Post 16 International Baccalaureate Choices

2016-2018

2 Post 16 International Baccalaureate Choices 2016-18 Aims for the Evening

To outline the Post 16 Curriculum Structure at Wellington .

To explain the nature of the IB programmes.

To give some advice to students and parents about the best option subject choices to make Post 16.

Format for the Evening:

The Post 16 Curriculum Offer at WIS Richard McGrory, Director of Secondary Curriculum Vicki Hallatt, IBDP/IBCP Coordinator

The Compulsory Elements of IBDP Amy Denyer, Curriculum Leader, English Anna Dalladone, Curriculum Leader MFL Carrie McNerney, Curriculum Leader Maths University pathways and Making the Best Choices A Diploma Student Laura Curran, Careers Counselor Aasiyah Patel Year 12 Subject Specific Conversations The IBCP BTEC Media Course With subject leaders teachers in the Claire Young, Subject Leader for Media and Falcon Centre. Head of Sixth Form

An IBCP Student Annabel Thomas Year 12

The Post 16 Curriculum at WIS

At GEMS Wellington International school we offer three pathways of study for students from the International Baccalaureate Organisation (IBO).

What is the IBO? • Established in the late 1960s to meet the educational needs of students in International Schools. • Teaches over 600,000 students in 2300 schools in 127 countries. • Now taught in both International Schools and State sector schools across the globe, with the highest number of schools being in the .

Three Pathways:

An academically challenging and balanced programme of education with

• final examinations in six subjects and

• an additional ‘Core’ programme of study (TOK, CAS, EE), that prepares students for success at university and life beyond.

Three Pathways: The IB Courses Programme

A programme in which students take

• only particular Diploma Programme courses (subjects) and The IB Courses • also some parts of the ‘Core’ of the Programme Diploma Course (TOK, CAS and EE),

that provides students with the qualifications to access university.

7 Presentation Title Goes Here (See Header & Footer To Edit This Text) Three Pathways:

A programme in which students take

• a career-related qualification (BTEC) in Creative Media,

• at least two Diploma Programme courses The IB Courses (subjects), and Programme

• an additional ‘Core’ that includes approaches to learning, community and service, language development and a reflective project. The IB Learner Profile

• Inquirers • Knowledgeable • Thinkers • Communicators • Principled • Open – Minded • Caring • Risk Takers • Balanced • Reflective

A short video about the IB Learner Profile can be found here: http://www.ibo.org/en/section- benefits/learner-profile/

9 Presentation Title Goes Here (See Header & Footer To Edit This Text) The Diploma Programme Model

10 Presentation Title Goes Here (See Header & Footer To Edit This Text) The Core of the IBDP

The IBDP is made up of the three required components, that aim to broaden students’ educational experience and challenge them to apply their knowledge and skills.

The three core elements are:

The Extended Essay Theory of Knowledge Creativity, Action, Service

The core elements are central to the philosophy of the programme. The Core of the IBDP: Extended Essay

The extended essay asks students to engage in independent research through an in-depth study of a question relating to one of the DP subjects they are studying.  COMPULSORY  On a research topic of The World Studies extended essay option allows student’s devising students to focus on a topic of global  Related to an approved diploma subject from significance which they examine through the Handbook of lens of at least two DP subjects. Procedures  Constitutes a work of independent research • 4,000 words • Offers the opportunity to investigate a research question of individual interest • Familiarises students with research and writing skills expected at University

12 Presentation Title Goes Here (See Header & Footer To Edit This Text) The Core of the IBDP: Extended Essay

A few essay titles by WIS students

• Studying the behaviour of a rotating telescopic tube of variable length. (Physics)  40 hours of work • To what extent does follow the life cycle  Concluding with a short 10-15 min interview model known as the Butler Model of Tourism? (Viva Voce) (Geography)  Externally assessed  Contributes to a maximum of 3 bonus • To what extent were the Canadians a points to the total score successful fighting force on the western front of the IB diploma during the First World War? (History) (EE+TOK)

• How is the subject of growth treated in Ernest Hemingway’s The Old Man and the Sea and Naguib Mahfouz’s The Cairo Trilogy? (Literature)

13 Presentation Title Goes Here (See Header & Footer To Edit This Text) The Core of the IBDP: Theory of Knowledge

• Explores the nature of Theory of knowledge develops a coherent knowledge across approach to learning that unifies the academic disciplines. They are disciplines. Mathematics, The Natural Sciences, The Human Sciences, The In this course on critical thinking, students Arts, History, Ethics, Religious Knowledge inquire into the nature of knowing and deepen Systems, and their understanding of knowledge as a human Indigenous Knowledge Systems. construction. • Encouraging an An in depth description of this subject can be appreciation of other cultural perspectives found in the Information Booklet. • TOK Contributes to a maximum of 3 bonus points to the total score of the IB diploma (EE+TOK)

14 Presentation Title Goes Here (See Header & Footer To Edit This Text) TOK – How it is delivered?

As a core element which all Diploma Programme students undertake, WIS is required to devote at least 100 hours of class time over the two years to deliver TOK.

In order to cover the syllabus and prepare students for the assessments WIS IB students attend two TOK lessons a week over the two years.

15 Presentation Title Goes Here (See Header & Footer To Edit This Text) The Core of the IBDP: CAS

Creativity, action, service (CAS) involves • Encourages students to be students in a range of activities alongside their involved in artistic pursuits, sports and community academic studies throughout the Diploma service Programme. • Education outside the Creativity encourages students to engage in classroom

the arts and creative thinking. • Development of the learner Action seeks to develop a healthy lifestyle profile through physical activity. Service with the community offers a vehicle for new learning with academic value. The three strands of CAS enhance students’ personal and interpersonal development through experiential learning and enable journeys of self-discovery.

The Core of the IBDP: CAS

At Wellington we offer a comprehensive array of • Help survey reefs creative activities and events such as the following: • Raising funds for a village in Ethiopia

• Getting “hoodies” made for the children and then visiting the school and the community • Model United Nations and helping to address their needs • World Scholar’s Cup • Sports • Working with Feline Friends • Expeditions • Sports coaching • Service related opportunities • Adventure trips to Nepal • Tutoring both in WIS and externally

• Learning to scuba dive

• Setting up running clubs and Activities planned and completed as part of the CAS societies programme significantly augment a student’s curriculum vitae and helps differentiate them at both • learning to drive on a race university and employment related interviews. track • learn a completely new language or skill.

The IBDP Courses On Offer at WIS There are six subject groups in IBDP

Students must select one course from Apart from the Core each of the six groups ensuring that all (Extended Essay, Theory of Knowledge and CAS) students complete a broad range of students taking the Diploma

subjects. take six subjects.

Three subjects must be taken at One exception to the course selection – a second Higher Level (240 guided learning Science or a second hours). Humanities subject may be taken instead of an Arts subject. Three subjects must be taken at Standard Level (150 guided learning hours). Subjects on Offer

Group 1 First Language Group 4 Experimental Sciences (Language A) Chemistry, Physics, Biology, ESS, English Literature, English Sports Exercise and Health, Language and Literature Computer Science, The Nature of Science Group 2 Language Acquisition (Language B) Arabic, French, Italian, Spanish Group 5 Mathematics Mathematics Group 3 Individuals and Societies Group 6 The Arts Business and Management, Economics, Geography, History, Film, Music, Visual Arts, Theatre ITGS, ESS, Psychology, Global Politics

Group 2: Language Acquisition

English Language SL English Language HL English Language and Literature SL English Language and Literature SL Group 1 English

Group 1: Studies in Language and Literature (English) Language A: Literature HL/SL

Language A: English Language & Literature HL /SL

Entry Requirements: An A* or A at GCSE/IGCSE for English Literature HL. An A* or A at GCSE/IGCSE for English Language and Literature at HL.

All other students will take the SL courses.

Literature Language & Literature

Written Oral Works In Oral Tasks 25% Exam 45% Assessment Exam 45% Assessment Translation 30% Essay 25% 30%

Paper 1 Paper 1 Individual Oral Unseen Poem Individual Oral Unseen Language Commentary or Prose 20% Commentary 15% 15% 20%

Individual Oral Further Oral Presentation Assessment 15% 15% Paper 2 Paper 2 Comparison Literature Essay 25% Essay 25% Which course to choose?

• Love reading a variety of texts such as novels, poetry, plays, non fiction etc. • Keen analytical skills • Well structured essay skills Literature • Interested in talking about literary devices and techniques that create meaning • Considering an Arts based university degree – requiring good communication and written skills e.g. History, Politics, Law

• Interested in language texts such as blogs, newspaper articles, speeches, advertisements, songs, etc.

• Interested in the context around the production of texts such as Language historical factors or how the author’s life has influenced the text • Interested in talking about literary devices and techniques that create and meaning as well as language terminology. Literature • Enjoy creative writing as well as analytical; • If you are considering completing a media based degree at university e.g.: Media, Marketing

Entry Requirements

Language Literature and Literature

HL: A grade in HL: A minimum of Language and at an A grade in least a B grade in Literature Literature

SL: A minimum of SL: A minimum of a C grade in both a C grade in Language and Literature Literature. Group 2: Language Acquisition

Arabic HL/SL French HL/SL and Ab Initio SL Spanish HL/SL and Ab Initio SL Italian Ab Initio SL

Group 2: Ab Initio

Students choosing Ab Initio courses should not have any prior language study at KS4 (ages 14-16) in the chosen language.

There is no prerequisite for Ab Initio languages provided a student has not studied the designated language in Key Stage 4.

Students with language results lower than a B grade should choose an Ab Initio subject. Group 2: Standard Level and Higher Level

Students wanting to continue studying a language need to meet the following HL and SL languages cannot be a mother language as these requirements: courses are intended for advanced second language An A* or A grade at GCSE/IGCSE is required speakers (not native speakers of the designated language). for HL Languages.

B grades at GCSE/IGCSE are required for SL languages.

Group 2: Language Acquisition

Topics

There are three topics in the Core: Social Relationships, Communication and Media and Global Issues

There are five Options of which 2 will be chosen by the teacher to cover in class: Cultural diversity, Customs and traditions, Health, Leisure, Science and technology

Group 2: Language Acquisition

Assessment: All levels consist of the following assessment:

Paper 1 – receptive skills

Paper 2 – Written productive skills

Written Assignment – Receptive and written productive skills

Oral assessment: Interactive skills

Group 5: Mathematics

Mathematics HL Mathematics SL Mathematical Studies SL

Group 5 Mathematics Higher Level

Mathematics HL is a tough and very rigorous course with high demands and expectations.

Only those students who excel in Mathematics and who are planning on a mathematical related career should embark on this program.

Requirements for entry onto the course: A* at IGCSE/GCSE High grade on the entry skills test Further Mathematics would be beneficial Group 5: Mathematics Higher Level

Course content: Algebra, functions and equations, circular functions and trigonometry, vectors, statistics and probability, calculus, options choice: Your teacher will teach an option topic i.e. statistics and probability

Assessment:

The final assessment is based upon two core  Paper 1 (30%) examinations(one calculator, one non calculator), an  Paper 2 (30%) option topic examination(non calculator) and an  Paper 3 (20%)  Exploration task (20%) exploration task(a mathematical investigation)

.

Group 5: Mathematics Standard Level

IB Mathematics SL is a standard level IB course and caters to students who already possess sound mathematical knowledge.

This program is designed to prepare students for future studies in the hard sciences, social sciences, and business.

Requirements for entry onto the course:

Minimum grade A at IGCSE/GCSE

High grade on the entry skills test Group 5: Mathematics Standard Level

Course content: Number and Algebra, Functions, Geometry and Trigonometry, Statistics, Vectors, Calculus

Assessment :

The final assessment is based on two externally examination papers (one calculator, one non calculator) Paper 1 (40%) and an exploration task completed during the course. Paper 2 (40%) Projects may take the form of mathematical modelling, Exploration Task (20%) investigations, applications, statistical surveys etc. Group 5 Mathematical Studies Standard Level

IB Mathematics Studies SL is a standard level IB course and is designed for students with varied backgrounds and abilities who may not pursue a mathematically based career.

The course develops the skills needed to cope with the mathematical demands of a technological society with an emphasis on the application of mathematics to real-life, everyday situations.

Requirements for entry onto the course: Minimum of a grade C at IGCSE/GCSE Group 5 Mathematical Studies Standard Level

Course content:

Number and algebra, sets, logic and probability functions, geometry and trigonometry statistics , introductory differential calculus

Assessment: Paper 1 (40%)

The final assessment is based on two external examinationPaper papers 2 (40%) (both calculator), and a piece of project work completed Internalduring assessment (20%) – Projects may take the form of the course. mathematical modelling, Projects may take the form of mathematical modelling, investigations, applications, investigations, applications, statistical surveys etc. statistical surveys etc. .

Group 5 Mathematics

In addition to the IB-specified assessments students will take end of topic assessments on a regular basis through the 2 year programme.

Calculator required for all courses: The Texas Instrument TI-NSpire CX (Not the CAS model)

If you have any questions please contact:

[email protected] IBDP Grading System All Group subjects are graded in Levels

Minimum Grade is Level 1 Maximum Grade is Level 7

These levels are converted into IB Points 6 subjects maximum IB Points = 42

Core (EE and TOK) are graded A – E Both grades contribute to core points Minimum core points is 0 Maximum core points is 3

Total maximum IB points = 45

Points required to pass the Diploma = 24 (passing the Diploma also has other stipulations attached) IBDP: A Student’s Perspective

Aasiya Patel Year 12

Subjects: Chemistry HL

Biology HL English Language and Literature HL Geography SL Mathematics SL French SL

Probable University/Career Pathway: Sciences in the UK

The IB Courses Programme

Previously also known as IB Certificates.

Courses students take 6 IB Courses.

There is no requirement that any of the courses are completed at Higher Level, all can be Standard Level.

There is no requirement to complete the Core subjects.

The IB Courses Programme

Each individual IB Course is identical to the same subject on the Diploma course e.g. Standard Level History IB Diploma is exactly the same as Standard Level History IB Course, same content, same internal assessments, same examinations.

The IB Courses route allows students to concentrate on their academic subjects without worrying about the compulsory core.

IB courses provides students with a clear pathway to University entry. The IB Careers Related Programme Model

The IBCP

The aim of the CP is to provide students with an excellent foundation to support their further studies and specialised training, as well as ensuring their success in the workforce.

1. An IBCP core that includes personal and professional skills, service learning, language development and a reflective project

2. Three Diploma Programme Courses

3. An approved career-related study.

At Wellington the career related study element of the IBCP is a BTEC in Creative Media. The IBCP Core

Personal and Professional Studies Personal and Professional Studies (PPS) develops transferable skills with an emphasis on the nature of thinking critically, creatively, laterally and ethically and being able to communicate effectively.

Service Learning Students will develop working relationships with the community. They will explore the Principles of Service Learning. Knowledge development Social development Civic development Personal development The IBCP Core

Language Development Provides the students with the necessary skills and intercultural understanding to enable them to communicate using a language in a variety of contexts. A Language Portfolio is required to demonstrate students’ engagement with the language.

The Reflective Project is a structured piece of work that can take a variety of forms. A student will be able to identify, analyse, explore, critically discuss and evaluate the ethical dimension of an issue arising from their career-related study. The IBCP Subjects

Mathematical Studies at SL from IB Group 5

One language from IB Group 2 (at Ab Initio unless entry requirements are met for SL or HL)

One subject from the following list (at SL unless Diploma Entry requirements are met).

• Chemistry • Visual Arts • Business Management • Psychology • Computer Science • Music • Sports Health and Exercise BTEC Level 3 Extended Diploma: Creative Media Production

Excellent Media facilities

Opportunity to develop Exciting, varied and challenging course skills, knowledge and that develops a range of technical and understanding relevant to analytical skills the creative industries as

well as personal skills and attributes essential for their Will prepare students for a career in a next step in education or variety of creative industries from working life Advertising & Marketing, Design to Journalism

BTEC Level 3 Extended Diploma: Creative Media Production

Some of the units of study: Graphic Narrative Production Writing Copy Film and Editing Techniques This course draws from Advertising and links well with many other subjects from Documentary Production Business, ICT and Photography and Photographic Practice English to Art and Music Sound for Computer Games and will therefore Stop Motion Animation complement the majority of course combinations. Digital Graphics Music Video Production

BTEC Level 3 Extended Diploma: Creative Media Production

Assessment & Grading TheGrade Extended DiplomaUCAS is graded the equivalent to three GCEPoints A Levels

19 units will be completed in total PPP 120

MPP 160

All units are internally assessed. MMP 200

MMM 240 A summative unit grade is awarded at DMM 280 pass (P), merit (M) or distinction (D) DDM 320 and these grades are worth 70, 80 and DDD 360 90 points respectively. D*DD 380 D*D*D 400 D*D*D* = 3 x A* at A Level D*D*D* 420 IBCP: A Student’s Perspective

Annabelle Thomas

Year 12

Subjects: Mathematical Studies SL French Ab Initio Psychology SL

BTEC Creative Media

University/Career Pathway: Film Studies at University in the UK IB Students and University

IB students are more likely than others to enroll in and graduate from selective HE institutions.

Based on their experiences, IB students possess a broader range of skills that enhance their ability to adapt and contribute to universityParticipation life. in the IB Diploma Programme IB students demonstrate a level of emotional and intellectualshows maturity that students for managing the demands of challenging coursework. have excelled in multiple and diverse academic They have extensive experience doing independent researchchallenges and presentingand is a what they have learned through presentations, papers andstrong other predictor projects. for success in university. They think critically and draw on diverse perspectives that reflect an international outlook. IBDP and University

“Diploma Programme students are well-rounded, multifaceted, multiskilled and have studied in depth. They have good time management skills. They score higher than students in other national systems, and the IB score is worldwide the same measure.”

Hrilina Lock, undergraduate admissions manager, School of Economics, UK IBDP and University

“IB is well known to us as excellent preparation. Success in an IB programme correlates well with success at Harvard. We are pleased to see the credential of the IB Diploma Programme on the transcript.”

Marlyn McGrath Lewis, assistant dean of admissions, Harvard University, USA IBDP and University

“The challenging nature of the IB diploma is good preparation for university. The self-discipline that you acquire from studying a breadth of subjects in such depth assists you in achieving the learning outcomes required by universities.”

Natasha Reurts, 2006 IB graduate, University of Sydney, Australia

IBDP and University

there is no distinction between A level and IB in gaining entry to undergraduate courses at Oxford. However, the breadth and depth of IB was better preparation when ‘on course’ as it enables students to hit the ground running’

Dr Alexandra Lumbers, Jesus College Oxford – stated on her recent visit to WIS on 2014

University Pathways from WIS

USA Berkeley, University of California

Case Western University Florida State University Riverside, University of California

Georgetown University Santa Cruz, University of California Miami Dade School of Visual Arts, New York Mississippi State University Stanford University Tufts University Northeastern University UCLA Northwestern University University of San Diego Ohio State University Urbana Champagne Princeton University

University Pathways from WIS

United Kingdom Kings U of L Aberdeen University Leeds University

Bath University Manchester University

Birmingham University Newcastle University Bournemouth University Nottingham University Brighton University Portsmouth University Brunel University Queen Mary U of L Cardiff University Roehampton University Durham University Royal Holloway U of L DeMontfort University Sheffield University Exeter University University Goldsmiths Sussex University Herriot Watt Warwick University Hull University Keele University

University Pathways from WIS

Canada

Bishops University Elsewhere McGill University National University of

University of British Columbia Vienna Business School University of Calgary University of Strasbourg University of Toronto University of Cape Town Stellenbosch University Australia University of Auckland University of Queensland American University of Beirut University of Melbourne American University of University of Sydney University of Waterloo

IBCP/Certificate and University Pathways The IB courses are widely recognised globally and is a genuine pathway to University. The examples below are indicative of the acceptance of the IBCP as a pathway to study at Higher Education and represent actual students from Dubai:

Other Countries United States University of Adelaide, University of Florida – Miami studying Photography & Media, The University of Applied Sciences in Holland, San Francisco Institute of Design - Studying The Hospitality in Geneva, Automotive Design Spain Business School in Singapore, Vancouver Island in Canada, Trent University in Ontario Canada, Leeds Metropolitan University – Studying Business, Hertfordshire University – Studying Business & Dubai Based Institutes Management, The Emirates Hospitality Academy in Dubai, Bournemouth University – Studying Media, Emirates Aviation University (starting with an HND Westminster University – Studying Business & and then moving to a degree accredited by Coventry marketing, University in the UK resulting in a BA degree within in Greenwich University - Studying Event Management, 3 years)’ Manchester Metropolitan University – Studying Canadian University in Dubai - Studying Business BA, Business & Accounting Murdoch University – Studying Computer Science, Herriot Watt University – Studying Design & Business, Middlesex University – Studying Early Childhood. Timeline: WIS Post 16 Applications 2015 -2017 Wednesday 4th November 2015: Post 16 Information Evening.

Wednesday 16th December 2015: Closing date for applications.

Thursday 17th December 2015: Late applicationsAll accepted Applications onto are waiting list. accepted by The Head of Secondary’s Sunday 17th January 2016 Post 16 Offer LettersPA, distributed

Mrs Lawrence, in the Thursday 25th August 2016 GCSE/IGCSE ResultsSecondary released. Office

Sunday 28th August 2015, 3pm Last day for all parents/students to confirm take up of offers.

Monday 29th August Offers made to students on waiting list. Pag e 61