Bavarian International School
IB Diploma Handbook 2015-2017
MISSION
Inspiring and challenging young minds
as a caring and committed international community
to achieve excellence,
assume responsibility and
pursue life-long learning.
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Our Mandate
Inspiring and challenging young minds
Stimulate inquiring minds and spark enthusiasm for discovery and exploration.
Focus on all aspects of student development: the academic, the intellectual, the creative, the social, the physical, the ethical and the emotional.
In a caring and committed international community
Provide an open-minded and supportive atmosphere through a climate of commitment, empathy and open communication.
Facilitate the acquisition of languages and understanding of culture by communicating in English and by providing instruction of German and other languages.
Promote international-mindedness throughout our curriculum by exploring our diversity of culture, language and experience while gaining insights from the unique perspective of our German host culture.
2 IBDP and High School Diploma Handbook 2015-7 Achieve excellence
Promote the acquisition of concepts, knowledge, skills and attitudes required to think critically, pursue excellence and fulfil one’s personal potential.
Be a dynamic and progressive school with well-resourced and innovative programmes.
Pursue excellence through a commitment to the continuum of the IB programmes and other accrediting educational organisations.
Assume responsibility
Stimulate inquiry into local and global issues from multiple perspectives and develop the understanding that the opinions of others may also be right.
Build a strong sense of personal and social responsibility that sets the foundation for a balanced lifestyle and encourages service to others, our community and our environment.
Life-long learners
Challenge our students to become life-long learners by taking risks, reflecting on their experiences and preparing for their futures.
Encourage parent and family involvement in each student’s learning to enhance the success of our programmes.
Excel in standards of education with dedicated teachers and a committed staff who seek multiple opportunities for professional development.
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4 IBDP and High School Diploma Handbook 2015-7 FOREWORD FROM THE PRINCIPAL It is my pleasure to welcome you to the BIS IB and BIS Diploma Handbook. Detailed within is a wealth of information that will help you to understand the subject choices on offer, the challenges and rewards of the next two academic years and the exciting pathways that await our students upon graduation. However, this handbook is only one means of communicating this important information. I encourage all students to engage with their teachers, to ask about the IBDP courses, to discuss academic pathways with their parents and to actively seek the advice and insight of our current IB and High School Diploma students. Our school community is our best resource.
This handbook describes the formal curriculum of the IB and BIS High School Diplomas and the wide range of support systems available to you at BIS. Our aim is to provide a curriculum and a learning environment conducive to healthy and well- informed debate in order to encourage the development of a global awareness and the communication skills necessary to bridge international barriers. This is what sets our programmes apart from other well-established examination systems and in turn what differentiates future graduates of BIS from other students from around the world.
A generous range of subject choice is offered in addition to the Theory of Knowledge, Extended Essay and CAS components of your programme. We are confident that our students will be able to select a broad and balanced range of courses that they will find fascinating, challenging and complimentary. The International Baccalaureate and BIS High School Diplomas are internationally designed for young people moving on to tertiary study in all parts of the world. With either of these qualifications, our students are well equipped with the skills and knowledge necessary for successful study in their university of choice and for lifelong learning. Furthermore, through the last two years of study here at BIS, our students will forge lifelong friendships that will endure, regardless of geographical location.
Expectations of our IB and BIS High School Diploma students are extremely high. Our Grade 11 and 12 students are our foremost student ambassadors and role models for their peers in the school. I encourage you to take these responsibilities seriously, to strive to excel in your academic studies, to maximise your participation and involvement in a range activities beyond the taught curriculum and, essentially, to enjoy the process.
Yours sincerely,
John Barker Principal Secondary School 5 IBDP and High School Diploma Handbook 2015-7
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MESSAGE FROM THE IB DIPLOMA COORDINATOR
As students entering the International Baccalaureate Diploma Programme, you are embarking upon the pathway from junior to senior studies and ultimately life beyond school. This is a thoroughly exciting and exhilarating time, as for most of you, it is the first time you have had to think beyond the immediate future and make long term plans. Subjects and courses chosen in Grade 11and 12 influence your future study options and ultimately your career paths.
The IB Diploma has at its core the IB learner profile and is built upon creativity, action, service, a curiosity about knowledge (Theory of Knowledge) and academic rigour through the extended essay. This is what distinguishes the programme from other national educational systems and elevates it from simply being the transfer of knowledge to the creation of new knowledge and a new awareness of self and others. Life as an IB Diploma student is enriching and challenging as it affords you the opportunity to study a variety of subjects from the six groups encapsulate a wealth of interests, skills, creative talents and perspectives. You must be committed and organised and be able to remain focussed even when the number of deadlines and amount of work begins to seem overwhelming. Please remember that this journey need not be a lonely one. It is a well trampled path, and you follow in the footsteps of all the BIS students who passed through here before you. Your teachers and parents are here to help, advise and assist you in your choices as you discover your own strengths and weaknesses, learn about the world we live in, and encompass the wealth of knowledge being imparted within the BIS community of learners. All that I ask is that you do your best by maintaining that balance between effective learning as an IB Diploma student and a healthy home and social life.
As the IB Diploma coordinator my mission is that you receive the best learning experience possible with the maximum amount of support and guidance that still enables you to make independent, healthy and rewarding choices. I would like the
7 IBDP and High School Diploma Handbook 2015-7 IB Diploma programme to stimulate and engage you but also to widen your understanding of others and the world around us and to that end develop some degree of international mindedness. I know that you will enjoy this phase of your educational pathway and my door is always open to you whenever you require guidance, advice or a friendly ear.
I hope your find this handbook helpful reading as you start on your International Baccalaureate Diploma learning path. I look forward to working hard with you and encouraging you in the final two years of your schooling. These are decisive years that will sculpt you and will ultimately help define the rest of your life. I would like to wish you all the very best.
Mr. Rohan Skene IB Diploma Co-coordinator Assistant Principal and Pastoral Co-coordinator Secondary School
8 IBDP and High School Diploma Handbook 2015-7 Table of Contents SECONDARY SCHOOL ...... 12
CODE OF CONDUCT ...... 12 THE IB DIPLOMA ...... 13
IB MISSION STATEMENT ...... 14
IB LEARNER PROFILE ...... 15
SENIOR SCHOOL LIFE...... 16
IB and BIS DIPLOMAS ...... 18
BIS HIGH SCHOOL DIPLOMA ...... 21
IBDP GRADING ...... 22
APPROACHES TO LEARNING ...... 24
WORK ETHIC ...... 26 ACADEMIC RESPONSIBILITIES ...... 29
MONITORING PROGRESS ...... 33
TERTIARY ADVICE ...... 34
LEARNING SUPPORT DEPARTMENT ...... 36
GROUP 1 LANGUAGE A ...... 38
LANGUAGE AND LITERATURE ...... 44
SELF TAUGHT ...... 46
GROUP 2 LANGUAGE ACQUISTION
AB INITIO LANGUAGES ...... 54 GROUP 3 INDIVIDUALS AND SOCIETY ...... 56
BUSINESS & MANAGEMENT ...... 57
ECONOMICS ...... 60
HISTORY ...... 65
ITGS ...... 68
GROUP 4 EXPERIMENTAL SCIENCES ...... 70
BIOLOGY ...... 76
CHEMISTRY ...... 78
PHYSICS ...... 79 ENVIRONMENTAL SYSTEMS AND SOCIETIES ...... 81 GROUP 5 MATHEMATICS ...... 84
9 IBDP and High School Diploma Handbook 2015-7 GROUP 6 THE ARTS ...... 94
THEATRE ARTS ...... 95
VISUAL ARTS ...... 98
MUSIC ...... 100
THE IBDP CORE ...... 103
CAS ...... 103
TOK ...... 103
THE EXTENDED ESSAY ...... 103
EXTENDED ESSAY AND THEORY OF KNOWLEDGE ...... 109 THE PASTORAL PROGRAMME ...... 112
BIS LIBRARY ...... 115
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CODE OF CONDUCT
Developed by the students at the beginning of the 2001-2002 school year, the School Code of Conduct is a series of six statements stated in a positive manner which represent the desired behaviours and habits that members of the BIS learning community are expected to model and practice on a daily basis:
As BIS students, we are committed to these values in conjunction with our mission statement:
Our international understanding Explore different perspectives by engaging with your peers Share your personal heritage
Our community of individuals Enrich our community with your different perspectives and opinions and respect those of others Nurture your own talents and value those of others
Our wealth of opportunity Take full advantage of the privileges provided by the school Strive to fulfill your potential
Our commitment to serving others Hold and spread an awareness of people in need Proactively contribute to the enrichment of the community
Our community‘s supportive spirit Respect individual learning Offer a helping hand
The aims of our school as stated serve not only to complement our mission statement but also to act as goals against which the effectiveness of the school and its provision can be monitored and evaluated.
12 IBDP and High School Diploma Handbook 2015-7 THE IB DIPLOMA CURRICULUM DIAGRAM
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IB MISSION STATEMENT
The International Baccalaureate 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 IB works with schools, governments and international organizations 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.
14 IBDP and High School Diploma Handbook 2015-7 IB LEARNER PROFILE
15 IBDP and High School Diploma Handbook 2015-7 SENIOR SCHOOL LIFE
Senior school years are special because they are the final years of your secondary education. When you leave, you will be a different person from the one who arrived. You’ll be wiser, more organised and more knowledgeable, globally aware and well prepared for the next stage of your life. Your top priority will be to perform as well as you can in your Diploma course. You will receive guidance from experienced people and you will be well positioned for entry into college or university, by working hard and achieving the best qualifications you can.
Senior school students are the school leaders and set an example for the rest of the school. This brings responsibilities as well as privileges. You will have the opportunity to be involved in sports, publications, drama, debating, music, student council, social service and special events such as the BIS fashion show, GISST, expeditions and Model United Nations. These are all worthy endeavours, but involve time commitments, so you will learn in senior school how to set priorities and to manage your time effectively.
You will have timetabled mentor lessons with the rest of your mentor group and sometimes the whole year group. During this time a range of topics relevant to you - personal, academic and social – will be addressed through discussion, activities and guest speakers.
During your senior years in the Secondary School, your mentor will be the first person with whom you can discuss any concerns. Advice on your IB or High School Diploma package, difficulties with subjects, self-organisation and guidance about applying to colleges and universities will be given willingly. Your teachers, Pastoral Leader for Grades 11 and 12, CAS Coordinator, Counsellors, Dean of Students and IBDP Coordinator are also available for consultation to help you to make the most of your educational opportunities and to achieve your personal goals.
It will be up to you to make the most of senior school life. We offer you skilled, experienced professionals to guide you, and to help you gain good academic results. We offer highly respected qualifications, which will allow you to discover your potential. You will also have a great time. We look forward to welcoming you to the senior school for orientation, just before the start of your new programme in August.
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17 IBDP and High School Diploma Handbook 2015-7 IB and BIS DIPLOMAS
BIS offers two programmes of study for students normally aged between sixteen and nineteen, these lead either to the International Baccalaureate Diploma or the BIS High School Diploma. Based on no individual national system, they represent the desire to provide students of different linguistic, cultural and educational backgrounds with the intellectual, social and critical perspectives necessary for the adult world. Having two programmes, which inherently within them offer a variety of study packages, allows us to cater for all the various needs of our student body.
The IB Diploma, with its three subjects at Higher Level and three at Standard Level, requires you to engage in the study of Languages, Sciences, Mathematics and Individuals and Societies until the completion of your secondary schooling. The BIS High School Diploma requires the study of some IB Diploma subjects in a Certificates Programme and some internally accredited courses. Both are a deliberate compromise between the preference for specialisation in some countries and the emphasis on breadth often preferred in others. The intention is that you should learn how to research and analyse, as well as how to synthesise and apply information to reach considered conclusions about man, our languages, our literature, our ways in society, and the scientific forces of our global environment.
Three further requirements contribute to the unique nature of both Diplomas: the compulsory participation in CAS (Creativity, Action and Service); the Extended Essay which demands independent work under appropriate guidance and gives you a first experience of personal research; and a course on the Theory of Knowledge, which explores the relationship between the disciplines and ensures that you engage in critical reflection on the knowledge and experience acquired, both within, and beyond the classroom.
At the heart of both programmes is the pursuit of international awareness, each of which has created by colleagues from different national systems with the aim of encouraging an appreciation of cultures and attitudes other than your own. It is the goal of the International Baccalaureate and BIS HS Diplomas to encourage you to be better informed as a result of having shared a common two-year experience with other young adults from around the world.
18 IBDP and High School Diploma Handbook 2015-7 IB DIPLOMA SUBJECT CHOICES at BIS 2015-17 Subjects available to all students Bavarian requirements for students wishing to attend university in Germany Group One: Language A English A – Literature HL & SL The KMK accepts either of the following: English A – Language & Literature HL & SL two languages to be studied at Language German A – Literature HL & SL A level German A – Language & Literature HL & SL One language to be studied as a Language Japanese A Literature HL & SL A and the other a Language B HL subject.
Self-Taught Language A – Literature SL Note: Language A - Literature and Language A - (in the past students have taken Dutch, Italian, Hungarian, Language & Literature are seen as equivalent. Danish, Czech and Spanish as Self Taught courses) Group Two: Language B and ab initio (Note it is possible to study a second Group One language instead) English B HL & SL German B HL & SL French B HL& SL Spanish B HL & SL German ab initio SL Students choose one subject from each of subject Groups One to Five, and one subject only from subject Groups Six A OR Six B in order to qualify for the IB Diploma; three subjects at Higher Level (HL) and three subjects at Standard Level (SL). Students wishing to have a chance of studying at a German University must follow an IB programme defined by the Standing Conference of Cultural Ministry (the KMK).
Note: Language A is a language at near first language level and at least six years of study is required for a strong linguist to reach this level; Language B is a foreign language requiring 2-5 years prior study; no prior study is allowed for ab initio languages. Group Three: Individuals and Societies Business and Management HL & SL Geography HL & SL Economics HL & SL History HL & SL Geography HL & SL Economics HL & SL History HL & SL ITGS HL &SL *Environmental Science SL Group Four: Experimental Sciences Biology HL & SL Biology HL & SL Students wishing to Chemistry HL & SL Chemistry HL & SL attend German Physics HL & SL Physics HL & SL university must study *Environmental Science SL either Mathematics or a Group Five: Mathematics Science Subject at Mathematics HL Mathematics HL Higher Level (HL) Mathematics SL Mathematics SL Mathematical Studies SL Group Six A: Arts – these are recommended to maintain a balanced curriculum Music HL & SL Theatre Arts HL & SL Visual Arts HL & SL Group Six B: Electives – these should only be selected if further studies require these options The exact subjects offered as an elective are dependent on demand and timetabling
19 IBDP and High School Diploma Handbook 2015-7 constraints. They are usually a second science or humanities subject or a third language. * Environmental Science can count as either a Group 3 or a Group 4 or as both (this allows a potential chance to study two Arts subjects - subject to timetable constraints) In addition, the IB Diploma student will complete: a) An Extended Essay of 4000 words; b) Theory of Knowledge (TOK) – two assignments: one written essay, one oral presentation; c) Creativity, Action and Service (CAS) – All CAS activities must have been maintained, evidenced and reflected upon on ManageBac and a minimum of 35 reflections
When planning your Diploma course, you should bear in mind the following: a) You cannot take the same subject at both Higher and Standard Level or the same language at both A and B level. b) The IB gives special permission for three sciences to be taken if the student concerned has no choice but to do this for university entrance. Documentary evidence of such a requirement must be given to the IBDP Coordinator who will forward this evidence to the IB office; c) A student who is bilingual may study two Language As rather than a Language A and a Language B.
Conditions for the award of the IB Diploma: A minimum of 24 points must be achieved. A maximum of 7 points is attainable for each of the six subjects (minimum of one point). Bonus points are awarded according to the combined standard of a student’s TOK result and Extended Essay. The maximum points total is therefore 45 points.
20 IBDP and High School Diploma Handbook 2015-7 BIS HIGH SCHOOL DIPLOMA
The BIS High School Diploma is a flexible package tailored to suit your individual needs and consists of subjects selected from Groups one to six in the IB Diploma framework. Special Electives, for example in sport, which cater for your individual strengths and interests may also be possible after discussion with the Principal and the agreement of teaching departments and supervisors.
STUDENT CHOICE As a High School Diploma student you will have a great deal of flexibility when deciding on your HSD programme. For example: You can elect to follow fewer subjects at Higher Level than the three demanded by the Diploma Programme. You can also elect to study all subjects at Standard Level. You can elect to study a combination of IB Certificate courses and internally accredited BIS HS Diploma courses in which assignments and assessments are modified to suit your individual requirements. All High School Diploma Students are expected to Complete the full Creativity, Action and Service programme during their course Participate fully in the Theory of Knowledge course Complete a 2,000 word Extended Essay Comply with the minimum 85% attendance requirement for all BIS students
TRANSCRIPTS AND CREDITS High School Diploma students must achieve 24 credits in order to obtain their Diploma. Credits are awarded for academic subjects taken in Grades 11 and 12 (report scores of at least grade 4) and for successful completion of the Extended Essay, Theory of Knowledge and the Creativity, Action and Service programmes. Students continuing into further or higher education will require their grade transcript for entry into colleges and universities.
The BIS transcript carries the official confirmation of our accrediting bodies: the European Council of International Schools, the Council of International Schools and the New England Association of Schools and Colleges. The High School Diploma is coordinated by the Head of Learning Support.
Recent High School Diploma students have been accepted on foundation and degree courses in the UK and US, taken up apprenticeships in Germany, gone to hotel schools in Switzerland and gained places at private business schools in Munich and London. Help
21 IBDP and High School Diploma Handbook 2015-7 is given to High School Diploma students to plan their study and career paths after graduating. IBDP GRADING
Academic subjects at IBDP are graded on a 7 – 1 scale, with 7 being the highest mark awarded.
The Diploma Award The Diploma is awarded to candidates whose total score (including any bonus points for the Extended Essay and Theory of Knowledge course) reaches or exceeds 24 points and does not contain any of the failing conditions. Maximum points are 45.
Core (formerly bonus) points A maximum of 3 core points may be added to the total score awarded for the individual subjects based on performance in the Extended Essay and Theory of Knowledge. Core points will be awarded according to a candidate’s combined performance in both areas. Refer to the matrix in the TOK and Extended Essay section.
IBDP Examinations
The IBDP examinations are organized by the IB and include external and internal examination components, as well as oral and written examinations. At BIS the main examinations take place in May in the final DP year. After registration, examination fees are paid to the IB, which are not part of normal school fees and are billed to the parents by the school. Additional costs caused by special assistance given to candidates requiring extra time, a reader or a scribe will also need to be covered by the parents.
Re-take examinations are possible for BIS (internal) students in the November and May sessions but these are granted only upon application to the IBDP coordinator and Secondary School Principal and are treated on a case by case basis.
For further information, please consult the IBDP Coordinator.
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Directors’ Award These are awarded after each reporting period in an assembly, to students who have gained an academic GPA of 6.5 or above and an average effort grade of 3.9.
Honor Roll These are awarded after each reporting period to students in an assembly, who have gained an academic GPA of 6 or above and an average effort grade of 3.9.
Failing Conditions From the May 2015 session the following failing conditions and associated codes will replace those in current use for Diploma failing conditions.
1. CAS requirements have not been met. 2. Candidate’s total points are fewer than 24. 3. An N has been given for theory of knowledge, extended essay or for a contributing subject. 4. A grade E has been awarded for one or both of theory of knowledge and the extended essay. 5. There is a grade 1 awarded in a subject/level. 6. Grade 2 has been awarded three or more times (HL or SL). 7. Grade 3 or below has been awarded four or more times (HL or SL). 8. Candidate has gained fewer than 12 points on HL subjects (for candidates who register for four HL subjects, the three highest grades count). 9. Candidate has gained fewer than 9 points on SL subjects (candidates who register for two SL subjects must gain at least 5 points at SL).
23 IBDP and High School Diploma Handbook 2015-7 APPROACHES TO LEARNING
At Secondary School level, we expect a great deal academically from our students. A wide range of learning and working techniques are used throughout the course.
At times, you will be expected to: • deliver a research paper to your peers; • write reports; • engage in a formal debate; • work in groups, unsupervised and independently to produce a collaborative piece of work; • present role-plays; • use sophisticated laboratory equipment responsibly in order to test a hypothesis • present a written write-up of practicals carried out at home or school; • offer a critique of another student’s oral or written production; • go to the library on your own to do research; • listen attentively if the traditional lecture method is employed by the teacher. In such a case, attentiveness is crucial as these sessions are often employed to introduce new or challenging academic material. • Produce coursework assignments of the highest standard that count towards your final IBDP grade. You have control over coursework grades. Position yourself so that you go into final examinations having already earned a significant proportion of your final grade in each of your subjects.
In other words, this is a very proactive course that involves your full verbal and written participation.
You are expected to offer your views on a subject at appropriate times, challenge the views of others, including the teacher’s, in a respectful manner.
A secure and comfortable learning environment will be created by your teachers so that you can explore, suggest and probe regardless of whether your view point is able to be sustained after coming under scrutiny by yourself, your peers and your teacher. To sustain this safe learning environment, a respectful attitude from you towards your peers and teachers will be required at all times.
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25 IBDP and High School Diploma Handbook 2015-7 WORK ETHIC
All students accepted into the IBDP serve a six-week probationary period. As the course is demanding and requires maturity, discipline, self-motivation, independent learning and time management, it is essential that you demonstrate to your teachers that you are adopting the right attitude towards your studies and are making the necessary transitions. Students will be moving on from a system of being largely under teacher/parent management to self-management and personal accountability. This transition is an essential prerequisite for success at university level, especially in the international community where the student often has to attend a university in a different country from the one in which the family lives.
STANDARDS OF WORK Students are expected to establish good work habits from the very beginning of the course. All work assigned will be handed in by the deadline set. At this level of study, it is not possible to try to produce a major assignment the night before the assignment is due in and obtain a pleasing grade. Major assignments involve personal research and reading beyond the textbook, especially at Higher Level. Oral presentations must be prepared with great care as these are part of the learning process of your peers. Practical work often requires some preparation before the formal practical lesson.
PUNCTUALITY Be on time for classes as latecomers disrupt the flow of lessons and waste learning and teaching time. You are part of a community of learners and as such need to be aware that your lateness impacts on others so make every effort to be on time for lessons. Students who are late three times in a period of three weeks will be required to do detention. Chronic lateness will be viewed in a serious light.
ATTENDANCE As a Secondary School student, regular school attendance becomes even more important than before. The work covered in class is significantly more complicated than what you have covered before, so missing even one day can result in serious gaps in your knowledge base which can lead to poor results or results well below your ability level. If you are so ill that you cannot come to school, it is your responsibility to get any work missed and to submit assignments on time.
Routine visits to the doctor, dentist, immigration offices, passport renewals should all take place outside school hours or during holidays. A student who is chronically absent may be required to repeat the year. A minimum attendance rate of 90% of the 26 IBDP and High School Diploma Handbook 2015-7 year is required in order to graduate.
SURVIVAL TIPS • Set good habits from the start; • Use a diary to record homework; • PLAN. Keep up with your work. Consider the impact on your work of all non- academic commitments that you make; • Ensure that you have a monthly and yearly planner for entering dates when work is due, as well as for revision purposes; • Maintain a high level of quality in your assignments; • Ask your teachers for assistance if you do not understand the work being covered; • Ask the teacher to explain why you did not do as well as you expected in an assignment/test and ensure you work at correcting weaknesses – set yourself clearly defined targets; • If you establish credibility with your teachers by being a reliable, mature student, they will be far more understanding and helpful if you have an occasional lapse; • Similarly, teachers are likely to take an unsympathetic line with students whom are continually missing deadlines and handing in work of inferior quality; • If you really do have a valid reason for missing a deadline (it happens occasionally) ensure that you speak to the teacher concerned before your work is due in. If you do not do so and the reason you are unable to hand in the work is a confidential one, you may not wish to explain the problem in front of your peers, which could lead the teacher to being unsympathetic towards your missing the deadline; • Maintaining a good attendance record is vital. Missing classes will lead to fragmentation of course content and lead to mediocre or, more likely, poor academic performance; • You are in the process of setting your own work ethic, an essential prerequisite for success for university and adult life. Ensure that you maintain your personal discipline and establish a reputation for maturity, responsibility and reliability.
PLAGIARISM OR MALPRACTICE
Malpractice: deliberate behaviour by a student that results in, or may result in, the student gaining an unfair advantage in one or more assessment components and includes: a) Plagiarism b) Collusion c) Duplication of work d) Misconduct and cheating in examinations e) Fabrication of data e.g. a table, survey 27 IBDP and High School Diploma Handbook 2015-7
In all cases of suspected plagiarism, collusion and duplication the school will determine in consultation with the student, teacher/s involved, IBDP coordinator and Principal whether a case of malpractice or academic infringement applies.
Guidance The Diploma team and teachers will provide students with information and guidance around the types of malpractice, not only to help curb instances of unintentional plagiarism, but to also let students know that their instructors understand the ways in which students might inappropriately include information in their written work. • This will occur during IBDP orientation and during Diploma assemblies throughout the year as well as in class. • We aim to teach students how search engines work and how to evaluate and judge the quality of online content • We utilise the school librarian in guiding student practice in discrete and group wellbeing lessons.
Responsibility of Students To ensure that the work they submit is authentic with the ideas of others fully and correctly acknowledged To comply with all school deadlines To revise all work before submission
28 IBDP and High School Diploma Handbook 2015-7 ACADEMIC RESPONSIBILITIES PROBATION All students serve a probationary period on the IB Diploma programme. If you demonstrate through regular attendance, participation in class and completion of homework as well as appropriate interaction with those around you that you are mature enough to cope with the demands of senior school life, your place is secured on the programme.
SUBJECT CHOICES During orientation, you will have the opportunity to listen to each of the subject specialists informing you about the nature of their respective courses and the expectations they have of students taking their courses. You do need to think carefully about which subjects to take to ensure they will support your career choices. You will be given guidance by your tutor and by the IBDP Coordinator when you choose your subjects.
CHANGING SUBJECTS It is possible that you may want to change subjects. You are permitted to change subjects within the first four weeks of the programme. However, you must consult the IBDP Coordinator first and get written permission to do so. After four weeks, it may still be possible to change a subject, with the approval of the teachers concerned and the IB DP Coordinator.
VISITING A SUBJECT If you are considering a subject change in the first four weeks of the programme, you may visit a subject for up to two lessons before you make your final decision about which subject to choose.
TEACHER’S RECOMMENDING A SUBJECT CHANGE If you are not suited to a course, your subject teacher may recommend that you switch to a different level of course or change a subject altogether. The IBDP Coordinator will consult with you if this occurs.
HOMEWORK You must work consistently from the first day of the course if you wish to be successful at IBDP. Homework continues to be an integral aspect of senior courses. You will be expected to complete three hours a day of extended study/homework/research assignments etc. It is your responsibility to manage and organise your time outside of school to ensure that you can keep up with the demands of the IBDP course. However,
29 IBDP and High School Diploma Handbook 2015-7 your tutors, Pastoral Leader and IBDP Coordinator are always available to assist you and give you guidance on how to plan a homework timetable should you require assistance. For students who are really challenged by taking responsibility for their learning, a mentor may be appointed.
INTERNAL ASSESSMENT AND EXTERNALLY MARKED ASSIGNMENTS Internal assessment is an integral element of many IBDP subjects. Each internal assessment piece carries a weighting which contributes to the final grade awarded in that subject at the end of the two year course. It is essential that all students adhere to the deadlines set for internal assessment pieces and failure to do so can seriously jeopardise your success on the IBDP programme. In several subjects, including A Languages, TOK, History, you will be required to do assignments that are sent off to external examiners for grading. You must do your best to do well in these assignments as they contribute significantly to your final IBDP grade. Proper planning and keeping to deadlines is critical if you are to succeed.
ACADEMIC CATCH UP This is run every Friday after school 14:30-16:00. Teachers may place you on Academic Catch up if they are concerned about your progress in their subject. In particular if, despite repeated requests for submission, you are not handing in Homework or Coursework. This service is provided as a support to students to help them keep abreast of their work.
NON COMPLETION OF COURSEWORK POLICY Pupils in serious breach of IBDP Coordinator’s published deadlines for completion of coursework, internal assessments and/or CAS hours, will be called to a meeting with the Principal with their parents in attendance, they will be subject to one or all of the following: review of their registration for examinations; relinquishment of their exeat; and placement on an academic contract.
GRADE 11 EXAMS These take place in June of Grade 11. Students must meet certain academic and CAS requirements if they wish to progress into Grade 12 on the full IB Diploma course. NOTE: These results form the basis of many university predictions.
THE EXTENDED ESSAY Towards the end of the first term there will be a presentation on the Extended Essay. This major task requires you to identify the subject in which you wish to do a research paper with support from a supervisor. Whilst this research project is your responsibility not the teacher’s, the supervisor will assist you in selecting an appropriate topic and advising you on structure, equipment, appropriate experiments, presentation and style. It is essential to both the health of your programme and your own stress levels that you keep up with the deadlines in this project.
FIELD TRIPS In certain subjects, like Geography and Biology, you will be required to do field trips. These will take place outside school hours and may involve additional costs. As such, 30 IBDP and High School Diploma Handbook 2015-7 trips are an integral part of the curriculum they are compulsory.
AFTER SCHOOL LECTURES and ENRICHMENT PROGRAMME From time to time, IBDP students may be required to stay after school for lectures relating to their subject areas.
All Grade 11 and 12 students take part in the fortnightly Enrichment programme. This occurs in period 1 every other Friday and is a chance to be involved in activities and presentations that go beyond the usually delivered IBDP curriculum.
SCIENCE PRACTICALS IBDP students will be required to do a significant number of practicals over the two years in each of the science subjects you choose to study. Regular attendance and meticulous attention to process and write-ups are essential if you wish to do well.
GROUP 4 PROJECT All students will be involved in a cross-curricula activity called the Group 4 Project. This project will be based on a chosen topic and run by the science departments. This project cannot be repeated for students who are not present when it is scheduled.
CAS PROFILE and EXTRA CURRICULA ACTIVITIES All students are involved in CAS – it is a core requirement of the IB Diploma Programme. Its purpose is to develop you as a well-rounded learner and to that end it is a subject and like all subjects it has learning outcomes which are assessed. The assessment of your progress through the CAS programme is through the reflections you record on your experiences.
As an added benefit the activities that you undertake through this programme often form a strong base in your Personal Statement and are used to promote your applications to universities. Try to pick activities that stretch you and develop you personally. But plan these things make sure that they fit with all your other deadlines e.g. coursework and the Extended Essay.
REFERENCES Each IBDP student will ask each of their subject teachers, TOK teacher and Extended Essay supervisor to fill out a confident reference for him/her and to state a predicted grade for you in their subject. This information will be collated for mentor and the formal school reference will be written based on the information given by each teacher. In order to gain entry into most universities, a school reference and predicted grades are required.
The predicted grade is the grade the teacher thinks you will get in the final IBDP exams in May of the second year of the programme. Your Grade 11 internal examination results will play a crucial role in establishing your predicted grades.
Ensure you get the best reference you can by being a responsible and reliable student who is fully involved in both academic and CAS activities. 31 IBDP and High School Diploma Handbook 2015-7
STUDENT COUNCIL The office bearers of the student council are all IB students. These positions are: President, Vice-President, Secretary, Treasurer and leaders of each year group. Universities are interested in offering places to students who have been elected to leadership roles. Campaigning and elections for these positions takes place prior to Christmas in Grade 11.
32 IBDP and High School Diploma Handbook 2015-7 MONITORING PROGRESS
Reports Analysis and SPUR sheets At the end of every reporting period the IBDP Coordinator analyses both the effort and attainment grades you receive for every subject. Failing or disappointing grades or poor effort grades are referred to the Heads of Department of the relevant subjects for follow up. If this occurs in more than two subjects and/or your overall points score looks close to the IBDP boundary of 24 points (this is the minimum number of points you need to get to be awarded the Diploma) then the DP Coordinator will follow up. In such cases we may choose to instigate a Student Performance Under Review (SPUR) process. The focus on this is to search for a suitable and effective strategy for you to improve your grades.
Package Suitability Our guiding philosophy is that of supporting you towards an educational package in which you will be successful. Consequently we carefully monitor the first weeks of your progress in your subjects, in particular your Higher Level subjects and your Mathematics placement. To protect your progress we will at times make a recommendation for course changes.
Maintaining your CAS participation and records Over the course of two years you need to maintain, complete and evidence 150 hours of service. It is essential that you complete these hours in a regulated manner. They are not to be completed in a rush during Grade 11 or left to the end of Grade 12. So important are these hours that should be falling behind they affect your ability to be receive academic awards and exeats they are even a criteria in your progress into Grade 12. It is therefore essential that you keep on top of the hours and that you maintain your reflections on them in ManageBac.. Ms Letschert, the CAS Coordinator is always on hand to support you doing this.
Exeats These cards allow a student to leave the campus for a short while during non-contact time. These are issued to Grade 11 students following on from the reporting period in February. Students who have an academic GPA of between 4 and 5 and have an effort GPA of 3.5 or above are also eligible. Other factors taken into account are that CAS records are up to date and the student has an appropriate behavourial and attendance record. They can be removed in the case of severe progress or behavioural issues.
Entry into Grade 12 If in the Grade 11 examinations you do not gained a grade 4 in each subject (or have less than 24 points overall); or if your attendance is less than 85%; or your CAS hours amounts to less than 100 hours; or insignificant progress has been made on the Extended Essay then we will review your entry into Grade 12. Two options can be explored: repeat Grade 11 or change to High School Diploma.
33 IBDP and High School Diploma Handbook 2015-7 TERTIARY ADVICE
At BIS, we consider the plans our students make for their futures to be a priority, whether they choose to progress to higher education, take up an apprenticeship or join a profession. We provide comprehensive information and advice on further and higher education through the Dean of Students.
Since students’ needs are personal and different we offer a range of services that include the following:
OPPORTUNITY INFORMATION SESSIONS Sessions are held to give information on universities, colleges and courses in different countries. These meetings are designed to give you information to help you make up your mind using expertise from the local community and from visitors from overseas institutions, particularly from the U.K., Europe, Canada and the U.S.A.
CAREERS AND UNIVERSITY GUIDANCE PROGRAMME Grade 11 students follow Careers / University Guidance units in the Wellbeing programme, and are provided with a university guidance booklet which will assist them in identifying the appropriate universities for which to apply.
INTERVIEWS You can ask for interviews at any time and for any reason and complete privacy is assured. If your parents are interested in discussing your plans, they are welcome to arrange an interview with the Dean of Students.
CAREERS AND UNIVERSITY RESOURCES The school provides resources which include: • Information about courses in colleges and universities • Information about careers and vocational training courses • Information about how to select colleges, universities and institutions of higher education in many countries.
See the librarian for assistance to locate these resources in the library. The Dean of Students also deals with reference writing, application procedures and entrance requirements for universities, colleges or employers. RECOGNITION BY UNIVERSITIES Students with the IB Diploma have been accepted into universities in some 25
34 IBDP and High School Diploma Handbook 2015-7 countries. Many universities in the US give credit for IBDP courses taken, especially at Higher Level. The BIS High School Diploma, combining IBDP Certificates and internally accredited courses, will help you to gain access to many colleges in the United States and Canada (SATs / ACTs required) and some in Europe. For detailed information, please consult the Dean of Students.
UNIVERSITY GUIDANCE
The university process starts in Grades 9 and 10, with Wellbeing sessions dedicated to exploring initial career interests using Kudos Inspire and Careerscape databases. These include an interest inventory to help students identify interests, values, personal strengths and skills. The databases provide detailed information about more than 3,000 careers, providing videos, information on career content, pay and prospects, websites for further research and (Careerscape only) direct access to university websites.
In Grades 11 and 12, students have the opportunity to visit university fairs, carry out detailed guided university searches online, research gap year (year out) opportunities and attend workshops on specialist areas such as Medicine, Art and Design and Oxbridge entry. They are also introduced to key skill areas such as writing a Curriculum Vitae, interview techniques and building a strong personal profile. Students are encouraged to be proactive and develop independence by contacting institutions directly via telephone and email. They work closely with the Dean of Students to develop the skills involved in writing strong university applications.
35 IBDP and High School Diploma Handbook 2015-7 LEARNING SUPPORT DEPARTMENT
BIS has one Learning Support Teacher working in the Special Education Department. The Learning Support Teacher maintains an up to date register of students in the Secondary School at BIS who have been ascertained as having special educational needs. Depending on their individual needs and interests, these students are provided with a range of support to assist them in reaching their full potential. Students who feel they need assistance with their studies can approach the Learning Support teacher for help.
Learning support offered to students includes:
• Meeting with parents, students and the IBDP Coordinator to ensure that the course selection is optimal for each individual;
• Developing and implementing a continuum of services to meet the needs of the students;
• Coordinating services with administration, EAL, and classroom teachers;
• Providing a study area where students can work quietly and receive support;
• Implementing support programmes aimed at developing improved study skills, organizational skills and time management;
• Assessing and preparing reports on referred students’ strengths and weaknesses to ensure they receive the most appropriate level of support that is relevant to their needs and to the school curriculum;
• Informing classroom teachers of effective strategies aimed at differentiating instruction, enhancing learning and managing students’ behavior;
• Liaising with subject teachers to ensure that access to internal and external assessments are appropriate for each student;
• Applying for special considerations and special arrangements from external examination boards;
For further information or assistance, please consult the Learning Support Teacher.
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37 IBDP and High School Diploma Handbook 2015-7
GROUP 1
LANGUAGE A
English German Japanese
LITERATURE LANGUAGE and LITERATURE SELF-TAUGHT LITERATURE
38 IBDP and High School Diploma Handbook 2015-7 39 IBDP and High School Diploma Handbook 2015-7 LANGUAGE A
Two new Language A courses have been introduced, replacing the old A1 and A2 courses: 1. Language A - Literature 2. Language A - Language and Literature
These courses are designed to meet the needs of students who have considerable experience of using the language of the course in an academic context. The study of texts, both literary and non-literary, provides the focus for developing an understanding of how language works to create meanings in a culture, as well in particular texts. While there is significant difference in the texts presented for study in these courses, there is no aim for each course to define completely new territory. Instead, the main difference lies in the focus areas of each course:
LITERATURE English, German, Japanese
In the Language A Literature course, focus is directed towards developing an understanding of the techniques involved in literary criticism and promoting the ability to form independent literary judgments. Works are studied in their literary and cultural contexts through close study of individual texts and passages and by considering a range of critical approaches. In view of the international nature of the IB and its commitment to intercultural understanding, the Language A Literature course does not limit the study of works to the products of one culture or the cultures covered by any one language. The study of works in translation is especially important in introducing students, through literature, to other cultural perspectives.
As well as presenting ideas in writing, everyone on the course will be expected to contribute and listen sympathetically to ideas in stimulating class sessions where discussion and oral work play an important part.
During the course, students should develop their ideas, ‘The answers you get from knowledge and enjoyment of literary themes, concepts and literature depend upon the language. They should also develop the ability to examine and questions you pose.’ express ideas with confidence in a variety of contexts. Students’ achievements will be assessed through a combination of written Margaret Atwood and oral coursework and by written examination.
40 IBDP and High School Diploma Handbook 2015-7 COURSE OUTLINE Analysis of style, literary appreciation, oral presentation and the development of essay and commentary technique all feature significantly. The study of Texts in Translation (two in SL, three in HL) is a central element of both Higher and Standard Level in all Language A Literature Courses. At Higher Level thirteen texts are studied; at Standard Level, ten.
Career Information: Through their study of literature, students will study many aspects of life, including relationships between our personal and social lives. Apart from the fundamental importance of learning to read critically, write analytically and develop a sophisticated vocabulary necessary for any profession, IBDP Language A 1 will prepare students for a range of university degrees leading to, for example, careers in: law, politics, diplomatic life, journalism, television, radio and film, education, publishing.
HIGHER LEVEL In addition to the three texts in translation, students study ten texts embracing poetry, prose, drama, “creative non-fiction”, film scripts and new text forms written originally in their language A. The Higher Level course can be both stimulating and enriching but is uncompromisingly demanding, and before considering entry, student should possess a voracious appetite for Literature combined with a capacity for hard work. Adult literature is studied.
STANDARD LEVEL In addition to the two texts in translation students will study eight texts embracing prose, drama, poetry, “creative non-fiction”, film scripts and new text forms written originally in their Language A. Adult literature is studied.
ASSESSMENT:
STANDARD LEVEL
Part 1: A study of two Texts in Translation, assessed by one written coursework assignment, externally marked. 25%
Part 2: A detailed study of two works, assessed by an Individual Oral Commentary. 15%
Part 3: A group of three works assessed by the written examination essay, and a second examination consisting of a Guided Literary Analysis on an unseen passage. 45%
Part 4: A study of three optional works which will form the basis for oral presentations, internally assessed. 15% 41 IBDP and High School Diploma Handbook 2015-7
HIGHER LEVEL
Part 1: A study of three Texts in Translation literature texts assessed by one written coursework assignment, externally marked. 25%
Part 2: A detailed study of three works, assessed by an Individual Oral Commentary on poetry and questions on an additional work. Internally assessed, externally moderated. 15%
Part 3: A group of four works assessed by the written examination essay, and marked by the IB examiners. A second examination paper is a literary commentary. 45%
Part 4: A study of three texts listed by genre, period or theme, which will provide the basis for oral presentations internally assessed. 15%
For further information, please contact the IB Coordinator.
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43 IBDP and High School Diploma Handbook 2015-7 LANGUAGE AND LITERATURE ENGLISH and GERMAN
Although Language A Language and Literature is not a language acquisition course, it nevertheless provides an opportunity for students to develop and refine their language skills. In particular, they are expected to acquire the vocabulary appropriate to the analysis of texts. Furthermore, they develop the ability to express their ideas in clear, unambiguous language. The production of a range of texts, intended for different audiences and purposes, requires effective use of register and style. Students will be expected to show facility in both written and oral communication.
Language A Language and Literature is centrally concerned with the ways in which meaning is generated by the meeting between texts and the contexts within which they exist. Close attention to the details of the text and its features is important in developing an informed understanding of the links between the text and its context.
HIGHER LEVEL Students engage in a detailed, critical examination of a wide range of texts in different forms, styles and registers. They should develop the ability to understand and use an extensive range of vocabulary and idiom, and select registers and styles, both orally and in writing, that are consistently appropriate to the task and context. This is a very demanding course in terms of reading level, written accuracy and textual analysis. Students entering this course should have encountered a range of challenging literary texts, and possess highly developed and accurate oral and writing skills.
STANDARD LEVEL Students engage in critical examination of a wide range of texts in different forms, styles and registers. They are expected to understand and use a broad range of vocabulary and idiom and select registers and styles, both orally and in writing, which are generally appropriate to the task and context. Students entering this course should be able to express themselves fluently and generally accurately when writing in the target language, and have well-developed reading skills.
COURSE OUTLINE 44 IBDP and High School Diploma Handbook 2015-7 The bold text denotes the difference between Higher and Standard level. Analysis of style, literary appreciation and oral presentation all feature significantly on this course. Students develop formal essay and commentary skills, as well as producing creative texts relating to the course content. Both literary and non-literary texts are studied. Students study a minimum of four literary works at SL and six works at HL, each of which is aimed at an adult audience. A wide variety of texts to support investigation of the role of language will be selected by the school. In addition to literary texts a great variety of text types such as the following will be studied: advertisement, blog, cartoon, editorial, letter, magazine article, screenplay, set of instructions, song lyric and travel writing.
Part 1: Language in cultural context 1. Texts chosen from a variety of sources, genre and media 2. Suggested topics: gender, history and evolution of the language, language and power
Part 2: Language and mass communication 3. Texts chosen from a variety of sources, genre and media 4. Suggested topics: use of persuasive language, popular culture, media institutions
Part 3: Literature – Texts and contexts 5. SL: 2 works HL: 3 works 6. Part 4: Literature – Critical study 7. SL: 2 works HL: 3 works
ASSESSMENT To a large extent the assessment profile is the same for both Higher and Standard level; however the criteria differ. HL tasks are indicated in bold.
Internal Assessment: Oral Component 30% The internal assessment component consists of two activities: 1. The individual oral commentary. This activity is recorded and sent to the IBO for moderation purposes. 2. Further oral activity: Students complete at least two further oral activities, based on part 1 and 2 of the course.
External Coursework: Written Tasks 20% Students must produce three/four written tasks, based on material studied in the course. One/two written task of 800 – 1000 words is submitted for external assessment.
45 IBDP and High School Diploma Handbook 2015-7 Examination Paper One: 25% Students write a textual analysis/comparative textual analysis based on unseen texts.
Examination Paper Two: 25% Students write a formal essay based on literary texts.
LITERATURE
SELF-TAUGHT
This course is for students whose first language is not English, German or Japanese. It exists to make possible the international ideal of the IB that students should be able to study for this internationally recognized diploma anywhere in the world. Central to the Diploma is the requirement that all students should be familiar with the literature of their first language. To facilitate this, the IB has developed a course parallel to the taught Language A Literature course, whereby students may read the prescribed texts independently, with guidance from a tutor in key areas. An impressive list of language syllabi are available from the IB for study at this level. The format for the written examination papers and the requirements for the world literature assignment are the same as those for taught Language A Literature SL candidates. In place of an internal assessment component, IB Cardiff will provide an alternative oral examination.
Self-taught candidates may study Language A Literature at Standard Level only. The course Language and Literature cannot be studied as a self-taught course.
The independent study of key texts and literary movements in the literature of their own language will enable students to explore their responses to texts in depth, in a way which is both challenging and rewarding.
Motivation and self-discipline are two key requirements for a student tackling a Self- Taught Language, as much of the work needs to be done independently.
An important consideration to note is that while BIS will provide every assistance in locating a suitable teacher, the responsibility for engaging and remunerating the teachers/tutors rests with the parents. The acquiring of texts for the study in a Self- Taught Language is also the responsibility of the parents.
For further information contact the Self-Taught Coordinator.
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47 IBDP and High School Diploma Handbook 2015-7
GROUP 2
Language Acquisition
LANGUAGE B AND AB INITIO LANGUAGES
English B German B Spanish B French B
Ab initio
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49 IBDP and High School Diploma Handbook 2015-7 LANGUAGE ACQUISTION English, German, Spanish and French
INTRODUCTION Courses meet the needs of candidates for whom Language Acquisition is a second language. The intention is to provide students with the linguistic skills necessary for further study in the language, to promote an understanding of the culture of the countries where the language is spoken and to promote the ability to cope with the language demands of day-to-day transactional and social contacts. The course should also provide an efficient tool for the study of other subjects.
Courses available (subject to demand) B Higher Level B Standard Level German German French French English English Spanish Spanish
NB. Self–taught Language Acquisition is not allowed. It is school policy that native speakers are not entered for a Language B course.
COURSE OUTLINE The syllabi at Language Acquisition Higher and Standard Levels are similar in content, although study in the former will be more intensive, and the proficiency levels demanded are higher.
Basic skills acquisition can be divided into three main areas, which will be covered through a thematic approach:
Academic Discourse • studying reference sources and library research where appropriate • taking part in practical projects • writing notes, essays and reports
Social language • gaining information from printed materials such as works of a literary and factual nature: books, journals, instructions, news items • handling information from non-book media such as films, radio • classroom interaction in discussion and debate of literary, non-literary and cultural issues. 50 IBDP and High School Diploma Handbook 2015-7
51 IBDP and High School Diploma Handbook 2015-7 Experiencing how users of other languages think The specific emphasis here is on understanding that people from other cultures will have a different perspective from our own in a range of situations, and that language is a major vehicle for conveying those differences. The experience gained in Academic Discourse and Social Interaction (as outlined above) will contribute to this understanding. However, more specific attention will be directed to written works of various genres, to the relationship of such works to the society and culture in which they were produced and an appreciation of how language contributes to these insights.
TOPICS (SL & HL) Core: Communication and media, Global issues, Social relationships Optional (Choice of two): Cultural diversity, Customs and traditions, Health, Leisure, Science and technology
Two works of literature for HL only, originally written in the target language.
EXTERNAL ASSESSMENT
Paper 1: Receptive Skills (1 hour 30 min.) 25% Text-handling exercises on 4 written texts for SL and 5 for HL (one of which is a literary text), based on Core topics.
Paper 2: Productive Skills (1 hour 30 min.) 25% Section A: One writing task from a choice of 5, based on Optional topics (250-400 words SL & HL). Section B: One writing task response to a stimulus text, based on Core topics (150-250 words, HL only).
Written Assignment: Receptive and written productive skills 20% SL: Intertextual reading followed by a written exercise of 300-400 words, plus a 100-word rationale, based on Core topics. HL: Creative writing of 500-600 words, pus a 150-200 word rationale, based on one of the literary texts read in class.
INTERNAL ASSESSMENT Internally assessed by the teacher and externally moderated by the IB.
Individual Oral (8-10 minutes) 20% Based on the Optional topics, 15 min. preparation, and a 10-minute (maximum) presentation and discussion with the teacher.
Interactive Oral Activities 10% Three classroom activities assessed by the teacher, based on Core topics. 52 IBDP and High School Diploma Handbook 2015-7
53 IBDP and High School Diploma Handbook 2015-7 AB INITIO LANGUAGES German
The ab Initio programme is a foreign language-learning programme designed to be studied over two years at Standard Level by students who have no previous experience of learning the target language. The programme meets the needs of the following students: • those who have had little or no opportunity for foreign language study in their earlier education and are therefore unable to fulfill the requirements for Language B • those who are interested in learning a new foreign language as part of their IB diploma
In the Ab Initio language programme, students will be expected to demonstrate through the use of authentic material, the skills of listening, speaking, reading and writing in everyday situations. These situations are defined by the core syllabus and the language specific syllabuses. Students should be able to: • understand and respond appropriately to the spoken language (for example, in announcements, instructions, requests, in the form of monologues or dialogues); • engage in conversation in order to deal with everyday situations; • understand short written passages on the defined topics, recognise essential notices , for example, signs, menus, timetables, advertisements , and be able to extract specific information from texts such as brochures, guides, letters; • carry out writing tasks such as short messages (for example, postcards, lists, notes), a letter, instructions, short compositions; • show an awareness of the culture of the target language
CORE SYLLABUS
Themes The 3 themes (Individual and Society, Leisure and Work, Urban and Rural Environment) are made up of a series of 20 topics:
1. Personal details, appearance, character, daily routines, education, food and drink, physical health, relationships, shopping; 2. Employment, entertainment, holidays, media, technology, sport; 3. Global issues, environmental concerns, neighbourhood, physical geography, town and services, weather.
The study of the three themes listed within the core syllabus is intended to be cyclical; different aspects of each topic may be studied at different times during the course. A teacher would not necessarily begin with the first topic and work through to the last one. Each topic can be revisited regularly.
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CULTURE
Through the study of the topics, students should gain an insight into the culture of the country or countries where the language is spoken. The cultural elements are integrated into the study of the topics themselves.
ASSESSMENT
(1) Receptive skills and text handling exercises External examination with comprehension exercises based on a series of written texts. 30%
(2) Productive skills: A series of writing tasks 25%
(3) Interactive skills: Oral (Internally Assessed) An individual oral is included among these activities, which is internally marked and externally moderated by the IBO. 25%
(4) Written Assignment: Coursework 200 – 300 word piece of writing carried out under teacher supervision, marked externally 20 %
Careers Information Whatever career the student wishes to embrace, being able to speak more than one language brings added value to skills and competence. Indeed, exchange programs with European counterparts are an integral part of an increasing number of university courses, not only in languages, but also in business, science and engineering. In today’s global village the ability to function in languages other than English is seen as a distinct advantage. For students wishing to work in a field directly linked to the use of languages (interpreting, translating, teaching, tourism, etc.) this subject may serve as a foundation for further study.
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GROUP 3
INDIVIDUALS
AND
SOCIETY
Business and Management Economics Geography History ITGS
56 IBDP and High School Diploma Handbook 2015-7 BUSINESS AND
MANAGEMENT
INTRODUCTION
Business and Management is a rigorous and dynamic discipline that examines business decision-making processes and how these decisions impact on and are impacted by internal and external environments. The aims of the Higher and Standard Level courses are to:
• Promote the importance of exploring business issues from different cultural perspectives • Encourage a holistic view of the world of business • Enable the student to develop the capacity to think critically about individual and organizational behavior • 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 in those organizations • Appreciate the social and ethical responsibilities associated with businesses operating in international markets
Syllabus Overview The curriculum model for IB Diploma Programme business and management is a core curriculum for higher level (HL) and standard level (SL) consisting of five topics with common content and learning outcomes. In addition to the core, HL students are expected to complete extension areas of study; in all five topics, adding both depth and breadth to the course. HL students also study one extension topic listed below as topic 6, business strategy.
HL and SL Core Topic 1: Business Organization and Environment Topic 2: Human Resource
57 IBDP and High School Diploma Handbook 2015-7 Topic 3: Accounts and Finance Topic 4: Marketing Topic 5: Operations Management
HL only Topic 6: Business Strategy
COURSE REQUIREMENTS The ability to express concisely, accurately and confidently in English is absolutely essential. A good grasp of basic mathematics (algebra, ratios and division in particular) for both levels is needed to participate fully in class discussions and perform well on the numerical questions set for the IBDP exams.
ASSESSMENT
Standard Level
Internal Assessment 25% Students are required to undertake a written commentary (1000 - 1500 words) on a real situation or problem facing businesses, from a prescribed list of topics. It is internally assessed by the teacher and externally moderated.
External Assessment: Written Papers Students sit two examination papers. Paper 1 is a 1 hour 15 minutes exam that consists of 4 questions relating to an IBO prescribed case study, issued several months in advance. Paper 2 is a 1 hour 45 minutes exam consisting of structured questions based on stimulus material. Paper 1 35% Paper 2 40%
Higher Level
Internal Assessment 25% Students are required to undertake a research project (approximately 2000 words) on a real business problem or decision that a local organization is facing. It is internally assessed by the teacher and externally moderated.
58 IBDP and High School Diploma Handbook 2015-7 External Assessment: Written Papers Students sit two examination papers. Paper 1 is a 2 hours 15 minutes exam that consists of 4 questions relating to an IBO prescribed case study, issued several months in advance. Paper 2 is a 2 hours 15 minutes exam consisting of structured questions based on stimulus material. Paper 1 35% Paper 2 40%
Careers Information For students wishing to specialize in fields such as accountancy, banking, economics, law or ecology, Business and Management should be taken at Higher Level in some countries. This is not, however, a requirement for many universities including some of the most prestigious ones.
More practically, it initiates students to the complexity of business life and the various management factors that any professional must deal with over the course of a career.
The subject can provide breadth to many other IB Diploma subjects at either Higher or Standard Level and shares some common topic areas with Geography, from a different perspective. It provides an excellent base for a variety of subjects at university from engineering to hospitality and develops student understanding of their own role within the global marketplace.
59 IBDP and High School Diploma Handbook 2015-7 ECONOMICS
INTRODUCTION
Economics is one of the 4 IB diploma subjects offered at BIS in the Individuals and Society subject area. Its aim is to give students a strong understanding of the importance of scarce resources and methods of their allocation in society.
As the IB syllabus indicates although economics involves the formulation of theory, it is not a purely theoretical subject: economic theories can be applied to real-world examples. Neither is economics a discrete subject, since economics incorporates elements of history, geography, psychology, sociology, political studies and many other related fields of study.
Economics is a social science that attempts to explain how the actions and decisions of firms, consumers and workers and governments affect the operation of the economy. It plays a huge role in our daily lives; it has links to international affairs and politics and is a subject that is often debated and discussed. It requires a fair deal of theoretical analysis and includes topics such as supply and demand, growth, inflation, globalisation and exchange rates.
Business and management is more concerned with the actions and decisions taken by firms and focuses on topics such as marketing, staff in the organisation, accounting and finance, management, strategy and production methods.
In light of recent events, economics provides interesting tools to students to understand, analyze and gain insight into global problems.
Economics and prior learning Knowledge of basic mathematics in particular reading graphs, fractions and basic algebra is an asset but is not a requirement for students choosing this subject. An interest in current events and in particular other countries and cultures will also be an advantage as International Economics and Development Economics are two of the main modules of the course.
Standard and Higher Level Syllabus Outline At both Higher and Standard Level, the Diploma programme syllabus consists of 5 modules
Microeconomics Macroeconomics International economic Development economics
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The main difference between the two levels consists of the use of more numerical concepts and tools to a broader range of topics. In microeconomics Higher Level students must be able to analyze various market structures such as monopoly and oligopoly and understand more macroeconomic problems such as the spending multiplier or the Philips curve.
Assessment
Higher Level Paper 1 1 hour 30 mins 30% Extended Response questions based upon all 5 sections of the syllabus
Paper 2 1 hour 30 mins 30% Short answer questions based upon all 5 sections of the syllabus
Paper 3 1 hours 20% Data response questions
Internal Assessment 20% A portfolio consisting of 4 commentaries based on a news media extract, linking economic theory to a real-world situation.
Standard Level Assessment
Paper 1 1 hour 40% Extended Response questions based upon all 5 sections of the syllabus
Paper 2 2 hours 40% Data response questions
Internal Assessment 20% A portfolio consisting of 3 commentaries based on a news media extract, linking economic theory to a real-world situation.
Economics is useful for those looking towards careers in all aspects of financial services, politics, foreign affairs, national and international organizations such as the OECD and European Commission.
The skills gained through the study of economics, such as the ability to present and discuss ideas and arguments, to evaluate decisions and the reliability of information, to collect, collate and process data, and to communicate results clearly and concisely, are skills valued in a wide range of careers and academic disciplines.
61 IB DIPLOMA HANDBOOK 2015-6 GEOGRAPHY
INTRODUCTION
Geography is about place and time, about spatial patterns and the world that we live in: the people, the places, the natural environment, the land, the oceans and the atmosphere.
Geography as a subject focuses on issues at various scales from global to local. Geography looks at the interrelationships between the human and natural environments. As such, Geography is a combination of the Arts, the Humanities and the Sciences; it is an interdisciplinary subject that examines the manner in which people live, how they are distributed around the planet, and how they interact with their environment. It also has an applied dimension through the critical evaluation of spatial patterns and processes. Geography helps decision-makers in planning and development at a variety of scales. It also plays a crucial role in fostering international understanding and a respect for different cultures.
Learning
Students are expected to use a wide range of learning techniques throughout the course. At times they are required to present papers to others in the group or defend a viewpoint in a debate. They undertake investigations, apply statistical techniques and construct models. They work in groups to make decisions about a range of planning issues, collect data both in the field and from secondary sources, and write essays and reports.
How do Standard and Higher Level courses differ?
Both Higher and Standard Level students complete the same content, including the Internal Assessment Report, with Higher Level students completing one additional Paper 2 Option and the work for Paper 3. Geographic skills are integrated throughout both courses.
Paper 1: Core Theme – Patterns and Change (SL and HL)
The core theme provides an overview of the geographic foundation for the key contemporary global issues. The purpose is to provide a broad factual and conceptual introduction to each topic and to the United Nations’ Millennium Development Goals (MDGs), in particular those concerning poverty reduction, gender equality, improvements in health and education and environmental sustainability. An
62 IB DIPLOMA HANDBOOK 2015-6 evaluation of the progress made towards meeting these goals is also provided.
Paper 2: Optional Themes (HL x 3 and SL x 2) - currently we study:
Option A. Freshwater - issues and conflicts (SL and HL students) Option D. Hazards and Disasters - risk assessment and response (HL only) Option G. Urban Environments (SL and HL students)
Paper 3: HL Extension – Global Interactions (HL only)
1. Measuring global interactions 2. Changing space—the shrinking world 3. Economic interactions and flows 4. Environmental change 5. Sociocultural exchanges 6. Political outcomes 7. Global interactions at the local level
Internal Assessment
The highlight of the course for most students is the Grade 11 field work course. Currently we travel to the Salzkammergut, near Salzburg, to complete a river study and an urban study. After the field work course, geographers have a choice of completing either project as a short (2500 words) internal assessment report. This report is an integral component for both SL and HL.
Examinations and Assessment:
Standard Level External Assessment: Paper 1 90 minutes 40% Paper 2 80 minutes 35 % Internal Assessment one field report 25%
Higher Level External Assessment: Paper 1 90 minutes 25% Paper 2 120 minutes 35% Paper 3 60 minutes 20% Internal Assessment one field report 20%
University Entrance and Career Information
Geography is widely regarded and accepted by competitive universities as a rigorous subject covering a wide range of skills. It enables you to: talk with interest about a variety of topics; understand the major problems and issues in the world; and acquire a variety of useful vocational skills. Geography offers flexibility and can lead to a
63 IB DIPLOMA HANDBOOK 2015-6 wide range of careers in fields such as:
International Development Non-Governmental Organisations Local Government Civil Engineering Town and Transport Planning Surveying Environmental Auditing Law Banking and Commerce Education Cartography Travel, Tourism and Leisure Sectors Seismology Relief/Aid Work Agriculture and Horticulture and a wide variety of other industries
64 IB DIPLOMA HANDBOOK 2015-6 HISTORY
'Life must be lived forward, but it can only be understood backward'. - Søren Kierkegaard
'Journalism is merely history's first draft.' - Geoffrey C. Ward
‘History does not repeat itself except in the minds of those who do not know history’- Kahlil Gibran
INTRODUCTION There are lots of good stories in History but the subject is not about learning the ‘received version’ of our past. There are facts, but which do we select as significant? There are events, but how do we interpret them?
The way we think of our history strongly influences how we view our own world. It is an essential subject - sometimes subversive, often enlightening, endlessly fascinating, and always challenging. This IBDP History course helps students develop international perspectives, a greater appreciation of global issues and a greater understanding of other viewpoints.
International Relations are at the centre of the course, because the actions of sovereign states and their leaders have had a profound effect on our world. However, economics, human psychology, social behaviour, culture, thought and religion and a host of other areas are also involved in studying history, as we try to understand events in the past, those taking place today or anticipate what the future might be like.
The subject is truly international and is an ideal subject for study in the last two years at an international school. Students learn of the problems faced by their own and other countries. There is great emphasis on discussion of different views. History also develops a good understanding of the events, personalities and factors that have created the modern world. It provides a critical grounding in international affairs.
Course Content The engaging and stimulating IBDP History Standard and Higher Level curriculum will cover options from a variety of World History topics from the 20th century including those listed below: (1) the Causes, Practices and Effects of Wars; (2) the Rise and Rule of Dictators and Single Party States and (3) The Cold War. These topics contain detailed case studies.
Higher Level students will also study additional topics from the European regional option including, but not limited to:
1. Imperial Russia, revolutions, emergence of Soviet State 1853-1924 2. European Diplomacy and the First World War, 1870 – 1923 65 IB DIPLOMA HANDBOOK 2015-6 3. Interwar Years – Conflict and Cooperation, 1919 – 1939 4. The Soviet Union and Eastern Europe, 1924 - 2000
Work Method The study of history requires commitment. You need to be interested in the subject matter, and you need to enjoy reading widely beyond just the content included in textbooks, discussion and argument. Other teaching methods used include role-plays, Socratic seminars, on-line web-quests, studying video recordings and archive material, as well as writing notes, essays, source analysis or evidence work and personal study.
ASSESSMENT
Course assessment requirements for Standard Level students include the following:
Part A - Internal Assessment - A written account of 1500 – 2000 words that is known as the “Historical Investigation.” This challenging paper serves as a problem-solving activity that allows the students to demonstrate application of their skills as amateur historians and knowledge of a specific topic of interest.
Standard Level 25% Higher Level 20%
Part B – Two Exam Papers
Paper 1 – a document-based paper set on case studies of the prescribed subject
Standard Level 30% Higher Level 20%
Paper 2 – an essay paper based on the three 20th Century topics
Standard Level 45% Higher Level 25%
Higher Level
Course assessment requirements for Higher Level students include both components of the Standard Level course (Part A and Part B above).
In addition, Higher Level students will take one additional exam paper known as
Paper 3 - an essay-based paper related to their in-depth study of the additional topics (see above under “Course Content.”) 35%
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Career Information History at Higher Level is highly recommended for students wishing to specialize in areas such as business, international relations, politics, journalism, law, archaeology, museum work and archive work. It is also desirable for areas in administration that demand extensive report writing or research - management, librarianship, public relations and publishing for example.
The subject offers a broadening experience to your program at either Higher or Standard Level. It provides excellent training in clear thinking, writing, research, argument and communication and is therefore an ideal preparation for a wide range of university courses and professions.
'History is, indeed, an argument without end'. - A.M. Schlesinger, Jr. ‘History is indeed the witness of the times, the light of truth.’ - Cicero 'History has thrust something upon me from which I cannot turn away'. – Martin Luther King Jr.
67 IB DIPLOMA HANDBOOK 2015-6 ITGS
This course involves the study and evaluation of the impacts of information technology (IT) on individuals and society. It explores the advantages and disadvantages of the access and use of digitized information. ITGS provides a framework for students to make informed judgments and decisions about the use of IT within social contexts.
ITGS is a Group 3 (Social Sciences) subject and thus shares methods of critical investigation and analysis with other social sciences, it also considers social and ethical considerations that are common to other subjects in group 3.
The material that the course covers can be diagrammatically represented as follows:
68 IB DIPLOMA HANDBOOK 2015-6 Distinction between SL and HL Students at standard (SL) and higher level (HL) in ITGS are presented with a syllabus that has a common core consisting of three strands: social and ethical significance, application to specific scenarios, and IT systems. Higher level students also study two additional topics in the IT system strand: IT systems in organisations and robotics, artificial intelligence and expert systems.
The HL course has an additional externally assessed component that compromises a pre-seen case study based on a fictitious organisation.
Assessment outline The SL course is composed of 70% external assessment in the form of two examination papers. Paper 1 consists of structured questions which assess the three strands of the syllabus and Paper 2 consists of an unseen article which students must write a response to.
The HL course is composed of 80% external assessment in the form of three examination papers. Paper 1 consists of structured questions which assess the three strands of the syllabus: this will be longer and with different choices to the SL Paper 1. Paper 2 consists of an unseen article which students must write a response to (exactly the same as SL Paper 2). Paper 3 consists of questions based on a pre-seen case study.
The internal assessment component is the same for both papers. Students are required to produce a project . The weighting is different however: SL 30% and HL 20%. The requirement of the project is to develop an original IT solution to a real problem for a specified client. Students should undertake a challenging task using advanced techniques to demonstrate their practical IT and project management skills.
69 IB DIPLOMA HANDBOOK 2015-6 GROUP 4
EXPERIMENTAL
SCIENCES
Biology Chemistry Physics Environmental Systems and Societies
70 IB DIPLOMA HANDBOOK 2015-6 EXPERIMENTAL SCIENCES INTRODUCTION The subjects on offer for study in the Group 4 Experimental Sciences are Physics, Chemistry, and Biology at both the Higher and Standard Levels. In addition in August 2011 the science department introduced a fourth Experimental Science, Environmental Systems and Societies. This subject is only available at Standard Level. All students doing the full IB Diploma program must do at least one of the subjects mentioned.
Through studying any of the Group 4 subjects, students should become aware of how scientists work and communicate with each other. While the “scientific method” may take on a wide variety of forms, it will generally involve the formation, testing and modification of hypotheses through observation and measurement, under the controlled conditions of an experiment. It is this approach, along with the falsifiability of scientific hypotheses that distinguishes the Experimental Sciences from other disciplines and characterizes each of the subjects of Group 4. AIMS
The aims enable students, through the overarching theme of the Nature of science, to:
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.
71 IB DIPLOMA HANDBOOK 2015-6 Science is that body of knowledge that is concerned first with describing and explaining the nature of the universe and the changes that occur in it, and then making predictions based upon that information and testing them. Technology is the human activity that provides material inventions or substances or processes that are of use to humanity for its survival, health, comfort or enjoyment. Science is concerned with obtaining basic knowledge; technology then uses scientific discoveries to develop products or processes of use to people. Technology in many ways is applied science.
It is important that students bring a certain ragamuffin, barefoot irreverence to their studies; they are not here to worship what is known, but to question it. Jacob Bronowski
A common curriculum model applies to the Group 4 subjects Biology, Chemistry and Physics. A core of material is studied in both the Higher Level and Standard Level courses, and this is supplemented by the study of one option. Higher Level students also study Additional Higher Level (AHL) material. Higher Level students are required to spend 60 hours and SL students 40 hours, on practical/investigative work. All students are required to do the Group 4 Project within this time allocation.
Standard Level (SL) Total teaching hours 150 hours Subject Specific Core 95 hours Option 15 hours Investigations and Group 4 Project 40 hours
Higher Level (HL) Total teaching hours 240 hours Subject Specific Core 95 hours Additional higher level 60 hours Option 25 hours Investigations and Group 4 Project 60 hours
Environmental Systems and Societies has a slightly different curriculum model.
Standard Level (SL) only Total teaching hours 150 hours Subject specific core 120 hours Investigations 30 hours
72 IB DIPLOMA HANDBOOK 2015-6 ASSESSMENT Biology, Chemistry and Physics SL assessment specifications
Assessment component Weighting Hours Format and syllabus coverage Paper 1 20% 0.75 30 multiple choice questions on core material. Paper 2 40% 1.25 Data based and short answer questions. One out of two extended response questions.* Paper 3 20% 1 Short and extended answer questions based on the core and the option chosen. Short questions will be based on experimental techniques. Internal assessment 20% 10 An extended investigation into a topic. This can be practical based or can use data analysis and simulations.
HL assessment specifications
Assessment component Weighting Hours Format and syllabus coverage Paper 1 20% 1 40 multiple choice questions on core and AHL material Paper 2 36% 2.25 Data based and short answer questions. Two out of three extended response questions.* Paper 3 24% 1.25 Short and extended answer questions based on the core and the option chosen. Short questions will be based on experimental techniques. Internal assessment 20% 10 An extended investigation into a topic. This can be practical based or can use data analysis and simulations.
* In both Chemistry and Physics there will not be a choice with regard to the extended response questions.
73 IB DIPLOMA HANDBOOK 2015-6 The assessment for Environmental Systems and Societies is as follows.
Assessment Weighting Hours Format and syllabus coverage Component
Paper 1 is made up of short-answer and data Paper 1 30% 1 hour based questions.
Paper 2 consists of two sections, A and B. Paper 2 50% 2 hours In section A, students are provided with a range of data in a variety of forms relating to a specific case study. Students are required to make reasoned and balanced judgements by analysing this data. In section B, students are required to answer two structured essay questions from a choice of four. The internally assessed and externally Internal 20% 30 hours moderated coursework. assessment
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75 IB DIPLOMA HANDBOOK 2015-6 BIOLOGY
Biology is offered as an elective subject in Group 4. There are four basic biological concepts that run as themes throughout the IB Biology programme. These themes should be regarded as unifying the topics. The themes are: • STRUCTURE AND FUNCTION • UNIVERSALITY VERSUS DIVERSITY • EQUILIBRIUM WITHIN SYSTEMS • EVOLUTION
It is hoped that students will acquire both a body of facts and at the same time develop a broad, general understanding of the principles of the subject.
Standard Level and Higher Level Subject Specific Core (SSC) This includes topics in the following subject areas: Cell Biology; Molecular Biology; Genetics; Ecology; Evolution and Biodiversity; Human Physiology.
Additional Higher Level Material (AHL) Students will study the following topics in greater depth: Nucleic acids; Metabolism, cell respiration and photosynthesis; Plant biology; Genetics and evolution; Animal physiology.
Options Students study one option chosen from the following: Neurobiology and behavior; Biotechnology and bioinformatics; Ecology and conservation; Human physiology. Standard level students will study an option for 15 hours whilst higher level students will study an option for 25 hours.
Practical Work At both Standard Level and Higher Level, students engage in a range of practical activities. Students are assessed in a number of skill areas and their marks contribute to their final result.
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77 IB DIPLOMA HANDBOOK 2015-6 CHEMISTRY
Chemistry will also be offered as an elective subject in Group 6.
INTRODUCTION Chemistry is called the central science as chemical principles underpin both the physical environment in which we live and all biological systems. Some students study Chemistry because it is necessary for the professional training they will undertake in order to follow their chosen careers. However, Chemistry is intimately involved in everything we do or touch. The food we eat is grown with chemical fertilisers and pesticides, is preserved with chemicals and is made more attractive looking or more tasty by using chemical additives. The clothes we wear are frequently manufactured from synthetic fibres. Cosmetics, household products, paints, computer chips, polymers, pharmaceuticals, and fuels are all important for everyday comfort. Also, as citizens we are sometimes required to make political decisions about controversial issues involving chemistry. A study of chemistry helps us understand these issues better.
Course Content: Standard Level and Higher Level Subject Specific Core This includes topics in the following subject areas: Stoichiometric relationships; Atomic structure; Periodicity; Chemical bonding and structure; Energetics/thermochemistry; Chemical kinetics; Equilibrium; Acids and bases; Redox processes; Organic chemistry; Measurement and data processing.
Additional Higher Level Material (AHL) Students will study the following topics in greater detail: Atomic Structure, The periodic table-transition metals; Chemical bonding and structure, Energetics/thermochemistry; Chemical kinetics; Equilibrium; Acids and bases; Redox processes; Organic chemistry; Measurement and analysis.
Options Students study one option chosen from the following: Materials; Biochemistry; Energy; Medicinal chemistry. Standard level students will study an option for 15 hours whilst higher-level students will study an option for 25 hours.
Practical Work At both Standard Level and Higher Level, students engage in a range of practical activities. Students are assessed in a number of skill areas and their marks contribute to their final result.
78 IB DIPLOMA HANDBOOK 2015-6 PHYSICS
Physics is offered as an elective subject in Group 4.
Physics is the most fundamental of the Experimental Sciences as it seeks to explain the universe itself through the study of the behaviour of matter. Physics courses for the IB involve three themes that are woven into the fabric of the curriculum:
• THE LAWS OF PHYSICS • EXPERIMENTAL SKILLS • SOCIAL AND HISTORICAL ASPECTS OF PHYSICS AS AN EVOLVING BODY OF KNOWLEDGE ABOUT NATURE.
Standard Level and Higher Level Subject Specific Core This includes topics in the following subject areas: Measurements and uncertainties; Mechanics; Thermal physics; Waves; Electricity and electromagnetism; Circular motion and gravitation; Atomic, nuclear and particle physics; Energy production.
Additional Higher Level Material (AHL) Students will study the following topics in greater depth: Wave phenomena; Fields; Electromagnetic induction; Quantum and nuclear physics.
Options Students study one option chosen from the following: Relativity; Engineering physics; Imaging; Astrophysics.
Practical Work At both Standard Level and Higher Level, students engage in a range of practical activities. Students are assessed in a number of skill areas and their marks contribute to their final result.
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80 IB DIPLOMA HANDBOOK 2015-6 ENVIRONMENTAL SYSTEMS AND SOCIETIES
Environmental Systems and Societies is offered as an elective subject in Group 4. The systems approach is central to the course. The very nature of environmental issues demands an holistic treatment. In reality, an environmental system functions as a whole. The approach emphasizes the similarities between the ways in which matter, energy and information flow.
Students must develop an holistic appreciation of the complexities of environmental issues, in which the interaction between environmental systems and societies is central.
The course requires the study of environmental systems and societies at a range of scales from local to global, but the teaching of the course should be firmly rooted in the local environment. Students will gain an appreciation of the nature of the international dimension, since the resolution of the major environmental issues rests heavily upon international relationships and agreements.
The syllabus components are common for all students.
Topic 1: Systems and models Topic 2: The ecosystem Topic 3: Human population, carrying capacity and resource use Topic 4: Conservation and biodiversity Topic 5: Pollution management Topic 6: The issue of global warming Topic 7: Environmental value systems
The most important aspect of the environmental systems and societies course is hands- on work in the laboratory and/or out in the field. The syllabus directly requires the use of field work techniques and many components can only be covered effectively through this approach.
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82 IB DIPLOMA HANDBOOK 2015-6 Careers Information for the Sciences
For students wishing to specialize in any of the Sciences it is highly recommended that they choose two from Chemistry, ‘Science is the attempt Physics, or Biology at the Higher Level. Students wishing to to make the chaotic take HL Physics must attain a high level in Mathematics in the diversity of our sense- MYP or equivalent examination. Higher Levels in the experience correspond appropriate subjects should also be selected if Engineering, to a logically uniform Pharmacy, Medicine-related or similar careers are to be system of thought.’ pursued. Individual advice is available from the various subject teachers to whom students should refer. Albert Einstein
All students must study at least one Group 4 subject. Following two sciences at either HL or SL provides a strong scientific or technological dimension to student’s programme, which is attractive to a wide range of professions.
Physics Physics is a prerequisite for many tertiary courses including medicine, radiology, dentistry, aeronautical science, engineering, avionics, architecture, surveying, astronomy and metallurgy. It is also a prerequisite to become a commercial or a defence-force pilot.
Chemistry Apart from being a subject worthy of study in its own right, chemistry is a prerequisite for many courses in higher education, such as medicine, pharmacy, veterinary science, dentistry, food science, some forms of engineering and environmental science. There are also interdisciplinary science careers such as biochemistry and geochemistry that require a good background in chemistry.
Biology North American, European and Australian universities require Physics and Chemistry at the Higher Level plus evidence that they have taken Biology during the years leading up to the IBDP or equivalent course.
Environmental Systems and Societies This subject will be invaluable to those students wishing to follow a course of studies in an Environment related field. It will complement many other areas of study where knowledge of the Physical Sciences is not a pre-requisite.
83 IB DIPLOMA HANDBOOK 2015-6
GROUP 5
MATHEMATICS
Mathematics Higher Level Mathematics Standard Level Mathematical Studies Standard Level
84 IB DIPLOMA HANDBOOK 2015-6 MATHEMATICS
The nature of Mathematics can be summarized in a number of ways: for example, it can be seen as a well-defined body of knowledge, as an abstract system of ideas, or as a useful tool. For many people it is probably a combination of these, but there is no doubt that mathematical knowledge provides an important key to understanding the world in which we live. Mathematics can enter our lives in a number of ways: we buy produce in the market, consult a timetable, read a newspaper, time a process or estimate a length.
Mathematics, for most of us, also extends into our chosen profession: artists need to learn about perspective; musicians need to appreciate the mathematical relationships within and between different rhythms; economists need to recognize trends in financial dealings; and engineers need to take account of stress patterns in physical materials. Scientists view Mathematics as a language that is central to our understanding of events that occur in the natural world. Some people enjoy the challenges offered by the logical methods of Mathematics and the adventure in reason that mathematical proof has to offer. Others appreciate Mathematics as an aesthetic experience or even as a cornerstone of philosophy. This prevalence of Mathematics in our lives provides a clear and sufficient rationale for making the study of this subject compulsory within the Diploma Programme.
There are three courses in Mathematics on offer. Each course is designed to meet the needs of a particular group of students. Therefore, great care should be taken to select the course that is most appropriate for an individual student. In making this selection, individual students should be advised to take account of the following:
• Their own abilities in Mathematics and the type of Mathematics in which they can be successful • Their own interest in Mathematics • Their other choices of subjects within the framework of the DP • Their academic plans, in particular the subjects they wish to study in future • Their choice of career
Mathematical Equipment All IBDP students are required to have their own Graphical Display Calculator (GDC) for use in examinations. We recommend the TI84+ or TI84+ Silver Edition from Texas Instruments. Some GDC’s are not permitted in IBDP examinations. If you wish to purchase a different calculator please check with us first that it is appropriate.
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Mathematical Studies SL This course caters for students with varied backgrounds and abilities. More specifically, it is designed to build confidence and encourage an appreciation of Mathematics in students who do not anticipate a need for Mathematics in their future studies. Students taking this course need to be already equipped with fundamental skills and a rudimentary knowledge of basic processes. The course concentrates on Mathematics that can be applied to contexts related as far as possible to other subjects being studied, to common real-world occurrences and to topics that relate to home, work and leisure situations.
Mathematics SL This course caters for students who already possess knowledge of basic mathematical concepts, and who are equipped with the skills needed to apply simple mathematical techniques correctly. The majority of these students will expect to need a sound mathematical background as they prepare for future studies in subjects such as Chemistry, Economics, Psychology and Business Administration.
Mathematics HL This course caters for students with a good background in Mathematics who are competent in a range of analytical and technical skills. The majority of these students will be expecting to include Mathematics as a major component of their university studies, either as a subject in its own right or within courses such as Physics, Engineering and Technology. Others may take this subject because they have a strong interest in Mathematics and enjoy meeting its challenges and engaging with its problems.
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Mathematical Studies SL - Course Outline The course concentrates on Mathematics that can be applied to contexts related as far as possible to other subjects being studied, to common real-world occurrences and to topics that relate to home, work and leisure situations. The course includes project work: students must produce a project, a piece of written work based on personal research, guided and supervised by the teacher. The project provides an opportunity for students to carry out a mathematical investigation in the context of another course being studied, a hobby or interest of their choice using skills learned before and during the course. This process allows students to ask their own questions about Mathematics and to take responsibility for a part of their own course of studies in Mathematics. The students most likely to select this course are those whose main interests lie outside the field of Mathematics. All parts of the syllabus have therefore been carefully selected to ensure that an approach starting with first principles can be used. As a consequence, students can use their own inherent, logical thinking skills and do not need to rely on standard algorithms and remembered formulae. Students likely to need Mathematics for the achievement of further qualifications should be advised to consider an alternative Mathematics course.
87 IB DIPLOMA HANDBOOK 2015-6 The topics are: • Introduction to the Graphic Display Calculator • Number and Algebra • Sets, Logic and Probability • Functions • Geometry and Trigonometry • Statistics • Introductory Differential Calculus • Financial Mathematics
The Internal Assessment (coursework) consists of a project. 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 - Mathematical Studies SL
External Assessment 3 hours 80%
Paper 1 1 hr 30 mins 40% 15 compulsory short-response questions based on the whole syllabus
Paper 2 1 hr 30 mins 40% 6 compulsory extended-response questions based on the whole syllabus
Internal Assessment Project 20% 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.
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89 IB DIPLOMA HANDBOOK 2015-6 Mathematics SL - Course Outline This course focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce students to these concepts in a comprehensible and coherent way, rather than insisting on mathematical rigour. Students should wherever possible apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context. The internally assessed component, the exploration, offers students a framework for developing independence in their mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas.
The topics are: • Algebra • Functions and Equations • Circular Functions and Trigonometry • Matrices • Vectors • Statistics and Probability • Calculus
The Internal Assessment (Coursework) consists of a mathematical exploration. This is a short report written by the student based on a topic chosen by them focusing on the Mathematics of that particular area.
ASSESSMENT Standard Level
External Assessment 3hrs 80% Paper 1 1hr 30 min 40% No calculator allowed Section A 20% Compulsory short-response questions based on the whole syllabus Section B 20% Compulsory extended-response questions based on the whole syllabus
Paper 2 1hr 30 min 40% Graphic display calculator (GDC) required Section A 20% Compulsory short-response questions based on the whole syllabus Section B 20% Compulsory extended-response questions based on the whole syllabus
90 IB DIPLOMA HANDBOOK 2015-6 Internal Assessment Mathematical exploration 20% This is a report written by the student based on a topic chosen by them and should focus on the Mathematics of that particular area. Students can choose from a wide variety of activities, for example modeling, investigations and applications of Mathematics. The final written report should approximately 6 to 12 pages long. It can be either word processed or hand written. This exploration will be introduced towards the end of Grade 11. The report should include a detailed bibliography, and sources need to be referenced in line with IB academic honesty policy.
The mathematical exploration is internally assessed by the teacher and externally moderated by the IBO. Procedures are provided in the Vade Mecum.
Mathematics HL - Course Outline Students embarking on this course should expect to develop insight into mathematical form and structure, and should be intellectually equipped to appreciate the links between concepts in different topic areas. The internally assessed component, the exploration, offers students the opportunity for developing independence in their mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop skills in communicating mathematical ideas. This course is a demanding one, requiring students to study a broad range of mathematical topics through a number of different approaches and to varying degrees of depth. Students wishing to study Mathematics in a less rigorous environment should therefore opt for one of the Standard Level courses, Mathematics SL or Mathematical Studies SL.
The core topics are: • Algebra • Functions and Equations • Circular Functions and Trigonometry • Matrices • Vectors • Statistics and Probability • Calculus
In addition students will study one of the following option topics: • Statistics and Probability • Sets, Relations and Groups • Series and Differential Equations • Discrete Mathematics
Internal Assessment The Internal Assessment (Coursework) consists of a mathematical exploration. This is
91 IB DIPLOMA HANDBOOK 2015-6 a short report written by the student based on a topic chosen by them focusing on the Mathematics of that particular area.
ASSESSMENT Higher Level External Assessment 5hrs 80%
Paper 1 2hrs 30% No calculator allowed Section A 15% Compulsory short-response questions based on the whole syllabus Section B 15% Compulsory extended-response questions based on the whole syllabus
Paper 2 2hrs 30% Graphic display calculator (GDC) required Section A 15% Compulsory short-response questions based on the whole compulsory syllabus Section B 15% Compulsory extended-response questions based on the whole compulsory syllabus
Paper 3 1hrs 20% Graphic display calculator (GDC) required Extended-response questions based mainly on the syllabus option
Internal Assessment Mathematical exploration 20% This is a short report written by the student based on a topic chosen by them and should focus on the Mathematics of that particular area. Students can choose from a wide variety of activities, for example modeling, investigations and applications of Mathematics. The final written report should approximately 6 to 12 pages long. It can be either word processed or hand written. The Mathematics used within the project must be at an appropriate level (Higher Level or beyond). The report should include a detailed bibliography, and sources need to be referenced in line with IB academic honesty policy. The mathematical exploration is internally assessed by the teacher and externally moderated by the IB.
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93 IB DIPLOMA HANDBOOK 2015-6 GROUP 6
THE ARTS
Theatre Arts Visual Arts Music
94 IB DIPLOMA HANDBOOK 2015-6 THEATRE ARTS
Course Content The newly introduced Theatre Arts course is a practical, investigative course that requires students to engage with the rich and varied subject of theatre arts in the following practical ways.
WORKING COLLABORATIVELY EXAMINING CREATING WITH PLAY CREATING WORLD THEATRE BASED TEXTS THEATRE THEATRE ON THEORY (HL TRADITIONS ONLY)
In addition, students are required to look at these practical tasks through three specfic lenses (below) that allow for in-depth research and focused development of skills.
THEATRE THEATRE PRESENTING IN PROCESSES THEATRE CONTEXT
Throughout the course the students keep a Journal, this is maintained on the students school blog, the ePortfolio. The Journal is the record of their own artistic development, including assignments, ideas, processes. The online format allows students to work with any media: work with pen and paper can be photographed and uploaded, videos, audio recordings or typed work can be shared. Students are encouraged to look at and learn from each other’ blogs.
As a lifelong learner, the teacher is encouraged to choose to investigate areas of theatre arts that are unfamiliar to him or her, and to collaboratively engage with they study with his or her students.
95 IB DIPLOMA HANDBOOK 2015-6 Course Assessment Each practical way of studying the art of theatre leads to an assessment that is done over the course of the two years of study. There are no final exams.
One assessment (two for HL Students) includes a compulsory performance element, although the final evidence for assessment is drawn from the written reports that accompany the performance. The performance is not directly assessed.
WORKING WITH DIRECTOR’S PLAY TEXTS NOTEBOOK THEATRE IN CONTEXT COLLABORATIVE COLLABORATIVELY THEATRE CREATING THEATRE PRESENTING PROJECT EXAMINING WORLD RESEARCH THEATRE THEATRE PRESENTATION TRADITIONS CREATING THEATRE THEATRE PROCESSES SOLO SHOW and BASED ON THEORY REPORT (HL ONLY)
Each assessment is equally weighted.
The Director’s Notebook is part scrapbook, part rehearsal diary, part mood board. It is a 20-page document outlining their idea for a production of a published play.
The Collaborative Theatre Project is the student’s group work to create a piece of theatre based on the work of a theatre company that they study. They submit a video, and a 15 page process portfolio.
The Research Presentation is a 15-minute presentation on a world theatre tradition that they have not previously studies. It must include demonstrations and practical applications of the tradition.
The Solo Show (for HL Students only) is a 4-6 Minute solo play inspired by the work of a Solo Artist or Theatre Theorist. It is accompanied by a 3,000 word report.
Is Theatre Arts for me? Engagement with any Art is an enriching experience that increases any students’ emotional intelligence. Theatre is a forum where we can test our emotional responses and watch interactions take place. It allows us to learn about human behaviour and become truly international students.
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On a practical level, study and participation in theatre improves personal confidence and communication skills. In later life, students will have improved public speaking skills, and interpersonal skills.
The subject can be taken without any prior study.
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VISUAL ARTS
Course Overview
The IB Diploma Visual Arts Course combines building technical skill, developing an understanding of the relationship between artist and public; and increasing critical faculties. It is a course that combines discipline and self- expression.
The aims of the Visual Arts course are
• To encourage students to challenge their own cultural expectations and boundaries
• To develop analytical skills in problem solving
• To work towards technical proficiency and confidence in making Art
• To engage in, experiment with and critically reflect upon a wide range of contemporary practices and media
• To become critically informed makers and consumers of visual culture
Course Assessment
Comparative Study Process Portfolio Exhibition (External) 20% (External) 40% (Internal) 40% 8-18 Screens of 4-7 works 10-15 screens. experimentation, selected for SL Comparison and manipulation and exhibition with analysis of artists refinement of art curatorial text. practice. 10-15 screens. Comparison and 13-25 Screens of 8-11 works analysis of artists. 3- experimentation, selected for HL 5 screens of how manipulation and exhibition with these artists refinement of art curatorial text. influenced students practice. own work.
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Components
Students will choose to create a range of Artworks: Two dimensional form (drawing, painting, printmaking and graphics) Sculpture Designed objects, Site specific/ephemeral Textiles Time based and sequential art Lens media (such as still, moving, montage) Digital/screen (such as vector graphics, software generated)
Visual Art Workshops and Trips
In order to enrich students Art and Design experiences a number of extra-curricular specialist workshops are offered over the course. These not only provide solid grounding in certain techniques, but also allow opportunity to approach the subject from different inspiring perspectives.
Two examples are ‘Live Figure Drawing’ where an outside model poses for intensive drawing from observation. Digital photography is led by a professional photographer who gives insight into possible career paths as well as providing an opportunity to improve skills to integrate into their process and exhibition work.
Cultural trips to local art galleries are actively encouraged as a means of engaging with artwork first hand. Students are required to respond to artists and artwork of choice which they must have personally observed, using a range of appropriate research techniques as part of their assessment.
Is Visual Arts for me?
Engagement with any Art is an enriching experience that increases any students’ emotional intelligence. Visual Arts is a specialised subject that requires a significant interest in the Art form, and is the continuation of skills that have been developed during the Middle Years Programme.
99 IB DIPLOMA HANDBOOK 2015-6 MUSIC
The aims of the IBDP Music Programme are to enable students to:
Enjoy lifelong engagement with music Become informed, reflective and critical practitioners of music Understand the dynamic and changing nature of music Explore and value the diversity and changing nature of the arts across time, place and cultures Express ideas with confidence and competence Develop perceptual and analytical skills Develop their knowledge and potential as musicians both personally and collaboratively
What activities will students carry out to achieve the aims of the IBDP music programme?
Students will: Engage with music from different times, places and cultures Critically appraise music and use appropriate musical terminology Develop techniques for comparative analysis Develop investigative and thinking skills Learn to create music Learn to perform music Work both independently and collaboratively Develop reflection techniques for monitoring their work over time.
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101 IB DIPLOMA HANDBOOK 2015-6 INTERNAL ASSESSMENT FOR IB MUSIC Components % Details of assessment SL students choose between creating and performance CREATING * SL 50% SL - 2 pieces of course work with recording and Choose from: HL 25% written work Composing HL - same as above but 3 pieces of course work Music technology composing Arranging Improvising SOLO * SL 50% SL - A recording selected from pieces presented PERFORMA HL 25% during one or more public performances - 15 mins NCE HL - same as above but 20 mins
EXTERNAL ASSESSMENT FOR IB MUSIC Components % Details of assessment Listening 30% - External Students will analyse, examine and compare and paper exam contrast aspects of the prescribed work. Students will analyse and examine extracts from western art music Students will analyse and examine extracts from jazz, pop or world music (HL only will compare and contrast two western art music extracts) Musical Links 20% Externally A written media script of no more than 2000 words Investigation assessed investigating the significant musical links between two or more pieces from distinct musical cultures
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THE IBDP CORE
CAS
TOK
THE EXTENDED ESSAY
103 IB DIPLOMA HANDBOOK 2015-6 C A S – Creativity, Action and Service
CREATIVITY
BIS CHRONICLE Providing news, local and abroad!
The BIS CHRONICLE is an independent newspaper. The opinions expressed here in no way reflect those of the administration of the Bavarian International School.
The Monthly Newspaper October 2013 Global Issues BIS Sports - Elections Teacher Travel Dance ‘Til A Summer Don’t Say A Opinions A Farewell Network Fall Learn about how Feature writing You Drop Program Word Read our Read our Learn about Check out the the elections that Learn more Read about Read about experience at Get to know opinions on former Edi tor current current have just taken about 2 new what it is like what it is like Standford the new BIS current in chi efs gl obal issues sporting pl ace work and teachers to this to travel to take part in Learn about Librarian technology or farewell note and the activities what the school, Yerevan and a performing what it is like to better silently releases to us all as he newly formed going on di fferent political including Ms. Sevan, arts summer participate in a has now BIS Group around the parties Ibrahim and Mr Armenia program summer departed BIS ‘GIN’ school represent. Duke program Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 & 11 Page 12
B I S L I F E On a Friday and Saturday afternoon in a wonderfully warm department of BIS for the use of their rooms, and the help of early September BIS hosted around 30 participants from the Ms. Aigner for the use of the building over the weekend. International School of Augsburg, the European School of Munich and the Spinelli European School of Turin in what If anyone is interested in finding out more about the turned out to be a very exciting first ever DeBav competition weekend, or to look a comprehensive range of photographs for the eager BIS debaters. of the weekend, then they are encouraged to visit the school intranet (http:/ / www.bis-school.com/page.cfm?p=671). In association with Amnesty International, and debating topics pertaining to Human Rights, students competed for 7- hours to determine who would be selected for the final showcase. BIS once again dominated proceedings, providing In the words of the debater of the tournament, BIS' Jonas le 4 of the 8 of those on stage in the auditorium to discuss Thierry, "debating is not just a fun competition, it helps us foreign intervention in Syria before a watchful group of their learn how to argue, and then how to write better essays". peers. Organiser Maya Morsli was absolutely spot on in What better endorsement for verbal pugilism than the notion determining that "the best thing about this weekend was the that it provides an entertaining learning opportunity. culture of constructive feedback for one another" but was happy to add that "it was great to see the likes of Jonny With thanks to all, [White] and Yannick [Geyer] work so well together to defeat a very strong team from the European School..." hosts of the Richard Royal widely renowned MUNoM competition.
One of the leaders of the organising team, and a veteran of debating success in recent years, Jana Tauschinski commented upon the BIS community coming together to facilitate an event, and was quick to thank the Naeve and Trent families for hosting our Italian guests in particular. "What really surprised me..." Jana added, "... was the number of people willing to help out, be around, and show support". Mr Monaghan and a number of staff came to support the students in this event. We thank Mrs Geyer, Mrs Morsli for joining the jury for Friday and Saturday; the humanities
Student Newspaper Amnesty Survival Cookery Theatre visits
ACTION
Girls’ soccer team Trekking in the Western Ghats Running a marathon!
SERVICE
Building playgrounds for Working at a food Play scheme at a Refugee Camp
our local community kitchen
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C A S
Creativity, Action and Service are 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 throughout the two years. Students must be engaged in sustained CAS activities over the whole of the IBDP programme, although it is understood that students will adjust (not cease) their commitments in the busier periods of coursework submission and revision in Grade 12. A CAS profile will need to remain well balanced between the three strands of CAS, and which are often interwoven with particular activities. In accordance with IBDP guidelines, CAS is no longer ‘hours’ based, thus emphasizing the need for quality rather than quantity but nevertheless ongoing until the end of the February that students take their Diploma exams. The CAS portfolio is evidenced and reflected upon in our online tracking system ManageBac.
Creativity – so what is this?
This should be interpreted as imaginatively as possible to cover a wide range of arts and other activities such as music/dance lessons & performance, as well as creativity in designing and implementing service projects. It is the student’s own work, not something someone else will do. If there is no imagination involved, it is probably not creative. If the student is following someone else’s creations, then it is not creative; it is learning a skill. “Creativity is inventing, experimenting, growing, taking risks, breaking rules, making mistakes, and having fun. Examples at BIS of Creativity include: Dance and Music (Instrument & Singing Lessons, School Choir or Band, etc.); Leadership (Model United Nations, Amnesty International, Student Council, Yearbook etc.); Arts (After School Art Club, Fashion Show, learning a new language etc..) but students can and should explore opportunities outside of school too.
Action
This involves physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the Diploma Programme. This could include sports, hiking, building playgrounds, yoga, dance, working on an environmental project.. Action is not going to a club meeting and sitting in the corner watching the clock. Action implies movement. It involves participation beyond the discussion level. The students ‘do’ something. Examples at BIS of Action-based activities include: team sports (such as football, basketball or volleyball); individual sports (such as tennis, swimming, biking), or personal fitness training designed by you and your trainer.
Service
Service learning is at the very heart of the BIS community. All things that nurture and enrich our community - be it our school, our village of Haimhausen or our global
105 IB DIPLOMA HANDBOOK 2015-6 community – belong to the service element. It entails an unpaid and voluntary exchange that fulfills a need but also has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected. It entails contributing to the local, national, or worldwide community in an effort to make life better for others, especially those who are disadvantaged. It means the students meet a need in the community at large and enrich and support it.
A portion of this service time for the student should involve “deep service” and this means direct one-to-one giving to individuals or organizations who are in need. Deep service is a critical component of the BIS CAS program as are the reflections students undertake on this and all of their learning in their CAS activities.
Examples of service at BIS include the following: the Dachau Food Kitchen, Dachau Refugee Camp, working with people with mental disability at Schoenbrunn, teaching English to local children at their after-school club as well as World Challenge and service trips.
Reflection The CAS programme aims to develop students who are: reflective thinkers who understand their owns strengths and limitations, identify goals and devise strategies for personal growth willing to accept new challenges and new roles aware of themselves as members of communities with responsibilities towards each other and the environment active participants in sustained, collaborative projects balanced - they enjoy and find significance in a range of activities involving intellectual, physical, creative and emotional experiences.
For personal 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 and reflection on outcomes and personal learning.
All proposed CAS activities need to meet these four criteria. It is also essential that they do not replicate other parts of your Diploma Programme work. Learning Outcomes CAS students work towards meeting eight learning outcomes over the course of the programme. As a result of their CAS experience as a whole, including their reflections, there should be evidence that students have:
increased their awareness of their own strengths and areas of growth
106 IB DIPLOMA HANDBOOK 2015-6 They are able to see themselves as individuals with various skills and abilities, some more developed than others, and understand that they can make choices about how they wish to move forward. undertaken new challenges A new challenge may be an unfamiliar activity, or an extension to an existing one. planned and initiated activities Planning and initiation will often be in collaboration with others. It can be shown in activities that are part of larger projects, for example, ongoing school activities in the local community, as well as in small student-led activities. worked collaboratively with others Collaboration can be shown in many different activities, such as team sports, playing music in a band, or helping in a kindergarten class. At least one project, involving collaboration and the integration of at least two of creativity, action and service, is required. shown perseverance and commitment in their activities At a minimum, this implies attending regularly and accepting a share of the responsibility for dealing with problems that arise in the course of activities. engaged with issues of global importance Students may be involved in international projects but there are many global issues that can be acted upon locally & nationally (example -environmental concerns, caring for the elderly). considered the ethical implications of their actions Ethical decisions arise in almost any CAS activity (for example, on the sports field, in musical composition, in relationships with others involved in service activities). Evidence of thinking about ethical issues can be shown in various ways, including journal entries and conversations with CAS advisors. developed new skills As with new challenges, new skills may be shown in activities that the student has not previously undertaken, or in increased expertise in an established area.
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Evidence Evidence of all eight outcomes must be present for a student to complete the CAS requirement. Some may be demonstrated many times, in a variety of activities, but completion requires only that there is some evidence for every outcome.
CAS students will use ManageBac to document all of their reflections and learning outcomes and this makes the reflections quite straightforward.
The focus on learning outcomes emphasizes that it is the quality of a CAS activity (its contribution to the student’s development) that is of most importance. The guidelines for the minimum amount of CAS activity is the equivalent of half a day per school week (three or four hours per week), or approximately 150 hours in total, with a reasonable balance creativity, action and service and its emphasis is on quality and less on quantity.
Since CAS is a subject like any other it is a curriculum expectation that you maintain your reflections on ManageBac. Noncompliance with this requirement can affect your eligibility to receive academic awards and even your ownership of an Exeat.
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. Each student will have a different starting point, and therefore different goals and needs but ideally a student will all have experiences that are profound and life-changing.
For further information, please consult the CAS Coordinator, Ms Henrietta Letschert
108 IB DIPLOMA HANDBOOK 2015-6 EXTENDED ESSAY AND THEORY OF KNOWLEDGE
EXTENDED ESSAY: The purpose of this essay is to develop skills in the methods of critical research. You will choose one of your subjects, most usefully the one you will study at university, and select a topic for research. With the help of a teacher supervisor you will work over several months to produce an essay of a maximum of four thousand words. Past experience has shown that the majority of students derive intense satisfaction from the completion of a very thorough, personal piece of work.
The title is usually chosen at the beginning of the third term of the course, in Grade 11, and the final essay handed in in the first term in Grade 12. Keeping to the deadlines of the Extended Essay timeline is one of the most important factors for success in the Diploma.
EXTENDED ESSAY ASSESSMENT: The Extended Essay is graded out of 36 points. Points are awarded for Research Questions, Introduction, Investigation, Knowledge and Understanding, Reasoned Argument, Analysis and Evaluation, Use of Subject Language, Conclusion, Format, Presentation, Abstract and Holistic Judgment.
Failure to complete an Extended Essay will exclude a student from the award of the Diploma.
UNIVERSITYAPPLICATIONS When writing an application letter or personal statement to a university be sure to make reference to the value of this essay to you in terms of developing you as an independent learner. Where the essay is directly relevant to the course you are applying for or where it was simply an exploration that igniting your interest university admission boards like to hear about it.
109 IB DIPLOMA HANDBOOK 2015-6 THEORY OF KNOWLEDGE:
The IB placed Theory of Knowledge (TOK) at the heart of the Diploma Programme for two main reasons: To create a course that would challenge students to see the world from multiple perspectives without clinging to singular dogmas To develop a student’s powers of critical thinking and reasoning.
To accomplish this a course was built that was designed to evaluate the “claims” that other subjects, the media, opinion groups etc. present to us by reviewing the processes by which these “claims” have emerged as “knowledge”. It is the job of TOK to examine the basis for these first order claims by looking at second order claims about how knowledge is acquired, in the various disciplines, in the first place.
It evaluates the role that reason, emotion, imagination, memories, intuition, sensory input, language and even faith play in the acquisition of the data that we have built into our frameworks of knowledge.
It is a dynamic and intellectually challenging course that often results in much discussion and debate. It is a fantastic course to teach and participate in as we all grow to be more knowledgeable and discerning.
The content of the Theory of Knowledge course includes the following:
• How language facilitates the transfer of knowledge and yet can hinder the way we think • Whether Mathematics as a system of knowledge was eternally true and discovered or is merely an abstraction and invented. • The problems of how our own views of the world (paradigms ) hinder us from acquiring new (or even accepting ancient) knowledge • Whether, through the interference of emotions, we can ever get a truly objective awareness of our historical past. • Whether there is a definitive set of ethical reasonings As part of the course students should:
• Be aware that there are different ways of knowing things. • Appreciate there is a process by which consensus of knowledge grows. • Recognize that different disciplines are addressing different types of knowledge. • Reflect on what they themselves, as individuals, claim to know.
110 IB DIPLOMA HANDBOOK 2015-6 • Spot in everyday situations where TOK tools can be usefully applied to evaluate knowledge claims.
TOK ASSESSMENT: TOK is assessed by two very different activities:
1. A 10 minute presentation about one real life situation and the knowledge question that it raises and the how (using the various TOK tools) we can understand the range of perspectives that it presents. 2. A 1200-1600 word essay about one knowledge question and all related knowledge questions (and real life situations it impacts on) that it generates.
In both cases the assessment is principally focused on the ability to draw out Knowledge Questions regarding the issue at hand. Knowledge Questions are open ended questions about how we acquire knowledge that occur in several diverse fields of study. Students will use the TOK tools in unpicking the issues, exploring the various perspectives held and expressing the implications of the conclusions that they reach. To that end an important skill they need to develop is the ability to build strong arguments and to express oneself clearly.
TOK will run for most of Grades 11 and 12 comprising a fortnightly lecture and two further weekly spin off sessions. Completion of the TOK course is a compulsory part of the IB and BIS Diplomas.
AWARD OF CORE POINTS TO TOK AND THE EXTENDED ESSAY
Core points are awarded to the combined standard of an IB student’s TOK and Extended Essay. According to the quality of work produced for each, a candidate will be awarded one of the five grades, A-E. The following matrix shows the number of core points awarded for all possible combinations of the five grades. For example a B and a C for the TOK and EE (in either combination) would result in two core points added to the overall points score:
THEORY OF KNOWLEDGE
A B C D E A +3 +3 +2 +2 F B +3 +2 +2 +1 F EXTENDED ESSAY C +2 +2 +1 0 F
D +2 +1 0 0 F E F F F F F
Please note failing conditions (F or F*) exist. If a student scores: • ‘E’ in both components he/she will automatically fail the Diploma (F) 111 IB DIPLOMA HANDBOOK 2015-6 THE PASTORAL PROGRAMME
The BIS pastoral programme has a positive impact upon all students and staff in the Secondary School.
It is comprised of three strands
Wellbeing Lessons Mentoring SPURs Student Performance Under Review
Wellbeing
The Wellbeing lessons are the curricular based component of the pastoral programme. Well-being is the realization of one’s physical, emotional, mental, social, and spiritual potential. The Wellbeing programme has been designed to cover a number of major themes in Grades 11 and Grade12. Wellbeing lessons are also for the mentors to assist pupils in target setting and for the building of community spirit, student voice and to share curricular and non-curricular experiences. There are four Wellbeing lessons and two assemblies per month. The topics covered are outlined in table below.
Table 1
GRADE 11 GRADE 12
Work Experience Updating your CV Reflections
Building a Personal profile Academic Transcript Service
Career and university Beginning Your University searching Application
Interview Skills Student Voice
Library- Preparation for Study Skills University visits
112 IB DIPLOMA HANDBOOK 2015-6 Learning to Earn & Money Preparing for Interviews Management
Student Voice Mock Examinations
Introducing University Revision Skills continued searching
Identifying your skills- Sexual & Relationship Action Planning Education- Leaving Home
Decision Making Gender Issues
Building resilience Examination Briefing
Up-dating your CV Final Examination Preparation Interviews
Friendships and positive relationships (including sexual relationships)
College essay & Personal statement workshops
Wellbeing lessons are delivered by the BIS mentors, specialist teachers, counselors and guest presenters. Community and Service (CAS) and Careers are also built into the programme. Assemblies are designed to bring the community together, celebrate achievement and be a forum for topical issues.
Mentoring
The role of the mentor is a critical role in the Secondary School. It is vital in assisting the students making their way through the Secondary School years and achieving their full potential. It is important for parents to know that someone is caring for the welfare of and monitoring the progress of their child at school, and that they have someone to contact who has an overview of their child’s wellbeing.
There are approximately 20 students in each homeroom or mentor class. Registration takes place in the homeroom every morning where students have the chance to touch base with their mentor and each other, have the daily bulletin read and prepare for the up-coming school day. Students also have their Wellbeing lessons in their mentor groups. 113 IB DIPLOMA HANDBOOK 2015-6
Student performance Under Review (SPURs)
This programme ensures that students are performing well academically and monitors their performance comparatively. Students who may need some assistance and guidance academically are identified and intervention takes place to assist in their learning.
The Pastoral Team is key in implementing these reviews. The Pastoral Leader for Grades 11 and 12 in conjunction with the mentors, learning support staff, CAS coordinator, school nurse and other key staff are all involved in this process. The SPURs process is ongoing and key reporting periods are vital for information gathering. There are a range of interventions employed from directed conversations to a range of reports e.g. daily, focus, behaviour reports. The program also utilizes a ‘Tracking for Success’ programme, Coaches and revision clinics.
An important aspect of the programme is the two periods of target setting in the year that are designed to help students to reach their highest learning potential.
114 IB DIPLOMA HANDBOOK 2015-6 BIS LIBRARY The Bavarian International School Library plays a central part in the learning process of students by providing them with resources to assist with coursework or other assignments, and with opportunities to acquire information literacy. Information literacy is a set of skills that navigates one through the process of locating and turning useful information into one’s own knowledge, and therefore is a key to success as an independent life-long learner in today’s information age. The Library also promotes general appreciation of literature and leisure reading by hosting literary events.
Students are welcome to use the Library during the school day. It is a place to be shared by users undertaking different learning activities. Extended library hours are offered to support students during pre-exam and exam periods, and two nights a week during the regular school year. Please let the librarian know in advance if you would like to stay late to study, so the library staff can plan accordingly. The Library’s collection of online databases is available to students on a 24 hour 7 days a week basis.
Students have a Library introductory session, as well as lessons in research skills connected with specific subject areas. They also can arrange a personal meeting with the librarian to help develop their research plan and to refresh students on all the resources available to them. Students wishing to play an active role in the running of the Library are welcome to volunteer. They are greatly appreciated by the library staff.
115 IB DIPLOMA HANDBOOK 2015-6 Bavarian International School e.V. Reception Admissions Hauptstr. 1 Tel. +49 (0)8133/917-0 Tel. +49 (0)8133/917-121 D - 85778 Haimhausen Fax +49 (0)8133/917-135 Fax +49 (0)8133/917-182 www.bis-school.com Email: [email protected] Email: [email protected]
Our school has been approved by the government of Bavaria and fully accredited by the New England Association of Schools and Col- leges as well the European Council of International Schools. We are also a member of the National Association for College Admissions Counselling and subscribe to the NACAC’s Statement of Principles of Good Practice. We are proud to be authorised to offer the Inter- national Baccalaureate Primary Years Programme (IBPYP) curriculum from Pre-Reception to Grade 5 and the IB Diploma at Grades 11 and 12. IB programmes are recognised worldwide. Our school is currently registered as a candidate school for the IB MYP.