the international baccalaureate diploma...

The International

Baccalaureate

Diploma Programme INFORMATION EVENING, VILLIERS. [email protected]

17TH OCTOBER 2018 [email protected]

(THIS PPT WILL BE MADE AVAILABLE ON THE SCHOOL WEBSITE)

What is the IBDP?

The IBDP is the senior course of the IB

programme.

It is an academically challenging and balanced

programme which prepares students for success

at university and life beyond.

It is designed to address the intellectual, social,

emotional and physical well-being of students

It is recognised and highly respected at the

world’s leading universities.

Why did Villiers become an IBDP

school? Both Villiers philosophy and the IB philosophy aligned very easily:

Both aspire to develop well-rounded students who are open- minded, confident in their own identities and able to apply their learning in what is becoming an increasingly unpredictable world.

Villiers is already an International School with students from almost 30 countries already adding to the rich and diverse learning environment.

Villiers’ application to become an IBDP school epitomised Villiers’ vision of a personally challenging international education for our students.

Authorisation to offer this academically challenging programme, also highlights the schools’ efforts to strive for academic excellence.

The IB Learner Profile

Villiers’ IB students…

• Amy

• Timon

• Abeeha

What is the IBDP?

Students choose one subject from each of five subject groups

Students must also choose either an arts course or a second subject from one of the other subject groups

Subjects can be studied at higher or standard level

Students normally take 3 Higher Level and 3 Standard Level subjects

What is the IBDP?

What is the Diploma Programme?

https://player.vimeo.com/video/64308996



What are the subject groups?

The six subject groups are:

Studies in language and literature

Language acquisition

Individuals and societies

Sciences.

Mathematics

The arts.

There are different subjects within each subject group.

What subjects will Villiers offer?

Group 1: English A: Language & Literature; Self-taught Language A:

Literature SL.

Group 2: Language B: German; Language B: French; Language B:

English; Language ab initio: Japanese SL.

Group 3: Business and Management; History.

Group 4: Biology; Chemistry

Group 5: Mathematics SL

Group 6: Visual Arts; French; Japanese ab initio; Chemistry; Business and Management

Group 1: Language and Literature Part 1: Language in Cultural

Context

• Effect of audience and

purpose on the structure

and content of texts

• Impact of Language

Changes

• Effect of Culture and

context on language and

meaning

Part 2: Language and Mass

Communication

• Forms of communication

within the media

• Educational, political and

ideological influence of

the media

• Ways in which mass

media use language and

image to inform,

persuade or entertain.

Group 1: Language and Literature Part 3: Literature- texts and

contexts

• Historical, cultural and social

contexts in which texts are

written and received

• Relationships between

context and formal elements

of the text, genre, structure

• Attitudes and values

expressed by literary texts and

their impact on readers

Part 4: Literature- critical

study

• Detailed exploration of

literary works

• Elements such as theme

and the ethical stance or

moral values of literary

texts

• Appropriate use of literary

terms

Group 1: Language and Literature

SL/ HL Assessment Assessment Type HL/ SL Format Weighting

Paper 1 (External) HL

SL

A written comparative of one pair of unseen texts

A written analysis of one of two unseen texts

25%

Paper 2 (External)

HL/ SL In response to one of six questions, an essay based on

two studied texts

25%

Written Tasks (External) HL

SL

At least four written tasks- two for external assessments

At least three written tasks- two for external

assessments

20%

Individual Oral

Commentary (Internal)

HL/ SL An oral commentary on an extract from a literary text 15%

Further Oral Activity

(Internal)

HL/ SL

At least two further oral activities- one submitted for

final assessment

15%

Group 2: Language Acquisition

Aims 1. Develop international-mindedness through the study of languages,

cultures, and ideas and issues of global significance.

2. Enable students to communicate in the language they have studied in a

range of contexts and for a variety of purposes.

3. Encourage, through the study of texts and through social interaction, an

awareness and appreciation of a variety of perspectives of people from

diverse cultures.

4. Develop students’ understanding of the relationship between the

languages and cultures with which they are familiar.


Aims 5. Develop students’ awareness of the importance of language in

relation to other areas of knowledge.

6. Provide students, through language learning and the process of

inquiry, with opportunities for intellectual engagement and the

development of critical- and creative-thinking skills.

7. Provide students with a basis for further study, work and leisure

through the use of an additional language.

8. Foster curiosity, creativity and a lifelong enjoyment of language

learning.


•A wide range of oral, written and visual texts are encountered including:

• single and multiple images, with or without written text

• non-literary and literary written texts and extracts

• broadcast media texts: films, radio and television programmes, and their scripts

• oral texts: presentations, debates, interviews, speeches, recorded conversations, and their transcripts

• electronic texts that share aspects of the above areas: text messaging, web pages and blogs, social media and video-sharing websites.

*The study of two literary works originally written in the target language is a requirement at HL in language B.

Texts can be: Personal, Professional and Mass Media

Group 2: Language Acquisition Overview

5 prescribed themes:

• identities

• experiences

• human ingenuity

• social organization

• sharing the planet.

Conceptual Understanding

in Language Acquisition

• Audience

• Context

• Purpose

• Meaning

• Variation

Group 2: Language Acquisition Assessment

External Assessment (3 Hours)

Paper 1 Productive Skills- Writing 25%. One writing task from a choice of three, each from a different theme, choosing a different text type.

Paper 2 Receptive Skills- Listening and Reading 50%. Comprehension exercises on three audio passages and three written texts drawn from all five themes.

Internal Assessment

Individual Oral Assessment 25%. A conversation with the teacher based on a stimulus followed by a discussion on an additional theme.

Group 3: Individuals and Society-

Business and Management

The business management course is designed to develop students’

knowledge and understanding of business management theories,

as well as their ability to apply a range of tools and techniques.

Students learn to analyse, discuss and evaluate business activities at

local, national and international levels. The course covers a range of

organizations from all sectors, as well as the socio-cultural and

economic contexts in which those organizations operate.

Through the exploration of six underpinning concepts (change,

culture, ethics, globalization, innovation and strategy), the course allows students to develop a holistic understanding of today’s complex and dynamic business environment.



The aims of the BM course at HL & SL are to:

1. encourage a holistic view of the world of business

2. empower students to think critically and strategically about individual and organizational behaviour

3. promote the importance of exploring business issues from different cultural perspectives

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

5. promote awareness of the importance of environmental, social and ethical factors in the actions of individuals and organizations

6. develop an understanding of the importance of innovation in a business environment.



External assessment for HL and SL students consists of two written examination papers.

Paper one is based on a pre-seen case study issued in advance.

Paper two consists of structured questions based on stimulus material and an extended response question that assesses students’ understanding of the key concepts of the course.

Internal assessment for HL students is a research project and for SL students a written commentary.

In both tasks, students study real world business organizations.

These are internally marked by subject teachers and then externally moderated by IB examiners.


History • World History Course.

• Using comparative and multi-perspective approaches.

• Encompasses economic, social and cultural elements.

• Course structure encourages students to think

historically and to develop historical skills as well as

gaining factual knowledge.

• Critical thinking and understanding of multiple

interpretations of history is developed.

• The six key terms: change, continuity, causation,

consequence, significance and perspectives.

Group 3: History- Aims

Develop an understanding of, and continuing interest in, the past.

Encourage students to engage with multiple perspectives and to

appreciate the complex nature of historical concepts, issues, events

and developments.

Promote international-mindedness through the study of world history.

Develop an understanding of history as a discipline and to develop

historical consciousness including a sense of chronology, context and

understanding of different historical perspectives.

Develop key historical skills, including engaging effectively with sources.

Increase students’ understanding of themselves and of contemporary

society by encouraging reflection on the past.

Group 3: History- Content

Riots & Protests in the 20th century:

Apartheid in South Africa.

Civil Rights in the US.

Authoritarian States in the early 20th century.

Superpower Tensions & Rivalries (Cold War),

Special Study – Project based.

Democratic States in the early 20th century. HL Only

Diplomacy in the interwar years. HL Only

Collapse of Authoritarian States. HL Only

Group 3: History- Assessment

External assessment (5 hours/2 & 1/2 hours)

Paper 1 (1 hour) Source-based paper based on the prescribed topic. Answer four structured questions. 20% - HL/30% - SL

Paper 2 (1 hour 30 minutes)

Essay paper based on the world history topics. Answer two essay questions on two

different topics. 25% - HL/45% - SL

Paper 3 (2 hours 30 minutes) HL Only

For the selected region, answer three essay questions. 35% - HL Only

Internal assessment (20 hours)

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

Historical investigation - Students are required to complete a historical investigation into a topic of their choice. 20% - HL/25% - SL

Group 4: Sciences: Biology

This course provides students with the opportunities to;

design investigations

collect data

develop manipulative skills

analyse results

collaborate with peers

evaluate and communicate findings

Group 4: Sciences: Biology Appreciate scientific study and creativity within a global context

Aqcuire and apply a body of knowledge, methods and techniques that characterise science and technology

Develop an ability to analyse, evaluate and synthesize scientific information

Develop a crictical awareness for effective collaboration and communication during scientific activities.

Develop experimental and investigative skills

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

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

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


Core

1. Cell biology

2. Molecular biology

3. Genetics

4. Ecology

5. Evolution and

biodiversity

6. Human physiology

Additional

higher level 7. Nucleic acids

8. Metabolism, cell

respiration and

photosynthesis

9. Plant biology

10. Genetics and evolution

11. Animal physiology

Option (Choice of

one out of four) A. Neurobiology and

behaviour

B. Biotechnology and

bioinformatics

C. Ecology and

conservation

D. Human physiology


Internal Assessment – 20%

An individual investigation which may involve a hands on approach, use of data bases, modelling, simulations or a hybrid

It can be practically or theoretically based and aims to develop an understanding of the relationship between scientific disciplines and their influence on other areas

External Assessment – 80%

It consists of three written papers

Paper 1 – multiple choice questions

Paper 2 – short answer and extended response questions

Paper 3 – (a) data based and experimental questions

(b) questions from option topics

Group 4: Sciences: Chemistry

The syllabus content for the IB chemistry program consists of the core

academic material (Topics 1-11), the Additional Higher Level material (Topics

12-20) and the Option.

Experimentation and Internal Assessment tasks will be carried out throughout

the course including: a) IA Group 4 Project; b) IA Individual Investigation

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

Programme science students must participate. The intention is that students from

the different group 4 subjects analyse a common topic or problem. It is a

collaborative experience where the emphasis is on the processes involved in,

rather than the products of, such an activity

b) The Individual Investigation is an internal assessment task which is one

practical scientific investigation taking about 10 hours and the write-up should be

about 6 to 12 pages long. The task produced should be complex and it requires

a purposeful research question and the scientific rationale for it.

Group 4: Sciences: Chemistry Core 1. Quantitative Chemistry

2. Atomic Structure

3. Periodicity

4. Bonding

5. Energetics

6. Kinetics

7. Equilibrium

8. Acids and Bases

9. Oxidation and Reduction

10. Organic Chemistry

11. Measurement & Data Processing

Additional

higher level 12. Atomic Structure

13. Periodicity

14. Bonding

15. Energetics

16. Kinetics

17. Equilibrium

18. Acids and Bases

19. Oxidation and Reduction

20. Organic Chemistry

Option (Choice of

one out of four) A. Materials

B. Biochemistry

C. Energy

D. Medicinal Chemistry

Group 4: Sciences: Chemistry Assessment

Objectives Demonstrate knowledge and understanding of:

a. facts, concepts, and terminology

b. methodologies and techniques

c. communicating scientific information.

2. Apply:

a. facts, concepts, and terminology


c. methods of communicating scientific information.

3. Formulate, analyse and evaluate:

a. hypotheses, research questions and predictions


c. primary and secondary data

d. scientific explanations.

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

Group 4: Sciences: Chemistry

Internal Assessment – 20%

An individual investigation which may involve a hands on approach, use of data bases, modelling, simulations or a hybrid

It can be practically or theoretically based and aims to develop an understanding of the relationship between scientific disciplines and their influence on other areas

External Assessment – 80%

It consists of three written papers

Paper 1 – multiple choice questions

Paper 2 – short answer and extended response questions

Paper 3 – (a) data based and experimental questions

(b) questions from option topics

Group 5: Mathematics: SL

The Standard Level Mathematics course aims to develop students

ability to:

enjoy mathematics, and develop an appreciation of the

elegance and power of mathematics

develop an understanding of the principles and nature of

mathematics

communicate clearly and confidently in a variety of contexts

develop logical, critical and creative thinking, and patience and

persistence in problem-solving

employ and refine their powers of abstraction and generalization

SL Maths Aims

apply and transfer skills to alternative situations, to other areas of

knowledge and to future developments

appreciate how developments in technology and mathematics

have influenced each other

appreciate the moral, social and ethical implications arising from

the work of mathematicians and the applications of mathematics

appreciate the international dimension in mathematics through

an awareness of the universality of mathematics and its

multicultural and historical perspectives

appreciate the contribution of mathematics to other disciplines,

and as a particular “area of knowledge” in the TOK course.

Group 5: Mathematics: SL SL Maths Aims

Group 5: Mathematics: SL

The SL course is a 2 year course that requires students to complete

150 hours.

Topics covered are:

• Algebra

• Functions and Equations

• Circular Functions and Trigonometry

• Vectors

• Statistics and Probability

• Calculus

• Mathematical Exploration

SL Maths Content

Group 5: Mathematics: SL SL Maths Assessment

Internal Assessment (20%)

The internal assessment is in the form of a mathematical exploration. Students are

required to investigate and write about a topic of mathematics.

External Assessment (80%)

The external assessment is in the form of two papers.

Paper 1 is worth 40% and takes 1.5 hours. Calculators are not allowed in this

examination

Paper 2 is worth 40% and takes 1.5 hours. Graphing display calculators are allowed

in this examination.

Both papers require students to complete section A & section B ( no choice)

Section A includes short response questions based on the entire syllabus.

Section B includes extended response questions based on the entire syllabus.

Group 6: The Arts: Visual Arts

Description and Aims

The Diploma Programme visual arts course enables students to engage in practical exploration and artistic production, and in contextual, visual and critical investigation.

In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage 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 further study of visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts.

Art-Making Forms Two-dimensional forms Three-dimensional forms Lens-based, electronic and

screen-based forms

Drawing: such as

charcoal, pencil, ink.

Painting: such as

acrylic, oil, watercolour.

Printmaking: such as

relief, lino and etching.

Graphics: such as

illustration and design.

Sculpture: such as ceramics,

found objects, wood and

assemblage.

Designed objects: such as

fashion, architectural,

vessels.

Site specific: such as land

art, installation and mural.

Textiles: such as fibre,

weaving and printed fabric.

• Time-based and

sequential art: such as

animation,

graphic novel and

storyboard.

• Lens media: such as still,

moving and montage.

• Digital/Screen based:

such as vector graphics

and software generated.

Group 6:

The Arts:

Visual Arts

Assessment

Supplementary Subjects via

Pamoja Education

To augment the range of subjects available, Villiers has also

established links with Pamoja Education. Pamoja Education is the

only recognised online provider of IBDP courses

Additional subjects available through Pamoja Education include:

Mandarin ab initio; Spanish ab initio; Spanish B SL

Economics; Philosophy; Psychology; Information Technology in a

Global Society

Mathematics HL

Film SL

*There will be an additional cost for each subject studied via Pamoja

Education.

What is the IB core?

The Extended Essay

Theory of Knowledge

Creativity, Activity, Service *A maximum of three diploma points can be awarded

for student’s combined performance in Theory of Knowledge and the Extended Essay

The Extended Essay (EE)- at a

glance

• 4,000 words max. + a reflection form of 500 words max.

• In-depth study of a focused topic chosen by the student

• Normally, one of the student’s 6 IB subjects

• Presented like an academic paper with a well-

formulated research question

• D grade or higher necessary to be awarded the Diploma

The Extended Essay - skills

• Academic writing: a focused research question, supported arguments

• Academic honesty: citing and referencing using the Harvard style used in many academic papers

• Research skills: independent research using physical or online resources with limited support from supervisor

• Information skills: identifying accurate and trustworthy sources

• Time-management skills: 40+ hours of individual work, personal and school internal deadlines

The Extended Essay - assessment

Theory of Knowledge (TOK)

Critical thinking and inquiring into the process of

knowing.

100 hours class time.

Considers how we know what we claim to know.

Knowledge claims. Knowledge Questions.

Related to Real Life Situations.

Shared and Personal Knowledge.

Theory of Knowledge (TOK) Ways of Knowing

Language

Sense Perception

Emotion

Reason

Imagination

Faith

Intuition

Memory

4 in depth

Areas of Knowledge

Mathematics

Natural Sciences

Human Sciences

The Arts

History

Ethics

Religious Knowledge Systems

Indigenous Knowledge Systems

6 in depth

Theory of Knowledge (TOK) The Knowledge Framework Device for exploring AOKs.

Identifies key characteristics through five interconnecting components:

1. Scope, Motivation and Applications

2. Specific Terminology and Concepts

3. Methods used to produce Knowledge

4. Key Historical Developments

5. Interaction with Personal Knowledge

Assessment in TOK

Essay (External)

Chosen from six prescribed

titles from the IB.

1,600 words.

Presentation (Internal with

External Moderation)

Individual or small group (max 3)

10 mins approx. for each

Individual.

Creativity, Activity, Service (CAS)

At the heart of the IBDP

1. Creativity: Exploring and extending ideas leading to

an original or interpretive product or performance

2. Activity: Physical exertion contributing to a healthy

lifestyle

3. Service: Collaborative and reciprocal engagement

with the community in response to an authentic need.

Creativity, Activity, Service (CAS)

CAS involves:

1. Investigation, preparation and action

2. Reflection on significant experiences throughout to inform problem-solving and

choices

3. Demonstration allowing for sharing of what has taken place.

In addition to the timetabled periods it involves a CAS handbook, information

sessions and meetings, formal interviews and a CAS Portfolio (a collection of

evidence, experiences and reflections)

CAS and the CAS Portfolio are not formally assessed but are a requirement in order

to receive your Diploma

CAS Learning Outcomes

Increased awareness of strengths and areas for growth

Undertaking new challenges

Planned and initiated activities

Working collaboratively with others

Showing perseverance and commitment

Engaged with issues of global importance

Consideration of ethical implications

Developing new skills

The IB Diploma

IB Diploma Maximum 45 points

6 Subjects: Max 7 points per subject 42 points

Core: Extended Essay; Theory of

Knowledge

3 points

Core: Creativity, Activity, Service Requirement

Minimum to pass IBDP 24 points

Maximum available 45 points

Admission to the IBDP

• Are you in F3? Consider applying for our

ITY programme…

• Are you in F4? Consider the following

points…

Admission to the IBDP

Admission to the IBDP will be determined by the IBDP team based on information obtained with respect to:

The potential of the applicant to benefit from the programme;

The capacity of the programme to meet the educational needs of the applicant;

The results of admissions tests, where applicable, including a written language test as well as previous results from any external written assessment;

The availability of places.

(from Villiers Admission Policy)

Villiers will not admit students to the IBDP who have not demonstrated the capacity to engage with and benefit from the IBDP programme.

When compared to other pre-3rd level

programmes internationally, DP students are…

Better self-regulators

Less likely to view learning as primarily memorisation of information

Civic mindedness- more caring, open-minded, reflective, mature

Better prepared for university education in terms of curricular content, study skills and the ability to handle a rigorous workload.

More likely to enrol at a top 20 Higher Education Institution

More likely to achieve a first class honours

More likely to be employed at graduate level jobs and in higher

paid occupations

(Aulls and Lemay, 2013; Billig 2013; Lee, Leung, Wright, Yue, Gan, Kong and Li, 2013; Higher Education

Statistics Agency, 2011; ACSIS, 2011)

Points to consider

What do I wish to do after Villiers?

Why do I want to do IB?

Do the IB subjects available in Villiers suit my needs?

Do I know what level I wish to take each subject at?

If I’m going to college in Ireland, would the Leaving

Certificate be an easier route?

Costs: The projected cost of participating in the IBDP is

an additional 4,100e per year.

Admission applications to be submitted by March 1st

2019

What next?

Over the coming weeks, subject teachers will

make themselves available at specified times to

speak with interested students and parents to

answer any further questions or queries

Appointments should be made before the end

of December with IBDP Coordinator to discuss

admission to the IBDP

Please follow @VilliersIB to stay up to date with

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