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IB DIPLOMA BOOK I American International School of Bucharest Page | 2
TABLE OF CONTENTS History & Philosophy of the International Baccalaureate Diploma Program ................. 4
IB Diploma Subject Requirements: The Six Academic Subjects ........................................ 5
IB Course Pre-Requisites .......................................................................................................... 6
Rationale ............................................................................................................................... 6
Requirements ........................................................................................................................ 6
The Bilingual IB Diploma ...................................................................................................... 6
Certificates or the Full Diploma ............................................................................................. 6
Higher or Standard Level? ...................................................................................................... 7
Anticipated Courses ............................................................................................................... 7
Drop and Add Period ............................................................................................................. 8
Introductory Morning .............................................................................................................. 8
Additional Information ............................................................................................................ 8
Examinations, Diploma and Certificates .......................................................................... 8
Program Fees ........................................................................................................................ 9
University Applications ........................................................................................................ 9
The IB Diploma and College Admissions .......................................................................... 9
IB Predicted Grades and College Admissions ................................................................. 9
Subject Offerings .....................................................................Error! Bookmark not defined.
Group 1 – Language A: Literature (HL/SL) ......................................................................... 11
ENGLISH A1 ......................................................................................................................... 11
ENGLISH LANGUAGE AND LITERATURE ............................................................................ 12
LITERATURE ROMANA (HL/SL) ............................................................................................ 12
SELF-TAUGHT LITERATURE (SL only) .................................................................................... 13
LITERATURE HL (Not taught at AISB) ................................................................................. 15
Group 2 – Additional Language – Language Acquisition ............................................... 16
IB FRENCH “AB INITIO” ....................................................................................................... 17
IB FRENCH LANGUAGE B COURSE ................................................................................... 19
IB SPANISH "AB INITIO" ........................................................................................................ 21
IB SPANISH LANGUAGE B COURSE ................................................................................... 22
Group 3 – Individuals and Societies .................................................................................... 25
IB DIPLOMA BOOK I American International School of Bucharest Page | 3
HISTORY (HL/SL) .................................................................................................................. 26
GEGORAPHY (HL/SL) ......................................................................................................... 27
ECONOMICS (HL & SL) ....................................................................................................... 29
GROUP 4- Experimental Sciences ....................................................................................... 31
BIOLOGY (HL & SL) ............................................................................................................. 32
CHEMISTRY (HL & SL) .......................................................................................................... 34
PHYSICS (HL & SL) ............................................................................................................... 35
GROUP 5 – Mathematics ...................................................................................................... 37
MATHEMATICS HL ............................................................................................................... 38
MATHEMATICS SL ................................................................................................................ 40
MATH STUDIES SL ................................................................................................................. 43
Group 6 – The Arts ................................................................................................................. 46
IB FILM .................................................................................................................................. 46
THEATRE (HL & SL) ............................................................................................................... 48
VISUAL ARTS (HL & SL) ..........................................................Error! Bookmark not defined.
Additional Course Offerings ................................................................................................. 53
Theory of Knowledge (TOK) Creativity, Action, Service (CAS) Extended Essay ........... 54
THEORY OF KNOWLEDGE .................................................................................................. 55
CREATIVITY, ACTION, SERVICE (CAS) ............................................................................... 55
EXTENDED ESSAY OF 4000 WORDS ................................................................................... 57
Allocation of TOK and Extended Essay Grades ............................................................. 58
Notes ....................................................................................................................................... 59
The IB made me more responsible. I realized that for everything I do, there is a
consequence – good or bad, depending on the work and care I put in. There are
times when I have to study independently, so I developed the studying
techniques that best work for me. I reached the point to know myself as a
learner, to spot my weaknesses and my strong points. I also improved in my
ability to answer my own questions.
AISB, Grade 11 Student
IB DIPLOMA BOOK I American International School of Bucharest Page | 4
HISTORY & PHILOSOPHY OF THE INTERNATIONAL
BACCALAUREATE DIPLOMA PROGRAM The International Baccalaureate Diploma Program (IBDP) is a comprehensive course
of studies designed to be undertaken in the last two years of secondary school. The
diploma model is based on the best elements of many countries. It is a deliberate
compromise between the specialization required in some national systems and the
breadth preferred in others. The curriculum is displayed in the shape of a hexagon
with six academic areas surrounding the core of the three unique additional
requirements. The six subject groups represent the major domains of learning across
all subject disciplines of a curriculum.
The IB Diploma Program is designed as an academically challenging and balanced
program of education with final examinations that prepares students for success at
university and life beyond. The program is normally taught over two years and has
gained recognition and respect from the world's leading universities.
Since the late 1960s, the program has:
Provided a package of education that balances subject breadth and depth,
and considers the nature of knowledge across disciplines through the unique
theory of knowledge course;
Encouraged international-mindedness in IB students, starting with a foundation
in their own language and culture;
Developed a positive attitude that prepares students for university education;
Gained a reputation for its rigorous external assessment with published global
standards, making this a qualification welcomed by universities worldwide
(http://www.ibo.org/diploma/recognition/); and
Emphasized the development of the whole student - physically, intellectually,
emotionally and ethically.
Students also developed an understanding of the IB Learner Profile. The ten qualities
of the learner profiles inspire and motivate the work of teachers, students and schools,
providing a statement of the aims and values of IB, to develop "international-
mindedness". IB learners strive to be inquirers, thinkers, communicators, risk-takers,
knowledgeable, principled, open-minded, caring, balanced and reflective.
COURAGEOUS: They approach unfamiliar situations and
uncertainty with courage and forethought,
and have the independence of spirit to
explore new roles, ideas and strategies.
They are brave and articulate in defending
their beliefs.
IB DIPLOMA BOOK I American International School of Bucharest Page | 5
IB DIPLOMA SUBJECT REQUIREMENTS: THE SIX ACADEMIC
SUBJECTS Students can elect to study the entire diploma or they can elect to do one or more IB
Certificate subjects. The school schedule is constructed based on student choices at
the end of 10th grade. AISB tries to meet the choices of as many entering IB Diploma
students as possible. Inevitably in a school this size, some schedule conflicts do occur.
For example, in 2002-03 Biology and Chemistry were taught simultaneously, so no
student could take both classes.
IB Diploma Program students study six courses at higher level or standard level.
Students must choose one subject from each of the groups 1 to 5, thus ensuring
breadth of experience in languages, social studies, the
experimental sciences and
mathematics.
The sixth subject may be an
arts subject chosen from
group 6, or the student
may choose another
subject from groups 1
to 5. At least three
and not more than
four subjects are
taken at higher
level, the others at
standard level. The
full IB Diploma
requires that six
academic subjects
be studied
concurrently. They must
also complete the Theory
of Knowledge, CAS and
extended essay requirements
to gain the Diploma.
The IB awards a Certificate after the
completion of the requirements for a single IB course.
Certificate students can elect to follow fewer subjects; however they are encouraged
to study as broad a program as possible. Diploma students and Certificate students
must follow these courses for two years.
Students not seeking an IB qualification can opt to study the first year of the course
only to gain the AISB American Diploma.
IB DIPLOMA BOOK I American International School of Bucharest Page | 6
IB COURSE PRE-REQUISITES
Rationale The American International School of Bucharest offers the International
Baccalaureate Diploma Program (IBDP) for the final two years of its high school
program. The IB Diploma Program is a rigorous course of study. To be a successful
candidate in the IB Diploma Program students must be committed to attending
school regularly, to completing homework and assignments by the due dates given,
and students must have a conscientious attitude towards their studies. The ideal
student is an independent, motivated learner.
This policy is intended to guide admissions into the AISB IB Diploma Program to help
ensure that students are successful and enrolled in the courses that are most suited to
their needs.
Requirements In order to participate in the IB Diploma Program, Grade 10 students are expected to:
Pass all of their Grade 10 courses, including their Personal Project;
Maintain a grade point average of 4.5 on the IB 1-7 grading scale;
Earn strong disposition grades, as demonstrated commitment and sustained
effort will be taken into account when considering suitability for the IB Diploma
Program;
Meet the AISB attendance policy;
Achieve a grade of at least 5 in subjects they which to take at Higher Level (HL
Math requires a 6); and
Obtain teacher recommendations for each of their courses.
Any exceptions to the above policy must be approved by the IB Coordinator and
Secondary Principal.
Throughout the 11th and 12th grade, full Diploma students are expected to maintain
at least 28 points. Failure to do this will result in a student being placed on academic
supervision.
The Bilingual IB Diploma
To be awarded a bilingual diploma, you must complete two courses from Group 1
(Studies in Language & Literature) with a grade of a 3 or higher.
CERTIFICATES OR THE FULL DIPLOMA
It is strongly recommended that an individual student pursue the most challenging
program of which they are capable. Capability extends not only to academic ability
but also to the ability to be self-directed and hard-working.
Students who pursue the full diploma receive the following benefits:
They will experience a well-rounded education;
They will develop a skill set that will serve them well in any career;
The program and curriculum is designed to promote international
understanding, intercultural awareness and a community ethic;
They will have accessed an educational program that is often reserved for the
academic elite in North America;
IB DIPLOMA BOOK I American International School of Bucharest Page | 7
They will be challenged in a way that usually doesn't occur until university when
they will have less access to parent support;
Advanced Placement at American universities (and a few Canadian
universities) is awarded for IB Higher Level courses and in a small number of
cases, for IB Standard Level courses;
Many universities recognize the demanding nature of the Diploma as a whole
and take that into consideration when reviewing applications;
The extended essay provides students with the opportunity to try out an area
that might evolve into a career focus.
The Theory of Knowledge course is designed to reinforce the critical thinking
skills that are a significant component of the other IB classes;
The diploma is the most challenging option available at our school. They are
more likely to complete post-secondary education; and
A study published by the American Federal Government
(http://www.ed.gov/pubs/Toolbox/Exec.html) has noted that in the 1990's, the
long-term national system bachelor's degree completion rate by age 30 for all
students who attend 4-year colleges is 63 percent; i.e., 37 % who begin their
post-secondary education do not complete what they started. However, the
number that finishes increases significantly when students follow a rigorous
program.
On the other hand, the Diploma is not necessarily for everyone. Individual Certificates
are valuable for those students who experience excessive difficulty in one or more of
the Diploma's required subjects or who are strongly committed to an extracurricular
program such as music or competitive sports.
Taking two, three, four or even five IB Certificates is still a rigorous program that is likely
to reflect positively on a university applicant. The full Diploma is not recommended for
those students who are poorly motivated or for those who lack self-direction.
HIGHER OR STANDARD LEVEL? The distinction between HL (Higher Level) and SL (Standard Level) courses is in the
amount of material expected to be covered. In some cases, there is little difference
between HL and SL candidates in the 11th grade. This does, however, usually depend
on the course, such as English A1 where the books chosen for the different levels vary.
In order to help focus students and teacher planning we ask that students choose
their HL and SL courses when they choose their IB subjects. In some subjects, such as
history, it is possible to change during the year; however in most subjects this is not
possible and therefore students will need to think carefully about their strengths,
weaknesses and career/college goals.
ANTICIPATED COURSES
In some cases where a student has a strong background in a particular discipline, they
can write one or at most two SL exams after just one year of study in 11th grade. Since
the philosophy of the Diploma is education of the whole person, this approach is
viewed as not being ideal. Anticipated students will need to pay a portion of the fees
levied by the IB in 11th grade.
IB DIPLOMA BOOK I American International School of Bucharest Page | 8
DROP AND ADD PERIOD
The drop and add period at the beginning of the school year normally lasts two weeks.
Two weeks of content in a diploma course represents a significant amount of work to
make up. In exceptional cases where a student is discontinuing enrolment in the
Diploma, a student may be able to switch a course at the semester. However, these
will be the only times that students in IB courses will be allowed to change courses.
Such changes should be done through the Diploma Coordinator
INTRODUCTORY MORNING
On the second Saturday of the new school year, all 11th grade students are required
to attend an induction morning that aims to prepare them for the year ahead. This
Induction Workshop aims to provide students with an overview of the skills and
knowledge they will be exposed to over their two year journey, as well as provide
them with an introduction to Theory of Knowledge, CAS requirements and the
Extended Essay.
ADDITIONAL INFORMATION
Examinations, Diploma and Certificates All examinations leading to the Diploma normally take place at the end of the second
year of study in May. By exception, some students may be permitted to sit one, or in
rare cases, two Standard Level exam(s) at the end of the first year. These are termed
anticipated exams.
The examinations are externally set and graded by the International Baccalaureate
Organization. However, in all subjects, the school internally assesses a part of the
program. Each examined subject is graded on a scale of 1 (minimum) to 7
(maximum). IBO ask for a random sample selection of the internally assessed papers
to moderate at the international level.
The grading scale for IB examination is as follows:
7= Excellent
6= Very Good
5= Good
4= Satisfactory
3= Mediocre
2= Poor
1= Very Poor
The award of the Diploma requires a minimum total of 24 points and the satisfactory
completion of the three additional requirements. In addition, a student may earn up
IB DIPLOMA BOOK I American International School of Bucharest Page | 9
to three additional bonus points for superior performance in Theory of Knowledge and
the Extended Essay. The maximum score possible is 45.
Program Fees
Students are responsible for fees in addition to the normal school tuition associated
with completing the IB Diploma or IB Certificates and are due in November of their
Grade 12 year.
These fees are levied by and go directly to the IB Organization and are collected by
AISB. If an embassy or company is paying these fees for the student, please inform
them that the invoices are sent by the end of September for payment by the end of
November.
University Applications
Students and parents can visit the web-site of the IB organization at
http://www.ibo.org/diploma/recognition/directory/index.cfm. At this web-site,
students will find a database of universities that have specific statements about
admissions policies related to the IB Diploma.
Applicants to UK universities and other European or International Universities should
present the full IB Diploma to gain entry.
Applicants to North American universities should present a school record showing that
their secondary school program was the most challenging program possible for the
student. At our school, the Diploma Program is the most challenging program we offer.
The IB Diploma and College Admissions
In some countries the IB Diploma is required for college admissions. This is particularly
true in the UK as well as some European national systems. In Canada, Australia, and
New Zealand, students who are full IB Diploma candidates can apply with their
predicted IB grades (or actual results in the case of Australian universities), or can
apply with their AISB diploma and SAT scores. Colleges in the United States require the
AISB diploma and SAT scores for admissions, but students interested in going to to
college in the US who qualify for the IB Diploma are strongly encouraged to be full IB
candidates. This is because US colleges look very carefully at the academic rigor of
an applicant's course of study, and being an IB Diploma candidate is the most-
rigorous course of study an AISB student can choose. English-speaking college
programs in Continental Europe vary on whether they will accept the IB Diploma on
its own or want SAT scores as well, but the trend in recent years is to accept IB
predicted grades if the applicant is a full Diploma candidate, and to ask for SAT scores
if the student is not a full Diploma candidate.
To put it more-simply, for most countries except the USA, you can apply to college
with your IB predicted grades and do not need to take the SAT if you are a full IB
Diploma candidate.
IB Predicted Grades and College Admissions
Most of the time when you apply to a college with your IB results, you use predicted
grades that have been is-sued by the faculty. You will receive two sets of predicted
grades at AISB: a "guideline" grade the beginning of senior year, and the actual
predicted grades used for college admissions, which are issued in November of your
senior year.
IB DIPLOMA BOOK I American International School of Bucharest Page | 10
Your guideline grade is determined by the faculty at the end of 11th grade, and you
receive the guideline grade the first week of 12th grade. You receive a guideline
grade for two reasons: it will help you more-accurately select the colleges to which
you apply, and it can also help set your academic agenda for 12th grade. The
predicted grade that is officially reported to colleges is issued in November. This will
give you enough time to make any necessary adjustments in your college application
plans for students who need to meet AISB's internal UCAS application deadline.
Predicted grades are also sent to other colleges where students apply, including those
in the US. American colleges find it helpful to know what predicted grades a student
has received.
Students who plan to apply to Oxford, Cambridge, or UK medical or veterinary school
need to complete their UCAS applications by 15 October. As a result, these students
receive their final predicted grades on 10 October. To apply to Oxford or Cambridge,
you need to have a guideline predicted grade of 38 or above.
There are a few things you need to know about predicted grades:
Predicted grades are not an average of the grades you have received up to
the point they are given. Instead, they really are predictions on behalf of the
teachers as to what they believe your final results will be, based on your work
to date and their predictions about your future progress. AISB teachers put a
substantial amount of thought and care into predicted grades, since their
accuracy with them is important both to them and to you. If you feel a
predicted grade is not what you expected it to be (particularly a guideline
grade), it's a good idea to have a conversation with your teacher about it.
Please remember that guideline predicted grades are provided as a courtesy
to students, and that not all (in fact, few) IB schools issue them to students. As
a result, it's not acceptable to complain about your guideline grades to a
teacher. You can - and should - discuss with teachers any predicted grades
that are a concern for you, but your discussion should be about specific ways
in which you can improve your work, rather than simply asking for higher
grades.
Similarly, please remember that predicted grades are not negotiable. They are
the result of careful consideration on the part of teachers, and it's just not the
way we do things at AISB to try to negotiate for higher predicted grades based
on promises to, for example, work harder in the future. Your predicted grades
reflect your work levels up to the point they are issued. This is ultimately done to
help you make realistic college application choices.
If you have further questions about the IB Diploma and how it relates to the college
admissions process, please see the HS College & Career Counselor.
IB DIPLOMA BOOK I American International School of Bucharest Page | 11
GROUP 1 – LANGUAGE A: LITERATURE (HL/SL)
ENGLISH LITERATURE Prerequisites: Grade 10 English and teacher recommendation
Course Description:
IB English A1 is a comparative literature course. Texts are selected primarily from a
Prescribed Booklist published by the IB. It is a demanding course meant to develop an
awareness of literary style, expression, and appreciation. The development of
analytical critical skills, coupled with creative and imaginative interpretations of the
literature, are essential for success. The course focuses on the techniques of writing
clear, balanced prose and of presenting oral exposes. Students should enjoy reading
literature and have a capacity for hard work.
Syllabus SL (10 Literary works) HL (13 Literary works)
Part 1
Works in transition
Literary study of two works
in translation
Literary study of three
works in translation
Part 2
Detailed study
Close study and analysis
of two works, each of a
different genre
Close study and analysis
of
three works, each of a
different genre and one of
which is poetry
“The Diploma Program has impacted me because now I can
communicate my thoughts and ideas more effectively in a
group, and I can apply my knowledge to real-life situations.”
AISB Grade 12 Student
IB DIPLOMA BOOK I American International School of Bucharest Page | 12
Part 3
Literary genres
Literary study of three
works of the same literary
genre
Literary study of four works
of the same literary genre
Part 4
Options
Three works are chosen by
the school; the approach
to the study of works is
chose from four options
Three works are chosen by
the school; the approach
to the study of works is
chosen from four options
ENGLISH LANGUAGE AND LITERATURE Language and Literature is a new course, introduced into Group 1 to provide greater
choice and with a particular focus on developing an understanding of the
constructed nature of meanings generated by language. Half of the course relates
to the study of language and the other half to the study of literature.
Course Description
The English A1: Language and Literature course develops skills of textual analysis. A
study of the formal structures of a text is combines with an exploration of the way the
use of formal elements and our understanding of their meanings is affected by
reading practices that are culturally defined.
Syllabus SL HL
Part 1
Language in cultural
context
Texts are chosen from a
variety of sources, genres
and media
Texts are chosen from a
variety of sources, genres
and media
Part 2
Language and mass
communications
Texts are chosen from a
variety of sources, genres
and media
Texts are chosen from a
variety of sources, genres
and media
Part 3
Literature - texts and
contexts
Two literary works, one of
which is a work in
translation
Three literary works, one of
which is a work in
translation
Part 4
Literature - critical study
Two literary works, each
chosen from the
prescribed book lists (PBL)
for the language studied
Three literary works, all
chosen from the
prescribed book lists (PBL)
for the language studied
LITERATURE ROMANA (HL/SL) Cursuri sau conditii prealabile: Cursul de clasa a 10-a pre-IB Romanian A1 sau
acceptarea conditionata Tn urma unei testari: capacitate de lectura si analiza
literara a unor texte de literature romana din epoci diferite / capacitate de a structura
un eseu conform normelor academice IB.
IB DIPLOMA BOOK I American International School of Bucharest Page | 13
Descrierea generala a cursului IB Diploma Romanian A1
Cursul doreste sa dezvolte capacitatea elevilor romani de a discuta cu curaj, onest si
critic opera ale literaturii romane Tn comparatie cu opere ale literaturii universale.
Lectura si analiza textelor propuse este menita sa ajute la cunoasterea si Tntelegerea
proaspata a literaturii romane, lucru important pentru cultura materna si identitatea
fiecarui roman. 0 alta intentie a cursului este de a corecta eventualele prejudecati
sau clisee (idei luate de-a gata, Tnvatate pe de rost, preluate ca moda) legate de
opere ale unor autori romani importanti, despre care, paradoxal, multi romani se
TntTmpla sa vorbeasca fara sa le cunoasca cu adevarat. Fiecare elev poate si este
chiar Tncurajat sa aiba pareri personale, dar Tntemeiate pe ceea ce a citit, pe o
lectura reala, serioasa a textelor. Modul Tn care este conceput cursul cultiva
atitudinea pozitiva si respectuoasa fata de limba, literatura si cultura romaneasca,
dar lasa loc si pentru o privire critica sau distantata. Textele ce vor fi studiate sunt alese
pentru a da nastere unor discutii antrenante si neplictisitoare care-i vor apropia pe
elevi cu interes si dragoste de literatura, Tn general, si de literatura romana, Tn special.
Obiectivul ideal ultim al cursului este sa-i faca pe elevii romani sa continue sa citeasca
literatura romans si dupa ce Tnceteaza studierea ei sistematica Tn cadrul unui astfel
de program.
Programa & Evaluare SL HL
Partea 1
Lucrari in traducere
Literary study of two works
in translation
Studiu literar a trei lucrari in
traducere
Partea 2
Studiu aprofundat
Studiu aprofundat si
analiza a doua lucrari, din
genuri literare diferite
Studiu aprofundat si
analiza a trei lucrari, din
genuri literare diferite
dintre care una poezie
Partea 3
Genuri literare
Studiu literar a trei lucrari
de acelasi gen literar
Studiu literar a patru lucrari
de acelasi gen literar
Partea 4
Optiuni
Trei lucrari sunt alese de
catre scoala; dintre cele
patru optiuni
Trei lucrari sunt alese de
catre scoala; dintre cele
patru optiuni
SELF-TAUGHT LITERATURE (SL only) Pre-requisite: Native speaker and teacher recommendation
It is a requirement of the IB Diploma Program that every student study an A1 language.
This would generally be their first language or mother tongue. All students at AISB are
required to study English, but it is recognized that not every student has the level of
English required to study it successfully at A1, a course dedicated entirely to literature.
It is therefore possible, within the IB provision, for students to study their mother tongue
at A1 level. Where a language A1 is not offered by AISB and there is not a teacher of
the language available, students may undertake a self-taught language A1 SL
IB DIPLOMA BOOK I American International School of Bucharest Page | 14
program. The program is in the same format as English A1 and Romanian A1, and the
components of the A1 syllabus are the same in every language. The student must
choose works from each of the four sections.
If you wish to take this option, you need to see the DP Coordinator. In consultation
with other teachers, they will assess whether a self-taught language is, in fact, the best
option for each individual student requesting it.
Students need to be active and highly motivated to make a success of such an
independent course of study. It is required that students find a tutor outside of school.
It is possible that the school may be able to help find a tutor but it is not the
responsibility of the school to do so. The tutor will be paid by the parent. The school
will help the tutor by providing the appropriate IBO materials, such as syllabus and
world literature lists.
An AISB teacher is available to supervise and advise the student. However it is
important to note that the student works independently and is responsible for
completing all course requirements and meeting all deadlines.
The Teacher Advisor will:
Provide the necessary Prescribed Book Lists (PBL)
Assist the students in designing a syllabus
Set up a schedule of study for the two years
Offer advice on useful study techniques
Discuss ideas for the World Literature essay
Provide past papers for practice
Manage the oral exam
Assessment Requirements
The course consists of the following four parts (11 works):
Part 1
o A study of three World Literature texts in translation; assessed by one
written assignment (comparative study of at least 2 works) of 1000-1500
words which is marked externally (20%)
Part 2
o A detailed study of two texts; assessed by an internal individual oral
commentary and externally moderated (15%);
Part 3
o A thematic study of a group of three works; assessed by external written
examination
o Paper 2 essay 1 1/2 hours - 25%);
Part 4
o A study of three texts linked by genre, theme, culture, style or period;
providing the basis for an internal oral presentation (15%).
Assessment for the self-taught program is 100% external and includes two written
examinations of 1 1/2 hours each at 50%. (Paper 1 commentary on previously-unseen
texts 25% and Paper 2 essay on Part 3 works 25%), 20% for the World Literature
Assignment and 30% for two oral assessments (recorded individual oral commentary
on Part 2 works 15% and individual oral presentation on Part 4 works 15%).
IB DIPLOMA BOOK I American International School of Bucharest Page | 15
LITERATURE HL (Not taught at AISB)
In exceptional cases it is possible for a student to study a language, not taught at AISB,
at the Higher Level with permission from the IB Coordinator. This however can only be
done if there is a qualified teacher in the language available and the teacher is willing
to complete an official IB Online Training in Literature. The student must be achieving
excellent grades and be a highly motivated student. Parents would be responsible for
finding a suitable teacher, and paying the teacher as lessons would take place
outside of the school day. Student and teacher would need to meet as regularly as
any Group 1: HL class would meet.
This course is not something AISB recommends as it is extremely challenging. The
student will be taking a course outside of school hours that many other candidates
would be taking within a regularly scheduled class.
All course requirements and assessments would be the same as those of Group 1:
English Literature HL.
The student would gain advice from the AISB Self-Taught Coordinator and it would be
expected that the specialist language teacher would make regular contact with the
Self Taught Coordinator. It is important that the tutor is able to read English, French or
Spanish as the IBO publish resources in these 3 languages only, and they will need to
familiarize themselves with the IB program.
KNOWLEDGEABLE: They explore concepts, ideas and
issues that have local and global
significance. In so doing, they
acquire in-depth knowledge and
develop understanding across a
broad and balanced range of
disciplines.
IB DIPLOMA BOOK I American International School of Bucharest Page | 16
GROUP 2 – ADDITIONAL LANGUAGE – LANGUAGE
ACQUISITION
BALANCED: They understand the importance of
intellectual, physical and emotional
balance to achieve personal well-
being for themselves and others.
IB DIPLOMA BOOK I American International School of Bucharest Page | 17
IB FRENCH “AB INITIO” Pre-requisites: The French Ab Intitio course is a language learning course for
beginners, designed to be followed over two years by students who have no
previous experience of learning French. No pre-requisites are required.
Course description:
The study of the French language entails acquiring a language system and applying
it in four active and interrelated ways: listening, speaking, reading and writing. These
four primary language skills will be develop to a similar level of communication. . At
the Ab Initio level, the emphasis is on a practical utility. Students will be able to
interact and function in a new environment, different from their original one.
Students will learn the language through everyday situations and specific cultural
aspects related to them.
Objectives:
The most important objectives are to:
Communicate information and basic ideas clearly and effectively.
Understand and use accurately the essential spoken and written forms of
French.
Understand and use a limited range of vocabulary in common usage.
Use a register that is appropriate to the situation.
Show awareness of elements of the Francophone culture.
Topics:
The 3 themes (Individual and Society, Leisure and Work, Urban and Rural
Environment) are made up of a series of 20 topics. These serve as the foundation for
the acquisition of the language and the study and appropriation of different text
types (listed in the external assessment details).
Through the study of the three interrelated themes, students will develop the skills
necessary to fulfill the assessment objectives of the Language ab initio course. The
topic of shopping, for example, may be treated under any of the three themes and
could be revisited at several stages of the two year course.
Individual and Society
Leisure and Work Urban and Rural environment
Personal details,
appearance, character
Employment Global Issues
Daily routines
Education
Food and drink
Physical health
Relationships
Entertainment
Holidays
Media
Transport
Technology
Environmental concerns
Neighborhood
Physical geography
Town and services
Weather
IB DIPLOMA BOOK I American International School of Bucharest Page | 18
Shopping Sport
Texts:
During the course, students must be taught to understand and produce a variety of
texts. In the context of the Language ab initio course, a text can be spoken, written
or visual. For the purposes of Language ab initio, a visual text is one that contains an
image, a series of images or is a film. It is expected that teachers, where possible, use
and adapt authentic texts for use in the classroom.
The following list, although not exhaustive, provides examples of appropriate text
types:
Advertisement Letter: formal/ informal Radio programme
Blog
Magazine... List Recipe
Message
Diary
Notice
Essay
Film
Timetable
Interview
Invitation
Map Report
Menu Review
Short story
Note
Song
Speech
Flyer
Survey
Travel guide
Questionnaire
Poster
Article from journal,
Brochure
Book
Social networking site
Novel
Picture
Poem
Postcard
Label
Web page
Assessment requirements:
External assessment 75%
Paper 1 (1 hour 30 minutes): Receptive skills 30%
Understanding of 4 written texts (40 marks)
Paper 2 (1 hour): Productive skills 25%
Text -handling exercises
Two compulsory writing exercises (25 marks)
o Section A (7 marks): One question to be answered from a choice of
two
o Section B (18 marks): One question to be answered from a choice of
three
Written assignment: Receptive and productive skills 20%
200-300 word piece of writing in the target language carried out in class
under teacher supervision (20 marks)
Internal assessment: Interactive skills 25%
IB DIPLOMA BOOK I American International School of Bucharest Page | 19
o Individual oral 10 minutes (25 marks)
3 parts oral internally assessed by the teacher and externally moderated by
the IB towards the end of the course:
o Part 1: Presentation of a visual stimulus (from a choice of two) by the
student
o Part 2: Follow-up questions on the visual stimulus
o Part 3: General conversation including at least two questions on the
written assignment
IB FRENCH LANGUAGE B COURSE Pre-requisite: Successful completion of 2-4 years (SL) or 4-5 years (HL) of French
language.
Course Description:
Language B is a foreign language learning course designed for students with some
previous experience of the language. It may be studied at either higher level or
standard level. The main focus is on language acquisition and development in the 4
language skills: listening, speaking, reading and writing.
Although the nature of the language b course is the same for both levels, they differ
in the number of types of texts that students are expected to write and, more
generally, in the depth and breadth of the language used. These differences are
reflected in the objectives and the assessment criteria.
Objectives
HL
o communicate clearly and effectively in a wide range of situations
o understand and use a wide range of vocabulary
o select a register and style that are appropriate to the situation
o express ideas with general clarity and fluency
o structure arguments in a clear, coherent and convincing way
o understand and analyze moderately complex written and spoken material
o show an awareness of, and sensitivity to, the culture(s) related to the
language studied.
SL
o communicate clearly and effectively in a range of situations
o understand and use accurately oral and written forms of the language that
are commonly
o encountered in a range of situations
o express ideas with general clarity and some fluency
o structure arguments in a generally clear, coherent and convincing way
o understand and respond appropriately to written and spoken material of
average difficulty
o show an awareness of, and sensitivity to, some elements of the culture(s)
related to the
o language studied.
The CORE (common topics to both levels) is devided in 3 areas of study:
IB DIPLOMA BOOK I American International School of Bucharest Page | 20
1. Social relationships
2. Communication & Media
3. Global Issues
Standard Level & Higher Level:
There are 5 OPTIONS, but the teacher will select TWO:
1. Health
2. Customs & Traditions
3. Leisure
4. Cultural Diversity
5. Science & Technology
Higher Level ONLY:
1. TWO of the same options (see above)
2. TWO works of LITERATURE are read and analyzed.
Assessment
External Assessment (SL)
o Written Component 70%
o Paper 1 (1h and 30 min) : Text-handling exercises on 4 texts 25 %
o Paper 2 (1h and 30 min) : One writing from a choice of 5 (250-400
words) 25%
o Written assignment : Inter-textual reading of 3 sources followed by a
written exercise of 300-
400 words and a 100 word rationale, based on the CORE 20%
External Assessment (HL)
o Written Component 70%
o Paper 1 (1h and 30 min) : Text-handling exercises on 5 texts 25 %
o Paper 2 (1h and 30 min) : One writing from a choice of 5 (400-600
words) 25%
Section A: One task of 250-400 words, based on the Options, to
be selected from a choice of five
Section B: 150-200 words; Personal Response to a stimulus
(statement or article)
o Written assignment : Creative Writing 500- 600 words and a 100 word
rationale, based on the literary texts studied 20%
Internal Assessment (HL & SL)
o Oral Component 30 %
Two oral activities to be internally assessed by the teacher and externally
moderated by the IBO
o Individual Oral : 15 minute preparation* 10 minute presentation &
follow-up discussion with the teacher: 20%
IB DIPLOMA BOOK I American International School of Bucharest Page | 21
o Interactive Oral Activities: Based on the Core. 3 classroom activities are
assessed by the teacher. The marks are submitted by the teacher and
are externally moderated : 10%
IB SPANISH "AB INITIO" Pre-requisites: The Spanish Ab Intitio course is a language learning course for
beginners, designed to be followed over two years by students who have little or no
previous experience of learning Spanish. No pre-requisites are required.
Course description:
The study of the Spanish language entails acquiring a language system and
applying it in four active and interrelated ways: listening, speaking, reading and
writing. These four primary language skills will be develop to a similar level of
communication. . At the Ab Initio level, the emphasis is on a practical utility. Students
will be able to interact and function in a new environment, different from their
original one. Students will learn the language through everyday situations and
specific cultural aspects related to them.
Objectives:
The most important objectives are to:
o Communicate information and basic ideas clearly and effectively.
o Understand and use accurately the essential spoken and written forms of
Spanish.
o Understand and use a limited range of vocabulary in common usage.
o Use a register that is appropriate to the situation.
o Show awareness of elements of the Hispanic culture.
Themes:
There are 3 themes and a series of 20 topics:
INDIVIDUAL & SOCIETY LEISURE & WORK URBAN & RURAL
ENVIRONMENT
Personal details,
appearance,
character
Daily routines
Education
Food and Drinks
Physical health
Relationships
Shopping
Employment
Entertainment
Holiday
Media
Transport
Technology
Sport
Global Issues
Environmental concerns
Neighborhood
Physical geography
Town and services
Weather
IB DIPLOMA BOOK I American International School of Bucharest Page | 22
Assessment requirements:
External Assessment: Written Component: 75%
Two written papers externally set and assessed
o Paper 1: Text Handling (4 texts) - 1/ hours (40 marks) 30%
o Paper 2: Written Production - 1 hour (25 marks) 25%
o Section A: Short writing task (50 words) (7 marks)
o Section B: Extended writing task (100 words) (18 marks)
o Written Assignment: Receptive and productive skills
200-300 word piece of writing in the target language carried out in class
under teacher supervision(20 marks)
Internal Assessment: Oral Component (25 marks) 25%
(assessed by the teacher and externally moderated by the IBO )
o Individual Oral: 10 minutes
3 part oral internally assessed and moderated by the IB :
o Part 1: presentation of a visual stimulus ( picture/ image)
o Part 2: Follow-up questions on the visual stimulus
o Part 3: General conversation including at least two questions on the
written assignment
IB SPANISH LANGUAGE B COURSE Pre-requisites: Successful completion of 2-4 years (SL) or 4-5 years (HL) of SPANISH
language.
Course Description:
Language B is a foreign language learning course designed for students with some
previous experience of the language. It may be studied at either higher level or
standard level. The main focus is on language acquisition and development in the 4
language skills: listening, speaking, reading and writing.
Although the nature of the language b course is the same for both levels, they differ
in the number of types of texts that students are expected to write and, more
generally, in the depth and breadth of the language used. These differences are
reflected in the objectives and the assessment criteria.
Objectives:
HL
o communicate clearly and effectively in a wide range of situations
o understand and use a wide range of vocabulary
o select a register and style that are appropriate to the situation
o express ideas with general clarity and fluency
o structure arguments in a clear, coherent and convincing way
o understand and analyse moderately complex written and spoken material
o show an awareness of, and sensitivity to, the culture(s) related to the
language studied.
SL
IB DIPLOMA BOOK I American International School of Bucharest Page | 23
o communicate clearly and effectively in a range of situations
o understand and use accurately oral and written forms of the language that
are commonly
o encountered in a range of situations
o express ideas with general clarity and some fluency
o structure arguments in a generally clear, coherent and convincing way
o understand and respond appropriately to written and spoken material of
average difficulty
o show an awareness of, and sensitivity to, some elements of the culture(s)
related to the
o language studied.
The CORE (common topics to both levels) is divided in 3 parts = 3 areas of study:
1. Social relationships
2. Communication & Media
3. Global Issues
Standard Level & Higher Level:
There are 5 OPTIONS, but the teacher will select TWO:
1. Health
2. Customs & Traditions
3. Leisure
4. Cultural Diversity
5. Science & Technology
Higher Level ONLY:
o TWO of the same options (see above)
o TWO works of LITERATURE are read.
Assessment
External Assessment (SL)
Written Component 70%
o Paper 1 (1h and 30 min) : Text-handling exercises on 4 texts 25 %
o Paper 2 (1h and 30 min) : One writing from a choice of 5 (250-400 words)
25%
o Written assignment : Inter-textual reading of 3 sources followed by a written
exercise of 300- 400 words and a 100 word rationale, based on the CORE
20%
External Assessment (HL)
Written Component 70%
o Paper 1 (1h and 30 min) : Text-handling exercises on 5 texts 25 %
o Paper 2 (1h and 30 min) : One writing from a choice of 5 (400-600 words)
25%
IB DIPLOMA BOOK I American International School of Bucharest Page | 24
o Section A: One task of 250-400 words , based on the Options, to be
selected from a choice of five
o Section B: 150-200 words ; Personal Response to a stimulus ( statement
or article)
o Written assignment : Creative Writing 500- 600 words and a 100 word
rationale, based on the literary texts studied 20%
Internal Assessment (HL & SL)
o Oral Component 30 %
Two oral activities to be internally assessed by the teacher and externally
moderated by the IBO
o Individual Oral : 15 minute preparation* 10 minute presentation &
follow-up discussion with the teacher: 20%
o Interactive Oral Activities: Based on the Core. 3 classroom activities are
assessed by the teacher. The marks are submitted by the teacher and
are externally moderated: 10%
“The Diploma Program, although exhausting and
often times overwhelming, has taught me to better
manage my time and to prioritize.”
AISB Grade 12 Student
IB DIPLOMA BOOK I American International School of Bucharest Page | 25
GROUP 3 – INDIVIDUALS AND SOCIETIES
THINKERS: They exercise initiative in applying
thinking skills critically and creatively
to recognize and approach
complex problems, and make
reasoned, ethical decisions.
IB DIPLOMA BOOK I American International School of Bucharest Page | 26
HISTORY (HL/SL) Pre-requisite: Grade 10 History
Course description
The diploma history course 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 students an understanding of
themselves and others in relation to the world, both past and present. Students of
history will come to understand that the subject poses questions without providing
definitive answers.
Some objectives
o To promote an understanding of history as a discipline, including the nature of
diversity of its sources, methods and interpretations
o Encourage an understanding of the present through critical reflection upon
the past
o Encourage an understanding of the impact of historical developments at
national, regional and international levels
o Develop an awareness of one's own historical identity through the study of
the historical experiences of different cultures.
Topics Studied (HL/SL)
The AISB history course focuses on 20th century world history
Communism in crisis 1976-89
The study includes but is not limited to: the death of Mao Zedong, China under Den
Xiaoping, Tiananmen Square, the Brezhnev era, Gorbachev (glasnost and
perestroika), Poland - the role of Solidarity, Czechoslovakia - the Velvet Revolution,
fall of the Berlin Wall
Origins and development of authoritarian and single-party states
Dictators covered but not limited to: Mao, Stalin, Castro (Nyerer, Peron, and Nasser
as part of the preparation for the Internal Assessment)
The Cold War
Topics covered but not limited to: Yalta and Potsdam conferences, Truman
Doctrine, NATO, Superpower rivalry, Sino-Soviet relations, US-Chinese relations, Berlin
Wall, Korean War, Star Wars, Cuban Missile Crisis, the Vietnam War, Gorbachev,
Kennedy, Mao, Reagan, Stalin, Truman
Aspects of history of Europe and the Middle East (HL option only)
This topic covers but is not limited to: Imperial Russia, revolutions and the emergence
of Soviet State; the Soviet Union and Eastern Europe (1924-2000), the emergence of
one central European country after WWII.
Assessment requirements
External assessment
HL/SL Paper One: a 1hr resource based paper SL 30% HL 20%
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HL/SL Paper Two: a 2hr essay response paper SL 45% HL 25%
HL Paper Three: a 2hr 30 minute essay response paper HL 35%
Internal Assessment SL 25% HL 20%
Historical investigation on any chosen area of the syllabus or personal interest
(cannot include a study of events within the last 10 years).
In class assessments include quizzes, research assignments, projects, source
evaluation, group work projects, debates, essays etc.
GEGORAPHY (HL/SL) Pre-requisite: Grade 10 Humanities. The skills needed for the geography course are
developed within the context of the course itself.
Course description
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 socioeconomic
methodologies. Geography takes advantage of its position between both these
groups of subjects to examine relevant concepts and ideas from a wide variety of
disciplines. This helps students develop an appreciation of, and a respect for,
alternative approaches, viewpoints and ideas.
This course will involve compulsory fieldwork; leading to one written report based on
a fieldwork question, information collection and analysis with evaluation.
Some objectives
Identify and interpret geographic patterns and processes in unfamiliar
information, data and cartographic material
Examine and evaluate geographic concepts, theories and perception
Evaluate materials using methodology appropriate for geographic fieldwork
Select, use and apply the prescribed geographic skills in appropriate contexts
Produce well-structured written material, using appropriate terminology
Topics studied
Part 1: Core theme—patterns and change (HL/SL)
There are four compulsory topics in this core theme.
IB DIPLOMA BOOK I American International School of Bucharest Page | 28
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 (HL/SL)
There are seven optional themes; each requires 30 teaching hours.
Two optional themes are required at SL.
Three optional themes are required at HL.
Freshwater—issues and conflicts
Oceans and their coastal margins
Extreme environments
Hazards and disasters—risk assessment and response
Leisure, sport and tourism
The geography of food and health
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
Assessment requirements
Objectives Paper 1 Paper 2 Paper 3 Internal
assessment
Overall
Knowledge
and
understanding
of specified
content
45% 35% 35% (HL) 20% 35% (SL)
30% (HL) Application
and analysis
of
knowledge
and
30% 30% 35% (HL) 20%
IB DIPLOMA BOOK I American International School of Bucharest Page | 29
understanding
30% Synthesis and
evaluation
5% 10% 20% (HL) 20%
10% (SL) 15% (HL) Selection,
use
and
application
of a variety
of
appropriate
skills and
techniques
20% 25% 10% (HL)
ECONOMICS (HL & SL) Pre-requisite: Grade 10 History. Note that HL Economics has a more distinctly
quantitative emphasis. Familiarity with linear functions and other fundamental math
concepts is essential for students who want to pursue HL Economics.
Course description
The Economics course attempts to analyze what is happening in society by building
up a body of theory and testing how that theory relates to the real world. Economics
is closely related to sociology and politics, with history and geography providing a
backdrop. One of the most challenging issues facing all societies is the search for
acceptable levels of economic wellbeing. This is particularly important when one
considers the vast gulf separating the poorest nations from the richest. In Economics,
students look at choices and decisions made by individuals, firms and governments
which influence not only their own wellbeing but that of society as a whole. At the
root of economics is the search for a better understanding of the workings of human
society.
Some objectives
The aims of the Economics course are to develop in the student:
the skills of economic reasoning;
an ability to apply the tools of economic analysis to situations and data, and
to explain the findings clearly;
an understanding of how individuals and societies organize themselves in the
pursuit of economic objectives;
an ability to evaluate economic theories, concepts, situations and data in a
way which is considered, rational and unprejudiced.
Topics Studied (HL/SL)
Section 1: Resources and markets
IB DIPLOMA BOOK I American International School of Bucharest Page | 30
Foundations of economics, resource allocation in the market, market failure and
government response, alternatives to the market system.
Section 2: Microeconomics
Elasticity of demand and supply, aims and objectives of firms, economic efficiency.
HL students will also pursue an in-depth study of the theory of the firm.
Section 3: Macroeconomics
National income accounting, macroeconomic policy objectives, macroeconomic
models, unemployment and inflation. Selected additional topics are added for the
HL coursework.
Section 4: International issues
Gains from trade, protectionism, balance of payments-main definitions, exchange
rates, balance of payments-exchange rates. Selected additional topics are added
for the HL coursework.
Section 5: Developmental economics
Distinction between growth and development, characteristics of economic growth,
indicators of economic development, sources of economic development,
development strategies, barriers to development, negative aspects development,
sustainable development.
Assessment requirements
External assessment
HL/SL Paper One: 1hr essay
HL Paper Two: 1hr collection of short answer questions
HL Paper Three/SL Paper Two: 2hr set of data response questions
Internal Assessment
Internal assessment consists of a portfolio of four extract commentaries. These are
based on current newspaper articles and aim to reflect a student's growing
knowledge and developing skills throughout the course. Each entry consists of 650-
750 words.
In class assessments include quizzes, research assignments, projects, source
evaluation, group work projects, debates, essays.
IB DIPLOMA BOOK I American International School of Bucharest Page | 31
GROUP 4- EXPERIMENTAL SCIENCES
COMMUNICATORS: They understand and express ideas
and information confidently and
creatively in more than one
language and in a variety of modes
of communication. They work
effectively and willingly in
collaboration with others.
IB DIPLOMA BOOK I American International School of Bucharest Page | 32
BIOLOGY (HL & SL) Pre-requisite:
Standard Level
Returning students: Successful completion of MYP Biology and a Pre-DP science.
Higher Level
Returning students: Permission of DP teacher. A level 5 or above in Grade 10 Pre-DP
science is recommended
New Students: Placement level of new students will be determined on a case by
case basis.
Biology is the science of life. We start by looking at the chemicals which are required
by living things and how they are used to build the chemicals that we are made of.
We then move on to look at the smallest units of life, cells, and how they are
organized to obtain energy, grow, reproduce and carry out other functions essential
to living things. Genetics is then studied to examine how living things manage to
pass on this information to their offspring. The global aspects of biology are studied
as ecology.
Towards the end of the course students will focus on human physiology and how the
body is evolved to effectively carry out its function. Aspects of neurobiology and
behavior will also be covered.
Some objectives:
Demonstrate an understanding of
Scientific facts and concepts
Scientific methods and techniques
Scientific terminology
Methods of presenting scientific information.
Apply and use:
Scientific facts and concepts
Scientific methods and techniques
Scientific terminology to communicate effectively
Appropriate methods to present scientific information
Construct, analyze and evaluate:
Research questions and predictions
Scientific methods and techniques
Scientific explanations
Demonstrate the personal skills of cooperation, perseverance and responsibility
appropriate for effective scientific investigation and problem solving.
Demonstrate the manipulative skills necessary to carry out scientific investigations
with precision and safety.
IB DIPLOMA BOOK I American International School of Bucharest Page | 33
Topics Studied
Standard Level
Statistical analysis
Topic 1: Cells
Topic 2: Molecular Biology
Topic 3: Genetics
Topic 4: Ecology
Topic 5: Evolution & Biodiversity
Topic 6: Human physiology
Option A: Neurobiology and behavior
Higher Level (In addition to all SL topics)
Topic 7: Nucleic acids and proteins
Topic 8: Metabolism, Cell Respiration & Photosynthesis
Topic 9: Plant Biology
Topic 10: Genetics & Evolution
Topic 11: Animal Physiology
Topic H: Further Human Physiology
Assessment Requirements:
The final grade in IB science consists of three exam papers written in May of senior
year and an internal assessment grade. The three exam papers count to 80% of a
student's grade. The remaining 20% comes from student lab reports handed in over
the two years.
For standard level, paper 1 consists of 30 multiple choice questions to be answered
in 45 minutes. Students have 1 hour and 15 minutes to complete paper 2 which
consists of two sections. All questions in section A must be completed. Students
choose one of three questions in section B. Paper 3 focuses on two topics and all
questions must be answered in 1 hour.
For higher level, paper 1 consists of 45 multiple choice questions to be answered in 1
hour. Students have 2 hours and 15 minutes to complete paper 2 which consists of
two sections. All questions in section A must be completed. Students choose two of
four questions in Section B. Paper 3 focuses on two topics and all questions must be
answered in 1 hour and 15 minutes.
To earn the IB diploma, students must also successfully complete the group IV
project, an interdisciplinary project where students work together with students from
all three sciences in designing and performing their own experiment. Students must
also successfully complete 40 hours of lab work for standard level and 60 hours of lab
work for higher level.
Examples of assignments studied:
Qualitatively measure the concentration of Vitamin A in different foods
Design an experiment to measure the activity of sea monkeys with a known
variable
IB DIPLOMA BOOK I American International School of Bucharest Page | 34
Investigate how variables effect the rate at which yeast anaerobically
respires
CHEMISTRY (HL & SL) Pre-requisite:
Standard Level
Returning students: successful completion of MYP chemistry and a Pre-DP science.
Higher Level
Returning students: Permission of DP teacher. A level 5 or above in Grade 10 is
recommended.
New students: The level of placement is determined on a case by case basis.
Students wishing to take IB higher level chemistry must have a level 4 in grade 10
math.
Chemistry is an experimental science that combines academic study with the
acquisition of practical and investigational skills. It is called the central science as
chemical principles underpin both the physical environment in which we live and all
biological systems. Apart from being a subject worthy of study in its own right,
chemistry is a prerequisite for many other courses in higher education, such as
medicine, biological science and environmental science, and serves as useful
preparation for employment.
Objectives: (see Biology)
Topics studied:
Standard level
Topic 1: Stoichiometric relationships
Topic 2: Atomic structure
Topic 3: Periodicity
Topic 4: Chemical bonding and structure
Topic 5: Energetics/thermochemistry
Topic 6: Chemical Kinetics
Topic 7: Equilibrium
Topic 8: Acids and Bases
Topic 9: Redox processes
Topic 10: Organic chemistry
Topic 11: Measurement and data processing
Higher level
Topic 12: Atomic Structure
Topic 13: The periodic table – the transition metals
Topic 14: Chemical bonding and structure
Topic 15: Energetics/thermochemistry
Topic 16: Chemical kinetics
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Topic 17: Equilibrium
Topic 18: Acids and bases
Topic 19: Redox processes
Topic 20: Organic Chemistry
Topic 21: Measurement and analysis
OPTION Topics
Option A: Materials
Option B: Biochemistry
Option C: Energy
Option D: Medicinal Chemistry
Assessment Requirements: (See Biology)
PHYSICS (HL & SL) Pre-requisite:
Standard level - Successful completion of MYP Physics, a Pre-DP science and Grade
10 math.
Higher Level - Returning students: Permission of DP teacher. A level 5 in Grade 10 Pre-
DP science and Grade 10 math is recommended. Students taking HL Physics are
also encouraged to take HL Math concurrently.
New Students - Placement level of new students will be determined on a case by
case basis.
Course Description
Physics is an experimental science that combines academic study with practical
hands-on activities. It is the study of matter and energy and the interactions
between the two. It tries to explain the universe itself from the smallest particles to
planetary motion.
The IB Physics course is a two year course with 40-60 hours of lab work. The lab work is
evaluated using a set of standards devised by the IB Organization. The higher level,
Topics 1-4 and Topics 8-10 are covered in the first year and Topics 5-7, 14, and Topic
J are covered in the second year. Topic H is studied independently during the
summer between grade 11 and grade 12.
In the standard level, Topics 1-4 and Topic 8 are covered in the first year. Topics 5, 6
and Topics B & D are covered in the second year. The relativity aspects of Topic D is
studied independently during the summer between grade 11 and grade 12.
The higher and standard level courses are taught together in the same class.
Students need a strong math background in order to succeed in IB Physics.
Objectives: (see Biology)
Topics Studied:
Standard Level Physics:
IB DIPLOMA BOOK I American International School of Bucharest Page | 36
Topic 1: Measurements and Uncertainties
Topic 2: Mechanics
Topic 3: Thermal Physics
Topic 4: Waves
Topic 5: Electricity and Magnetism
Topic 6: Circular Motion and Gravitation
Topic 7: Atomic, Nuclear and Particle Physics
Topic 8: Energy Production
Higher Level studies all standard level topics as well as the following topics:
Topic 9: Wave Phenomena
Topic 10: Fields
Topic 11: Electromagnetic Induction
Topic 12: Quantum and Nuclear Physics
OPTION Topics
Option A: Relativity
Option B: Engineering Physics
Option C: Imaging
Option D: Astrophysics
Assessment Requirements: (See Biology)
Examples of assignments studied:
Experimentally determine the acceleration of gravity
Experimentally determine the half-life of beer foam
[The Diploma Programme] has shown me the
multiple ways in which people may differ in thinking
and has taught me how to produce quality work.
AISB Grade 12 Student
IB DIPLOMA BOOK I American International School of Bucharest Page | 37
GROUP 5 – MATHEMATICS
REFLECTIVE: They give thoughtful consideration
to their own learning and
experience. They are able to assess
and understand their strengths and
limitations in order to support their
learning and personal
development.
IB DIPLOMA BOOK I American International School of Bucharest Page | 38
MATHEMATICS HL Pre-requisite: For students to enter IB Mathematics Higher Level they should have
achieved a minimum final grade of 7 in Math 10 Regular or a minimum final grade of
a 6 in Math 10 Extended. Contingent also upon achieving a consistent level 7/8 in
criterion A: Knowledge and Understanding.
Placement in a class is also based on teachers' recommendations. Any changes in
the students' placements should be discussed and confirmed with the students,
teachers, parents, HS counselor and IB coordinator.
Course Description
Mathematics at the Higher Level is a two -year course offered to students with a
good background in mathematics who are competent in a wide range of analytical
and technical skills. This course develops important mathematical concepts in a
comprehensible and coherent way. Students in this course are expected to be
comfortable and happy in the world of mathematics. They must also be prepared to
work hard in order to master the material.
The portfolio work involves mathematical investigation and mathematical modeling.
This work must be done by students, but this does allow students to work without the
time constraint of a written examination.
Objectives:
Read, interpret and solve a given problem using appropriate mathematical
terms;
Organize and present information and data in tabular, graphical and/or
diagrammatic forms;
Know and use appropriate notation and terminology;
Formulate a mathematical argument and communicate it clearly.
Select and use appropriate mathematical strategies and techniques
Demonstrate an understanding of both the significance and the
reasonableness of results
Recognize patterns and structures in a variety of situations and make
generalizations
Recognize and demonstrate an understanding of the practical applications
of mathematics
Use appropriate technological devises as mathematical tools
Demonstrate an understanding of and the appropriate use of mathematical
modelling
Course Outline - Compulsory Topics
Algebra
Exponents and logarithms
Binomial theorem
Arithmetic Sequences and Series
Geometric Sequences and Series
Sigma Notation
Functions and equations
IB DIPLOMA BOOK I American International School of Bucharest Page | 39
Domain and Range of Functions
Composite and Inverse Functions
Transformations
Reciprocal Functions
Quadratic Functions
Logarithmic Functions
Exponential Functions
Circular functions and trigonometry
Trigonometry
Circular Functions
Solving Trigonometric Functions
Law of Sine and Cosine
Area of Triangles
Vectors
Vectors as displacements in the plane
Scalar products
Angles between two vectors
Vector product of two vectors
Vector equation of a line, a plane
Distances in 2 and 3 dimensions between points
Matrices
Definition of a matrix
Algebra of matrices
Determinant of a matrix
Inverse of a square matrix
Linear transformations of vectors in 2 dimension
Solution of linear equations
Statistics
Concepts of population, sample, and frequency distribution
Presentation of data
Measures of central tendency
Cumulative frequency
Measures of dispersion
Probability of combined events
Conditional probability
Use of Venn diagrams
Counting principles
Discrete and continuous probability distributions
Binomial distribution
Normal distribution
Calculus
Ideas of limit and convergence
IB DIPLOMA BOOK I American International School of Bucharest Page | 40
Differentiation of sums of functions
Graphical behavior of functions
Applications of first and second derivative
Implicit differentiation
Indefinite integration
Definite integration
Further integration
Solution of first order differential equations
Optional topics
One of the following will be studied:
Statistics and Probability
Sets, Relations and Groups
Discrete Mathematics
Series and Differential Equations
The order in which the topics are taught might vary from year to year depending on
the group dynamics.
Assessment Requirements
External Assessment
There are three exams taken at the end of the second year.
Paper I: No calculators allowed. 9-10 compulsory short-response questions
and 3-4 extended response questions based on the core of the syllabus.
Paper 2: Calculators allowed and necessary. 9-10 compulsory short-response
questions and 3-4 extended response questions based on the core of the
syllabus.
Paper 3: This paper has a small number of extended-response questions
based mainly on the option topic. (20%)
Internal Assessment
Portfolio: Two pieces of written work that must represent the students own
efforts to understand a given aspect of mathematics. (20%)
Materials needed:
TI83/TI84/TI N'Spire Calculator
Metric ruler
Pens and pencils
Notebook
MATHEMATICS SL Pre-requisite: For students to enter IB Mathematics SL, they should have achieved a
minimum final Grade of 5 in Math 10 Regular or Extended. (Contingent on achieving
a consistent level of 5-8 in criterion A: Knowledge and Understanding.)
IB DIPLOMA BOOK I American International School of Bucharest Page | 41
Placement in a class is also based on teachers' recommendations. Any changes in
the students' placements should be discussed and confirmed with the students,
teachers, parents, HS counselor and IB coordinator.
Course Content
Mathematics SL is a two- year course that caters to students who already possess
knowledge of mathematical concepts and who are equipped with the skills needed
to apply mathematical techniques correctly. The majority of these students need a
sound mathematical background as they prepare for future studies. This course
includes a portfolio which involves mathematical investigation and modelling. The
work must be done individually. The course is designed for students who wish to study
a subject at university which involves mathematics. It develops the skills they need
for communicating mathematical ideas.
Objectives: (see Math HL)
Course Outline - Compulsory Topics
Algebra
Exponent and logarithms
Binomial Theorem
Arithmetic Sequences and Series
Geometric Sequences and Series
Sigma notation
Functions and equations
Domain and Range of Functions
Composite and Inverse functions
Transformations
Reciprocal Functions
Quadratic Functions
Logarithmic Functions
Exponential Functions
Circular functions and trigonometry
Trigonometry
Circular Functions
Solving Trigonometric Functions
Law of Sine and Cosine
Area of Triangles
Calculus
Informal ideas of limits
Differentiation
Maximum and minimum points and points of infection
Optimization
Integration
Area under curves and volumes of revolution
Kinematic problems
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Graphical behavior of functions
Areas under and between curves
Volumes of revolution
Vector Geometry
Vectors as displacements in the plane
Scalar products
Representations of lines by vectors
Angles between two vectors
Algebraic and geometric approaches to vectors
Matrices
Definition of a matrix
Algebra of matrices
Determinant of a matrix
Inverse of a matrix
Solution of system of equations using matrices
Statistics and probability
Concepts of population, sample, and frequency distribution
Presentation of data
Measures of central tendency
Cumulative frequency
Measures of dispersion
Sample space
Probability of combined events
Conditional probability
Use of Venn diagrams
Expected value
Probability distributions
Internal Assessment
Portfolio
Two (2) portfolio assignments will be given during the course of the year.
These assignments will help students develop modelling and investigative skills.
Tests and Quizzes
Throughout the year tests will be held at the end of each topic in addition to shorter
quizzes between tests.
IB Assessment
External
This will consist of two exams to be sat in the second year of the IB course.
Paper 1: (1 1/ hours), consists of answering questions without a calculator.
Paper 2: (1 1/ hours), consists of answering questions with a calculator.
The exams make up 80% of the IB grade
IB DIPLOMA BOOK I American International School of Bucharest Page | 43
Internal Assessment
The Portfolio, worth 20% of the final grade is also to be produced.
Materials needed:
One loose-leaf binder with lined paper and graphing paper
TI83/TI84/TI N'Spire Calculator
Metric ruler
Pens and pencils
Notebook
MATH STUDIES SL Pre-requisite: Successful completion of 10th grade Mathematics
Course Description
Mathematical Studies is a two year course that caters for students with varied
backgrounds and abilities in Mathematics. Math Studies is designed to build
confidence and encourage an appreciation of mathematics in students who do not
necessarily need mathematics in their future studies. Students taking this course
need to be already equipped with fundamental skills and a rudimentary knowledge
of basic processes. This course includes a written project of about 2000 words. This
will be based on the Mathematical aspects of a topic that interests the students.
Students most likely to select this course are those whose main interests lie outside
the field of mathematics.
Objectives: (see Math HL)
Topics Studied:
Number and Algebra
Sets of Numbers
Approximation and estimation
Exponents and Scientific Notation
Metrics
Arithmetic Sequences and Series
Geometric Sequences and Series
Inequalities
Quadratic Equations
Sets and Logic
Basic concepts
Venn Diagrams
Symbolic logic and prepositions
Compound Statements
Truth Tables
Implication
Validity of arguments
Geometry and Trigonometry
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Trigonometry
Coordinate Geometry
Line Geometry
Three Dimensional Shapes
Statistics and Probability
Scatter Diagrams
Representation of both discrete and continuous data
Measures of Central tendency
Measures of Dispersion
Probability
Functions
Basic Ideas
Linear Functions and inequalities
Piecewise functions
Quadratic Functions
The Exponential Function
Trigonometric functions
Financial Mathematics
Currency Conversion
Simple Interest
Compound Interest
Use of financial tables
Linear Programming
Introductory Differential Calculus
The order in which the topics are taught might vary from year to year depending on
the group dynamics.
Assessment requirements:
External Assessment
(These exams are taken at the end of the second year.)
Paper 1: 1 hour 30 mins paper consisting of 15 compulsory short-response
questions based on the compulsory core of the syllabus using graphic
calculator. (40%)
Paper 2: 1 hour 30 mins paper consisting of 5 compulsory extended response
questions using graphic calculator. (40%)
Internal Assessment
Project: A 2000 word document on a mathematical aspect of any topic that
interests the student. (20%)
IB DIPLOMA BOOK I American International School of Bucharest Page | 45
Materials needed:
One loose-leaf binder with lined paper and graphing paper
TI83/TI84/TI N'Spire Calculator
Metric ruler
Pens and pencils
Notebook
IB DIPLOMA BOOK I American International School of Bucharest Page | 46
GROUP 6 – THE ARTS
IB FILM Pre-requisite: The HS Advanced Film course serves as a foundation for IB Film and it is
therefore a prerequisite for this course.
Course Description
Film is both a powerful communication medium and an art form. So much of what
we think and do in our contemporary world is influenced by the power of the media.
The IB film course aims to develop students' skills so they become adept in both
interpreting and making film texts.
Through the study of film texts and exercises in filmmaking and analysis, the IB film
course explores film history, theory and socio-economic background. To achieve an
understanding of internationalism within the world of film, students will be taught to
consider film texts, theories and ideas from the points of view of different individuals,
nations and cultures. Students are encouraged to watch a wide variety of films and
to take advantage of the extensive range of carefully selected films in AISB Library. It
is useful for students to have access to a multi-region DVD player.
The IB film course emphasizes the importance of working individually and as a
member of a group. Students are encouraged to develop the organizational and
technical skills needed to express themselves creatively in film. They will ultimately be
required to focus on one particular role for their final project choosing from Director,
Scriptwriter, Cinematographer, Editor or Sound Designer.
OPEN-MINDED: They understand and appreciate
their own cultures and personal
histories, and are open to the
perspectives, values and traditions
of other communities. They are
accustomed to evaluating a range
of points of view, and are willing to
grow from the experience.
IB DIPLOMA BOOK I American International School of Bucharest Page | 47
At the core of IB film lies a concern with clarity of understanding, critical thinking,
reflective analysis, effective involvement and imaginative synthesis achieved
through practical engagement in the art and craft of film.
Some objectives:
Having followed the film course at SL or HL, students will be expected to
demonstrate:
An understanding of the variety of ways in which film creates meaning
An understanding and effective use of appropriate film language
Originality and creativity in developing an idea through the various stages
from conception to finished production
Technical skills and an appropriate use of available technology.
Topics Studied
Textual Analysis
Students are taught to understand how meanings are constructed within and
through film texts, and to view the production of the texts in a broader framework.
Students should be able to identify how film uses a range of devices to represent
experiences and stories, as well as to convey meanings and values. They will acquire
and use the appropriate tools for analyzing films from various countries and place
these within wider sociocultural perspectives. Students should develop both their
own enjoyment of film and lifelong habits of critical inquiry.
Film Theory and History
Film is influenced by and is in part a product of its own history and tradition as well as
the social, economic and institutional forces that surround it. Similarly, film is
influenced by the observations and research of practitioners and scholars. Students
are expected to learn about films from more than one country to enhance their
understanding of films familiar to them and also of films from other countries that
may be less familiar to them.
Creative Process
Students will have the opportunity to develop skills in film production. This is a
complex process that requires creative and analytical skills as well as meticulous
organization. It almost always involves close collaboration with others. Students will
learn the overall structure of film-making, the nature of the relationships in a
production team and the need for discipline and protocol on set or location.
Students will be encouraged to work in a variety of roles to enable them to explore
their skills and aptitude in different fields.
Assessment Requirements:
Standard Level: External assessment 50%
Independent study 25%
Rationale, script and list of sources for a short documentary production of 8-10
minutes on an aspect of film theory and/or film history, based on a study of a
minimum of two films. The chosen films must originate from more than one
country.
IB DIPLOMA BOOK I American International School of Bucharest Page | 48
Presentation 25%
A 10 minute oral presentation of a detailed critical analysis of a continuous
extract from a prescribed film lasting no longer than 5 minutes.
Standard Level: Internal assessment 50%
Production portfolio
One completed film project, with accompanying written documentation. This
component is internally assessed by the teacher and externally moderated
by the IBO at the end of the course.
Higher Level: External assessment 50%
Independent study 25%
Rationale, script and list of sources for a short documentary production of 12-
15 minutes on an aspect of film theory and/or film history, based on a study of
a minimum of four films. The chosen films must originate from more than one
country.
Presentation 25%
A 15 minute oral presentation of a detailed critical analysis of a continuous
extract from a prescribed film lasting no longer than 5 minutes.
Higher Level: Internal assessment 50%
Production portfolio
One completed film project, with an associated trailer and written
documentation encompassing and connecting both. This component is
internally assessed by the teacher and externally moderated by the IBO at
the end of the course.
THEATRE (HL & SL) Prerequisite: HS Drama
Course Description
Theatre is a composite art that is forever evolving in new forms. It nourishes, sustains
and extends the human spirit. It is a means of exploring society and relationships
within it. Through it, there may emerge possibilities for individual and communal
understanding. Theatre is about transformation. It is the application, through play, of
energy and imagination to frame, reflect, expose critique and speculate. These
activities should engage and develop the sensibilities of all the students who
participate in them. By studying theatre, and engaging with it practically, students
will discover how elusive, fascinating and varied theatre can be.
At one extreme, theatre is national, institutionalized and commercial, while at the
other it is provincial, subversive and experimental. The Diploma Program theatre
course is designed to encourage students to examine theatre in its diversity of forms
around the world. This may be achieved through a critical study of the theory, history
and culture of theatre, and will find expression through work shopping, devised work
or scripted performance.
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At the core of the theatre course lies a concern with clarity of understanding, critical
thinking, reflective analysis, effective involvement and imaginative synthesis—all of
which should be achieved through practical engagement in theatre.
Some objectives:
Students will be expected to:
Demonstrate a theoretical and practical knowledge of theatrical traditions
from more than one culture
Demonstrate an understanding of production elements and theatre practices
Evaluate critically a range of diverse performances
Engage practically in creating and presenting performances, which will
include a basic level of
Technical proficiency.
Topics studied:
Theatre in the Making: Study two different stimuli and, from these, develop
two action plans for performance.
Theatre in Performance: Participate in at least three performances in three
different roles/capacities.
Theatre in the World: Study at least two contrasting theatrical practices.
Independent Project: Create and present an original work. Pursue a
specialized interest with rigor and imagination.
Assessments:
External assessment SL HL
Research Investigation
25%
1,500-1,750 words with
supporting visuals
2,000-2,500 words
with supporting
visuals
Practical Performance
Proposal 25%
250-word written
presentation
with visual materials
250-word written
presentation with
visual materials
rationale
Internal assessment SL HL
Theatre Performance
and Production
Presentation
25%
20-minute oral
presentation with
5-7 images
30-minute oral
presentation with 7-10
images
Independent Project
Portfolio
25%
2,000 words from core
syllabus
3,000 words from core
syllabus and option A
or B
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Difference between SL and HL
Due to the nature of the theatre course, there may be no great difference in the
complexity or artistic merit of the work produced by students at SL and HL.
Differences lie in word count and depth for written documents.
VISUAL ARTS (HL & SL)
Course Description
The I.B. Art/Design class is a two year program that involves students in in-depth
studies of the element and principles of design, the social, historical and cultural
influences of art and artists, and the technical skills required to become proficient in
a variety of visual media for self-expression. As students learn to express themselves
with more skill and confidence, they will have class time to explore, refine, and
interpret their chosen theme and media as they develop a personal research
workbook and a portfolio for their end of program exhibit.
Some objectives:
To define, recognize, and use the elements and principles of art;
To communicate creative thinking, feelings and ideas through creative visual
expression;
To comprehend the aesthetic and technical problems encountered in studio
practice;
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To acquire technical skills in producing quality visual art.
Skills studied through a variety of different starting points
Elements of art: line, shape, value, texture, color, form, and space.
Principles of design: unity, emphasis, balance, variation, rhythm, pattern,
movement, and proportion.
Appreciation of art history and the contributions of various artists and cultures.
Cultural, historical, and societal influences on art and artists.
Interpretation and expression of the individual artist.
Art as a process-from idea to finished piece.
Assessment Requirements:
HL/SL
Exhibition: Each I.B. candidate will prepare an exhibit of work undertaken
during the course. The candidate's exhibit will need to be themed and
coherent, displayed in an appropriate manner, accompanied by exhibition
rationales.
Process portfolio: All candidates must complete a detailed workbook
outlining the process of their work.
Comparison: All candidates must submit research screens comparing the
work of two or three artists. HL candidates must relate these to their own
studio work.
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MUSIC (HL & SL) Pre-Requisite – minimum of 2 years continual enrollment in Band or Choir, or
permission of the instructor
Course Description
DP Music is a two year program that involves students in the study of music as a
listener, composer and performer. Listening is approached from a historical, cultural
and theoretical point of view. As the ability to speak and write intelligently about
what we hear develops, students will sharpen their skills as composer and/or
performer by creating their own music and by preparing recital performances.
Some Objectives
To define, recognize and use musical elements.
To develop contemplative and insightful music listening skills.
To foster an appreciation of music and its historical and cultural role as
performer, composer and consumer.
To develop creative and technical skills as a performer and/or composer.
Skills studied from a variety of different starting points
The elements of music (melody, meter, harmony and medium)
The structure of music (form)
The context of music (style and historical/cultural perspective)
Music as a medium of self-expression
Music as a medium of presenting the expressions of others
Assessment Requirements
External Assessment (HL/SL) – 50%
HL & SL Listening skills
Final Exam – 30%
Musical Links Investigation – 20%
Internal Assessment – 50%
HL - Solo Performance (25%) and Creating Music (25%)
SL – Solo Performance or Group Performance or Creating Music – 50%
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ADDITIONAL COURSE OFFERINGS Pamoja Education is an outside provider working in close cooperation with the
International Baccalaureate to offer a wide range of online IB courses. These courses
are:
Delivered over a two year period
Developed and taught by experienced IB teachers specially trained in online
pedagogy
Subject to the IB's rigorous online course approval standards
Designed to ensure that students master the curriculum and develop 21st
century learning skills
Offered in classes of 10 to 20 students from around the world, providing a
highly interactive and truly international online IB experience
Governed by the IB's unique online delivery and quality assurance procedures
Fully recognized in fulfillment of IB certificate and Diploma requirements
AISB will provide:
An engaged Site-Based Coordinator
Time during the regular school week for students to work independently on
their online courses (typically one class period)
Internet access at school during the time allocated for independent work
Registration for and supervision of IB external assessments
Families are responsible for the cost of the course. Currently the cost of enrolling in
one SL course is $1110 for each year. You can visit their website at
http://www.pamojaeducation.com.
IB DIPLOMA BOOK I American International School of Bucharest Page | 54
Theory of Knowledge (TOK) Creativity, Action, Service (CAS) and
the Extended Essay
CARING: They show empathy, compassion
and respect towards the needs and
feelings of others. They have a
personal commitment to service,
and act to make a positive
difference to the lives of others and
to the environment.
IB DIPLOMA BOOK I American International School of Bucharest Page | 55
THEORY OF KNOWLEDGE
Course Description
According to Sue Bastian, a long-time Theory of Knowledge (TOK) teacher at the UN
School in New York, students spend two years answering the question: "What do I
mean when I say 'I know', and why should anyone believe me?"
In TOK, students examine this question in the context of their definitions of knowledge
itself, through four ways of knowing: emotion, reason, perception and language.
They also apply their analysis to the subjects they study within the IB program and in
their lives outside school. It is hard to explain TOK to people. We ask students to
challenge where their knowledge comes from and what does it mean to know
something. For example, 'when a physicist says "I know", does she mean the same
thing as a poet? A mathematician? You?' TOK is a stimulating course based around
student discussion and experiences.
Assessment Requirements
Students write a prescribed essay of 1200-1600 words on a topic chosen from a list
provided by the IB. This essay is externally assessed. Students also prepare and give a
presentation on a question of knowledge from the TOK syllabus. The presentation
should be based upon a contemporary issue. This work is graded internally by their
TOK teachers and moderated by the IBO.
For IB Diploma candidates, these scores are combined with the Extended Essay
score, in order to calculate a final score.
Examples of AISB TOK presentations are:
Can pornography be considered Art, and if it is, should it ever be censored?
Should scientists have limits placed on their research into genetic
engineering?
Should Romanian law allow euthanasia?
CREATIVITY, ACTION, SERVICE (CAS) The creative, physical and social development of human beings can be shaped by
their own experiences. Participation in CAS encourages students to share their
energies and special talents while developing awareness, concern and the ability to
work cooperatively with others. The International Baccalaureate Organization's goal
of fostering more caring and socially responsible attitudes comes alive in an
immediate way when students reach beyond themselves and their books.
The CAS program aims to challenge the students to develop a value system by
which they enhance their personal growth, creating a spirit of open-mindedness,
lifelong learning, discovery and self-reliance.
Students learn by experience
Students are in new roles
Students do real tasks that have real consequences
Students reflect on these experiences over time
Students develop an "informed heart"
IB DIPLOMA BOOK I American International School of Bucharest Page | 56
Students that arrange the completion of these requirements outside of the school
setting must gain approval from the CAS coordinator.
Diploma students are expected to participate in creativity, action and service
continuously for the duration of the diploma program.
Creativity
Covers a wide range of arts and other activities outside the normal
curriculum.
Must include creative thinking in the design and carrying out of projects.
Where possible students may take semester courses in the AISB school arts
program, if their individual timetable allows this.
Action
Includes participation in expeditions, individual and team sports and physical
activities outside the normal curriculum.
Individual commitment, such as a weight lifting program, is acceptable
where the student sets goals and reflects on progress.
Service
Cannot be paid work.
Has the potential to nurture and mould a global citizen involves interaction,
such as the building of links with individuals or groups in the community.
The community may be the school, the local district, or it may exist on
national and international levels (e.g. MUN, Victor Babes Children's Hospital,
Vaslui, BARKS, Homework Club, Love and Hope Orphanage in Odobesti, Terry
Fox Run.)
IB Diploma students are expected to actively participate and be leaders of
their service learning group.
CAS is not a points-scoring exercise, rather, it is an interesting variety of activities that
the student finds intrinsically worthwhile and rewarding and which is mutually
beneficial to the student and to his or her community.
CAS Expectations are for a student to complete the following:
Statement of goals for the CAS program and a self-review of the strengths
and weaknesses
3-4 hours of CAS per week for a total of 150 hours
Time spent in each area weekly: creativity, action and service
18 months beginning in September and running through the summer
All learning outcomes
Reflection journal weekly using managebac software
Final self-evaluation and critical reflection on the entire CAS experience
The IB Diploma will not be awarded to any student who does not complete all CAS
expectations and requirements.
IB Certificate for AISB Diploma Students
Students are expected to participate regularly in service activities throughout the
year and write reflections about their participation. The expectations are as follows:
IB DIPLOMA BOOK I American International School of Bucharest Page | 57
One hour of service every two weeks
Written journal on service activities once every four weeks
Must meet at least four of the eight learning outcomes during year
A total of 25 service hours are required in both 11th and 12th grade (50 hours in total)
in order to receive an AISB Diploma.
EXTENDED ESSAY OF 4000 WORDS In order to fulfill the requirements of the IB Diploma all candidates must submit an
Extended Essay in an IB Diploma subject of their choice. The Essay is an in-depth
study of a topic of interest; within one of the Diploma subjects they are studying
(preferably a HL subject).
The purpose of the essay is to provide the student with an opportunity to engage in
independent research. Approximately forty hours should be spent in total on the
essay and each essay must be supervised by a teacher employed at AISB. The
length of the essay is restricted to a maximum of 4000 words and it is assessed
according to a carefully worded set of criteria.
Choice of Topic
Students should choose a topic that is:
Challenging and interesting.
Limited in scope to allow examination of an issue/problem in depth.
Allow the collection or generation of information/data for analysis and
evaluation.
Requires personal research.
Students will be given guidance and an Extended Essay information booklet from
the coordinator in February in their first year of the IB Diploma program. Students will
be asked to approach a suitable AISB staff member to be their supervisor. Together
with the coordinator and supervisor students will plan, research and write their
Extended Essay. Strict guidelines in regards to completion dates of their research,
planning, drafts and final essay due dates will be given to both the supervisor and
student - these guidelines are to help the student remain focused, so that the essay
can be completed in a timely manner and not take over their other studies. Failure
to meet these guidelines may mean a student is not allowed to travel with Athletics
or Activities teams.
Extended Essays submitted in a Group Two language must be written in that
language. Extended Essays in all other subjects must be written in English, French or
Spanish.
For the majority of Diploma students the Extended Essay is an opportunity to immerse
themselves into a topic of interest. It is here where many students find a passionate
interest that they will pursue through College. The Extended Essay is also the place
where many students learn to fine tune their research, organization and writing skills -
making College life that much easier.
Examples of past AISB Extended Essay questions:
IB DIPLOMA BOOK I American International School of Bucharest Page | 58
How does technology impact film making?
What is it about Stanley Kubricks portrayal of Alex, the anti-hero, in his film
version of 'A Clock Work Orange' that lures viewers to side with the devious
protagonist?
How and to what extent does Bela Bartok apply characteristics of Romanian
folk music in Western art music in his composition Cantata Profana (1930)?
To what extent was Stalin responsible for the atrocities of the Great Purges of
the 1930s?
How does the use of color influence sales in advertising?
To what extent has online shopping made the local market for Nike products
in Bucharest a more contestable market?
Allocation of TOK and Extended Essay Grades The marks awarded for the Extended Essay are combined with the marks for the
Theory of Knowledge course to give a maximum of three bonus points.
This band, in conjunction with the band for Theory of Knowledge, determines the
diploma points awarded for these two requirements, according to the matrix below: