Hiroshima International School. International Baccalaureate Diploma Programme. Student Handbook

Hiroshima International School International Baccalaureate Diploma Programme Student Handbook 2015-2016 HIS will provide an international education ...
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Hiroshima International School International Baccalaureate Diploma Programme Student Handbook

2015-2016

HIS will provide an international education that promotes integrity, excellence, cultural sensitivity and a lifelong commitment to peace and a sustainable planet.

 

Contents Credit Requirements for Graduation, Earning Credits & Transfer Credits Diploma Program Course Requirements & The Bilingual Diploma International Baccalaureate Diploma Programme Requirements & Course v. Diploma Candidates Failing Conditions in the Diploma Programme & The Extended Essay/Theory of Knowledge Matrix Academic Expectations Shared Expectations: Teachers, Students, Parents Diploma Candidate Habits: More Like/Less Like Test and Exam Preparation: Note Taking, Distributed Studying, Effective Study Strategies Study Methods: PQRST & SQRRR HIS Academic Honesty Policy Internal Assessments Sample Diploma Program Timelines Mock Exams & External Examinations Structured Study Days & Mandatory Study Halls The Extended Essay Creativity, Action, Service Theory of Knowledge Grade Descriptors by IB DP Subject Group Interim Reports: Grading Frequently Asked Question  

 

Credit Requirements for Graduation and Transfer Credits for Secondary Students (Grades 9-12) Graduation Requirements Students completing Grades 9- 12 at HIS are eligible for a high school diploma. HIS is accredited by the Council of International Schools and the New England Association of Schools & Colleges. This means a HIS high school diploma is recognized by universities and post-secondary institutions around the world. A minimum of 22 credits is necessary to graduate from HIS in addition to completing Creativity, Action, and Service (CAS). These must include: ▪ ▪ ▪ ▪ ▪

4 x English; 3 x Science, Humanities (Social Studies), Mathematics, Foreign Language; 1 x PE, IT; 1 x Art or Music; 3 x Electives

Students who complete the IB DP along with earning all credits in Grades 9-10 meet the graduation requirements. Earning Credits Three or more periods a week constitutes 1 credit; two periods a week equals half of a credit. In order for a student to earn “credit” for a course, the student must complete all course requirements (assignments, assessments, projects) and earn a grade of 3 or higher. Credits earned at another school must meet the minimum standard set by HIS grade of 3. Transfer Credits Students who did not attend HIS for all of Grades 9 to 10 will ordinarily gain credit for courses taken in their previous schools. Transfer credits must meet the minimum credit hours for class time: • 1 credit = weekly class time ≥135 minutes and class grade is at least equivalent to a 3 on the IB scale.  



0.5 credits = weekly class time ≥ 90 minutes but < 135 minutes and class grade is at least equivalent to a 3 on the IB scale Diploma Program Course Requirements

● Students must pick one subject from each group (see below, Groups 1-6). Substitutions may be made for Group 6 from another group. ● Three subjects must be at HL. ● Courses are taken over a two-year period of study. ● In addition to the above mentioned course work, students must complete the IB Diploma Programme Core: ▪ Theory of Knowledge ▪ Creativity Action and Service ▪ Extended Essay HIS offers the following courses to complete the coursework portion of the IB DP: Group Group 1 Studies in Language and Literature

Group 2 Language Acquisition

Courses Offered English A Language and Literature SL/HL Japanese A Literature SL/HL Other Language A: Self-taught SL Japanese B SL/HL Japanese Ab Initio SL English B SL/HL Online: French Ab Initio SL, Mandarin Ab Initio SL, Spanish B SL or Ab Initio SL

Group 3 Individuals and Society

History SL/HL

Group 4 Sciences

Biology SL/HL

 

Online: Psychology SL/HL, Business Management SL/HL, Philosophy SL, Economics SL/HL, Information Technology in a Global Society SL/HL

Chemistry SL/HL

Group 5 Mathematics

Group 6 The Arts

Mathematics SL/ HL (HL online) Mathematical Studies SL Visual Arts SL/HL *based on enrollment Music SL/HL Online: Film Studies SL

Bilingual International Baccalaureate Programme Diploma A bilingual diploma will be awarded to a successful candidate who fulfills the following criteria: Completion of English A and Japanese A with the award of a grade 3 or higher in both

 

International Baccalaureate Diploma Programme Requirements (From The Handbook of Procedures, A1.2 The Diploma Programme, IBO 2015) Diploma Candidates Candidates for the diploma study six subjects selected from the subject groups. Normally three subjects are studied at higher level (courses representing 240 teaching hours), and the remaining three subjects are studied at standard level (courses representing 150 teaching hours). All three parts of the core—extended essay, theory of knowledge and creativity, action, service—are compulsory and are central to the philosophy of the Diploma Programme. • The extended essay has a prescribed limit of 4,000 words. It offers the opportunity to investigate a topic of individual interest, and acquaints students with the independent research and writing skills expected at university. • The interdisciplinary theory of knowledge course is designed to provide coherence by exploring the nature of knowledge across disciplines, encouraging an appreciation of other perspectives. • Participation in the CAS programme encourages candidates to be involved in artistic pursuits, sports, and community service work. The programme fosters students’ awareness and appreciation of life beyond the academic arena. Course versus Diploma Candidates If a student cannot or chooses not to fulfill the DP requirements of 3 HL courses, 3 SL courses, and the core (EE, TOK and CAS), he or she may be considered a “course candidate.” Students may continue in DP courses of their choice at their level of choice (for example, 4 SL subjects and 2 HL). They may also test in courses of their choice instead of ALL courses. Course candidates do not need to complete the EE or TOK. Course candidates must complete CAS per HIS requirements. Upon successful completion of the course requirements and exams in the selected courses, students may earn certificates for each subject tested. These may be honored by a university at the discretion of the institution for admissions criteria or university credit. A course candidate cannot earn an IB Diploma. However, a student who chooses to become a course candidate may earn the HIS high school diploma as long as all course requirements are met and a grade of three or higher is earned in each course.

 

Failing Conditions in the Diploma Programme (From The Handbook of Procedures, A11.8 Diploma Requirement Codes, IBO 2015) The following conditions will result in failure to earn an IB Diploma from the IBO:

1. CAS requirements have NOT been met. 2. Candidate’s total points are fewer than 24. 3. An N has been given for theory of knowledge, extended essay or for a contributing subject. 4. A grade E has been awarded for one or both of Theory of Knowledge and the Extended Essay. 5. There is a grade 1 awarded in a subject/level. 6. Grade 2 has been awarded three or more times (HL or SL). 7. Grade 3 or below has been awarded four or more times (HL or SL). 8. Candidate has gained fewer than 12 points on HL subjects (for candidates who register for four HL subjects, the three highest grades count). 9. Candidate has gained fewer than 9 points on SL subjects (candidates who register for two SL subjects must gain at least 5 points at SL). The Extended Essay/Theory of Knowledge matrix (From The Handbook of Procedures, A11.8 Diploma Requirement Codes, IBO 2015) Additional points towards the diploma are available from a candidate’s combined performance in the Extended Essays and Theory of Knowledge requirements.

ToK/EE A B C D E

A 3 3 2 2

B 3 2 2 1

C D E 2 2 Failing condition 2 1 1 0 0 0 Failing condition

The points earned from TOK & the EE are added to a candidate’s total score from course requirements (course grade, exams & IA scores).  

Academic Expectations & Intervention HIS IB DP Education Experience: A Collaboration between Teachers, Students & Parents I.

Academic Expectations a. Building study habits and time management to be successful in the IB, college, and life i. All assignments have a purpose: to build skills or knowledge required to be successful in DP exams ii. DP students are continually assessed against IB DP assessment criteria iii. Your best effort is expected on all assignments b. Understand Consequences: Failure to Meet Academic Expectations i. May impact eligibility to participate in school trips or clubs ii. Effort will affect school recommendations for university or other institutions iii. Academic Improvement Plan iv. Preparation for university: Late assignments are not accepted in university courses c. “Good Academic Standing” i. Maintain Good Academic Standing by performing at your potential ii. Based on effort grade: 1. Assignments turned in on time 2. Best effort demonstrated on all assignments 3. Continuous performance improvement/growth on assessment tasks iii. Overall academic performance on assessments and grade reports should reflect:

A good general understanding of the required knowledge and skills and the ability to apply them effectively in situations specific to the subject. There is occasional evidence of the skills of analysis, synthesis and evaluation. -HIS Assessment Policy, IB DP Grade Descriptors, Grade: 4

 

II.

Time Management for Assignment Completion a. Follow guidelines or expectations for how assignments are to be completed b. Manage assignments: i. Survey material ahead of due date ii. Create a plan to complete the homework/assignment iii. Record the plan (due dates for manageable portions) in homework diary 1. The purpose of the homework diary is to facilitate communication between the parents, teacher, and student c. Follow-up: i. Teachers will monitor progress for each portion of the assignment ii. Teachers will record in homework diary when portions are not completed d. Reminder: Electronic submission is due the same time as paper submission e. It is unacceptable to stay home from school to complete homework, IAs, major projects, etc.

III.

Assignments NOT Completed in a Timely Manner a. Student(s) will report to the teacher to complete the assignment during lunch b. Acceptance of Late Assignments i. The teacher will set the date for the acceptance of a late assignment 1. Late submission is reflected in effort grade 2. Performance on assignment is reflected in assessment criteria

IV.

Extensions for Assignments a. Extensions must be requested at minimum the day before the assignment is due. b. Teacher has the right to refuse the extension. c. No extensions are granted for Internal Assessment deadlines.

 

Shared Expectations Your teacher will… Deliver the course content as dictated by IB

The DP student will… Attend class regularly to receive the benefit of instruction and practice

Breakdown the skills and sequence of knowledge required to be successful in the subject area

Seek help when the student does not understand a concept, skill or background knowledge

Provide assessment tasks that will provide skill growth

Be organised with materials and assignments ready for class Participate in assessment tasks to develop understanding of concepts, skills, and knowledge

Provide clear assessment criteria that is aligned with the IB assessment criteria

Reflect on progress for improvement

Communicate expectations as to deadlines, due dates, content, assignment format, assignment turn in procedures, academic honesty, and treatment of late work

Meet all internal deadlines as prescribed by the teacher and the school Bring into the classroom a willingness to grow in the Learner Profile

Parents will… • Ensure students attend school every day on time • Monitor student academic progress and encourage the completion of homework and the meeting of all deadlines • Attend school conferences, meetings, and events as required • Support students in maintaining healthy sleep habits • Support students in maintaining healthy nutrition (limiting/prohibiting energy drinks, balanced diet) • Provide a study environment at home • Ask children questions about what is going on in classes • Check homework diary • Email the course teacher directly with concerns before a concern turns into a crisis • Monitor extra-curricular activities that may interfere with studies • Be aware of "Black Arbeit,” unethical practices taking advantage of young, parttime employees (students). Employees are made to believe that they are the core of the work-force and if they take days off, it will cause inconvenience to others.  

Diploma Candidate Habits More Like Regular attendance in School Meeting deadlines Planning ahead Staying organized Motivated: studying because you need to study; not just studying because it is assigned Maintaining grades (4 and above) Coming to school and class prepared (books, materials, drafts, review readings, etc) Setting regular and specific amounts of time devoted to homework and studying Asking questions: approach teachers first with a question or concern Reading beyond the selected course material to find information for research or general knowledge Making DP studies a priority; maintaining a healthy school-life balance Maintaining healthy sleep habits. Maintaining a balanced and healthy diet free of excessive caffeine and energy drinks.

 

Less Like Poor attendance: Staying home to complete assignments instead of attending school Missing deadlines, asking for repeat extensions Procrastination Disorganization Not getting enough sleep Below- average performance (unsatisfactory, 3’s) Unprepared to engage in class activities Playing video games, not focusing on homework or studying after school NOT asking questions: remaining silent and confused; complaining to others Using only the text or resources teachers have given you Prioritizing paid jobs over school Staying up late and being tired at school. Eating convenience store food or instant food; “getting by” on energy drinks or other caffeinated products.

Test and Exam Preparation

Note Taking and Course Feedback ● Take notes in class- if the teacher writes it on the board or projects it, you probably need to know it! ● Make sure your notes are complete, especially if you have been absent. o Review your notes: what are you missing? o Ask your teacher what notes you have missed o Use Moodle and teacher class sites to update your notes o Ask a study-buddy about what you covered in class ● Be aware of your strengths and limits during each unit of each course o Identify content/skills you need to focus on ● Read teacher's feedback on assignments leading up to the exam or assessments o Review past assignments for tips on how to improve

Distributed studying What is distributed studying? Distributed studying is studying over a period of time (days, weeks). When you do this, break down information and skills into chunks to you can focus on. Prioritize difficult information and skills over information and skills you are confident and competent in. Your brain retains information more effectively this way. When you cram for an exam, you are likely to forget the information or skills shortly after the exam. How to do you organize yourself for distributed studying? START EARLY ● On a calendar, table or spreadsheet, schedule every topic of every subject at least three times to review (see example below) ● Give yourself a manageable workload each day. ● Identify areas you are missing material or don’t understand well

 

Sample Distributed Studying Schedule

Effective Distributed Studying Strategies ● First time reviewing the material: Read the text or material and make notes on the topic ● Second time reviewing the material: Summarise your notes and/or practice (especially in math/science/music) ● Third time reviewing the material: Review your notes and practice typical questions you will encounter in the subject o For external exams: Practice using past papers o For internal exams: Practice using past tasks the teacher has given you ● Night before the exam: Read the notes of all topics Do not stay up all night to study or come in late to school because you have been sleeping or studying!

 

While you are studying, take breaks! Find your natural period of concentration (20 - 45 minutes usually). You can find this by monitoring your behaviour. You may begin to look around, think about other things, etc. When you find that you are distracted, you should take a break! Split your study time into blocks of this length, and take 5 minutes to exercise or do some physical activity in between. This means walking outside, doing pushups, squats, yoga, stretching; NOT watching TV, getting on Facebook, LINE, etc.

 

Study Methods Sometimes it is difficult to focus on material by just “reviewing” a text or other information. These methods are very specific ways to approach material effectively for comprehension and retention. You can use them to prepare for exams or home assignments. PQRST PQRST stands for Preview, Question, Read, Summary, Test. This is effective when studying from books. It prioritized information in a way that relates to how you may be asked to use the material on an exam. 1. Preview: Look at the topic to be learned by glancing over the major headings or the points in the syllabus. 2. Question: Formulate questions to be answered following a thorough examination of the topic(s). 3. Read: Read through the related material, focusing on the information that best relates to the questions formulated earlier. 4. Summary: Summarize the topic, bringing his or her own understanding into the process. This may include written notes, spider diagrams, flow diagrams, labeled diagrams, mnemonics, or even voice recordings. 5. Test: Answer the questions drafted earlier, avoiding adding any questions that might distract or change the subject. (Source: n.wikipedia.org/wiki/Study_skills)

 

SQRRR Another method useful for large reading assignments is SQRRR. SQRRRR is a reading comprehension method named for its five steps: survey, question, read, recite, and review. It was created for college students, but can also be used by any level of student to comprehend longer and more complex texts. 1. Survey: The first step, survey or skim, advises that you should resist the temptation to read the book but instead glance through a chapter in order to identify headings, sub-headings and other outstanding features in the text. This is in order to identify ideas and formulate questions about the content of the chapter. 2. Question: Formulate questions about the content of the reading. For example, convert headings and sub-headings into questions, and then look for answers in the content of the text. Other more general questions may also be formulated: ○ What is this chapter about? ○ What question is this chapter trying to answer? ○ How does this information help me? 3. Read (R 1 ): Use the background work done with "S" and "Q" in order to begin reading actively. This means reading in order to answer the questions raised under "Q". Passive reading, in contrast, results in merely reading without engaging with the study material. 4. Recite (R 2 ): The second "R" refers to the part known as "Recite/wRite" or "Recall." Using key phrases, one is meant to identify major points and answers to questions from the "Q" step for each section. This may be done either in an oral or written format. It is important that an adherent to this method use his/her own words in order to evoke the active listening quality of this study method. 5. Review (R 3 ): The final "R" is "Review." Provided you have followed all of the above recommendations, you should have a study sheet and should test yourself attempting to recall the key phrases. This method instructs diligent student to immediately review all sections pertaining to any key words forgotten. (Source: https://en.wikipedia.org/wiki/SQ3R)

 

HIS Academic Honesty Policy I. Expectations and Goals Hiroshima International School expects academic honesty to be upheld at all times by its students throughout all coursework, research and assessments both internal and external. HIS will promote academic honesty by engaging students in dialogue about academic integrity in and out of the classroom in relation to the learner profile attribute of principled. HIS will take an active role teaching students the appropriate skills needed to safeguard students against academic dishonesty as well as cultivate a sense of value and appreciation for their own original work and the work of others. HIS students, teachers, and administrators are expected to adhere to the academic honesty regulations, procedures, and teaching suggestions as outlined in IBO's Academic Honesty publication "Academic Honesty," July 2011. II. Teaching for honesty ● Teachers will provide explicit examples of what academic honesty looks like in their course based on subject-specific and task-specific assignments, course specific information and materials, and creative & constructive processes that may be used to complete assignments. ● Teachers will outline expectations for referencing and citing the work of others in assignments. All expectations should be consistent with the Chicago (Turabian) style of referencing. ● Teachers may investigate assignments or products submitted by a student if they feel it does not accurately represent work that is consistent with prior work submitted by the student. ● All instances of academic honesty are taken seriously; the Director of Studies will be informed of any infraction and parents will be notified. III. Definitions and Examples of Academic Dishonesty The following behaviors are considered a breach of academic honesty or malpractice as defined by the International Baccalaureate Organization: ● plagiarism: this is defined as the representation of the ideas or work of another person as the candidate’s own ● collusion: this is defined as supporting malpractice by another candidate, as in allowing one’s work to be copied or submitted for assessment by another ● duplication of work: this is defined as the presentation of the same work for different assessment components and/or diploma requirements ● inappropriate behavior turning a testing situation gains an unfair advantage for a candidate or that affects the results of another candidate

 

● fabrication of data during academic research or creating false information related to the achievements of a candidate (CAS hours) ● violating the IB Academic Honesty Policies as stated in the IB Academic Honesty publication (IBO, Academic Honesty, Section 2.2.1 & 2.2.7) Examples: In order to understand some of the concepts and behaviors related to academic dishonesty, the IBO has provided the following examples: Academic dishonesty (examples of) collusion: There are occasions when collaboration with other candidates is permitted or even actively encouraged, for example, in the requirements for some internal assessment. Nevertheless, the final work must be produced independently. For example, if two or more candidates have exactly the same introduction to an assignment, the final award committee will interpret this as collusion (or plagiarism), and not collaboration. (IBO, Academic Honesty, Section 2.2.5) plagiarism: ● Copying works of art, whether music, film, dance, theatre arts or visual arts, without proper acknowledgment, may also constitute plagiarism. Candidates must understand that passing off the work of another person as their own is not acceptable and constitutes malpractice, regardless of whether the act was intentional. (IBO, Academic Honesty, Section 2.2.3) ● Some candidates seem to believe that because the internet is in the public domain and largely uncontrolled, information can be taken from websites without the need for acknowledgment. The requirement to cite the source of material includes the copying of maps, photographs, illustrations, data, graphs and so on. For example, to cut and paste a graph from a website without acknowledging its source constitutes plagiarism. (IBO, Academic Honesty, Section 2.2.2 & 2.2.3) ● Copying text, or other material, is not always a deliberate attempt by a candidate to present the ideas or work of another person as their own. For example, a candidate may copy one or two sentences from a book, journal or website without showing it as a quotation, but indicating its source in a footnote or the bibliography. Although each case requires a separate judgment, in general such cases are the result of negligence or a lack of awareness on the part of the candidate and do not warrant an allegation of malpractice. (IBO, Academic Honesty, Section 2.2.4)

 

malpractice in testing situations (including but not limited to): ● taking unauthorized material into an examination room (such as cell/mobile phone, written notes). ● exchanging information or in any way supporting the passing on of information to another candidate about the content of an examination ● leaving and/or accessing unauthorized material in a bathroom/restroom that may be visited during an examination ● misconduct during an examination, including any attempt to disrupt the examination or distract another candidate ● disclosing or discussing the content of an examination paper with a person outside the immediate school community within 24 hours after the examination. (IBO, Academic Honesty, Section 2.2.9) authentic authorship: authentic piece of work is one that is based on the candidate’s individual and original ideas with the ideas and work of others fully acknowledged. Therefore, all assignments for assessment, regardless of their format, must wholly and authentically use that candidate’s own language, expression and ideas. Where the ideas or work of another person are represented within a candidate’s work, whether in the form of direct quotation or paraphrase, the source(s) of those ideas or the work must be fully and appropriately acknowledged. (IBO, Academic Honesty, Section 1.1.5) duplication of work: The presentation of the same work for different assessment components and/or diploma requirements is a duplication of work and therefore constitutes malpractice. For example, if a candidate submits the same or a very similar piece of work for history internal assessment and for an extended essay in history, this would be viewed as malpractice. However, it is perfectly acceptable for a candidate to study one aspect of a topic for internal assessment and another aspect of the same topic for an extended essay. (IBO, Academic Honesty, Section 2.2.6) intellectual property: there are many different forms of intellectual property rights, such as patents, registered designs, trademarks, moral rights and copyright. Candidates must at least be aware that forms of intellectual and creative expression (for example, works of literature, art or music) must be respected and are normally protected by law. (IBO, Academic Honesty, Section 1.1.3) IV. Support of Original Authorship In order to avoid issues of academic honesty surrounding plagiarism and authentic authorship, HIS endorses the Chicago-Style citation. This citation style shall be implemented in all note-taking and research related work related to school projects and assignments and IB internal and external assessments.  

The use and instruction of the Chicago-Style citation will be reinforced through: ● Note-taking and research support activities in all subject areas ● Direct instruction by the school librarian, teachers, and extended essay advisors ● Tutorials through the school's research database and online resources ● Accountability by students for Chicago-style citation in assignments and research as appropriate Please see http://www.chicagomanualofstyle.org/tools_citationguide.html. V. Suspected Malpractice Teachers have the right and responsibility to investigate issues related to academic dishonesty if it is witnessed, reported, or suspected. The teacher shall report the incident to the Director of Studies. The Director of Studies and Teacher will determine the course of action for the investigation and the consequence. Severe cases will be reported to the school Principal. Cases of academic dishonesty shall be dealt with on a case-by-case basis in order to determine if the malpractice was unintentional or deliberate. Consequences will be determined on a case-by-case basis. In most cases, students who submit work that is plagiarized or does not demonstrate academic honesty will receive a “zero” for the work in question. Students will be required to reproduce the assignment following all academic honesty guidelines in order to meet course requirements. Malpractice related to IB sanctioned internal and external assessments will follow the procedures outlined by the IBO. (IBO, Academic Honesty, Section 7) V. Academic Integrity Statement Students are expected to include and sign an Academic Integrity Statement on all assessments and research-related work. All students will include the following on each assignment, test/quiz, or major project: “I confirm that the work contained within this document is my original work unless otherwise cited or referenced. I understand the possible penalties for deliberate or accidental academic dishonesty.” Please write this at the end of each test/quiz, or major project.

 

Internal Assessments General Purpose Internal Assessments are subject-specific projects students take on in each course. Most occur in the second year of each IB DP course (Grade 12). These projects take on a variety of forms: lab-experiments, research projects, audio-recordings of musical performances and so on. ● The criteria for each IA is set by the IBO for each subject. Students are given guidelines as to the amount of time required to complete the project. ● Teachers provide some guidance to students; however, the projects are predominantly individual in nature. ● Teachers grade the assessments based on the scoring criteria for each assessment set by the IBO. Grades are submitted to the IB and are a part of a student’s overall IB score for the diploma. Each subject’s IA counts towards a set percentage of the overall DP score in the course. ● The IBO will ask for samples of student work to be submitted to moderate teacher grades. The Teacher’s Role Teachers are given very specific guidance by the IBO in each subject guide in terms of how involved they may be in the internal assessment. ● Teachers are often involved in guiding students in the planning process and typically meet with students during the IA process to discuss their work. ● This does not mean that students may not ask for help from the teacher during the IA process. Students are encouraged to seek teacher guidance. ● In general, a teacher may only review ONE draft of the final product one time before it is submitted for assessment. Attendance in School Some internal assessments are completed under the auspice of a teacher. ● For example, Music performance IAs and Language A & B oral commentaries are completed with a teacher. ● Students must prepare for these with minimal guidance from their teacher. ● In these cases, student attendance on the day of the assessment is critical. It is not acceptable to miss class time by staying home to complete IAs. Academic Honesty Students and teachers must sign coversheets to authenticate a student’s work. ● The student’s signature ensures it is the student’s original work, meaning it has not been plagiarized and follows all guidelines in the HIS academic honesty policy. ● If a teacher cannot attest that the work submitted is the student’s original work, the work cannot be accepted. ALL IAs must be completed to earn an IB diploma. Internal Assessments must be completed by the prescribed due dates. It is your responsibility to plan accordingly.  

Sample Diploma Program Timelines The following are sample timelines for internal due dates for the Extended Essay, Internal Assessments and External Assessments. Regular course assessments are set by your teacher and are not included on this calendar. These are SAMPLES and may vary from year to year. These are meant to paint a picture of what will be expected in order to complete Internal Assessments and other External Assessments in a timely manner. Grade 11 SAMPLE Week Feb 2 Feb 20 March 2 March 9 April 6 April 29May 6 May 7 May 18 May 25 June 1 June 8 June 15

Task/Activity Initial EE Presentation: Overview Music Performing/Creating piece no.1 IA SPRING BREAK Select working topic and supervisor for EE English A FOA IA Working research question developed for EE GOLDEN WEEK Musical Links Investigation Proposal Chemistry IA lab work and first draft report English A Written Task 1 IA Chemistry IA lab work and first draft report SECONDARY EXAM WEEK Detailed outline & bibliography due for EE Schedule first meeting with EE supervisor English A Written Task 1 & 2 IA Final draft report - Biology and Chemistry IA Grade 12 SAMPLE

Week Aug 25 Oct 7 Oct 14 Oct 28 Nov 3 Nov 10  

Tasks/Activity EE Draft Japanese A World Literature Written Task Fall Break Biology Investigation Written Component (2) Predicted Grades for early university applications issued Japanese Ab Initio Written Task History IA

Nov 24 Dec 1 Week Jan 5 Jan 12 Jan 19 Feb 2 Feb 9 Feb 16 Feb 23 Mar 2 Mar 9 Mar 16 Mar 23 Mar 30 Apr 6 May 4 May 11 May 18 May 30 June 1 July 7

 

Music SL/HL Investigation English A Written Task Extended Essay FINAL Tasks/Activity Prepare for Mock Exams MOCK EXAMS Music HL Composition TOK Essays Japanese B & Abinitio Written Task Maths (SL & Studies) Written Task CAS Reflections Japanese B Oral Commentary Spring Break English A Oral Commentary Japanese A Oral Commentary Japanese Ab Initio Oral Commentary Visual Arts HL/SL Portfolio & Investigation Music HL/SL Performance Component Biology Experimental investigations + Group 4 project Chemistry Experimental investigations + Group 4 project TOK Presentation Golden Week IB DP Exam Period IB DP Exam Period IB DP Exam Period Graduation CAS Completed Marks available on IBIS

Mock Exams Early in the second semester of G12, students will participate in “mock exams.” Mocks exams are one week of exams modeled after the DP examination session that students will sit in May. Students will prepare for mock exams as you would the DP exams. You will follow all procedures for IB DP examinations. The diploma coordinator and course teachers will review these procedures. The examinations are conducted just as they will be carried out in May. The purpose of mock exams is to assess learning to this point in the course and to experience the conditions and procedures students will encounter during the DP examination session. Student scores on the mock exams will be a significant piece of data that teachers will use to predict grades in the course (predicted grades). Shortly after the mock examination period, teachers will update predicted grades for students’ spring college applications and submission to the IBO. External Examinations In May of G12, students will sit external examinations. These are the largest factor in determining the award of an IB Diploma. Typically, each subject area has two exam papers for SL subjects and three exam papers for HL subjects. The exam period spans approximately three weeks from the first week of May until the third week in May. The exam schedule is set by the International Baccalaureate Organization. HIS cannot change when exams take place. Historically, the DP exams begin during the Golden Week Holiday. Students are expected to attend exams during this time. An exception is not made for the holiday. HIS does not provide transportation to school for exams. Students must make every effort to attend exams. If a student misses an exam for any reason, the diploma coordinator must contact the IBO immediately. The IBO will decide the appropriate course of action. There is no “make-up” session for IB DP exams. By November of G12 students will be officially registered as diploma candidates and registered for exams. Each student’s exam schedule is determined by the specific courses he/she is registered. HIS ends DP courses approximately two weeks before the examination period starts for an in-school study period. G12 students attend school as usual study for exams instead of attending classes. Students are expected to set study schedules for themselves for the two weeks leading up to exams. During the in-school study period, teachers will offer review sessions. Students may attend these based on their revision needs.  

Structured Study Days Structured study days are school days when classes are not held but are considered a “school day.” Parent teacher student conferences and student led conferences are examples of these days. Because every hour of instruction is valuable in the DP, DP students are required to attend school on these days and engage in independent learning. These days are designed to assist DP students in balancing the ongoing demands of coursework, homework, and projects. On these days, students will be able to take time out their your study day to participate in conferences/events and then return to independent learning. The expectations for this structured study day are as follows: ▪ Grade 11 and 12 students are expected to attend school on this day. If students normally take the CMC HIS bus, HIS will reimburse the cost of public bus fare to and from school, if necessary. ▪ Students will be expected to be at HIS from 9:00 am to 3:20 pm. ▪ Students will check-in with homeroom teachers or Ms. Pechhold. ▪ Students will work on coursework and IA or EE projects during the day. They will prioritize their own workload and make a schedule ahead of time, which will be approved by their teachers. ▪ Students will be able to take a lunch break and block out time during the day that coordinates with the timing of their conference. Mandatory Study Halls The student workload in Grade 12 DP becomes increasingly demanding as the year progresses. During G12, you will be completing internal assessment components, submitting a draft of the Extended Essay, and continuing in your regular course work. To support Grade 12 students in rigors of the IB Diploma Programme, students will participate in one mandatory after-school study hall on a school-activity day. On this day, Grade 12 students will be expected to stay after school in lieu of an afterschool activity to work on projects and coursework related to the Diploma Programme. This will allow students time to work on long-term projects that require equipment and materials in the science lab and art studio or collaboration with other students. Students will be able to make appointments with teachers related to Extended Essay, Theory of Knowledge assessments, and other ongoing projects. The library will be reserved for Grade 12 as a quiet place to work during these study halls. Students who normally ride the HIS bus will be able to ride the late bus in the evening. Along with the mandatory study hall, it is strongly recommend that students participate in one after school activity of their choice and stay after school another day of the week for the reasons mentioned above.  

The Extended Essay (From http://www.ibo.org/diploma/curriculum/core/) The Extended Essay is an in-depth study of a focused topic of the student’s choice. Typically the topic will fall into one of the student’s six chosen subjects for the IB diploma. The broader topic of the EE must be chosen from the list of approved Diploma Programme subjects. The EE is part of the core requirements for all DP students. It is externally assessed and, in combination with the grade for Theory of Knowledge, contributes up to three points to the total score for the IB diploma. The EE is presented as a formal piece of scholarship containing no more than 4,000 words or 8,000 kanji characters. It is the result of approximately 40 hours of work by the student. The process concludes with a short interview, or viva voce, with the supervising teacher. The purpose of the EE is it is intended to promote high-level research and writing skills, intellectual discovery and creativity. It provides students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor (a teacher in the school). This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner. Students will begin the process of selecting a topic for the EE in the second semester of G11. Students will participate in seminar-style sessions to be introduced to the EE, its requirements, and participate in activities to facilitate the choice of topic and research question. The seminars will also include basic research guidance using the resources available through the school’s research database. The purpose of the seminars is to prepare student to undertake the EE independently. It is expected that this will be a major piece of work for students during the G11 summer holiday. The EE is due at the midpoint of G12.

 

The following is a brief outline of the role of the student and EE supervisor: Role of the Student Talk to subject teachers about what they want to do before selection Select a supervisor and a topic

Role of the Supervisor Provide information about what is to be expected on an EE (i.e. biology EE usually involves an experiment but is not required) provides you with advice and guidance in the skills of undertaking research

Candidates are encouraged to initiate discussions with their supervisor to obtain advice and information.

encourages and supports you throughout the research and writing of the extended essay

Choose a topic that fits into one of the subjects on the approved extended essay list (in the Handbook of procedures for the Diploma Programme)

discusses the choice of topic with you and, in particular, helps to formulate a well-focused research question monitors the progress of the extended essay to offer guidance and to ensure that the essay is the your own work

Observe the regulations relating to the extended essay

reads the final version to confirm its authenticity

Acknowledge all sources of information and ideas in an approved academic manner. More comprehensive information is provided to students when they begin the EE process second semester of G11.

 

Creativity, Action, Service Creativity, Action, Service (CAS) is at the heart of the Diploma Programme. It is one of the three essential elements in every DP student’s experience and it is a mandatory component of the school curriculum for all students in 11th and 12th grades. A good CAS experience should be both challenging and enjoyable, a personal journey of selfdiscovery. Each individual student has a different starting point, and therefore different goals and needs, but your CAS activities should include experiences that are profound and life-changing. The three strands of CAS, which are often interwoven with particular activities, are characterized as follows: 1. Creativity: Arts, and other experiences that involve creative thinking. 2. Action: Physical exertion contributing to a healthy lifestyle, complementing and balancing academic work. 3. Service: An unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected. CAS activities should involve: ● Real, purposeful activities, with significant outcomes. ● Personal challenge—tasks must “broaden” you while remaining achievable in scope. ● Thoughtful consideration, such as planning, reviewing progress, reporting, and discussion. ● Reflection on outcomes and personal learning. CAS activities require sustained commitment for the duration of the activity. How are students assessed? CAS is assessed as either `complete` or `not complete`. Activities need to show achievement in the following 8 learning outcomes: 1. Demonstrate awareness of personal strengths as well as areas for growth. 2. Undertake new challenges. 3. Plan and initiate activities. 4. Work collaboratively with others. 5. Show perseverance and commitment. 6. Engage with issues of global importance. 7. Consider ethical implications. 8. Develop new skills.  

What is the process? Each activity begins with students completing an activity proposal form. This needs to be signed by the CAS Coordinator. At this point, students may request help finding a supervisor. The next step is for students to plan their activity and this planning should be seen by the activity supervisor. As the activity progresses, students need to write reflections on their progress and learning. These reflections need to be connected to the 8 learning outcomes listed above. Once the activity is complete, students write an evaluation of the whole activity, ask their supervisor to sign the completion form and submit all work to the CAS Coordinator.

 

Theory of Knowledge Theory of Knowledge (TOK) is a course unique to the International Baccalaureate Programme. All students attempting the IB Diploma must complete 100 hours of coursework in TOK. TOK asks students to question what they know and how they know it. It is not a philosophy course; rather a course that guides students through reflecting on knowledge and making connections between areas of knowledge. The course is heavily linked to the IB Learner Profile. The course has two assessment components that will take place in Grade 12. They are: • A presentation in which students investigate a knowledge issue individually or in a group • An essay written independently 1,600 words in length on a choice of topics prescribed by the IB The aims of TOK from the TOK guide published by the International Baccalaureate Organization are as follows: • • • • •

make connections between a critical approach to the construction of knowledge, the academic disciplines and the wider world develop an awareness of how individuals and communities construct knowledge and how this is critically examined develop an interest in the diversity and richness of cultural perspectives and an awareness of personal and ideological assumptions critically reflect on their own beliefs and assumptions, leading to more thoughtful, responsible and purposeful lives understand that knowledge brings responsibility which leads to commitment and action

The assessment objectives of the course from the TOK guide published by the International Baccalaureate Organization are as follows: • • • • • • •  

identify and analyse the various kinds of justifications used to support knowledge claims formulate, evaluate and attempt to answer knowledge questions examine how academic disciplines/areas of knowledge generate and shape knowledge understand the roles played by ways of knowing in the construction of shared and personal knowledge explore links between knowledge claims, knowledge questions, ways of knowing and areas of knowledge demonstrate an awareness and understanding of different perspectives and be able to relate these to one’s own perspective explore a real-life/contemporary situation from a TOK perspective in the presentation

Grade Descriptors by IB DP Subject Group The following is a summary of the grade descriptors by subject group. Listed is the highest level grade descriptor. HIS’s grades reflect these grade descriptors for individual courses. All assessments in each subject group are assessed based on these grade descriptors. The final grade awarded candidates in a subject area by the IBO corresponds to the grade descriptors. Group 1

Highest Level Grade Descriptor (7 or A) Demonstrates excellent understanding and appreciation of the interplay between form and content in regard to the question or task; responses that may be convincing, detailed, independent in analysis, synthesis and evaluation; highly developed levels of expression, both orally and in writing; very good degree of accuracy and clarity; very good awareness of context and appreciation of the effect on the audience/reader; very effective structure with relevant textual detail to support a critical engagement with the thoughts and feelings expressed in the work(s). *Demonstrates refined appreciation of literary style and a full engagement with the act of transforming literature into performance; the personal qualities necessary to work with others in a purposeful and effective manner.

2 HL

2 SL

2 Ai

Students speak with clarity and fluency; use a richly varied and idiomatic range of language very accurately; handle ideas effectively and skillfully with active and complex interaction; demonstrate a thorough understanding of the meaning and purpose of written texts; have little difficulty with the most difficult questions; recognize almost all the subtleties of specific language usage; write detailed and expressive texts demonstrating an excellent command of vocabulary and complex structures with a consistently high level of grammatical accuracy; demonstrate clarity of thought in the organization of their work and an ability to engage, convince and influence the audience. Students speak clearly, fluently and naturally; use a varied and idiomatic range of language accurately; handle ideas effectively with active and full interaction; demonstrate a very good understanding of the meaning and purpose of written texts; have little difficulty with more difficult questions; write detailed texts demonstrating a very good command of vocabulary and complex structures with a very good level of grammatical accuracy; adapt their writing effectively to suit the intended audience and purpose; express their ideas and organize their work coherently and convincingly. Receptive skills: students respond clearly and effectively to all simple and most complex information and ideas. Interactive skills: students respond accurately, communicate effectively and demonstrate comprehension; pronunciation and intonation always facilitate

 

the understanding of the message; students sustain participation and make good independent contributions. The message is always clear.

3

4

5

 

Productive skills: students develop ideas well using an effective, logical structure; they successfully use a range of simple and some complex cohesive devices; they use both basic and complex grammatical structures accurately. However, they may make occasional errors in complex structures; they use varied and effective vocabulary and appropriate register; they demonstrate clear evidence of intercultural understanding where required. Demonstrates conceptual awareness, insight, and knowledge and understanding which are evident in the skills of critical thinking; a high level of ability to provide answers which are fully developed, structured in a logical and coherent manner and illustrated with appropriate examples; a precise use of terminology which is specific to the subject; familiarity with the literature of the subject; the ability to analyse and evaluate evidence and to synthesize knowledge and concepts; awareness of alternative points of view and subjective and ideological biases, and the ability to come to reasonable, albeit tentative, conclusions; consistent evidence of critical reflective thinking; a high level of proficiency in analysing and evaluating data or problem solving. Displays comprehensive knowledge of factual information in the syllabus and a thorough command of concepts and principles. Selects and applies relevant information, concepts and principles in a wide variety of contexts. Analyses and evaluates quantitative and/or qualitative data thoroughly. Constructs detailed explanations of complex phenomena and makes appropriate predictions. Solves most quantitative and/or qualitative problems proficiently. Communicates logically and concisely using appropriate terminology and conventions. Shows insight or originality. Demonstrates personal skills, perseverance and responsibility in a wide variety of investigative activities in a very consistent manner. Works very well within a team and approaches investigations in an ethical manner, paying full attention to environmental impact. Displays competence in a wide range of investigative techniques, pays considerable attention to safety, and is fully capable of working independently. Demonstrates a thorough knowledge and understanding of the syllabus; successfully applies mathematical principles at a sophisticated level in a wide variety of contexts; successfully uses problem-solving techniques in challenging situations; recognizes patterns and structures, makes generalizations and justifies conclusions; understands and explains the significance and reasonableness of results and draws full and relevant conclusions; communicates mathematics in a clear, effective and concise manner, using correct techniques, notation and terminology; demonstrates the ability to integrate knowledge, understanding and skills from different

areas of the course; uses technology proficiently. 6

Demonstrates in-depth and comprehensive knowledge and understanding of the media used with precise use of terminology to communicate this understanding. Highly effective use of research, investigation and technical skills. In-depth understanding of artistic intention and engagement with the artistic process demonstrated in consistent development of ideas, creativity and critical reflection.

EE

Demonstrates sharp focus and good contextualization of the topic through very good knowledge and understanding; a high level of organization and an effective ability to assemble evidence/data/information in an intelligent and academic way facilitating analysis and evaluation, supported throughout by excellent communication, using language appropriate to the subject; clear insight and understanding leading to evidence of independent thinking; consistent, persuasive and effective argument.

TOK

Pertinent knowledge issues are explored thoroughly and linked effectively to areas of knowledge and/ or ways of knowing. There is strong evidence of a personal exploration of knowledge issues, including consideration of different perspectives. Arguments are clearly developed and well supported by effective concrete examples; counterclaims and implications are explored.

 

Interim Reports: Grading To avoid confusion between a semester grade, which follows IB grade descriptors, and progress ratings, the following is a guide the interim report: IB Number Progress Rating Grade E: Progress in this area 7 exceeds expectations E: Progress in this area 6 exceeds expectations OR M: Progress in this area meets expectations M: Progress in this area 5-4 meets expectations 3-1

B: Progress in this area is below expectations: please see teacher comments

Expectation Very high academic achievement; consistent outstanding effort; always meets deadlines High academic achievement; consistent satisfactory effort; meets deadlines

Adequate academic achievement; mostly satisfactory effort; mostly meets deadlines Lower academic achievement; effort is inconsistent; work may not be satisfactory on a regular basis; deadlines may not be honored consistently



The above guidelines are not an absolute; they are rough correlations between the IB grade and the expectation of academic behaviors for students achieving at that level. It may be possible, for example, for a student who is earning a “4” to also be rated as “B” if the student regularly does not complete assignments in a timely manner. The purpose of rating the student as a “B” is to send a message to the parent and student that the behaviors, identified in the teacher comments, are below the expectation for that level of achievement and that particular student.



If you have questions about progress and ratings, please contact the subject teacher directly.

 

Frequently Asked Questions What are the program requirements? See “IBO DP Requirements” What courses are offered at HIS? See “Diploma Program Course Requirements” Do I have to do all of this? What is the difference between course and diploma candidates? See “IBO DP Requirements” What are Predicted Grades? A predicted grade is what the subject teacher expects the candidate to achieve in the course based on all of the candidate’s work throughout the course in comparison to the IB criteria. In most cases, a predicted grade is a number, 1-7, with 7 being the highest. Theory of Knowledge and Extended Essay have predicted grade scales of A-E, with A being the highest. ● Teachers must submit predicted grades at the beginning of April of Grade to the IBO. They will take into account their knowledge of the candidates’ performance over the two years of the course including: mock exams, assessment tasks, and performance on the Internal Assessment. ● Predicted grades are used by the IBO when awarding a student’s overall grade taking into consideration the External Exams and Internal Assessments. It is important that teachers are able to predict grades accurately to guide the IBO should there be a question concerning a candidate’s overall grade in a subject. ● In many cases, a student’s predicted grade will not be much different than the course grade. If you feel your predicted grade is inaccurate, you could contact your teacher immediately. ● Predicted grades may change based on a student’s performance on mock exams or other major tasks are similar to external exams. Therefore, a student who was predicted at a “5” in November but had a weak performance on mock exams and class assessments throughout the second semester may be predicted to earn a “4” in April. ● HIS uses a system to generate a predicted grade report similar to that of transcripts. This ensures errors are avoided each time a student requests a predicted grade for university. ● Teachers will begin to formulate predicted grades after the first interim during the first semester of G12. Grades are updated after mock exams and again in April before submission to the IBO. If you need a predicted grade earlier than the above dates, you should make a request through the diploma coordinator.

 

What happens if I don’t earn my IB Diploma? If you do not earn 24 points or complete all of the IB DP requirements, you may still earn an HIS high school diploma. By completing the IB program (regardless of HL/SL) in addition to your high school credits from Grades 9 & 10, you complete the HIS graduation requirements. You must earn at least a “3” as the grade for each course to earn credit. You must also complete CAS. HIS is accredited by the Council of International Schools and the New England Association of Schools & Colleges. This means a HIS high school diploma is recognized by universities and post-secondary institutions around the world. What is the difference between HL & SL courses? For more detail, see the HIS IB DP Course Selection Guide. ● One difference between HL & SL courses is the level of content. HL courses will cover additional topics or similar content much more in-depth than and SL course. There may be additional coursework HL students must complete. ● HL courses may have different guidelines for Internal Assessments (length, complexity of task) than SL courses. ● HL courses typically have three exam papers; SL courses typically have two exam papers. Can I switch courses or levels? What is the deadline to switch? It is very difficult to switch courses once you have begun your DP studies. If you feel a switch is necessary for your success over the two-year course of study, this change must be made very early on in Grade 11. However, this change can only be made at the discretion of the diploma coordinator and the course teachers. Dropping one course and entering another course will most likely require you to make-up work on your own time for the course you are entering. Switching levels is possible, but once again it is recommended that this be done as early as possible during your DP studies. Demoting one course to SL requires another course to be promoted to HL. As HL courses typically cover more information than SL courses at different points in the year, a change in levels may not always be realistic. Once again, this change is made at the discretion of the diploma coordinator and the course teachers. If 3 HL courses are not suitable for the student or another course cannot feasibly be promoted to HL, you may consider becoming a course candidate. See “IBO DP Requirements.”

 

What happens if I don’t finish a major assignment (internal assessment, EE) on time? Internal assessments and the extended essay are DP program requirements set by the IBO, not HIS. If you do not complete an aforementioned assignment by its due date: ● Your teacher may not accept the assignment; especially if it is the first time he/she has seen evidence of your work. If your teacher has not seen you work through the process of the EE or IA, he or she cannot verify that it is your original work. This is an academic honesty issue. ● You will become overwhelmed by deadlines and will fall behind in your other courses. When you review the sample DP timelines, you will see that you have tasks due nearly every month starting at the end of G11 and all through G12. Remember: these tasks are happening while you are completing other classwork and assignments! Not adhering to due dates for one IA affects your performance in other IAs, classwork and assessments. ● It is critical that you stick to the timelines set by your teacher to complete the IA process. IAs are often broken into sections and your teachers will break down the IA into workable sections. Keeping to the teacher timelines is the best way to complete the task on time. What do I need for university entrance or specific professions? Universities vary from country to country. Within each university, entrance requirements may differ between programs. It is best to consult with our college counselor if you have questions. You should check the admissions requirements for specific universities in which you may have an interested in applying. What are external assessments? External assessments typically refer to the IB DP exams you will sit in May of Grade 12. However, there are other externally assessed components for individual courses: for example, the Extended Essay is externally assessed. Language A, B, Music and TOK also have externally assessed components in addition to the DP exams. How much time should I devote to studying per week? DP students at HIS spend on average 4 hours a day on homework. The range of time spent on homework ranges from 2-6 hours per day. Of course, your time spent on homework will depend on the courses you choose, your academic abilities, extracurricular activities, and time-management skills. There is no set time for studying. You should study until you are comfortable and confident with the material and have completed your assignments. It is recommended you review class notes & vocabulary and assignments each day in each class. This reinforces the new material you are learning on a daily basis and contributes towards distributed studying.

 

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