International Baccalaureate The Diploma Programme

Copenhagen International School DIPLOMA PROGRAMME COURSE GUIDE 2014 - 2016 Document prepared by:

Mary Donnellan

Updated:

January 2014

Next review:

January 2015

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CONTENTS Introduction

:

3

Academic Pathways through Grades 11 and 12

3

Graduation Requirements

4

The International Baccalaureate Mission Statement

5

The International Baccalaureate: The Diploma Programme

5

Diploma Programme Courses

6

The IB Learner Profile

6

Important Additional Information

7

Choosing Subjects

8

Higher Level/Standard Level

8

Subject choice and careers considerations

8

Inclusive Access Arrangements

9

Admission into the Diploma Programme: Internal and External Applicants

9

Group 1: Studies in Language and Literature

10

Language A: Literature (English and Danish)

10

Language A: Language and Literature

13

Self-taught school supported Language A

16

Group 2: Language Acquisition

17

Language B (Danish, French, German, Spanish)

17

German ab initio

19

Group 3: Individuals and Societies

21

Economics

21

Geography

23

History

25

Social and Cultural Anthropology

27

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Group 4: Sciences

30

Biology

30

Chemistry

32

Computer Science

34

Physics

37

Group 5: Mathematics

39

Higher Level

39

Standard Level

39

Mathematical Studies Standard Level

41

Group 6: The Arts

43

Music

43

Theatre

46

Visual Arts

47

Compulsory IBDP elements

49

The Extended Essay

49

Creativity, Action and Service

50

Theory of Knowledge

51

Frequently Asked Questions

53

IB Diploma Results in CIS (2003 – 2013)

54

Appendix 1: Academic Honesty

56

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INTRODUCTION: Routes through Grades 11 and 12

This guide contains a brief description of the academic courses on offer at CIS for students entering the last two years of their education (Grades 11 and 12). There are three possible routes through Grades 11 and 12: 

The first is to follow the full IB Diploma Programme, which is an academically challenging curriculum internationally recognised, giving access to universities around the world. Students take 6 subjects, write an Extended Essay, follow a course in Theory of Knowledge and comply with all the CAS requirements. Students who follow the full Diploma Programme will also automatically receive the CIS High School Diploma



Alternatively, a student might take a number of Diploma Programme Courses, (between 4 and 6), usually at Standard Level and might follow some, all, or none of the Core Requirements (the Extended Essay, TOK and CAS). In this case, a student will not receive the IB Diploma. They will however, receive the CIS High School Diploma, if they have completed the courses and credits necessary for graduation. They will also receive an IB Certificate for subject/s taken at IB examination level. Students will sit in DP classes, and will take internal examinations, set by their teachers.

Whether focusing on the full Diploma, a number of Diploma Courses, or the High School Diploma, students attend the same classes, all at IB DP level and study the same (or slightly modified) DP course material. Therefore this course guide contains descriptions of subjects offered at Diploma Programme level, as essentially, this is what all our Grade 11 and 12 students will be studying. All CIS students, if they complete our graduation requirements, will be issued with a CIS High School Diploma (Academic or General)

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Graduation Requirements Currently students need to earn the following credits to obtain a High School Diploma: High School Diploma Subjects

Credits Required

English

4

Lab Sciences

3

Maths

3

Physical Education

2

Social Sciences

2

Foreign Languages

3

Electives

4

Total

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Electives may be from other subjects, or continued study in the above areas. The fourth credit in English must be completed during Grade 12. Students taking the IB Diploma automatically meet the above requirements. While generally a graduating student must be a full-time student at the school, each case will be looked at on an individual basis, particularly where non IB DP students join CIS in Grade 12. The Attendance Policy indicates that credit may be lost should a student miss more than eight classes in any one subject in one semester. Achieving credit also requires a student to pass the course each semester. The passing grade is 3.

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The International Baccalaureate’s Mission Statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

The International Baccalaureate: The Diploma Programme The International Baccalaureate Diploma Programme is a rigorous pre-university course of studies, leading to examinations, which meets the needs of highly motivated secondary students between the ages of 16 and 19 years. Designed as a comprehensive two-year curriculum that allows its graduates to fulfill requirements of various national education systems, the Diploma model is based on the pattern of no single country, but incorporates the best elements of several. To complete the full Diploma Programme, students are required to take six subjects (three at Higher Level, three at Standard Level). These subjects must contain two languages, at least one of which must be the student’s best language, a humanities, Maths and a Science. The sixth subject may be another language, another science, another humanities, or, preferably, an Arts subject. In addition, students must complete a course in Theory of Knowledge, write an Extended Essay of up to 4,000 words and undertake a programme of CAS (Creativity, Action and Service). The full Diploma Programme is accepted as a university entry qualification by more than 2,000 universities in countries across the world. Some universities also require SAT results and/or certain subjects taken at certain levels. Students are advised to consult with university admissions officers to ensure before taking any final decisions regarding subject choice.

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The International Baccalaureate: Diploma Programme Courses For some students, taking a number of Diploma Courses, rather than the full Diploma may be a more appropriate option. In CIS, DP Courses students are expected to take five DP subjects, one of which must be English. Students are expected to take the final Diploma exam in each of their subjects. They will also be required to attend Theory of Knowledge lessons and to complete aspects of the CAS programme. The decision whether or not to take Courses rather than the Diploma will be made based on each student’s academic ability, their performance in the MYP (where relevant) and on the advice of teaching staff. Students who take the full Diploma but fail to achieve a passing grade will automatically be issued by the IB with a results document indicating the Courses they have taken (a Certificate). Students and parents should be aware that while a qualification consisting of a number of DP Courses is accepted by some universities as a course entrance requirement, this is rarely true of the most competitive universities, particularly in the UK and mainland Europe. Students are strongly encouraged to check the entrance requirements of universities in their home countries before any decision is taken not to study for the full IB Diploma.

The IB Learner Profile 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 challenge 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 recognise 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.

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The International Baccalaureate Diploma Programme: Choosing Subjects Students taking the IB Diploma take six subjects, ideally two Languages, a Humanities subject, a Science, Maths and an Arts subject. Three of these subjects are taken at Higher Level and three at Standard Level IB Diploma Subjects offered at CIS Group 1: Studies in Language and Literature  Language A: Literature, HL, SL (English, Danish) 

Language A: Language and Literature, HL, SL (English)



School-supported, Self-taught Language A: Literature (SL only)

Group 2: Language Acquisition 

Danish/French/German/Spanish B HL,SL



German ab initio SL

Group 3: Individuals and Societies 

Economics HL, SL



Geography HL, SL



History HL, SL



Social & Cultural Anthropology HL, SL

Group 4: Experimental Sciences 

Biology HL, SL



Chemistry HL, SL



Physics HL, SL



Computer Science HL,

Grade 11 Course Selection Instructions for the IBDP

1. Select 1 course from each of Groups 1-5.

2. One of your five courses must include English either at Language A: Literature, or Language A: Language and Literature

3. Select 1 course from Group 6 or a second course from groups 1, 2, 3 or 4.

4. Select 3 subjects at Higher Level and 3 subjects at Standard Level.

Group 5: Mathematics 

Mathematics HL



Mathematics SL



Mathematical Studies SL

Group 6: The Arts 

Visual Art HL, SL,



Theatre HL, SL



Music HL, SL

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Higher Level/Standard Level

Higher Level generally means more material, or material taught at a greater depth, and will also involve longer and/or additional examination papers at the end of the two-year programme. The IB recommends 240 hours of study for HL courses, 150 hours for SL courses and 100 hours for TOK over two years. Although an IB Diploma consists of six subjects (three at HL and three at SL), exceptionally and only with the agreement of the IB DP Coordinator, a student may take four subjects at HL and/or a seventh subject. Both these options are subject to timetabling constraints.

Choice of subject in relation to university courses and career choice As they finish MYP 5, Key Stage 4, or I/GCSE exams, students need to consider their choice of subjects for Grades 11 and 12 very carefully. In doing so, they must also think beyond the last two years of their schooling. Whether they choose the full IB Diploma or a selection of IB DP courses or the High School Diploma, the subjects they choose will directly affect their options in further education. An ill-informed choice before entering Grade 11 can create significant problems several years later. To avoid this, all Grade 10 students in CIS should meet with the Counsellors to discuss their DP subject choices in the light of their career plans. This meeting should be arranged as soon as possible to ensure that the subjects requested on the Final Choices Form are the ones the student not alone wants, but more importantly needs. If a change is made later, in the light of careers advice, the new choices cannot be guaranteed. External students should take time to discuss their subject choices with their current school counsellor, if appropriate. Alternatively, they are very welcome to contact the DP Coordinator at CIS, ([email protected])

Inclusive Access Arrangements The IB recognises that some students have learning difficulties and offers the possibility of Inclusive Access Arrangements for them. The DP Coordinator can apply for such accommodation, but she has to do so 12 - 15 months before the final exams – in quarter 3 of Grade 11 at the latest. Any such application must be accompanied by recent specialist test results. Preparing this material can be a time-consuming process so it is best to consult the school as soon as the student has enrolled in the Diploma Programme. Information about learning difficulties will be treated with discretion. Please do not withhold it in the belief that such secrecy will help the students. Share it with the Admissions Officer, the DP Coordinator, the Learning Support Department, the Senior School Principal and the Student Counsellors. Parents wishing to know more about the IB policy and practice regarding Inclusive Access Arrangements can ask the DP Coordinator or the Learning Support Coordinator for further information.

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ADMISSION INTO THE DIPLOMA PROGRAMME Subject Entry Requirements: A General Overview Where students from CIS have followed the MYP Programme, they should generally have achieved a 5 in any subject which they plan to study in the Diploma Programme at Higher Level. If students have taken I/GCSE examinations, they would be expected to have achieved at least a B grade in order to study a subject at HL. For HL Mathematics, an A/A* at I/GCSE would be the most appropriate entry requirement. Entry requirements for students who present with different national qualifications, or who have not taken any formal examinations at the age of 15/16 will be dependent on the grades noted on their school report. All external students will be required to take entrance assessments. Internal students need to abide by CIS’s own entrance requirements

CIS Students entering the Diploma Programme from Grade 10 Please note that students who have attended CIS must obtain 40 points in their MYP Certificate, including a pass in the Personal Project, in order to be eligible to enter the IB Diploma Programme. Students who obtain 36 – 39 points and pass their Personal Project may enter Grade 11 on Diploma ‘Probation’. Students with less than 36 points, or who fail the Personal Project will not be granted entry to the full Diploma Programme but may be permitted to take a number of Diploma Programme Courses, or to work towards the CIS High School Diploma

External Applicants All external applicants, regardless of the educational programme they have followed, or the results they have achieved, must take a series of tests in English, Mathematics and possibly one or more language papers. As we wish to make sure that all applicants can cope with the academic challenge of the Diploma Programme, all external applicants should be tested no later than the beginning of May, allowing parents to make alternative arrangements, if these prove necessary. Please contact us in good time to make individual arrangements for testing. For applicants living outside Denmark at the time of applying, testing will be arranged at their present school. Please provide the name and email address of the appropriate person to contact in this respect.

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Group 1 Studies in Language and Literature Grades:

11 and 12

Subject: IB DP Danish A: Danish Literature (HL and SL) IB DP English A: English Literature (HL and SL) Philosophy: Literature is concerned with our conceptions, interpretations and experiences of the world. The study of literature examines the way it represents the complex pursuits, anxieties, joys and fears to which human beings are exposed in the daily business of living. It enables an exploration of one of the more enduring fields of human creativity, and provides opportunities for encouraging independent, original, critical and clear thinking. It also promotes respect for the imagination and a perceptive approach to the understanding and interpretation of literary works. Through the study of a wide range of texts, this course encourages students to appreciate literature as a craft and to reflect critically on their reading. Works are studied in their literary and cultural contexts, through close study of individual texts and passages, and by considering a range of critical approaches. In order to reflect the IB’s international scope and its commitment to intercultural understanding, some texts will be read in translation. The response to the study of literature is through oral and written communication, thus enabling students to develop and refine their command of language.

Course Outline: Language A: Literature is a flexible course that allows teachers to choose works from extensive prescribed lists of authors and to construct a course that suits the particular needs and interests of their students. It is divided into four parts, each with a particular focus. • Part 1: Works in translation Number of works: SL 2, HL 3 This part of the course is a literary study of works in translation, based on close reading of the works themselves. The aim is to deepen the student’s understanding of works as products of a time and place. At the same time, students will examine and explore the universality of literature, regardless of time and place. Students conclude their study of Part 1 with a critical essay of up to 1,500 words, the ‘Written Assignment’, written towards the end of Grade 11 or in the first semester of Grade 12. In their essay, students explore an aspect pertaining to one of these texts studied here in greater depth.

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• Part 2: Detailed study Number of works: SL 2, HL 3 In Part 2, the focus is on detailed analysis of a work, both in terms of content and technique. Students read classical works from the canon or influential modern works. These texts are assessed in an oral examination (the ‘Interactive Oral Commentary’) towards the end of Grade 12.

• Part 3: Literary genres Number of works studied: SL 3, HL 4 In Part 3, students close-read and compare a group of works selected from the same literary genre (such as drama). The grouping of works by genre provides a framework for the comparative study of the selected works through an exploration of the literary conventions and the features associated with that genre. This part of the course is assessed through a comparative literary essay (Paper 2) which students write during the formal written IB DP examinations in May of Grade 12

• Part 4: Free Choice Number of works: SL 3, HL 3 In this section of the course teachers may freely choose any text they feel suits the interests and level of their students, including graphic novels, travel writing, essay collections, very recent novels or plays, or even films. This section of the syllabus is taught at the very beginning of the course, and students are assessed on the basis of an ‘Interactive Oral Presentation’ towards the end of Grade 11.

Resources: All literary texts are provided by the school. Students will need to bring the text currently under discussion to class, along with a laptop, and an enquiring and creative mind. In Danish A, the texts chosen for study might include the following: Francois Voltaire: Candide; Henrik Ibsen: Et dukkehjem; Ludvig Holberg: Jeppe på Bjerget; Knud Sønderby: Midt i en jazztid; collection of poetry by Adam Oehlenschläger og Tom Kristensen; F.P. Jac: Fortælleren blev senere sig selv: Gisle Surssøns Saga; noveller af Blicher; Hans Kirk: Fiskerne; Isabell Allende: Åndernes hus; Morten Ramsland: Hundehoved; Julia Butschkow: Apropos Opa; Helle Helle: Hus og Hjem; Benjamin Lebert: Crazy In English A, material used by previous classes have included the following:

In English A, the syllabi for the last previous classes have included the following: Mary Shelley’s Frankenstein, One Flew Over the Cuckoo’s Nest by Ken Kesey, a number of graphic novels (such as Persepolis by Marjane Satrapi), plays by Oscar Wilde or George Bernard Shaw, Shakespearean drama, Rhinoceros by Eugene Ionesco, Beckett’s Waiting for Godot, literary essays by Virginia Woolf and George Orwell, a wide range of poetry (from W. H. Auden to Benjamin Zephaniah) and a bunch of short stories, classic or contemporary.

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Assessment Guidelines: Individual Oral Presentation (15%) on Part 4 Students demonstrate their understanding of Part 4 in a formal exposé in front of the class. Presentations may focus on one or several texts, or the adaptation of those texts to other genres (such as film). Presentations last approximately fifteen minutes and are internally assessed. They are typically held towards the end of Grade 11. Written Assignment (formerly ‘World Literature Paper’) (25%) on Part 1 Students submit an analytical essay (1200 – 1500 words) focusing on an aspect of one of the texts studied in Part 1. Before commencing with the essay as such, students participate in a series of in-class presentations and collect their thoughts in a short written piece (called supervised writing), which is submitted with the final essay and contributes towards the grade. The Written Assignment is externally assessed. The texts for Part 1 are typically studied in Grade 11, but the actual essay (in its final version) is not submitted until the middle of Grade 12. Individual Oral Commentary (15%) on Part 2 After twenty minutes preparation time, students sit a fifteen-minute examination consisting of an uninterrupted monologue in which they comment on a passage taken from a work studied in Part 2, followed by questions about a second text. Students blindly select a passage without knowing what text it is taken from. The individual commentary is externally assessed on the basis of a recording. This examination is held towards the end of Grade 12 in March. Final Examination The final examination in Language A: Literature consists of two parts: Paper 1 (20%) Paper 1 contains two previously unseen passages for literary analysis, of which students select one. The passages will be taken from works such as a novel or short story, an essay, a biography, a journalistic piece, or a poem. Students sit Paper 1 at the very end of Grade 12. The examination lasts 120 minutes for Higher Level and 90 minutes for Standard Level. Paper 1 is externally assessed.

Paper 2 (25%) on Part 3 In Paper 2, also known as the ‘genre paper’, students write an essay under timed conditions without access to the studied texts. The question will require students to compare and contrast two of the texts studied in Part 3. The essay questions centre on genre-specific aspects, such as staging techniques for drama or point of view in fiction. The examination lasts 120 minutes for Higher Level and 90 minutes for Standard Level. Paper 2 is externally assessed.

Prior Learning/Pre-requisites To study Literature A at HL, students would normally have achieved a 5 or more in MYP in an English (First Language course), or an A/A* in I/GCSE. To study English Literature at SL, students would normally have achieved a 4 in MYP in an English (First Language) course or a B in I/GCSE.

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Group 1: Studies in Language and Literature Grade: Grades 11 and 12 Subject: English A: English Language and Literature (HL and SL) Philosophy: The study of the texts produced in a language is central to an active engagement with language and culture and, by extension, to how we see and understand the world in which we live. A key aim of the language A: language and literature course is to encourage students to question the meaning generated by language and texts, which, it can be argued, is rarely straightforward and unambiguous. Helping students to focus closely on the language of the texts they study and to become aware of the role of each text’s wider context in shaping its meaning is central to the course. The language A: language and literature course aims to further analytical skills that are useful in interpreting a wide range of texts, be it literary pieces, journalistic prose, commercials, advice columns, instruction manuals, political manifestos or film clips. The course is designed to be flexible—teachers have the opportunity to construct it in a way that suits the interests of their students. The course places considerable emphasis on cultural contexts. When studying literary texts students will for instance be asked to consider how ideas in the immediate environment of the text (biographical or socio-historical underpinnings) are reflected in the writing. The study of non-literary genres (such as journalism) also involves exploring various external factors (for example ownership or readership) shaping that particular text.

Course Outline: Part 1: Language in Cultural Context Part 1 examines how meaning is constructed in a variety of non-literary genres such as news stories or cartoon strips. Students explore the various linguistic techniques that are used in a variety of texts, and study the interplay of various textual properties (such as layout, image, font, written text). Part 1 is assessed through a presentation in front of the class (called the ‘Interactive Oral Presentation’) in DP1. In addition students complete a creative piece (‘Written Task 1’) reflecting their understanding of a particular non-literary text or genre (such as a fictitious interview with a cartoonist).

Part 2: Language and Mass Communication In this part students study a range of media texts such as newspapers, magazines, commercials, reality TV shows, memes or social networking sites, and explore their linguistic and narrative techniques (ranging from ‘Like’ buttons to tone). The assessment for Part 2 is identical with the one for Part 1. Students deliver one Interactive Oral Presentation in DP1 and one creative Written throughout the two-year course. Part 3: Literature – Texts and Contexts (Number of works: SL 2, HL 3) Students study texts taken from different genres (including drama, fiction or graphic novels) and examine them as products of a particular time period or cultural context, but also as works of art transcending the limitations of space and time. Since the focus in this part lies on cultural contexts, one of the texts studied must have been written in another language, and will be read in translation. Part 3 is assessed through a comparative essay (‘Paper 2’) written as

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part of the final examinations in DP2. In addition, students also write a creative written task on one of these texts throughout the course. Part 4: Literature – Critical Study (Number of works: SL 2, HL 3) In this part students study explore typically shorter texts (such as modern plays or poems) for their literary merit or artistic brilliance. The emphasis in this part lies on how to close-read shorter excerpts (such as key scenes or an effective lyrical piece) that encapsulate or represent a particular text or style of writing at large. The assessment in this part consists of an oral exam (‘Individual Oral Commentary’) delivered towards the end of DP2.

Resources: All literary texts are provided by the school. Students will need to bring the text currently under discussion to class, along with a laptop, and an enquiring and creative mind.

In English A, the syllabi for the last previous classes have included the following: Manuel Puig’s The Kiss of the Spider Woman (novel originally written in Spanish), Cat’s Cradle by Kurt Vonnegut, The Importance of Being Earnest by Oscar Wilde, Ken Kesey’s One Flew Over the Cuckoo’s Nest, Persepolis by Marjane Satrapi (a graphic novel originally written in French), Samuel Beckett’s Waiting for Godot, Shakespeare’s Comedy of Errors and various poets (John Donne, Carol Ann Duffy, Seamus Heaney, Sylvia Plath, Samuel Taylor Coleridge).

Assessment Guidelines: The various assessment components, in chronological order, are the following: Further Oral Activity (15%) on Parts 1 and 2 Students deliver two presentations on topics of their own choice, one on Part 1 (Language and Culture) and one on Part 2 (Language and Mass Communication). Presentations may focus on topics such as the ideological angles of an advertising campaign or stylistic differences between two news stories. The assessment grade for the most successful presentation is chosen for final assessment; the marks of the other activity are recorded and kept by the school. Students choose their activity in consultation with the teacher. The further oral activities are internally assessed and typically completed by the end of Grade 11. Written Tasks (20%) on all parts Students complete a number of written tasks (HL: 4, SL: 3) that imaginatively explore an aspect of the text or material studied in the various parts of the course. A student might, for example, write an additional scene for a play studied in Part 3 or 4, or an imaginary blog entry criticizing the quality of a news report, an area covered in Part 2. Each task (800 1000 words) is accompanied by a rationale (200-300 words) explaining the content, structure, style and (alleged) purpose of each task. SL and HL students submit three creative written tasks, the most successful of which will be submitted to the IBO. In addition, HL students write a critical essay (‘Written Task 2’) that reflects their understanding of a literary or nonliterary text. The essay must directly answer one of six topic questions prescribed by the IBO. The six topics, which students can answer with reference to virtually any text, ask for responses on ‘How might two different readers interpret a text differently’ or ‘How is a particular group represented in a text’?

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Individual Oral Commentary (15%) on Part 4 After 20 minutes preparation time students sit a 15-minute examination consisting of a long, uninterrupted monologue on a passage taken from a work studied in Part 2. The individual commentary is externally assessed on the basis of a recording. This examination is held towards the end of Grade 12 in March. Final Examination The final examination in English A Language and Literature consists of two parts: Paper 1: Textual Analysis (25%) Paper 1 contains two unseen passage (at SL) or two pairs of unseen passages (for HL) from which students select one. The texts included are non-literary and might for example consist of advertisements or a page from a travel guidebook. Students are required to analyze and comment on the text in the light of their understanding of its possible audience, purpose, structure, language and style in addition to aspects such as text type, context, bias, and/or ideological slant. The examination lasts 120 minutes at HL and 90 minutes at SL. Paper 2: Essay (25%) Paper 2 consists of six questions based on the literary texts studied in Part 3. Students are required to answer one question only. In their responses, students demonstrate their understanding of the contexts of production and reception, as well as the artistic choices reflected in every well-written piece. The questions will invite a comparison of texts belonging to different genres and time periods (such as a Greek tragedy and a modern novel), and students will need to explain how the various socio-cultural, historical or biographical contexts have shaped both texts. The examination lasts 2 hours at HL and 1 hour 30 minutes at SL.

Prior Learning/Pre-requisites To study English Language and Literature at HL, students would normally have achieved a 5 or more in MYP in an English course, or an A/A* in I/GCSE. To study English Literature at SL, students would normally have achieved a 4 in MYP in an English course or a C/B in I/GCSE.

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Group 1: Studies in Language and Literature Grades:

11 and 12

Subject: IB DP School-Supported, Self-Taught Literature A SL only In addition to taking English A, students may take another Language A course, either in Danish Language A: Literature or any language of their choice as a School-Supported Self-Taught Language. Students may, for example, study Korean, Bulgarian, Russian, or Hindi in their Self-Taught Course. With the exception of French and Spanish, which are offered as both Language A: Literature and Language A : Language and Literature, all Self-Taught courses are available as Language A: Literature only. A student wishing to take this option should make an appointment with the DP Coordinator, who will – in consultation with other teachers – assess whether the Self-taught Language is, in fact, the best option for the individual student requesting it. Where the timetable allows, students choosing the Self-Taught option will be provided with regular support (once every second week) from an experienced Language A: Literature teacher. In the timetabled lessons, the teacher will        

provide the necessary book lists (Prescribed List of Authors, Prescribed Works in Translation) assist the students in designing a syllabus set up a schedule of study for the two years offer advice on useful study techniques provide tuition, in English, in literary analysis, oral commentary and essay writing help students to choose a title for the Written Assignment and discuss the ideas provide past papers for practice manage the oral examination

Students need to be highly motivated as well as proficient in their language of study to make such a course a success. It is recommended the student find a tutor outside the school, if at all possible. The school may be able to help find a tutor, but will not contribute towards tutor’s fees. A meeting for students and parents is held at the start of each year to ensure that students and parents are aware of the requirements of the course. Since students taking a Self-Taught course typically have limited exposure to the language they are studying, parental support and involvement can be very beneficial to the student’s progress.

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Group 2: Language Acquisition Grade: 11 and 12 Subject: Language B: Danish/French/German/Spanish (HL and SL) Philosophy: Language B is a language acquisition course (which may be studied at either HL or SL) designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken. This process encourages the learner to go beyond the confines of the classroom, expanding an awareness of the world and fostering respect for cultural diversity. Language B courses use a balance between approaches to learning that are teacher-centered (teacher-led activities and assessment in the classroom) and those that are learner-centered (activities designed to allow the students to take the initiative, which can also involve student participation in the evaluation of their learning). The study of a Language B aims to develop students’ linguistic abilities through the development of receptive, productive and interactive skills, and the use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts, and will be related to the culture(s) concerned. The material will be chosen to enable students to develop mastery of language skills and intercultural understanding.

Course Outline: The core, which is common to both SL and HL, consists of three topics and is a required area of study. In addition teachers select two options from a choice of five. At HL, two works of literature are studied.

HL

Core

SL

Social relationships

2 options Literature

Health Customs 17 and traditions

Resources: There are no set resources for Language B courses. Teachers aim to use authentic materials as much as possible and so resources can include newspaper articles, advertisements, magazines, tourist material, all written in the language of study, alongside the required literature texts for study at Higher Level.

Assessment Guidelines: External Assessment

SL

HL

Paper 1 (25%): Receptive Skills

1h, 30m; Questions on 5 texts

1h, 30m: Questions on 5 texts

Paper 2 (25%): Productive Skills

Written 1h, 30m; response to one task (250 1h, 30m; 2 written responses – one – 400 words) creative (250 – 400 words) and one argumentative (150 – 200 words) Written Assignment (20%) 300 – 400 words: creative writing 500 – 600 words: creative response to Receptive and written task plus 150-200 word rationale literature, plus 150-200 word productive skills rationale Internal Assessment SL (30%) HL: 30% Interactive Oral Commentary Interactive Skills (20%)

Interactive Oral Interactive Skills (best task) 10%

8 – 10 minutes: individual oral presentation, based on a visual stimulus followed by conversation with the teacher Classroom interaction: three group tasks including one listening task (audio-visual)

– 10 minutes: individual oral presentation, based on a visual stimulus followed by conversation with the teacher Classroom interaction: three group tasks including one listening task (audio-visual)

Prior Learning/Pre-requisites Students opting to study a Language B at HL would usually have studied the language (as a foreign language) for three to five years previously, and would have achieved a reasonable degree of fluency. For those students hoping to take Language B at SL, they would usually have studied the language for about two to three years previously, and would hope to achieve a reasonable degree of fluency by continuing their studies. However, the baseline for entry to Language B differs considerably from student to student and from one education system to another. Our Head of Languages will usually make the final decision regarding the most appropriate level for each student, with placement tests (written and oral) being part of this process. We bear in mind the IB’s recommendation that the level chosen for study must offer the student an appropriate and realistic challenge when it comes to the acquisition of another language. Students who are bilingual, or whose best language is one of the languages offered at ‘B’ level cannot take a ‘B’ level languages as one of their Diploma subjects. 18

Group 2: Language Acquisition Grades: 11 and 12 Subject: Language ab initio (German) SL only Philosophy: The ab initio programme is a foreign language learning programme designed to be studied over two years at standard level by students who have had little or no previous experience of learning the target language.

The programme meets the needs of the following IB students: •

those who have had little or no opportunity for foreign language study in their earlier education and are

therefore unable to fulfill IB Diploma requirements for Group 2; •

those who are interested in learning a new, foreign language as part of their IB diploma.

The ab initio programme is communicative in that it focuses principally on interaction between speakers and writers of the target language. The main aim of the programme is to prepare the learner to use the language appropriately in a range of situations and contexts and for a variety of purposes. The skills of listening, speaking, reading and writing are taught and developed through the study of a wide range of oral and written texts of different styles and registers.

Course Outline: The course is organized around three themes. •

Individual and society

•

Leisure and work

•

Urban and rural environment

Each theme has a list of topics that provide the students with opportunities to practise and explore the language as well as to develop intercultural competence. Through the development of receptive, productive and interactive skills, students acquire the ability to respond and interact appropriately in a defined range of everyday situations.

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Themes and topics Individual and society

Leisure and work

Urban and rural environment

Appearance and character

Employment

Emergencies

Daily routines

Entertainment

Environmental concerns

Education

Holidays

Neighbourhood

Food and drink

Media

Physical geography

Physical health

Transport

Town and services

Relationships

Technology

Weather

Shopping

Sport

Resources: There are no set textbooks for the ab initio course. All teachers attempt to use a uthentic material wherever possible.

Assessment Guidelines: External assessment

SL

Paper 1 (30%)

1 hour 30 minutes: questions on four texts

Paper 2 (25%)

Receptive skills Written productive skills

Written assignment (20%)

1 hour: two short written responses 200–300 words: guided writing

Receptive and written productive skills Internal assessment

SL (25%)

Interactive Skills (25%) Oral Commentary

8-10 minutes: individual oral presentation based on visual stimulus followed by a conversation with the teacher

Prior Learning/Pre-requisites: Language ‘ab initio’ is for students who have had very little experience, or preferably, no previous experience of this language. ‘Ab initio’ is language at Beginner Level. It is designed to suit students who want to learn a new language, from scratch. Although we look at each case individually, students who have been taught the language at school for more than a year are unlikely to be accepted into this class.

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GROUP 3: Individuals and Societies Grades: 11 and 12 Subject: IB DP Economics (HL and SL) Philosophy: Economics is a dynamic social science, forming part of Group 3—Individuals and Societies. The study of Economics is essentially about dealing with scarcity, resource allocation and the methods and processes by which choices are made in the satisfaction of human wants. As a social science, Economics uses scientific methodologies that include quantitative and qualitative elements. The IB Diploma Programme Economics course emphasizes the economic theories of microeconomics, which deal with economic variables affecting individuals, firms and markets, and the economic theories of macroeconomics, which deal with economic variables affecting countries, governments and societies. These economic theories are not to be studied in a vacuum—rather, they are to be applied to real-world issues. Prominent among these issues are fluctuations in economic activity, international trade, economic development and environmental sustainability. The ethical dimensions involved in the application of economic theories and policies permeate throughout the economics course as students are required to consider and reflect on human end-goals and values. The Economics course encourages students to develop international perspectives, fosters a concern for global issues, and raises students’ awareness of their own responsibilities at a local, national and international level. The course also seeks to develop values and attitudes that will enable students to achieve a degree of personal commitment in trying to resolve these issues, appreciating our shared responsibility as citizens of an increasingly interdependent world.

Course Outline: The course starts with a study of the Foundations of Economics, then Micro-economics (mainly at Higher Level), MacroEconomics, Development Economics, and finally International Economics. There is an element of Mathematics (Quantitative Methods) at Higher Level, but very little Mathematics content at Standard Level. Grade 11 First year topics include a study and critique of the theoretical basis of the free market economy and the price mechanism. This is followed by a study of the workings of the market including business theory and levels of competition. Students are also expected to study the barriers preventing countries from reaching a satisfactory level of economic development and the possible strategies that might be implemented. Emphasis throughout is on evaluating the situation through the eyes of different stakeholders and the main schools of thought (Keynesian and Neo-Liberal). The views of contemporary economists are also investigated. Students are expected to make use of the many virtual resources available as well as the standard IB textbook. The emphasis within the course is on applying economic theory and models to help explain current events. As such, Economics is taught as a 'living' subject rather than merely a theoretical one.

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Grade 12 Second year topics focus much more upon explaining and evaluating the role of governments in formulating economic policy. Also, students must study the nature of trade and the growing economic integration between nations. The role and concept of 'globalisation' is studied as a central theme as is ‘sustainability’.

Resources: Textbooks/ resources: Economics: Course Companion, the IB textbook published in 2011 by Oxford University Press; the 'bized' website for IBDP Economics students, available at www.bized.ac.uk

Assessment Guidelines: Higher and Standard Level

Weighting

External assessment (4 hours)

80%

Paper 1 (1 hour and 30 minutes)

30%

Paper 2 (1 hour and 30 minutes)

30%

Paper 3 (1 hour)

20%

HL extension paper (50 marks) Internal assessment (20 teaching hours)

20%

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Students produce a portfolio of three commentaries, based on different sections of the syllabus and on published extracts from the news media. Maximum 750 words x 3 (45 marks)

Prior Learning/Pre-requisites: This course requires no initial understanding or previous study of Economics. For students choosing to study Economics

at HL, a ‘5’ in any MYP Humanities course or a B/A in an I/GCSE course would be a useful pre-requisite. For those planning to study it at SL, a ‘4’ in any MYP Humanities course or a C/B in an I/GCSE Humanities course would be useful. However, you do not need to have ever previously studied Economics to be able to do well in DP Economics.

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Group 3: Individuals and Societies Grades: 11 and 12 Subject: Geography (HL and SL) Philosophy: Geography is a dynamic subject that is firmly grounded in the real world and focuses on the interactions between individuals, societies and the physical environment in both time and space. It seeks to identify trends and patterns in these interactions and examines the processes behind them. It also investigates the way that people adapt and respond to change and evaluates management strategies associated with such change. Geography describes and helps to explain the similarities and differences between spaces and places. These may be defined on a variety of scales and from a range of perspectives. Within Group 3 subjects, Geography is distinctive in that it occupies the middle ground between social sciences and natural sciences. The Diploma Programme geography course integrates both physical and human geography, and ensures that students acquire elements of both scientific and socio‑economic methodologies.

Course Outline Geographic skills—integrated throughout the course Part 1: Core theme—patterns and change (SL/HL) There are four compulsory topics in this core theme. 1. Populations in transition 2. Disparities in wealth and development 3. Patterns in environmental quality and sustainability 4. Patterns in resource consumption Part 2: Optional themes (SL/HL) There are seven optional themes; each requires 30 teaching hours. Two optional themes are required at SL. Three optional themes are required at HL. Themes studied at CIS are:  D. Hazards and disasters—risk assessment and response  E. Leisure, sport and tourism  G. Urban environments Part 3: HL extension—global interactions (HL only) There are seven compulsory topics in the HL extension. 1. Measuring global interactions 2. Changing space—the shrinking world 3. Economic interactions and flows 4. Environmental change 5. Sociocultural exchanges 6. Political outcomes 7. Global interactions at the local level

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Fieldwork (SL/HL) Fieldwork, leading to one written report based on a fieldwork question, information collection and analysis with evaluation.

Resources The textbook in use is Planet Geography for the IB Diploma. However, many of the resources used in class will be from websites, newspapers, journals and the media, reflecting the constantly changing nature of the subject.

Assessment Guidelines Higher Level 1. Written Examinations (4 hrs 30 mins) 80% Paper I (1½ hours) 25% Syllabus content: Core theme Paper 2 (2½ hours) 35% Syllabus content: Three optional themes Paper 3 (1 hour) 20% Syllabus content: Higher Level extension 2. Internal Assessment 20% The students are required to conduct fieldwork, leading to one written report (word limit 2500 words) which is internally assessed by the teacher and externally moderated. Standard Level 1. Written Examinations (2 hrs 50 mins) 75% Paper I (1 hr 30 mins) 40% Syllabus content: Core theme Paper 2 (1 hr 30 mins) 35% 2. Internal Assessment 25% One piece of coursework (word limit 2500 words) which is internally assessed by the teacher and externally moderated.

Prior Learning/Pre-requisites: For students choosing to study Geography at HL, a ‘5’ in any MYP Humanities course or a B/A in an I/GCSE course would be a useful pre-requisite. For those planning to study it at SL, a ‘4’ in any MYP Humanities course or a C/B in an I/GCSE Humanities course would be useful. Although you do not need to have previously studied Geography to be able to do well in DP Geography, if you are aiming for the highest grades, a willingness to read widely, write fluently and respond with awe to the natural world will certainly be useful pre-requisites.

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Group 3: Individuals and Societies Grades: 11 and 12 Subject: History (HL and SL) Philosophy: History is more than the study of the past. It is the process of recording, reconstructing and interpreting the past through the investigation of a variety of sources. It is a discipline that gives people an understanding of themselves and others in relation to the world, both past and present. History is an exploratory subject which poses questions without providing definitive answers. In order to understand the past, students must engage with it both through exposure to primary historical sources and through the work of historians. Historical study involves both selection and interpretation of data and critical evaluation of it. Students of history should appreciate the relative nature of historical knowledge and understanding, as each generation reflects its own world and preoccupations and as more evidence emerges. A study of history both requires and develops an individual’s understanding of, and empathy for, people living in other periods and contexts. History requires students to make comparisons between similar and dissimilar solutions to common human situations, whether they be political, economic or social. It invites comparisons between, but not judgments of, different cultures, political systems and national traditions. The international perspective in Diploma Programme history provides a sound platform for the promotion of international understanding and, inherently, the intercultural awareness necessary to prepare students for global citizenship. Above all, it helps to foster respect and understanding of people and events in a variety of cultures throughout the world.

Course Outline: At CIS, we begin our study of modern History with the establishment of the second German Empire in 1871. Within this curriculum, we address one Prescribed Subject, two Prescribed Topics, and two Higher Level Topics, proceeding chronologically to 2000. One of the two Prescribed Topics is ‘Democratic States – Challenges and Responses”. The 20th century witnessed the establishment, survival, destruction and re-emergence of both authoritarian and democratic states. Democratic systems faced threats to their existence from internal and external sources. In some cases the system coped successfully, in other cases the pressures proved difficult to withstand. The performance of democratic states in relation to such pressures forms the basis of our inquiry into the Weimar Republic (1919-33) and India (1947-64). The second Prescribed Topic we cover is ‘Origins and Development of Authoritarian and Single-Party States’. Here we investigate Russia/USSR under Lenin and Stalin, Germany under Hitler, Italy under Mussolini and China under Mao. Excepting Stalinist USSR, each of these states emerged from the weaknesses of democratic regimes. Coverage of these two Prescribed Topics enables students to perform broad and deep comparative analyses of the economic, political and social challenges that produce, undermine, and/or consolidate regimes and actions that are radical and destructive, as well as imaginative and constructive.

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We also study the attempts in the interwar years to resolve international crises without resort to violence for the Diploma History Prescribed Subject ‘Peacemaking and Peacekeeping: International Relations 1918-1936’. Students taking History at Higher Level study two additional, specialized topics from ‘Aspects of the History of Europe and the Middle East’ from 1871 to 1939. The skills exercised in DP History are close text analysis of primary and secondary sources, and critical and imaginative engagement with open-ended questions of History that require balanced, evidence-based, analytical responses. Students learn to apply the tools of empiricism and reasoned analysis to determine the validity of what is claimed to be reliable historical knowledge, and assess conflicting interpretations of past events.

Resources: Oxford Univ. Press, 20th Century World History; Cambridge Press, Democratic States – Challenges and Responses; Oxford Univ. Press, History of Europe and the Middle East; Pearson Publishing, Origin and Development of Authoritarian and Single-Party States; Pearson Publishing, Comprehensive Guide to Paper One; Hite, Hinton, Weimar and Nazi Germany; Hite, Hinton, Fascist Italy, Corin, Fiehn, Communist Russia Under Lenin and Stalin; Lee, The European Dictatorships, 191845; Fairbank, The Great Chinese Revolution.

Assessment Guidelines: 1.Written Examinations Paper 1 (1 hr) Both HL and SL A document-based paper set on prescribed subjects from twentieth century world history topics. Paper 2 (1 hr 30 mins.) Both HL and SL An essay paper based on twentieth century world history topics. Two questions are to be answered. Paper 3 (2 hrs 30 mins.) HL Only Questions based on regional options. Three questions are to be answered.

2. Internal Assessment Candidates must undertake an in-depth study on any historical subject. This is internally assessed by the teacher and externally moderated.

Prior Learning/Pre-requisite For students choosing to study History at HL, a ‘5’ in any MYP Humanities course or a B/A in an I/GCSE course would be a useful pre-requisite. For those planning to study it at SL, a ‘4’ in any MYP Humanities course or a C/B in an I/GCSE Humanities course would be useful. Although you do not need to have previously studied History to be able to do well in DP History, if you are aiming for the highest grades, a willingness to read widely and an ability to write fluently will certainly be useful pre-requisites.

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Group 3: Individuals and Societies Grades: 11 and 12 Subject: Social and Cultural Anthropology (HL and SL) Philosophy: Social and cultural anthropology is the comparative study of culture and human societies. Anthropologists seek an understanding of humankind in all its diversity. This understanding is reached through the study of societies and cultures and the exploration of the general principles of social and cultural life. Social and cultural anthropology places special emphasis on comparative perspectives that challenge cultural assumptions. Many anthropologists explore problems and issues associated with the complexity of modern societies in local, regional and global contexts. Although social and cultural anthropology shares much of its theory with other social sciences, it is distinct in a number of ways. These distinctions include a tradition of participant observation, and an in-depth empirical study of social groups. Topics of anthropological inquiry include social change, kinship, symbolism, exchange, belief systems, ethnicity and power relations. Social and cultural anthropology examines urban as well as rural society and modern nation states. Anthropology contributes to an understanding of contemporary issues such as war and conflict, the environment, poverty, injustice, inequality, and human and cultural rights. The study of anthropology offers critical insight into the continuities as well as the dynamics of social change and the development of societies, and challenges cultural assumptions. The IB social and cultural anthropology course offers an opportunity for students to become acquainted with anthropological perspectives and ways of thinking, and to develop critical, reflexive knowledge. Social and cultural anthropology contributes a distinctive approach to intercultural awareness and understanding, which embodies the essence of an IB education. Anthropology fosters the development of citizens who are globally aware and ethically sensitive. The social and cultural anthropology course for both SL and HL students is designed to introduce the principles, practices and materials of the discipline.

Course Outline: In the first year of IB Social and Cultural Anthropology, the students become familiar with major theoretical works, as well as important methods and techniques in collecting data in fieldwork processes. During the course anthropological issues will be presented through diverse empirical studies in which the students will learn to compare and analyse material, making use of basic concepts within the subject. It is expected that students develop a critical stance/perspective in applying and combining theoretical positions to empirical material. Major areas that are covered in this course are: socialization, organization of social relations (kinship, economic and political systems), theory (classical and newer theories), and religion. In the second year of IB Social and Cultural Anthropology, students become more familiar with basic theories, concepts and methods within the field. Students are expected during this course to be able to select, combine and compare important theories and concepts in order to analyse empirical material in a critical way and they are expected to be able to place essential points into perspective within anthropological themes and issues.

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This course will relate to areas of study such as ethnicity and identity, gender, stratification, and migration. The theories presented this year will correspond to the ethnographic studies and subject areas in addition to globalization theories.

Resources: Text Books / Resources: Hylland-Eriksen: Small Places-Large Issues ; Buckley/Kenny: Negotiating Identity; McDonald: Inside European Identities ; Bourdieu: Outline of a theory of practice and Distinction Featherstone: Global Culture and a wide range of articles from anthropological journals and anthologies.

Assessment Guidelines: STANDARD LEVEL

Weighting

External assessment (3 hours)

80%

Paper 1 (1 hour)

30%

Three compulsory questions based on an unseen text, covering aspects drawn from the whole syllabus. (20 marks) Paper 2 (2 hours)

50%

Ten questions based on part 2 of the syllabus. Students choose two questions to be answered in essay form. (44 marks) Internal assessment

20%

Two compulsory activities to be internally assessed by the teacher and externally moderated by the IB. (20 marks) • A one-hour observation followed by a written report of 600–700 words. • A critique of the initial report of 700–800 words.

HIGHER LEVEL

Weighting

External assessment (4 hours)

75%

Paper 1 (1 hour)

20%

Three compulsory questions based on an unseen text, covering aspects drawn from the whole syllabus. (20 marks)

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Paper 2 (2 hours)

35%

Ten questions based on part 2 of the syllabus. Students choose two questions to be answered in essay form. (44 marks) Paper 3 (1 hour)

20%

Five questions based on theoretical perspectives in anthropology. Students choose one question to be answered in essay form. (20 marks) Internal assessment

25%

A report of fieldwork conducted by the student to be internally assessed by the teacher and externally moderated by the IB. Maximum 2,000 words (20 marks)

Prior Learning/Pre-requisites: This course requires no initial understanding or previous study of Social Anthropology. For students choosing to study

this subject at HL, a ‘5’ in any MYP Humanities course or a B/A in an I/GCSE Humanities course would be a useful prerequisite. For those planning to study it at SL, a ‘4’ in any MYP Humanities course or a C/B in an I/GCSE Humanities course would be useful. However, you do not need to have ever previously studied Anthropology or Sociology to be able to do well in DP Social Anthropology.

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GROUP 4: Sciences Grades: 11 and 12 Subject: IB DP Biology (HL and SL) Philosophy: The design of Science courses for the International Baccalaureate seeks to reflect recent scientific thinking in many countries. Curriculum content has been selected with the realization that because science is continuously and rapidly progressing, both in breadth and in depth, the curriculum is regularly reviewed and updated. The emphasis in all courses is on providing students with ample opportunities for research and discovery because it is through personal experience that students best develop an understanding of science. Biology is the study of living organisms, applying the techniques and approach of the experimental sciences. This study is undertaken at a variety of levels from the molecular to that of the biosphere, each with its own distinctive approaches and methods. By the end of the course, the student should have developed an appreciation of the interactions between these levels, and of organisms as functioning entities within the biosphere.

Course Outline: (This Course Outline is subject to change with the introduction of the new Subject Guide in August 2014) Grade 11 In the first year of DP Biology, students will learn the practical skills of experimental science and analysis and become familiar with the IB’s assessment of their lab work. The course starts with the study of Biochemistry, from simple molecules that make up proteins, carbohydrates and lipids to the complex macromolecules of nucleic acids. The topics of Cellular Biology give an understanding of the structural units that make up the structure of all organisms. Through the topic of Ecology and Evolution, students learn to appreciate man's place in a world of many different interdependent organisms. Students develop competence in data analysis as they consider the major environmental issues of the day. The study of Human Physiology enables students to understand more fully the workings of their own bodies. The Biology course aims to deepen understanding of science, so the ability to analyse and explain data becomes a skill that students acquire. A residential ecology field trip forms part of the practical work at the end of second semester. Grade 12 In the second year, students complete the DP course. All DP students need to actively participate in a joint science project where the emphasis is on the co-operative process of science - this is a student-directed project involving students from Biology, Chemistry, Physics and Computer Science classes. A thorough Genetics unit will give the students a basic knowledge of the genetic code and inherited characteristics and enable them to debate and come to understand some of the controversial issues of gene therapy and genetic engineering. One option will be chosen from either Neurobiology and Behavior or Ecology and Conservation to meet the requirements for Paper 3. Students also work on the Scientific Investigation which forms the internal assessment element of the course. In May, the students sit three exam papers which account for the remaining 80% of their final grade in Biology.

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Resources: Biology (International Edition) 2005: Neil Campbell and Jane Reece

Assessment Guidelines: Higher Level 1. Written Examinations (4 hrs 30 mins) 80% Paper 1 (1 hour) 20% Paper 2 (2 hours 15 minutes) 36% Paper 3 (1 hour 15 minutes) 24%

40 multiple choice questions Short answer and extended response questions. Section A: One data-based question and several short answer questions on experimental work. Section B: Short answer and extended response questions from one option.

2. Practical work 20% Internally assessed and externally moderated, includes the Group 4 Project. Standard Level 1. Written Examinations (3 hours) 76% Paper 1 (45 minutes) 20% Paper 2 (1 hour 15 minutes) 40% Paper 3 (1 hour) 20%

30 multiple choice questions Short answer and extended response questions. Section A: One data-based question and several short answer questions on experimental work. Section B: Short answer and extend response questions from one option.

2. Practical Work 20% Internally assessed and externally moderated, includes the Group 4 Project.

Prior Learning/Pre-requisites Completion of MYP Biology or an equivalent Biology or Combined/Co-ordinated Sciences course. To study Biology at HL for the Diploma, a ‘5’ in the MYP grading system, or an A/B in I/GCSE is generally required. For SL, an MYP 4 in Biology or a B/C in any I/GCSE Science course is an important pre-requisite.

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GROUP 4: Sciences Grades: 11 and 12 Subject: IB DP Chemistry (HL and SL) Philosophy: Chemistry is the central science. Chemical principles underpin the physical environment in which we live, and all biological systems. As such, the subject of chemistry has two main roles in the curriculum. It is a subject worthy of study in its own right as a preparation for employment or further study. Chemistry is also a pre-requisite for many other courses in higher education, such as medicine, and biological and environmental sciences. Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. The laboratory work has a direct bearing, wherever possible, upon the student's growing body of descriptive and theoretical Chemistry. Chemistry involves studying the properties and behaviour of matter. It is an extremely practical science and has been very influential in its impact on our daily living. It lies at the heart of countless issues from health care to environmental protection. It is largely responsible for the increase in life expectancy experienced over the past century, though some chemicals also have the potential of harming our health and/or the environment. Throughout the course Chemistry is placed in context and our many encounters with everyday Chemistry are discussed.

Course Outline: (This Course Outline is subject to change with the introduction of the new Subject Guide in August 2014) Grade 11 In the first semester the course follows the sequence of the IBDP syllabus from stoichiometry to atomic theory, periodicity, structure and bonding. The second semester continues with energetics, equilibria and redox chemistry. Students are encouraged to read widely, to use the library, and online resources in order to expose themselves to as much Chemistry as possible. The sheer amount of material covered, by those taking Chemistry in the HL class, means that a great deal of preparation outside class is needed The new syllabus includes a practical project, done individually, which is assessed internally and count for 20% of the final IB grade. There are very specific assessment criteria that need to be addressed in this project. Most of the practical work is used to support the theory in the course with students doing lab work approximately every other week. Grade 12 The second year of the Diploma course starts with organic chemistry followed by human biochemistry. All DP students need to actively participate in a joint science project where the emphasis is on the co-operative process of science - this is a student-directed project involving students from Biology, Chemistry, Physics and Computer Science classes. This project is usually carried out in September of the final year. The final semester starts with kinetics and then electrochemistry before we start revising for the final IBDP exam. The mock DP exam provides an opportunity for a 'dry run' at the real thing. Careful analysis of their own performance in this exam is considered essential to the students'

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success in the May exam. To do well, students need not only to know most of the material but also to be skilled examtakers. A second opportunity to do a mock is usually provided towards the end of March. Again the students will have the opportunity to analyse their performance, look at the examiners' report and discuss why and where they lost marks.

Resources: Pearson Baccalaureate Higher/Standard Level Chemistry Brown & Ford; Chemistry for the IB Diploma-Study Guide, Neuss;

Assessment Guidelines: Higher Level 1. Written Examinations (4 hrs 30 mins) 80% Paper 1 (1 hour) 20% Paper 2 (2 hours 15 minutes) 36% Paper 3 (1 hour 15 minutes) 24%

40 multiple choice questions Short answer and extended response questions. Section A: One data-based question and several short answer questions on experimental work. Section B: Short answer and extend response questions from one option.

2. Practical work 20% Internally assessed and externally moderated, includes the Group 4 Project. Standard Level 1. Written Examinations (3 hours) 76% Paper 1 (45 minutes) 20% Paper 2 (1 hour 15 minutes) 40% Paper 3 (1 hour) 20%

30 multiple choice questions Short answer and extended response questions. Section A: One data-based question and several short answer questions on experimental work. Section B: Short answer and extend response questions from one option.

2. Practical Work 20% Internally assessed and externally moderated, includes the Group 4 Project.

Prior Learning/Pre-requisites: Completion of MYP Chemistry or an equivalent Chemistry or Combined/Co-ordinated Sciences course. To study Chemistry at HL for the Diploma, a ‘5’ in the MYP grading system, or an A/B in I/GCSE is generally required. For SL, an MYP 4 in Chemistry or a B/C in any I/GCSE Science course is an important pre-requisite.

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GROUP 4: Sciences Grades: 11 and 12 Subject: IB DP Computer Science (HL and SL) Philosophy: Computer science requires an understanding of the fundamental concepts of computational thinking as well as knowledge of how computers and other digital devices operate. The two year IBDP Computer Science course, a Group 4 HL/SL subject, prepares students for university studies that involve knowledge of computers and computer programming. The Diploma Programme computer science course is engaging, accessible, inspiring and rigorous. It has the following characteristics.     

draws on a wide spectrum of knowledge enables and empowers innovation, exploration and the acquisition of further knowledge interacts with and influences cultures, society and how individuals and societies behave raises ethical issues is underpinned by computational thinking.

Computational thinking involves the ability to:    

think procedurally, logically, concurrently, abstractly, recursively and think ahead utilize an experimental and inquiry-based approach to problem-solving develop algorithms and express them clearly appreciate how theoretical and practical limitations affect the extent to which problems can be solved computationally.

During the course the student will develop computational solutions. This will involve the ability to:   

identify a problem or unanswered question design, prototype and test a proposed solution liaise with clients to evaluate the success of the proposed solution and make recommendations for future developments.

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Course Outline: There are four major core topics: System Fundamentals, Computer Organization, Networks and Computational Thinking & Problem Solving. The HL course requires the completion of three additional units: Abstact Data Structures, Resource Management and Control Systems. The nucleus for all these topics remains learning how to write applications in Java. Students will be taught the fundamental principles of good programming using Java as the guide. Students will also learn how to create small user interactive interfaces using Abstract Window Toolkit as part of their course. In addition, a "Program Dossier" which consists of designing a computer program that addresses a need in a work place such as a library check in/out, data base tracking system, stock management system etc. is also required for all students. The exact topic is chosen by the student. The Dossier is used to demonstrate mastery of the programming concepts. “System Fundamentals” focuses on analyzing and solving problems in a systematic manner with complete documentation of the process. Instruction includes practice in investigation, data collection, planning involving flowcharts/diagrams, designing algorithms and/or data structures, and constructing the code using the Java programming language. “Networks” focuses on looking at the basics of how a computer network is designed and maintained with regards to security and reliability. Students learn about different kinds of network protocols that are used to ensure smooth and reliable transmission of data across dissimilar networks. “Computer Organization” and “Computational Thinking & Problem Solving” focuses on the various logical structures that work inside a computer to make it “think” when humans enter an input. Students are introduced to the various hardware and software applications that work together in making the machine process large amounts of instructions. The additional HL topics take the students into the world of advanced data structures that can be used to create object centric applications in Java. They also help students acquire an overview of various resources – memory, data and control – that a computer has to work with during execution. Lessons in Computer Science are largely project centric with students spending most of their time creating original applications using the tools with which they are provided. Students also spend time practicing writing in order to prepare for their IB examination which is a written paper. HL and SL students both take Papers 1 and 2 while an additional Paper 3 is added for the HL class. Hence, SL classes have 30% of their final grade assessed internally while HL classes have 40% of their grade assessed internally. Students also take part in the Group 4 Science project in Year 2 where they combine their programming skills with scientific concepts. This too is a part of their internal assessment.

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Resources: Computer Science, Andrew Meyenn and Richard Jones | Classroom notes recorded via the class portal.

Assessment Guidelines: Higher Level

Weighting

External assessment (4 hours 30 minutes)

80%

Paper 1 (2 hours 10 minutes)

40%

Paper 2 (1 hour 20 minutes)

20%

Paper 3 (1 hour)

20%

Internal assessment (40 hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

20%

Solution (30 hours) The development of a computational solution. Group 4 project (10 hours)

Standard Level

Weighting

External assessment (2 hours 30 minutes) Paper 1 (1 hour 30 minutes)

45%

Paper 2 (1 hour)

25%

Internal assessment (40 hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the 30% course. Group 4 project (10 hours)

Prior Learning/Pre-requisites: To undertake Computer Science at DP level, completion of MYP Computer Technology or an equivalent level course is recommended. To study Computer Science at HL, a ‘5’ in the MYP grading system, or an A/B in I/GCSE in a Computer Technology/Science course is generally required. For SL, an MYP 4 or a B/C in any I/GCSE Computer Technology/Science course is an important pre-requisite.

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GROUP 4: Sciences Grades: 11 and 12 Subject: IB DP Physics (HL and SL) Philosophy: Physics in the IB Diploma Programme principally involves two scientific domains – scientific knowledge and scientific activity - whose aims are to produce in the student, scientific ability and scientific skills as related to Physics, an awareness and appreciation of the limitations of the subject, its societal impact and the responsibilities of practising scientists in this discipline.

Course Outline: (This Course Outline is subject to change with the introduction of the new Subject Guide in August 2014) Physics is the most fundamental of the experimental sciences as it seeks to explain the universe itself, from the very smallest particles – quarks, which may be truly fundamental - to the vast distances between galaxies. The DP Physics course gives students a taste of the exciting extremes of modern physics while building a solid foundation of physics skills and knowledge. It is a challenging and rewarding course, well suited to (although not limited to) students who wish to study science or engineering at university. The theoretical section of the course focuses on developing conceptual understanding and problem-solving skills. Students study eight core topics: Physics and physical measurement, mechanics, thermal physics, waves, electricity and magnetism, circular motion and gravitation, atomic, nuclear and particle physics, energy production - and an optional topic, chosing from offerings such as astrophysics, relativity, engineering physics and imaging. HL students study additional material in each topic, including the optional topic. Some competency in Mathematics is required as it is 'the language of physics'. Although not a formal requirement, it is recommended that students taking HL Physics also take Mathematics HL, as the two courses complement each other well. The course includes experimental work, with students undertaking a variety of investigations linked to the different theoretical topics. By planning and evaluating their own investigations, students develop an appreciation of the scientific processes used by working physicists today and throughout history. They also have the opportunity to show creativity in experimental problem-solving while building their manipulative, collaborative and analytical skills. In May of their second year (Grade 12), the students sit three external exam papers amounting to 80% of their total marks. The other 20% is internal assessment: lab reports marked at CIS are used to prepare for a scientific investigation which is sent away for moderation by external examiners.

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Resources: Physics: Chris Hamper, Physics for the IB Diploma : K.A. Tsokos; Physics IB Study Guide : T. Kirk. Students will need to use either a Ti-83 or TI-84 graphing calculator throughout the course.

Assessment Guidelines: Higher Level 1. Written Examinations (4 hrs 30 mins) 80% Paper 1 (1 hour) 20% Paper 2 (2 hours 15 minutes) 36% Paper 3 (1 hour 15 minutes) 24%

40 multiple choice questions Short answer and extended response questions. Section A: One data-based question and several short answer questions on experimental work. Section B: Short answer and extend response questions from one option.

2. Practical work 20% Internally assessed and externally moderated, includes the Group 4 Project. Standard Level 1. Written Examinations (3 hours) 76% Paper 1 (45 minutes) 20% Paper 2 (1 hour 15 minutes) 40% Paper 3 (1 hour) 20%

30 multiple choice questions Short answer and extended response questions. Section A: One data-based question and several short answer questions on experimental work. Section B: Short answer and extend response questions from one option.

2. Practical Work 20% Internally assessed and externally moderated, includes the Group 4 Project.

Resources: Physics for the IB Diploma : K.A. Tsokos; Physics IB Study Guide : T. Kirk. Students will need to use either a Ti-83 or TI-84 graphing calculator throughout the course.

Prior Learning/Pre-requisites: Completion of MYP Physics or an equivalent level course, such as I/GCSE Physics, Combined or Coodinated Sciences . To study Physics at HL for the Diploma, a ‘5’ in the MYP grading system, or an A/B in I/GCSE is generally required. For SL, an MYP 4 in Physics or a B/C in any I/GCSE Science course is an important pre-requisite.

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GROUP 5: Mathematics Grades: 11 and 12 Subject: IB DP HL Mathematics (HL only) Philosophy: The HL Mathematics course focuses on developing important mathematical concepts in a comprehensible, coherent and rigorous way. This is achieved by means of a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solve problems set in a variety of meaningful contexts. Development of each topic should feature justification and proof of results. Students embarking on this course should expect to develop insight into mathematical form and structure, and should be intellectually equipped to appreciate the links between concepts in different topic areas. They should also be encouraged to develop the skills needed to continue their mathematical growth in other learning environments. The HL Mathematics course caters for students with a very strong background in Mathematics who have attained a high degree of competence in a range of analytical and technical skills, and who display considerable interest in the subject. Most of these students will expect to study Mathematics at university, either as a subject in its own right or as a major component of a related subject. The course is designed specifically to allow students to learn about a variety of branches of Mathematics in depth and also to appreciate practical applications.

Course Outline: Grade 11: 1. Functions and Equations 2. Algebra 3. Statistics and Probability 4. Circular functions and Trigonometry Grade 12: 1. Mathematical Exploration (the required Internal Assessment, counting towards the final DP grade) 2. Calculus 3. Statistics and Probability (continued) 4. Vectors 5. One option from: Statistics and Probability, Discrete Mathematics, Sets, Relations and groups, Discrete Mathematics

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Resources: Book and E-Book: Higher Level Mathematics Pearson Baccalaureate

Assessment Guidelines Assessment component

Weighting

External assessment (5 hours)

80%

Paper 1 (2 hours)

30%

No calculator allowed. Paper 2 (2 hours)

30%

Graphic display calculator required. Paper 3 (1 hour)

20%

Graphic display calculator required. Internal assessment This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

20%

Mathematical exploration Internal assessment in mathematics HL is an individual exploration. This is a piece of written work that involves investigating an area of mathematics. (20 marks)

Prior Learning/Pre-requisites At least a 6 (out of 8) in Criterion A (Knowledge and Understanding) in MYP Extended Mathematics, or an A/A* in a Mathematics course at I/GCSE level is recommended as a pre-requisite for students wishing to study IBDP HL Mathematics. For different pre-16 syllabi, teacher recommendation is necessary. It is extremely unusual for a student taking Core Mathematics in Gr 10 to move into HL Mathematics in Gr 11. This will only be possible in the most exceptional of circumstances and following discussion with the Head of Maths.

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GROUP 5: Mathematics Grades: 11 and 12 Subject: IB DP SL Mathematics (SL only) Philosophy: The SL Mathematics course focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce students to these concepts in a comprehensible and coherent way, rather than insisting on the mathematical rigour required for Mathematics HL. Students should, wherever possible, apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context. The internally assessed component, the exploration, offers students the opportunity for developing independence in their mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas. The Mathematical SL course provides the mathematical concepts and skills necessary to prepare students for further studies which may involve the use of Mathematics, for instance engineering, science, or business studies. Supplementing a thorough training in the principles of mathematics, practice in the use of spreadsheets and the graphic display calculator gives students valuable mathematical tools which can be used in the future.

Course Outline: Grade 11: 1. Algebra 2. Functions and Equations 3. Circular Functions and Trigonometry 4. Statistics 5. Calculus: Differentiation

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Grade 12: 1. Probability 2. Mathematical Exploration (the required Internal Assessment, which forms part of the final DP Grade) 3.Calculus: Integration 4. Vectors

Resources: Book and E- Book: Mathematics Standard Level

Pearson Baccalaureate

Assessment Guidelines Assessment component

Weighting

External assessment (3 hours)

80%

Paper 1 (1 hour 30 minutes)

40%

No calculator allowed. Paper 2 (1 hour 30 minutes)

40%

Graphic display calculator required Internal assessment This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

20%

Mathematical exploration Internal assessment in mathematics SL is an individual exploration. This is a piece of written work that involves investigating an area of mathematics. (20 marks)

Prior Learning/Pre-requisites Successful completion of a Grade 10 Mathematics course with at least a 5 in Criterion A (Knowledge and Understanding) in MYP Mathematics, or a B at I/GCSE is a minimum requirement in order to undertake the SL Mathematics course in the DP. For students completing another pre-16 Mathematics course, teacher recommendation is required.

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GROUP 5: Mathematics Grades: 11 and 12 Subject: IB DP Mathematical Studies (SL only) Philosophy: The course syllabus focuses on important mathematical topics that are interconnected. The syllabus is organized and structured with the following tenets in mind: placing more emphasis on student understanding of fundamental concepts than on symbolic manipulation and complex manipulative skills; giving greater emphasis to developing students’ mathematical reasoning rather than performing routine operations; solving mathematical problems embedded in a wide range of contexts; using the graphic display calculator effectively. The course includes project work, a feature unique to mathematical studies SL within group 5. Each student completes a project, based on their own research; this is guided and supervised by the teacher. The project provides an opportunity for students to carry out a mathematical study of their choice using their own experience, knowledge and skills acquired during the course. This process allows students to take sole responsibility for a part of their studies in Mathematics. The students most likely to select this course are those whose main interests lie outside the field of Mathematics, and for many students this course will be their final experience of being taught formal Mathematics. All parts of the syllabus have therefore been carefully selected to ensure that an approach starting from first principles can be used. As a consequence, students can use their own inherent logical thinking skills and do not need to rely on standard algorithms and remembered formulae. Students likely to need Mathematics for the achievement of further qualifications are advised to consider an alternative Mathematics course.

Course Outline: Grade 11 1. Number and Algebra 2. Sets and Venn Diagrams 3. Sequence and Series 4. Descriptive Statistics 5. Statistical Applications 6. Geometry and Trigonometry

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Grade 12: 1. Geometry and Trigonometry (continued) 2. Mathematical Models 3. Probability 4. Project (the Internal Assessment Task, the grade for which counts towards the final IB score) 5. Financial Mathematics 6. Logic 7. Introduction to differential calculus

Resources: Book and E-Book: Mathematical Studies, Pearson Baccalaureate

Assessment Guidelines Assessment component

Weighting

External assessment (3 hours)

80%

Paper 1 (1 hour 30 minutes)

40%

Paper 2 (1 hour 30 minutes)

40%

Internal assessment This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. 20% Project The project is an individual piece of work involving the collection of information or the generation of measurements, and the analysis and evaluation of the information or measurements. (20 marks)

Prior Learning/Pre-requisites This course is for students who find Mathematics challenging – but is also for those who do not see Mathematics playing a role in their future. For this reason, it is hard to define clear pre-requisites. Completion of a Mathematics course pre-16, with some level of success, offers a good starting point.

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GROUP 6: The Arts Grades: 11 and 12 Subject: IB Music (HL and SL) Philosophy: Music functions as a means of personal and communal identity and expression, and embodies the social and cultural values of individuals and communities. This scenario invites exciting exploration and sensitive study. Music, and all of its associations, may vary considerably from one musical culture to another: yet music may share similarities. Such richness offers a variety of ways to encounter and engage with a constantly changing world. A vibrant musical education fosters curiosity and openness to both familiar and unfamiliar musical worlds. Through such a study of music we learn to hear relationships of pitch in sound, pattern in rhythm and unfolding sonic structures. Through participating in the study of music we are able to explore the similarities, differences and links in music from within our own culture and that of others across time. Informed and active musical engagement allows us to explore and discover relationships between lived human experience and specific sound combinations and technologies, thus informing us more fully of the world around us, and the nature of humanity. The Diploma Programme music course provides an appropriate foundation for further study in music at university level or in music career pathways. It also provides an enriching and valuable course of study for students who may pursue other careers. This course also provides all students with the opportunity to engage in the world of music as lifelong participants.

Course Outline: The Higher Level Music syllabus consists of three compulsory parts. 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.   

Musical Perception and Analysis Solo Performance: Voice or instrument, one or more recitals Composition: three contrasting compositions

The Standard Level Music syllabus consists of three options: Solo Performance Option - This is designed for the student who has a background in musical performance.  

Musical Perception and Analysis Solo Performance: Voice or instrument, one or more recitals

Group Performance Option - This is designed of the student with a general interest in music, or those without prior experience, particularly members of ensembles  

Musical Perception and Analysis Group Performance: two or more public performances

Composition Option - This is designed for the student who has a background in musical composition

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 

Musical Perception and Analysis Composition: two contrasting compositions

Musical Perception and Analysis This part of the syllabus is common to all four programmes and consists of:   

Study of Prescribed Work Study of Musical Genres and Styles Musical Investigation

Resources: Text Books / Resources: Bennett, Roy: Fortissimo; Bennett, Roy: Investigating Musical Styles; Blatter, Alfred: Instrumentation and Orchestration; Machlis, J.: The Enjoyment of Music.

Assessment Guidelines: Higher Level

Weighting

External assessment (90 teaching hours)

50%

Listening paper (3 hours)

30%

Seven musical perception questions (140 marks) Musical links investigation

20%

A written media script of no more than 2,000 words, investigating the significant musical links between two (or more) pieces from distinct musical cultures (20 marks) Internal assessment (150 teaching hours)

50%

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Creating (75 hours)

25%

Three pieces of coursework, with recordings and written work (30 marks) Solo performing (75 hours)

25%

A recording selected from pieces presented during one or more public performance(s), 20 minutes (20 marks)

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Standard Level

Weighting

External assessment (75 teaching hours)

50%

Listening paper (2 hours 15 minutes)

30%

Five musical perception questions (100 marks) Musical links investigation

20%

A written media script of no more than 2,000 words, investigating the significant musical links between two (or more) pieces from distinct musical cultures (20 marks) Internal assessment (75 teaching hours)

50%

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Students choose one of the following options. Creating (SLC) Two pieces of coursework, with recordings and written work (30 marks) Solo performing (SLS) A recording selected from pieces presented during one or more public performance(s), 15 minutes (20 marks) Group performing (SLG) A recording selected from pieces presented during two or more public performances, 20–30 minutes (20 marks)

Prior Learning/Pre-requisites For students wishing to study Music, it is important that they are reasonably adept on a musical instrument (including voice), or with music technology and are familiar with some form of music notation. We would like students to have studied a Music course at MYP or an equivalent educational level. However, students who have only ever studied Music outside school are very welcome to join the course, or to discuss the possibility of doing so with our Music teacher.

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GROUP 6: The Arts Grades: 11 and 12 Subject: IB DP Theatre (HL and SL) Philosophy: The Theatre course emphasizes the importance of working individually and as a member of an ensemble. Students are encouraged to develop the organizational and technical skills needed to express themselves creatively in theatre. A further challenge for students following this course is for them to become aware of their own perspectives and biases and to learn to respect those of others. This requires a willingness to understand alternative views, to respect and appreciate cultural diversity, and to see the varied role that theatre plays in reflecting these. As a result, the theatre course can become a way for students to celebrate the international and intercultural dynamic that inspires and sustains some forms of contemporary theatre, while appreciating the specifically local origins that have always given rise to performance, and which, in many parts of the world, still do.

Course Outline: Details of the new syllabus, for first teaching from August 2014 have not yet been released.

Resources: Oscar G. Brockett: History of the Theatre; Oscar G. Brockett: Plays for the Theatre: An Anthology of World Drama; Oscar G. Brockett: The Essential Theatre; Sally Mackey: Practical Theatre: A Post-16 Approach; Sally Mackey: Drama and Theatre Studies; Excursions as part of the International Schools Theatre Association

Assessment Guidelines: No information is currently available on how the new syllabus will be assessed.

Prior Learning/Pre-requisites: For students wishing to study Theatre, it would be useful if they had completed an Arts course at MYP or an equivalent educational level. However, students who have only ever enjoyed Theatre outside school are very welcome to join the course, or to discuss the possibility of doing so with our Theatre teacher.

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GROUP 6: The Arts Grades: 11 and 12 Subject: IB DP Visual Arts (HL and SL) Philosophy: The processes of designing and making art require a high level of cognitive activity that is both intellectual and affective. Engagement in the arts promotes a sense of identity and makes a unique contribution to the lifelong learning of each student. The study of visual arts provides students with the opportunity to develop a critical and intensely personal view of themselves in relation to the world. The visual arts course enables students to engage in both practical exploration and artistic production, and in independent contextual, visual and critical investigation. The course is designed to enable students to study visual arts in higher education and also welcomes those students who seek life enrichment through visual arts.

Course Outline: A new Visual Arts syllabus has been made available in provisional form for first teaching in August 2014. Limited information is currently available, but the course will include the elements noted below:

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Resources: Resource needs vary from student to student and depend very much on individual pathways. While basic art materials are provided by CIS, more complex requirements may need to be met by individual students.

Assessment Guidelines: Assessment for the new syllabus is likely to include the following: STANDARD LEVEL:

HIGHER LEVEL

Prior Learning/Pre-requisites For students wishing to study Visual Arts, it would be useful if they had completed an Arts course at MYP or an equivalent educational level. However, students who have only ever enjoyed Visual Arts outside school are very welcome to join the course, or to discuss the possibility of doing so with our Theatre teacher.

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The Core Grades: 11 and 12 Subject: The Extended Essay, CAS and TOK The Extended Essay, CAS and TOK Successful completion of these three elements is required to attain an IB Diploma. In order to emphasise the fundamental importance of this central section, the IB changed the requirements for the award of a Diploma. From May 2010 every student has been required to achieve at least a D in both the Extended Essay and TOK in order to be awarded the Diploma.

Extended Essay IB Diploma Programme candidates are required to undertake individual and original research in order to write an Extended Essay of 4000 words. This part of the programme gives each student the opportunity to undertake research on a topic which specifically interests him/her and, in the process, become acquainted with the kind of independent research expected at university level. Each student chooses his/her own topic from within the 60 subjects available within the programme; students are not limited to the six subjects they have already chosen. Each student also chooses his/her own supervisor, normally a subject specialist, who is responsible for providing general guidance on time management and the overall structure and presentation of the essay. At CIS the Extended Essay is started in Grade 11, late in the first semester, and each student (and his/her supervisor) is provided with a sheet specifying deadlines from then until the end of October/early November in Grade 12, when the essay will be finished. The aim of these deadlines is to assist the student in managing his/her time, and to give the supervisor a chance to be of real help, giving advice at all stages of the development of the essay, in accordance with IB guidelines. It is generally expected that a student will have provided a rough draft and a full bibliography before the summer vacation, so that the supervisor can give some specific guidelines for the course of the research/essay and the student can then work seriously and effectively during the long break. A full draft of the essay is expected at the end of the first week of Grade 12, and the complete essay should be submitted by the specified deadline in October. Once the supervisor has read the final draft, he/she will conduct a short interview, or viva voce, with the student, before completing the supervisor’s report for the IB. Essays are marked on a scale from 0 to 36. All subjects are marked using the same criteria. These are concerned with how candidates manage general aspects of the Extended Essay, such as the writing of the abstract and conclusion, the use of information and data and the overall presentation. Marks are also awarded for use of language, skills used, the introduction and holistic judgement. The total score obtained on the scale 0 – 36 will be used to determine in which if the following bands the Extended Essay is placed.

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A: work of an excellent standard B: work of a good standard C: Work of a satisfactory standard D: work of a mediocre standard E: Work of an elementary standard Results of the Theory of Knowledge component are combined with that from the Extended Essay as shown in the matrix below (following the TOK section) in order to determine how many of the three IB points available are awarded. An E in either TOK or the EE can cause failure of the Diploma.

Creativity, Action and Service Creativity, Action, Service, otherwise known as CAS, forms a fundamental part of the Diploma experience. Its focus is the development of the whole person and its goal the fostering of more compassionate and active world citizens. Students are expected to combine at least two of the three elements (Creativity, Action, Service) in one long-term project, and to undertake at least three activities in each element. CAS activities are expected to span at least eighteen months of the Diploma Programme. The students are expected to do at least 150 hours of CAS activities in total. There are three essential elements: Creativity: broadly this includes a range of arts activities, and the idea is to develop the creative side of a student. At CIS there is ample opportunity for this in such activities as Labyrinth, the school literary publication; photography clubs; the Year Book; Theatre Sports; the Craft Club and much else. Action: this involves physical activity and can include not only participation in individual and team sports but also taking part in expeditions and in local or international projects. Here at CIS there are plenty of opportunities to take part in sport, particularly with our regular involvement in NECIS, but there are also a growing number of other opportunities, including trips to help refugees in Thailand (BRAP)and to work with disadvantaged children in Peru. Service: this encompasses a wide range of activities with the focus of helping others with real need in the community. For example, LAP (the Learning Assistance Programme) is important here at CIS as one of many opportunities to help younger students with their academic work. Charity Club gives students the chance to raise money for projects worldwide. Service activities also include Team Peru, Roots and Shoots, the Craft Club and BRAP. More information about CAS is available every year at the CAS Fair and can be accessed on the website. The CAS programme is overseen by the CAS Coordinator, Dr. Engelberg, and the team of CAS Advisors. Students use the online programme, CAS Manager, for entering, describing and reflecting on their activites, and advisors use the programme to help monitor their work.

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Theory of Knowledge TOK is a course about critical thinking which involves inquiring into the process of knowing, rather than about learning a specific body of knowledge. TOK plays a special role in the Diploma Programme by providing an opportunity for students to reflect on the nature of knowledge. The task of TOK is to emphasize connections between Areas of Knowledge and link them to the knower in such a way that the knower can become aware of his or her own perspectives and those of the various groups whose knowledge he or she shares. TOK, therefore, explores both the personal and shared aspects of knowledge and investigates the relationships between them. The raw material of TOK is knowledge itself. Students think about how knowledge is arrived at in the various disciplines, what the disciplines have in common and the differences between them. The fundamental question of TOK is “how do we know that?” The answer might depend on the discipline and the purpose to which the knowledge is put. TOK explores methods of inquiry and tries to establish what it is about these methods that makes them effective as knowledge tools. TOK course identifies eight specific ways of knowing (WOKs). They are language, sense perception, emotion, reason, imagination, faith, intuition, and memory. Students must explore a range of Ways of Knowing, (WOK) and it is suggested that studying four of these eight in depth would be appropriate. The WOKs have two roles in TOK: • they underlie the methodology of the areas of knowledge • they provide a basis for personal knowledge. Areas of knowledge (AOK) are specific branches of knowledge, each of which can be seen to have a distinct nature and different methods of gaining knowledge. TOK distinguishes between eight areas of knowledge. They are Mathematics, the Natural Sciences, the Human Sciences, the Arts, History, Ethics, Religious Knowledge Systems, and Indigenous Knowledge Systems. Students must explore a range of areas of knowledge, and it is suggested that studying six of these eight would be appropriate. The knowledge framework is a device for exploring the areas of knowledge. It identifies the key characteristics of each area of knowledge by depicting each area as a complex system of five interacting components. This enables students to effectively compare and contrast different areas of knowledge and allows the possibility of a deeper exploration of the relationship between areas of knowledge and ways of knowing. There are two assessment tasks in the TOK course: an essay and a presentation. The essay is externally assessed by the IB, and must be on any one of the six prescribed titles issued by the IB for each examination session. The maximum word limit for the essay is 1,600 words. The presentation can be done individually or in a group, with a maximum group size of three. Approximately 10 minutes per presenter should be allowed, up to a maximum of approximately 30 minutes per group. Before the presentation each student must complete and submit a presentation planning document (TK/ PPD) available in the Handbook of procedures for the Diploma Programme. The TK/PPD is internally assessed alongside the presentation itself, and the form is used for external moderation.

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TOK is also graded on an A – E scale, like the Extended Essay. The matrix below is used to convert these ‘letter grades’ into points between 1 and 3.

Theory of Knowledge

Extended Essay

Excellent A

Good B

Satisfactory C

Mediocre D

Excellent A

3

3

2

2

N

Good B

3

2

1

1

N

Satisfactory C

2

1

1

0

N

Mediocre D

2

1

0

0

N

Elementary E

Failing Condition

Not submitted

N

N

N

N

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Elementary E

Not submitted

Failing condition

N

N

N

THE DIPLOMA PROGRAMME: FREQUENTLY ASKED QUESTIONS WHAT IS REQUIRED FOR THE AWARD OF THE DIPLOMA? To be eligible for the award of the Diploma, all candidates must:  Complete a course of study from each of the six groups  Complete at least three and not more than four of the six subjects at higher level and others at standard level  Achieve a minimum total of 24 points out of a maximum total of 45, having also met a number of other criteria, including at least 12 points at HL, no 2 in a HL subject, and no more than three Grade 3s or below.  Submit an Extended Essay in one of the subjects of the IB Curriculum  Follow a course in Theory of Knowledge  Achieve at least a D grade in both the EE and TOK  Complete all CAS (Creativity, Action and Service) requirements

HOW IS THE IB DIPLOMA ASSESSED? Each examined subject is graded on a scale of 1 (minimum) to 7 (maximum). Grades reflect attainment of knowledge and skills relative to set standards applied equally to all schools. Top grades are not, for example, awarded to a certain percentage of students. A variety of assessment methods is used to value both the content and the process of academic achievement and to take into account different learning styles and cultural patterns. Assessment of work is both internal and external. All subject teachers are trained by the IB to administer and mark internally assessed tasks. Such internal assessments are moderated by external assessors. Internal assessments include essays, mathematical portfolios, oral language exams and, fieldwork assignments and practical and investigative work in the sciences. Conventional external examination techniques are chosen from a range of options. These include oral and written examinations, long and short responses, data based questions, essays and multiple choice questions. Responsibility for all academic judgements about the quality of candidates’ work rests with more than 2,100 examiners worldwide, led by chief examiners with international authority.

HOW DIFFICULT IS IT TO OBTAIN THE IB DIPLOMA ? Each year approximately 80% of candidates who attempt the Diploma succeed in earning it

IS THE IB DIPLOMA ACCEPTED BY UNIVERSITIES WORLDWIDE? The IB Diploma holders gain admission to selective universities throughout the world. These include well-known European and American institutions such as Oxford, Yale and the Sorbonne in addition to prestigious centres in Latin America and the Asia/Pacific region. Formal agreements exist between the IB and many ministries of education and private institutions. Some colleges and universities may offer advanced standing or course credit to students with strong IB examination results. It is important that individual students ascertain precisely the requirements of their chosen university with regard to the IB Diploma as soon as appropriate. Subject choice and level of study may need to be chosen with university requirements in mind. Please see the CIS Careers Counsellor if you have any questions about university entrance requirements.

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DIPLOMA PROGRAMME RESULTS IN CIS The number of students entering the Diploma Programme at CIS has been growing steadily over the past five years, but the school's Diploma results remain consistently above the world average. Almost every year several students score above 40 points, an exceptional achievement, and the average score per student is well above the world average of 30 points. Below are the results for the past eight years:

Year

Number of Diploma Candidates

Number of Diplomas awarded

Pass rate

Max number of points per student

(%)

Mean number of points per student

2013

43

38

88

33

42

2012

46

43

93

33

44

2011

42

40

95

35

45

2010

45

42

93

33

43

2009

44

40

91

35

44

2008

41

35

85

33

40

2007

41

34

83

33

42

2006

37

31

84

34

43

2005

29

25

86

32

38

2004

30

30

100

35

45

2003

26

26

100

33

41

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WHAT DO WE EXPECT OF OUR DIPLOMA PROGRAMME STUDENTS?         

Critical Thinking Hard work A desire to know more, and an engagement with all aspects of the programme Self-discipline and responsibility Enjoyment of the challenge of opportunity The ability to learn from fellow-students as well as teachers To approach tasks with a seriousness of purpose To be challenged, excited and delighted, but also sometimes to be disappointed and exasperated! To be caring, reflective, balanced, principled, a communicator and a risk-taker!

Universities which have welcomed former CIS students include: Harvard University

Aarhus University

Princeton University

University of Copenhagen

Yale University

Copenhagen Business School

Swarthmore College

American University of Cairo

University of Oxford

University of Melbourne

Cambridge University

University of Lund

University of Warwick

Trinity College, Dublin

University of Bristol

University of Warsaw

Imperial College

University of Witwatersrand

Durham University

Helsinki University

McGill University, Canada

Bocconi University

London School of Economics,

University College London,

University of British Columbia, Canada

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Appendix 1: Academic Honesty – A summary of the full CIS Policy It is the policy of Copenhagen International School that:   

All students understand what we mean by academic honesty and why this is important. All work produced by students is their own, authentic work and all such authentic work has the ideas and words of others fully acknowledged Students understand and obey the rules relating to proper conduct of examinations

The aim of this policy is to:       

Promote good academic practice and a school culture that actively encourages academic honesty Enable students to understand what constitutes academic honesty and dishonesty Encourage students to look to their teachers for support when completing work and coursework in order to prevent any possible form of malpractice Ensure that students understand the importance of acknowledging accurately and honestly all ideas and work of others Explain to students that they have an important role in ensuring that their work is ‘academically honest’ Impart to students that plagiarism is a serious academic offence for which CIS and the IB show no tolerance Explain to students precisely what penalties will be imposed should they be found guilty of malpractice

What is ‘Academic Honesty’? Academic honesty refers to:    

Proper conduct in relation to the conduct of examinations The full acknowledgement of the original authorship and ownership of creative material The production of ‘authentic’ pieces of work The protection of all forms of intellectual property – which include forms of intellectual and creative expression, as well as patents, registered designs, trademarks, moral rights and copyright

Academic Dishonesty, therefore, involves    

Cheating Collusion Plagiarism All forms of malpractice

What is ‘Malpractice’? Malpractice may include:   

Plagiarism: Presenting the ideas or work of another as the student’s own Collusion: Allowing one’s work to be copied or submitted for assessment by another student. This is supporting malpractise Duplication of work: The presentation of the same work for different subjects or parts of a course.  Any other behaviour which gains an unfair advantage for a candidate or that affects the results of another candidate. This could include taking unauthorised material into the exam room, misconduct during an exam and falsifying Internal Assessments, CAS records, or any other material required to complete the Diploma  Making up data for an assignment  Exchanging or in any way supporting or attempting to support the passing on of information that is related to the examination  Copying the work of another candidate  Failing to obey the instructions of the invigilator or other member of the school’s staff responsible for the conduct of an examination  Including offensive material in a script

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 

Stealing examination papers Using an unauthorised calculator during an examination

DEFINING FORMS OF MALPRACTICE  Collusion/Collaboration Collaboration involves working together with other students. There are occasions where collaboration with other candidates is permitted or actively encouraged. Nevertheless, if the teacher is not looking for a group product, the final work must be produced independently, despite the fact that it may be based on similar data. Working together is collaboration. Copying someone else’s work is collusion. Even if you have ‘collaborated’ with another student, the work you present must be your own.  Plagiarism Plagiarism is passing off someone else’s work, writing, thoughts, visuals, graphics, music and ideas as your own. Plagiarised work is work which fails to acknowledge the sources which it uses or upon which it is based. Plagiarism is a clear breach of academic honesty. It is also a criminal offence. THE RESPONSIBILITY OF EACH STUDENT 

Students are responsible for making sure that all work handed in is their own work and for fully and correctly acknowledging the work and ideas of others

THE RESPONSIBILITY OF EACH TEACHER  

Subject teachers are in the best position to identify work which may not be the authentic work of the student If a teacher suspects that a student’s work is not his/her own, then, particularly if this relates to internally assessed work for external assessments, the teacher has a duty to warn the student of his/her suspicions, and has the right to ask students to redo the work, under teacher supervision.

CONSEQUENCES OF MALPRACTICE AT CIS The school has the right to apply its own sanctions when dealing with malpractice internally including internal exams, tests, coursework (internal assessments) and homework procedures. Such sanctions will include: • 1st Offense: The student is required to re-do the work and reminded of CIS’s academic policy. Parents are notified by the teacher and the malpractice is noted in school records. • 2nd Offense: The student is given zero for the work, parents are notified by the Principal, and the student receives disciplinary consequences. This second malpractice offense is noted in school records. • 3rd Offense: If a student is found guilty of a 3rd breach of academic honesty, they will receive no credit for the relevant course, and may be recommended for withdrawal. Additional sanctions for the most serious form of dishonesty may include suspension, expulsion, refusal to allow the student to attend the Graduation Ceremony, or to receive the school’s High School Diploma. CONSEQUENCES OF MALPRACTICE (as outlined by the IB)  If the amount of plagiarism is minimal, zero marks will be awarded for the assessment component, but a grade will still be awarded for the subject. This is referred to as ‘Academic Infringement’  If a candidate is found to have plagiarized all or part of any assignment then no grade will be awarded for the subject. This automatically means that no Diploma can be awarded.  Misconduct during an examination will result in no grade being awarded for the specific subject involved,which means no Diploma.  If a candidate falsifies a CAS record, no Diploma will be issued until 12 months after the examination session has passed. The CAS record will need to be correctly completed.  If the case of malpractice is very serious, the candidate may not be allowed to re-register for examinations in any future session  An IB Diploma may be withdrawn from a candidate at any time if malpractice is subsequently established

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