahfouz (SL&HL) Persepolis by Marjene Satrapi (HL only)

Written Assignment (External assessment, written as coursework with teacher support)

25%

Part 2: Detailed Study

The Great Gatsby by F. Scott

Fitzgerald (SL&HL)

The World’s Wife by Carol Ann Duffy

(SL&HL)

Running in the Family by Michael Ondaatje (HL only)

Individual Oral Commentary (Internal assessment)

SL – 10 minutes

HL – 20 minutes

15%

Part 3: Literary Genres

A Streetcar Named Desire by Tennessee Williams (SL&HL) Long Day’s Journey into Night by Eugene O’Neill (SL&HL) Hamlet by William Shakespeare (SL&HL) Death of a Salesman by Arthur Miller (HL only)

Paper 2 (Examination)

SL - 1.5 hours

HL - 2 hours

25%

Part 4: Options Cold Mountain by Charles Frazier (SL&HL) Brave New World by Aldous Huxley (SL&HL) The Bloody Chamber by Angela Carter (SL&HL)

Individual Oral Presentation (Internal assessment)

10-15 minutes

15%

Written Commentary

Variety of poetry and prose extracts throughout the course

Paper 1 (Examination)

SL - 1.5 hours

HL - 2 hours

20%

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English A: Language & Literature

Name of Unit Texts Studied Assessment Weighting

Part 1:

Language in a

Cultural Context

Texts chosen from a variety of

sources, genre and media

Further Oral Activity (FOA)

Paper 1 (examination – analysis of

two unseen texts)

Written Task

Written Task 2 (HL only)

15%*

25%**

20% (SL)***

10% (HL)****

Part 2:

Language and

Mass

Communication

Texts chosen from a variety of

sources, genre and media

Further Oral Activity (FOA)

Paper 1 (examination – analysis of

two unseen texts)

Written Task

15%*

25%**

20% (SL)***

10% (HL)****

Part 3:

Literature –

Texts and

Contexts

The Great Gatsby by F. Scott

Fitzgerald (SL&HL)

A Doll’s House by Henrik Ibsen

(SL&HL)

The Handmaid’s Tale by Margaret

Atwood (HL only)

Paper 2 (examination – choice of six

questions)

SL - 1.5 hours

HL - 2 hours Written Task

Written Task 2 (HL only)

25%

20% (SL)***

10% (HL)****

Part 4:

Literature –

Critical Study

Ariel - Collection of poems by Sylvia

Plath (SL&HL)

A Streetcar Named Desire by

Tennessee Williams (SL&HL)

The Outsider – Albert Camus

(HL only)

Individual Oral Commentary (IOC)

10 minutes

(Optional Written Task)

15%

* Further Oral Activity: Students will complete at least two FOAs over the course from Parts 1 and 2, with the best mark submitted at the

end of the course. The mark for this submitted FOA is worth 15% of the course grade.

** Paper 1 – Assesses work from both Part 1 and Part 2.

*** Written Task: SL students will complete three written tasks across the course with the best task selected for external assessment. The

mark for this submitted Written Task is worth 20% of the course grade. **** HL students will complete four written tasks across the

course, with at least one of these being a critical essay, known as ‘Written Task 2’. The critical essay and best ‘Written Task’ are submitted

for external assessment. Each worth 10%, when combined, the marks are worth 20% of the course grade.

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Language Acquisition

Arabic B, French B, German B and Spanish B

Course Objectives

• enable students to understand and use the language they have studied in a range of

contexts and for a variety of purposes

• enable students to use the language appropriately

• encourage, through the study of texts and through social interaction, an awareness and

appreciation of the different perspectives of people from other cultures

• develop students’ awareness of the role of language in relation to other areas of

knowledge

• provide the opportunity for enjoyment, creativity and intellectual stimulation through

knowledge of a language

• provide students with a basis for further study, work and leisure through language

• develop students’ awareness of the relationship between the languages and cultures with

which they are familiar.

Outline

The presentation, explanation and review of grammatical structures and vocabulary should be

integrated into the course. The four primary language skills to be developed in an integrated way

are:

• listening

• speaking

• reading

• writing.

The balance between these four language skills should be appropriate to the needs of the students,

but none should be neglected.

Competence in each of the primary language skills will involve an understanding of four interrelated

areas:

understanding ideas: how they are organized in order to communicate them

appropriately.

message: selecting language appropriate to a particular cultural and social context

cultural interaction: handling the language system accurately

language: grammar, syntax, etc

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Assessment Overview

External Assessment: Written Component 70%

Paper 1: 25%

Paper 2: 25%

Written assignment: 20%

Internal Assessment: Oral component 30%

Individual Oral: 20%

Interactive oral Activity: 10%

Language Ab Initio - Spanish ab initio Course objectives

• enable students to achieve communicative competence in a variety of everyday situations. • enable students to communicate information and some basic ideas clearly and effectively, in a limited range of situations • understand and use accurately the essential spoken and written forms of the language in a limited range of situations • understand and use a limited range of vocabulary in common usage • use a register that is generally appropriate to the situation • encourage, through the study of texts and through social interaction, an awareness and appreciation of the different perspectives of people from other cultures • develop in students an awareness of some elements of the culture(s) related to the language studied. Outline The presentation, explanation and review of grammatical structures and vocabulary should be integrated into the course. The four primary language skills to be developed in an integrated way are: • listening • speaking • reading • writing. The balance between these four language skills should be appropriate to the needs of the students, but none should be neglected. Competence in each of the primary language skills will involve an understanding of four interrelated areas:

· understanding ideas: how they are organized in order to communicate them appropriately. · message: selecting language appropriate to a particular cultural and social context · cultural interaction: handling the language system accurately · language (grammar, syntax, etc)

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Assessment Overview

Internal Assessment (10 minutes): Interactive skills 25% External Assessment 75% Paper 1: (1 hour 30 minutes): Receptive skills 30% Understanding of four written texts. Text- handling exercises. Paper 2: (1 hour): Productive skills) 25% Two compulsory writing exercises. Section A: One question to be answered from a choice of two. Section B: One question to be answered from a choice of three Written assignment – receptive and production skills 20% A piece of writing, 200-350 words, demonstrating intercultural understanding and written in the target language. There is no formal amount of time for the research process. It has to be completed in the second year of the program.

Individuals and Societies

Business Management HL & SL Course Objectives

Explore and introduce a concept based learning approach to develop an understanding of business functions at a local and global level

enable the student to think critically about individual and organizational behaviour

enhance the student’s ability to make informed business decisions

enable the student to appreciate the nature and significance of change in a local, regional and global context

promote awareness of social, cultural and ethical factors in the actions of organizations and individuals within those organizations

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Business Management Year 12

Core textbook – “Business Management – course companion” by Lomine, Muchena and Pierce

Topics Covered Description

Term 1

Topic 1: Business organization

and environment

Students will study different types of business

organizations and the internal & external

environment in which they operate. Within this they

will look at organizational objectives, planning tools,

growth and change management (HL) and wider

themes such as globalization, ethical responsibilities

and environmental obligations.

Term Topic 3: Accounts and finance Students will consider how organizations are

financed, investment appraisal, as well as interpreting

final accounts and assessing data using ratio analysis.

Term 3

Topic 4: Marketing

Internal Assessment Research Project

Students will study the role of marketing, marketing

planning and specific factors relating to the

marketing mix – Product, Price, Promotion and Place

and extended in the HL course. The unit ties to the

major concepts and allows the student to look at

cultural and ethical implications. The topic is

completed by looking at international marketing and

e-commerce.

Students will start work on their Internal

Assessments, deciding their titles and completing

their research proposals.

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Business Management Year 13

Topics Covered Description

Term 1

Topic 2: Human resources

Internal Assessment Research

Project / Written commentary

Students will look at all aspects of human resources

within organizations from organizational structure,

communication, leadership and motivation. HL

students will also cover corporate cultures, employee

relations, and crisis management planning.

Students will complete their Internal Assessments

Term 2

Topic 5: Operations

management

This topic covers methods of production, costs,

revenues and break-even analysis as well as quality

assurance and factors affecting where businesses

choose to locate themselves. Higher Level students

also cover innovation and project management,

quality management and ethical decision-making.

Term 3

Pre-released Case Study Students will begin to review and prepare for their

final exam by reviewing the pre-released case study.

All five topics will be reviewed and directly related to

the case.

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Assessment overview

The HL Assessment is as follows:

Paper Type Time Weighting Question Type

1 3 Section structured

response based on case

study

2 hours 15 min 35% Sections A&B core

Section C HL only

2 3 sections structured

response

2 hours 15 min 40% Section A quant element

Section B stimulus material

Section C Extended response

based on two key concepts of

course

IA Research Project 30 hours 25% Free choice based on criteria

with word count 2000 words

The SL Assessment is as follows:

Paper Type Time Weighting Question Type

1 2 Section structured

response based on case

study

1 hour 15 min 35% Sections A&B core

2 3 sections structured

response

1 hour 45 min 40% Section A quant element

Section B stimulus material

Section C extended response

based on two of the three key

concepts in the course

IA Written Commentary 15 hours 25% Based on 3-5 supporting

documents with word count

1500 words

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Economics Year 12 Core textbook: “Economics from a global perspective” Glanville

Topics Covered Description

Term 1

Introduction to economics

Unit 1Microeconomics

This unit introduces key, overarching, economic concepts

that appear throughout the course. These will be examined

and assessed where they appear in the four sections of the

syllabus.

This unit provides an introduction to the nature of

economics and examines how the price mechanism

allocates resources in markets.

It analyses the nature of market failure, its causes and

possible policy remedies.

At the end of this unit, students should be able to apply

supply and demand analysis to real-world situations; to

understand why markets might not allocate resources

efficiently and the methods of dealing with market failure,

together with an evaluation of their effectiveness.

Term 2

Unit 1 Microeconomics

Unit 2 Macroeconomics

Students will continue studying this unit with the main

emphasis being theory of the firm, which is a section only

taught at HL

This unit introduces the key measures of economic

performance and the main objectives and instruments of

economic policy.

Students should be able to use a basic AD/AS model to

understand why demand and /or supply side policies may

be seen as appropriate ways of managing an economy;

predict the possible impact of such policies and to

recognize the assumptions involved; argue for different

approaches and identify criteria for success.

Term 3 Unit 2 Macroeconomics

Students will continue studying the macroeconomics and

applying concepts to economic problems in the real world.

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Economics Year 13

Core textbook: “Economics from a Global Perspective” Glanville

Topics Covered Description

Term 1

Unit 3

International economics

This unit investigates international trade, looking at

the benefits and costs to a country’s economy.

Students will learn how these transactions are

recorded on the balance of payments and analyse

different exchange rates systems. Students will also

look at the expansion of trading blocs and analyse the

effects on trade.

Term 2

Unit 4

Development economics

This unit looks at how economies grow and in

particular how the standards of living in less

developed countries can be improved. Students will

investigate different polices aimed at increasing

economic growth and also analyse the effects these

have on development.

Term 3 Revision and Study Leave Students will use time to prepare for their

examinations.

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Assessment overview

The HL assessment is as follows:

Paper Type Time Weighting Question Type Choice

1 Essay Paper 1 ½ Hours 30% Two-part essays 2 from 4

2 Data Response 1 ½ Hours 30% Data Response 2 from 4

3 Short answers 1 Hour 20% Calculations & diagrams 2 from 3

4 Internal Assessment n/a 20% 3 Portfolio commentaries n/a

The SL assessment is as follows:

Paper Type Time Weighting Question Type Choice

1 Essay Paper 1 ½ Hours 40% Two-part essays 2 from 4

2 Data Response 1 ½ Hours 40% Data response 2 from 4

3 Internal

Assessment

n/a 20% 3 Portfolio commentaries n/a

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Geography Year 12 Core textbook: Oxford IB Diploma Programme Geography Course Companion by Nagle and Cook

Topics Covered Description

Term 1 Core Theme – Patterns And

Change

Students will look at the first two core themes:

Populations in transition – looking at what influence population.

Disparities in wealth and development – looking at how inequalities occur and how they can be reduced.

Term 2

Core Theme – Patterns And

Change

Optional Theme – Extreme

Environments

Students will look at the final two core themes:

Patterns in environmental quality and sustainability – looking at the factors affecting the atmosphere, the soil, water, biodiversity and sustainability.

Patterns in resource consumption – looking at how resources and energy are consumed and methods of conservation.

This unit considers two different kinds of extreme environment: cold and high-altitudes and hot, arid environments.

Examines the essential landscape characteristics of the environment, together with natural processes operating in them and the way in which people have responded to the opportunities they offer and the challenges they pose for management and sustainability.

Students’ Internal assessment will be based on this topic.

Term 3

Optional Theme – Extreme

Environments

Internal Assessment

Continued from above

Students will carry out a fieldwork investigation, which will allow them to demonstrate application of their skills and knowledge. The SL Internal Assessment is worth 25% of total grade and HL is worth 20%.

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Geography Year 13

Core textbook: Oxford IB Diploma Geography Course Companion by Garrett Nagle and Briony

Cooke.

Topics Covered Description

Term 1

Optional Theme – Hazards And

Disasters – Risk Assessment

And Response

Optional Theme – Freshwater –

Issues And Conflicts

HL Extension – Global

Interactions.

Students will look at the characteristics of hazards, the issues of vulnerability, risk and risk assessment. They will also look at what makes an event a disaster and how people respond to a hazard with regards to earthquakes, hurricanes, droughts and a technological hazard.

Students will focus on water on the land being a

scarce resource. They will consider the ways in which

humans respond to the challenges of managing the

quantity and quality of freshwater, as well as the

consequences of management.

The HL extension theme focuses on the global

interactions, flows and exchanges arising from the

disparities that exist between places.

Term 2

HL Extension – Global

Interactions.

Revision

The HL extension theme focuses on the global

interactions, flows and exchanges arising from the

disparities that exist between places.

Students will use this time to prepare for their

examinations.

Term 3 Revision And Study Leave Students will use time to prepare for their

examinations.

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Assessment overview

Level Detail Length of paper Weight of paper

Standard level Paper 1 (Core Theme)

Paper 2 (Two Optional

themes)

Internal Fieldwork

Assessment

1 hour 30 mins

1 hour 20 mins

40%

35%

25%

Higher Level Paper 1 (Core Theme)

Paper 2 (Three Optional

themes)

Paper 3 (HL Extension)

Internal Fieldwork

Assessment

1 hour 30 mins

2 hours

1 hour

25 %

35%

20%

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History HL / SL Year 12 Core textbooks: Access to History: Rights and Protest' by Clements and Scott Bauman Access to History: Causes, Practices and Effects of Wars by Dailey and Webb

Origins and Development of Authoritarian States by Todd and Waller

Topics Covered Description

Term 1

Unit 1: Rights and Protests This is an evidence-based paper, where students are expected to analyse historical sources and consider their values and limitations. They must also use evidence to support their writing. The topics covered are two case studies: The Civil Rights movement in the USA (1954-65) and Apartheid South Africa (1948–1964).

Term 2/ 3

Unit 2: Authoritarian States Unit 2: Causes and Effects of Wars Internal Assessment

Building on our studies of Apartheid South Africa, students investigate and analyse the factors required for a political system to develop into an authoritarian regime. Case studies are utilised from Africa, South America and Europe. This allows students to compare and contrast and consider whether all societies can operate in the same way, or whether each regime is particular to one region or country. Aggressive foreign policy is one theme investigated in our study of Authoritarian States. This provides a link to the second and final unit of study required by paper 2: Comparison and analysis of causes and effects of wars over the course of the 20

th Century. As with

“Authoritarian States”, case studies will be considered from 3 regions. Areas of comparison include: the development of weapons, influence of foreign powers and the economies of war. Students undertake an individually chosen history research project. The final essay will be about 2,000 words in length and accounts for 20% of the final IB level.

26

History Year 13 HL Only

Core textbooks: To be confirmed

Topics Covered Description

Term 1

Unit 3: History of Europe

(HL Option 4)

Students study In International Relations in Europe

from following the First World War to Russia in the

year 2000.

We study the following options:

14. European States in the Inter War Years 1918 – 1939.

15. Versailles to Berlin: Diplomacy in Europe 1919-1945

16. The Soviet Union and post-Soviet Russia 1924 – 2000

Unit 3 consolidates the learning of Unit 2 covered in

Year 12, providing a wider context.

Term

2 - 3

Unit 3: History of Europe

(HL Option 4)

Unit 1-3 review

HL students complete their study of European

international history

Both SL and HL students review and revise knowledge

and examination techniques, prior to their final

examinations.

27

Psychology HL & SL Year 12 Core textbooks:

Psychology Course Companion OUP, John Crane/Jette Hannibal

Psychology for the IB Diploma OUP, Jette Hannibal

Topics Covered Description

Unit 1

Unit 2

Biological Level of Analysis

Cognitive Level of Analysis

Students will study how physiology in general,

(genetics, localisation of brain function,

neurotransmitters and hormones) affect

behavior.

Students will study cognitive processes, cognition

and emotion and happiness as they affect human

behavior.

Unit 3

Unit 4

Sociocultural Level of Analysis

Internal Assessment

Students will study sociocultural cognition, social

and cultural norms, stereotypes, prejudice and

discrimination and the behavioral effect.

Students will carry out a simple psychological

experiment as the required internal assessment

for IB Psychology.

28

Psychology HL & SL Year 13

SL Psychology students study one option in Y13 (Developmental Psychology) and do not study Unit

3.

Core textbooks:

Psychology Course Companion OUP, John Crane/Jette Hannibal

Psychology for the IB Diploma OUP, Jette Hannibal

Topics Covered Description

Unit 1

Unit 2

Abnormal Psychology

Developmental Psychology

Students will study the concepts of normality,

psychological disorders (anxiety disorders,

eating disorders, affective disorders) and the

treatment associated per level of analysis.

Students will study the cognitive, social and

identity development of children through

adulthood.

Unit 3

Qualitative Research

Students will study the methodology

associated with carrying out psychological

research including interviews, observations

and case studies

Assessment overview

Level Detail Length of paper Weight of paper

Standard level Paper 1 (Core)

Paper 2 (One Option)

Internal Assessment

2 hours

1 hour

50%

25%

25%

Higher Level Paper 1 (Core)

Paper 2 (Two Options)

Paper 3 (HL Extension)

Internal Assessment

2 hours

2 hours

1 hour

35 %

25%

20%

20%

29

Sciences

Biology SL & HL Year 12 Course textbook: Andrew Allott and David Mindorff: IB Biology 2014 edition: Oxford IB Biology

diploma

Course Objectives

1. Appreciate scientific study and creativity within a global context through stimulating and challenging opportunities

2. Acquire a body of knowledge, methods and techniques that characterize science and technology

3. Apply and use a body of knowledge, methods and techniques that characterize science and technology

4. Develop an ability to analyse, evaluate and synthesize scientific information

5. Develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities

6. Develop experimental and investigative scientific skills including the use of current technologies

7. Develop and apply 21st century communication skills in the study of science

8. Become critically aware, as global citizens, of the ethical implications of using science and technology

9. Develop an appreciation of the possibilities and limitations of science and technology

10. Develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge.

30

Course Outline

Term Topics Description

1 Cells and Biochemistry In this unit students will understand that the evolution of multi cellular organisms allowed cell specialisation and cell replacement. The ultra structure of cells will be studied and cell division. Structure and function of biological molecules will be studied. Students will learn how DNA is ideally suited to its function and how information is transferred from DNA to mRNA into an amino acid sequence.

2 Metabolism and systems In this unit students will understand that living organisms control their composition by a complex web of chemical reactions and that enzymes control reactions. In cell respiration energy is converted to a usable form. Students will learn how the digestive system, circulatory respiratory systems are adapted to their function.

3 Meiosis and Reproduction

In this unit students will understand that sexual reproduction involves the development and fusion of haploid gametes and how meiosis promotes genetic variation. The functions of hormones in the reproductive system will also be studied.

Assessment Overview

External

Assessment

80% Paper 1 – multiple choice only on all topics (20%)

Paper 2 – short answer/extended response questions on all topics (40% SL 36

% HL )

Paper 3 – questions on options only (20% SL 24% HL )

Internal

Assessment

20% One Internal Assessment is submitted.

*In addition to Mock examination, regular/ rigorous assessments of topics will take place

throughout the course for both SL and HL students.

31

Biology HL & SL Year 13

Course textbook: Andrew Allott and David Mindorff: IB Biology course book 2014 edition: Oxford IB

Biology diploma

Course Objectives

1. Appreciate scientific study and creativity within a global context through stimulating and

challenging opportunities

2. Acquire a body of knowledge, methods and techniques that characterize science and technology

3. Apply and use a body of knowledge, methods and techniques that characterize science and

technology

4. Develop an ability to analyse, evaluate and synthesize scientific information

5. Develop a critical awareness of the need for, and the value of, effective collaboration and

communication during scientific activities

6. Develop experimental and investigative scientific skills including the use of current technologies

7. Develop and apply 21st century communication skills in the study of science

8. Become critically aware, as global citizens, of the ethical implications of using science and

technology

9. Develop an appreciation of the possibilities and limitations of science and technology

10. Develop an understanding of the relationships between scientific disciplines and their influence

on other areas of knowledge.

32

Course Outline

Term Topics Description

1 The Natural Environment and Plants Control, co-ordination and defence

In this unit students will understand that photosynthesis uses the energy in sunlight to produce the chemical energy needed for life. In Ecology students will understand that the continued survival of living organisms depends on sustainable communities. Ecosystems require a continuous supply of energy to fuel life processes and to replace energy lost as heat. Students will learn about the carbon cycle and how man’s activities can upset the balance of nature. Students will complete a unit of work on plant biology. In this unit students will understand that neurones transmit the message and that the synapses modulate the message. The role of the musculoskeletal system will be studied. Students will cover how the body defends itself against infectious diseases. Students will learn how hormones are used to regulate metabolism

2 Reproduction, Evolution and Genetic manipulation

In this unit students will understand how biologists have developed techniques for artificial manipulation of DNA, cells and organisms. Natural selection will be studied and the evidence for evolution of life on Earth. The international system for classifying species and cladograms will be considered.

3 Preparation for final examinations

Assessment Overview

External

Assessment

80% Paper 1 – multiple choice only on all topics (20%)

Paper 2 – short answer/extended response questions on all topics (40% SL

36 % HL )

Paper 3 – questions on options only (20% SL 24% HL )

Internal

Assessment

20% One Internal Assessment is submitted.

*In addition to Mock examination, regular/ rigorous assessments of topics will take place

throughout the course for both SL and HL students.

33

Chemistry HL & SL Year 12

Course textbook: Geoffrey Neus: Oxford IB Diploma Program

Group 4 Course Objectives

1. Provide opportunities for scientific study and creativity within a global context that will stimulate and challenge students.

2. Provide a body of knowledge, methods and techniques that characterize science and technology.

3. Enable students to apply and use a body of knowledge, methods and techniques that characterize science and technology.

4. Develop an ability to analyse, evaluate and synthesize scientific information. 5. Engender an awareness of the need for and the value of, effective collaboration and

communication during scientific activities. 6. Develop experimental and investigative scientific skills. 7. Develop and apply the students’ information and communication technology skills in the

study of science. 8. Raise awareness of the moral, ethical, social, economic and environmental implications of

using science and technology. 9. Develop an appreciation of the possibilities and limitations associated with science and

scientists. 10. Encourage an understanding of the relationships between scientific disciplines and the

overarching nature of the scientific method.

34

Course Outline

Term 1 Topic 11-Measurement and data processing, Topic 1-Quantitative chemistry, Topic 2 and 12-Atomic structure, and Topic 3- 13-Periodicity

The course begins by reviewing the mole concept taught in IGCSE. In measurement and data processing students will learn how to identify and reduce systematic and random errors and how to determine uncertainty of measurement. Atomic structure explores the structure of an atom at greater detail than IGCSE, whereas periodicity will examine the trends in the periodic table across a period and down a group.

Term 2 Topic 4 and 14-Bonding, Topic, Topic 5-15 Energetics Topic 6-16 Chemical kinetics

Term 2 begins by revisiting IGCSE chemical bonding concepts such as ionic, metallic and covalent bonding. The bonding concept will go into greater detail than IGCSE. Energetics and Kinetics pertain to the energy changes in a chemical reaction and the rate of a reaction.

Term 3 Topic 7-17 Equilibrium and Topic 10-20 Organic chemistry

Equilibrium tells chemists about the extent of a chemical reaction. Students will learn how to calculate the concentration of reactants or products at the start of a reaction and at equilibrium. Organic chemistry will introduce students to chemicals that are made up of carbon. They will learn about essential organic reactions and organic products.

Summer Actively revise all topics from year 12

Assessment Overview

External

Assessment

80% Paper 1 – multiple choice only on all topics (20%)

Paper 2 – short answer/extended response questions on all topics (40% SL

36 % HL )

Paper 3 – questions on options only (20% SL 24% HL )

Internal

Assessment

20% One internal assessment submitted.

*In addition to mock examination, regular/ rigorous assessments of topics will take place

throughout the course for both SL and HL students.

35

Chemistry HL & SL Year 13

Course text book: Geoffrey Neus: Oxford IB Diploma Program

Group 4 Course Objectives

1. Provide opportunities for scientific study and creativity within a global context that will stimulate and challenge students.

2. Provide a body of knowledge, methods and techniques that characterize science and technology.

3. Enable students to apply and use a body of knowledge, methods and techniques that characterize science and technology.

4. Develop an ability to analyse, evaluate and synthesize scientific information. 5. Engender an awareness of the need for and the value of, effective collaboration and

communication during scientific activities. 6. Develop experimental and investigative scientific skills. 7. Develop and apply the students’ information and communication technology skills in the

study of science. 8. Raise awareness of the moral, ethical, social, economic and environmental implications of

using science and technology. 9. Develop an appreciation of the possibilities and limitations associated with science and

scientists. 10. Encourage an understanding of the relationships between scientific disciplines and the

overarching nature of the scientific method.

36

Course Outline

Term 1 Topic 8 and 18-Acids and Bases, and reduction, Topic 9 and 19-Oxidation and topic 21 - Measurement and analysis

The topic of acids and bases will encompass the study of the property of acids and bases, titration curves for reactions of strong and weak acids and bases, buffer solutions, etc. This topic is mainly quantitative. Oxidation and Reduction will introduce students to redox reactions, metal displacement reactions, and quantitative electrolysis. Measurement and analysis will allow students to identify the structure of an organic molecule using techniques such as Nuclear Magnetic Resonance, Infrared and Mass Spectroscopy.

Term 2 Option- Students undertake an option topic of their choice.

Term 3 Revision, mock examinations, external IB examinations

Students practice past papers.

Assessment Overview

External

Assessment

80% Paper 1 – multiple choice only on all topics (20%)

Paper 2 – short answer/extended response questions on all topics (40% SL

36 % HL )

Paper 3 – questions on options only (20% SL 24% HL )

Internal

Assessment

20% One internal assessment submitted.

*In addition to mock examination, regular/ rigorous assessments of topics will take place

throughout the course for both SL and HL students.

37

Physics HL & SL Year 12

Course textbook: Michael Bowen-Jones and David Homer: IB Physics course book 2014 edition:

Oxford IB physics diploma ISBN 978-0-19-830776-1

Course Objectives

1. Demonstrate knowledge and understanding of physics facts, concepts and terminology, physics

methodologies and techniques and communicating scientific information

2. Apply and use physics facts, concepts and terminology. Use physics methodologies and

techniques and methods of communicating scientific information

3. Formulate, analyse and evaluate hypotheses, research questions and predictions. Apply

methodologies and techniques using primary and secondary data and formulate scientific

explanations.

4. Demonstrate the appropriate research, experimental and personal skills necessary to carry out

insightful and ethical investigations

Course Outline

Term Topics Description

1

Measurement and

uncertainties

In this unit students will learn about measurement in

physics, uncertainties and errors and vector and

scalars. They will develop understanding of

fundamental and derived SI units, scientific notation,

significant figures, and orders of magnitude and how

to make estimations. They will learn about random

and systematic errors, processing error calculations

and how to formulate graphs that include uncertainty.

They will learn how to solve vector and scalar

problems graphically and algebraically.

38

Course Outline continued

1

Mechanics In this unit students will learn about motion, forces,

work energy power, momentum and impulse. They

will be study how to determine instantaneous

velocity and average values for velocity, speed and

acceleration. Be able to solve problems using the

equations of motion. Sketch and interpret motion

graphs. Analyse motion in term of horizontal and

vertical components. Qualitatively describe the effect

of fluid resistance on falling objects or projectiles.

Experimentally determine the acceleration of free

fall. Know and understand Newton’s laws of motion.

Draw and use free body force diagrams. Investigate

friction and its effects. Energy types and energy

transfers. Sketching and interpreting force-distance

graphs. Solve problems involving power. Qualitatively

and quantitatively compare situations involving

elastic collisions, inelastic collisions and explosions.

Explore systems and the conservation of linear

momentum.

Thermal In this unit students will learn about thermal

concepts, and modelling a gas. They will study the

molecular theory of solids, liquids and gases and

temperature and absolute temperature and internal

energy and specific heat capacity and phase changes

and problems involving latent heat. Students will

investigate ideas on pressure and the equations of

the state of an ideal gas. As well as investigate the

kinetic models for an ideal gas. They will also learn

about the mole, molar mass and Avogadro’s constant

and the difference between real and ideal gasses.

39

Course outline continued

Waves In this unit students will learn about oscillations,

travelling waves, wave characteristics, wave

behavior and standing waves

Electricity and magnetism In this unit students will learn about electric fields,

the heating effect of electric currents, electric cells,

and the magnetic effects of electric currents.

3

Atomic physics In this unit students will learn about discrete

energy and radioactivity, nuclear reactions and

structure of matter

Circular motion and gravitation In this unit students will learn about circular

motion, and Newton’s law of gravitation.

Practice Internal investigation [IA] Full IA formally assessed with feedback

Energy production In this unit students will learn about energy

sources, and thermal energy transfers.

Assessment Overview

External

Assessment

80% Paper 1 – multiple choice only on all topics (20%)

Paper 2 – short answer/extended response questions on all topics (40% SL

36 % HL )

Paper 3 – questions on options only (20% SL 24% HL )

Internal

Assessment

20% One internal assessment submitted.

*In addition to Mock examination, regular/ rigorous assessments of topics will take place

throughout the course for both SL and HL students.

40

Physics HL & SL Year 12

Course textbook: Michael Bowen-Jones and David Homer: IB Physics course book 2014 edition:

Oxford IB physics diploma ISBN 978-0-19-830776-1

Course Objectives

1. Demonstrate knowledge and understanding of physics facts, concepts and terminology, physics

methodologies and techniques and communicating scientific information

2. Apply and use physics facts, concepts and terminology. Use physics methodologies and

techniques and methods of communicating scientific information

3. Formulate, analyse and evaluate hypotheses, research questions and predictions. Apply

methodologies and techniques using primary and secondary data and formulate scientific

explanations.

4. Demonstrate the appropriate research, experimental and personal skills necessary to carry out

insightful and ethical investigations

Course Outline

Term Topics Description

1

Atomic, Nuclear and Particle physics In this unit students will learn about discrete

energy and radioactivity, nuclear reactions and

the structure of matter.

Wave Phenomena Students will learn about simple harmonic

motion, single slit diffraction, interference,

resolution and the Doppler effect.

Fields In this unit students will learn how to describe

fields, and about fields at work.

Electromagnetic Induction Students will learn about electromagnetic

induction, power generation and transmission

and Capacitance.

41

Course outline continued

2

Quantum and Nuclear physics

This topic looks at the interaction of matter with

radiation and nuclear physics.

Internal Assessment

Students will undertake a suitable coursework

task, marked internally and submitted to the

exam board.

Option topic

Students will study the designated option topic.

Mock examination

Students will take a mock examination during

Challenges week to help prepare for the

upcoming external examinations.

Assessment Overview

External

Assessment

80% Paper 1 – multiple choice only on all topics (20%)

Paper 2 – short answer/extended response questions on all topics (40% SL 36

% HL )

Paper 3 – questions on options only (20% SL 24% HL )

Internal

Assessment

20% One internal assessment submitted.

*In addition to Mock examination, regular/ rigorous assessments of topics will take place

throughout the course for all students.

42

IBS Sport and Exercise Health Science (SL only) Y12 and Y13

Course Overview

The attainment of excellence in sport is the result of innate ability or skill and the dedicated pursuit

of a programme of physical and mental training accompanied by appropriate nutrition. Training

programme design should not be left to chance. Rather, it should be designed thoughtfully and

analytically after careful consideration of the physiological, biomechanical and psychological

demands of the activity. This is the role of the sport and exercise scientist who, regardless of the

athletic event, should be equipped with the necessary knowledge to be able to perform this task

competently. Furthermore, in a world where many millions of people are physically inactive and

afflicted by chronic disease and ill health, the sport and exercise scientist should be equally

proficient when prescribing exercise for the promotion of health and well-being.

Scientific inquiry conducted over many decades, has accumulated a vast amount of information

across a range of sub-disciplines that contribute to our understanding of health and human

performance in relation to sport and exercise. The Diploma Programme course in sports, exercise

and health science involves the study of the science that underpins physical performance and

provides the opportunity to apply these principles.

The course incorporates the traditional disciplines of anatomy and physiology, biomechanics,

psychology and nutrition, which are studied in the context of sport, exercise and health. Students

will cover a range of core and option topics and carry out practical (experimental) investigations in

both laboratory and field settings. This will provide an opportunity to acquire the knowledge and

understanding necessary to apply scientific principles and critically analyse human performance.

Where relevant, the course will address issues of international dimension and ethics by considering

sport, exercise and health relative to the individual and in a global context.

Course Outline-Year 1

Term 1

Skill Learning, Measurement and Evaluation of Human Performance, Musculoskeletal Anatomy, IA

Term 2

Musculoskeletal Anatomy cont’d, Movement Analysis, IA

Term 3

Nutrition and Energy Systems, Cardio-Respiratory exercise, Group 4 Project, IA

Course Outline Year 2

Term 1

Training to optimise physiological performance, Environmental factors and performance, Non-nutritional erogenic aids, IA

Term 2

Individual differences, Motivation, Mental preparation for sport, Psychological skills training

Term 3

EXAM PREP

43

Assessment Overview

External Assessment

20% Paper 1 is made up of multiple-choice questions that test knowledge of the core only.

32% Paper 2 tests knowledge of the core only. The questions address objectives 1,

2 and 3 and the paper is divided into two sections.

In section A, there is a data-based question that requires students to analyse

a given set of data. The remainder of section A is made up of short-answer

questions.

In section B, students are required to answer one question from a choice of three. These extended-response questions may involve writing a number of paragraphs, solving a substantial problem, or carrying out a substantial piece of analysis or evaluation.

24% Paper 3 tests knowledge of the options and addresses objectives 1, 2 and 3. Students are required to answer several short-answer questions in each of the two options studied.

Internal

Assessment

24% The internal assessment requirements are the same for all group 4 subjects,

with the exception of design technology, which has an additional element.

The IA, worth 24% of the final assessment consists of an interdisciplinary

project, a mixture of short- and long-term investigations (such as practicals

and subject-specific projects).

Student work is internally assessed by the teacher and externally moderated

by the IB. The performance in IA is marked against assessment criteria, with

each criterion having a maximum mark of 6.

Investigations

Duration: 30 hours

Students are required to conduct a mixture of short-term and/or long-term

investigations such as practical and subject-specific projects.

Group 4 project

Duration: 10 hours

The group 4 project is an interdisciplinary activity in which all Diploma

Programme science students must participate.

*In addition to mock examination, regular/ rigorous assessments of topics will take place

throughout the two years.

44

Computer Science Year 12

Topics Covered Description

Term 1

1. Planning and System Installation

2. User Focus 3. System Backup 4. Software Deployment 5. Components of a Computer

System 6. System Design and Analysis 7. Human/System Interaction 8. Computer Architecture 9. Secondary Memory 10. Operating and Application

Systems 11. Binary Representation 12. Simple Logic Gates 13. Network Fundamentals 14. Data Transmission 15. Wireless Networking 16. Computational Thinking &

program Design

Students understand the tasks that a systems analyst

would perform when considering a situation that may

be computerised.

Students look in detail at the various components

that make up a computer system, how they work and

interact together.

Students understand how networks work and look at

problem solving methodologies

How an understanding of programming languages

enhances the students’ understanding of

computational thinking. Students are provided with

opportunities for practical, hands-on experience of

applying computational thinking to practical

outcomes. Students convert algorithms into working

code that is executed and tested.

Students learn the principals of database design,

construction and management.

Students use database software to support the

theoretical concepts within the syllabus.

The Group 4 project is a collaborative activity where

students from different Group 4 subjects work

together on a scientific or technological topic.

Term 2

17. Program Design cont. 18. Nature of Programming

Languages 19. Use of Programming

Languages 20. Basic Database Concepts 21. Relational Databases 22. Further Aspects of

Database Management

Term 3 23. Database Development 24. Group 4 project

45

Computer Science Year 13

Topics Covered Description

Term 1

1. Database models 2. Data matching 3. Data mining 4. Data warehouses 5. Thinking recursively 6. Abstract data structures 7. Linked Lists

Students build on their database skills with more

advanced models and further database analysis.

Students are able to describe the most common data

structures and processing operations.

Students are able to discuss a range of control

systems and explain how they work.

Term 2

8. Trees (binary & non-binary) 9. Static and dynamic data

structures 10. Centralised control

systems 11. Distributed systems

Term 3 Revision, external IB examinations

46

Mathematics

Mathematics Higher Level Year 12 & 13 Course Objectives - Students are expected to be able to:

Read, interpret and solve a given problem using appropriate mathematical terms

Organise and present information and data in tabular, graphical and/or diagrammatic forms

Know and use appropriate notation and terminology

Formulate a mathematical argument and communicate it clearly

Select and use appropriate mathematical strategies and techniques

Demonstrate an understanding of both the significance and the reasonableness of results

Recognise patterns and structures in a variety of situations, and make generalisations

Recognise and demonstrate an understanding of the practical applications of mathematics

Use appropriate technological devices as mathematical tools

Demonstrate an understanding of, and the appropriate use of, mathematical modeling

Outline

The course consists of the study of six core topics and one option topic. Total 240 hrs

All topics in the core are compulsory. Students must study all the sub-topics in each of the topics in

the syllabus as listed in this guide.

Topic 1—Algebra 30 hrs

Topic 2—Functions and equations 22 hrs

Topic 3—Circular functions and trigonometry 22 hrs

Topic 4—Vectors 24 hrs

Topic 5—Statistics and probability 36 hrs

Topic 6—Calculus 48 hrs

Topic 7—Option syllabus content 48 hrs

Exploration 10 hrs - This is a piece of written work that involves investigating an area of

mathematics.

Assessment Overview

Internal Assessment (20%): The Exploration

External Assessment (80%): Two examination papers both covering all topics of 2 hrs each plus an

additional paper of 1 hr covering the Option. Paper 1 will be completed without the use of a

Graphic Display Calculator.

Reference Sources

Mathematics HL IB (Haese & Harris) and Mathematics Higher (Core) (Fabio Cirrito)

Mathematics Higher Level (OUP) Josip Harcet et al

47

Mathematics Standard Level Year 12 & 13

Course Objectives - Students are expected to be able to:

Read, interpret and solve a given problem using appropriate mathematical terms

Organise and present information and data in tabular, graphical and/or diagrammatic forms

Know and use appropriate notation and terminology

Formulate a mathematical argument and communicate it clearly

Select and use appropriate mathematical strategies and techniques

Demonstrate an understanding of both the significance and the reasonableness of results

Recognise patterns and structures in a variety of situations, and make generalisations

Recognise and demonstrate an understanding of the practical applications of mathematics

Use appropriate technological devices as mathematical tools

Demonstrate an understanding of and the appropriate use of mathematical modeling.

Outline

The course consists of the study of 7 topics. Total 150 hrs

All topics are compulsory. Students must study all the sub-topics in each of the topics in the syllabus

as listed in this course guide.

Topic 1—Algebra 9 hrs

Topic 2—Functions and equations 24 hrs

Topic 3—Circular functions and trigonometry 16 hrs

Topic 4— Vectors 16 hrs

Topic 5— Statistics and probability 30 hrs

Topic 6— Calculus 40 hrs

Exploration 10 hrs - This is a piece of written work that involves investigating an area of

mathematics.

Assessment Overview

Internal Assessment (20%): The Exploration

External Assessment (80%): Two examination papers both covering all topics of 1.5 hrs each. Paper

1 will be completed without the use of a Graphic Display Calculator and Paper 2 with the use of one.

Each paper is broken into two sections of short and extended response of approximately equal

value.

Reference Sources

Mathematics SL IB (Haese & Harris) and Mathematics Standard Level (Core) (Fabio Cirrito)

48

Mathematical Studies Year 12 & 13

Course Objectives

Students are expected to be able to: • read, interpret and solve a given problem using appropriate mathematical terms • organize and present information and data in tabular, graphical and/or diagrammatic forms • know and use appropriate notation and terminology • formulate a mathematical argument and communicate it clearly • select and use appropriate mathematical strategies and techniques • demonstrate an understanding of both the significance and the reasonableness of results • recognize patterns and structures in a variety of situations, and make generalizations • recognize and demonstrate an understanding of the practical applications of mathematics • use appropriate technological devices as mathematical tools • demonstrate an understanding of and the appropriate use of mathematical modelling.

Outline

The course consists of the study of 7 topics. Total 150 hrs. All topics are compulsory. Students must

study all the sub-topics in each of the topics in the syllabus as listed in this course guide.

Topic 1 Number and algebra 20 hrs Topic 2 Descriptive Statistics 12 hrs Topic 3 Logic, sets and probability 20 hrs Topic 4 Statistical Applications 17 hrs Topic 5 Geometry and Trigonometry 18 hrs Topic 6 Mathematical Models 20 hrs Topic 7 Introductory differential calculus 18 hrs Project 25 hours The project is an individual piece of work involving the collection of information or the generation of measurements, and the analysis and evaluation of the information or measurements.

Assessment Overview

Internal Assessment (20%): The Project

External Assessment (80%): Two examination papers both covering all topics of 1.5 hrs each.

Reference Sources

IB Mathematical Studies SL (Haese & Harris)

49

The Arts

Music HL & SL Course Objectives • Knowledge, understanding and perception of music in relation to time, place and cultures. • Appropriate musical terminology to describe and reflect their critical understanding of music. • Comparative analysis of music in relation to time, place and cultures (unlike at SL, HL students

are also expected to demonstrate this in response to pieces not previously studied). • Creative skills through exploration, control and development of musical elements (SLC, HL). • Performance skills through solo music making (SLS, HL) or group music making (SLG). • Critical-thinking skills through reflective thought. Distinction between SL and HL Both standard level (SL) and higher level (HL) music students are required to study musical perception. All students therefore submit a musical links investigation and also respond to a listening examination paper. In the latter, HL students are required to answer a further two questions. The first of these two questions allows them to demonstrate a wider understanding of music in relation to time, place and cultures. The second requires them to carry out a comparative analysis of music in response to pieces not previously studied. SL students in music are required to choose one of three options: • SL creating (SLC). • SL solo performing (SLS). • SL group performing (SLG). HL students are required to present both creating and solo performing. This is a significant difference in expectation. By pursuing both creating and performing, this enables HL students to bring to their musical studies a wider perspective. It also allows them to pursue some work in more depth. The study of three components in an integrated way allows HL students to make not only more connections but, potentially, these connections may carry more importance and have more influence during their musical studies. This path of study allows HL students the opportunity to engage in music in a more complete way. For creating, SLC students are required to present two pieces of coursework, while HL students present three. This allows HL students to present work that either demonstrates contrasts in content, nature and intention or comes from a wider, and therefore more challenging, choice of creating options. For solo performing, SLS students are required to present 15 minutes, while HL students present 20 minutes. This challenges HL students to present a performing programme that features more music of a contrasting nature. For those students (SLG) presenting group performing, the requirement is 20–30 minutes. Areas of Study Year 12 Fundamentals of Music Theory (SL/HL), Music of the Medieval Period (SL/HL), Music of the Renaissance Period (SL/HL), Music of the Classical Period (SL/HL), Music of the Romantic Period (SL/HL), 20th Century and Contemporary Music Part 1 (SL/HL), World Music Part 1 (SL/HL) Set work No.1 Brandenburg Concerto, No 2 in F Major (BWV 1047) (SL/HL), Preliminary work on Music Investigation (SL/HL), Composition No.1(SL) & No. 2 (HL), Performance rehearsal & recording of 10 minutes solo or group performances (SL or HL)

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Year 13 Impressionist Music (SL/HL), Music of the Nationalist Composers (SL/HL), Music of the 20th Century and Contemporary Music Part 2 (SL/HL), Set Work No.2 Tanze aus Galanta by Zoltan Kodaly (SL/HL), World Music Part 2 (SL/HL), Composition No.3 (HL), Completion of Music Investigation (SL/HL), Performance portfolio recordings (SL or HL)

Theatre SL & HL Course Description and Aims

Theatre is a practical subject that encourages discovery through experimentation, risk-taking and the presentation of ideas. The IB DP theatre course is multifaceted and gives students the opportunity to actively engage in theatre as creators, designers, directors and performers. It emphasizes working both individually and collaboratively as part of an ensemble. Students explore, learn, discover and collaborate to become autonomous, informed and skilled theatre-makers. Students learn to apply research and theory to inform and to contextualize their work. Through researching, creating, preparing, presenting and critically reflecting on theatre, they gain a richer understanding of themselves, their community and the world. Students experience the course from contrasting artistic and cultural perspectives. They learn about theatre from around the world, the importance of making theatre with integrity, and the impact that theatre can have on the world. It enables them to discover and engage with different forms of theatre across time, place and culture, promoting international-mindedness and an appreciation of the diversity of theatre. The aims of all DP 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.

Paper Type Study Time

Type and Weighting Question Type

Listening and Musical Perception

2hr 15 mins exam

Based on musical perception, analysis, examination, comparing and contrasting SL students (A+B).

75 hrs Externally marked examination to given

criteria. 30% (Designed to meet

assessment objectives 1,2,3 +6)

SL students to answer 5 questions in any order they choose.

Musical links investigation

A written media script (2000 words max)

30 hrs Externally assessed to given criteria. 20%

Submission of script investigating significant musical links between 2 or more pieces from distinct musical cultures.

Creating or Solo

Performance

Either: 2 pieces of coursework with recordings and written work or submission of performance recording.

75 hrs Internally assessed. 50%

Selected genre working to the students’ strength. 15 min recording selected from pieces presented during one or more public performances.

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The aims of the SL theatre course 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)

In addition, the aims of the HL theatre course are to enable students to:

10. understand and appreciate the relationship between theory and practice (theatre in context, theatre processes, presenting theatre)

Curriculum Overview

Theatre in context (SL & HL)

Research and examine the various contexts of at least one published play text and reflect on live theatre. Research and examine the various contexts of at least one world theatre tradition.

Reflect on personal approaches, interests and skills in theatre. Research and examine at least one starting point and the approaches employed by an appropriate professional theatre company, and consider how this might influence personal approaches.

Theatre Processes (SL & HL)

Practically examine the performance conventions of at least one world theatre tradition and apply this to the staging of a moment of theatre

Respond to at least one starting point and engage with the process of transforming it collaboratively into an original piece of theatre.

Take part in the practical exploration of at least two contrasting published play texts and engage with the process of transforming a play text into action.

Explore at least one theorist and collaboratively engage in creating theatre based on their theory (Higher Level only).

Presenting Theatre (SL & HL)

Direct and present at least one scene or section from one published play text.

Present a moment of theatre which demonstrates the performance convention(s) of at least one world theatre tradition.

Participate in at least one production of a collaboratively created piece of original theatre, created from a starting point, which is presented to others.

Create, present and evaluate at least one theatre piece based on an aspect of a theatre theorist’s work (Higher Level only).

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Assessment Overview

Having followed the theatre course students are expected to:

Demonstrate knowledge and understanding of specified content

Demonstrate application and analysis of knowledge and under- standing

Demonstrate synthesis and evaluation

Select, use and apply a variety of appropriate skills and techniques

External (65%)

Director’s notebook - Develop ideas regarding how a play text could be staged for an audience (35%).

Research presentation - Deliver an individual presentation (15 minutes maximum) that outlines and physically demonstrates research into a convention of a theatre tradition (30%).

Internal (35%)

Collaborative project - Collaboratively create and present an original piece of theatre (lasting 13–15 minutes) for and to a specified target audience (35%).

Visual Arts HL & SL

The IB Diploma Programme visual arts course encourages students to challenge their own creative

and cultural expectations and boundaries. It is a thought-provoking course in which students

develop analytical skills in problem-solving and divergent thinking, while working towards technical

proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from

different perspectives and in different contexts, students are expected to engage in, experiment

with and critically reflect upon a wide range of contemporary practices and media. The course is

designed for students who want to go on to study visual arts in higher education as well as for those

who are seeking lifelong enrichment through visual arts.

Distinction between SL and HL

The visual arts syllabus demonstrates a clear distinction between the course at SL and at HL, with

additional assessment requirements at HL that allow for breadth and greater depth in the teaching

and learning. The assessment tasks require HL students to reflect on how their own work has been

influenced by exposure to other artists and for them to experiment in greater depth with additional

art-making media, techniques and forms. HL students are encouraged to produce a larger body of

resolved works and to demonstrate a deeper consideration of how their resolved works

communicate with a potential viewer.

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Assessment Activities

Assessment Task: Comparative Study

Students Analyse and compare different artworks by different artists.

This independent critical and contextual investigation explores artworks,

objects and artifacts from differing cultural contexts

Externally

assessed

20%

SL: Compare at least 3 different

artworks by at least 2 different

artist with commentary over 10-15

screens

HL: As SL plus a reflection on the

extent to which their work and

practices have been influenced by

any of the art/artists examined 3-5

screens.

Total Max 20 screens

Assessment Task: Process Portfolio:

Students submit carefully selected materials which evidence their

experimentation, exploration, manipulation and refinement of a variety

of visual arts activities during the two year course.

Externally

assessed

40%

SL: 9-18 screens. The submitted

work should be in at least two

different art making forms.

HL: 13-25 screens. The submitted

work should be in at least three

different art making forms

Assessment Task: Exhibition:

Students submit for assessment a selection of resolved artworks from

their exhibition. The selected pieces should show evidence of their

technical accomplishments during the visual arts course and an

understanding of the use of materials ideas and practices appropriate to

visual communication. Each piece is to be accompanied by a 500 word

text.

Internally

Assessed

40%

SL & HL students may submit two photographs of their overall

exhibition. While the photographs will not be used to assess individual

artworks, they may give the moderator insight into how a candidate has

considered the overall experience of the viewer in their exhibition.

SL: 4-7 pieces with exhibition text

for each. A curatorial rational (400

words minimum)

HL: 8-11 pieces with exhibition

text for each. A curatorial rational

(700 words minimum)

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