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1
Handbook for the
International Baccalaureate
Diploma Programme
Association International School
Class of 2019
Academic Management Team
Head of School: Audrey H. Doryumu
Dean of Faculty and Students: Dr Mike Williams
Head of Secondary Division: Dr Suzanne Nti
IB Diploma Coordinator: Ama Serwah Nerquaye-Tetteh
Mail Address: 6 Patrice Lumumba Rd Airport Residential Area Accra
Telephone: +233 302 777735
+233 307 032 103
E-mail: [email protected]
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CONTENTS
Association International School- An Introduction .................................................................................................................................................................. 3
Mission .................................................................................................................................................................................................................................... 3
Our Vision ................................................................................................................................................................................................................................ 4
AIS Christian Worldview .......................................................................................................................................................................................................... 4
The DP- An Introduction .......................................................................................................................................................................................................... 6
The IBO Mission Statement ..................................................................................................................................................................................................... 7
The IB Learner Profile .............................................................................................................................................................................................................. 7
University Entrance ................................................................................................................................................................................................................. 9
The IB Diploma Programme at AIS ......................................................................................................................................................................................... 10
Course Selection .................................................................................................................................................................................................................... 10
IB Assessment ........................................................................................................................................................................................................................ 11
IB Certificates......................................................................................................................................................................................................................... 12
IB Diploma ............................................................................................................................................................................................................................. 12
The Award of the IB Diploma ................................................................................................................................................................................................. 12
Examination Sessions............................................................................................................................................................................................................. 13
Current IB Teachers at AIS ..................................................................................................................................................................................................... 13
The Diploma Core .................................................................................................................................................................................................................. 13
Theory of Knowledge (TOK) ................................................................................................................................................................................................... 14
The Extended Essay ............................................................................................................................................................................................................... 14
Creativity, Activity and Service .............................................................................................................................................................................................. 15
Subjects ................................................................................................................................................................................................................................. 16
Group 1: Language A: Language and Literature (English) ...................................................................................................................................................... 16
Group 2: Languages B French, Spanish .................................................................................................................................................................................. 17
Group 3: Individuals and Societies ......................................................................................................................................................................................... 18
History ................................................................................................................................................................................................................................... 18
Economics .............................................................................................................................................................................................................................. 19
Geography ............................................................................................................................................................................................................................. 21
Group 4: Experimental Sciences ............................................................................................................................................................................................ 22
Computer Science .................................................................................................................................................................................................................. 22
Biology ................................................................................................................................................................................................................................... 23
Chemistry .............................................................................................................................................................................................................................. 25
Physics ................................................................................................................................................................................................................................... 26
Group 5: Mathematics ........................................................................................................................................................................................................... 28
Mathematics HL ..................................................................................................................................................................................................................... 28
Mathematics SL ..................................................................................................................................................................................................................... 30
Group 6 –The Arts.................................................................................................................................................................................................................. 31
Visual Arts .............................................................................................................................................................................................................................. 31
CALENDAR OF DEADLINES ..................................................................................................................................................................................................... 33
AIS IB Policies ......................................................................................................................................................................................................................... 39
Contact .................................................................................................................................................................................................................................. 39
3
Association International School- An Introduction
Association International School was founded in 1963 by Colonel George E. Amuah, (rtd.) He
instilled in the school a culture of excellence by recruiting exceptional faculty that reflected
internationalism in the truest sense. By exposing its students to the rigors of a strict
comprehensive education, AIS gave its students an exceptional, well-rounded curriculum, and
AIS students developed the mental discipline they needed to meet the challenges of their future
life. AIS soon became one of the most sought after schools in the country.
The school faced one of its greatest challenges in the 80s, when it was seized following a coup
by Flight Lieutenant Rawlings and converted into a government school. The school lost its
luster, fell into disrepair and lost its great reputation as a school of excellence. Through God’s
intervention in 2009, after 25 years of the seizure of the school, the democratic administration
led by His Excellency President John Agyekum Kufuor released and returned all confiscated
assets to their rightful owners. Thus, after 25 years, AIS was returned to the Amuahs. To God
be the Glory.
In September 2011, the newly renovated AIS opened its doors to the public again. The school
remains at its original site, the main campus, which is set on 5 acres of land in a prime, sought-
after area. It is in its initial phase of a major capital improvement plan, which will eventually
provide state of the art buildings and resources to supplement the classroom and student
education.
Today, AIS has over 300 students on its campus and is still growing. The student and faculty
body of AIS is diverse and truly representational of an international community.
Mission
The mission of Association International School is to foster in students a lifelong commitment to
intellectual exploration, individual growth, social responsibility, and Christ-likeness by inspiring
and supporting them to strive for academic and personal excellence within an ethical
framework that places the highest value on honor and respect for others. We value intellectual
curiosity, and are committed to the education of our students through the development of
empathy, ethical behavior, integrity, discipline and service, based on a firm foundation of
Christian values. We emphasize a strong academic program, creative problem solving,
cooperation and group interaction, an appreciation of culture and beauty, and healthy emotional
and physical growth as well as the preparation of our students for the rigors of
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college/university. Association International School will mold intelligent and compassionate
learners, leaders, and ambassadors of Christ for the glory of God.
Our Vision
To prepare our students as future leaders for ongoing opportunities and challenges the future
will hold.
AIS Christian Worldview
AIS is founded on a firm foundation of Christian values and beliefs. However, we do respect
other religions and beliefs. AIS encourages all student and staff members to recognize and be
tolerant of each other's views. The curricula of the school provides understanding and mutual
respect among students regarding all religious beliefs and practices. We do not require
students to be Christian in order to attend AIS; we are a rigorous school that teaches critical
thinking, respect for other cultures, and ideals, and service to others. However, being a Christ-
centered school, it is understood all students and faculty will honor daily devotions, chapels,
and Christian holidays.
Non-denominational Christian Organization
AIS does not hold affiliation with nor receive funding from any Christian denomination. It is the
goal of AIS to find common ground with all facets of Christianity, focusing on upholding what we
feel to be the core tenants of the Bible. These can be found in our Statement of Faith, and it is
our hope that these create a spirit of unity, service, and transparency among our student body,
our faculty, and us, as an institution.
Statement of Faith
We believe the following as the core of that faith in which we find unity as a diverse
Christian community:
• God is creator of the world and of all humankind.
• Each person is responsible to God for the stewardship of the world and of human life.
• All people have separated themselves from God through sin and this separation can only be
healed through the reconciling work of Jesus Christ as Savior and Lord.
• The possibility of pleasing God depends upon each person's acceptance of Jesus Christ as
Savior, and upon receiving and being obedient to the indwelling of the Holy Spirit of God.
5
• The full revelation of God's will to humanity is found in the sixty-six books of the Bible.
As A Christian School, we DO NOT expect:
• that all applying students profess Christianity
• that current students must make a decision to become Christian
As a Christian school, we DO expect:
• members of our community to be respectful of all others and their beliefs
• members attend all events and gatherings and be respectful during times of Christian
observances
• members to actively contribute to the overall atmosphere of peace, unity, and acceptance
As a Christian school, we HOPE:
• all feel loved, accepted, and welcome in our school
• all would come to know the love of God through His Son Jesus Christ
• all would be an encouragement to each other to explore and grow in faith
• all would learn to live selflessly and serve others
If a student feels lead to embrace Christianity, we ask that they respond in their own way to
become a Christ follower. Such decisions should not be made out of undue influence, to please
people, or make a favorable impression. Academic preference is never given or withheld on the
basis of professed faith or religious practice.
6
The DP- An Introduction
The International Baccalaureate Diploma Programme (IB DP) was established in Geneva in
1968 to provide an international, and internationally recognized, university-entrance
qualification for students between ages 16-19. The programme aims to develop students who
have excellent breadth and depth of knowledge. It provides students with the values and
opportunities that will enable them to develop sound judgments, make wise choices, and
respect others in the global community, producing students who flourish physically,
intellectually, emotionally and ethically.
As the IB DP has grown, so too has its reputation for excellence; the IB DP is now recognized
in almost every country in the world as one of the pre-eminent pre-university qualifications.
Diploma candidates are required to select one subject from Groups 1 to 5 and one subject from
Group 6 or any other group. Usually, three subjects are studied at Higher Level (240 teaching
hours each) and three at Standard Level (150 teaching hours each). By arranging work in this
fashion, students are able to explore some subjects in depth and some more broadly over the
7
two-year period.
Successful candidates meet three other requirements in addition to the six subjects. The
interdisciplinary Theory of Knowledge (TOK) course (100 hours) is designed to develop a
coherent approach to learning which transcends and unifies the academic areas and
encourages appreciation of other cultural perspectives. The Extended Essay (EE) of some
4,000 words (40 hours) offers the opportunity to investigate a topic of special interest and
acquaints students with the independent research and writing skills expected at university.
Participation in the school’s Creativity, Activity, & Service (CAS) programme (150 hours)
encourages students to be involved in sports, artistic pursuits and community service work.
The IBO Mission Statement
The International Baccalaureate Organization aims to develop inquiring, knowledgeable and
caring young people who help to create a better and more peaceful world through intercultural
understanding and respect.
To this end the IBO works with schools, governments and international organizations to
develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate
and lifelong learners who understand that other people, with their differences, can also be right.
The IB Learner Profile
IB learners strive to be:
Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct
inquiry and research and show independence in learning. They actively enjoy learning and this
love of learning will be sustained throughout their lives.
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.
Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize
and approach complex problems, and make reasoned, ethical decisions.
8
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.
Principled They act with integrity and honesty, with a strong sense of fairness, justice and
respect for the dignity of the individual, groups and communities. They take responsibility for
their own actions and the consequences that accompany them.
Open-minded They understand and appreciate their own cultures and personal histories, and
are open to the perspectives, values and traditions of other individuals and communities. They
are accustomed to seeking and evaluating a range of points of view, and are willing to grow
from the experience.
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.
Risk-takers 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.
Balanced They understand the importance of intellectual, physical and emotional balance to
achieve personal well-being for themselves and others.
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.
The IB learner profile
Aims of the IB Learner Profile
The aim of all IB programmes is to develop internationally minded people who, recognizing
their common humanity and shared guardianship of the planet, help to create a better and more
peaceful world.
The attributes and descriptors of the learner profile define the type of learner the IBO hopes to
develop through its programmes. These programmes promote the education of the whole
person, emphasizing intellectual, personal, emotional and social growth through all domains of
knowledge. By focusing on the dynamic combination of knowledge, skills, independent critical
and creative thought and international-mindedness, the IBO espouses the principle of
educating the whole person for a life of active, responsible citizenship. Underlying the IB
9
programmes is the concept of education of the whole person as a lifelong process. The learner
profile is a profile of the whole person as a lifelong learner.
The learner profile is a central tenet of the IB programmes and central to the definition of what it
means to be internationally minded. Thus, the IBO is placing the focus for schools where it
belongs: on learning. It is not intended to be a profile of the perfect student; rather, it can be
considered as a map of a lifelong journey in pursuit of international-mindedness. It places the
learner firmly at the heart of IB programmes and focuses attention on the processes and the
outcomes of learning.
It is the IBO’s intention that the learner profile will provide a clear and explicit statement of what
is expected of students, teachers and school administrators in terms of learning, and what is
expected of parents in terms of support for that learning.
University Entrance
The IB Diploma is a rigorous and demanding program that provides students with a first-class
preparation for their future after AIS. Students follow a course of study with a global reputation
for academic excellence, and universities throughout the world recognize the IB Diploma as an
entrance qualification to higher education degree courses. In some countries, such as the
United States and Canada, the IB Diploma qualifies students for advanced placement or
academic credits; furthermore, students with the IB Diploma are accepted at a higher rate at
selective U.S. universities than those with other qualifications. In general, European universities
prefer the IB Diploma for entrance over IB Certificates or the High School Diploma. In Ghana,
the IBDP is accepted for university entrance.
10
The IB Diploma Programme at AIS
Course Selection
Students should start the process of choosing their personal program by consulting the list of
subjects offered by AIS.
As well as considering their personal strengths in individual subjects, when making course
selections students should also take into account their future education and career plans.
Students should become familiar with the specific requirements of the universities in the
countries to which they intend to apply as different universities in different countries have
different entrance requirements. It is very important that you are aware that specific subjects or
combinations of subjects could be required (or excluded) by the country or university of your
choice. Information about universities around the world is available from AIS’ university
counselor.
It is strongly recommended that students spend as much time as possible discussing their
options with as many people as possible, including parents and teachers. Decisions made at
this stage in a student’s education could affect the rest of their lives, so it is vital that choices
are made only after full research and consultation.
To be eligible for the IB Diploma, each student is required to follow six IB courses, with one
subject taken from groups 1 to 5 and one from Group 6 or any other group in the curriculum
model:
Group 1: language A ( language and literature)
Group 2: second language (language and acquisition)
Group 3: individuals and societies
Group 4: experimental sciences
Group 5: mathematics
Group 6: arts OR one subject from group 1
Further, all IB Diploma students must choose
Three or Two courses at standard level (SL)
In addition, all IB Diploma students must complete:
A course in the Theory of Knowledge (TOK)
A 4,000-word Extended Essay in a subject of their choice
A Creativity, Activity, & Service (CAS) programme
11
The following subjects are available at AIS for our IBDP programme at both Higher and
Standard Level.
Group 1
Most students will offer English A: Language and Literature as Language A but it is
possible for students to follow self-taught Language A courses in other languages.
Group 2
French B and Spanish B are available.
Group 3
History, Geography and Economics are the subjects available in this group.
Group 4
Biology, Chemistry, Computer Science and Physics are available here.
Group 5
Mathematics courses offered are Mathematics Higher Level and Mathematics Standard
Level.
Group 6
Visual Arts is offered in this group.
IB Assessment
Each of the six IB subjects which contribute toward the individual candidate’s IB diploma is
assessed on the scale of 1 to 7. The word descriptions for each of these grades are as follows:
1 Very Poor
2 Poor
3 Mediocre
4 Satisfactory
5 Good
6 Very Good
7 Excellent
12
Each of the six subjects studied by the student has a maximum of seven points to make a
maximum total of 42. The Theory of Knowledge course and the Extended Essay carry a further
3 points – calculated using a matrix (see below) – bringing the maximum total to 45. Apart from
various specific failing conditions, a candidate needs 24 points for the award of a diploma.
Theory of Knowledge
Ex
ten
de
d E
ssa
y
A B C D E No
submission
A 3 3 2 2 1 N
B 3 2 1 1 0 N
C 2 1 1 0 0 N
D 2 1 0 0 0 N
E 1 0 0 0 Diploma
failed
N
No
submission
N N N N N N
IB Certificates
An IB Certificate will be awarded externally, by the IB, for any IB examination taken.
IB Diploma
A student will be eligible for the award of the IB Diploma if he/she meets the criteria outlined by
the IB (below). This will include taking external examinations in all courses, plus completing
additional work specific to the IB Diploma: Theory of Knowledge (TOK), Creativity, Action, &
Service (CAS) and the Extended Essay. The award of the IB Diploma is made externally by the
IB.
The Award of the IB Diploma
To be a successful IB Diploma student, it is necessary to be punctual both to classes and to
school, to have an excellent attendance record, and to complete work on time and to an
13
appropriate standard. In all courses, students must complete mandatory coursework
assignments; typically this coursework amounts to 25% of the final grade for each course,
although in some cases it may be higher or lower. The key to doing this work to an acceptable
standard is organization, and the importance of keeping to internal deadlines cannot be
stressed enough.
In general, in order to receive the IB Diploma, a student will have to score at least a 4 in each
subject, or 24 points or more in total. The full criteria for passing the IB DP are set out below
and students need to be aware that a score of 24 points will not always guarantee a pass.
Details of failing conditions can be found later on in this handbook under Assessment Policy.
Examination Sessions
Final examinations for the IB diploma are offered twice a year – in May and November.
Association International School is a May session school.
Current IB Teachers at AIS
The Diploma Core
The Core IB Curriculum is made up of Theory of Knowledge, Creativity, Activity and Service
and Extended Essay.
Name of Subject Name of Teacher(s)
Language and Literature Ama Serwah Nerquaye-Tetteh
French Lily Agbezuge
Spanish Dzek Atsu Gbemou
History Solomon G.K. Sackitey
Economics Mark Adjei-Tetteh
Geography Emmanuel Arthur
Physics Emmanuel Adu-Saforo
Chemistry Ebenezer Kumah
Biology Christopher Adika
Mathematics HL Joseph Botwe
Mathematics SL Mathias Lawluvi
Visual Arts Ernest Asante-Agyei
CAS Dhalia Sabeh/Mike Williams
TOK Ama Serwah Nerquaye-Tetteh , Solomon Sackitey
14
Theory of Knowledge (TOK)
Theory of Knowledge is a course that asks students to reflect on the nature of knowledge, and
on how we know what we claim to know. Students are taught to seek out knowledge through
critical thinking and analysis of the Ways of Knowing: Perception, Emotion, Reason,
Imagination, Faith, Intuition, Memory and Language. The central features of the Theory of
Knowledge course are critical analysis questions called Knowledge Questions.
Students complete one hundred hours over the two-year course. The course is comprised of
eight units focused on the following Areas of Knowledge:
• Mathematics
• Natural Sciences
• Human Sciences
• History
• Art
• Ethics
• Religious Knowledge systems
• Indigenous Knowledge systems
Assessment
Students are assessed based solely on two pieces of work:
The TOK Essay on a prescribed title (1,600 words). This is supervised by a teacher in
the school, and then graded externally by an IB examiner;
The TOK Group Presentation (approximately 10 minutes per student either solely or in
groups of up to three). This is supervised and assessed by a teacher in the school. The
final grade is then sent to the IB.
The final TOK grade and the final Extended Essay grade count for a possible maximum of 3
extra points to be added to a student’s Diploma subjects score. A grade of E will fail the
Diploma.
The Extended Essay
The Extended Essay is is an independent, self-directed piece of research, finishing with a
4,000-word paper. It provides practical preparation for undergraduate research and an
opportunity for students to investigate a topic of special interest to them, which is also related to
15
one of the student's six DP subjects. Students are required to devote 40+ hours to the essay
over the course of twelve months.
Subject Choice
The student can choose a topic from any of the subjects they offer. The subject should offer the
opportunity for in-depth research but should also be limited in scope. It should present the
candidate with the opportunity to collect or generate information and/or data for analysis and
evaluation.
The World Studies Extended Essay is a challenging but rewarding experience that allows
students to explore issues of global significance. The chosen topic must address both an issue
of global significance, and invite an interdisciplinary approach
The most successful topics reveal connections between specific and/or local places, people,
phenomena or experiences, and the larger global framework in which they take place.
Extended Essays submitted in Language B Language or Literature must be written in that
language.
All other essays must be in English.
Organization of the Extended Essay
The Extended Essay is limited to 4,000 words and should include an abstract, an introduction,
a development methodology, a conclusion, a bibliography, and any necessary appendices.
Together with the TOK, the EE contributes 3 points as earlier covered to award a possible
maximum of 3 extra points to be added to a student’s Diploma score. Candidates who fail to
submit satisfactory work in either area will fail the Diploma.
Creativity, Activity and Service
CAS involves students in a range of activities alongside their academic studies. The three
strands of CAS, which are often interwoven with particular activities, are characterized as
follows:
Creativity – arts, and other experiences that involve creative thinking.
Activity – physical exertion contributing to a healthy lifestyle, complementing academic
work elsewhere in the DP.
Service – an unpaid and voluntary exchange that has a learning benefit for the student.
The rights, dignity and autonomy of all those involved are respected.
16
In order to demonstrate these concepts, students are required to undertake a CAS Project. The
project challenges students to:
show initiative
demonstrate perseverance
develop skills such as collaboration, problem solving and decision making.
Although it is not formally assessed, students reflect on their CAS experiences as part of the
DP, and provide evidence of achieving the learning outcomes for CAS.
Subjects
Group 1: Language A: Language and Literature (English)
Language A: Language and Literature is directed towards developing and understanding the
constructed nature of meanings generated by language and the function of context in this
process (in language and literature). This course is designed for students who have experience
of using the language in an academic context, and supports future academic study in the
subject by developing a high social, aesthetic and cultural literacy, as well as effective
communication skills.
A key aim of the Language A: Language and Literature course is to encourage students to
question the meaning generated by language and texts, which, it can be argued, is rarely
straightforward and unambiguous. Helping students to focus closely on the language of the
texts they study and to become aware of the role of each text’s wider context in shaping its
meaning is central to the course.
Part 1: Language in Cultural Context.
Language in cultural context looks at the audience and purpose of texts and how language,
language changes, and meaning are shaped by culture and context. It involves the study of
topics such as language and power, language and belief, language and taboo, language and
gender, language history and translation.
Part 2: Language and Mass Communication.
Language and mass communication looks at different forms of mass communication and how
these use language to inform, persuade or entertain. It involves the study of topics such as the
media institutions, political and legal language, popular culture, and advertising.
17
Part 3: Literature – Texts and Contexts
(HL 3 texts, SL 2 texts). Texts and contexts examine meaning in a text as shaped by culture:
that is, by the contexts of the circumstances of its production, by what the reader brings to it,
and by social context, cultural heritage and historical change.
Part 4: Literature –Critical Study (HL & SL 3 texts), or the close reading of texts.
The assessment model for Language A: Language and Literature is the same at higher level
(HL) and standard level (SL), but there are significant quantitative and qualitative differences
between the levels. For example, HL students study six literary texts, SL students study four;
HL students produce four written tasks of up to 1,000 words during the course, SL students
three; and the questions in the essay assessment paper are the same for both levels, but with
different assessment criteria applied
Assessment
Completion of TWO (HL) or ONE (SL) written assignment(s)
Completion of two oral assessments
Two external examination papers
Group 2: Languages B French, Spanish
Language B (HL or SL) is an additional language learning course designed for students with some previous learning of that language. The foci of these courses are language acquisition, intercultural understanding, and development of language skills. These language skills should be developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts, and are related to the culture(s) concerned. The core—with topics common to both levels—is divided into three areas and is a required area of study: • Communication and media
• Global issues
• Social relationships In addition, at both SL and HL, teachers select two from the following five options: • Cultural diversity
• Customs and traditions
• Health
• Leisure
• Science and technology Assessment for both HL and SL Completion of one Written Assignment:
18
• Receptive and written productive skills: Creative writing of 300-400 (SL) or 500-600 (HL) words plus 100-word rationale, based on the core (SL) or 150-word rationale, based on one of the literary texts read. Completion of two oral assessments: • Individual Oral: 15 minutes’ preparation time and a 10-minute (maximum) presentation and discussion with the teacher;
• Interactive Oral (based on the core): three classroom activities assessed by the teacher. Two external examination papers: • Paper 1 (Receptive skills): Text-handling exercises on four written texts, based on the core; • Paper 2 (Written productive skills): Compulsory writing exercises.
Group 3: Individuals and Societies
History
All students, higher and standard level, Students will learn on the prescribed topic – The Move
to Global War.
All students will also explore three key topics in world history.
Authoritarian states (20th century)
Causes and effects of 20th century wars
The Cold War: Superpower tensions and rivalries (20th century)
In addition HL students will study one of four regional options: we have chosen
• History of Africa and the Middle East
Assessment
Historical investigation: 2,000 words (SL 25%, HL 20%)
Paper 1 (HL/SL): Source analysis paper: Five source questions (1 hour)
Paper 2 (HL/SL): Essay paper: two timed essays (1.5 hours)
Based on two of our three world history topics
Paper 3 (HL): Essay paper: three timed essays (2.5 hours) on History of Africa and the
Middle East.
19
Economics
The course will enable students to develop an understanding of microeconomic and
macroeconomic theories and concepts and their real world application. In addition, it
develops an awareness of development issues that nations face as they undergo the
process of change.
No prior knowledge of economics is required. Standard level economics students would
benefit if they feel comfortable using mathematical tools such as index numbers,
percentages, simple multiplications and being able to draw and interpret graphs.
Key Questions
Why has the Euro fallen in value? Why is inflation a problem? What factors influence the price of
oil? What policies can a government use to reduce traffic congestion? Why has the Chinese
economy grown so quickly? Why does the US have such a large trade deficit? These are the
types of questions with which the IB Diploma Economics syllabus is concerned.
Course Outline
Section 1: Microeconomics
• Competitive Markets: Demand and Supply
• Elasticity
• Government Intervention
• Market Failure
• Theory of the Firm (HL Only)
20
Section 4: Development Economics
• Measuring Economic Development
• The Role of Domestic Factors
• The Role of International Trade
• The Role of Foreign Direct Investment
• The Role of Foreign Aid and Multilateral Development Assistance
• The Role of International Debt
The Balance between Markets and Intervention
Assessment
Internal assessment
Candidates must produce a portfolio of four commentaries, each 650-750 words, based on
a news media extract, linking economic theory to a real-world situation. Three of the four
commentaries must have as their main focus a different section of the syllabus, although it
is acceptable for commentaries to make reference to other sections. The fourth commentary
Section 2: Macroeconomics
• The level of overall economic activity
• Aggregate Demand and Aggregate Supply
• Macroeconomic Objectives
• Fiscal, Monetary and Supply-side Policies Section 3: International Economics
• International Trade Exchange Rates
• The Balance of Payments Economic
• Integration Terms of Trade (HL Only)
21
can focus either on a single section or on two or more sections of the syllabus. School
deadlines in both Grade 11 and Grade 12 will be determined for both a draft and final
version of the required commentaries.
External assessment
• Extended-response question paper (HL and SL): 1 hour
• Each question is divided into two parts and may relate to more than one section of the
syllabus.
• A data-response paper (HL and SL): 2 hour
• Short- answer question paper (HL): 1 hour
• This paper is based on all five sections of the syllabus.
Geography
The syllabus consists of one core theme and a number of options. The core theme
“Population, Resources and Development” is common to both standard and higher levels.
Population, Resources and Development
The topics covered in this theme include areas of knowledge, geographical concepts and
skills which are also relevant to other schemes. The theme examines the nature of human
populations and the human ability to exploit resources. Development is essentially a
complex consequence of this exploitation. Thus, it is appropriate that the three topics of
population, resources and development are considered together.
Geography options:
• Lithospheric processes and hazards
• Ecosystems and human activity
• Settlements
• Globalization (higher level only)
22
Teaching is largely based on case studies, and students' research skills and inquiry
methodologies are emphasized. Specific skills include data analysis, including simple
statistical analysis, presentation of arguments and results in short essays, map work, etc.
Both higher and standard level will have to carry out Internal Assessment work. A fieldwork
trip is planned for both higher and standard level students, to facilitate practical research
work and completion of the internal assessment.
Assessment
• Internal assessment: Coursework based upon fieldwork undertaken by the student.
• External assessment: External examination (two papers at standard level, three papers at
higher level).
Group 4: Experimental Sciences
Computer Science
IBDP Computer science comes in two levels: Standard Level (SL) and Higher Level (HL). It requires an understanding of the fundamental concepts of computational thinking as well as knowledge of how computers and other digital devices operate. The course is engaging, accessible, inspiring and rigorous. During the course the student will develop computational solutions. This will involve the ability to:
• identify a problem or unanswered question
• design, prototype and test a proposed solution
• liaise with clients to evaluate the success of the proposed solution and make recommendations for future developments.
The contents of the course are tabulated below.
Core (SL/HL) • Topic 1: System fundamentals
• Topic 2: Computer organization
• Topic 3: Networks
• Topic 4: Computational thinking, problem-solving and programming
HL Extension The topics that must be studied, including some practical work, are:
• Topic 5: Abstract data structures
• Topic 6: Resource management
• Topic 7: Control (14 hours) Case study Additional subject content introduced by the annually issued case study
Optional (One of the following is
taught) SL/HL core; HL extension Students study one of the following options: Option A: Databases
Option B: Modelling and simulation Option C: Web science Option D: Object-oriented programming (OOP)
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Internal assessment Solution Practical application of skills through the development of a product and associated documentation Group 4 project The group 4 project is a collaborative activity where students from different group 4 subjects work together on a scientific or technological topic, allowing for concepts and perceptions from across the disciplines to be shared. This is to encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method. The project can be practically or theoretically based.
External Assessment-70% (SL) Paper 1 (1 hour 30 minutes)-45% Paper 2 (1 hour)-25% Internal assessment (40 hours)-30% Group 4 project (10 hours) Calculators: The use of calculators is not permitted in any computer science examination.
External Assessment-80%
(HL) Paper 1 (2 hours 10 minutes)-40% Paper 2 (1 hour 20 minutes)-20% Paper 3 (1 hour)-20% Internal assessment (40 hours)-20% Group 4 project (10 hours) Calculators: The use of calculators is not permitted in any computer science examination.
Biology
Higher level biology is an in-depth study of modern biology and provides a sound foundation for
college and university courses in biology, medicine, biochemistry, environmental studies, etc. A
solid foundation in biology and a good working knowledge of chemistry are required for this
course.
Core
Cell biology
Molecular biology
Genetics
Nucleic acids
Metabolism, cell respiration and
photosynthesis
Ecology
Evolution and biodiversity
Human physiology
Plant biology
Genetics and evolution
Animal physiology
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Standard level biology meets different needs than the Higher Level course. The course
contains compulsory core material and in addition students have to study two optional
topics.
Core
Cell biology
Molecular biology
Genetics
Ecology
Evolution and biodiversity
Human physiology
Options (two of the following are
taught)
Neurobiology and Behavior
Microbes and Biotechnology
Ecology and Conservation Further
Human Physiology
Options (two of the following are
taught)
Neurobiology and Behavior
Microbes and Biotechnology
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Chemistry
Higher level chemistry is an in-depth study of modern chemistry and provides a
sound foundation for college and university courses in chemistry, medicine,
biochemistry, pharmacology, environmental studies, chemical engineering, etc. This
chemistry course requires previous knowledge as certain areas of the subject are
studied in considerable detail.
The comprehensive syllabus contains core material and two option topics:
Core
Stoichiometric relationships
Atomic structure
Periodicity
Chemical bonding and structure
Energetics/thermochemistry
Chemical kinetics
Equilibrium
Acids and bases
Redox processes
Organic chemistry
Measurement and data processing
Measurement and analysis Options (two of the following are
taught)
Biochemistry
Materials
Energy
Medicinal chemistry
Standard level chemistry has been specifically designed for the student who wishes
to know more of the applications of chemistry, while still wanting to further their
knowledge of the more "pure" aspects of the subject.
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The common core of the syllabus covers similar material to the higher level course
although not in the same detail.
Core
Stoichiometric relationships
Atomic structure
Periodicity
Chemical bonding and structure
Energetics/thermochemistry
Chemical kinetics
Equilibrium
Acids and bases
Redox process
Organic chemistry
Measurement and data processing
Options (two of the following are
taught)
Biochemistry
Materials
Energy
Medicinal chemistry
Physics
Higher level physics is relevant to university courses in physics, engineering or
electronics, and would be useful to anyone wishing to study mathematics or science
at a higher level. It encourages the student to think in a logical, consistent and
mathematical way. IB higher level mathematics is extremely useful, although not
essential, for this course. The topics covered are:
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Core
Measurements and uncertainties
Mechanics
Thermal physics
Waves
Electricity and magnetism
Circular motion and gravitation
Atomic, nuclear and particle physics
Energy production
Additional Topics
Wave phenomena
Fields
Options (two from the following)
Astrophysics
Relativity
Electromagnetic Induction
Quantum Physics and Nuclear Physics
Imaging Physics
Engineering Physics
Standard level physics places a strong emphasis on problem solving abilities both in
practical and theoretical work. The course provides a useful grounding in basic physics
and therefore has relevance to the other sciences and mathematics. In addition, work
on language in science and a general understanding of current scientific issues are
given emphasis. Practical work also encourages the student to think resourcefully. The
core topics studied are the same as those for higher level. Two options are also studied.
Core
Measurements and uncertainties
Mechanics
Thermal physics
Waves
Electricity and magnetism
Circular motion and gravitation
Atomic, nuclear and particle physics
Energy production
Options (two from the following)
Astrophysics
Relativity
Imaging Physics
Engineering Physics
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All students are expected to attend a residential field trip in Grade 12 in order to
complete the group 4 project requirement.
Biology, Chemistry, Physics: Assessment
All subjects are assessed through three written examination papers in addition to the
presentation of laboratory reports prepared over the two-year course. All students
must also show evidence of participation in the trans-disciplinary group 4 project.
Higher level Paper 1
Paper 2
Paper 3
Internal Assessment (Laboratory work)
20%
36%
24%
20%
Standard level Paper 1
Paper 2
Paper 3
Internal Assessment (Laboratory work)
20%
40%
20%
20%
Group 5: Mathematics
Mathematics HL
The higher level (HL) mathematics course caters for students with a good
background in mathematics who are competent in a range of analytical and technical
skills. The majority of these students will be expecting to include mathematics as a
major component of their university studies, either as a subject in its own right or
within courses such as physics, engineering and technology. Others may take this
subject because they have a strong interest in mathematics and enjoy meeting its
challenges and engaging with its problems.
The course consists of the study of seven topics, all of which are compulsory.
Students must study all the sub-topics contained within each of the topics in the
syllabus.
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Study Topics
Topic 1: Algebra
Topic 2: Functions and Equations
Topic 3: Circular Functions and Trigonometry Topic 4: Vectors
Topic 5: Statistics and Probability Topic 6: Calculus
Option syllabus
Students must study all the sub-topics in one of the following options: Topic 8:
Statistics and Probability
Topic 9: Sets, Relations and Groups
Topic 10: Series and Differential Equations Topic 11: Discrete Mathematics
Assessment
Internal assessment
Mathematical exploration 20%: The internally assessed component in this course is
a mathematical exploration. This is a short report written by the student based on a
topic chosen by him or her, and it should focus on the mathematics of that particular
area. The emphasis is on mathematical communication (including formulae,
diagrams, graphs and so on), with accompanying commentary, good mathematical
writing and thoughtful reflection. This accounts for 20% of final assessment.
External assessment
There are three written examination papers:
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Paper 1 (2 hrs): 30% of final assessment (no calculator allowed)
Paper 2 (2 hrs): 30% of final assessment (graphic display calculator (GDC) required)
Paper 3 (1 hr): 20% of final assessment (graphic display calculator (GDC) required)
Mathematics SL
The Standard Level Mathematics course caters for students who already possess
knowledge of basic mathematical concepts, and who are equipped with the skills
needed to apply simple mathematical techniques correctly. The majority of these
students will expect to need a sound mathematical background as they prepare for
future studies in subjects such as chemistry, economics, psychology and business
administration.
The course consists of the study of seven topics, all of which are compulsory.
Students must study all the sub-topics contained within each of the topics in the
syllabus.
Study Topics
Topic 1: Algebra
Topic 2: Functions and Equations
Topic 3: Circular Functions and Trigonometry Topic 4: Vectors
Topic 6: Statistics and Probability Topic 7: Calculus
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Assessment
Internal assessment
The internally assessed component in this course is a mathematical exploration.
This is a short report written by the student based on a topic chosen by him or her,
and it should focus on the mathematics of that particular area. The emphasis is on
mathematical communication, with accompanying commentary, good mathematical
writing and thoughtful reflection. This accounts for 20% of the final assessment.
External assessment
There are 2 written papers:
Paper 1 (1 hr 30 min): 40% of final assessment
Paper 2 (1 hr 30 min): 40% of final assessment
Group 6 –The Arts
Visual Arts
IB Visual Arts subject is made up three components namely comparative studies,
process portfolio and exhibition.
Comparative Study: 20%: An ongoing analysis and comparison of different artworks
by different artists. This independent critical and contextual investigation explores
artworks, objects and artifacts from differing cultural contexts. HL students will also
submit an analysis of the extent to which their work and practices have been influenced
by the art and artists examined. Process Portfolio- 40%: is based much on the practice
of keeping a sketchbook, but includes so much more! You will keep a Visual Journal
that will contain written notes, photos, exhibition leaflets, postcards, sketches,
experiments with different media, written analysis of artworks, brainstorms, as well as
more ‘finished’ drawings and paintings. By the end of the course, you should aim to
have about two Visual Journals completed.
Exhibition- 40%: These could be drawings, paintings, prints, ceramics, sculptures,
collages, design work, digital artwork, photography, architectural models, textiles or
mixed media work. Your final Exhibition must show your personal interests and artistic
skills through a range of different media and techniques. Both SL and HL students
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should, as a minimum, working with at least two art-making forms and three art-making
forms, selected from a minimum of one column and two columns respectively.
Assessment OVERVIEW: The Exhibition component of IB Visual Arts will be
internally assessed. In January of IBDP 2, you will organize a final Exhibition of your
work that shows the very best representation of the artwork you produce over the
course of IB Visual Arts.
Portfolio components of IB Visual Arts will be externally assessed by IB examiners.
Assessment by Semester: The IBO weighting of the different areas of Exhibition
(40%), Comparative Study (20%) and Process Portfolio (40%) will be applied each
semester. Certain page guidelines will be given to complete work for the Comparative
Study research and Process Portfolio investigations in your Visual Journal per week or
per semester.
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CALENDAR OF DEADLINES
IB Dates and Deadlines: August 2017 – June 2019
Date(s) Group Activity In Charge
8th-12th August 2017 IB teachers Staff Development Week Academic Management
Team
26th August 2017 IB1 Students start IBDP
IBDP
Coordinator/Boarding
Teachers
28th – 1st September 2017 IB1 IB1 Orientation IBC/CAS /Activities
Coordinator
2nd -3rd September 2017 IB1 IB1 Orientation Trip IBC/CAS/Activities
Coordinator
14th September 2017 IB1 First CAS Meetings/Sign Up IBC/CAS/Activities
Coordinator
4th September 2017 IB1 Classes begin IBDP Coordinator
4th September 2017 IB teachers Curriculum Meeting IBDP Coordinator
25th September 2017 IB1 Group 4 Project – Brainstorming Session Science teachers
2nd October 2017 IB teachers Curriculum Meeting IBDP Coordinator
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12th – 20th October 2017: Mid-Semester Vacation
23rd – 24th October 2017 IB1 Group 4 Project – Action Phase Science teachers
6th November 2017 IB teachers Curriculum Meeting IBDP Coordinator
4th- 12th December 2017 IB1 End of Semester Examinations Secondary Head/IBDP
Coordinator
13th December 2017 IB1 Group 4 Project – Presentation and Evaluation Science teachers
14th December 2017 IB1 CAS Activities end – CAS adviser meetings CAS coordinator and
advisers
15th December 2017 – 10th January 2018
9th January 2018 IB teachers Staff Development Day Academic Management
Team
10th January 2018 IB1 Classes begin IBDP Coordinator/Head of
Secondary
16th January 2018 IB1 Extended Essay: Weekly Tuesday sessions start IB and EE
coordinators/Librarian
5th February 2018 IB teachers Curriculum Meeting IBDP Coordinator
28th February 2018 IB1 History 20th Century Historical Investigations Due History teacher
27th February 2018 IB1 Extended Essay Consultation Day 1 – no lessons
for IB1
EE coordinator and
supervisors
Easter Mid-Semester Break
9th April 2018 IB teachers Curriculum Meeting IBDP Coordinator
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27th April 2018 IG2 Course Options Choices submitted by IG2
Students IBDP Coordinator
2nd May 2018 IB1 Theory of Knowledge – 1st 800-word essay
submitted TOK Teachers
8th May 2018 IB1 CAS Adviser meetings CAS coordinator and
advisors
9th May 2018 IB1 Extended Essay: progress report IB and EE coordinator
28th May– 5th June 2018 IB1 End of IB1 Examinations IBDP Coordinator/Head of
Secondary
8th June – 10th August 2018: Summer Holidays
6th – 10th August 2018 IB teachers Staff Development Week Academic Management
Team
20th August 2018 IB2 EE Day 3 -No classes for IB2. First Draft of EE
due - 2000 words
IBDP Coordinator / EE
Supervisor
9th September 2018 LangLit Written Task 3 due LangLit Teacher
4th September 2018 Visual Arts Comparative Study Full Draft due Art Teacher
18th September 2018 IB2 Math SL/HL IA Draft Deadline
12th – 22nd October 2018: Mid-Semester Vacation
21st October 2018 IB2 Economics IA due Economics Teacher
21st October – 11th November
2018
IB2 Final TOK Presentations TOK teachers
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25th October 2018 IB2 Extended Essay – final draft to supervisors for final
feedback comments
EE coordinator and
supervisors
1st November 2018 IB2 Extended Essays – annotated drafts returned to
students
EE coordinator and
supervisors
20th November 2018 IB teachers Curriculum Meeting IBDP Coordinator
21st – 29th November 2018 IB2 Mid-Year Examinations Head of Secondary
3rd December 2018 IB2 Economics IA 3 due
5th December 2018 IB2 CAS Activities end – CAS adviser meetings CAS coordinator and
advisers
19th November 2018 IB teachers Curriculum Meeting IBDP Coordinator
21st October – 11th November
2018 IB2 Final TOK Presentations TOK teachers
10th December 2018 IB2 Physics, Chemistry and Biology Individual
Investigations 1st draft Due Science Teachers
12th December 2018 IB2 LangLit Written Task 4 due/HL Written Task 2 LangLit Teacher
15th December 2018 IB2 Extended Essay Final Submission IBDP Coordinator /EE
Coordinator
19th December 2018 – 4th January 2019
15th January 2018 IB2 Viva Voce EE coordinator and
supervisors
6th January 2019 IB2 Predicted Grades for College Applications IBDP Coordinator
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teachers submitted
16th January 2019 IB2 Final CAS reflections submitted CAS coordinator and
advisers
24th January 2019 IB2 TOK Final Essay submitted IBDP Coordinator
31st January 2019 IB2 Mathematics Portfolios and Projects Mathematics teachers
31st January 2019 IB2 Geography Fieldwork and Coursework Geography teacher
7th February 2019 IB2 Economics IA due Economics teachers
7th February 2019 IB2 Computer Science Dossiers Computer Science teacher
7th February 2019 IB2 Science Portfolios Science teachers
7th – 14th February 2019 IB2 Written Assignment – language B Group 2 teachers
12th February 2019 IB2 Written assignment – language ab initio Group 2 teachers
12th February 2019 IB teachers Curriculum Meeting IBDP Coordinator
17th – 21st February 2019 IB2 Group 1 Orals Group 1 teachers
24th – 27th February 2019 IB2 Group 2 Orals Group 2 teachers
11th February 2019 IB teachers Curriculum Meeting IBDP Coordinator
22nd February 2019 Final TOK Essay Submitted
3rd – 14th March 2019 IB2 Mock Examinations Head of Secondary
26th March 2019 IB2
teachers
All Internal Assessment Grades submitted IBDP Coordinator
All Predicted Grades submitted
IB2 Art Exhibition starts until end of semester
2nd April 2019 IB2
teachers All Internal Assessment Sample Work submitted IBDP Coordinator
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7th April 2019 IG2 Parents IB Orientation for IG2 Students and Parents IBDP Coordinator
17th April 2019 IB2 Last day of lessons IB Teachers
30th March 2019 IG2 Parents IB Orientation for IG2 Students and Parents IBDP Coordinator
2nd - 12th April 2019: Mid-Semester Break
13th April 2019 IG2 Course Options Choices submitted by IG2
Students IBDP Coordinator
28th April 2019 IG2 Course Options Choices submitted by IG2
Students IBDP Coordinator
30th April 2019 IB teachers Curriculum Meeting IBDP Coordinator
5th May 2019 IB2 IB Final Examinations start IBDP Coordinator
23rd May 2019 IB2 IB Final Examinations end IBDP Coordinator
31st May 2019 IB2 Leavers’ Dinner Academic Management
Team
7th June 2019 IB2 Graduation/Speech Day Academic Management
Team
6th July 2019 IB2 Issue of IB Results IBDP Coordinator
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AIS IB Policies
There are five IB policies that will be provided and must be read together with this
handbook and the General regulations: Diploma Programme - International
Baccalaureate document.
These are the :
Admissions Policy
Assessment Policy
Special Education Needs and Inclusion Policy
Academic Honesty Policy
Language Policy
Contact
For further enquiries, please Contact
Dr Suzanne Nti –Head of Secondary Division on
School Telephone -0302777735
Mobile- : 0245 618613
Email: [email protected]
Ama Serwah Nerquaye-Tetteh – IB Diploma Coordinator on
School Telephone -0302777735
Mobile- : 0266138286
Email: [email protected]
Solomon G.K. Sackitey –Extended Essay Coordinator on
School Telephone -0302777735
Mobile- : 0244786023
Email: [email protected]
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