learning to excel since 1969
Quality British education in Milan
Sixth Form Curriculum Booklet
The British School of Milan Via Pisani Dossi, 16 - 20134 Milan, Italy - Tel. +39 02 210941 [email protected] - www.britishschoolmilan.com
The British School of Milan’s mission is:
To inspire learning within a caring, creative and international community, to pursue excellence, and to challenge students to think critically as they prepare for the world beyond.
The Sixth Form at the British School of Milan
The two years of the Sixth Form, Years 12 and 13, are the most challenging and exciting time of a student’s academic career. The experiences gained in these years create the launch pad from which young men and women direct themselves into the world of higher education and employment. We hope that the personal qualities and academic approaches that will be nurtured in the Sixth Form at the British School of Milan will prepare our students effectively and thoroughly for this momentous change.
The central belief of the Sixth Form at BSM is that all our students should develop their characters and capabilities to their fullest potential. To be successful in the Sixth Form is not just a matter of getting top grades: it is also extremely important that all our students get involved in the wider life of our school and community. On a range of levels, Sixth Formers will be highly visible role-models for the whole student body.
Sixth Form students at BSM benefit from a high degree of individual attention and a careful system of academic mentoring led by their Form Tutors, subject teachers and the Sixth Form Team. The use of standardised testing helps inform and shape target-setting, so that each individual can work with clear focus and purpose to attain the grades they require to enter the university course of their choice, and to carve out the career they wish to pursue.
Qualities which are promoted, and which embrace the IB Learner Profile, include:
ACADEMIC MOTIVATION INTELLECTUAL CURIOSITY AND CREATIVITY INDEPENDENT THINKING PERSONAL INITIATIVE, SELF-CONFIDENCE AND SELF-DISCIPLINE TOLERANCE FOR OTHERS THE ABILITY TO SOLVE CONFLICT CONSTRUCTIVELY CULTURAL SENSITIVITY
Should you require any further information, or if you have any questions, please do not hesitate to get in touch. Contact details:
DIRECTOR OF SIXTH FORM [email protected] Jill Pickering DIRECTOR OF IB [email protected] Head of Sixth Form
WHY THE BRITISH SCHOOL OF MILAN?
SUPPORT
STANDARDS
SUCCESS SUPPORT NETWORK
Sixth Form students at BSM benefit tremendously from group sizes that enable experienced subject specialists to develop personalised lessons that allow each individual to succeed.
Through Academic Mentoring, CAS supervision, Tutor Time and PSHE, Form Tutors are able to offer each student advice and guidance on both an individual and group basis.
The Sixth Form Team, including the CAS, TOK and Extended Essay Coordinators, work collaboratively to provide assistance and direct progress.
Parents are provided with regular updates on personal and academic developments, and are invited in to school to join discussions that direct progress. This open, honest and cooperative partnership between BSM and home is a key ingredient of each student’s success.
As a British school within Italy, BSM is able to offer its students a dynamic learning environment where they can experience international perspectives, leading to greater understanding of themselves and the world in which they live.
Many former students keep in touch and tell us how they are getting on at university. Most refer to how much of an advantage it was to have done the IB at BSM. Almost all former students also comment on how they miss the ‘family’ dynamic of the school, and the genuine interest, engagement and support of their teachers.
HIGH STANDARDS
At BSM, each individual’s personal development is just as important as their academic progress.
Students new to the school in the Sixth Form often refer to the warm, open-minded welcome they receive from students and staff alike.
High standards of personal conduct generate a positive working environment, and – as referenced in the Sixth Form Student Contract – pave the way for learning and success to be prioritised.
SUCCESS
Forbes business magazine, a reliable source for business news, recently reported that the top three skills that employers want when they are recruiting new college graduates are:
1. the ability to work in a team 2. the ability to make decisions and solve problems 3. the ability to plan, organise and prioritise work
- and that’s what life in the Sixth Form at BSM is all about.
WHAT MAKES A SUCCESSFUL SIXTH FORMER AT BSM?
PARTICIPATION
LEADERSHIP
RESPONSIBILITY
BSM SIXTH FORMERS ARE LEADERS IN LEARNING
Make sure that you:
participate proactively
ask questions that broaden the scope of discussion
are prepared to take on new ideas reflect on your academic progress and process direct your studies in a dynamic way contribute ideas that help craft the curriculum seek out leadership roles
BSM SIXTH FORMERS ARE ACTIVE
Enhance your IB experience by taking part in activities that extend your range and repertoire:
join MUN [Model United Nations] rise to the challenges of the Duke of Edinburgh International Award become a member of the Choir, Orchestra or Jazz Band participate by playing in sports teams – why not try out for the Varsity squads?
commit yourself to CAS beyond the IB requirements
BSM SIXTH FORMERS ARE MEMBERS OF A COMMUNITY
Be part of the supportive environment of the school:
volunteer your time to help other students
be aware of the needs of the people around you
value other perspectives be a positive role model apply to become a School Ambassador aim to take a role in the Sixth Form Council
BSM SIXTH FORMERS ARE STRATEGIC
Manage the demands of the IB:
develop effective time management skills ensure you are organised prepare appropriately for lessons exercise common sense have interests and activities outside school
remember that there is life beyond the IB
BSM SIXTH FORMERS ARE RESILIENT
Demonstrate strength of character:
be honest about your work ethic
take responsibility for your decision-making
react positively to constructive advice be ambitious and persistent in your endeavours never give up!
BUILDING YOUR CURRICULUM
REFLECT
QUALIFY
PLAN
WHICH SUBJECTS SHOULD YOU CHOOSE?
As a general guide, you are advised to choose IB Diploma subjects that:
you enjoy - you will be studying them for up to six hours a week you are good at - consider previous grades and subject teacher advice that fulfil the requirements of the IB Diploma Programme
may be required for a certain higher education course or career
WHAT QUALIFICATIONS DO YOU NEED?
As a student of BSM, to join the Sixth Form and begin the IB Diploma Programme [IBDP] you must have:
6 passes at (I)GCSE grade C/Level 4 or above, including English and Mathematics
HIGHER LEVEL courses require a grade B or above at (I)GCSE
STANDARD LEVEL courses require a grade C or above at (I)GCSE
Please note: students wishing to study HL Maths Analysis must achieve A* at (I)GCSE, while those wishing to study HL Maths Applications must achieve at least A at (I)GCSE.
Students joining BSM at the Sixth Form stage are also expected to pass Admissions entry tests.
To discuss alternative pathways through the Sixth Form at BSM, please make an appointment to speak to the Director of IB.
WHAT IS THE PROCESS FOR SELECTING YOUR IB DIPLOMA SUBJECTS?
PRELIMINARY CHOICES December of Year 11 for existing BSM students, or following an Admissions meeting and offer of a place at the school
CONFIRMING CHOICES The end of August, once (I)GCSE results have been confirmed
NEGOTIATING PATHWAYS Whilst we hope that you make the ‘right choices’ so that you can prepare for your IBDP, any proposed alterations to your subject choices beyond September of Year 12 must be reviewed and negotiated by the Sixth Form Team and subject teachers.
THE INTERNATIONAL BACCALAUREATE
WHAT IS THE IB DIPLOMA PROGRAMME?
The IB Diploma Programme is a challenging two-year course of international education for students aged 16 to 19. It leads to a qualification that is widely recognised, and often preferred, by the world’s leading universities.
The Diploma Programme prepares students for university and encourages them to:
ask challenging questions learn how to learn develop a strong sense of their own identity and culture develop the ability to communicate with and understand people from other countries and cultures
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 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.”
THE DIPLOMA PROGRAMME
Students study 6 subjects selected from the prescribed groups:
3 subjects at HIGHER LEVEL
3 subjects at STANDARD LEVEL
All students also study CORE.
All students select one subject from Groups 1-5.
It is possible to take an extra subject from Groups 2-4 instead of a subject from Group 6 (subject to timetabling).
STUDIES IN LANGUAGE AND LITERATURE GROUP 1 ENGLISH ITALIAN
LANGUAGE ACQUISITION GROUP 2 FRENCH ITALIAN SPANISH
INDIVIDUALS AND SOCIETIES GROUP 3 BUSINESS MANAGEMENT ECONOMICS GEOGRAPHY HISTORY PHILOSOPHY
GROUP 4 EXPERIMENTAL SCIENCES
BIOLOGY CHEMISTRY PHYSICS
GROUP 5 MATHEMATICS ANALYSIS APPLICATIONS
GROUP 6 ARTS MUSIC THEATRE VISUAL ARTS
CAS CREATIVITY, ACTIVITY, SERVICE THE CORE TOK THEORY OF KNOWLEDGE EE EXTENDED ESSAY
GROUP 1 – STUDIES IN LANGUAGE AND LITERATURE
LITERATURE
LANGUAGE & LITERATURE
Available in:
ENGLISH ITALIAN also
SCHOOL SUPERVISED SELF-TAUGHT
Studying Language or Literature at university can prepare you to work in:
PUBLIC RELATIONS ADMINISTRATION MARKETING SALES AND ADVERTISING COPYWRITING EDITING PUBLIC SPEAKING TEACHING
The language skills inherent in both courses are useful in a wide range of careers.
The LANGUAGE A: ITALIAN course is indispensable for access to Italian State Universities and compulsory for study at some Italian institutions. Students should check entry requirements carefully.
LANGUAGE A: LITERATURE
ENGLISH ITALIAN
HIGHER LEVEL AND STANDARD LEVEL
experience a range of literary works of different periods, genres, styles and contexts discover how literature is a window onto social and personal experiences and attitudes broaden your perspective through the study of works from other cultures and languages develop an understanding and appreciation of the relationship between different works deepen your awareness and appreciation of the different perspectives of people from other cultures
INTERNAL ASSESSMENT
INDIVIDUAL ORAL PRESENTATION
HL / SL: 10-15 MINUTES
INDIVIDUAL ORAL COMMENTARY
SL: 10 MINUTES HL: 10 MINUTES + 10 MINUTE DISCUSSION
EXTERNAL ASSESSMENT
COURSE OUTLINE
WRITTEN ASSIGNMENT
SL / HL: 1,200 – 1,500 word essay + Reflective Statement [300-400 words] PART 1: WORKS IN TRANSLATION
PAPER 1: LITERARY ANALYSIS PART 2: DETAILED STUDY
SL: 1 hour 30 minutes
HL: 2 hours PART 3: GENRE STUDY
PAPER 2: GENRE STUDY
SL: 1 hour 30 minutes HL: 2 hours PART 4: OPTIONS
engage in independent literary criticism and reveal a personal response to any form of literature Engage in independent literary criticism and reveal a personal response to any form of literature. establish a thorough knowledge of individual works and relationships between groups of works Establish a thorough knowledge of individual works and relationships between groups of works. understand structure, technique and style employed by writers Understand structure, technique and style employed by writers. offer informed opinions on the effects of a writer’s choices Offer informed opinions on the effects of a writer’s choices. communicate your ideas in writing and in presentations with clarity and fluency Communicate your ideas in writing and in presentations with clarity and fluency. recognise the cross-curricular nature of literary studies Recognise the cross-curricular nature of literary studies.
LANGUAGE A: LANGUAGE & LITERATURE
ENGLISH ITALIAN
HIGHER LEVEL AND STANDARD LEVEL
experience a range of non-literary and literary texts from different periods, genres, styles and contexts explore how language works to create meanings in a culture consider how language sustains or challenges ways of thinking and being question the meaning generated by language become more aware of the wider contexts of spoken and written language
INTERNAL ASSESSMENT
INDIVIDUAL ORAL COMMENTARY
HL / SL: 10-15 MINUTES
FURTHER ORAL ACTIVITY
A minimum of 2 activities based on PART 1 & PART 2 [only one of the two is formally submitted]
EXTERNAL ASSESSMENT
COURSE OUTLINE
WRITTEN TASK
SL / HL: 800-1000 words PART 1: LANGUAGE IN + Rationale [200-300 words] CULTURAL CONTEXT
PAPER 1: TEXTUAL ANALYSIS PART 2: LANGUAGE AND MASS COMMUNICATION SL: 1 hour 30 minutes HL: 2 hours PART 3: LITERATURE: TEXTS AND CONTEXTS PAPER 2: ESSAY
SL: 1 hour 30 minutes PART 4: LITERATURE: HL: 2 hours CRITICAL STUDY
engage in independent literary criticism and reveal a personal response to any form of text learn more about the relationship between language and society understand and comment on the effectiveness of techniques and style employed by writers question the role played by a text’s wider context in shaping its meaning communicate your ideas in writing and in presentations with clarity, accuracy and fluency think critically about the different interactions between text, audience and purpose
LANGUAGE A: SCHOOL SUPPORT SELF-TAUGHT
STANDARD LEVEL ONLY
Please note:
an individually selected first language subject may be studied as a school supported self-taught language in the following circumstances:
where no teacher of the language is available
where an external teacher is unable to see the candidate(s) on a frequent and regular basis and is therefore unable to meet the internal assessment requirements of the course
Regardless of whether an external teacher is available, a full-time teacher of a Language A in the school must be appointed to supervise and advise the candidate. The teacher should, in collaboration with the Director of IB and external teacher (where available), ensure IB assessment criteria are identified and addressed.
INTERNAL ASSESSMENT
GUIDED COMMENTARY
SL: 15 MINUTES
PRESENTATION
On 2 of the 3 works studied in Part 4.
10 MINUTES
EXTERNAL ASSESSMENT COURSE OUTLINE
WRITTEN TASK PART 1: LANGUAGE IN SL / HL: 800-1000 words CULTURAL CONTEXT + Rationale [200-300 words]
PART 2: LANGUAGE AND PAPER 1: TEXTUAL ANALYSIS MASS COMMUNICATION
SL: 1 hour 30 minutes HL: 2 hours PART 3: LITERATURE: TEXTS AND CONTEXTS
PAPER 2: ESSAY PART 4: LITERATURE: SL: 1 hour 30 minutes CRITICAL STUDY HL: 2 hours
In order to be successful on this course, students must have excellent study habits and be well- motivated, since a great deal of the work is carried out independently. The student will be fully supported in his or her studies and is likely to attend some English Language and Literature lessons to help with analytical methods and approach to written work.
GROUP 2 - LANGUAGE ACQUISITION
FRENCH
ITALIAN
SPANISH
Proficiency in languages at university can prepare you to work in:
EUROPEAN LAW TRAVEL INDUSTRY DIPLOMATIC SERVICE CIVIL SERVICE RESEARCH PUBLISHING INTERPRETING & TRANSLATING TEACHING
The language skills developed in Language B and Language Ab Initio courses are useful in a wide range of careers.
LANGUAGE B
FRENCH ITALIAN SPANISH
HIGHER LEVEL AND STANDARD LEVEL
develop confidence in the use of the language and sensitivity to your audience understand ideas and how they are organized in order to communicate them effectively select language appropriate to a particular cultural and social context handle the language system accurately (grammar, syntax, etc.)
discuss, debate, and express opinions articulate ideas with general clarity and fluency structure arguments in a clear, coherent and convincing way understand and analyse moderately complex written and spoken material assess subtleties of the language in a wide range of forms, styles and registers show awareness of, and sensitivity to, the culture(s) related to the language studied
LANGUAGE AB INITIO
FRENCH ITALIAN SPANISH
STANDARD LEVEL
learn a new foreign language interact in a new cultural context that will enable you to function in a society different from your original one expand your possibilities for work, entertainment or travel broaden your awareness of our increasingly-accessible explore how cultural diversity is what makes us human
INTERNAL ASSESSMENT
INDIVIDUAL ORAL ASSESSMENT
A CONVERSATION WITH THE TEACHER, BASED ON A VISUAL STIUMULUS AND AT LEAST ONE ADDITIONAL THEME. PRESCRIBED THEMES
EXTERNAL ASSESSMENT IDENTITIES
PAPER 1: PRODUCTIVE SKILLS EXPERIENCES HL 1 hour 30 minutes One writing task of 450-600 words
SL 1 hour 15 minutes HUMAN INGENUITY One writing task of 250-400 words
PAPER 2: RECEPTIVE SKILLS
1 hour 45 minutes SOCIAL ORGANIZATION Listening comprehension (SL 45 minutes, HL 1 hour)
Reading comprehension (1 hour)
SHARING THE PLANET
communicate information and straightforward ideas clearly and effectively understand and use accurately the essential spoken and written forms of the language understand and use a range of vocabulary in common usage use a register that is generally appropriate to the situation show an awareness of elements of the culture(s) related to the language studied
GROUP 3 – INDIVIDUALS & SOCIETIES
BUSINESS MANAGEMENT
ECONOMICS
GEOGRAPHY
HISTORY
PHILOSOPHY
Studying a Humanities subject at university can prepare you to work in a range of areas, depending upon your specialism:
ADMINISTRATION MARKETING LAW POLITICS ACCOUNTING MANAGEMENT TOURISM NGO DIPLOMATIC CORPS RECRUITMENT RISK ANALYSIS GEOGRAPHICAL INFORMATION SYSTEMS GLOBAL DEVELOPMENT ARCHITECTURE URBAN PLANNING
BUSINESS MANAGEMENT
STANDARD LEVEL ONLY
explore business from different cultural perspectives think critically about individual and organisational behaviour develop an understanding that will allow you to make informed business decisions explore the nature and significance of change in a local, regional and global context identify the social, cultural and ethical factors in the actions of organisations and employees consider the social and ethical responsibilities of business operations in an international market
INTERNAL ASSESSMENT
SL: WRITTEN COMMENTARY
BASED ON 3–5 SUPPORTING DOCUMENTS ABOUT A REAL LIFE ISSUE & ORGANISATION
1500 words
HL: RESEARCH PROJECT
PROPOSAL + ACTION PLAN + REPORT ADDRESSING AN ISSUE FACING, SL / HL: CORE TOPICS OR ANALYSING A DECISION MADE BY, BUSINESS ORGANISATION & AN ORGANISATION ENVIRONMENT 2000 words HUMAN RESOURCE MANAGEMENT
EXTERNAL ASSESSMENT ACCOUNTS & FINANCE
MARKETING
PAPER 1: CASE STUDY
HL: 2 hours 15 minutes OPERATIONS MANAGEMENT SL: 1 hour 15 minutes
THEMES
PAPER 2: STRUCTURED CHANGE CULTURE QUESTIONS ETHICS GLOBALISATION HL: 2 hours 15 minutes INNOVATION STRATEGY SL: 1 hour 45 minutes
develop an understanding of business concepts and business principles, practices and skills employ tools and techniques of analysis to explore complex business activities explore strategic decision-making in marketing, production, human resource management and finance make sense of the external forces and circumstances that drive and restrain change in an interdependent and multicultural world
ECONOMICS
HIGHER LEVEL AND STANDARD LEVEL
attain an informed view of the global economy improve your problem-solving skills design models to reflect processes at work and predict future outcomes gain insight into a range of aspects of human behaviour
SL / HL CORE
THE MARKET SYSTEM:
HOW CONSUMERS & FIRMS REACH DECISIONS
MARKET FAILURE
HOW MARKETS DO NOT ALWAYS ALLOCATE
RESOURCES EFFICIENTLY INTERNAL ASSESSMENT
MACROECONOMICS
SL / HL HOW NATIONAL ECONOMIES WORK AND ARE MANAGED PORTFOLIO
3 COMMENTARIES APPLYING THEORY INTERNATIONAL ECONOMICS TO CURRENT NEWS STORIES TRADE, FINANCIAL FLOWS AND GLOBAL ISSUES (Approximately 20 hours of work)
DEVELOPMENT
HOW TO RAISE HUMAN WELL-BEING EXTERNAL ASSESSMENT ALONGSIDE ECONOMIC GROWTH
SL / HL HL ONLY PAPER 1: ESSAY
THE THEORY OF THE FIRM
SL / HL
PAPER 2: DATA RESPONSE PLUS EXTENSIONS OF SL COMPONENTS:
HL ONLY QUANTITATIVE TECHNIQUES OF ANALYSIS
PAPER 3: EXTENSION INTERNATIONAL TRADE
apply theories to real-world issues reflect on news, journals and economic websites interpret and evaluate reports and statistics understand more about the world we live in
GEOGRAPHY
HIGHER LEVEL AND STANDARD LEVEL
discover physical and human relationships, and the processes that shape the changing world consider important global and national issues: population change and migration; economic disparities and poverty; globalization; leisure and tourism; pollution and environmental sustainability investigate both physical and human subjects at a local scale in fieldwork
INTERNAL ASSESSMENT
FIELDWORK & WRITTEN REPORT
SL: 25% HL: 20%
EXTERNAL ASSESSMENT COURSE OUTLINE
PAPER 1: GEOGRAPHIC THEMES GEOGRAPHIC THEMES:
SL: 1 hour 30 minutes 35% HL: 2 hours 15 minutes 35% FRESHWATER LEISURE, TOURISM & SPORT
URBAN ENVIRONMENTS [HL ONLY] PAPER 2: GLOBAL PERSPECTIVES – GLOBAL CHANGE SL / HL CORE: SL: 1 hour 15 minutes 40% HL: 1 hour 15 minutes 25% GLOBAL PERSPECTIVES – GLOBAL CHANGE
PAPER 3: GLOBAL PERSPECTIVES – GLOBAL INTERACTIONS CHANGING POPULATION CLIMATE: VULNERABILITY & RESILIENCE HL ONLY: 1 hour 20% RESOURCE CONSUMPTION & SECURITY
HL ONLY: EXTENSION
GLOBAL PERSPECTIVES – GLOBAL INTERACTIONS
POWER, PLACES & NETWORKS HUMAN DEVELOPMENT & DIVERSITY GLOBAL RISKS & RESILIENCE
exploit ICT tools and improve map work skills for research, data presentation, analysis, and to draw conclusions conduct both individual and group research and data collection when undertaking fieldwork develop self-reflection, motivation and adaptability critically evaluate theories and judge evidence in order to make informed decisions and develop reasoned arguments that are vital in essay-writing
HISTORY
HIGHER LEVEL AND STANDARD LEVEL
acquire a deep and broad understanding of historical knowledge from different cultures gain an international awareness and understanding of people living in a variety of places at different times increase your awareness of your own historical identity through the study of the historical experiences of different cultures achieve a better understanding of the present through an understanding of the past
INTERNAL ASSESSMENT
HISTORICAL INVESTIGATION
HL / SL: 1500 - 2000 words
EXTERNAL ASSESSMENT COURSE OUTLINE
HL / SL 20th CENTURY WORLD HISTORY
PAPER 1: SOURCE ANALYSIS ASPECTS OF THE HISTORY OF EUROPE
1 hour
SL / HL: PRESCRIBED SUBJECT 3
HL / SL RIGHTS & PROTEST CIVIL RIGHTS MOVEMENT USA 1954-1965 PAPER 2: ESSAY QUESTIONS APARTHEID SOUTH AFRICA 1948-1964 1 hour 30 minutes
SL / HL: TOPIC 1
HL ONLY CAUSES, PRACTICES AND EFFECTS OF WAR
PAPER 3: ESSAY QUESTIONS
2 hours 30 minutes SL / HL: TOPIC 2
ORIGINS & DEVELOPMENT OF AUTHORITARIAN + SINGLE-PARTY STATES
HL ONLY: REGIONAL OPTION 4
ASPECTS OF THE HISTORY OF EUROPE
develop an ability to use and communicate historical knowledge and understanding be able to place events in their historical context explain causes and effects in the context of historical continuity and change present arguments that are clear, coherent, relevant and well-substantiated
PHILOSOPHY
HIGHER LEVEL AND STANDARD LEVEL
explore universal ‘eternal’ questions and issues arising within contemporary society develop your own philosophical voice: think independently understand and engage with diverse perspectives apply your philosophical knowledge and skills to real-life examples or situations reflect on the nature of Philosophy itself
INTERNAL ASSESSMENT
PHILOSOPHICAL ANALYSIS OF A NON-PHILOSOPHICAL STIMULUS
HL / SL: 1600 - 2000 words COURSE OUTLINE
PART 1: THEMES
EXTERNAL ASSESSMENT SL / HL COMPULSORY CORE THEME:
WHAT DOES IT MEAN TO BE HUMAN?
PAPER 1: THEMES SL / HL ADDITIONAL THEME:
SL: 1 hour 45 minutes ETHICS HL: 2 hours 30 minutes HL ONLY:
POLITICAL PHILOSOPHY PAPER 2: ESSAY QUESTION ON PRESCRIBED PHILOSOPHICAL TEXT PART 2: SL / HL: 1 hour PRESCRIBED PHILOSOPHICAL TEXT
‘ON LIBERTY’ BY JOHN STUART MILL
HL ONLY
PAPER 3: RESPONSE TO UNSEEN TEXT PART 3: INTERNAL ASSESSMENT 1 hour 15 minutes PHILOSOPHICAL ANALYSIS OF A
NON-PHILOSOPHICAL STIMULUS
PART 4: HL ONLY
EXPLORING PHILOSOPHICAL ACTIVITY
develop and refine philosophical tools of intellectual investigation build your critical and systematic thinking evaluate and construct arguments
GROUP 4 – EXPERIMENTAL SCIENCES
BIOLOGY
CHEMISTRY
PHYSICS
Studying Sciences at university can prepare you to work in many career areas, depending upon your science specialism:
FORENSIC SCIENCE ARCHITECTURE BIOCHEMISTRY MEDICINE DENTISTRY PHARMACY PHARMACOLOGY BIOTECHNOLOGY ZOOLOGY VETERINARY SCIENCE ENGINEERING BUSINESS INDUSTRY METEOROLOGY ELECTRONICS AGRICULTURE CONSERVATION TOWN & COUNTRY PLANNING
MANY UNIVERSITY COURSES BASED ON SCIENCE SUBJECTS REQUIRE 2 SCIENCES
BIOLOGY
HIGHER LEVEL AND STANDARD LEVEL
learn to use Biological knowledge and understanding in new and changing situations improve your understanding of the links between theory and experiment explore how Biology has developed and appreciate its use in a present-day, international context consider the moral, ethical, economic and environmental implications of using science and technology
SL & HL
CELL BIOLOGY MOLECULAR BIOLOGY GENETICS ECOLOGY EVOLUTION & BIODIVERSITY
HUMAN PHYSIOLOGY
HL ONLY INTERNAL ASSESSMENT (20%)
NUCLEIC ACIDS
LABORATORY FOLIO METABOLISM, RESPIRATION AND PHOTOSYNTHESIS
SL: 40 hours of laboratory work PLANT BIOLOGY HL: 60 hours of laboratory work GENETICS AND EVOLUTION
ANIMAL PHYSIOLOGY INCLUDING A 10-HOUR INDIVIDUAL INVESTIGATION
SL & HL
ONE OF THE FOLLOWING OPTIONS EXTERNAL ASSESSMENT (80%)
PAPER 1 NEUROBIOLOGY & BEHAVIOUR BIOTECHNOLOGY & BIOINFORMATICS MULTIPLE CHOICE ECOLOGY & CONSERVATION FURTHER HUMAN PHYSIOLOGY PAPER 2
QUESTIONS ON CORE TOPICS
PAPER 3
QUESTIONS ON EXPERIMENTAL SKILLS AND TECHNIQUES LINKED TO THE CORE TOPICS
QUESTIONS ON OPTIONAL TOPICS
construct, analyse and evaluate hypotheses, research questions and predictions increase your awareness of the nature of scientific method and the limitations associated with science, particularly in Biology, where many assessments are qualitative rather than quantitative master the manipulative skills necessary to carry out scientific investigation with precision and safety undertake the compulsory GROUP 4: EXPERIMENTAL SCIENCES PROJECT
CHEMISTRY
HIGHER LEVEL AND STANDARD LEVEL
understand, apply and use scientific facts and models to solve theoretical problems learn new mathematical skills to describe processes in Chemistry develop the skills needed to use Chemical knowledge and understanding in new and changing situations discover how different areas of Chemistry relate to each other, and to other scientific disciplines
CORE TOPICS
STOICHIOMETRIC RELATIONSHIPS ATOMIC STRUCTURE PERIODICITY CHEMICAL BONDING & STRUCTURE ENERGETICS / THERMOCHEMISTRY CHEMICAL KINETICS EQUILIBRIUM ACIDS & BASES
INTERNAL ASSESSMENT (20%) REDOX PROCESSES ORGANIC CHEMISTRY MEASUREMENT & DATA PROCESSING
LABORATORY FOLIO All topics are studied at HL and SL. HL goes
into the topics in more detail. SL: 40 hours of laboratory work
HL: 60 hours of laboratory work OPTIONAL TOPICS INCLUDING A 10-HOUR INDIVIDUAL INVESTIGATION We will study one of the following options:
MATERIALS EXTERNAL ASSESSMENT (80%) BIOCHEMISTRY ENERGY MEDICINAL CHEMISTRY PAPER 1
MULTIPLE CHOICE
PAPER 2
QUESTIONS ON CORE TOPICS
PAPER 3
QUESTIONS ON EXPERIMENTAL SKILLS AND TECHNIQUES LINKED TO THE CORE TOPICS
QUESTIONS ON OPTIONAL TOPICS construct, analyse and evaluate scientific hypotheses, explanations, methods and techniques use scientific terminology to communicate effectively use appropriate methods to present information study how scientific models develop and understand the nature of the scientific method and limitations associated with science use computer simulations, spreadsheets and apparatus with increasing skill undertake the compulsory GROUP 4: EXPERIMENTAL SCIENCES PROJECT Undertake the compulsory GROUP 4: EXPERIMENTAL SCIENCES PROJECT.
PHYSICS
HIGHER LEVEL AND STANDARD LEVEL
discover the science of the universe and uncover a picture of a world that is continually changing
SL & HL
MEASUREMENTS AND UNCERTAINTIES MECHANICS THERMAL PHYSICS WAVES ELECTRICITY AND MAGNETISM CIRCULAR MOTION AND GRAVITATION ATOMIC, NUCLEAR & PARTICLE PHYSICS ENERGY PRODUCTION
HL ONLY
INTERNAL ASSESSMENT (20%) WAVE PHENOMENA FIELDS
LABORATORY FOLIO ELECTROMAGNETIC INDUCTION QUANTUM AND NUCLEAR PHYSICS
SL: 40 hours of laboratory work HL: 60 hours of laboratory work
INCLUDING A 10-HOUR SL & HL INDIVIDUAL INVESTIGATION ONE OF THE FOLLOWING OPTIONS
EXTERNAL ASSESSMENT (80%) RELATIVITY ENGINEERING PHYSICS PAPER 1 IMAGING ASTROPHYSICS MULTIPLE CHOICE
PAPER 2
QUESTIONS ON CORE TOPICS
PAPER 3
QUESTIONS ON EXPERIMENTAL SKILLS AND TECHNIQUES LINKED TO THE CORE TOPICS
QUESTIONS ON OPTIONAL TOPICS
enjoy the rational development of experiments, observations and theories to explain the fundamental structure of all we perceive construct, analyse and evaluate scientific hypotheses, explanations, methods and techniques use scientific terminology to communicate effectively gain insight into the links between theory and experiment undertake the compulsory GROUP 4: EXPERIMENTAL SCIENCES PROJECT
GROUP 5 – MATHEMATICS
ANALYSIS AND APPROACHES
APPLICATIONS AND INTERPRETATIONS
Studying Mathematics at university can prepare you to work in:
FINANCE MEDICINE ENGINEERING BUSINESS MANAGEMENT TAX LAW ACCOUNTANCY CHARTERED SURVEYING QUANTITY SURVEYING RESEARCH GEOPHYSICS DEFENCE PROJECT MANAGEMENT
Studying Analysis and Approaches can allow you to follow university courses in: Mathematics, Engineering, Economics, Physics.
Studying Applications and Interpretations can allow you to follow university courses in: Economics, Engineering, Social Sciences, Natural Sciences.
ANALYSIS AND APPROACHES
HIGHER LEVEL AND STANDARD LEVEL
become more aware of Mathematics as an international language explore the vital role of Mathematics in scientific and technological developments construct Mathematical arguments through use of precise statements, logical deduction and inference, and by the manipulation of Mathematical expressions investigate unfamiliar situations, both abstract and real-world, involving organizing and analysing information, making conjectures, drawing conclusions and testing their validity
INTERNAL ASSESSMENT
MATHEMATICAL EXPLORATION
INDIVIDUAL EXPLORATION into an area of Mathematics
SL / HL
ALGEBRA EXTERNAL ASSESSMENT FUNCTIONS & EQUATIONS
PAPER 1 CIRCULAR FUNCTIONS &
NO CALCULATOR TRIGONOMETRY
SL VECTORS 1 hour 30 minutes STATISTICS & PROBABILITY HL 2 hours CALCULUS
PAPER 2 INVESTIGATION:
GRAPHIC DISPLAY CALCULATOR INDIVIDUAL EXPLORATION REQUIRED
SL 1 hour 30 minutes HL ONLY HL 2 hours
COMPLEX NUMBERS
PAPER 3 PROOF GRAPHIC DISPLAY CALCULATOR REQUIRED VECTORS
HL ONLY: PROBLEM SOLVING DIFFERENTIAL EQUATIONS 1 hour MACLAURIN’S SERIES
develop an understanding of the moral, social and ethical implications arising from the work of mathematicians and the applications of Mathematics deepen your awareness and appreciation of the different perspectives of mathematicians from other cultures
APPLICATIONS AND INTERPRETATIONS
HIGHER LEVEL AND STANDARD LEVEL
develop an appreciation of the elegance and power of Mathematics develop logical, critical and creative thinking, and patience and persistence in problem-solving strengthen your understanding of the principles and nature of Mathematics become more aware of the universality of Mathematics, and its multicultural and historical perspectives
INTERNAL ASSESSMENT
MATHEMATICAL EXPLORATION
INDIVIDUAL EXPLORATION into an area of Mathematics
EXTERNAL ASSESSMENT SL / HL
PAPER 1 SEQUENCES AND SERIES
GRAPHIC DISPLAY CALCULATOR FUNCTIONS AND MODELLING REQUIRED
SL TRIGONOMETRY 1 hour 30 minutes STATISTICS AND PROBABILITY HL 2 hours INTRODUCTION TO CALCULUS
PAPER 2
GRAPHIC DISPLAY CALCULATOR INTERNAL ASSESSMENT: REQUIRED
INDIVIDUAL EXPLORATION SL
1 hour 30 minutes
HL HL ONLY 2 hours
CIRCULAR FUNCTIONS & TRIGONOMETRY PAPER 3
GRAPHIC DISPLAY CALCULATOR LOGARITHMS REQUIRED
COMPLEX NUMBERS HL ONLY: PROBLEM SOLVING 1 hour CALCULUS
HYPOTHESIS-TESTING
learn about the contribution Mathematics makes to other disciplines discover how developments in technology and Mathematics have influenced each other transform common, realistic contexts into Mathematical models consider the scope and limitations of conclusions drawn from collected data
GROUP 6 – ARTS
MUSIC
THEATRE ARTS
VISUAL ARTS
Studying Arts subjects at university can prepare you to work in a range of work areas, depending upon your specialism:
THEATRE PRODUCTION MUSIC MANAGEMENT DESIGN ARCHITECTURE EVENTS MANAGEMENT ARCHIVES TEACHING PHOTOGRAPHY FASHION DESIGNER FILM/ VIDEO
.
MUSIC
HIGHER LEVEL AND STANDARD LEVEL
develop an understanding and appreciation of the relationship between different works deepen your awareness and appreciation of Music in relation to time, place and culture improve composition and performance skills
identify, discriminate among and analyse a range of Musical examples and styles
INTERNAL ASSESSMENT
CREATING
SL: 2 pieces + recordings and commentary
HL: 3 pieces + recordings and commentary
SOLO PERFORMANCE
a recording selected during one or more public
performance(s) COURSE OUTLINE SL: 15 minutes HL: 20 minutes
SL / HL: MUSICAL PERCEPTION GROUP PERFORMANCE including the study of 2 set works
a recording selected during two or more
public performance(s) SL / HL: MUSICAL LINKS SL: 20-30 minutes INVESTIGATION
SL: SOLO PERFORMANCE EXTERNAL ASSESSMENT 15 minutes
or CREATING
LISTENING PAPER 2 pieces
SL [2 hours]: 4 musical perception questions. or GROUP PERFORMANCE 20-30 minutes HL [2.5 hours]: 5 musical perception questions.
HL: SOLO PERFORMANCE MUSICAL LINKS INVESTIGATION 20 minutes
A written media script of up to 2000 words
investigating significant musical links between two or more pieces from HL: CREATING distinct musical cultures. 3 pieces
use appropriate musical terminology to describe and reflect critical understanding of Music develop creative skills through exploration, control and development of Musical elements develop knowledge and potential as musicians, both personally and collaboratively
THEATRE ARTS
HIGHER LEVEL AND STANDARD LEVEL
gain skills in performance experience working in the style of several genres and practitioners develop an understanding of the social, cultural and historical influences on the theatre we see today voice informed critical analysis of theatre in production and performance
INTERNAL ASSESSMENT
COLLABORATIVE PROJECT
ORIGINAL PERFORMANCE [13-15 mins] COURSE OUTLINE
PROCESS PORTFOLIO [15 pages max.]
THEATRE IN CONTEXT VIDEO RECORDING [4 mins max] THEATRE PROCESSES
PRESENTING THEATRE
SL / HL EXTERNAL ASSESSMENT
WORKING WITH PLAY TEXTS
RESEARCH PRESENTATION EXAMINING WORLD THEATRE TRADITIONS
VIDEO RECORDING OF COLLABORATIVELY CREATING LIVE PERFORMANCE [15 mins] ORIGINAL THEATRE
MAINTAINING A THEATRE JOURNAL DIRECTOR’S NOTEBOOK
HL ONLY 20 PAGES [max.]
CREATING THEATRE BASED ON THEATRE HISTORY
HL ONLY
SOLO THEATRE PIECE
RECORDED SOLO PERFORMANCE [4-8 mins]
REPORT [3000 words max.]
communicate ideas in dramatic form rise to the challenges of theoretical and practical content of the course experience live theatre develop your team-building and negotiation skills
VISUAL ARTS
HIGHER LEVEL AND STANDARD LEVEL
explore and develop personal ideas responding to Visual Arts in context experiment and develop the process using a varied technique and advanced skill present a personal and coherent body of work
INTERNAL ASSESSMENT
AN EXHIBITION + CURATORIAL RATIONALE
SL: 4-7 pieces with reflective commentaries (500 characters each) Curatorial rationale (400 words)
HL: 8-11 pieces with reflective commentaries (500 characters each) Curatorial rationale (700 words)
COURSE OUTLINE EXTERNAL ASSESSMENT
VISUAL ARTS IN CONTEXT COMPARATIVE STUDY
Considering and comparing artwork from a variety SL: 10–15 pages of cultures, eras and social contexts HL: 10–15 pages + 3–5 pages Analysing, interpreting, comparing that analyse the extent to which and evaluating, and using an art vocabulary their work has been influenced by the art and artists examined Reflection and understanding
PROCESS PORTFOLIO VISUAL ARTS PROCESSES
SL: 9–18 pages / screens submitted Experimenting with techniques, HL: 13–25 pages / screens submitted media and processes
Developing a body of resolved and unresolved work, self-review and critique
Documentation in a visual arts journal
PRESENTING VISUAL ARTS
Demonstrating an understanding of a curatorial process.
Selection and presentation of own work. Gain confidence through acquisition of skill develop an understanding of a broad range of Visual Arts take responsibility for a personal direction of learning and be proactive in directing and mentoring younger students in an Art Ambassador role, or as part of the media team
THE CORE – CREATIVITY, ACTIVITY, SERVICE
The emphasis of CAS is on experiential learning beyond the classroom.
CAS provides challenges in each area, ensures a forum in which students can develop skills and interests, and provides opportunities for service. Projects should complement academic disciplines and develop a ‘spirit of discovery, self-reliance and responsibility.’
THE CAS PORTFOLIO
Over 18 months, students will develop an online CAS Portfolio on which they record activities, projects and evaluations. Target-setting and reflection are an integral part of the CAS process. Form Tutors play a leading role, along with activity leaders, in helping students compile and maintain their CAS Portfolio.
The strong tradition of CAS-related projects at BSM has engendered a special, caring atmosphere and, we hope, a sense of local, regional and global responsibility amongst the students. Our students have always been sensitive to the needs of others, willing to give up time to set up activities to raise funds, and also raise awareness of people who suffer through poverty, illness and war. The school is blessed with an extremely positive and proactive parent body which assists greatly in creating possibilities in the area of service.
Recent Service projects that demonstrate our students’ compassion, initiative and teamwork skills include working with:
o Save the Children during Expo
o Amnesty International (which now officially recognises BSM as a human rights-friendly school)
o Besta Hospital, offering support to children with neurological difficulties
Other opportunities that students might take advantage of are:
MUN (MODEL UNITED NATIONS) CHOIR / ORCHESTRA DRAMA PRODUCTIONS DUKE OF EDINBURGH’S INTERNATIONAL AWARD FOOTBALL VOLLEYBALL
THE CORE – EXTENDED ESSAY
The Extended Essay promotes high-level research and writing skills, intellectual discovery and creativity.
The Essay, produced under the guidance of an EE Supervisor, is a major piece of formally presented, structured writing [4000 words], in which ideas and findings are communicated in a reasoned and coherent manner.
Students who have finished the Diploma and moved on to University often say that the EE was the part of the IB Diploma they value the most. IB students possess advanced skills compared with students on other school programmes. They are able to:
pursue independent research on a focused topic develop research and communication skills develop the skills of creative and critical thinking engage in a systematic process of research appropriate to the subject experience the excitement of intellectual discovery
THE PROCESS
decide in which identify 3 meetings develop subject area specific topic, undertake generate to discuss final EE (group) and research research draft EE progress with after the EE will be question EE Supervisor feedback assessed
CHOICE OF TOPIC
Some recent examples of EE Research Questions:
FRENCH: GROUP 2: FRENCH To what extent does the language used by groups of young students from a secondary school in Paris reflect racial discrimination?
MATHEMATICS: The Geometry of Navigation What was the role of Mathematics, and geometry in particular, in navigation when we relied on the stars? Does it still play a part now that we have man-made satellites?
VISUAL ARTS: Borrowing Culture To what extent is Picasso's use of Mbangu Masks in 'Les Demoiselles d'Avignon' appropriate?
TIME SCALE
The Extended Essay runs from December of Year 12 to the end of the Summer Term of Year 12.
It is necessary for students to meet all internal deadlines during the EE process. These are published in the School Calendar.
THE CORE – THEORY OF KNOWLEDGE
Theory of Knowledge challenges students to reflect critically on diverse ways of knowing and areas of knowledge, and to consider the role which knowledge plays in a global society.
It encourages students to become aware of themselves as thinkers, to become aware of the complexity of knowledge, and to recognise the need to act responsibly in an increasingly connected world.
Assertions or judgements are termed ‘Knowledge Claims’, while the difficulties that arise in addressing these are known as ‘Knowledge Questions’. The TOK programme applies the central question ‘How do we know that a given assertion is true?’ to many different, yet inter-related areas.
In TOK, various WAYS OF KNOWING are identified: SENSE PERCEPTION MEMORY REASON LANGUAGE EMOTION FAITH IMAGINATION INTUITION
During TOK sessions, students are given opportunities to:
critically analyse knowledge claims, their underlying assumptions and implications
generate questions, explanations, conjectures, hypotheses, alternative ideas and possible solutions in response to Knowledge Questions
draw links and make effective comparisons between different approaches to Knowledge Questions that derive from areas of knowledge, ways of knowing, theoretical positions and cultural values
formulate and communicate ideas clearly with due regard for accuracy and academic honesty
The AREAS OF KNOWLEDGE classify knowledge into subject areas, many of which the student pursues in the IB Diploma programme. The subject areas are Mathematics, Natural Sciences, Human Sciences, History, the Arts and Ethics.
EXTERNAL ASSESSMENT
THE TOK ESSAY on a prescribed title (maximum length 1,600 words) Chosen from a list of six titles prescribed by the IB for each examination session.
INTERNAL ASSESSMENT
THE TOK PRESENTATION (approximately 10 minutes per student) A written presentation, a planning document, and an oral presentation to the class.
Assessment concludes in the Spring Term of Year 13.