IB Diploma Programme Course Selection Guide

for the school year starting in 2020

TASHKENT INTERNATIONAL SCHOOL IB DIPLOMA PROGRAMME SUBJECT CHOICES

IB Diploma and Courses Candidates choose 6 subjects to study over 2 years according to the following requirements:

● One subject must be selected from each of the IB subject groups 1 to 5 indicated in the Diploma Programme model above.

● The only exception is group 2 as a student may choose a second language in group 1 instead of a group 2 language.

● Successful completion of a group 1 course in a language other than English can lead to the award of a bilingual diploma.

● As a sixth subject, the student may either select an Arts subject or a second subject from Groups 1-4.

● Three subjects are chosen at Higher Level (HL) and three at Standard Level (SL). ● A Higher Level courses are 240 hours of coursework while a Standard Level are 150. ● Admission in all classes eventually will have to be validated by grade 10 subject

teachers and/or DP subject teachers. ● All students must study English and another language either from group 1 or 2. ● Students have the option of studying another language A not offered by the school

with a tutor. This will entail additional costs for a parent hired tutor. ● All subjects and combinations listed below may not be available. Final course offerings

depend on the number of students that sign up for a subject as well as scheduling and staffing constraints.

Note: While TIS strives to provide choice to all of its students, the availability of any course and level in this guide may depend on the total number of students who request the course and other staffing and scheduling considerations. Note that students cannot sign up for both Biology and Physics, nor History and Geography.

Table of Contents Group 1: Language A: Literature -- HL and SL 3 Group 1: Language A Literature: School Supported Self-Taught home lang. -- SL 4 Group 2: Language ab initio -- SL only 5 Group 2: Language B -- HL and SL 6 Group 3: Geography -- HL and SL 7 Group 3: History -- HL and SL (European Option for HL) 8 Group 3: Economics -- HL and SL 9 Group 4: Biology -- HL and SL 10 Group 4: Chemistry -- HL and SL 11 Group 4:Physics -- HL and SL 12 Group 5: Mathematics -- HL and SL 13 Group 6: Music -- HL and SL 16 Group 6: Theatre -- HL and SL 17 Group 6: Visual Arts - HL and SL 18

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Group 1: Language A: Literature -- HL and SL

Languages available: English, Russian, Korean

Course introduction The English A: Literature course, through the study of a wide range of literature, encourages students to appreciate the artistry of literary works and to develop an ability to reflect critically on their reading. Works are studied in their literary and cultural contexts, through close study of individual texts and passages, and by considering a range of critical approaches. Students respond to their study of literature through oral and written communication, thus enabling students to develop and refine their command of language. Difference between higher and standard level The main difference between HL and SL is the number of literary works studied throughout the course and the scope and depth of analysis. HL students must read 13 texts in two years, while SL students read 9. HL students also complete a 1,500 word essay.

Course content In this two-year course students will study five text types: novels, short stories, literary nonfiction, poetry, and drama. These texts will hail from various literary eras and regions, with some books translated from other languages into English. All texts will be studied through three broad ‘Areas of Exploration’ defined as ‘Readers, writers, texts’, ‘Time and Space’, and ‘Intertextuality: connecting texts’ -- all within a cultural context.

Assessment details External exams consist of an Unseen Commentary and a Comparative Literary Analysis essay (2 papers). Students are also expected to produce one 10-minute analytical presentation. Additionally, HL students must complete a 1,200-1,500 word essay examining one work closely. The presentation and essay will be internally assessed, meaning they will be graded by the teacher before being sent to the IB for moderation.

Prerequisites and special requirements As a Language A course, the expectation is that candidates are proficient in English. Since most of the instruction focuses on the detailed analysis of texts, very little time is spent on language development.

Who should choose this course? ● Students who enjoy reading literary texts. ● Students who appreciate stories--telling them,

hearing them, dissecting them. ● Students interested in the ways in which art

represents and reflects culture. ● Students who wish to indicate to universities

that they are taking a challenging course.

Who should not choose this course? ● Students who are looking for a “3rd HL”.

Note: As part of its regular curriculum review cycle, IB has changed the nature of the Literature and Language and Literature courses. While in the past they were thought of as distinct and separate courses, the revision has more closely aligned the two courses. Both of them consider the meaning of text through a lens of cultural context. In response to the changes made by IB, TIS is now shifting its focus to the Literature courses in order to improve the experience for TIS students.

References International Baccalaureate, Diploma Programme Language A Literature overview (link). Further information on the new courses developed at TIS is available in this presentation (link)

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Group 1: Language A Literature: School Supported Self-Taught home language -- SL only

Languages available: A student’s home language other than English, Russian, or Korean

Course introduction If a student’s home language is not English or Russian, a student may have the option to study Language A Literature as a School Supported Self-Taught (SSST) course. This course is designed to promote respect for the literary heritage of the student’s home language. It provides an opportunity for students to continue to develop oral and written skills in their home language while conversing and studying in English for their additional courses. Difference between higher and standard level Language A: School Supported Self-Taught Literature is only offered at the SL. Course content The Language A: Literature SSST is a very rigorous literature course for students to study independently with a tutor. The course content is identical to the literature course described in the first section above.

Prerequisites and special requirements The candidate should be proficient at an advanced, academic level in their home language. They should have experience in studying this language in an academic setting. Additionally, this option requires the student to have an independent tutor; the expense of the tutor is the responsibility of the candidate’s family. Who should choose this course?

● Students who are motivated and able to work independently ● Students who desire to maintain their home language and pursue an understanding of

the literature in their mother tongue ● Students who have a high proficiency in reading, writing, speaking and comprehension

in their mother tongue ● Students who are seeking a Bilingual Diploma option

Who should not choose this course?

● Students who think this is an “easy” class because they already speak the language ● Students who do not have access to an appropriate tutor in the home language. ● Students who consider it a burden to identify literature texts in advance and keep to IB

specific deadlines for Language A: SSST

References International Baccalaureate, Diploma Programme Language A Literature overview (link). Further information on the new courses developed at TIS is available in this presentation (link)

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Group 2: Language ab initio -- SL only

Languages available: Russian, (French and Spanish Standard Level ab initio may be available as a Pamoja taught course) Course Introduction The main focus of the Language ab initio course is on the communication: the ability to communicate in the target language through the study of language, themes and texts. Communication is evidenced through receptive, productive and interactive skills within a range of contexts and purposes that are appropriate to the syllabus. Language instruction will also help students to develop an understanding of basic concepts of language that are fundamental to successful communication. The aims for language ab initio will be the following:

● Develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance

● Enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes

● Encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures

● Develop students’ understanding of the relationship between the languages and cultures with which they are familiar

Course content Language ab initio will be delivered through the use of five prescribed themes : Identities Experiences Human

Ingenuity Social organization

Sharing the Planet

Personal attributes

Daily routine Transport Neighbourhood Climate

Personal relationships

Leisure Entertainment Education Physical geography

Eating and Drinking

Holidays and Tourism

Media The workplace Environment

Physical well-being

Festivals and celebrations

Technology Social Issues Global Issues

Ab initio assessment details Students taking a Language ab initio will complete an Internal Assessment, worth 25% of the total, and a Paper 1 and Paper 2 at the end of the course. Who should choose this course? Language ab initio is appropriate for students with zero to less than two years of experience in the target language. While previous exposure to the language may be helpful, it is not mandatory. Who should not choose this course? Students should not take a language ab initio course in a language for which they have had two or more years of study or life experience.

References International Baccalaureate, Diploma Programme Language ab initio overview (link). - 5 -

Group 2: Language B -- HL and SL

Languages available: Russian HL and SL, French SL and HL, English HL only

Course Introduction The basis of language B is communication as the curriculum model develops the ability to communicate in the target language through the study of the language, themes and texts. Communication is evidenced through receptive, productive and interactive skills. At SL the minimum prescribed number of hours is 150 and at HL it is 240 hours.

Difference between higher and standard level Higher level students read two works of literature written in the target language.

Course content At both higher level and standard level, a successful language B student should not only learn and assimilate basic language structures but should also be able to use the language in a range of situations and purposes for which and in which the language is used. These situations extend to the domains of work, social relationships and the discussion of abstract ideas at higher level. The themes for language B are the following: Identities, Experiences, Human ingenuity, Social organization, Sharing the planet

Assessment details Students taking a Language B at either SL or HL will complete the following assessments: a) Internal Assessment - Individual Oral Assessment - 25% b) External Assessment - 75%

Paper 1 (Writing) - 25% Paper 2 (Reading comprehension & Listening comprehension) - 50%

Who should choose this course? The higher level course is particularly useful for students intending to study the language for a future career or for university study. Language B standard level may also be appropriate for students who have had social exposure to the language, are quick with languages and used to interacting with people speaking in the language of that country. The final decision on the appropriateness of the course and level of study are made by the relevant teacher together with the DP Coordinator.

Who should not choose this course? Students who are new to the language and have had no or too little previous experience with the language should not take this class. This is also not a class for students who are fluent in the language and have studied previously in schools where the target language was the language of instruction.

References International Baccalaureate, Diploma Programme Language B overview (link).

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Group 3: Geography -- HL and SL Geography is a dynamic subject that is firmly grounded in the real world and focuses on the interactions between individuals, societies and physical processes in both time and space. It seeks to identify trends and patterns in these interactions. It also investigates the way in which people adapt and respond to change, and evaluates management strategies associated with such change. Geography describes and helps to explain the variation between places, consider a variety of scales and the perspectives of a range of actors, and decision making power. Course content The core content for HL & SL is Geographic perspectives—global change, including: Population distribution—changing population, Global climate—vulnerability and resilience and Global resource consumption and security. HL only will look into Power, places and networks, Human development and diversity and Global risks & resilience. There are also a range of options units for both HL & SL. More details can be found here: https://sites.google.com/tashschool.org/ibdpgeo Difference between higher and standard level • SL students study two optional themes; HL students study three optional themes, providing further breadth. • Both SL and HL students study the core geographic perspectives—Global Change. •HL students also study Geographic perspectives—global interactions. In the context of this syllabus, global interaction suggests a two-way and complex process whereby cultural traits and commodities may be adopted, adapted or resisted by societies. • Both SL and HL students complete a fieldwork study for the internal assessment. Assessment details IB External Assessment Exam Paper 1 - Geographic themes—seven options (two options are studied at SL, and three at HL) Exam Paper 2: SL and HL core - Geographic perspectives—global change Exam Paper 3: HL only - Geographic perspectives—global interactions IB Internal Assessment Field study written report SL 25% HL 20% of final grade Prerequisites and special requirements MYP Individuals & Societies will prepare you in terms of skills and prior understanding but a strong interest in the world around us is the only real prerequisite. Who should choose this course? Geography is a great foundation for those interested in studying subjects as diverse as International Relations, Global Development, Environmental Studies, Geology, Hydrology, Archaeology, or City Planning. Geographers work for governments, environmental agencies, charities and NGO’s; there are geographers on top of mountains, on reefs, below the waves, in rivers, on volcanoes, in refugee camps, in rainforests, in Antarctica. If you want to understand how we affect the world and how is affects us, and if you like getting your hands dirty - this is the course for you. Who should not choose this course? If you are not interested in how humans can work better together for a sustainable future for our planet, you shouldn’t choose Geography. References International Baccalaureate Organization, Diploma Programme Geography overview.

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Group 3: History -- HL and SL (European Option for HL)

Course Introduction The aim of the IB History Course is to cover approximately 100 years of content and teach the skills necessary for not only a Historian but for an enlightened international citizen. This includes not only analysis of primary and secondary sources for bias but also the art of the analytical essay. Writing is thought made visible and making one’s thoughts known in a clear manner is a large part of IB History.

Difference between higher and standard level There are few differences between the Higher and Standard level courses but those few are fairly important. At TIS we teach the same content to both groups although it is possible that the SL students will occasionally be released to work on their other HL courses. However the HL students have a third exam paper that requires the student to write 3 essays in quick succession over a 2 ½ hour time block.

Course content Alexander II and the Emancipation of the Serfs, Russian Foreign Policy in the 19 th C, Unification of Germany and Bismarck, Causes of WWI, The Russian Revolution and Civil War, Treaty of Versailles, League of Nations, Weimar Germany, Rise of the Dictators: Stalin and Hitler, Causes of WWII, the Japanese in invasion of China, Beginnings of the Cold War, The Korean Civil War and then either Mao and the Communist Revolution or Castro in Cuba.(Time depending on the last 2 – 3 topics)

Assessment details Assessment will be principally through practice Exam papers and Essays but there will also be PowerPoint Presentations, Short Quizzes, Posters, mini-projects and lots of classroom discussion about various readings.

Prerequisites and special requirements IB History is a reading and writing intensive course. Brilliance in English is however not necessary; the IB does not grade the English but the argument.

Who should choose this course? Why study History? The study of History requires solid analytical skills and the ability to present information in a competent manner. If you are planning to study International Relations, Development, Political Science, Journalism, Government or Law, IB History would be useful.

Who should not choose this course? History is not a course for the Laissez-faire. If you are reluctant to read and take notes outside of class, this is probably not the class for you. If however you love the study of bizarre personalities and the cut and thrust of dialectic you should think about taking History.

Reference International Baccalaureate Organization, Diploma Programme History overview (link).

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Group 3: Economics -- HL and SL (2020syllabus yet to be published by IB, this is based on all available knowledge at this time)

Course Introduction Social analysis is based on the premise that a certain degree of human behavior is predictable. In order to accomplish such analysis, social scientists make assumptions about the ‘rational behavior’ of the majority of actors within any society. Some assumptions are almost universally accepted while others are the source of constant debate. Economics, as a social science, attempts to understand how individuals, governments and organizations function in various economic situations. This course is designed almost exclusively to introduce students to the vocabulary, theories, and tools associated with ‘modern, western, free-market economics.’ For students interested in understanding more specialized fields of economics in the future, this course provides an excellent foundation of economics, but the vast majority of theories studied in this course are based on empirical analysis of the Western Democracies and to a certain extent how the global spread of that form of economy has influenced non-western economic societies.

Difference between higher and standard level Units consist of HL and SL topics with HL topics as an extension of these common themes. There’s a greater degree of mathematical and graphical analysis expected at the higher level.

Course content The 3 broad themes covered are 1) Microeconomics; 2) Macroeconomics; 3) the Global Economy. A more detailed breakdown of the content of each thematic unit can be found in the IB Economics Course Guide (still to be published by IB).

Assessment details The final assessment will comprise of both external and internal components: Paper 1: Two extended response questions: one from microeconomics and one from

macroeconomics. (75 minutes; externally assessed) Paper 2: Two data response style questions: one from international economics and one from

trade. (105 minutes; externally assessed) Paper 3: Application paper: comprised of all HL extensions for Hl students only. (105 minutes;

externally assessed) Internal Assessment IA: Three pieces written throughout the two year course (internally

assessed; externally moderated) Pre-requisites and special requirements There are no prerequisites for taking this course. Students taking the course at the higher level should have a firm grasp on mathematics at an algebraic level. Who should choose this course? DP Economics is an academically rigorous programme which demands a range of skills from simple mathematics to clear written expression. Students with strong analytical and evaluative skills typically perform well. Who should not choose this course? Students who struggle with written expression or with conceptual and theoretical analysis.

Reference International Baccalaureate, Diploma Programme Economics overview (link).

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Group 4: Biology -- HL and SL

Course introduction Biology is the scientific study of the interactions that take place within and between living organisms and their chemical and physical environments. IB Biology in comparison to other IB science courses requires a larger amount of knowledge and statistical analysis to be learned. All IB science courses have a strong emphasis on experimentation and the scientific method as a way of gaining knowledge and understanding.

Difference between higher and standard Level The main differences between Higher Level (HL) and Standard Level (SL) Biology have to do with the time spent in study and the depth to which material must be learned.

Course Content Core topics for SL and HL Additional topics for HL (AHL) 1: Cell Biology 7: Nucleic Acids

2: Molecular Biology 8: Metabolism, cell respiration and photosynthesis

3: Genetics 9: Plant Biology

4: Ecology 10: Genetics and evolution

5: Evolution and biodiversity 11: Animal physiology

6: Human physiology

Option D: Human Physiology Option D: Human Physiology

Assessment Details Paper 1: multiple-choice questions. Paper 2: short-answer and extended-response questions that may involve explanations, calculations, analysis or evaluation. Paper 3: assesses experimental techniques and the content of the chosen option. Internal Assessment (IA): The Internal Assessment, worth 20% of the final assessment, consists of one scientific investigation (10 hours).

Prerequisites and Special Requirements Students who have achieved a level 5 or higher are more likely to succeed in HL. Concurrent enrollment in HL Mathematics or Mathematics Standard Level is recommended for HL students.

Who should choose this course? Biology is recommended for students who wish to study biological sciences in university including medicine, nursing, pharmacy, biotechnology, genetic engineering, agriculture, forestry, conservation and environmental protection. Biology is recommended for students who may not plan to specialize in sciences in university but enjoy the challenges of learning about the living world and the way we need to interact with it responsibly in our daily lives and business.

Who should not choose this course? IB Biology is not an easy course. Join this course if you are up for a challenge!

References International Baccalaureate, Diploma Programme Biology overview (link).

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Group 4: Chemistry -- HL and SL

Course introduction In IB Chemistry, the theoretical study of chemistry is combined with the acquisition of practical, investigational, and communication technology skills. Moral, ethical, social, economic and environmental implications of using science and technology are also considered.

Difference between higher and standard level The skills and activities are common to students at both SL and HL, however students at HL are required to study some topics in greater depth. (See below.) SL students participate in 40 hours of practical work; 60 hours of practical work is required for HL students.

Course Content Students study the topics shown below. One optional topic is also chosen from Biochemistry, Medicinal Chemistry, Materials, and Energy according to class interest. Core topics for SL and HL Additional topics for HL (AHL) 1: Stoichiometric relationships

2: Atomic structure 12: Atomic structure

3: Periodicity 13: Periodicity

4: Chemical bonding and structure 14: Chemical bonding and structure

5: Energetics/thermochemistry 15: Energetics/thermochemistry

6: Chemical kinetics 16: Chemical kinetics

7: Equilibrium 17: Equilibrium

8: Acids and bases 18: Acids and bases

9: Redox processes 19: Redox processes

10: Organic chemistry 20: Organic chemistry

11: Measurement and data processing 21: Measurement and Analysis

Option D: Medicinal Chemistry Option D: Medicinal Chemistry

Assessment Details Paper 1: multiple-choice questions. Paper 2: short-answer and extended-response questions that may involve explanations, calculations, analysis or evaluation. Paper 3: assesses experimental techniques and the content of the chosen option. Internal Assessment (IA): The Internal Assessment, worth 20% of the final assessment.

Prerequisites and Special Requirements Students who have achieved a level 5 or higher are more likely to succeed in HL. Concurrent enrollment in HL Mathematics or Mathematics Standard Level is recommended for HL.

Who should choose this course? IB Chemistry is recommended for students who plan to study science-related subjects such as medicine, biological science, environmental science or engineering at university. Chemistry is also recommended for students who may not plan to specialize in sciences in university but enjoy the challenges of learning about the physical world and our interactions with it.

References International Baccalaureate, Diploma Programme Chemistry overview (link). - 11 -

Group 4:Physics -- HL and SL

Course introduction The Diploma Programme physics course allows students to develop traditional practical skills and techniques and to increase facility in the use of mathematics, which is the language of physics. It also allows students to develop interpersonal skills, and information and communication technology skills, which are essential in modern scientific endeavor and are important life-enhancing, transferable skills in their own right.

Difference between higher and standard Level Students at HL are required to study some topics in greater depth, to study additional topics and to study extension material of a more demanding nature than in the common options. The distinction between SL and HL is one of breadth and depth.

Course Content Core topics for SL and HL Additional topics for HL (AHL) 1: Measurements and Uncertainties 9: Wave Phenomena

2: Mechanics 10: Fields

3: Thermal Physics 11: Electromagnetic Induction

4: Waves 12: Quantum and Nuclear Physics

5: Electricity and Magnetism

6: Circular Motion and Gravitation

7: Atomic, Nuclear and Particle Physics

8: Energy Production

Option D: Astrophysics Option D: Astrophysics

Assessment Details Paper 1: multiple-choice questions. Paper 2: short-answer and extended-response questions that may involve explanations, calculations, analysis or evaluation. Paper 3: assesses experimental techniques and the content of the chosen option. Internal Assessment (IA): The Internal Assessment, worth 20% of the final assessment, consists of one scientific investigation (10 hours).

Prerequisites and Special Requirements Students who have achieved a level 5 or higher are more likely to succeed in HL. Concurrent enrollment in HL Mathematics or Mathematics Standard Level is recommended for HL students. Who should choose this course? IB Physics is recommended for students who plan to study science-related subjects such engineering, Physics or another technical field at university. Physics is also recommended for students who may not plan to specialize in sciences in university but enjoy the challenges of learning about the physical world and the way we need to interact with it responsibly in our daily lives and business.

Note: While TIS strives to provide choice to all of its students, in light of staffing, scheduling, and university admissions trends, TIS is now shifting its focus in the sciences to offer Physics at HL only since we believe this to be the best fit for students who require physics for university admissions.

References International Baccalaureate, Diploma Programme Physics overview (link).

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Group 5: Mathematics -- HL and SL

Course introduction DP mathematics will focus on developing the skills of analysis, abstraction and generalization, risk awareness and statistical literacy, algorithmic thinking, modelling and inquiry to meet the diverse needs, interests and motivations of all our students.

Difference between higher and standard levels There are two mathematics subjects/routes that will each be offered at Standard Level (SL) and Higher Level (HL): 1. Mathematics: Analysis and Approaches This course will be offered at both SL and HL. It is designed for students who enjoy developing their mathematics to become fluent in the construction of mathematical arguments and develop strong skills in mathematical thinking. They will explore real and abstract applications, sometimes with technology, and will enjoy the thrill of mathematical problem solving and generalization. 2. Mathematics: Applications and Interpretation This course will be offered at both SL and HL for students who are interested in developing their mathematics for describing our world, modelling and solving practical problems using the power of technology. Students who take Mathematics: Applications and interpretation will be those who enjoy mathematics best when seen in a practical context.

Course content There are 5 core topics for both courses: Number and algebra, Functions, Geometry and trigonometry, Statistics and probability and Calculus. Both courses also complete an individual exploration (IA). For Analysis and Approaches, a calculator is not allowed on Paper 1 for HL and SL. Also, this course places an emphasis on algebra and calculus. For Applications and Interpretation, a calculator is allowed on all exams. Also, this course places an emphasis on statistics, modelling, and use of technology.

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Assessment Details

Who should choose which course?

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Course placement Course placement in any of the mathematics courses depends on:

1) Grade 10 Semester 1 overall grade,

2) Semester 1 Criterion A (Knowing and Understanding),

3) MAP Math score,

4) Teacher recommendation.

Students who wish to choose a course different from the final recommendation based on the data above will have their choice reviewed by a math panel to evaluate the decision. The final placement will be determined by the math panel.

It is the student’s and parents’ responsibility to review a number of university courses from different countries and identifying the prerequisites at those universities.

Note: While TIS strives to provide choice to all of its students, the availability of the mathematics options will depend on the total number of students who request the course and other staffing and scheduling considerations. As a result, one or more of the the new Mathematics courses listed above may not run in 2020-2021.

References Mathematics: analysis and approaches course outline (from IB) (link). Mathematics: application and interpretation course outline (from IB) (link). Presentation on the subject developed internally by TIS (link). International Baccalaureate, Diploma Programme Mathematics overview (link).

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Group 6: Music -- HL and SL

Course introduction The aims of DP Music programme are for students to develop deep listening skills, performance proficiency, compositional craft, the ability to discuss music critically, the ability to justify creative choices, and the capacity for entrepreneurship in the musical world.

Difference between Higher and Standard Level The Higher Level course allows for greater exploration of music theory into practice through an additional assessment task known as The contemporary Music-Maker.

Course Content Throughout the course, students embody three roles: the researcher , the creator and the performer . In these roles, they inquire, create, perform and reflect on the course’s three musical processes: Exploring music in context, Experimenting with music and Presenting music.

Assessment Details SL HL

Exploring Music in Context Students select samples of their work for a portfolio submission (maximum 2,400 words).

External 30% 20%

Experimenting with music Students submit an experimentation report with evidence of their musical processes in creating and performing focused through at least two areas of inquiry in a local and/or global context. The report provides a rationale and commentary for each process.

Internal 30% 20%

Presenting Music Students submit a collection of works demonstrating engagement with diverse musical material from four areas of inquiry.

External 40% 30%

The Contemporary Music-Maker (HL only) Students submit a continuous multimedia presentation documenting their real-life project.

Internal N/A 30%

Prerequisites and Special Requirements Students choosing DP Music need strong music notation reading skills, at least two years of music performance experience (instrument or singing) and strong analytical skills. Students need to take private music lessons with their primary instrument/voice independent of the course.

Who should choose this course? DP Music is recommended for students who may want to pursue music as their future career and also to those with a particular interest in music history, music theory, composing, improvising and performing music. Who should not choose this course? Students without preliminary music skills and knowledge should not choose DP Music. Students should know that this course is not a ‘jam’ practice session, or take the course to learn a new instrument. Individual practice is necessary for success.

Reference There is a new syllabus next year and the IB has not yet released the syllabus. When it is published, it will be here. In the meantime, last year’s course overview is here .

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Group 6: Theatre -- HL and SL

Course introduction DP Theatre gives students the opportunity to actively engage in the creative process, transforming ideas into action. They will apply research and theory to inform and contextualize their work and that of others.

Difference between higher and standard level The Higher Level course allows for greater exploration of theory into practice through an additional assessment task known as the Solo Theatre Piece.

Course content The Theatre course explores the context and processes of theatre and the ways in which theatre can be presented through the roles of theatre creator , designer , director , performer and the perspective of spectator. They will investigate the personal, theoretical and cultural contexts that inform theatre-making. They will experience theatre from a variety of times, places and cultures, both in theory and practice.

Assessment Details External / Internal

SL HL

Solo Theatre Piece (HL only) Research a theatre theorist not previously studied, identify an aspect(s) of their theory and create and present a performance (4–8 minutes) based on this aspect(s) of theory.

External N/A 35%

Director’s Notebook Use a published play text they have not previously studied and develop ideas regarding how the entire play could be staged for an audience.

External 35% 20%

Research Presentation Plan and deliver an individual presentation (15 minutes maximum) to their peers in which they present and physically demonstrate their research into a convention of a theatre tradition they have not previously studied.

External 30% 20%

Collaborative Project Collaboratively create and present an original piece of theatre (lasting 13–15 minutes) for and to a specified target audience, created from a starting point of their choice.

Internal 35% 25%

Prerequisites and special requirements Whilst previous Drama experience is useful, it is not an essential requirement.

Who should choose this course? DP Theatre provides the opportunity for a diverse range of students who are working towards a wide variety of career or further education studies to develop academic research skills, as well as collaborative and communication skills. Students who are willing to contribute their passion, creativity, intellectual rigour, open-mindedness, curiosity and willingness to express themselves will be right at home.

Who should not choose this course? The course is for everyone except those who like to take a back seat and let others take risks.

Reference International Baccalaureate, Diploma Programme Theatre overview (link). - 17 -

Group 6: Visual Arts - HL and SL

Course introduction The IB Visual Arts course is for students with a special interest in developing the skills of artistic investigation and expression. The IB Visual Arts course demands practice in the use of various media, knowledge and experimentation of artistic techniques, development of creative ideas and the ability to relate to all art in the many social, cultural and historical contexts.

Difference between Higher and Standard Level While the course content is the same for both higher and standard visual arts, the assessment criteria are different. The criteria for higher level are more rigorously applied which means the same piece of work assessed against the standard level criteria could earn higher marks than when assessed against the higher level criteria. This difference reflects the fact that higher level students need to produce more work, spend more time studying to a greater depth and demonstrate a greater development of skills and abilities.

Course Content The visual arts in context area provide a framework for understanding the contexts of visual arts through theoretical practice, art-making and curatorial practice. Students are encouraged to consider works of artists from a variety of cultural contexts and consider how these contexts have influenced their creation and inform how meaning and significance is transferred to an audience. Students identify the techniques and conventions used by artists when making art and consider how the range of forms, media, processes and techniques are used to realize artistic intentions. Students are required to view artworks within exhibitions and consider how curatorial interventions can also contribute to the ways works are perceived. Students are required to explore this area through a variety of art-making forms.

Assessment Details Comparative Study External Assessment 20% Process Portfolio External Assessment 40%

(SL = 9-18 screens) (HL =13-25 screens)

Curatorial Practice Internal Assessment 40% (SL = 4-7 pieces with the exhibition) (HL = 8 - 11 pieces with the exhibition)

Prerequisites and Special Requirements Students choosing IB Visual Arts need a strong self-guided work ethic and a love for artistic expression. A large amount of independent work outside of class will be required.

Who should choose this course? IB Visual Arts is recommended students who may want to pursue art related fields in university or for those who would like to broaden their perspectives on life through art.

Who should not choose this course? Students who are struggling academically or looking for a light course should not take IB Visual Arts. This is a rigorous course which will put heavy demands on a student’s preparation time for their other subjects and on a student’s personal time.

Reference International Baccalaureate, Diploma Programme Visual Arts overview (link). - 18 -