Enka Grade 11 & 12

ENKA GRADE 11 & 12

PARENT & STUDENT HANDBOOK

2018 2019 GRADE 11 & 12 STUDENT & PARENT HANDBOOK 2018-2019

Page Contents Contents 1 Introduction and Welcome 2 Daily Schedule 2 Communication 3 Parent- Teacher Meetings 3 School Telephone numbers 3 Extension Numbers 3 Communication with Parents via E-mail 5 Daily Routines 6 Student Behavior and Responsibilities 7 Attendance-Absence 8 Exams 8 Academic Honesty 9 Behavior and Responsibilities in the Class 11 Service Buses 12 Campus Restrictions 13 Gates 13 Lost and Found 13 Gifts 14 Parents and Teachers Association 14 Health and Safety 17 Welcome to the IB 18 The IB Programme at ENKA 19 The International Baccalaureate Learner Proﬁle 20 The Six IB Diploma Courses 21 Turkish Curriculum Requirements 22 Award of the IB Diploma

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 Page 23 IB Diploma Examinations 28 Award of IB Course Studies Certiﬁcates 29 The Core IB DP Curriculum 29 1. Theory of Knowledge (TOK) 32 2. The Extended Essay 44 3. Creativity, Activity and Service Program 56 How the 3 Core Points are Calculated 57 IB Diploma course descriptions 57 Group 1 : Language A: Language and Literature (English and Turkish) 57 Group 2: IB Diploma Language Acquisition Language B 58 Group 3: Individuals and Societies 60 Group 4: Sciences 61 Group 5: Studies in IB Mathematics 62 Group 6: The Arts 64 Non-IB Courses 64 History 64 Philosophy 64 Religion and Ethics 64 Mastering ManageBac 69 Performance Grade Criteria 70 Assessment Conversion 71 Forecasted Grades 73 Information From the Overseas College Counseling Oﬃce (Occo) 76 Turkish Universities and IB Studies 78 Assessment Calendar 79 Links to useful resources and information for parents 80 MLA Citation Guide

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 Introduction and Welcome Dear ENKA Families,

Welcome to the 2018-19 Academic Year!

This parent and student handbook provides you with comprehensive information about our academic programmes and our assessment processes, as well as details about the day-to-day functioning of the school that you need to know.

As you know, apart from meeting all MEB requirements, we are an IB World school and our child-centred approach to teaching and learning is based on the IB’s Principles and Practices. We aim to help children to become responsible, balanced, and engaged members of the community both within the school and in the wider world, and to teach them the learning skills that they will need in future life. We encourage you to work with us in achieving these goals and to become active participants in our school community.

I hope this handbook answers most of your questions about the school and its programmes and is of use to you and your child. Please also visit our website where you can ﬁnd information including the latest updates of this and other documents. If you have any remaining questions, please ask me, the principals, or teachers: we are here to help.

Wishing you all the best for a successful year!

Richard Bartlett Director of Schools and Advisor to The Executive Committee

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 1 Daily Schedule

08:30 - 09:10 1st period

09:15 - 09:55 2nd period

10:00 - 10:40 3rd period

10:40 - 11:00 BREAK

11:05 - 11:45 4th period

11:50 - 12:30 5th period

12:30 - 13:15 LUNCH

13:15 - 13:55 6th period

14:00 - 14:40 7th period

14:40 - 14:50 BREAK

14:50 - 15:30 8th period

15:30 - 15:40 SERVICE BUSES

* After school classes run from 15.40 to 17.00

Communication The high school administrative oﬃces can be contacted as follows: Zuhal Tandoğan: extension # 6307 e-mail: zuhal.tandogan @enka.k12.tr Nilüfer Hacıoğlu: extension # 6408 e-mail: [email protected]

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 2 Parent- Teacher Meetings Parents may meet our teachers anytime during the year by making appointments in the PARENTS section on our website. To ask for an appointment, please check our website to see the days and timeslots that teachers are available according to their class schedules that are set in order to render parent meetings more eﬀective and eﬃcient.

School Telephone numbers

Main Switchboard: +90 (212) 705 65 00 High School fax no: +90 (212) 286 52 12 Business Oﬃce fax no: +90 (212) 276 82 38 Extension Numbers

Admissions 6713 Business Office 6502-6503-6505 Counseling Service (high school) 6412 Infirmary 6515 Director’s Office 6706 High School Office 6406 High School Assistant Principal (Prep, Gr. 9) 6402 High School Assistant Principal (Gr. 10) 6405 High School Assistant Principal (Gr. 11&12) 6410 High School Teachers 6408 High School Library 6414 Overseas College Counseling 6419 Turkish Universities and Career Counseling Office 6433 IB DP Coordinator 6410

Communication with Parents via E-mail Teachers try to reply to parent emails within 24 hours, with the exception of emergencies.

The School Newsletter –ENKA Life ENKA Schools publishes an online school bulletin: ENKA Life. The bilingual (Turkish-English) bulletin contains information, pictures, and videos regarding school and student activities and events.

The bulletin has been published online in order to reduce paper consumption in the school, to provide access from any internet source, to reach out to more readers and to provide more space. The school expects parents to access the online version.

The couriers for all written communications to and from school are your children.

E-Mail Addresses: [email protected]

To contact staff members – please use the first name.surname of the staff member followed by @enka.k12.tr (all lower case and no space) e.g.: [email protected]

Website: www.enka.k12.tr/istanbul www.enkaschools.com do not belong to our school anymore.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 3 Emergency Communication In the event of an earthquake or any other disaster during school hours, try to reach the school if you are nearby. If you are not, please be sure that your children are safe in the school. You will be contacted as soon as possible by phone, websites, or SMS messages and your children will be taken home when it is safe to do so.

School Closure and Snow Days • Please listen to announcements on television and radio for information about unexpected school closings. • Announcements about closures will be posted on the website as soon as possible when schools are closed after students reach the school.

SMS Message You will be kept informed of important announcements concerning the whole school or high school by SMS messages provided that services allow the possibility of such transaction. If you have a change of telephone number, please pass on your new phone number to us by contacting the Admissions & Registration Oﬃce as soon as possible.

K12 Students and parents may have access to the data they would like to get via K12 besides the e-school and our school website.

You may get in touch with Nalan Köseoğlu, the student aﬀairs oﬃcer for usernames and passwords. (Extension no: 6416).

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 4 Daily Routines Arrivals Parents may drop-off their children at the designated points but may not leave their vehicles to escort children into the school. All drop-off traffic is one way and must enter campus through the Main Gate and exit through the Sports Club Gate near the parking lot and tennis courts. Primary students are dropped off and enter the school through Entrance A. Pre-school students are dropped off at the corner closest to the Pre-School where the road turns uphill towards the Sports Club exit. Both drop-off points are staffed with security and faculty members for the safety of our children.

All children in high school are to be at school by 8:15.

If students tend to be regularly late we will ask for a meeting with those students and their parents. After the reasons for lateness are identiﬁed we hope that necessary measures can be taken to avoid lateness in the future.

Departures Private vehicles may not enter campus to pick up children until the service buses depart in the afternoon. The gates will be open to private vehicles by 15:50 each day. Cars may park in the designated areas around campus between 15:50–16:05 for pick up.

A second pick-up will be required for those children who participate in our After-school Program. The campus will again be closed to private vehicles between 16:05 - 17:15 to allow our activities to proceed safely and to allow service buses to park and receive students. Once again, as soon as the service buses depart, private vehicles may enter campus to meet students.

Parents or their drivers who come to school early to pick up their children may not wait at the class doors and hallways as this causes the children to lose concentration. Parents can wait in the parent waiting area on the Grade 1 ﬂoor. Drivers may enter the school campus to pick up a child only after 15:30.

If a parent needs to send something for their child during class hours, they must leave the object with the security.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 5 Student Behavior & Responsibilities The attitudes and behavior stated in this booklet are the most fundamental behavior expected from our students in order to organize the school system and the learning environment. In order to help our students acquire these behaviors:

Students understand the reasons why they are expected to display these attitudes and behavior and how these will beneﬁt them. They take responsibility for their own behavior.

Parents support their child in understanding the beneﬁts they will gain as a result of displaying these attitudes and behaviors. Parents work together with the school.

The school administration oﬃcially follows up and evaluates student attitudes and behaviors.

Teachers support the development of these student attitudes and behaviors, follow the practices, and cooperate with the related units.

The Psychological Counseling and Guidance Department cooperates with parents, teachers, school administration, and students and has an informing, guiding, and supportive role in order to develop these attitudes and behavior.

All members of the school community are responsible for setting an example and being consistent regarding positive behavior.

Students who do not comply with the items stated in the booklet and do not take into consideration the related warnings are evaluated in line with the “Ministry of National Education Reward and Discipline Regulation”. AIM Our aim is to facilitate harmony by adopting a constructive approach and providing the organization and secure environment required for coexistence and to create a learning community which is based on respect for others’ rights and consistency in practices.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 6 Attendance-Absence 1. Students need to be in school campus at 8.15. Classes start at 08:30. Students who are late to school get an acceptance slip from the related AP in order to join their classes. The student is recorded as “late”. Students who come to school after 8.45 are recorded as “half day absent.” 2. Students who make a habit of coming late to school (after they are recorded as “late” 5th time) are recorded as half day absent as of 8.30. 3. If a student who is already in school is late to class or club activity, his/her teacher records him/her as late. According to the relevant regulation, this student is recorded as “absent for half day” in E-OKUL if the student is late for more than 5 minutes. 4. A student who does not enter or comes late to lesson because of reasons such as removing nail polish, shaving and obtaining appropriate clothes is recorded as half day absent. 5. A student who takes on the habit of being late to the school or to lesson: • Being late 3 times without any excuse: student’s advisor is informed. • Being late 6 times without any excuse: student is forwarded to his/her assistant principal and the parent is informed. • Being late 9 times without any excuse: student receives a written warning by the assistant principal and forwarded to Honor Board. • Being late 12 times without any excuse: student is forwarded to Discipline Committee. 6. If a student does not go to his/her class even if s/he comes to the school or leaves the school without getting permission, the student is forwarded to his/her assistant principal and necessary actions are taken. 7. Students whose unexcused absence is over 10 days and excused absence is over 30 days fail independent of their GPA. Their parents are informed in writing. 8. Students who are absent for 2/3rd or more lessons of total daily lesson hours will be recorded “absent for full day”; other absences will be recorded as “absent for half day”. 9. Students who leave school early are recorded as “ABSENT FOR FULL DAY” if they leave before 11.45, whereas students who leave after 11.45 are recorded as “ABSENT FOR HALF A DAY”. 10. The school must be notified of long term absences due to sickness. 11. Medical reports or parent excuse petitions are submitted to the school administration within 5 work days so that the absence is recorded as an absence with an official excuse. 12. Students are expected to make appointments with doctors outside school hours. If an appointment is urgent and needs to be made within school hours, then parents need to inform the school administration at least a day before by sending a letter stating the need for permission. 13. Students get an infirmary slip from their class teachers in case of a health problem that emerges during the school day and have it approved by the related Assistant Principal. The student will be kept under supervision in the infirmary in line with the School Health Unit’s decision. If needed, parents are called so that the student could be sent home. The student can only be taken by the parent or the person/people officially designated by the parent. 14. Students need to contact the school administration in advance to obtain permission to attend sporting events they take part independently by attending clubs. 15. Students with medical reports or suspension from school may not come to school. 16. Students know that they need to submit “e-mail approval form”, approved by their parents, to the school no later than 11.00 on the same day when they wish to leave the school upon their parents’ approval (form 1). Students know that their parents cannot phone or talk to assistant principals for early leave.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 7 Exams 1. If a student is absent on a day of exam, school administration is informed about situation with a medical report or a parent notification. 2. Students are obligated to follow the exam schedule. 3. Unexcused absence is evaluated within the performance grade criteria of the subject. 4. Medical reports or parent excuse petitions should be submitted to the school administration within 5 work days so that the absence is recorded as an absence with an official excuse or else the exam will be considered invalid. 5. Make-up exams are arranged by related Assistant Principals (APs). The make-up exam calendars are posted on bulletin boards and on k12.net. Students who have missed an exam due to any excuse are responsible for finding out and following the place and date of the make-up exam. 6. Students who take on the habit of sitting the make-up exams will be evaluated by the school administration. 7. Students can sit ONLY 1 make-up exam for each common exam. Academic Honesty 1. As students of an IB World school, Enka Schools’ students are expected to practice academic honesty at all grade levels. 2. Malpractice: Gaining an unfair advantage in a class or homework assignment. Malpractice includes offenses such as submitting work not done by the student. It also includes all kinds of cheating on exams and in-class tests, for example: • taking unauthorized material into an exam room • misconduct during an exam including disrupting other students • exchanging information or passing information to another person • stealing exam papers 3. Collusion: Assisting someone to cheat. Collusion includes offenses such as allowing one's work to be copied or handed in by another student. 4. Plagiarism: Is using someone else's words or ideas and not acknowledging the source. Translated works which are not cited are also evaluated as plaigrism. 5. Forgery in Academic Records and Information: Making changes on a printed or digital material without getting express consent from the author or deriving an improper personal benefit by forging someone else’s signature (personnel, parent, author). 6. Conniving malpractice or assisting it: conniving malpractice/plagiarism on purpose or assisting that kind of behavior.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 8 Behavior and Responsibilities in the Class Students, 1. Attend classes and other activities on time. 2. Bring school materials to class on time. They use these materials carefully and protect them. 3. Hand in their assignments and projects on time. 4. Know that they need to cite the quotations taken from books, journals, newspapers, and internet while preparing projects or assignments. They know this attitude is compatible with the principles of academic honesty. 5. Go to the inﬁrmary during break time if it is not urgent. Behavior and Responsibilities in the School Students, 1. Know that they should submit the books that they borrowed from the library at the end of the year. 2. Use their own lockers for their real purpose, keep them locked and organized. They know that they should remove their belongings at the end of year. When they want to break their lock, they get support from their assistant principal. They either do this in recess time or after school. 3. Know that they cannot chew gum in school environment. 4. Know that they cannot get honor or high honor certiﬁcates if they get “suspension” or “condemnation” punishment form the discipline committee. 5. Know that they should not have any failing subjects if they are to represent the school in sport events, conferences, trips etc. If they have a failing subject, their GPA should be at least 60. They also should not have any discipline punishments in that academic year in order to represent the school. 6. Attend all ceremonies organized by the school. Know that during ceremonies they need to be seated in the places designated for their homeroom. Dress Code 1. Students obey the dress code created by the school. 2. Girls know that they will not come to school wearing make-up, long nails, or colorful nail polish. 3. Boys keep their hair short and neat and shave daily. 4. Students know that accessories such as piercing and extravagant jewelry are not allowed at school. 5. On casual dress days, students do not come to school wearing clothes that are too tight, too short, or low-cut. They know that these clothes are not suitable ones for school.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 9 Mobile Phone and Use of Technology Students, 1. Know that they cannot use their mobile phone, smart watch and earphones in the class under any circumstances without getting permission from their teachers. 2. Know that they will use their electronic devices for educational purposes under the supervision of their teachers. 3. Know that they cannot have their mobile phone with them during the exam otherwise they will be forwarded to the discipline committee and get a “zero” from the exam. 4. Know that they can use their mobile phone only in Block D. 5. Know that they cannot use their mobile phone in the library, computer and design laboratories. 6. Use the landline in their assistant principal’s office when they want to make a phone call. 7. Use the Internet services within the school for educational purposes only. 8. Use studentnet wifi for internet access in the school. They know that they cannot use their personal 3G and 4.5G. 9. Know that all the internet use is recorded in the school in line with the relevant regulations. 10. Know that they should not play with the technology hardware accessories in the school. They know that they cannot download any software in school devices. 11. Cyber bullying cannot be accepted in ENKA Schools. ENKA Schools community need to be respectful in their communication in online environments (social media channels, internet environment etc.) and use an appropriate language and be respectful to personal information. 12. All kinds of hacking and entering hackers’ websites are not allowed. Students know that they cannot take actions which can endanger school’s internet and computer network. 13. Know that they can only photographs and videos and create audio records only with the permission of their teacher. 14. Need to bring only one device to the IT department to register it for the school wi-fi 15. Are expected to keep their user account information confidential. 16. Know that they are responsible for the maintenance, safety, and charge of their own device. 17. Know that they can use the computers in library and computer lab in order to get print outs from the central printers in these areas. 18. Know that they need to log into school computers by using their ENKA Schools user accounts. 19. Know that they should not do physical harm to the school technology equipment. Common Life Students, 1. Respect personalities, rights, freedoms, and differences of all the members of the school community. 2. Refrain from risky behavior that might endanger their or other people’s health and safety. 3. Inform counseling department and assistant principals about the risky situations. 4. Students understand that teasing, making fun, intimidation, gossiping and name calling are within the scope of bullying, and this kind of behavior is not accepted in the ENKA Community. 5. Hate mail or texts, inappropriate postings of a personal nature, discriminatory remarks, spamming and other antisocial behaviors are considered cyber-bullying and disciplinary procedures are implemented.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 10 Service Buses An annual contract agreement negotiated between the PTA, ENKA Schools and the Transportation Company (Gürsel Turizm Limited Şirketi for 2018-2019) establishes the operating guidelines of the transportation service. A copy of this agreement is available for our parents to review in the Business Oﬃce.

• The Transportation Company gives parents an information card that includes the plate number of their child’s bus, the phone numbers of the company, the name and the phone number of the driver.

• All children must be available for prompt pick-up at their assigned time. No service bus will wait longer than 2 minutes at any given stop since delays accumulate along the route for others.

• ENKA Schools adopted the principles of Service Bus Student Conduct for students who use the service buses.

• Gürsel Company oﬃcers and Service Bus Oﬃcer of ENKA Schools Business Department are all day at school to meet your needs.

• If your child will be picked up from school by your or someone designated by you; or your child will take another service bus for that day, you, as a parent, need to inform the related main office before 13:00 by fax or a letter with your signature on. All notes you send via email will be replied by a confirmation email. If you do not receive a confirmation, please call the school before the end of the day.

Note: No service bus changes will be made in the first two weeks of school for the bus routes to settle into place. For students who want to take a different bus to go to a different address, we would like their parents to provide transport for their child in the first two weeks.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 11 Service Bus Student Conduct Students are expected to use our service buses responsibly and to respect the following code of conduct printed below.

We expect children to: 1. Be on time. 2. Get on and off the bus carefully. 3. Finish all eating and drinking before getting on the bus. 4. Remain in their seats with the safety belt fastened. 5. Read, listen to music with earphones, play alone. 6. Speak softly and with respect to others, 7. Be kind to everyone and help other younger children. 8. Behave safely. 9. Take responsibility for any mistake. 10. Report any unsafe behavior to the related unit. School Attire • Students need to wear normal school attire every day. Students can change their clothes at the Sports Club if they have a PE class that day. Fridays are uniform free days. On Friday students may not put on any jerseys that belong to any sports team. • It is important for personal hygiene that boys keep their hair short while girls with long hair keep their hair tied back. • Because all school attire is similar, items should be embroidered inside with your child’s name. Loss of school attire which is not marked is the responsibility of the students and parents. • Unmarked lost school attire will be held in the Lost and Found box for one month. A final chance to claim lost items will be when they are displayed in the Auditorium at the end of each semester. After this period, unclaimed items will be given away for charity. Campus Restrictions The following items are not permitted and should not be used on the school’s grounds. 1. Weapons of any kind or toys resembling weapons carried by anyone. This is also valid for the security guards of parents. 2. Tobacco products. 3. Chemicals, mace, explosives, fireworks, drugs, and alcohol. 4. Sharp or pointed objects. 5. Electronic toys, non-educational computer games and active figure toys. 6. Cell phones that belong to the parents should be turned off while in the school. 7. Parents or their designated representatives (drivers, student aides etc) may not treat students negatively nor take sides or intervene in the affairs of students on the school campus. 8. No pets are allowed without the School Principal’s permission. Vaccination and health papers must be presented before pets are allowed to enter the school. 9. Students may not chew gums while they are at school. Parents visiting the school are also respectfully asked to refrain from using gum.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 12 Campus Visits: Security Due to the new security arrangements in Gate A, parents of students who do not use service buses or people who are assigned to drop their kids to the school will not be allowed to enter the school to bring kids to classrooms or to take them. The school administration will arrange students’ going to their classrooms from Gate A and coming to back.

Students who use service buses will be met by teachers as usual and guided to their classrooms.

Parents who will meet with teachers or who would like to visit the school for another reason are expected to get appointment beforehand and wait in Gate A waiting room till appointment time. A er the meeting, they are expected to leave the school.

If you would like to send packages or some items to students during the day, you can leave them at Gate A Security Oﬃcers. They will submit those to students.

The school gives parent identity cards with photos at the beginning of each academic year. Parents or custodians who will pick kids up need to show their new identity cards.

Gates Preschool Entrance Main entrance for students, staff, and visitors. A Entrance Main entrance for visitors, staff and those students arriving in private cars. B Entrance 3rd Floor entrance for students, parents, and staff. F Entrance For students recess. D Entrance For students coming by service buses and for recess time. Auditorium Entrance For student entrance and activities. High School Entrance For high school students’ recess time. Lost and Found The Assistant Principals organize the lost property response in the main building. Please contact the related assistant principal in case you lose a valuable belonging.

Gifts Only handmade gi s by children and ﬂowers are acceptable gi s to exchange between faculty and children.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 13 Parents and Teachers Association The ENKA Schools PTA was established to improve communication between the school and its families, and to provide a means of bringing the school and its families together for discussion of school matters and for social and cultural events.

The PTA is comprised of all ENKA parents and teachers. The PTA has an executive committee and subcommittees. These groups work in partnership with ENKA Schools. The Executive Committee of the PTA is elected annually during at the beginning of each academic year by ENKA parents. Throughout the year parents can take part in PTA activities by attending subcommittee open evening meetings, contacting committee members by e-mail, or joining the subcommittees. Sub-committees Health and Food, Uniforms and Transportation, Cultural and Artistic Events, Sports Activities

All PTA work is voluntary. The PTA is elected at the beginning of the academic year by voting. Volunteering time, eﬀort and energy is a way of contributing to children’s education and the school. Parents who would like to volunteer are welcome to do so at any time throughout the school year for any matter, big or small.

PTA Structure

Executive Commi ee

Subcommi ees

Parents and Teachers

Health and Safety

Fire Emergency Rules During a fire: 1. Stay calm. 2. After hearing the fire alarm, leave the building according to the evacuation plan. 3. If you are the first to see the fire in an area, shout loudly “FIRE IN THE …” and press the fire alarm button. 4. If you and your students have to go through a smoky area, cover your mouth with a damp cloth if available and quickly leave the place keeping low to the ground. 5. If you believe you can put out the fire by yourself, apply rule number 3 and then use the fire extinguisher. 6. Do as you are instructed and do not return to the building to collect personal belongings. 7. Do not use elevators. 8. Be ready to help extinguish the fire, if requested.

After a ﬁre: 1. Check to see if you or students / colleagues are hurt and seek ﬁrst aid. 2. Remain outside the building. 3. Follow directions of those organizing the evacuation.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 14 During an earthquake: 1. Stay calm. 2. If you are inside the building, stay away from the windows and make a triangle with the help of an object. Tell others to do the same. 3. If you are outside, stay away from buildings, trees and telephone and electricity wires. 4. If you are on the motorway, stay away from fly-overs and bridges. If you are in a car, park in a safe area away from buildings and power lines. Stay inside your car. 5. If you are in an elevator, do not move. Wait for the elevator to reach the desired floor. Since elevators run with hydraulic power, even in the worst conditions elevators will go automatically down to the lowest floor at normal speed.

After an earthquake teachers will: 1. Help students to leave the building according to the building evacuation plan. 2. Direct students to avoid walking on fallen materials. 3. Check whether the students are hurt and seek ﬁrst aid. 4. Direct others not to use the elevators. 5. Direct others not to use the phones unless it is urgent. 6. Turn oﬀ electric switches. 7. Check to make sure there is no gas or water leaking

Service Bus Emergency Response Plan 1. The school service bus drivers are aware that the students in their care are precious. Be assured that they will look after the students if a problem occurs. 2. In case of a devastating earthquake while the buses are transporting students to or from school, ALL SERVICE BUSSES WILL PROCEED TO SCHOOL. The gathering area for students will be the campus service bus parking area. Your child will be safer at school, should a disaster happen. 3. If an earthquake occurs while the buses are transporting students to or from school and it is not possible to return to school due to closed roads, then the buses will park in a safe place on their routes and wait for news or assistance. 4. If an earthquake occurs at a time close to the departure of buses from school, then the service buses will remain in the parking area. When communication with city authorities is established and the safety of transportation routes are ascertained the buses will depart from school. 5. While crossing bridges and passing through tunnels our service buses will move as fast as possible according to the traffic flow. If needed they will wait until the route is clear and then move quickly. 6. Safe bottled water and light snacks will be provided and kept for emergencies on school service buses. 7. The fuel tanks of the buses will be filled regularly.

Drinking Water The tap water in the schools is safe to drink. The schools’ incoming water is thoroughly and eﬃciently processed by a 5 level ﬁlter system, complying with Health and Safety Board standards. The schools’ tap water is tested regularly both at a private laboratory and at a public sanitation laboratory. Test results are published on the school web site.

Food The contract signed between the school and the school’s catering company Aşkur A.Ş. sets out the principles of the food service. A copy of this contract can be seen at the Business Oﬃce. The catering company works in close cooperation with the school and the PTA to prepare and serve food in hygienic conditions and to provide healthy and balanced menus. Food samples are regularly sent by both the school and the catering company to food testing laboratories for testing. Both the monthly menu and the test results are made available to parents on the school web site.

Cleaning Services Our cleaning company is Mavi Cleaning Services Company. Like the catering company, they also work closely with the school administration to maintain very high standards of cleanliness.

EENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 15 Occupational Health and Safety Department The inﬁrmary consists of a doctor (Dr. Ali Layık # 6517- 6515) and two nurses (Oya Yılmazer and Hatice Köreken). The unit is open between 08.00 and 16.30.

The doctor and the nurses are available at school every day between these hours.

The Occupational Health and Safety Department is responsible for any kind of health and safety matters. It consists of the school doctor, Occupational Health and Safety Expert, and support health staﬀ.

New parents must complete health forms while all the other parents need to inform the Occupational Health and Safety Department in case there is a change in their child’s health or the medications to be taken. This will help the unit very much in terms of keeping track of students’ health as well as making timely health interventions when needed.

Executive Committee The following serve on the Executive Committee of the school:

Dr. Esra Tara Naamani, Chair and Founder’s Representative Alparslan Tansuğ Prof. Dr. Üstün Ergüder Onur Kaya Richard Bartlett

Admissions – Registration (Transfers) The transactions related to the student transfers are carried out in line with the relevant provisions of the Regulations on Private Education Institutions laid down by the Ministry of National Education and the Ministry Regulation regarding Student Transfer in Secondary Schools.

Students who have graduated from other primary schools are admitted to the ENKA High School on the condition that they are successful at the written exam and interview held by the school administration within the quota available. Dates of written exams and interviews held in May and in August are determined and announced by the school administration. Students who pass the exam and are invited in order to get registered to the school lose their right for registration if they do not get registered in two (2) days.

The Admissions Oﬃce is open for parent meetings every day from 09:00 to 15:30 throughout the year. A member of staﬀ is always available to introduce you to ENKA Schools and individual appointments can be arranged with school administrators.

Renewing Registrations Re-registration of our students who are moving up to upper classes is done in May every year and continues till the last week of June. Re-registration done by the Admissions Oﬃce includes ﬁnancial and administration registrations. Information about re-registration is sent out to our parents at the end of April.

For more information, please contact: Admissions Oﬃce Hilal Melikoğlu Tel: 0212 705 65 00 Ext #: 6713/6714 Fax: 0212 286 59 37 E-mail: [email protected]

Important Note ENKA Schools reserves the right to make any changes in the school calendar, weekly programs and after-school activities whenever this change is deemed appropriate and beneﬁcial for the students. ENKA Schools will inform the parents of these changes.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 16 Welcome to the IB Dear students and parents,

Plato once said in his masterpiece The Republic, “The direction in which education starts a man will determine his future in life.” On behalf of the ENKA family I would like to welcome you to a new beginning, a new school year 2018-2019. In light of Plato’s words, I strongly believe that the steps we take today will help us shape our future tomorrow. ENKA aims to help young generations pave their own pathway.

The IB is a supremely challenging and rewarding pre university programme. It is a two-year program that aims at creating well-balanced, independent learners who are able to participate eﬃciently in an ever-changing world. It aspires to create students who are inquisitive and risk takers who are able to willingly delve into new realms of knowledge.

The IB diploma programme mission statement and ENKA mission statement are intertwined together to help students seek the best of two worlds. They both aim at providing optimal balance by means of providing a strong academic programme and eye opening extracurricular activities. There is a wide variety of subjects oﬀered at ENKA in the IB programme that allows students to choose what suits their interest and careers best. The structure of the IB programme itself acquires breadth and depth of knowledge and understanding, as students are required to study courses from six subject groups. In addition to disciplinary and interdisciplinary study, the Diploma Programme features three core elements which include the Extended Essay, the CAS program, and Theory of Knowledge, that broaden students’ educational experience and challenge them to apply their knowledge and skills. Internal assessments are conducted throughout the two years, whilst external examinations are taken in May of the second year.

The IB is an internationally recognised and prestigious programme. It’s challenging assessments, rigorous academic program, and enlightening extra-curricular activities, allow students to be fully prepared for university coursework and the demands of higher education. In view of Plato’s quote, choosing IB may help develop students’ abilities allowing them to seize the future with both hands and grant them the courage to run after their dreams once and for all.

I wish all our Grade 11 and 12 students the very best in the next two years, as well, of course, in their future endeavors.

Natalie Parker Assistant principal and IBDP Coordinator [email protected]

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 17 The IB Programme at ENKA The IB Diploma Programme constitutes the last two years of high school education at ENKA Schools. From Pre-School education through the PYP and MYP, our students are educated in a bilingual environment inspired by a culture of international mindedness. Upon entering the IB Diploma Programme, ENKA students have developed knowledge, skills and aﬀective attributes (ATL) to secure a safe transition towards the award of the IB Diploma or Course program.

ENKA Schools Mission statement To lay the intellectual and behavioral foundations that will prepare and motivate students to develop to the full extent of their capacities, to employ the mental and moral habits that foster freedom of thought and action, and to seek to be leading citizens of Turkey or their country of origin.

The International Baccalaureate Organisation Mission Statement “The IB programme 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 IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessments. 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”. (IBO Mission Statement 2006)

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 18 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, lifelong learners who understand that other people, with their diﬀerences, can also be right. 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 analyse 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.

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.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 19 The Six IB Diploma Courses Group 1 – Language and literature - English A Language and Literature - English B Language (HL only) - Turkish A Literature Group 2 – Language acquisition - French B (SL only) - German B (SL only) Group 3 – Individuals and societies - Economics - Global Politics - ITGS - Psychology - Turkey in the 20th Century (SL only) Group 4 – Sciences - Biology - Chemistry - Physics - Environmental systems and societies (SL only) Group 5 – Mathematics - Mathematics Group 6 – The arts - Visual Arts - Music - Economics - Global Politics - ITGS - Psychology

Theory Of Knowledge (TOK ) is a 2 period class all students at ENKA are required to take. All IB courses are oﬀered at Higher and Standard Level, except those noted (only SL) HL: Higher Level 6 periods per week and SL: Standard Level 4 periods per week.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 20 Turkish Curriculum Requirements As well as the IB courses, students are also required to take courses required by the Turkish National Curriculum. Turkish National Curriculum course Descriptions can be found on Page 8

Grade 11 students will study: Turkish Republic Modern History and Kemalism (1 period) Religion (1 period) Philosophy (1 period) Advisory (1 period) (4 periods in total) Based on the IB courses selected Grade 11 students will be required to study one or more of the following course to complete their schedule. MFL French/German, required if not studying MFL IB subjects (2 periods per week). Turkish Lanaguage, required if not studying IB Turkish (4 periods per week).

Grade 12 students will study: Philosophy (1 period) Religion (1 period) Advisory (1 period) (3 periods in total) Based on the IB courses selected Grade 12 students will be required to study one or more of the following course to complete their schedule. MFL French/German, required if not studying MFL IB courses (2 periods per week). Turkish Literature and Turkish Linguistics, required if not studying IB Turkish.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 21 Award of the IB Diploma To be a successful IB Diploma student, it is necessary to be punctual both to classes and to school, to have an excellent attendance record, and to complete work on time and to an appropriate standard.

In all courses, students must complete mandatory coursework assignments; typically this coursework amounts to 20% of the ﬁnal grade for each course, although in some cases it may be higher or lower. The key to doing this work to an acceptable standard is organization, and the importance of keeping to internal deadlines cannot be stressed enough.

There is a maximum of 7 points available for each of the six required elective courses; in addition, there are 3 points available for the combination of TOK and the Extended Essay. This makes a maximum total of 45 points. A minimum of three courses must be at Higher Level. In general, in order to receive the IB Diploma, a student will have to score at least a 4 in each subject, or 24 points or more in total. The full criteria for passing the IB DP are set out below and students need to be aware that a score of 24 points will not always guarantee a pass.

The IB Diploma will be awarded to a candidate whose total score is 24, 25, 26 or 27 points, provided all the following requirements have been met: • Numeric grades have been awarded in all six subjects registered for the IB Diploma; • All CAS requirements have been met; • Grades A (highest) to E (lowest) have been awarded for both Theory of Knowledge and an Extended Essay, with a grade of at least D in one of them; • There is no grade 1 in any subject; • There is no grade 2 at higher level; • There is no more than one grade 2 at standard level; • Overall, there are no more than three grade 3s or below; • At least 12 points have been gained on higher level subjects (candidates who register for four higher level subjects must gain at least 16 points at higher level); • At least 9 points have been gained on standard level subjects (candidates who register for two standard level subjects must gain at least 6 points at standard level); • The ﬁnal award committee has not judged the candidate to be guilty of malpractice.

The IB Diploma will be awarded to a candidate whose total score is 28 points or above, provided all the following requirements have been met: • Numeric grades have been awarded in all six subjects registered for the IB Diploma. • All CAS requirements have been met; • Grades A (highest) to E (lowest) have been awarded for both Theory of Knowledge and an Extended Essay, with a grade of at least D in one of them; • There is no grade 1 in any subject; • There is no more than one grade 2 at higher level; • There are no more than two grades 2 at standard level; • Overall, there are no more than three grades 3 or below; • At least 11 points have been gained on higher level subjects (candidates who register for four higher level subjects must gain at least 14 points at higher level); • At least 8 points have been gained on standard level subjects (candidates who register for two standard level subjects must gain at least 5 points at standard level); • The ﬁnal award committee has not judged the candidate to be guilty of malpractice. • Meet the core Turkish Curriculum requirements for their High School Diploma

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 22 IB Diploma Examinations (May session) IB Diploma candidates will take their ﬁnal examinations in the month of May of their graduation year from high school. Note: Registration for the MAY 2019 cohort starts in October 2018 and will be completed by 15 November 2018.

IB Diploma Programme and IB Career-related Programme May 2019 examination schedule Morning examinations must start after 0700 hours and finish by 1300 hours local time. Afternoon examinations must start after 1200 hours and finish by 1800 hours local time. An examination cannot be rescheduled without authorization from the Assessment Division, IB Global Centre, Cardiff.

Legend of Subject Groups:

Interdisciplinary Subjects Sciences Studies in language and literature and Language Acquisition Mathematics Individuals and Societies The Arts

Examination Schedule Thursday 2 May Afternoon session School-based syllabus SL paper 1 SBS

Friday 3 May Morning session

School-based syllabus SL paper 2 SBS Afternoon session Business management HL paper 1 2h 15m Business management SL paper 1 1h 15m Week 1 Monday 6 May Morning session Business management HL paper 2 2h 15m Business management SL paper 2 1h 45m

Afternoon session Excluding English, French & Spanish: Language A Literature HL paper 1 2h Language A Literature SL paper 1 1h 30m Language A Language & Literature HL paper 1 2h Language A Language & Literature SL paper 1 1h 30m

Tuesday 7 May Morning session Excluding English, French & Spanish: Language A Literature HL paper 2 2h Language A Literature SL paper 2 1h 30m Language A Language & Literature HL paper 2 2h Language A Language & Literature SL paper 2 1h 30m Music HL paper 1 2h 30m Music SL paper 1 2h

Afternoon session History HL/SL paper 1 1h History HL/SL paper 2 1h 30m

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 23 Examination Schedule Wednesday 8 May Morning session History HL paper 3 2h 30m

Afternoon session Geography HL paper 1 2h15m Geography SL paper 1 1h 30m Global politics HL/SL paper 1 1h 15m Philosophy HL paper 1 2h 30m Philosophy SL paper 1 1h 45m Social & cultural anthropology HL paper 1 2h Social & cultural anthropology SL paper 1 1h 30m

Thursday 9 May Morning session Geography HL/SL paper 2 1h 15m Geography HL paper 3 1h Global politics HL paper 2 2h 45m Global politics SL paper 2 1h 45m Philosophy HL/SL paper 2 1h Philosophy HL paper 3 1h 15m Social & cultural anthropology HL paper 2 2h 30m Social & cultural anthropology SL paper 2 1h 30m

Afternoon session Biology HL paper 1 1h Biology HL paper 2 2h 15m Biology SL paper 1 45m Biology SL paper 2 1h 15m Nature of science SL paper 1 1h 30m

Friday 10 May Morning session Biology HL paper 3 1h 15m Biology SL paper 3 1h Nature of science SL paper 2 1h

Afternoon session Psychology HL paper 1 2h Psychology SL paper 1 2h ITGS HL paper 1 2h 15m ITGS SL paper 1 1h 30m Week 2 Monday 13 May Morning session Psychology HL paper 2 2h Psychology HL paper 3 1h Psychology SL paper 2 1h ITGS HL/SL paper 2 1h 15m ITGS HL paper 3 1h 15m

Afternoon session Mathematical studies SL paper 1 1h 30m Mathematics HL paper 1 2h Mathematics SL paper 1 1h 30m

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 24 Examination Schedule Tuesday 14 May Morning session Mathematical studies SL paper 2 1h 30m Mathematics HL paper 2 2h Mathematics SL paper 2 1h 30m

Afternoon session Language B HL paper 1 1h 30m Language B SL paper 1 1h 30m Language ab initio SL paper 1 1h 30m Except: English, French & Spanish Latin HL paper 1 1h 30m Latin SL paper 1 1h 15m

Wednesday 15 May Morning session Language B HL paper 2 1h 30m Language B SL paper 2 1h 30m Language ab initio SL paper 2 1h Except: English, French & Spanish Latin HL paper 2 2h Latin SL paper 2 1h 30m

Afternoon session Economics HL paper 1 1h 30m Economics SL paper 1 1h 30m World religions SL paper 1 1h 15m

Thursday 16 May Morning session Economics HL paper 2 1h 30m Economics HL paper 3 1h Economics SL paper 2 1h 30m World religions SL paper 2 1h 30m

Afternoon session English A Literature HL paper 1 2h English A Literature SL paper 1 1h 30m English A Language & Literature HL paper 1 2h English A Language & Literature SL paper 1 1h 30m English B HL paper 1 1h 30m English B SL paper 1 1h 30m English ab initio SL paper 1 1h 30m Literature & performance SL paper 1 1h 30m

Friday 17 May Morning session English A Literature HL paper 2 2h English A Literature SL paper 2 1h 30m English A Language & Literature HL paper 2 2h English A Language & Literature SL paper 2 1h 30m English B HL paper 2 1h 30m English B SL paper 2 1h 30m English ab initio SL paper 2 1h Literature & performance SL paper 2 1h 30m

Afternoon session Physics HL paper 1 2h Physics HL paper 2 1h 30m Physics SL paper 1 2h Physics SL paper 2 1h 30m Sports, exercise & health science HL paper 1 1h 30m Sports, exercise & health science HL paper 2 1h 30m Sports, exercise & health science SL paper 1 1h 30m Sports, exercise & health science SL paper 2 1h 30m

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 25 Examination Schedule Week 3 Monday 20 May Morning session Physics HL paper 3 1h 15m Physics SL paper 3 1h Sports, exercise & health science HL paper 3 1h 15m Sports, exercise & health science SL paper 3 1h

Afternoon session Computer science HL paper 1 2h 10m Computer science SL paper 1 1h 30m Design technology HL paper 1 1h Design technology SL paper 1 45m Design technology HL/SL paper 2 1h 30m Environmental systems & societies SL paper 1 1h

Tuesday 21 May Morning session Computer science HL paper 2 1h 20m Computer science HL paper 3 1h Computer science SL paper 2 1h Design technology HL paper 3 1h 30m Environmental systems & societies SL paper 2 2h

Afternoon session Classical Greek HL paper 1 1h 30m Classical Greek SL paper 1 1h 15m Spanish A Literature HL paper 1 2h Spanish A Literature SL paper 1 1h 30m Spanish A Language & Literature HL paper 1 2h Spanish A Language & Literature SL paper 1 1h 30m Spanish B HL paper 1 1h 30m Spanish B SL paper 1 1h 30m Spanish ab initio SL paper 1 1h 30m

Wednesday 22 May Morning session Classical Greek HL paper 2 2h Classical Greek SL paper 2 1h 30m Spanish A Literature HL paper 2 2h Spanish A Literature SL paper 2 1h 30m Spanish A Language & Literature HL paper 2 2h Spanish A Language & Literature SL paper 2 1h 30m Spanish B HL paper 2 1h 30m Spanish B SL paper 2 1h 30m Spanish ab initio SL paper 2 1h

Afternoon session Chemistry HL paper 1 1h Chemistry HL paper 2 2h 15m Chemistry SL paper 1 45m Chemistry SL paper 2 1h 15m

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 26 Examination Schedule Week 3 Thursday 23 May Morning session Chemistry HL paper 3 1h 15m Chemistry SL paper 3 1h

Afternoon session French A Literature HL paper 1 2h French A Literature SL paper 1 1h 30m French A Language & Literature HL paper 1 2h French A Language & Literature SL paper 1 1h 30m French B HL paper 1 1h 30m French B SL paper 1 1h 30m French ab initio SL paper 1 1h 30m Further mathematics HL paper 1 2h 30m

Friday 24 May Morning session French A Literature HL paper 2 2h French A Literature SL paper 2 1h 30m French A Language & Literature HL paper 2 2h French A Language & Literature SL paper 2 1h 30m French B HL paper 2 1h 30m French B SL paper 2 1h 30m French ab initio SL paper 2 1h Further mathematics HL paper 2 2h 30m

Afternoon session Keep available for examinations as contingency during the May 2019 session, awaiting instruction from IB Principles used in creating the IB Examination Schedule 1. It is not possible to take into account public, national or school holidays, or religious festivals because of the number of countries in which the IB Diploma Programme is offered. 2. Registration data has been used to ensure that the minimum number of candidates globally are impacted by subject timetable clashes. 3. Group 1 and Group 2 language subjects are not scheduled on the same day so a candidate does not have to be examined in two different language subjects on the same day. 4. Arabic examinations in either group 1 or group 2 will not be scheduled on a Friday out of respect for candidates of the Islamic faith. 5. Almost all subjects are scheduled in an afternoon and morning pattern on consecutive days. This is to minimise the impact of absence on any given day, whilst maintaining continuity for candidates. 6. Subjects with the highest candidature are not scheduled consecutively and are spread as evenly as possible over 3 weeks to try and distribute the workload for candidates. Language examinations and science examinations are scheduled on each of the 3 weeks for the same reason. 7. Except for English, Spanish and French, Language A examinations are scheduled separately from Language B. 8. The examination period remains three weeks long. This is to maintain an acceptable balance between the number of conflicts in the schedule, the school overheads in running an examination schedule, the time available to teach, and the IB’s responsibility to get the marking done on time to the required quality. Rescheduling Policy • Rescheduling of an exam for a candidate requires approval from IB. • The criteria and the process for applying for a reschedule can be found in the Diploma Programme Assessment procedures (formerly Handbook of procedures) 2020 Examination Schedule • The exam schedule in 2020 will start on Thursday 30 April 2020, and end on Friday 22 May 2020, subject to confirmation in 2019.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 27 Award of IB Course studies Certiﬁcates Although most students at ENKA choose the full IB Diploma programme, for some students the High School Diploma programme with IB courses at a recommended level of study may be more appropriate. These students will, over two years, study SIX IB courses at a recommended level: HL or SL • Group 1 & 2: two Language Courses • Group 3: one Humanities Course • Group 4: one Science Course • Group 5: one Math Course • Group 6: one Arts course or any additional course (see Table 1) • Students will be required to complete successfully the core Turkish Curriculum requirements for their High School Diploma • All students will follow the three CORE components: CAS, TOK and Extended Essay or Research Essay

IB Course studies students will be required to complete all coursework for: • the Extended Essay or Research Essay. • The CAS Program • Theory of Knowledge Core All high school students are expected to complete the CAS CAS requirements over two years in the IB programme. See Page 44 for more information about the CORE component

All High school students must complete the TOK TOK presentation and Essay over the 2 years. See Page 29 for more information about the CORE components

All High school students must complete the Extended essay. Course programme students have a reduction in the EE minimum amount fo words required. Non-IB examination students: 2000 – 2500 words IB examination candidates: 4,000 words See Page 32 for more information.

Transition from IB Year Grade 11 to IB Year Grade 12 is dependent on the results from the Grade 11 June examination results and teacher recommendation. Students, parents and administration will meet at the beginning of Grade 12 to discuss study options if the Diploma is not the best route for the student to continue. • In order to maximise teaching and learning we will endeavor to provide adequate class sizes. There will be minimum 8, maximum 22 students in each class. • Subject changes, if approved, will take place by the end of third week of Grade 11. Approval can be based on class sizes and HL entry criteria. • IB Mock Exams are organized in the 2nd Term of Grade 12 in March. IB procedures are applied in the exam. Exam results are also regarded as common exam results and entered in e-okul. • Parents and students will confirm candidature to the IB final examination by 31 October 2018 • IB examinations fees are paid by the ENKA Schools to encourage all students to successfully complete their high school IB studies with an official certification from the IBO.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 28 The Core IB DP Curriculum 1. Theory of Knowledge (TOK) Theory of Knowledge is a course centered around the question, “How do we know?” Students are taught to seek out knowledge through critical thinking and analysis of the Ways of Knowing: Perception, Emotion, Reason, Imagination, Faith, Intuition, Memory and Language. By the end of the course, students should be proﬁcient in formulating arguments and analyzing knowledge claims. The central features of the Theory of Knowledge course are critical analysis questions called Knowledge Issues.

Students complete one hundred hours over the two-year course. The course is comprised of eight units centered on the following Areas of Knowledge and other main themes;

• Mathematics • Natural Sciences • Human Sciences • History • Art • Ethics • Religious Knowledge systems • Indigenous Knowledge systems

Assessment In Grade 11 students are assessed on a series of reﬂections that cumulate with students producing a TOK Presentation (approximately 10 minutes per student). This is supervised and assessed by their TOK teacher in the school. The ﬁnal grade is then sent to the IB.

Semester 1 Term 1 Semester 1 Term 2 Semester 2 Term 1 Semester 2 Term 2

1 reflection (20%) 2 reflections (20% each) Mini presentation (40%) Presentation (40%) AOK assessment (20%) 20% vocabulary 2 reflections (20% each) TKPPD Form WOK assessment (20%) assessment Class participation (20%) assessment (20%) RLS and KQ assessment Class participation (40%) Class participation (40%) (20%) Class participation (20%)

Students must make one or more individual and/or small group presentations to the class during the course. The maximum group size is three. Students are not permitted to oﬀer presentations on the same speciﬁc subject matter more than once.

The TOK presentation requires students to identify and explore a knowledge question raised by a real-life situation that is of interest to them. The selected real-life situation may arise from a local domain of personal, school, or community relevance, or from a wider one of national, international or global scope. Whatever situation is chosen, it must lend itself naturally to a question about knowledge.

Presentations may take many forms, such as lectures, interviews or debates. Students may use multimedia, costumes, or props to support their presentations. However, under no circumstances should the presentation be simply an essay read aloud to the class.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 29 TOK Presentation Instrument

Do(es) the presenter(s) succeeded in showing how TOK concepts can have practical application?

Level 5 Level 4 Level 3 Level 2 Level 1 Irrelevant Excellent Very good Satisfactory Basic Elementary 0 9-10 7-8 5-6 3-4 1-2

The presentation is The presentation is The presentation The presentation The presentation The presentation does focused on a focused on a knowledge identifies a knowledge identifies a knowledge describes a real-life not reach the standard well-formulated question that is question that has some question and a real-life situation without described by levels 1-5. knowledge question connected to a specified connection to a situation, although the reference to any that is clearly connected real-life situation. The specified real-life connection between knowledge question, or to a specified real-life knowledge question is situation. The them may not be treats an abstract situation. The explored in the context knowledge question is convincing. There is knowledge question knowledge question is of the real-life situation, explored in the context some attempt to without connecting it to effectively explored in using clear arguments, of the real-life situation, explore the knowledge specific real-life the context of the with acknowledgment of using some adequate question. There is situation. real-life situation, using different perspectives. arguments. There is limited awareness of the convincing arguments, The outcomes of the some awareness of the significance of the with investigation of analysis are shown to be significance of the outcomes of the different perspectives. significant to the real-life outcomes of the analysis. The outcomes of the situation. analysis. analysis are shown to be significant to the chosen real-life situation and to others.

Some possible characteristics

Credible Relevant Underdeveloped Ineffective Sophisticated Analytical Adequate Basic Unconnected Disceming Organized Acceptable Unbalanced Incoherent Insightful Pertinent Predictable Superficial Formless Compelling Coherent Derivative Lucid Rudimentary In the second year (Grade 12) of the course, students are officially assessed for their IB Diploma, based solely on the TOK Essay on a prescribed title (1200-1600 words). This is supervised by a teacher in the school, and then graded externally by an IB examiner.

Semester 1 Term 1 Semester 1 Term 2 Semester 2 Term 1 Semester 2 Term 2

Benchmark- Outline Essay (60%) Essay- Final draft (60%) As students are (80%) Participation (40%) Reﬂection (10%) completing Participation (20%) PPF (10%) examinations, the Participation (20%) Semester 2 Term 1 grade will be duplicated for this term.

Each student must submit for external assessment an essay on any one of the six titles prescribed by the IB for each examination session. The titles ask generic questions about knowledge and are cross-disciplinary in nature. They may be answered with reference to any part or parts of the TOK course, to speciﬁc disciplines, or with reference to opinions gained about knowledge both inside and outside the classroom. The titles are not meant to be treated only in the abstract, or on the basis of external authorities. In all cases, essays should express the conclusions reached by students through a sustained consideration of knowledge questions. Claims and counterclaims should be formulated and main ideas should be illustrated with varied and eﬀective examples that show the approach consciously taken by the student. Essays should demonstrate the student’s ability to link knowledge questions to AOKs(Areas of Knowledge) and WOKs (Ways of Knowing). The chosen title must be used exactly as given; it must not be altered in any way.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 30 Examples of previous prescribed titles: - Is the value of knowledge related to how easy it is to access it? Develop your answer with reference to two areas of knowledge. - “Over time, knowledge had become more accurate.” Discuss this statement with reference to two areas of knowledge. - “The simplest explanation is the best explanation.” Discuss this statement with reference to two areas of knowledge.

TOK Essay Assessment Instrument

Does the student present an appropriate and cogent analysis of knowledge questions in discussing the title? Aspect Level 5 Level 4 Level 3 Level 2 Level 1 Irrelevant Excellent Very good Satisfactory Basic Elementary 0 9-10 7-8 5-6 3-4 1-2

Understanding There is a sustained There is a focus on There is a focus on Some knowledge The essay has only The presentation knowledge focus on knowledge knowledge questions some knowledge questions that are very limited does not reach the questions questions connected connected to the questions connected to the relevance to the standard described to the prescribed title prescribed connected to the prescribed title are prescribed by levels 1-5. and are well chosen title-developed with prescribed title-with considered, but the title-relevant points –developed with acknowledgment of some development essay is largely are descriptive. investigation of different perspectives and linking to areas descriptive, with different perspectives and linked to areas of of knowledge and/or superficial or limited and linked effectively knowledge and/or ways of knowing. links to areas of to areas of knowledge ways of knowing. knowledge and/or and/or ways of ways of knowing. knowing.

Quality of analysis Arguments are clear, Arguments are clear, Some arguments Arguments are Assertions are of knowledge supported by real-life supported by real-life are clear and offered but are offered but are not questions examples and are examples and are supported by unclear and/or not supported. effectively evaluated; evaluated; some examples; some supported by counterclaims are counterclaims are counterclaims are effective examples. extensively explored; identified and identified. implications are explored. drawn.

Some possible characteristics

Cogent Pertinent Typical Underdeveloped Ineﬀective Accomplished Relevant Acceptable Basic Descriptive Disceming Thoughtful Mainstream Superﬁcial Incoherent Individual Analytical Adequate Derivative Formless Lucid Organized Competent Rudimentary Insightful Credible Limited Compelling Coherent

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 31 2. The Extended Essay

The Extended Essay is an in-depth study of a limited topic within a subject. Its purpose is to provide a student with an opportunity to engage in independent research at an introductory level. Emphasis is placed on the process of engaging in personal research, on the communication of ideas and information in a logical and coherent manner, and on the overall presentation of the Extended Essay in compliance with IB guidelines. Students are required to devote 40+ hours to the essay over the course of twelve months.

Subject Choice

In choosing a subject, an essential consideration should be the personal interest of the student. The subject should oﬀer the opportunity for in depth research but should also be limited in scope. It should present the candidate with the opportunity to collect or generate information and/or data for analysis and evaluation. Extended Essays submitted in Language B (German or French) or Literature A (Turkish and English) must be written in that language. All other essays must be in English.

Organization of the Extended Essay

The Extended Essay is limited to 4,000 words and should include an abstract, an introduction, a development methodology, a conclusion, a bibliography, and any necessary appendices. IB Course Studies candidates will have the option to:

Either: write and submit an Extended Essay (4000 words) to meet both IB and internal grades awards

Or: write a Research Essay (2000 - 2500 words) to meet internal grade award

Letter to IB students from the Extended Essay Coordinator Congratulations in starting the International Baccalaureate Diploma Programme Over the next year and a half you will be required to write an Extended Essay, which is a compulsory component of the IB Programme or a Research Paper if you are a course student. This essay is for you to follow research in a subject area you are passionate about. The skills you will learn and those you have mastered will propel you to ﬁnishing oﬀ your essay.

Research is a crucial element of your upcoming university programmes and the Extended Essay provides excellent practise for future research. It is not the job of the supervisor to choose your topic or research question. You have to do that yourself but may seek guidance from your supervisor.

This information is supplementary to the Extended Essay book you have already purchased. You should use both of them for the best possible essay. This information covers information that pertains to ENKA in particular.

The best of luck with the journey for Extended Essay and remember that careful planning will help to make it a manageable and very enjoyable experience. Take advantage of the assistance of the supervisor and the coordinator. We will be glad to help you!

Best Wishes Tholiwe Dube Extended Essay Coordinator ENKA High School [email protected]

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 32 What to expect from your Supervisor Your supervisor is there to guide you and to help you formulate ideas, perceptions and steps to take in your research. Supervisors at ENKA operate on a one to one basis, meaning that they meet with students individually to ensure that the students obtains the best possible guidance. It is the student’s responsibility to ensure that they organize meeting times during recess, after school or during study times (if appropriate). These are some of the issues you may wish to see your supervisor about: • Deﬁning a suitable topic • Formulating a research question • Access to appropriate resources (such as people, library, and laboratory) • Documentation method for acknowledging resources • Writing an outline and an introduction

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 33 Assessment Rubric for EE Gr 11 Project Grade

ITEMS MARK ALLOCATION Benchmark 1 18 Benchmark 2 12 Total 30 Percentage /100

Benchmark 1 Gr11 Marking Rubric (18 Marks) Reference: https://ibpublishing.ibo.org/extendedessay/apps/dpapp/index.html?doc=d_0_eeyyy_gui_1602_1_ e&part=1&chapter=1

CRITERIA 0 1 2 3 4 5 6 RESEARCH Fails to meet RQ RQ RQ is RQ is RQ is RQ is sharply QUESTION minimum unfocused, somewhat focused and focused and focused and focused and (IBO: Step 5) requirements irrelevant, focused and relevant attempts to demonstrate demonstrate missing somewhat demonstrate s creativity s excellent relevant some and insight. creativity creativity and insight and insight.

OUTLINE Fails to meet Context of Context of Context of Context of Context of Context of (IBO: Step 6) minimum research research adequately research is research research requirements missing, somewhat explained, satisfactorily thoroughly clearly and limited or explained, explains explained, explained, thoroughly significance explains most of the explains the thoroughly explained. of topic not some of the significance significance explains the Clearly and explained/ significance of the topic of the topic significance thoroughly weakly of the topic and its and its of the topic explains the explained. and its worthiness worthiness and its significance No Timeline worthiness of of worthiness of the topic is included of investigation investigation of and its investigation . . investigation worthiness of . No Timeline Roughly Proposes . investigation. is included. proposes a some Includes a Includes a Timeline. Timeline. thoughtful thoughtful Timeline. and achievable Timeline.

BIBLIOGRAPHY Fails to meet No sources Does not Roughly Indicate the Is able to Is able to (IBO: Step 8) minimum are indicate a indicates the sources but identify a conﬁdently requirements indicated. system of sources. not a clear system of identify a references system of referencing system of Shows poor and no Shows referencing he/she will referencing quality work sources. adequate to be used. use. he/she will quality work, use. Exhibits many Shows Shows good work of spelling and satisfactory quality work, Shows limited grammar quality work, minimal excellent quality, errors some spelling and quality work, numerous spelling and grammar no spelling spelling and grammar errors and grammar errors grammar errors errors.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 34 Benchmark 2 Gr 11 Marking Rubric (12 Marks)

CRITERIA 0 1 2 3 4 5 6 INTRODUCTION Fails to meet Context of Context of Context of Context of Context of Context of minimum research research adequately research is research research requirements missing, somewhat explained, satisfactorily thoroughly clearly and limited or explained, explains explained, explained, thoroughly significance explains most of the explains the Thoroughly explained, of topic not some of the significance significance explains the clearly and explained/ significance of the topic of the topic significance thoroughly weakly of the topic and its and its of the topic explains the explained and its worthiness worthiness and its significance worthiness of investiga- of investiga- worthiness of the topic of tion tion of investiga- and its investigation tion worthiness of investigation

PROCESS Fails to meet Shows little Shows some Shows Shows Shows good Shows minimum or no initiative, adequate satisfactory initiative, excellent requirements initiative, meets some initiative, initiative, meets all initiative, fails to meet deadlines, meets most meets most deadlines, meets all deadlines, exhibits deadlines, deadlines, good quality deadlines, poor quality work of adequate satisfactory work, excellent work limited quality work, quality work, minimal quality work, quality, many some spelling and no spelling numerous spelling and spelling and grammar and spelling and grammar grammar errors grammar grammar errors errors errors errors

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 35 Assessment Rubric for EE Gr 12 Project Grade

ITEMS MARK ALLOCATION Benchmark 1 Draft Essay 34 Benchmark 2 Final Essay 34 Total 68 Percentage /100

IB Extended Essay grade boundaries GRADE MARKS A 27-34 B 21-26 C 14-20 D 7-13 E 0-6

Criterion A: Focus and method Objectives 1, 2, 3 and 4 6 Marks Criterion B: Knowledge and understanding Objectives 1, 2 and 3 6 Marks Criterion C: Critical thinking Objectives 4, 5, 6, and 7 12 Marks Criterion D: Presentation Objectives 9 and 10 4 Marks Criterion E: Engagement Objectives 8 6 Marks

Criterion A: Focus and method This criterion focuses on the topic, the research question and the methodology. It assesses the explanation of the focus of the research (this includes the topic and the research question), how the research will be undertaken, and how the focus is maintained throughout the essay.

The topic is communicated accurately and effectively. • Identification and explanation of the research topic is effectively communicated; the purpose and focus of the research is clear and appropriate. The research question is clearly stated and focused. 5-6 • The research question is clear and addresses an issue of research that is appropriately connected to the discussion in the essay. Methodology of the research is complete. • An appropriate range of relevant source(s) and/or method(s) have been applied in relation to the topic and research question. There is evidence of effective and informed selection of sources and/or methods.

The topic is communicated. • Identiﬁcation and explanation of the research topic is communicated; the purpose and focus of the research is adequately clear, but only partially appropriate. The research question is clearly stated but only partially focused. • The research question is clear but the discussion in the essay is only partially focused and connected to the research 3-4 question. Methodology of the research is mostly complete. • Source(s) and/or method(s) to be used are generally relevant and appropriate given the topic and research question. There is some evidence that their selection(s) was informed. If the topic or research question is deemed inappropriate for the subject in which the essay is registered no more than four marks can be awarded for this criterion.

The topic is communicated unclearly and incompletely. • Identiﬁcation and explanation of the topic is limited; the purpose and focus of the research is unclear, or does not lend itself to a systematic investigation in the subject for which it is registered. The research question is stated but not clearly expressed or too broad. • The research question is too broad in scope to be treated eﬀectively within the word limit and requirements of the task, 1-2 or does not lend itself to a systematic investigation in the subject for which it is registered. • The intent of the research question is understood but has not been clearly expressed and/or the discussion of the essay is not focused on the research question. Methodology of the research is limited. • The source(s) and/or method(s) to be used are limited in range given the topic and research question. There is limited evidence that their selection was informed. 0 The work does not reach a standard outlined by the descriptors above. ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 36 Criterion B: Knowledge and understanding This criterion assesses the extent to which the research relates to the subject area/discipline used to explore the research question, or in the case of the world studies extended essay, the issue addressed and the two disciplinary perspectives applied, and additionally the way in which this knowledge and understanding is demonstrated through the use of appropriate terminology and concepts.

Knowledge and understanding is excellent. • The selection of source materials is clearly relevant and appropriate to the research question. • Knowledge of the topic/discipline(s)/issue is clear and coherent and sources are used effectively and with understanding. 5-6 Use of terminology and concepts is good. • The use of subject-specific terminology and concepts is accurate and consistent, demonstrating effective knowledge and understanding.

Knowledge and understanding is good. • The selection of source material is mostly relevant and appropriate to the research question. • Knowledge of the topic/discipline(s)/issue is clear; there is an understanding of the sources used but their application is only partially eﬀective. Use of terminology and concepts is adequate. 3-4 • The use of subject-speciﬁc terminology and concepts is mostly accurate, demonstrating an appropriate level of knowledge and understanding. If the topic or research question is deemed inappropriate for the subject in which the essay is registered no more than four marks can be awarded for this criterion.

Knowledge and understanding is limited. The selection of source material has limited relevance and is only partially appropriate to the research question. Knowledge of the topic/discipline(s)/issue is anecdotal, unstructured and mostly descriptive with sources not eﬀectively being used. Use of terminology and concepts is unclear and limited. 1-2 Subject-speciﬁc terminology and/or concepts are either missing or inaccurate, demonstrating limited knowledge and understanding.

0 The work does not reach a standard outlined by the descriptors above.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 37 Criterion C: Critical thinking This criterion assesses the extent to which critical-thinking skills have been used to analyse and evaluate the research undertaken.

The research is excellent. • The research is appropriate to the research question and its application is consistently relevant. Analysis is excellent. • The research is analysed effectively and clearly focused on the research question; the inclusion of less relevant research does not significantly detract from the quality of the overall analysis. Conclusions to individual points of analysis are effectively supported by the evidence. 10-12 Discussion/evaluation is excellent. • An effective and focused reasoned argument is developed from the research with a conclusion reflective of the evidence presented. • This reasoned argument is well structured and coherent; any minor inconsistencies do not hinder the strength of the overall argument or the final or summative conclusion. The research has been critically evaluated.

The research is good. • The majority of the research is appropriate and its application is clearly relevant to the research question. Analysis is good. • The research is analysed in a way that is clearly relevant to the research question; the inclusion of less relevant research rarely detracts from the quality of the overall analysis. • Conclusions to individual points of analysis are supported by the evidence but there are some minor inconsistencies. Discussion/evaluation is good. 7-9 • An eﬀective reasoned argument is developed from the research, with a conclusion supported by the evidence presented. • This reasoned argument is clearly structured and coherent and supported by a ﬁnal or summative conclusion; minor inconsistencies may hinder the strength of the overall argument. The research has been evaluated, and this is partially critical.

The research is adequate. • Some research presented is appropriate and its application is partially relevant to the research question. Analysis is adequate. • There is analysis but this is only partially relevant to the research question; the inclusion of irrelevant research detracts from the quality of the argument. 4-6 • Any conclusions to individual points of analysis are only partially supported by the evidence. Discussion/evaluation is adequate. An argument explains the research but the reasoning contains inconsistencies. • The argument may lack clarity and coherence but this does not signiﬁcantly hinder understanding. • Where there is a ﬁnal or summative conclusion, this is only partially consistent with the arguments/evidence presented. The research has been evaluated but not critically.

The research is limited. The research presented is limited and its application is not clearly relevant to the research question. Analysis is limited. There is limited analysis. Where there are conclusions to individual points of analysis these are limited and not consistent with the evidence. Discussion/evaluation is limited. 1-3 An argument is outlined but this is limited, incomplete, descriptive or narrative in nature. The construction of an argument is unclear and/or incoherent in structure hindering understanding. Where there is a ﬁnal conclusion, it is limited and not consistent with the arguments/ evidence presented. There is an attempt to evaluate the research, but this is superﬁcial. If the topic or research question is deemed inappropriate for the subject in which the essay is registered no more than three marks can be awarded for this criterion.

The work does not reach a standard outlined by the descriptors above. 0

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 38 Criterion D: Presentation Where the research question does not lend itself to a systematic investigation in the subject in which the essay is registered, the maximum level that can be awarded for this criterion is 2. “Academic context”, as used in this guide, can be defined as the current state of the field of study under investigation. However, this is to be understood in relation to what can reasonably be expected of a pre-university student. For example, to obtain a level 4, it would be sufficient to relate the investigation to the principal lines of inquiry in the relevant field; detailed, comprehensive knowledge is not required.

Presentation is good. • The structure of the essay clearly is appropriate in terms of the expected conventions for the topic, the argument and 3-4 subject in which the essay is registered. Layout considerations are present and applied correctly. • The structure and layout support the reading, understanding and evaluation of the extended essay.

Presentation is acceptable. • The structure of the essay is generally appropriate in terms of the expected conventions for the topic, argument and 1-2 subject in which the essay is registered. Some layout considerations may be missing or applied incorrectly. • Weaknesses in the structure and/or layout do not signiﬁcantly impact the reading, understanding or evaluation of the extended essay. 0 The work does not reach a standard outlined by the descriptors above.

Criterion E: Engagement This criterion assesses the extent to which the presentation follows the standard format expected for academic writing and the extent to which this aids eﬀective communication.

Engagement is excellent. • Reﬂections on decision-making and planning are evaluative and include reference to the student’s capacity to consider actions and ideas in response to challenges experienced in the research process. 5-6 • These reﬂections communicate a high degree of intellectual and personal engagement with the research focus and process of research, demonstrating authenticity, intellectual initiative and/or creative approach in the student voice.

Engagement is good. • Reﬂections on decision-making and planning are analytical and include reference to conceptual understanding and skill 3-4 development. • These reﬂections communicate a moderate degree of personal engagement with the research focus and process of research, demonstrating some intellectual initiative.

Engagement is limited. Reﬂections on decision-making and planning are mostly descriptive. 1-2 • These reﬂections communicate a limited degree of personal engagement with the research focus and/or research process.

0 The work does not reach a standard outlined by the descriptors above.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 39 Benchmark 2 Gr12

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 40 Criterion B: Knowledge and understanding This criterion assesses the extent to which the research relates to the subject area/discipline used to explore the research question, or in the case of the world studies extended essay, the issue addressed and the two disciplinary perspectives applied, and additionally the way in which this knowledge and understanding is demonstrated through the use of appropriate terminology and concepts.

0 The work does not reach a standard outlined by the descriptors above.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 41 Criterion C: Critical thinking This criterion assesses the extent to which critical-thinking skills have been used to analyse and evaluate the research undertaken.

The work does not reach a standard outlined by the descriptors above. 0

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 42 Criterion D: Presentation Where the research question does not lend itself to a systematic investigation in the subject in which the essay is registered, the maximum level that can be awarded for this criterion is 2. “Academic context”, as used in this guide, can be defined as the current state of the field of study under investigation. However, this is to be understood in relation to what can reasonably be expected of a pre-university student. For example, to obtain a level 4, it would be sufficient to relate the investigation to the principal lines of inquiry in the relevant field; detailed, comprehensive knowledge is not required.

0 The work does not reach a standard outlined by the descriptors above.

Final Thoughts This is your essay and as such take pride in your work. Keep on track, meet all deadlines and best of all, have fun in your quest to answer your burning questions. We will walk the journey with you but you must pave the way with verve and great interest in all you do. That is the essence of outstanding research.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 43 3. Creativity, Activity and Service Program The CAS programme is a core requirement for the IB Diploma and it is an IB graduation requirement for all Grade 11 and Grade 12 students. Both the IB Organization and ENKA Schools feel strongly that through this programme students can learn more about themselves and their own potential, and about their relationship and responsibility to the society around them. ENKA High School students are expected to • Self-review at the beginning of their CAS experience and set personal goals for what they hope to achieve through their CAS programme. • Plan, do and reflect (plan activities, carry them out and reflect on what they have learned). • Undertake one interview with CAS adviser at the beginning of the first year and then a second one at the end of the same year and a final review with their CAS adviser in the second year, April. • Take part in at least six activities and one project, some of which they have initiated themselves. • Keep records of their activities and achievements on Managebac. • Show evidence of achievement of the seven CAS learning outcomes in these activities.

‘Motivated by a mission to create a better world through education. ‘ (IBO, 2014)

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 44 Expected Of Students In The Ib Program? Students will: • be encouraged to think independently • be encouraged to drive their own learning • become more culturally aware • engage with people in an increasingly globalized, rapidly changing world • have high levels of “learning skills” • have better time management skills • follow a challenging program with a commitment to excellence • lay the foundation for a lifetime of learning • learn to care about people and the world in which we live.

“I want to make a positive diﬀerence in the lives of others and I am sensitive to their needs”

A 4th Grade student

“I am always doing that which I “It is exercise alone that supports cannot do, in order that I may the spirits, and keeps the learn how to do it.” mind in vigor.” “Without reﬂection, we go Pablo Picasso blindly on our way, creating Marcus Tullius Cicero more unintended consequences, and failing to achieve anything useful.”

“The principles you live by Margaret J. Wheatley create the world you live in. “You don’t get harmony If you change the principles when everybody sings you live by; you will chang the same note.” your world.” Doug Floyd Blaine Lee “Learning is a treasure that will follow its owner everywhere.”

Chinese Proverb

“Millions saw the apple fall, “Nurture your mind with great but Newton asked why?” thoughts: to believe in the heroic makes heroes.” Bernard Baruch Benjamin Disraeli

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 45 What is CAS?

PLAN

Identify goals

Decide how (using previous experience and knowledge)

REFLECT

Identify achievements ACT and outstanding issues, personal strengths and Real Tasks challenges

Evaluate actions Concrete experience Synthesize new understanding OBSERVE

Think about feelings and interactiond

Analyse perceptions

What is CAS? What is not CAS?

Teaching children who have a disability to swim All forms of duty within the family

Coaching a football team Work experience which only beneﬁt the student

Teaching a musical instrument to a younger class Fund raising with no clearly deﬁned end in sight

Writing for a school newspaper An activity with ﬁnancial or any other form of reward

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 46 How will I fulﬁll my Cas Programme?

Balance approach to Life The Eight Learning Outcomes As a result of your CAS experience as a whole, including your reﬂections, there should be evidence that you have:

1. Increased your awareness of your own strengths and areas for growth You are able to see yourself as individuals with various skills and abilities, some more developed than others, and understand that you can make choices about how you wish to move forward.

2. Undertaken new challenges A new challenge may be an unfamiliar activity, or an extension to an existing one.

3. 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.

4. 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 community group. At least one project involving collaboration and the integration of at least two of creativity, action, and service is required.

5. Shown perseverance and commitment in their activities At a minimum, this implies attending regularly and accepting a share of responsibility for dealing with problems that arise in the course of activities. Early withdrawal from an activity impacts on your ability to meet the learning outcomes and the activity may have to be deleted from your CAS worksheet on ManageBac.

6. Engaged with issues of global importance You may be involved international projects but there are many global issues that can be acted upon locally or nationally (for example, environmental concerns, food and health, education, caring for the elderly).

7. 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.

8. Developing new skills As with new challenges, new skills may be shown in activities that you have not previously undertaken, or in increased expertise in an established area. The skills developed need to be meaningful and you will show evidence of them in your CAS portfolio.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 47 CAS Strands Creativity is exploring and extending ideas, leading to an original or interpretive product or performance.

Music, theatre, ﬁlm, design technology, visual arts, dance, fashion and other experiences that involve creative thinking fall under creativity (for example, joining a choir or engaging with fashion design).

• Ongoing creativity: You may already be engaged in creativity as part of a school group or club, or through some other form of sustained creativity

• School-based creativity: In school, there may well be appropriate creativity opportunities in which you can engage.

• Community-based creativity: Participating in creativity within the local community advances your awareness and understanding of interpersonal relationships with others.

• Individual creativity: Such as composing music, developing a website, writing a compilation of short ﬁction stories, designing furniture, creating arts and crafts, or painting a series of portraits.

Activity is physical exertion contributing to a healthy lifestyle.

Taking on a new sport or extending your ability (for example, with football, yoga, dance, aerobics classes, biking or hiking), counts as activity.

• Ongoing activity: You may already be engaged in activity as part of a school team or club, or through some other form of sustained physical exercise. However, you should set your personal goals in keeping with the principles of CAS.

• School-based activity: For example, be part of the school curriculums, a school sports club, or timetabled sports sessions. You may elect to initiate a school-based activity such as basketball or tennis and engage other CAS students or any student within the school.

• Community-based activity: Participating in activity within the local community. For example, rather than a single activity experience at a community-based fun run, you can join a community-based running club, a dance class, an aerobics class or an out-of-school sports group.

• Individual activity: For example, attending a gym, bicycling, roller-skating, swimming, or strength conditioning.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 48 Service is collaborative and reciprocal community engagement in response to an authentic need.

By investigating and identifying a community need, then determining a plan of action that respects the rights, dignity and autonomy of all involved (for example, reading to the aged or advocating for a cause), you are performing service.

Four types of service action

• Direct service: Interaction involves people, the environment or animals. For example, this can appear as one-on-one tutoring, developing a garden in partnership with refugees, or working in an animal shelter.

• Indirect service: The ones that you do not see the recipients of indirect service. Your actions that will beneﬁt the community or environment. For example, this can appear as re-designing a non-proﬁt organization’s website, writing original picture books to teach a language, or nurturing tree seedlings for planting.

• Advocacy: For example, this may appear as initiating an awareness campaign on hunger, performing a play on replacing bullying with respect, or creating a video on sustainable water solutions.

• Research: You can collect information through varied sources, analyse data, and report on a topic of importance to influence policy or practice. For example, conducting environmental surveys to influence school, contribute to a study of animal migration, compile effective means to reduce litter in public spaces, or conduct social research by interviewing people on topics such as homelessness, unemployment or isolation.

Approaches to service

Ongoing service: When investigating a need that leads to a plan of action implemented over time, students develop perseverance and commitment.

School-based service: Participating in meaningful service that beneﬁts the community outside school, there may well be appropriate service opportunities within the school setting.

Community-based service: Participating in service within the local community advances your awareness and understanding of social issues and solutions.

Immediate need service: Typically quick attempt to assess the need and devise a planned response.

Fundraising

International service: Serving in an international context .

Volunteerism: Be volunteer in service experiences organized by other students, the school or an external group.

Service arising from the curriculum: For example, while studying freshwater ecology in environmental systems and society, deciding to monitor and improve a local water system.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 49 CAS Stages The CAS stages are applicable to the three strands of creativity, activity, service, and the CAS project.

Reﬂection

Investigation Re ﬂ n e io c t t c io e n ﬂ e

Action Preparation

Reﬂection

Demonstration

The ﬁve CAS stages

There are two parts to the CAS stages framework: process and summarizing.

• Process: The centre circles and arrows have four key parts: Investigation, preparation, action and reﬂection.

• Summarising: The outer circle of reﬂection and emonstration guides students in their experience.

1) Investigation

You should identify your interests, skills and talents to be used in considering opportunities for CAS experiences, as well as areas for personal growth and development. You can investigate what you want to do and determine the purpose for their CAS experience

2) Preparation

If you decided on a CAS experience, you need to prepare. This can include clarifying roles and responsibilities, developing a plan of steps to be taken, identifying speciﬁed resources and timelines, and acquiring any skills as needed to engage successfully in the CAS experience.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 50 For example, if the CAS experience is to go to the gymnasium every week, you may need to:

• write a proposal • choose the gymnasium • organize a ﬁtness test • establish a training routine • set goals • create a timeline or calendar.

Stage three: Action

The part that you implement your idea or plan. This often requires decision-making and problem-solving. You may work individually, with partners or in groups.

Examples are :

CAS experiences where the action taken is built upon investigation and preparation.

o Creativity: A student interested in theatre decides to work on a theatrical monologue. For investigation, the student asks the librarian or theatre teacher for suggestions and reads several selections. For preparation, the student gathers needed props and a hat and scarf for a costume.

o Activity: A student decides to go on a series of six hikes with increased challenge. For investigation the student does research about hikes and determines which would be the best sequence. To prepare, the student gets supplies for each hike including water, snacks, ropes and a map.

o Service: A student wants to promote reusable water bottles at school. For investigation, the student ﬁnds out how many single-use water bottles are sold each week in the cafeteria and does a survey of high school students to see interest in reusable bottles based on a set of environmental facts presented. For preparation, the student initiates a campaign to get pre-orders for bottles that are school colours.

o CAS project: Students want to combine activity and service by hosting a game day for a group of children. For investigation, the students interview someone from a local school to ensure it would be of beneﬁt to the children. For preparation, the students clarify roles and responsibilities of all involved, gather supplies and prepare an agenda for logistics and experiences.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 51 Stage four: Reﬂection

During meaningful reﬂection, you should describe what happened, express your feelings, generate ideas and raise questions. Reﬂection can occur at any time during CAS to further understanding, to assist with revising plans, to learn from the experience and to make explicit connections between their growth, accomplishments and the learning outcomes for personal awareness.

Discuss how reﬂection can take place before or during a CAS experience.

Stage ﬁve: Demonstration

Sharing your CAS experience through your CAS portfolio or with others in an informal or formal manner.

Your CAS Paperwork

CAS is your formal graduation requirement at ENKA Schools.There is some paper work you need to do. The table below describes the processes you must go through and the paper work you must complete to make sure you receive credit for your CAS involvement.

Stage Description Paperwork

At the beginning of each new activity you must use Managebac to submit an activity Activity Proposal proposal. You must wait until your CAS Form (Managebac) Before advisor approves your activity before you start it.

You must keep a record of your CAS activities in your CAS Portfolio (Managebac). Compile photos, videos and other artifacts Evidence and reﬂections During as evidence of your participation and your in (Managebac) achievement in the eight learning outcomes.

At the end of an activity you should make your final reflections. You also need to have Complete final activity your supervisor fill out a supervisor reflections in After review (within two weeks of activity Managebac Supervisor’s completion). You can do this through review Managebac (an email will be sent to your supervisor) or you can print the form and have your supervisor sign it.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 52 Each of your activities requires an adult supervisor (not your parents!). a) If you are taking part in a school‐based activity, the supervisor will be the teacher or staﬀ member leading the activity. b) If the activity was self‐initiated or part of an organized event/activity outside of school, you will have to nominate a supervisor who can witness and verify your participation.

You must ensure that each activity supervisor completes the Supervisor Review Form and submits them using Managebac within two weeks of completing the activity. You may also print and have your supervisor ﬁll out a hard copy to submit to your CAS Advisor.

All CAS activity should be of considerable value. You should be considering activities that require a time commitment of at least ﬁve, but more likely 10 hours (though keep in mind WE ARE NOT COUNTING HOURS!).

As a rough rule of thumb, you will be taking part in between six to eight substantial activities over the two‐year. CAS programme, with a balance of activities(experiences) between the three categories and referring one of 8 learning outcomes of IB.

• Sudden withdrawal from an activity is not encouraged. You may not be demonstrating perseverance and commitment to your activities, which is a required learning outcome of the CAS programme.

• Interviews with your CAS Advisor and/or CAS Coordinator where you discuss on your progress will be held at scheduled times during the CAS programme. And recorded on ManageBac

• To assist you in successfully reaching the CAS requirements, a number of CAS deadlines have been set. If you do not meet these deadlines, you will put at RISK your successful completion of the IB Diploma and graduation from ENKA Schools.

Completing Your CAS Programme

Towards the end of your final year (2nd year), you will be asked to present your finalized CAS Portfolio on ManageBac and take part in a final interview with your CAS Advisor.

The Individual Completion Form will be used at the end of your CAS programme to record your achievements. The school will then inform the IB whether or not you have successfully completed CAS.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 53 Reﬂections

• What is reflection in CAS? Reflection focuses on exploring your own actions and the activity’s reflection on your personal growth.

• How do I write a reﬂection? What should I consider while writing a reﬂection? • How you felt • What you perceived • What you thought about the activity • What the activity meant to you • What the value of the activity was • What you learned from the activity and how this learning might apply more widely

• Do I write a reflection every time I do my activity? No. A good reflection is about quality rather than quantity. The appropriate time, amount and how you write your reflections are your own decision.

STUDENTS ARE NOT EXPECTED TO REFLECT ON EVERY CAS EXPERIENCE. YOU SHOULD ONLY WRITE A REFLECTION IF THAT PARTICULAR MOMENT IS WORTHY OF SHARING.

• Does a reflection always need to be in writing? No. Here are some different forms of reflections that you can use:

• You can share photographs • You can upload a video on YouTube and explain what this video is about and tell us about the process and how it made you feel • You can produce a short video summarizing the CAS experience • You can create a poster highlighting aspects of your CAS experience

And remember, these are only a few examples. IB will always welcome you to create your own ideas and share them – and this is one of the best characteristics of the IB Program!

• Should all of my reﬂections discuss all the learning outcomes I have selected for that activity(experience)? No. But please keep in mind that, all outcomes should be addressed at the end of an activity. For instance, if your activity is serving 4 learning outcomes, then you can address these outcomes in any of the reﬂections you will write.

• How do I address to the Learning Outcomes in my reﬂection? Here is an example of two reﬂections with learning outcomes:

REFLECTION 1: (February 21st, 2015) I have been playing the piano for 8 years, however, I never had the courage to play a piece to an audience. This year, before I go to college, I wanted to prove myself wrong; and I decided to give a mini concert to 100 people in our school’s auditorium. (LEARNING OUTCOME: DEMONSTRATE THAT CHALLENGES HAVE BEEN UNDERTAKEN, DEVELOPING NEW SKILLS IN THE PROCESS.)

Even though I have always practiced by myself, this time I have decided that it was time to seek help from a professional – my music teacher. My music teacher suggested that it would be a good idea to play with the school orchestra – and he was right! I could have never thought that I could play in synch with other instrument players, but the more we practiced, the more our chemistries harmonized together. (LEARNING OUTCOME: DEMONSTRATE THE SKILLS AND RECOGNIZE THE BENEFITS OF WORKING COLLABORATIVELY)

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 54 Getting Started – Choosing CAS Activities Answer these points and use them to justify your CAS Programme Design Plan when you meet with your CAS Advisor / Coordinator.

• List the subjects you like most in school

• List activities in which you participate regularly (sports, music, drama, etc.)

• State your career interests

• List community/national/global issues that concern you the most

• How could you be involved in an activity that would address these?

• What would you like to learn more about?

• What skills would you like to develop?

• How could your current activities be altered so that they can become adequate CAS activities? (new skills, challenging, collaborative etc)

• What current school activities exist that would be acceptable CAS activities?

•Could you extend your Personal Project (or that of another student) into an acceptable CAS experience.

Ms Gulden Karabulut CAS Coordinator ENKA High School [email protected]

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 55 How the 3 Core points are calculated The Extended Essay is externally examined. Marks are awarded against a set of published criteria (both general and subject-specific). The final Extended Essay grade and the final TOK grade are entered into the Diploma Points Matrix (see below) to award a possible maximum of 3 extra points to be added to a student’s Diploma score. Candidates who fail to submit satisfactory work in either area will fail the Diploma.

The Diploma Points Matrix

May 2015 onwards

Theory of knowledge

Grade Grade Grade Grade Grade No grade

A B C D E N

Grade Failing Failing 3 3 2 2 A condition condition

Grade Failing Failing 3 2 2 1 B condition condition

Grade Failing Failing 2 2 1 0 C condition condition

Grade Failing Failing 2 1 0 0 D condition condition Extended essay

Grade Failing Failing Failing Failing Failing Failing E condition condition condition condition condition condition

No grade Failing Failing Failing Failing Failing Failing N condition condition condition condition condition condition

Changes from The Diploma Points Matrix (May 2010 - November 2014)

B + C combination now results in 2 additional points (previously 1 point) A + E combination now results in zero points and a failing condition (previously 1 point)

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 56 IB Diploma course descriptions Group 1 : Language A: Language and Literature (English and Turkish) IB Language A aims to encourage students to question the meaning generated by language and texts and to help students develop the skill of textual analysis as they become more aware of the roles that cultural context, diction and literary style play in conveying an author’s purpose and message. Students develop an understanding of the diﬀerent elements that are used to create meaning in a text in combination with an exploration of how that interpretation of that meaning is aﬀected by the circumstances of production and reception.

In order to achieve this, students are exposed to a range of texts from diﬀerent periods, styles and genres. Using these varied texts, the students sharpen their powers of expression, both in oral and written communication.

A key skill, closely linked to the IB philosophy and the school’s mission statement, is the encouragement of appreciation of diﬀerent perspectives of people from other cultures, and how these perspectives construct diverse meanings. Therefore, through this course, the students will learn to think critically about the diﬀerent interactions between text, audience and purpose.

To fulfil the above aims, students are assessed in a variety of ways both internally by their class teachers and externally by the IBO organization. As part of the final assessment students complete individual oral and interactive oral assessments. There are also written examinations and written tasks (two for Higher Level students and one for Standard Level students) as part of the final assessment. During the course of the program the students are assessed through oral presentations, examinations, essays, and commentaries.

Group 2: IB Diploma Language Acquisition Language B: French SL ONLY This is a two-year program that is oﬀered for IB students in grade 11 and 12. The aim of this course is to prepare the students for IB French B exam. In this class we focus on the acquisition of the language, the development of language skills (listening, reading, speaking and writing) and intercultural understanding through the study and use of a range of media from everyday oral exchanges to the literary texts. Students are exposed to authentic documents such as newspaper articles, magazine articles, interviews, novels, short stories, biographies, poems, interviews, ﬁlms and songs. This enables the students to explore some elements of the French culture, history, politics and society. Each unit of study provides new grammatical concepts and vocabulary to enable the students to judge, criticize and express their opinions. Students are prepared for the IB French examination by practicing components of the examination: essay-writing, reading and listening comprehension, speaking, sentence completion, multiple choice activities. Students are assessed using a variety of methods such as exams, quizzes, projects, class participation, and roundtable discussions.

German SL ONLY This is a two-year program that is oﬀered for IB students in grade 11 and 12. The aim of this course is to prepare the students for IB German B exam. In this class we focus on the acquisition of the language, the development of language skills (listening, reading, speaking and writing) and intercultural understanding through the study and use of a range of media from everyday oral exchanges to the literary texts. Students are exposed to authentic documents such newspaper articles, magazine articles, novels, short stories, biographies, poems, interviews, ﬁlms and songs. This enables the students to explore some elements of the German culture, history, politics and society. The program also includes the units: Identities, experiences, human ingenuity, social organization and sharing the planet. Each unit of study provides new grammatical concepts and vocabulary to enable the students to judge, criticize and express their opinions. Students are prepared for the IB German examination by practicing components of the examination: essay-writing, reading and listening comprehension, speaking, sentence completion, multiple choice activities. Students are assessed using a variety of methods such as exams, quizzes, projects, class participation, and roundtable discussions.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 57 The assessment consists in a variety of ways both internally by their class teachers and externally by the IBO organization. As part of the ﬁnal assessment students complete an individual oral assessment which is one on one conversation about the themes discussed in class with their teacher. There are also 2 written examinations, Paper 1 assessing writing skills and Paper 2 assessing student’s reading and listening comprehension skills. (Adapted from the IB Language B Guide – First Assessment 2020)

Group 3: Individuals and Societies

IB Economics Why has the Turkish Lira fallen in value? Why is inflation a problem? What factors influence the price of oil? What policies can a government use to reduce traffic congestion? Why has the Chinese economy grown so quickly? Why does the US have such a large trade deficit? These are the types of questions with which the IB Diploma Economics syllabus is concerned.

The course will enable students to develop an understanding of microeconomic and macroeconomic theories and concepts and their real world application. In addition, it develops an awareness of development issues that nations face as they undergo the process of change. No prior knowledge of economics is required, however higher level economics students should have 70 average in both English and Mathematics Courses. Standard level economics students would beneﬁt if they feel comfortable using mathematical tools such as index numbers, percentages, simple multiplications and being able to draw and interpret graphs.

The IB Economics course (both HL and SL) is comparable to the rigor of the typical introductory courses required for Economics majors in US and Turkish universities.

IB Global Politics The 21st century is characterized by rapid change and increasing interconnectedness, impacting individuals and societies in unprecedented ways and creating complex global political challenges. Global politics is an exciting, dynamic subject that draws on a variety of disciplines in the social sciences and humanities, reflecting the interconnected nature of many contemporary political issues. The study of global politics enables students to critically engage with different and new perspectives and approaches to politics in order to comprehend the challenges of the changing world and become aware of their role in it as active global citizens. The Diploma Programme global politics course explores fundamental political concepts such as power, equality, sustainability and peace in a range of contexts. It allows students to develop an understanding of the local, national, international, regional and global dimensions of political engagement, as well as to explore the effects these issues have on their own lives. The course helps students to understand real-world examples using political theory. It also invites comparison between examples and case studies to ensure a wider and transnational perspective. The core units of the course together make up a central unifying theme of “people, power and politics”. The emphasis on “people” reflects the fact that the course explores politics not only at a state level but also explores the function and impact of non-state actors, communities, groups and individuals. The concept of “power” is also emphasized as being particularly crucial to understanding the dynamics, tensions and outcomes of global politics. Throughout the course, issues such as conflict, migration or climate change are explored through case studies, allowing for real-time analysis of the world’s most pressing political challenges.

IB Psychology The IB Psychology course is the systematic study of behaviour and mental processes. Psychology has its roots in both the natural and social sciences, leading to a variety of research designs and applications, and providing a unique approach to understanding modern society. IB psychology examines the interaction of biological, cognitive and sociocultural inﬂuences on human behaviour, thereby adopting an integrative approach. Understanding how psychological knowledge is generated, developed and applied enables students to achieve a greater understanding of themselves and appreciate the diversity of human behaviour. The ethical concerns raised by the methodology and application of psychological research are key considerations in IB psychology.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 58 IB Information Technology in a Global Society – (ITGS) The IB Diploma Programme information technology in a global society (ITGS) course is 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 at the local and global level. ITGS provides a framework for the student to make informed judgments and decisions about the use of IT within social contexts. Although ITGS 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. Students come into contact with IT on a daily basis because it is so pervasive in the world in which we live. This increasingly widespread use of IT inevitably raises important questions with regard to the social and ethical considerations that shape our society today. ITGS offers an opportunity for a systematic study of these considerations, whose range is such that they fall outside the scope of any other single discipline. Students at standard level (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 specified scenarios, and IT systems. Internal assessment is an integral part of the course and is compulsory for both SL and HL students. It enables students to demonstrate the application of their skills and knowledge, and to pursue their personal interests. The internal assessment requirements at SL and at HL are the same. However, it contributes to a different percentage of the overall mark. Students are required to produce a project that consists of a cover page, the product (IT solution) and documentation. The focus of the ITGS project is on providing an original IT solution for a client. Higher level students also study the HL extension. HL students study the following as part of the HL extension, which consists of two additional topics in the IT systems strand: A) IT systems in organisations B) Robotics, artificial intelligence and expert systems. The HL course has an additional externally assessed component that comprises a pre-seen case study based on a fictitious organization; this allows students to research various aspects of the subject, which may include new technical concepts, additional subject content, in greater depth investigation than that required for IT systems in the rest of the course. The case study is a valuable teaching tool that can be used to integrate all three strands of the syllabus and provides the stimulus material for the investigation of a scenario involving the use of IT in a global context. The information obtained will prepare students and form the basis of the requirements for answering the questions in HL paper 3.

IB Turkey in the 20th Century SL ONLY This course is a two-year course that requires that the students take the external IB DP examinations at the end of the second year. The focus of this class is to explore Turkey in 20th century. The main goal of this course is to enable the students to acquire basic knowledge to understand the political, social and cultural structure of Turkey in the 20th century, to explore the historical, geographical and sociological structure of Turkey in the 20th century, to see the eﬀects of the developments and changes in Europe and the world on Turkey and to teach the political, economic and cultural dimensions of these developments and changes. The students’ performance in this class is assessed using a variety of methods such as written exams, oral presentations and other performance tasks that are completed inside and outside the classroom. Students planning to study the Humanities and Social Science track in Turkey are highly advised to study this course.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 59 Group 4: Sciences

IB Physics Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself, from the very smallest particles to the vast distances between galaxies. Despite the exciting and extraordinary development of ideas throughout the history of physics, observations remain essential to the very core of the subject. Models are developed to try to understand observations, and these themselves can become theories that attempt to explain the observations. Besides helping us better understand the natural world, physics gives us the ability to alter our environments. This raises the issue of the impact of physics on society, the moral and ethical dilemmas, and the social, economic and environmental implications of the work of physicists. By studying physics 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 is the emphasis on a practical approach through experimental work that characterizes the subject. Teachers provide students with opportunities to develop manipulative skills, design investigations, collect data, analyse results and evaluate and communicate their ﬁndings. Higher level physics is relevant to university courses in physics, engineering or electronics, and would be useful to anyone wishing to study mathematics or science at a higher level. It encourages the student to think in a logical, consistent and mathematical way.

IB Biology Biology is the study of life. The vast diversity of species makes biology both an endless source of fascination and a considerable challenge. Biologists attempt to understand the living world at all levels from the micro to the macro using many different approaches and techniques. Biology is still a young science and great progress is expected in the 21st century. This progress is important at a time of growing pressure on the human population and the environment. By studying biology in the DP 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 is the emphasis on a practical approach through experimental work that characterizes the sciences. Teachers provide students with opportunities to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings. Higher level biology is an in-depth study of modern biology and provides a sound foundation for college and university courses in biology, medicine, biochemistry, environmental studies, etc.

IB Chemistry Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. Chemical principles underpin both the physical environment in which we live and all biological systems. Chemistry is often a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science. Both theory and practical work should be undertaken by all students as they complement one another naturally, both in school and in the wider scientific community. The DP chemistry course allows students to develop a wide range of practical skills and to increase facility in the use of mathematics. It also allows students to develop interpersonal and information technology skills, which are essential to life in the 21st century. By studying chemistry 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 is the emphasis on a practical approach through experimental work that characterizes the subject. Teachers provide students with opportunities to develop manipulative skills, design investigations, collect data, analyse results and evaluate and communicate their findings. Higher level chemistry is an in-depth study of modern chemistry and provides a sound foundation for college and university courses in chemistry, medicine, biochemistry, pharmacology, environmental studies, chemical engineering, etc. This chemistry course requires previous knowledge as certain areas of the subject are studied in considerable detail.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 60 IB Environmental Systems and Societies SL ONLY The IB DP environmental systems and societies standard level course aims to provide students with a coherent perspective of the interrelationships between environmental systems and societies; one that enables them to adopt an informed personal response to the wide range of pressing environmental issues that they will inevitably come to face. Students’ attention is constantly drawn to their own relationship with their environment and the signiﬁcance of choices and decisions that they make in their own lives. It is intended that students develop a sound understanding of the interrelationships between environmental systems and societies, rather than a purely journalistic appreciation of environmental issues. The teaching approach strives to be conducive to students evaluating the scientiﬁc, ethical and socio-political aspects of issues. By the end of this course students will be able to adopt an informed personal response to current environmental issues (i.e. know where they stand and why). They will also understand the impact of the choices and decisions we make in our own lives on the environment.

Group 5: Studies in IB Mathematics

IB HL Mathematics: The curriculum is driven by the IBO which mainly covers the main units of algebra, functions and equations, trigonometry, matrices, statistics and probability, calculus and vectors. An optional topic is also required to be completed in the second year of the program which is Calculus. 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 are expected 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 engage in solving problems. The assessment of the course is similar to other math courses and includes the internal assessment math exploration which enables the students to work independently on mathematical ideas. Students are provided with opportunities to explore diﬀerent ways of approaching a problem. The math exploration enables the students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas. The course requires extensive use of technology and calculators as an essential part of evaluation process. Students are also familiarized with IB exams and questions during the two years of study. This course is 6 periods a week.

IB SL Mathematics: The curriculum is driven by the IBO which mainly covers the main units of algebra, functions and equations, trigonometry, matrices, statistics and probability, calculus and vectors. 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 are expected to develop a sound mathematical background needed for future studies in subjects such as chemistry, economics, psychology and business administration. The aim of the course is to introduce students to these concepts in a comprehensible and coherent way and to enable them to apply the mathematical knowledge they have acquired to solve problems related to their daily life. The assessment of the course is similar to other math courses and includes the internal assessment math exploration which enables the students to work independently on mathematical ideas. Students are provided with opportunities to explore diﬀerent ways of approaching a problem. The math exploration also enables the students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas. The course requires extensive use of technology and calculators as an essential part of evaluation process. Students are also familiarized with IB exams and questions during the two years of study. This course is 4 periods in a week.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 61 Group 6: The Arts

IB Music The study of music allows for exploration of the shared human perceptions and emotions which temper our lives; those common or singular experiences which by other means are imperfectly expressed, or cannot be expressed at all. What does the study of music entail? We learn to hear pitch in sound and pattern in rhythm. We learn to listen and look for distinctions and beauty. We learn to be surprised, moved and inspired by the similarities and diﬀerences in music. Higher Level: This is designed for the specialist music student with a background in musical performance and composition, who may pursue music at university or conservatoire level. HL students must complete all three components of the course. SL must choose between Performing and Creating.

Solo Performance (Option for SL) this is designed for the student who has a background in musical performance. The program for the presentation should be suitable for the chosen instrument or voice, with attention given to the balance of styles and character, if appropriate. It is not necessarily in the student’s interest to submit a presentation where the student performs on more than one instrument, or both sings and plays.

Creating (Option for SL) this is designed for the student who has a background in musical composition. Composition can begin from imitating other music, or from the sheer joy of improvising. Students may also arrange existing music for an ensemble or experiment with music technology. Sounds can then be explored experimentally to create music which can be purely aesthetic, purely functional, purely traditional, or designed to fulﬁll any other expressive purpose.

Group Performance (Option for SL) this is designed for students with a general interest in music, or those without prior experience, particularly members of ensembles.

The only compulsory part of the syllabus, common to higher level (HL) and all standard level (SL) options, is Musical Perception. It consists of two compulsory sections for SL and three for HL students. The IB prescribes works for study for section A. In section B (and C for HL) students respond to music drawn from diﬀerent times and places. Within this component is also a signiﬁcant piece of coursework that establishes musical links across two musical cultures. This is an opportunity for the student to engage in a sustained investigation into aspects of music that really interests them.

IB Music Requirements for Prospective Students, who wish to study Music is that they need to know Music elements, how to read solfege, read notes in f and so notes, and to know basic music concepts and music history. In addition to this, they are expected to play an instrument or to play piano at a minimum of beginner level.

IB Visual Arts The IB Diploma Programme Visual Arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to further study of visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts. The visual arts teachers actively organizes learning experiences for the students, directing their study to enable them to reach their potential and satisfy the demands of the course. Students are empowered to become autonomous, informed and skilled visual artists.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 62 Core Areas

The visual arts core syllabus at SL and HL consists of three equal interrelated areas as shown in the ﬁgure below.

communicating visual arts

visual arts in visual arts context methods

Lens-based, electronic and Two-dimensional forms Three dimensional forms screen-based forms

• Drawing: such as • Sculpture: such as • Time-based and charcoal, pencil, ink ceramics, found objects, sequential wood, assemblage art: such as animation, • Painting: such as graphic acrylic, watercolor,oil • Designed objects: novel, story board such • Printmaking: such as as fashion, architectural, • Lens media: such as relief, intaglio, vessels still, planographic, chine moving, montage colle • Site speciﬁc: such as land art, • Digital screen based: • Graphics: such as installation, mural such as illustration and design vector graphics, software • Textiles: such as ﬁbre, generated weaving, printed fabric

IB Visual Arts Requirements for Prospective Students This course is designed for the art students who may opt for higher studies in the ﬁeld of Art and Design. Students willing to follow the Visual Arts course will show evidence of successful background in research, academic writing in English language and the study of art up to Grade 10 with a portfolio all ınterested students will be ıntervıewed or expected to perform art tasks.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 63 Non IB courses History Turkish Culture and Civilization history syllabus is prepared in order to raise generations who know their own culture and civilization, and who have the consciousness of taking ownership of their culture and developing it.

Young generations who have received history education can evaluate the historical situations which affect historical facts, and developments; they can understand their reflections today from a critical perspective and analyze them. They receive information that people, events, sacrifices, conflicts and cooperation of the past shape today and future and they also contribute towards establishing a sense of citizenship and national identity.

Turkish Culture and Civilization course is important to pass our cultural values to next generations which were established in Central Asia, developed with the conversion to Islam, and spread to the world with Ottoman Empire and maintained with the Republic of Turkey.

Philosophy Philosophy includes questioning, critical, creative and holistic thinking about some basic issues such as quality and meaning of human beings, existence, universe; issue of values, reliability of information, purpose and value of art. Its aim is to raise individuals who can question, who respect other ideas and have a culture of discussion, and who are aware of the change and development of ideas of humans. The goal of this course is to earn students philosophical thinking and critical perspective.

Religion and Ethics The purpose of the Religion and Ethics course is to help students learn basic religious and ethical concepts and to make connections with their daily lives. In the course, we teach students how to express themselves in writing, how to use written evidence, how to use library, printed and visual resources, observations, reference resources, social participation. Students also learn evaluation, and how to diﬀerentiate between facts and ideas.

Students are assessed with quizzes, exams, presentations, performance tasks, and performances inside and outside the school. Mastering ManageBac At ENKA all IB and non-IB courses in Grade 11 and 12 use the learning platform ManageBac. ManageBac enables students, teachers and administrators to access all assignments, course and lesson materials, communicate eﬀectively with teachers and students and monitor Core activities. Training and support will be given to all students regularly throughout the 2 year course.

Use of ManageBac for Extended Essay All your communication with your supervisor is to be done on ManageBac. This is to help you for future reference and to also keep track of your progress. We use Turnitin to ensure that the work you submit is yours or has been cited ManageBac accurately.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 64 Check deadlines and Complete Planning and meeting times here Progress reﬂections there

upload all documents pertaining to EE

Reply to your supervisor here

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 65 Add your reﬂections, notes, reference material etc that you deem important here. This will be particularly useful to you for Criterion E as it will show your level of engagement with your essay.

Use of ManageBac to support CAS

• You can access your CAS ManageBac Student Handbook through your ManageBac account.

• Managebac will be the basis of your CAS Portfolio. You must use ManageBac to make your reﬂections and keep records of your activities, including photos or other documentation. Parts of your reﬂections and other documentation need to show evidence of the eight CAS learning outcomes.

• You may wish to use an additional medium that can be used in combination with ﬁles uploaded to Managebac, such as a scrapbook, photo essays, videos/DVDs.

• Keep your CAS Portfolio up to date. You may be asked to share your CAS Portfolio to an audience at various stages of the programme.

• Your CAS Portfolio must include reﬂections.

• You will be meeting with your CAS Advisor or Coordinator for at least three CAS Interviews. Here you must provide evidence of your achievement of the eight CAS learning outcomes by discussing your CAS Portfolio.

• You may at times be asked to present your CAS Portfolio to an audience via various methods such the school newsletter, student assemblies, displays, and the school magazine. This may take place at various stages of the CAS programme, as well as a ﬁnal CAS Portfolio presentation during April of your graduating year.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 66 Information from our Library Our goal as the ENKA School Library is to assist students to become competent, critical, and ethical users of information with an enthusiasm for reading and learning. Our mission is to prepare students for lifelong learning where they are able to determine their information needs, access and assess the relevancy of resources, and eﬀectively communicate the results of their research.

We have three Library Media Centers –PreK-Grade1, Grades 2-4, and Grades 5-12 Libraries- in our integrated library system which blends traditional print resources with a variety of electronic collections and services. The libraries are designed to accommodate small groups, individual readers, large group instruction, and multimedia presentation. Facilities feature cozy areas for quiet reading; teaching areas for student research; areas for journals, special collections; video and audio collections; and many networked computers. The libraries have large book collections in Turkish and English, with smaller collections of French and German in high school. The facilities are inviting, productive learning environments.

The library is a bilingual teaching area with both native Turkish and English teacher librarians working with students. 5. Assessment Rules which are stated below are considered for assessment of student success.

• Each academic year consists of two semesters that complete each other for assessment. • A student’s success is determined by assessment and evaluation of written, oral and applied tests, homework, projects, skills education in organizational, educational and training activities in and out of the class according to the type of course. • Exam questions are prepared by considering general and special purposes stated in education programs based on learning outcomes. • By using assessment methods and tools, teacher continuously monitors and assess whether student has gained the skills and knowledge required for the education program. • Students are assessed by class and activity participation and performance activities. • Tools and methods that evaluate students’ critical and creative thinking, their research, inquiry, problem solving and similar skills are emphasized in determining students’ success. • Valid, reliable and useful assessment tools are used to assess students’ success. Answer keys, check lists or rubrics are prepared and used in accordance with the assessment tool. • Individualized Education Program (IEP) is the basis of assessing the inclusion students.

Exams, homework, projects and other activities are graded out of 100. Assessment results are recorded on e-okul.

The grades and scales of the points are as follows:

Points Scale

85,00 - 100 Excellent 70,00 - 84,99 Good 60,00 - 69,99 Average 50,00 - 59,99 Pass 10 - 49,99 Fail

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 67 Determining the Students’ Success • A student’s success is determined by assessment and evaluation of written, oral and applied tests, homework, projects, skills education in organizational, educational and training activities in and out of the class according to the type of course. • Exam questions are prepared by considering general and special purposes stated in education programs based on learning outcomes. • By using assessment methods and tools, teacher continuously monitors and assesses whether student has gained the skills and knowledge required for the education program. • Students are assessed by class and activity participation and performance activities. • Tools and methods that evaluate students’ critical and creative thinking, their research, inquiry, problem solving and similar skills are emphasized in determining students’ success. • Individualized Education Program (IEP) is the basis of assessing the inclusion students. Written and Applied Tests The following principles will apply for the written and applied tests given in a term:

• Emphasis is on the topics covered after the previous exam but questions also encompass all the topics in a graded ratio. • Exams of applied courses should not be less than three times in each semester. They can be applied tests and written tests or only one of them depending on the characteristic of the course. • There should not be more than two written and applied exams given to a class on a single day. However, the school administration may decide to give a third exam on a day when necessary. • Individualized Education Program Principles (IEP) are taken into consideration when assessing the inclusion students’ success. Evaluating Results of Written Exams Assessment results are not only used for determining the extent of the achievement of educational objectives and especially for identifying subjects in which the students are successful and for taking remedial action.

Teachers evaluate the extent of students’ success at the end of each exam. If they have achieved a low mark in those exams, the teacher investigates and evaluates the reasons for the situation. Then s/he takes action such as reviewing the topic or asking students to undertake additional exercises. Students who have missed the exams • Students who have not taken an exam or who have not submitted homework or project in time must give a valid excuse in 5 days and s/he should submit the related document to the school administration in 5 days following the declaration of the excuse. • Student whose excuse has been accepted by the school administration is given only one make-up exam and his/her homework or project is accepted. Subject teacher determines the exam time and announces it to the student before the exam. • Student who has not sat an exam, done homework or submitted his/her project on time without any excuse will not be given points to assess his/her situation. However, it is included in the total score when getting an arithmetic average. Announcement of Exam Results • Teachers give the results of exams, homework or projects to the students and explain common errors. • The results of the exams and homework are announced to the students within –at the latest- 10 days of the date of exam or submission. Results are recorded in e-okul. • Subject teacher assesses the exam or project papers again and let the student know about the situation if the student demands it. • Performance tasks and projects can be displayed in class and school in order to encourage students.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 68 Performance grade criteria For MEB requirements, each course in Grade 11 and 12 has Performance criteria tasks assigned.

30% of your Performance Grade will come from class participation, this is split up into the 5 diﬀerent Approaches to Learning (ATLs) created by the IB.

Thinking Research Communi- Social skills Self-Man- Classroom skills skills cation skills agement participation skills 30% of total performance grade

5 points 5 points 5 points 5 points 5 points 30 points

The remaining 70% of your Performance grade criteria will be speciﬁc on the individual subject. Please speak to the speciﬁc subject teacher for more information.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 69 Assessment Conversion

To enable our students to be competitive with other students in Turkey, we convert our IB grades to MEB grades. There are two conversion tables, one for Physics HL and one for all other subjects. Please below for the conversion scales: All subjects except Physics HL

% of correct Converted answers MEB on exam grade 26 39 52 67 78 91 1 2 27 40 53 68 79 92 2 4 28 41 54 69 80 93 3 6 29 42 55 70 81 93 4 8 30 43 56 71 82 94 5 10 31 44 57 73 83 94 6 12 32 45 58 74 84 94 7 13 33 46 59 75 85 95 8 15 34 47 60 76 86 95 9 17 35 49 61 78 87 95 10 19 36 50 62 79 88 96 11 21 37 51 63 80 89 96 12 23 38 52 64 81 90 97 13 25 39 53 65 83 91 97 14 26 40 54 66 84 92 97 15 27 41 55 67 85 93 98 16 28 42 56 68 86 94 98 17 29 43 57 69 86 95 98 18 30 44 58 70 87 96 99 19 31 45 59 71 87 97 99 20 32 46 60 72 88 98 99 21 34 47 61 73 89 99 100 22 35 48 63 74 89 100 100 23 36 49 64 75 90 24 37 50 65 76 90 25 38 51 66 77 91

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 70 Physics HL

% MEB 26 39 52 66 78 91 1 2 27 40 53 67 79 91 2 4 28 41 54 69 80 92 3 5 29 42 55 70 81 92 4 7 30 42 56 72 82 93 5 9 31 43 57 73 83 93 6 11 32 44 58 74 84 94 7 13 33 45 59 75 85 94 8 14 34 46 60 77 86 94 9 16 35 47 61 78 87 95 10 18 36 47 62 79 88 95 11 20 37 48 63 81 89 96 12 21 38 49 64 82 90 96 13 23 39 50 65 83 91 96 14 25 40 51 66 85 92 97 15 26 41 52 67 86 93 97 16 27 42 53 68 87 94 98 17 28 43 55 69 87 95 98 18 30 44 56 70 88 96 98 19 31 45 57 71 88 97 99 20 32 46 58 72 89 98 99 21 33 47 59 73 89 99 100 22 34 48 60 74 89 100 100 23 35 49 61 75 90 24 37 50 63 76 90 25 38 51 64 77 91

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 71 Forecasted Grades Many universities require a forecasted (sometimes referred to as a predicted grade) from schools to enable them to make a decision on whether or not to oﬀer a place to a student at their university. The weighting of each element i.e. Grade 11 exam data is dependent on the subject and the level it is studied at. Teachers will discuss the weightings with the students near the beginning of Grade 12 and these will be posted on ManageBac.

Here at ENKA we have two time periods for forecasted grades, depending on when they are applying to university:

applying before October 15th 2018

NO- Forecasted is grade YES made up of seveal elements

June Grade 11 exam Exam

Grade 11 Teacher input exam data November Internal exam Assesment data (if applicable)

Internal Grade 11 Assessment June Teacher nput (if applicable) exam data

Please note that all forecasted grades are ﬁnal and cannot be negotiated.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 72 Information From The Overseas College Counseling Office (OCCO) IB and Universities Abroad BENEFITS - HOW WILL DOING IB HELP ME WHILE APPLYING, AND ONCE I AM STUDYING ABROAD? During the application process • Universities/Colleges worldwide recognize the IB as a strong pre-college curriculum • Universities abroad generally are well aware of the high quality of rigor and academic preparation that the IB program provides and many universities give preference to candidates who have done well in the IB program. • They will know from the ENKA Profile that students who have the prerequisites can usually choose to be IB Diploma or IB Course Studies candidates. • They feel more confident admitting students from a standardized curriculum such as IB. • Most would view the IB Diploma program as more rigorous than the IB Course Studies Program (at ENKA we indicate the GPA in the IB Diploma program as the “most challenging” curriculum offered, and the IB Course Studies program as “challenging”). They will factor in which program you are following while looking at your grades.

After I have been accepted and begin my studies • Many studies have indicated that students who pursued IB studies are better prepared than their counterparts for the ﬁrst year of studies at university. ENKA alumni have repeatedly conﬁrmed this notion by telling us that they felt well prepared for beginning their university studies abroad. • Some universities in the US will give credit or advanced standing for successful completion at particular levels for IB exams taken.

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 73 For Those Who Plan to Study Abroad - Things to Consider While Choosing your IBG Program

UK EUROPE CANADA USA Is it mandatory IBDP is mandatory IMaybe This NO NO to have the at a few selective varies by school IBDP? schools, otherwise no

Are specific Yes – if IBDP UK Maybe–if IBDP Maybe –For all NO courses will require this varies, students mandatory? particular subjects particular courses Depends what Must they be at HL/and/or SL in may be required, you want to study taken at a order to study depending on the - Both IB Course particular level related fields. school and what Students and (HL or SL)? Each different you would like to IBDP will need subject / course study the following: For has its own engineering – specific required Physics and courses. For Chemistry is instance, for usually required. engineering, For Sciences Physics/ –Physics or Chemistry/ Biology or Biology and Math Chemistry may be necessary (this can vary depending on the type of engineering)

Are certain • Depending on your future plans – some subjects may be valued more courses strongly during the admissions process preferred? • If you want to study at a highly selective school, it will be an advantage to have the following: Languages at A level; Math HL or SL; Chemistry/Biology/Physics HL or SL • For Architecture – IB Physics, IB Visual Arts, and IB Math HL or SL is recommended • For Engineering – IB Physics, IB chemistry or IB Biology, and Math HL is recommended • For Art/Music - IB Visual Arts or IB Music

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 74 How will the IB be used while applying abroad?

If the IB is REQUIRED for admissions

• A Forecasted IB Grades Report (with scores on the IB 1-7 scale) will be given along with your Turkish Diploma Transcript to the universities with the application.

• Students must generally meet the required IB points to get a ﬁrm oﬀer If the IB grades are used/and or requested within the holistic review of an applicant:

• Some universities will use Forecasted IB grades as an additional piece of a comprehensive review. • Oﬀers can be eﬀected by, but are not contingent upon particular results

How we report your IB program and grades to universities abroad

• Your Turkish Diploma Transcript indicates by label which IB classes you are taking, the level of the course – HL or SL, as well as if you are a IB Diploma or IB Course Studies student – grades are indicated on the 100 Turkish Scale – For Example: IB Physics HL 89

• All students who are admitted to a university after presenting a Transcript which indicates they are an IB Diploma student – are expected to complete all necessary course work and exams for the IB Diploma.

• It is each individual university right to request information from ENKA at any time throughout the year either while they are considering a candidates application or after they have offered a conditional or firm offer to a student. Some of the information requested may include such items as: transcripts, school based IB Forecasted Grades, SAT/ACT /TOEFL/ IELTS scores, feedback and follow up on a student’s progress and discipline within the school.

Although each university may do things diﬀerently, the following generalizations should be kept in mind:

1. US UNIVERSITIES • US universities make “firm” offers based upon a variety of criteria and materials. This always includes school transcripts. They consider your Transcript with your Turkish grades within your designated IB classes and they may or may not additionally request school based Forecasted IB grades. If they request IB Forecasted grades the ENKA’s Overseas College Counseling Office will provide them. The universities generally consider these as just one more piece of information within a larger pool of application materials.

• Although US offers are usually “firm” offers, students and parents should understand that even firm offers can be revoked. These “firm” offers are made based on the assumption that the student will continue in the same academic program (for example as a full IBDP candidate) and continue to perform academically either at the same level or better throughout their 12th grade year. A university can revoke a “firm” offer at any time if the student changes their program or makes any drastic academic decrease in their performance. What constitutes a “drastic fall in performance” is up to the interpretation of each individual university

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 75 2. UK / CANADA/ EUROPEAN UNIVERSITIES • Most offers will be “conditional offers” they will not be firm offers. That means that the offer will include certain stipulations or conditions that the student should meet by the end of year 12. Each university decides their conditions and they can vary from student to student. These stipulations often involve either IB final marks (as given from the IBO office) and/or final grades within classes. They may also include a final overall cumulative average either for a particular year or for the course of their high school studies.

• School based IB Forecasted Grades are requested for applicants to most undergraduate programs in the UK, Canada and Europe. They usually play a role in the decision to oﬀer a student a “conditional oﬀer” or to deny admission to the student. IB Forecasted grades can be requested at any time however, generally it is expected that they are sent along with the school transcript at the time the student applies to the university.

• In May of 12th grade, it is the student’s responsibility to request that final grades and IB marks are sent to any schools in which they hold conditional offers. It is then up to the university to decide one of the following: the condition has been met and the offer is changed to a firm offer; to accept the student even though some or all of their conditions were not met; to deny the student a place based upon their performance.

Any changes to a student’s IB status i.e. IB Diploma or Course throughout the 2 year programme will be indicated on the transcript.

Coordinator of Overseas College Counseling:Sandi Engler: [email protected]

Overseas College Counselor: Güniz Gücükoğlu: [email protected]

Overseas College Counselor: Ayşegül Kaptan: [email protected]

Turkish Universities and IB Studies IB Diploma is quite beneficial for students in Turkey after they start their university education. Many universities offer scholarship to students who graduated from IB with a specific score. Some universities offer scholarship to all students who have an IB diploma; whereas others require a minimum of 32 or 34 points to offer them scholarship. Courses that students study during their IB education are also recognized by universities.

In addition to this, some universities give opportunity to change departments to the students who have IB Diplomas, who demonstrate them upon registration on condition that they get the required IB Grades.

Depending on the nature of the course and level of achievements, students can be exempted from that course. Therefore, students will need to attain a certain level of achievement to be exempted from the course in the university.

Students who will study for either the IB Diploma or the IB Course Certiﬁcate program and who plan to study at a Turkish university need to read the alternatives stated below when choosing their courses in Grade 11 and 12.

Students who plan to study Engineering • HL/SL Math, • HL/SL Physics, HL/SL Chemistry and Biology in addition

Students who plans to study Medicine, Pharmacy etc. • Math HL/SL Biology, HL/SL Chemistry and Physics in addition

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 76 Students who plan to study Economics, Business Management, and Psychology etc. • HL/SL Math • HL/SL Literature

Students who plan to Communication, Media & Advertising or Cinema Television • HL/SL Litera- ture • HL/SL Psychology • SL Math for YGS

When there are additional courses, students need to contact Turkish Universities Counselor before making their choices.

Turkish Universities that Require Aptitude Tests

Different universities have different procedures in Turkey when accepting students based on aptitude exam results. However, all students need to sit TYT test. All students need to get a minimum of 140 points at TYT. Many universities require a much higher score than 140. More- over, Art and Music department review students’ previous works. Therefore, we can state that students who wish to study at departments that admit students based on aptitude tests need to study these courses at High Level in Grade 11 and 12. For example, they can study HL Music or HL Art. Some IB Course Studies students may study less than three higher level subjects in which case they may study more than two additional Turkish Curriculum Offerings to fulfill 40 hours of study.

Turkish Universities and Career Counselor: Göksel Kalçek [email protected]

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 77 Assessment calendar It is vital that students meet all deadlines (unless discuss in a timely manner with their teacher) as it can be easy to be overwhelmed by the coursework load in the IB Diploma. Please see below for the deadlines for all coursework, including the Core components.

Semes ter 1 Date Grade 11 Assessment 2018-2019 Grade 12 Assessment 2018-2019

3/9/2018 10/9/2018 Math Exploration Final Draft 17/09/2018 Global Politics SL/HL IA Rough Draft EE- 1st full draft of EE to be uploaded to Managebac. 24/09/2018 CAS 1st presentation Science IA draft 2 1/10/2018 English A SL/HL P1 5th EE meeting - Supervisors to give feedback on 1st full draft. 2nd reﬂection to be completed on Managebac. English A P1 8/10/2018 English B 1st Individual Oral Commentary 1 s t m e e t i n g w i t h their CAS advisors TITC T I T C I A f u ll d r a f t 1st CAS meeting with supervisor English B 3rd Written Task 15/10/2018 English A SL/HL FOA Turkish A1 IA IOC English A FOA 22/10/2018 IB Visual Art Process Portfolio Economics IA2 Submission ITGS IA Review - Criterion A-B-C-D Y12 IB Visual Art P1, P2 submission 29/10/2018 OCCO ED/ EA applications out 5/11/2018 2nd CAS meeting with Supervisors Music MLI/creation 2nd draft due 12/11/2018 ENKA BREAK ENKA BREAK 19/11/2018 English A 1st Written Task Science IA ﬁnal English A WT 26/11/2018 Introduction to Extended Essay Economics IA3 ITGS IA Criterion E English B Interactive Oral 3/12/2018 G4 Brain Storming English A P2 English B IOC 2nd CAS meeting with supervisor 10/12/2018 English A SL/HL P2 G 4 E x p e r i m ent Session 1st EE meeting with Supervisor Global Politics SL/HL EA Final Draft

17/12/2018 G4 Presentations Psychology IA First draft ITGS IA Criterion F FINAL EE DUE TO BE UPLOADED TO MANAGEBAC most OCCO university applications out 24/12/2018 CHRISTMAS BREAK CHRISTMAS BREAK 31/12/2018 EXAM WEEK 3rd to 9th Jan Englis h A MOCK IOC 14/01/2019 Economics IA I T G S I A C r i t e rion G IB Visual Art 3 Component Submission MFL Written task due Y12 Visual Art 3 Componant

21/01/2019 ENKA HOLIDAY ENKA HOLIDAY 28/01/2019 ENKA HOLIDAY ENKA HOLIDAY

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 78

Semes ter 2 4/2/2019 Math Exploration Topic Choice EE- Viva Voce. 3rd reﬂection and ITGS IA Criterion A supervisors comments to be completed on Managebac. English A Final Written Task Submission English B IOC 11/2/2019 Music MLI/creation 1st draft due MUSİC MLI/creation Final due ITGS IA Submisson 18/02/2019 English A SL/HL FOA Turkish EA written Psychology IA Final draft due English A Final IOC 3rd meeting their CAS advisors (to complete their CAS portfolio) 25/02/2019 2nd EE Meeting- RQ to be complete M a th Exploration Final Submission 3rd CAS meeting with supervisor 4/3/2019 ITGS IA Criterion B M F L s p e a k i n g ﬁ n a l s u b m ission IOC English A Writ Task English A P2 11/3/2019

18/03/2019 English A P1 I B V i s u a l A r t F u l l M o c k S ubmission IB Visual Art 3 Componant

25/03/2019 English B 2nd Individual Oral Commentary 1/4/2019 3rd EE Meeting - Outline completed and Teachers IA and Predicted Grade 1st reﬂection done on Managebac. Deadline ITGS IA Criterion C 8/4/2019 ENKA HOLIDAY ENKA HOLIDAY 15/04/2019 IB Visual Art exhibition CAS Final interview 22/04/2019 Science IA draft 1

29/04/2019 4th EE meeting English A HL Written Task 2 6/5/2019 EE support sessions p1 and p2 ITGS IA Criterion D 13/05/2019 20/05/2019 4th meeting with CAS Supervisors 27/05/2019 Exam week ﬁnals 3/6/2019 Y11 IB Visual Art Exam Full Submission 10/6/2019 Math Exploration First Draft 17/06/2019

Links to useful resources and information for parents: www.ibo.org/ http://www.ibo.org/digital-toolkit/ www.ibo.org/information-for-parents/ https://ibanswers.ibo.org/

ENKA GRADE 11 & 12 Student & Parent Handbook 2018-2019 79 MLA 8 HOW TO REFERENCE: A JOURNAL ARTICLE

In-text citation:

… (author page). Teachers play a critical role in developing students’ intercultural competence (Taylor 72).

… author… (page). Taylor suggests teachers play a critical role in developing students’ intercultural competence (72).

“…” (author page). “in an international school our cocktails of cultures are stirred but rarely shaken” (Taylor 65).

Works Cited:

Author, ﬁrst name. “Title of article.” Journal title Container, (where found, if applicable)

Taylor, Simon. "Globally-minded Students: Defining, Measuring and Developing Intercultural Sensitivity." The International Schools Journal, vol. 33, no. 1, Nov. 2013, pp. 65-75. ProQuest Education Journals, search.proquest.com/docview/1508228699? accountid=74409. Accessed 4 Mar. 2015.

Date Volume number, Date URL or DOI number. Page(s), retrieved. If accessed via the web Issue number, published, (optional but recommended)

For more information: UWCSEA East https://owl.english.purdue.edu/owl/resource/747/07/ Ver 1.5 HOW TO REFERENCE: MLA 8 A BOOK

In-text citation:

There are five distinct stages in the history of … (author page). depression (Solomon 285).

Solomon wonders whether episodes of violence … author… (page). are connected to depression (103).

“…” (author page). “There are stalwarts to whom such emotional insight is meaningless” (Solomon 103).

Works Cited:

Author, ﬁrst name. Title.

Solomon, Andrew. The Noonday Demon: An Atlas of Depression. Simon & Schuster, 2002.

Publisher, Year.

For more information: UWCSEA East https://owl.english.purdue.edu/owl/resource/747/06/ Ver 1.4 HOW TO REFERENCE: MLA 8 AN IMAGE

In-text citation: As can be seen in Figure 5, glaciers have changed the landscape as they retreated.

Caption: Fig. number. Creator, Title Container, Date created,

Fig. 5, Brown, Rex. “Glacier National Park X.” Flickr, 18 Aug. 2013, flic.kr/p/fAT5Po. Accessed 24 Aug. 2016.

URL. Date viewed. If accessed via the web (optional but Works recommended) No entry necessary if caption of all images includes source information.

UWCSEA East Ver 1.5 For more information: https://owl.english.purdue.edu/owl/resource/747/08/ HOW TO REFERENCE: MLA 8 A NEWSPAPER ARTICLE

In-text citation:

… (author). Gertrude Bell is credited with creating modern Iraq (Arango).

… author…. Arango explains opinion is divided on her legacy.

“…” (author). “Today, though, her legacy, which has always been fragile, is at risk of being undone” (Arango). Works Cited: Author, ﬁrst name. “Title of article.” Date published.

Arango, Tim. “For British Spy in Iraq, Affection is Strong but Legacy is Unfulfilled.” New York Times, 26 Jun. 2014, www.nytimes.com/ 2014/06/27/world/middleeast/gertrude-bell-sought-to-stabilize-iraq- after-world-war-i.html. Accessed 16 Jan. 2015.

Container, URL . Date retrieved. If accessed via the web (optional but recommended)

For more information: UWCSEA East Ver 1.5 https://owl.english.purdue.edu/owl/resource/747/07/ HOW TO REFERENCE: MLA 8 A VIDEO RECORDING

In text citation:

… (author). Perseverance is an important trait when facing barriers (Pausch).

… author…. Pausch showed how his efforts were rewarded.

“…” (author). “Have something to bring to the table” (Pausch).

Works Cited:

Author or poster’s username. “Title of work.” Container,

Pausch, Randy. “Last Lecture: Achieving Your Childhood Dreams.” YouTube, uploaded by Carnegie Mellon University, 18 Sep. 2007, youtu.be/ji5_MqicxSo. Accessed 28 Jan. 2017.

Date of creation URL. Uploaded or Date viewed. or posting, If accessed via the web (optional but published by, recommended)

For more information: UWCSEA East Ver 1.5 https://owl.english.purdue.edu/owl/resource/747/08/ HOW TO REFERENCE: MLA 8 A WEBSITE

In-text citation:

… (author). You should know your communication priorities (Lewis).

Lewis emphasised language as a means of … author…. communication.

“…” (author). “Be speciﬁc and realistic about what you want and when you want it” (Lewis).

Works Cited:

Author, ﬁrst name. “Title of work.” Date created,

Lewis, Benny. “How to Successfully Learn a New Language This Year.” Lifehacker, Gizmodo Media Group, 1 Oct. 2013, lifehacker.com/ 5974670/how-to-successfully-learn-a-new-language-this-year. Accessed 27 May 2014.

Container, Date viewed. Publisher, URL. (optional but recommended)

For more information: UWCSEA East Ver 1.5 https://owl.english.purdue.edu/owl/resource/747/08/