Are you looking for an Introduction to the IB …...Introduction to the IB Diploma Programme at International School of Hellerup Learn more and sign up at ish.dk/taster-day IB Diploma

Introduction to the IB Diploma Programmeat International School of Hellerup

Learn more and sign up at ish.dk/taster-day

IB Diploma Programme

Taster DayFebruary 22, 2018International School of Hellerup is a not-for pro�t IB World School

for students aged 3 -19. We welcome over 500 students representing more than 50 nationalities and we o�er the three main International Baccalaureate (IB) programmes: Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme (DP). Our students receive an excellent, well-rounded education from passionate and highly quali�ed teachers in a caring, supportive and exciting learning environment. We pride ourselves in fostering re�ective, purposeful learners and responsible global citizens.

Do you want to learn more about our IB Diploma Programme? We would love to show you around! Join our IB Diploma Programme Taster Day on February 22 to experience our school and get a taste of what life as an ISH Diploma Programme student is really like. Learn more and sign up at ish.dk/taster-day.

Are you looking for an international school in

Copenhagen with strong academic programmes and

a caring and supportive learning environment?

IB World School for students aged 3-19INTERNATIONAL SCHOOL OF HELLERUP

TEL: +45 70 20 63 68 | EMAIL: [email protected] Rygårds Allé 131, 2900 Hellerup, Denmark | www.ish.dk

Welcome to International School of Hellerup! International School of Hellerup is a not-for-profit IB World School for students aged 3 -19. We welcome over 500 students representing more than 50 nationalities and we offer the three main International Baccalaureate (IB) programmes: Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme (DP). Our students receive an excellent, well-rounded education from passionate and highly qualified teachers in a caring, supportive and exciting learning environment. We pride ourselves in fostering reflective, purposeful learners and responsible global citizens. ISH is a private educational establishment. It is recognised by and subject to Danish law and receives a subsidy from the Danish state. The school is managed by a Board of Governors consisting of five members. Three of them are parents to students at the school.

Our Mission Statement Our mission is to provide the highest quality education in a student-centred environment by empowering individuals to fulfil their human potential to become purposeful life-long learners and responsible global citizens.

The IB Diploma Programme at ISH The IB Diploma Programme (DP) is an assessed programme for students aged 16-19 that leads to the award of an IB Diploma. It is an academically challenging and balanced programme of education that is respected by leading universities around the world. The aim of the IB Diploma Programme is to develop self-motivated, life-long learners who are internationally minded and who care about our world, its cultures and its communities.

Subject Groups and Course Offerings To ensure both breadth and depth of knowledge and understanding, students must choose at least one subjects from five subject groups: 1) their best language, 2) additional language(s), 3) humanities and social sciences, 4) experimental sciences, 5) mathematics and either Visual Arts from group 6, or a second subject from the groups 1 to 5. Of these six subjects, three are taken at the higher level (HL) and three are taken at standard level (SL). The courses shown in the table below are offered at both HL and SL unless otherwise stated. Ab Initio language courses are for those beginning study of a new language. Please note that course offerings are subject to maximum and minimum enrolment and that we may alter the courses available depending on demand and capacity.

Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Language A Language

Acquisition Individuals and

Societies Sciences Mathematics Arts

English L&L Danish Lit Self-taught Language A (SL)

English B Danish B Spanish ab initio (SL)

History Business & Management

Biology Chemistry Physics

Mathematics Mathematical Studies (SL)

Visual Arts


The IB Core In addition to the six chosen subjects, three core elements: the Extended Essay, Theory of Knowledge and Creativity, Activity, Service – are compulsory and central to the philosophy of the IB programme. Theory of Knowledge (TOK) is a course that links the academic subject areas as well as transcending them and provides an opportunity for students to reflect on the nature of knowledge. The extended essay (EE) is a 4000-word essay that provides the valuable experience of completing a research paper. Creativity, Activity, Service (CAS) is a programme that involves students in a range of activities alongside their academic studies.

Online Learning Programme ISH offers a limited number of students the option of taking up to two of their IBDP courses online. Online courses provide students with an opportunity to learn in a truly global classroom, with teachers and classmates from other IB schools around the world, and extend the subject options available to them. Online courses require a mature and self-directed approach to study. Students should be self-motivated and very confident using the Internet and wider technology. Further information about our online courses is available through our online course provider, Pamoja Education, at www.pamojaeduation.com.

Requirements for the IB Diploma Students receive grades ranging from 7 (highest) to 1 (lowest) for each subject. The award of the IB Diploma requires a minimum total of 24 points and the successful completion of the three core elements. Bonus points are added for the EE and TOK requirements if both are completed satisfactorily. The highest possible total score is 45 points.

http://www.pamojaeduation.com/


2017-2018 Course Descriptions GROUP 1, LANGUAGE A English A: Language and Literature English “Language and Literature” is a course designed for students who have mother tongue equivalent proficiency in the language as they enter the course. This course presents students with an opportunity to learn more about the Anglophone world. Students are exposed to a wide range of texts varying from poetry and novels to blog entries, opinion columns and twits. At the heart of the course, there is cri�cal thinking which is being prac�sed on everyday bases through textual analysis. The course is designed in four sec�ons, with two parts of the course focusing on how language is used for a variety of purposes, both technical and social. These parts of the course focus on various forms of technical wri�ng, and the ability to though�ully analyse literature related to genres. The other two parts of the course focus on a close study of English literature from a variety of English speaking places around the world. Students will study a variety of literature, looking at it for its technical details, as well as how it represents English culture. At standard level, students will study four works of literature over the two-year course. At the higher level, students will study six works of literature over the two-year course. Danish A: Literature The literature course is for students who are at native, or near-native, competency in Danish. It is a rigorous course that focuses on Danish literature, as well as cultural and linguistic elements of language that help students understand the part of the world that the literature comes from. The course develops an understanding of the techniques involved in literary criticism and promotes the ability to form independent literary judgments. Self-taught Language A Self-taught Language A is a demanding and rigorous course comparable to Language A Literature SL. Over the course of two years, students are expected to read 10 works selected from two available lists (PLT and PLA). The subject is designed as a self-taught course and therefore students must be able to study independently. This involves reading the required texts, doing the necessary research and working on the assessment. As a school we expect students to take mock exams. The course is designed for students who have good self-management skills, are motivated and know how to work independently. Students are expected to have both written and oral native-level command of the language.

ISH expects students to find a tutor who will support them. The tutor is not hired by the school, and students decide on the frequency of the meetings and form they take. Students are welcome to use the school’s premises to arrange the meetings and use the school’s resources. Each semester ISH will ask the tutors to grade a mock exam according to the IB rubric. A Self-taught Language Coordinator sees students at the end of each semester to follow their progress.


GROUP 2, LANGUAGE ACQUISITION

Language B language acquisition courses are designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken. This process encourages the learner to go beyond the confines of the classroom, expanding an awareness of the world and fostering respect for cultural diversity. At ISH we offer the following Language B and Ab Initio courses:

Language B English B Danish B Ab Initio Spanish Ab initio SL

GROUP 3, INDIVIDUALS AND SOCIETIES

History History is an exploratory subject that fosters a sense of inquiry. It is also an interpretive discipline, allowing opportunity for engagement with multiple perspectives and a plurality of opinions. Studying history develops an understanding of the past, which leads to a deeper understanding of the nature of humans and of the world today. The IB Diploma Programme (DP) history course is a world history course based on a comparative and multi-perspective approach to history. It involves the study of a variety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility. The course emphasizes the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing critical thinking skills, and on developing an understanding of multiple interpretations of history. In this way, the course involves a challenging and demanding critical exploration of the past.

Business & Management Business management is a rigorous, challenging and dynamic discipline in the individuals and societies subject group. The role of businesses, as distinct from other organizations and actors in a society, is to produce and sell goods and services that meet human needs and wants by organizing resources. Business management studies business functions, management processes and decision-making in contemporary contexts of strategic uncertainty. It examines how business decisions are influenced by factors internal and external to an organization, and how these decisions impact upon its stakeholders, both internally and externally. The Diploma Programme Business management course is designed to develop students’ knowledge and understanding of business management theories, as well as their ability to apply a range of tools and techniques. The course encourages the appreciation of ethical concerns, as well as issues of corporate social responsibility (CSR), at both a local and global level.


GROUP 4, SCIENCES

Biology Biology is the study of life. The first organisms appeared on the planet over 3 billion years ago and, through reproduction and natural selection, have given rise to the 8 million or so different species alive today. Estimates vary, but over the course of evolution, 4 billion species could have been produced. Biologists attempt to understand the living world at all levels using many different approaches and techniques. At one end of the scale is the cell, its molecular construction and complex metabolic reactions. At the other end of the scale, biologists investigate the interactions that make whole ecosystems function. Many areas of research in biology are extremely challenging and many discoveries remain to be made. Biology is still a young science and great progress is expected in the 21st century. This progress is sorely needed at a time when the growing human population is placing ever greater pressure on food supplies and on the habitats of other species and is threatening the very planet we occupy. The course is available at both standard level (SL) and higher level (HL), and therefore accommodates students who wish to study Biological Sciences as their major subject in higher education and those who do not.

Chemistry Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is often 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. The course is available at both standard level (SL) and higher level (HL), and therefore accommodates students who wish to study chemistry as their major subject in higher education and those who do not.

Physics Are you interested and want to understand the world you live in? How do airplanes stay up? Is time travel possible? What is the science behind music? What is anti-matter? How can we end energy crisis? How old is the universe? These and many more questions are discussed in our DP physics class. Despite the exciting and extraordinary development of ideas throughout the history of physics, observations remain essential to the very core of the subject. Models are developed to try to understand observations, and these themselves can become theories that attempt to explain the observations. Through studying a science subject, students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, the emphasis is on a practical approach. Students have opportunities to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings. The investigations may be laboratory-based or they may make use of simulations and databases. Students develop the skills to work independently on their own design, but also collegiately, including collaboration with schools in different regions, to mirror the way in which scientific research is conducted in the wider community.


GROUP 5, MATHEMATICS

Mathematics HL Mathematics is required by both artists when considering perspective and scientists when performing research. Mathematics is a lot more than just dealing with the numbers – it’s also a language in which the universe speaks to us. It allows us to communicate the ideas that are difficult or impossible otherwise. The elegance and power of mathematics is that it never lies to you. The higher level mathematics offers an excellent level of knowledge and skills for further studies in, for example, physics, mathematics and technology. The students taking higher level mathematics will also get to study optional calculus at more advanced level. The IBDP higher level mathematics course focuses on developing important mathematical concepts in a comprehensible, coherent and rigorous way, achieved by a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solve problems set in a variety of meaningful contexts. Development of each topic should feature justification and proof of results. Students should expect to develop insight into mathematical form and structure and should be intellectually equipped to appreciate the links between concepts in different topic areas. They are also encouraged to develop the skills needed to continue their mathematical growth in other learning environments. The internally assessed exploration allows students to develop independence in mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas.

Mathematics SL The course focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce students to these concepts in a comprehensible and coherent way, rather than insisting on the mathematical rigour required for mathematics HL. Students should, wherever possible, apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context. The internally assessed component, the exploration, offers students the opportunity for developing independence in their mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas. This course does not have the depth found in the mathematics HL courses. Students wishing to study subjects with a high degree of mathematical content should, therefore, opt for a mathematics HL course rather than a mathematics SL course.

Mathematical studies SL This course is available only at standard level, and is equivalent in status to mathematics SL, but addresses different needs. It has an emphasis on applications of mathematics, and the largest section is on statistical techniques. It is designed for students with varied mathematical backgrounds and abilities. It offers students opportunities to learn important concepts and techniques and to gain an understanding of a wide variety of mathematical topics. It prepares students to be able to solve problems in a variety of settings, to develop more sophisticated mathematical reasoning and to enhance their critical thinking. The individual project is


an extended piece of work based on personal research involving the collection, analysis and evaluation of data. Students taking this course are well prepared for a career in social sciences, humanities, languages or arts. These students may need to utilize the statistics and logical reasoning that they have learned as part of the mathematical studies SL course in their future studies. GROUP 6, ARTS

Visual Arts Visual languages, ways of looking and seeing, and lateral thinking are key concepts developed in this visually based course. As a society, we construct opinion and forms of expression. As citizens, the individual must, therefore, communicate clearly and accurately, have the knowledge and skill to adapt to specified style and develop skills to become independent analytical observers and critics. This product-based course challenges students to initiate and implement their own effective reasoning and argumentation while sharpening manual, linguistic and visual communicative proficiency. We create art, but we build a personal and cultural identity.


WHAT DO OUR STUDENTS SAY…

How long have you been at ISH?

I have been at ISH since 2016.

What are your favourite subjects, and what do you like about them?

My absolute favourite subject is biology, because the teacher is very passionate and the subject is both challenging and interesting. I’m also very interested in TOK, Theory of Knowledge, because it questions what we know in a new way I’ve never thought about before.

What activities/clubs are you involved in?

I’m involved in Student Council, Model United Nations, and Philosophy Club. Being a part of the student council is a pleasure and an honour. It gives students a chance to have a voice in the school and also lets us have an opportunity to have a positive impact at ISH. MUN, though it’s just started, is wonderful. I like it because we learn a lot about different points of views in different countries, as well as understanding the essence of perspective and debate. I also really enjoy being a part of Philosophy Club as it’s exciting to see the knowledge people bring into the club, as well as the debates.

What would you miss if you left ISH?

If I left ISH, I think I would miss the family-feeling the most. This school is a really kind and friendly community, that I don’t think many other schools have. Being a part of ISH’s student body is truly like being a part of a family.

Which school trip/activity/event outside the classroom did you really enjoy last year and why?

Last year, in MYP5 I really enjoyed our trip to Spain. We learned all about film-creation and production alongside surrealism. We even got to make our own films, which was a really cool experience as we got to do in an entirely new and different culture.

What are you planning to do after graduating from ISH?

One thing that being a part of an international school has taught me, is the importance and beauty of cultures and places all over the world. So after graduating ISH, I am firstly planning to take a gap year and travel. Afterwards, I am planning to go to university and study law, international studies, or biology: I’m not quite sure yet.

Marie, DP 1 Student


How long have you been at ISH? I joined ISH in January of 2016. I started half way through MYP 5, and am now in DP1.

What are your favourite subjects, and what do you like about them?

My favourite subjects include History and TOK. History is a topic that has always interested me, and find that the skills we learn and practice in the lessons are applicable to many areas of life. I enjoy TOK as it challenges my way of thinking, and allows me to become more openminded about other perspectives. Both subjects also encourage debating, which is something I am fond of doing.

What activities/clubs are you involved in and why do you like them?

I am a member of philosophy club and am one of the four students in charge of MUN. Philosophy club is great, as it allows us participants to plan and prepare a workshop that will be carried out during one of the club meetings. We often go somewhere in central Copenhagen to discuss philosophical topics here. MUN is an interest of mine, as I get to debate on topics that are actual and relevant. I therefore decided to help set up the club, to encourage others to improve their debating skills and involve themselves in the issues of today. Joining these clubs was also a great way for me to gain CAS hours.

What would you miss if you left ISH?

I would miss the staff and students. The environment and relationship between everyone here is so unique, and is what makes ISH so special. We have smaller classes than what I have previously been used to, which means that us students have a closer relationship with our teachers. My classmates are all really nice, and welcomed me very well when I first came to the school.

Which school trip/activity/event outside the classroom did you really enjoy last year and why?

At the end of MYP 5 we had a class trip to Barcelona and Girona. This was a great experience as our class got to be together outside of school in a way that we hadn’t before. We had to create a montage while we were there, for our art and design classes, which was also a really fun task to work on whilst in Spain. We had a “red carpet" event when we came back, which only tied the whole trip and experience together. The activities that were planned on the trip were also very engaging and pleasurable. We also got time to explore the cities ourselves, which was very exciting and fun.

What are you planning to do after graduating from ISH?

I am planning to take a gap year after graduating, to figure out what and where I would like to study. I would like to get some work experience during this year, which will also allow me to earn money to travel.

Caroline, DP 1 Student

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Are you looking for an Introduction to the IB …...Introduction to the IB Diploma Programme at International School of Hellerup Learn more and sign up at ish.dk/taster-day IB Diploma