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IB Diploma Programme Handbook 2017-2018

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IB Diploma Programme Handbook 2017-2018 IB Diploma Programme Handbook 2017-2018 IB Diploma Programme Handbook ___________________________________________________________________ Table of Contents The IB Mission Statement 3 The IB Learner Profile 4 The Curriculum 5 Core Requirements 6 Theory of Knowledge 6 Creativity, Action, Service (CAS) 6 The Extended Essay 6 The Diploma Points Matrix 7 Subjects Offered at Amman National School 8 IB Assessment 9 Academic Honesty 9 Tawjihi Equivalency for the Literary and Scientific Streams 11 Ministry of Education Documents (Arabic) 12 2 IB Diploma Programme Handbook ___________________________________________________________________ The 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 organization works with schools, governments and international organizations to develop challenging programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. 3 IB Diploma Programme Handbook ___________________________________________________________________ The IB learner profile The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. As IB learners we strive to be Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life. Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance. Thinkers We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions. Communicators We express ourselves confidently and creatively in more than one language and in many ways .We collaborate effectively, listening carefully to the perspectives of other individuals and groups. Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences. Open-minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience. Caring We show empathy, compassion and respect .We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us. Risk-takers We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change. Balanced We understand the importance of balancing different aspects of our lives – intellectual, physical, and emotional - to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live. Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development. 4 IB Diploma Programme Handbook ___________________________________________________________________ The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities. The Curriculum IB Diploma Programme students must choose one subject from each of five groups (1 to 5), ensuring breadth of knowledge and understanding in their best language, additional language(s), the social sciences, the sciences and mathematics. Students may choose either an arts subject from group 6, or a second subject from groups 1 to 5. Diploma students should pass the core requirements. They should finish the 150 CAS hours. 5 IB Diploma Programme Handbook ___________________________________________________________________ Diploma Course students who are not seeking the award of the IB Diploma can take individual courses from the six groups.. They can also choose to take one or more of the elements of the core requirements. Core Requirements Theory of knowledge develops a coherent approach to learning that unifies the academic disciplines. In this course on critical thinking, students inquire into the nature of knowing and deepen their understanding of knowledge as a human construction. Creativity, action, service (CAS) involves students in a range of activities alongside their academic studies throughout the Diploma Programme. Creativity encourages students to engage in the arts and creative thinking. Action seeks to develop a healthy lifestyle through physical activity. Service with the community offers a vehicle for a new learning with academic value. The three strands of CAS enhance students’ personal and interpersonal development through experiential learning and enable journeys of self-discovery.(See CAS handbook) The extended essay, including the world studies extended essay, offers the opportunity for IB students to investigate a topic of special interest, in the form of a 4,000-word piece of independent research. The area of research undertaken is chosen from one of the students’ six Diploma Programme subjects .This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject or subjects chosen. It is intended to promote high-level research and writing skills, intellectual discovery and creativity. An authentic learning experience it provides students with an opportunity to engage in personal research on a topic of choice, under the guidance of a supervisor. 6 IB Diploma Programme Handbook ___________________________________________________________________ 7 IB Diploma Programme Handbook ___________________________________________________________________ Subjects offered at Amman National School Group 1 Studies in Language and Literature Arabic A: Language and Literature (HL, SL) English A: Language and Literature (HL, SL) Group 2 Language Acquisition English Language B (HL, SL) Arabic Language B (HL, SL) Group 3 Individuals and Societies Business Management (HL, SL) – History (HL,SL) Psychology(HL,SL) – Environmental Systems and Societies(SL) ITGS (SL) – Geography (SL) Group 4 Sciences Biology(HL,SL) – Chemistry(HL,SL) – Physics(HL,SL) - Design Technology(HL,SL) Environmental Systems and Societies(SL) (Literary Stream ONLY) Group 5 Maths HL - Maths SL – Maths Studies (SL) Group 6 The Arts /visual Arts (HL,SL) 8 IB Diploma Programme Handbook ___________________________________________________________________ IB Assessment The marks awarded for each course range from 1 (lowest) to 7 (highest). Students can also be awarded up to three additional points for their combined results on theory of knowledge and the extended essay. The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance across the whole programme and to satisfactory participation in the creativity, action, service requirement. The highest total that a Diploma Programme student can be awarded is 45 points. Students take written examinations at the end of the programme, which are marked by external IB examiners. Students also complete assessment tasks in the school, which are either initially marked by teachers and then moderated by external moderators or sent directly to external examiners. Academic Honesty Academic honesty must be seen as a set of values and skills that promote personal integrity and good practice in teaching, learning and assessment. Malpractice The regulations define malpractice as behavior that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in one or more assessment component. Malpractice includes: plagiarism is defined as the representation of the ideas or work of another person as the candidate’s own. Candidates must record the addresses of all websites from which they obtain information during their research, including the date when each website was accessed. The requirement to cite the source of material includes the copying of maps, photographs, illustrations, data, graphs and so on. CD, DVDs, email messages and any other electronic media must be treated in the same way as the internet, books and journals. Copying works of art, whether music, film, dance, theatre arts or visual arts, without proper acknowledgement, may also constitute plagiarism. 9 IB Diploma Programme Handbook ___________________________________________________________________ collusion is defined as supporting malpractice by another candidate, as in allowing one’s work to be copied or submitted for assessment by another. duplication of work is defined as the presentation of the same work for different assessment components and /or diploma requirements. any other behavior that gains an unfair advantage for a candidate or that affects the
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