Post 16 International Baccalaureate Choices 2016-2018 2 Post 16 International Baccalaureate Choices 2016-18 Aims for the Evening To outline the Post 16 Curriculum Structure at Wellington International School. To explain the nature of the IB programmes. To give some advice to students and parents about the best option subject choices to make Post 16. Format for the Evening: The Post 16 Curriculum Offer at WIS Richard McGrory, Director of Secondary Curriculum Vicki Hallatt, IBDP/IBCP Coordinator The Compulsory Elements of IBDP Amy Denyer, Curriculum Leader, English Anna Dalladone, Curriculum Leader MFL Carrie McNerney, Curriculum Leader Maths University pathways and Making the Best Choices A Diploma Student Laura Curran, Careers Counselor Aasiyah Patel Year 12 Subject Specific Conversations The IBCP BTEC Media Course With subject leaders teachers in the Claire Young, Subject Leader for Media and Falcon Centre. Head of Sixth Form An IBCP Student Annabel Thomas Year 12 The Post 16 Curriculum at WIS At GEMS Wellington International school we offer three pathways of study for students from the International Baccalaureate Organisation (IBO). What is the IBO? • Established in the late 1960s to meet the educational needs of students in International Schools. • Teaches over 600,000 students in 2300 schools in 127 countries. • Now taught in both International Schools and State sector schools across the globe, with the highest number of schools being in the United States. Three Pathways: An academically challenging and balanced programme of education with • final examinations in six subjects and • an additional ‘Core’ programme of study (TOK, CAS, EE), that prepares students for success at university and life beyond. Three Pathways: The IB Courses Programme A programme in which students take • only particular Diploma Programme courses (subjects) and The IB Courses • also some parts of the ‘Core’ of the Programme Diploma Course (TOK, CAS and EE), that provides students with the qualifications to access university. 7 Presentation Title Goes Here (See Header & Footer To Edit This Text) Three Pathways: A programme in which students take • a career-related qualification (BTEC) in Creative Media, • at least two Diploma Programme courses The IB Courses (subjects), and Programme • an additional ‘Core’ that includes approaches to learning, community and service, language development and a reflective project. The IB Learner Profile • Inquirers • Knowledgeable • Thinkers • Communicators • Principled • Open – Minded • Caring • Risk Takers • Balanced • Reflective A short video about the IB Learner Profile can be found here: http://www.ibo.org/en/section- benefits/learner-profile/ 9 Presentation Title Goes Here (See Header & Footer To Edit This Text) The Diploma Programme Model 10 Presentation Title Goes Here (See Header & Footer To Edit This Text) The Core of the IBDP The IBDP is made up of the three required components, that aim to broaden students’ educational experience and challenge them to apply their knowledge and skills. The three core elements are: The Extended Essay Theory of Knowledge Creativity, Action, Service The core elements are central to the philosophy of the programme. The Core of the IBDP: Extended Essay The extended essay asks students to engage in independent research through an in-depth study of a question relating to one of the DP subjects they are studying. COMPULSORY On a research topic of The World Studies extended essay option allows student’s devising students to focus on a topic of global Related to an approved diploma subject from significance which they examine through the Handbook of lens of at least two DP subjects. Procedures Constitutes a work of independent research • 4,000 words • Offers the opportunity to investigate a research question of individual interest • Familiarises students with the independent research and writing skills expected at University 12 Presentation Title Goes Here (See Header & Footer To Edit This Text) The Core of the IBDP: Extended Essay A few essay titles by WIS students • Studying the behaviour of a rotating telescopic tube of variable length. (Physics) 40 hours of work • To what extent does Dubai follow the life cycle Concluding with a short 10-15 min interview model known as the Butler Model of Tourism? (Viva Voce) (Geography) Externally assessed Contributes to a maximum of 3 bonus • To what extent were the Canadians a points to the total score successful fighting force on the western front of the IB diploma during the First World War? (History) (EE+TOK) • How is the subject of growth treated in Ernest Hemingway’s The Old Man and the Sea and Naguib Mahfouz’s The Cairo Trilogy? (Literature) 13 Presentation Title Goes Here (See Header & Footer To Edit This Text) The Core of the IBDP: Theory of Knowledge • Explores the nature of Theory of knowledge develops a coherent knowledge across approach to learning that unifies the academic disciplines. They are disciplines. Mathematics, The Natural Sciences, The Human Sciences, The In this course on critical thinking, students Arts, History, Ethics, Religious Knowledge inquire into the nature of knowing and deepen Systems, and their understanding of knowledge as a human Indigenous Knowledge Systems. construction. • Encouraging an An in depth description of this subject can be appreciation of other cultural perspectives found in the Information Booklet. • TOK Contributes to a maximum of 3 bonus points to the total score of the IB diploma (EE+TOK) 14 Presentation Title Goes Here (See Header & Footer To Edit This Text) TOK – How it is delivered? As a core element which all Diploma Programme students undertake, WIS is required to devote at least 100 hours of class time over the two years to deliver TOK. In order to cover the syllabus and prepare students for the assessments WIS IB students attend two TOK lessons a week over the two years. 15 Presentation Title Goes Here (See Header & Footer To Edit This Text) The Core of the IBDP: CAS Creativity, action, service (CAS) involves • Encourages students to be students in a range of activities alongside their involved in artistic pursuits, sports and community academic studies throughout the Diploma service Programme. • Education outside the Creativity encourages students to engage in classroom the arts and creative thinking. • Development of the learner Action seeks to develop a healthy lifestyle profile through physical activity. Service with the community offers a vehicle for new learning with academic value. The three strands of CAS enhance students’ personal and interpersonal development through experiential learning and enable journeys of self-discovery. The Core of the IBDP: CAS At Wellington we offer a comprehensive array of • Help survey reefs creative activities and events such as the following: • Raising funds for a village in Ethiopia • Getting “hoodies” made for the children and then visiting the school and the community • Model United Nations and helping to address their needs • World Scholar’s Cup • Sports • Working with Feline Friends • Expeditions • Sports coaching • Service related opportunities • Adventure trips to Nepal • Tutoring both in WIS and externally • Learning to scuba dive • Setting up running clubs and Activities planned and completed as part of the CAS societies programme significantly augment a student’s curriculum vitae and helps differentiate them at both • learning to drive on a race university and employment related interviews. track • learn a completely new language or skill. The IBDP Courses On Offer at WIS There are six subject groups in IBDP Students must select one course from Apart from the Core each of the six groups ensuring that all (Extended Essay, Theory of Knowledge and CAS) students complete a broad range of students taking the Diploma subjects. take six subjects. Three subjects must be taken at One exception to the course selection – a second Higher Level (240 guided learning Science or a second hours). Humanities subject may be taken instead of an Arts subject. Three subjects must be taken at Standard Level (150 guided learning hours). Subjects on Offer Group 1 First Language Group 4 Experimental Sciences (Language A) Chemistry, Physics, Biology, ESS, English Literature, English Sports Exercise and Health, Language and Literature Computer Science, The Nature of Science Group 2 Language Acquisition (Language B) Arabic, French, Italian, Spanish Group 5 Mathematics Mathematics Group 3 Individuals and Societies Group 6 The Arts Business and Management, Economics, Geography, History, Film, Music, Visual Arts, Theatre ITGS, ESS, Psychology, Global Politics Group 2: Language Acquisition English Language SL English Language HL English Language and Literature SL English Language and Literature SL Group 1 English Group 1: Studies in Language and Literature (English) Language A: Literature HL/SL Language A: English Language & Literature HL /SL Entry Requirements: An A* or A at GCSE/IGCSE for English Literature HL. An A* or A at GCSE/IGCSE for English Language and Literature at HL. All other students will take the SL courses. Literature Language & Literature Written Oral Works In Oral Tasks 25% Exam 45% Assessment Exam 45% Assessment Translation 30% Essay 25% 30% Paper 1 Paper 1 Individual Oral Unseen Poem Individual Oral Unseen Language Commentary or Prose 20% Commentary 15% 15% 20% Individual Oral Further Oral Presentation Assessment 15% 15% Paper 2 Paper 2 Comparison Literature Essay 25% Essay 25% Which course to choose? • Love reading a variety of texts