post 16 international baccalaureate choices · •interested in talking about literary devices and...
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Post 16 International Baccalaureate Choices
2016-2018
Post 16 International Baccalaureate Choices 2016-18 2
To outline the Post 16 Curriculum Structure at Wellington International School.
To explain the nature of the IB programmes.
To give some advice to students and parents about the best option subject choices to make Post 16.
Aims for the Evening
Format for the Evening: The Post 16 Curriculum Offer at WIS
Richard McGrory, Director of Secondary
Curriculum
Vicki Hallatt, IBDP/IBCP Coordinator
The Compulsory Elements of IBDP
Amy Denyer, Curriculum Leader, English
Anna Dalladone, Curriculum Leader MFL
Carrie McNerney, Curriculum Leader Maths
A Diploma Student
Aasiyah Patel Year 12
The IBCP BTEC Media Course
Claire Young, Subject Leader for Media and
Head of Sixth Form
An IBCP Student
Annabel Thomas Year 12
University pathways and Making the
Best Choices
Laura Curran, Careers Counselor
Subject Specific Conversations
With subject leaders teachers in the
Falcon Centre.
The Post 16 Curriculum at WIS
At GEMS Wellington International school we offer three pathways of study for
students from the International Baccalaureate Organisation (IBO).
What is the IBO?
• Established in the late 1960s to meet the educational needs of
students in International Schools.
• Teaches over 600,000 students in 2300 schools in 127 countries.
• Now taught in both International Schools and State sector schools
across the globe, with the highest number of schools being in the
United States.
An academically challenging and balanced
programme of education with
• final examinations in six subjects and
• an additional ‘Core’ programme of
study (TOK, CAS, EE),
that prepares students for success at university
and life beyond.
Three Pathways:
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The IB Courses
Programme
Three Pathways: The IB Courses Programme
A programme in which students take
• only particular Diploma Programme
courses (subjects) and
• also some parts of the ‘Core’ of the
Diploma Course (TOK, CAS and EE),
that provides students with the qualifications to
access university.
Three Pathways:
The IB Courses
Programme
A programme in which students take
• a career-related qualification (BTEC) in Creative
Media,
• at least two Diploma Programme courses
(subjects), and
• an additional ‘Core’ that includes approaches to
learning, community and service, language
development and a reflective project.
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The IB
Learner Profile
A short video about the IB Learner Profile
can be found here:
http://www.ibo.org/en/section-
benefits/learner-profile/
• Inquirers
• Knowledgeable
• Thinkers
• Communicators
• Principled
• Open – Minded
• Caring
• Risk Takers
• Balanced
• Reflective
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The Diploma Programme Model
The Core of the IBDP The Core of the IBDP
The IBDP is made up of the three required components, that
aim to broaden students’ educational experience and
challenge them to apply their knowledge and skills.
The three core elements are:
The Extended Essay
Theory of Knowledge
Creativity, Action, Service
The core elements are central to the philosophy of the
programme.
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The Core of the IBDP: Extended Essay
COMPULSORY
On a research topic of
student’s devising
Related to an approved
diploma subject from
Handbook of
Procedures
Constitutes a work of
independent research
The extended essay asks students to engage in
independent research through an in-depth study
of a question relating to one of the DP subjects
they are studying.
The World Studies extended essay option allows
students to focus on a topic of global
significance which they examine through the
lens of at least two DP subjects.
• 4,000 words
• Offers the opportunity to investigate a
research question of individual interest
• Familiarises students with the independent
research and writing skills expected at
University
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The Core of the IBDP: Extended Essay
A few essay titles by WIS students
• Studying the behaviour of a rotating telescopic
tube of variable length. (Physics)
• To what extent does Dubai follow the life cycle
model known as the Butler Model of Tourism?
(Geography)
• To what extent were the Canadians a
successful fighting force on the western front
during the First World War? (History)
• How is the subject of growth treated in Ernest
Hemingway’s The Old Man and the Sea and
Naguib Mahfouz’s The Cairo Trilogy?
(Literature)
40 hours of work
Concluding with a short
10-15 min interview
(Viva Voce)
Externally assessed
Contributes to a
maximum of 3 bonus
points to the total score
of the IB diploma
(EE+TOK)
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The Core of the IBDP: Theory of Knowledge
• Explores the nature of
knowledge across
disciplines. They are
Mathematics, The
Natural Sciences, The
Human Sciences, The
Arts, History, Ethics,
Religious Knowledge
Systems, and
Indigenous Knowledge
Systems.
• Encouraging an
appreciation of other
cultural perspectives
• TOK Contributes to a
maximum of 3 bonus
points to the total score
of the IB diploma
(EE+TOK)
Theory of knowledge develops a coherent
approach to learning that unifies the academic
disciplines.
In this course on critical thinking, students
inquire into the nature of knowing and deepen
their understanding of knowledge as a human
construction.
An in depth description of this subject can be
found in the Information Booklet.
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TOK – How it is delivered?
As a core element which all Diploma
Programme students undertake, WIS is
required to devote at least 100 hours of class
time over the two years to deliver TOK.
In order to cover the syllabus and prepare
students for the assessments WIS IB students
attend two TOK lessons a week over the two
years.
The Core of the IBDP: CAS
• Encourages students to be
involved in artistic pursuits,
sports and community
service
• Education outside the
classroom
• Development of the learner
profile
Creativity, action, service (CAS) involves
students in a range of activities alongside their
academic studies throughout the Diploma
Programme.
Creativity encourages students to engage in
the arts and creative thinking.
Action seeks to develop a healthy lifestyle
through physical activity.
Service with the community offers a vehicle for
new learning with academic value. The three
strands of CAS enhance students’ personal
and interpersonal development through
experiential learning and enable journeys of
self-discovery.
The Core of the IBDP: CAS
• Help survey reefs
• Raising funds for a village in Ethiopia
• Getting “hoodies” made for the children and then visiting the school and the community and helping to address their needs
• Working with Feline Friends
• Sports coaching
• Adventure trips to Nepal
• Tutoring both in WIS and externally
• Learning to scuba dive
• Setting up running clubs and societies
• learning to drive on a race track
• learn a completely new language or skill.
At Wellington we offer a comprehensive array of
creative activities and events such as the following:
• Model United Nations
• World Scholar’s Cup
• Sports
• Expeditions
• Service related opportunities
Activities planned and completed as part of the CAS
programme significantly augment a student’s
curriculum vitae and helps differentiate them at both
university and employment related interviews.
The IBDP Courses On Offer at WIS
Apart from the Core
(Extended Essay, Theory of
Knowledge and CAS)
students taking the Diploma
take six subjects.
One exception to the course
selection – a second
Science or a second
Humanities subject may be
taken instead of an Arts
subject.
There are six subject groups in IBDP
Students must select one course from each of the six groups ensuring that all students complete a broad range of subjects.
Three subjects must be taken at Higher Level (240 guided learning hours).
Three subjects must be taken at Standard Level (150 guided learning hours).
Subjects on Offer
Group 1 First Language (Language A)
English Literature, English Language and Literature
Group 2 Language Acquisition (Language B)
Arabic, French, Italian, Spanish
Group 3 Individuals and Societies
Business and Management, Economics, Geography, History, ITGS, ESS, Psychology, Global Politics
Group 4 Experimental Sciences
Chemistry, Physics, Biology, ESS,
Sports Exercise and Health,
Computer Science, The Nature of
Science
Group 5 Mathematics
Mathematics
Group 6 The Arts
Film, Music, Visual Arts, Theatre
Group 2: Language Acquisition
English Language SL
English Language HL
English Language and Literature SL
English Language and Literature SL
Group 1 English
Group 1: Studies in Language and Literature (English)
Language A: Literature HL/SL
Language A: English Language & Literature HL /SL
Entry Requirements:
An A* or A at GCSE/IGCSE for English Literature HL.
An A* or A at GCSE/IGCSE for English Language and Literature at HL.
All other students will take the SL courses.
Literature
Works In Translation Essay 25%
Exam 45%
Paper 1 Unseen Poem or Prose 20%
Paper 2 Comparison Essay 25%
Oral Assessment
30%
Individual Oral Commentary
15%
Individual Oral Presentation
15%
Language & Literature
Written Tasks 25% Exam 45%
Paper 1 Unseen
Language 20%
Paper 2 Literature
Essay 25%
Oral Assessment
30%
Individual Oral Commentary
15%
Further Oral Assessment
15%
Which course to choose?
• Love reading a variety of texts such as novels, poetry, plays, non fiction etc.
• Keen analytical skills
• Well structured essay skills
• Interested in talking about literary devices and techniques that create meaning
• Considering an Arts based university degree – requiring good communication and written skills e.g. History, Politics, Law
Literature
• Interested in language texts such as blogs, newspaper articles, speeches, advertisements, songs, etc.
• Interested in the context around the production of texts such as historical factors or how the author’s life has influenced the text
• Interested in talking about literary devices and techniques that create meaning as well as language terminology.
• Enjoy creative writing as well as analytical;
• If you are considering completing a media based degree at university e.g.: Media, Marketing
Language and
Literature
Entry Requirements
Literature
HL: A minimum of an A grade in
Literature
SL: A minimum of a C grade in
Literature
Language and Literature
HL: A grade in Language and at least a B grade in
Literature
SL: A minimum of a C grade in both
Language and Literature.
Arabic HL/SL
French HL/SL and Ab Initio SL
Spanish HL/SL and Ab Initio SL
Italian Ab Initio SL
Group 2: Language Acquisition
Group 2: Ab Initio
Students choosing Ab Initio courses should
not have any prior language study at KS4
(ages 14-16) in the chosen language.
There is no prerequisite for Ab Initio
languages provided a student has not
studied the designated language in Key
Stage 4.
Students with language results lower than
a B grade should choose an Ab Initio
subject.
Group 2: Standard Level and Higher Level
HL and SL languages cannot be
a mother language as these
courses are intended for
advanced second language
speakers (not native speakers
of the designated language).
Students wanting to continue studying a
language need to meet the following
requirements:
An A* or A grade at GCSE/IGCSE is required
for HL Languages.
B grades at GCSE/IGCSE are required for SL
languages.
Group 2: Language Acquisition
Topics
There are three topics in the Core: Social
Relationships, Communication and Media
and Global Issues
There are five Options of which 2 will be
chosen by the teacher to cover in class:
Cultural diversity, Customs and traditions,
Health, Leisure, Science and technology
Group 2: Language Acquisition
Assessment:
All levels consist of the following assessment:
Paper 1 – receptive skills
Paper 2 – Written productive skills
Written Assignment – Receptive and written
productive skills
Oral assessment: Interactive skills
Group 5: Mathematics
Mathematics HL
Mathematics SL
Mathematical Studies SL
Group 5 Mathematics Higher Level
Mathematics HL is a tough and very rigorous course
with high demands and expectations.
Only those students who excel in Mathematics and who
are planning on a mathematical related career should
embark on this program.
Requirements for entry onto the course:
A* at IGCSE/GCSE
High grade on the entry skills test
Further Mathematics would be beneficial
Group 5: Mathematics Higher Level
Paper 1 (30%)
Paper 2 (30%)
Paper 3 (20%)
Exploration task (20%)
Course content:
Algebra, functions and equations, circular functions
and trigonometry, vectors, statistics and probability,
calculus, options choice: Your teacher will teach an
option topic i.e. statistics and probability
Assessment:
The final assessment is based upon two core
examinations(one calculator, one non calculator), an
option topic examination(non calculator) and an
exploration task(a mathematical investigation)
.
Group 5: Mathematics Standard Level
IB Mathematics SL is a standard level IB course and caters to students who already possess sound mathematical knowledge. This program is designed to prepare students for future studies in the hard sciences, social sciences, and business.
Requirements for entry onto the course: Minimum grade A at IGCSE/GCSE High grade on the entry skills test
Paper 1 (40%)
Paper 2 (40%)
Exploration Task (20%)
Course content:
Number and Algebra, Functions, Geometry and Trigonometry, Statistics, Vectors, Calculus
Assessment:
The final assessment is based on two externally examination papers (one calculator, one non calculator) and an exploration task completed during the course. Projects may take the form of mathematical modelling,
investigations, applications, statistical surveys etc.
Group 5: Mathematics Standard Level
Group 5 Mathematical Studies Standard Level
IB Mathematics Studies SL is a standard level IB course and is designed for students with varied backgrounds and abilities who may not pursue a mathematically based career. The course develops the skills needed to cope with the mathematical demands of a technological society with an emphasis on the application of mathematics to real-life, everyday situations.
Requirements for entry onto the course:
Minimum of a grade C at IGCSE/GCSE
Paper 1 (40%)
Paper 2 (40%)
Internal assessment (20%) –Projects may take the form of mathematical modelling, investigations, applications, statistical surveys etc.
.
Course content:
Number and algebra, sets, logic and probability functions, geometry and trigonometry statistics , introductory differential calculus
Assessment:
The final assessment is based on two external examination papers (both calculator), and a piece of project work completed during the course. Projects may take the form of mathematical modelling,
investigations, applications, statistical surveys etc.
Group 5 Mathematical Studies Standard Level
Group 5 Mathematics
In addition to the IB-specified assessments students will take end of topic assessments on a regular basis through the 2 year programme.
Calculator required for all courses: The Texas Instrument TI-NSpire CX (Not the CAS model)
If you have any questions please contact:
IBDP Grading System
All Group subjects are graded in Levels
Minimum Grade is Level 1
Maximum Grade is Level 7
These levels are converted into IB Points
6 subjects maximum IB Points = 42
Core (EE and TOK) are graded A – E
Both grades contribute to core points
Minimum core points is 0
Maximum core points is 3
Total maximum IB points = 45
Points required to pass the Diploma = 24
(passing the Diploma also has other stipulations attached)
IBDP: A Student’s Perspective
Aasiya Patel
Year 12
Subjects:
Chemistry HL
Biology HL
English Language and Literature HL
Geography SL
Mathematics SL
French SL
Probable University/Career Pathway:
Sciences in the UK
Previously also known as IB Certificates.
Courses students take 6 IB Courses.
There is no requirement that any of the courses are completed at Higher Level,
all can be Standard Level.
There is no requirement to complete the Core subjects.
The IB Courses Programme
Each individual IB Course is identical to the same subject on the Diploma
course e.g. Standard Level History IB Diploma is exactly the same as Standard
Level History IB Course, same content, same internal assessments, same
examinations.
The IB Courses route allows students to concentrate on their academic subjects
without worrying about the compulsory core.
IB courses provides students with a clear pathway to University entry.
The IB Courses Programme
The IB Careers Related Programme Model
The IBCP
The aim of the CP is to provide students with an excellent foundation to support their
further studies and specialised training, as well as ensuring their success in the
workforce.
1. An IBCP core that includes personal and professional skills, service learning,
language development and a reflective project
2. Three Diploma Programme Courses
3. An approved career-related study.
At Wellington the career related study element of the IBCP is a BTEC in
Creative Media.
The IBCP Core
Personal and Professional Studies
Personal and Professional Studies (PPS) develops transferable skills with an
emphasis on the nature of thinking critically, creatively, laterally and ethically
and being able to communicate effectively.
Service Learning
Students will develop working relationships with the community.
They will explore the Principles of Service Learning.
Knowledge development
Social development
Civic development
Personal development
The IBCP Core
Language Development
Provides the students with the necessary skills and intercultural understanding to
enable them to communicate using a language in a variety of contexts.
A Language Portfolio is required to demonstrate students’ engagement with the
language.
The Reflective Project is a structured piece of work that can take a variety of
forms.
A student will be able to identify, analyse, explore, critically discuss and evaluate
the ethical dimension of an issue arising from their career-related study.
The IBCP Subjects
Mathematical Studies at SL from IB Group 5
One language from IB Group 2 (at Ab Initio unless entry requirements are met for
SL or HL)
One subject from the following list (at SL unless Diploma Entry requirements are
met).
• Chemistry
• Visual Arts
• Business Management
• Psychology
• Computer Science
• Music
• Sports Health and Exercise
BTEC Level 3 Extended Diploma:
Creative Media Production
Opportunity to develop
skills, knowledge and
understanding relevant to
the creative industries as
well as personal skills and
attributes essential for their
next step in education or
working life
Excellent Media facilities
Exciting, varied and challenging course
that develops a range of technical and
analytical skills
Will prepare students for a career in a
variety of creative industries from
Advertising & Marketing, Design to
Journalism
BTEC Level 3 Extended Diploma:
Creative Media Production
This course draws from
and links well with many
other subjects from
Business, ICT and
English to Art and Music
and will therefore
complement the majority
of course combinations.
Some of the units of study:
Graphic Narrative Production
Writing Copy
Film and Editing Techniques
Advertising
Documentary Production
Photography and Photographic Practice
Sound for Computer Games
Stop Motion Animation
Digital Graphics
Music Video Production
BTEC Level 3 Extended
Diploma: Creative Media
Production
The Extended Diploma is graded the
equivalent to three GCE A Levels
Assessment & Grading
19 units will be completed in total
All units are internally assessed.
A summative unit grade is awarded at
pass (P), merit (M) or distinction (D)
and these grades are worth 70, 80 and
90 points respectively.
D*D*D* = 3 x A* at A Level
Grade UCAS
Points
PPP 120
MPP 160
MMP 200
MMM 240
DMM 280
DDM 320
DDD 360
D*DD 380
D*D*D 400
D*D*D* 420
IBCP: A Student’s Perspective
Annabelle Thomas Year 12
Subjects:
Mathematical Studies SL
French Ab Initio
Psychology SL
BTEC Creative Media
University/Career Pathway:
Film Studies at University in the UK
IB Students and University
Participation in the IB
Diploma Programme
shows that students
have excelled in multiple
and diverse academic
challenges and is a
strong predictor for
success in university.
IB students are more likely than others to enroll in and graduate from
selective HE institutions.
Based on their experiences, IB students possess a broader range of skills
that enhance their ability to adapt and contribute to university life.
IB students demonstrate a level of emotional and intellectual maturity for
managing the demands of challenging coursework.
They have extensive experience doing independent research and presenting
what they have learned through presentations, papers and other projects.
They think critically and draw on diverse perspectives that reflect an
international outlook.
IBDP and University
“Diploma Programme students are well-rounded, multifaceted, multiskilled
and have studied in depth. They have good time management skills. They
score higher than students in other national systems, and the IB score is
worldwide the same measure.”
Hrilina Lock, undergraduate admissions manager, London School of
Economics, UK
“IB is well known to us as excellent preparation. Success in an IB
programme correlates well with success at Harvard. We are pleased to
see the credential of the IB Diploma Programme on the transcript.”
Marlyn McGrath Lewis, assistant dean of admissions, Harvard
University, USA
IBDP and University
IBDP and University
“The challenging nature of the IB diploma is good preparation for
university. The self-discipline that you acquire from studying a breadth
of subjects in such depth assists you in achieving the learning outcomes
required by universities.”
Natasha Reurts, 2006 IB graduate, University of Sydney, Australia
IBDP and University
there is no distinction between A level and IB in gaining entry to undergraduate
courses at Oxford. However, the breadth and depth of IB was better preparation
when ‘on course’ as it enables students to hit the ground running’
Dr Alexandra Lumbers, Jesus College Oxford – stated on her recent visit
to WIS on 2014
University Pathways from WIS
USA
Berkeley, University of California
Case Western University
Florida State University
Georgetown University
Miami Dade
Mississippi State University
New York University
Northeastern University
Northwestern University
Ohio State University
Princeton University
Riverside, University of California
Santa Cruz, University of California
School of Visual Arts, New York
Stanford University
Tufts University
UCLA
University of San Diego
Urbana Champagne
University Pathways from WIS
United Kingdom
Aberdeen University
Bath University
Birmingham University
Bournemouth University
Brighton University
Brunel University
Cardiff University
Durham University
DeMontfort University
Exeter University
Goldsmiths
Herriot Watt
Hull University
Keele University
Kings U of L
Leeds University
Manchester University
Newcastle University
Nottingham University
Portsmouth University
Queen Mary U of L
Roehampton University
Royal Holloway U of L
Sheffield University
Surrey University
Sussex University
Warwick University
University Pathways from WIS
Canada
Bishops University
McGill University
University of British Columbia
University of Calgary
University of Toronto
Australia
University of Queensland
University of Melbourne
University of Sydney
University of Waterloo
Elsewhere
National University of Singapore
Vienna Business School
University of Strasbourg
University of Cape Town
Stellenbosch University
University of Auckland
American University of Beirut
American University of Sharjah
IBCP/Certificate and University Pathways
United States
University of Florida – Miami studying Photography & Media,
San Francisco Institute of Design - Studying Automotive Design
United Kingdom
Leeds Metropolitan University – Studying Business,
Hertfordshire University – Studying Business & Management,
Bournemouth University – Studying Media,
Westminster University – Studying Business & marketing,
Greenwich University - Studying Event Management,
Manchester Metropolitan University – Studying Business & Accounting
Other Countries
University of Adelaide,
The University of Applied Sciences in Holland,
The Hospitality Academy in Geneva,
Spain Business School in Singapore,
Vancouver Island in Canada,
Trent University in Ontario Canada,
Dubai Based Institutes
The Emirates Hospitality Academy in Dubai,
Emirates Aviation University (starting with an HND and then moving to a degree accredited by Coventry University in the UK resulting in a BA degree within in 3 years)’
Canadian University in Dubai - Studying Business BA,
Murdoch University – Studying Computer Science,
Herriot Watt University – Studying Design & Business,
Middlesex University – Studying Early Childhood.
The IB courses are widely recognised globally and is a genuine pathway to University. The
examples below are indicative of the acceptance of the IBCP as a pathway to study at
Higher Education and represent actual students from Dubai:
Timeline: WIS Post 16 Applications 2015 -2017
All Applications are
accepted by The
Head of Secondary’s
PA,
Mrs Lawrence, in the
Secondary Office
Wednesday 4th November 2015: Post 16 Information Evening.
Wednesday 16th December 2015: Closing date for applications.
Thursday 17th December 2015: Late applications accepted onto
waiting list.
Sunday 17th January 2016 Post 16 Offer Letters distributed
Thursday 25th August 2016 GCSE/IGCSE Results released.
Sunday 28th August 2015, 3pm Last day for all parents/students to
confirm take up of offers.
Monday 29th August Offers made to students on waiting
list.
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