IBDP HANDBOOK - ecolerubanvert.com€¦ · A Creativity, Activity, & Service (CAS) program 3.4 - Grading / Assessment All IB courses, HL and SL, are graded on the IB 7-point scale:

IBDP HANDBOOK

IBDP Handbook Date: May 2019

Author(s): IBDP Coordinator Next revision: June 2020

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TABLE OF CONTENTS

VISION 4

MISSION 4

VALUES 4

SECTION 1 - THE INTERNATIONAL BACCALAUREATE LEARNER PROFILE 6

SECTION 2 - THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME 8

SECTION 3 - THE IB DIPLOMA PROGRAMME OF STUDY 8 3.1 - Entry Requirements 8 3.2 - Conditions for entry to Programme in Year 12 9

3.2.1 - Academic achievement 9 3.2.2 - Interview (internal and external students) 10 3.2.3 - Learning contracts (internal and external students) 10

3.3 - Conditions for entry to the DP exams Year 13 11 3.3 - Course Selection 12 3.4 - Grading / Assessment 12

SECTION 4 - GRADUATING WITH THE ERV HIGH SCHOOL DIPLOMA 13 4.1 - IB Certificates 13 4.2 - IB Diploma 13 4.3 - IB bilingual diploma 14

SECTION 5 - THE AWARD OF THE IB DIPLOMA 14

SECTION 6 - THE AWARD OF THE HIGH SCHOOL DIPLOMA 16 6.1 - ERV High School Honors Diploma 16 6.2 - ERV High School Diploma 16

SECTION 7 - UNIVERSITY ENTRANCE 16

SECTION 8 - THE CORE IB CURRICULUM 17 8.1 - Theory Of Knowledge (TOK) 17

8.1.1 - ToK Course Content 18



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8.2 - the Extended Essay 19 8.2.1 - Organisation of the Extended Essay 19 8.2.2 - Assessment 19

8.3 - The CAS Programme 20

SECTION 9 - DIPLOMA PATHWAYS 22 9.1 - Group 1: Languages A 24 9.2 - Group 2: Languages B 33 9.3 - Group 3: Individuals and Societies 35 9.4 - Group 4: Experimental Sciences 40 9.5 - Group 5: Mathematics 55 9.6 - Group 6: The Arts 64

SECTION 10 - IB COURSEWORK DEADLINES, CLASS OF 2019 69 10.1 - Coursework Deadlines 70 10.2 - Coursework 70 10.3 - Consistency 72 10.4 - The use of the word “Deadline”. 73 10.5 - Internally assessed work DURING the course. 75 10.6 - More guidance on monitoring student progress on coursework. 75 10.7 - Marking and Standardisation (Moderation/Cross marking) 76 10.8 - Guidance for teachers and/or subject areas where coursework requirements have not been met 77 10.9 - The Predicted Grade (PG) 78

SECTION 11 - ACADEMIC HONESTY POLICY 79 11.1 - Procedure for investigating suspected cases of academic dishonesty 81 11.2 - The consequences of academic dishonesty 81 11.3 - Turnitin.com 82

SECTION 12 - ASSESSMENT: FAQ 82



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VISION

To provide a legacy in education which promotes qualities of open-mindedness, tolerance and respect for others, which will provide a best practice model for the future of students from all nations in Gabon.

MISSION

To become Africa’s most enterprising school, focusing on sustainability and innovation to play a significant role in Gabon’s and in Africa’s education.

VALUES EXCELLENCE

We strive for excellence in every aspect of life: in human relations, in one’s abilities and expectations.

RESPECT

We respect ourselves, our environment, and each other.

VIRTUES

We value truth and honesty, tolerance, integrity and responsibility.



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VISION Transmettre un héritage dans le domaine de l’éducation qui valorise les qualités d'ouverture d'esprit, de tolérance et du respect de l'autre, offrant ainsi un modèle de pratiques exemplaires pour l'avenir de tous les élèves vivant au Gabon, quel que soit leur pays d'origine. MISSION Devenir l’école la plus dynamique d’Afrique, mettant l'accent sur la pérennité et l’innovation, afin de jouer un rôle important dans l’éducation au Gabon et dans toute l'Afrique. VALEURS EXCELLENCE Dans tous les aspects de la vie : dans les relations humaines, dans les aptitudes personnelles et les attentes. RESPECT Le respect envers nous-mêmes, envers les autres et notre environnement. VERTUS Nous valorisons la vérité et l’honnêteté, la tolérance, l’intégrité et la responsabilité.



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SECTION 1 - THE INTERNATIONAL BACCALAUREATE LEARNER PROFILE The IB learner profile represents ten attributes valued by IB World Schools. We believe these attributes, and others like them can help individuals and groups become responsible members of local, national and global communities. (IB, 2013) Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life. Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance. Thinkers We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions. Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups. Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.



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Open-minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience. Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us. Courageous We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change. Balanced We understand the importance of balancing different aspects of our lives — intellectual, physical, and emotional — to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live. Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.



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SECTION 2 - THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME 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 studying outside of their home country. The IB’s goal is to provide students with the values and opportunities that will enable them to develop sound judgment, make wise choices, and respect others in the global community. The IB Programme equips students with the skills and attitudes necessary for success in higher education and employment; it has the strength of a traditional liberal arts curriculum, but with three important additional features, shown at the center of the hexagonal curriculum model (below). Today the IB DP has expanded so that more than half the students opting for it come from state or national systems rather than from international schools. 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. SECTION 3 - THE IB DIPLOMA PROGRAMME OF STUDY 3.1 - Entry Requirements The Diploma Programme is designed for students aged 16-19 years of age. The international school of Gabon Ruban Vert has a policy of conditional entry to the Diploma Programme. This process is designed to support academic success, to ensure that students are placed into courses which are both challenging and manageable, and to allow access to the Diploma Programme for students joining from other educational systems. Admission to the Diploma Programme is a 3-step process as outlined below.



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3.2 - Conditions for entry to Programme in Year 12 3.2.1 - Academic achievement

Internal students For all internal ERV students who have completed their IGCSEs, entry to Higher Level subjects is only granted if a student has achieved a ‘7’ or more and must have a minimum of ‘5’ in the subjects they wish to follow at Standard Level. Specific entry requirements for each subject will be provided on the subject choice form given during Term 3 of Year 11 External MYP students ➢ A minimum final achievement score of 4 in each of the following

subjects groups: language & literature, language acquisition, individuals & societies, science and maths (an average score will apply if a student is enrolled in multiple subjects within a subject group)

➢ Completion of a personal project and service as action requirements ➢ One teacher recommendation that addresses behaviour and

attendance External non-MYP students For non-MYP students who wish to join the Diploma Programme at ERV, admission to the program is given upon receipt and consideration of the following documents. Further assessments may be recommended based on the given documentation.

➢ Academic transcript of the last 2 years (attested on official school

letterhead) ➢ Last term report of the student ➢ Counsellor report



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Transfer students Students wishing to transfer to the Diploma Programme at ERV during their DP Year 1 or Year 2 from another IB world school, must meet the following requirements: ➢ Completed ERV IBDP transfer form to be mailed to the IBDPC at

ERV from the IBDPC of the transferring school ➢ Academic transcript of the last 2 years (attested on official school

letterhead) ➢ All term reports of the student during the DP years ➢ Counsellor report

3.2.2 - Interview (internal and external students) All applicants will be interviewed by the DPC at ERV to determine their level of commitment and ability to take personal responsibility for their learning. The primary purpose of the interview is to consider the applicant's potential to succeed not only in their individual subjects but also in the core components of CAS, Theory of Knowledge and the Extended Essay. 3.2.3 - Learning contracts (internal and external students) All candidates must sign a learning contract indicating their awareness of the rigorous nature of the programme and constituting their commitment to meeting its academic deadlines. Students will also need to comply with the Academic Honesty policy and Acceptable Use policy indicating their awareness of malpractice, plagiarism and use of IT in ERV. Where appropriate subject or level is not available at ERV, parents may need to pay the cost of tutoring or of an online course.



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The criteria outlined above do not, on their own, determine a candidate’s eligibility. Individual circumstances and student interest are also taken into account. The Additional Needs and Language policies at ERV outline our philosophy on making the Diploma Programme as accessible as possible given the financial and professional resources available. Acceptance and access to the IBDP or courses, will be at the discretion of the Head of School, in consultation with the IBDPC and Deputy Head. It will be based upon the student’s ability to access and benefit from the challenging international curriculum and programmes offered by the school. The full IB Diploma Programme is not necessarily one in which all students will automatically achieve success. In some instances, a student may be advised to withdraw from the full Diploma Programme and pursue individual IB subject courses instead. The decision to do so is made after consultation with parents, teachers, and the DP Coordinator. The final decision is made by the Head of School. 3.3 - Conditions for entry to the DP exams Year 13 ERV is registered to deliver the May session exams for the IB Diploma Programme. Please note that entry and registration for the IBDP examinations are based on completion of all appropriate work to be submitted to ERV. ERV deadlines may differ from IBO final submission deadlines but ERV deadlines are a deciding factor on final admission to the IBDP examinations with final admission being the decision of the school. Note that IBO deadlines may be different but students must adhere to ERV deadlines.



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ERV endeavours to maintain its 100% IB Diploma pass rate in order to retain more easily the IBDP accreditation and adhere to world International school standards. 3.3 - Course Selection To be eligible for the IB Diploma, each student is required to follow six IB courses, with one subject taken from each group in the curriculum model: ➢ Group 1: language A (literature and/or language and literature) ➢ Group 2: second language (language acquisition) ➢ Group 3: individuals and societies ➢ Group 4: experimental sciences ➢ Group 5: mathematics ➢ Group 6: arts OR one subject from groups 1-4

Further, all IB Diploma students must choose ➢ Three courses at higher level (HL) ➢ Three 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) program

3.4 - Grading / Assessment All IB courses, HL and SL, are graded on the IB 7-point scale: ➢ 7: Excellent ➢ 6: Very Good ➢ 5: Good ➢ 4: Satisfactory ➢ 3: Mediocre ➢ 2: Poor



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➢ 1: Very Poor SECTION 4 - GRADUATING WITH THE ERV HIGH SCHOOL DIPLOMA If a student fulfills the graduation requirements set out by the school (see below), he/she will be awarded a High School Diploma. This is the equivalent of an American High School Diploma, but may also have equivalency in other countries. The conditions for the award of the High School Diploma are determined by the school and are not contingent on any external examinations. 4.1 - IB Certificates The majority of our students will take some examinations under the supervision of the International Baccalaureate. There are many subjects available at ERV; for a school of our size, we offer an unusually generous and wide variety of courses. An IB Certificate will be awarded externally, by the IB, for any IB examination taken. IB Certificates are typically used in conjunction with a High School Diploma to earn advanced standing credit. The award of IB Certificates is independent of the High School Diploma. 4.2 - 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 is independent of the ERV High School Diploma. Usually over 90% of our students each year take the IB Diploma, and the



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recent pass rate at ERV has been higher than the average rate worldwide. However, students are not obliged to take the IB Diploma. Some students may feel that their needs are not best met by this course, and may choose to organise their program in a different way. It may be that the IB Diploma is not required either by a student’s university of choice or in the country where the student would like to study; in these cases a student may, or may not, complete CAS, TOK or the Extended Essay. A student may choose fewer than three higher level subjects, or all six subjects at standard level, or even select a combination of subjects that does not meet the requirements for the IB Diploma. Talk to the IBDPC about the IB Certificate programme to understand if it meets your requirement for University. 4.3 - IB bilingual diploma A student is eligible for the Bilingual Diploma if he/she meets the following criteria, including the ones listed above for the IB Diploma : ➢ If a Group 3 subject is taken at a language not native to the student,

For example French A Literature students with any Group 3 subject exam taken in English OR

➢ If two Language A subjects are chosen from Group 1 SECTION 5 - 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 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 organisation, and the importance of keeping to internal deadlines cannot be stressed enough. There is a maximum of seven points available for each of the six required



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elective courses; in addition, there are three points available for the combination of TOK and the Extended Essay. This makes a maximum total of 45 points. A minimum of three courses must be at Higher Level. 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 IBDP are set out below and students need to be aware that a score of 24 points will not always guarantee a pass. The IB Diploma will be awarded to a candidate whose total score is a minimum of 24 points, provided all the following requirements have been met: ➢ Numeric grades have been awarded in all six subjects registered for

the IB Diploma; ➢ All CAS requirements have been met; ➢ Grades A (highest) to E (lowest) have been awarded for both Theory of

Knowledge and Extended Essay,with a grade of at least D in one of them;

➢ There is no grade 1 in any subject; ➢ There is no grade 2 at higher level; ➢ There is no more than one grade 2 at standard level; ➢ Overall, there are no more than three grade 3s or below; ➢ At least 12 points have been gained on higher level subjects

(candidates who register for four higher level subjects must gain at least 16 points at higher level);

➢ At least 9 points have been gained on standard level subjects (candidates who register for two standard level subjects must gain at least 6 points at standard level);

➢ The final award committee has not judged the candidate to be guilty of malpractice.



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SECTION 6 - THE AWARD OF THE HIGH SCHOOL DIPLOMA 6.1 - ERV High School Honors Diploma ➢ Participation in six courses, each from a different subject group, during

Years 12 and 13 (other than TOK); ➢ An average score of 21 points across all six courses over the two years; ➢ No score lower than a 2 in any course in Year 13; ➢ Satisfactory participation in the Service component of CAS (equivalent

hours to those required for IB Diploma candidates). Creativity and Action are optional;

➢ Minimum 90% attendance in each course over the two years. 6.2 - ERV High School Diploma ➢ Participation in six courses during Years 12 and 13 (other than TOK). ➢ An average score of 18 points across all six courses over the two years.

Satisfactory participation in the Service component of CAS (equivalent hours to those required for IB Diploma candidates). Creativity and Action are optional.

➢ Minimum 90% attendance in each course over the two years. SECTION 7 - UNIVERSITY ENTRANCE The IB Diploma is a rigorous and demanding program that provides students with a first-class preparation for their future after ERV. 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



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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. European universities may require standardized tests (SAT, ACT), if a student only has the High School Diploma or the High School Diploma with IB Certificates. A detailed list of university acceptances can be found on our website. Below is a sample of the many universities around the world where ERV graduates have been accepted: ➢ George Washington University, Washington ➢ African Leadership University, Mauritius ➢ University of British Columbia, Vancouver ➢ Tilburg University, Tilburg ➢ University of Manchester, Manchester ➢ University of Dundee, Dundee ➢ Kingsborough Community College, New York

SECTION 8 - THE CORE IB CURRICULUM 8.1 - Theory Of Knowledge (TOK) Theory of Knowledge is a course focused on the question, “How do we know?” Students are taught to seek out knowledge through critical thinking and analysis of the Ways of Knowing: ➢ Perception, ➢ Emotion, ➢ Reason, ➢ Imagination, ➢ Faith, ➢ Intuition,



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➢ Memory and ➢ Language.

By the end of the course, students should be proficient in formulating arguments and analyzing knowledge claims. The central features of the Theory of Knowledge course are critical analysis questions called Knowledge Issues. 8.1.1 - ToK Course Content Students complete one hundred hours over the two-year course. The course is comprised of eight units focused on the following Areas of Knowledge and other main themes; each unit lasts approximately five weeks, and is taught by a teacher specialized in that area of study. These units are: ➢ Mathematics ➢ Natural Sciences ➢ Human Sciences ➢ History ➢ Art ➢ Ethics ➢ Religious Knowledge systems ➢ Indigenous Knowledge systems

Assessment In the second year (Grade 12) of the course, students are officially assessed for their IB Diploma, based solely on two pieces of work: ➢ The ToK Essay on a prescribed title (1,200-1,600 words).

This is supervised by a teacher in the school, and then graded externally by an IB examiner. ➢ The ToK Group Presentation (approximately ten minutes per student).

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 are entered into the



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Diploma Points Matrix (see below) to award a possible maximum of 3 extra points to be added to a student’s Diploma score. Candidates not submitting satisfactory work in either area will fail the Diploma. 8.2 - the Extended Essay The Extended Essay is an in-depth study of a limited topic within a subject. Its purpose is to provide a student with an opportunity to engage in independent research at an introductory level. Emphasis is placed on the process of engaging in personal research, on the communication of ideas and information in a logical and coherent manner, and on the overall presentation of the Extended Essay in compliance with IB guidelines. Students are required to devote 40+ hours to the essay over the course of twelve months. Subject Choice In choosing a subject, an essential consideration should be the personal interest of the student. 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. 8.2.1 - Organisation 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.

8.2.2 - Assessment The Extended Essay is externally examined. Marks are awarded against a set of published criteria (both general and subject-specific). The final Extended Essay grade and the final ToK grade are entered into the Diploma Points Matrix (see below) to award a possible maximum of 3 extra



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points to be added to a student’s Diploma score.

Candidates not submitting satisfactory work in either area will fail the Diploma. 8.3 - The CAS Programme

As a result of their CAS experience as a whole, including their reflections, there should be evidence that students have:

➢ Increased their awareness of their own strengths and areas for growth: They are able to see themselves as individuals with various skills and abilities, some more developed than others, and understand that they can make choices about how they wish to move forward;

➢ Undertaken new challenges: A new challenge may be an unfamiliar activity, or an extension to an existing one;

➢ Planned and initiated activities: Planning and initiation will often be in



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collaboration with others. It can be shown in activities that are part of larger projects, for example, ongoing school activities in the local community, as well as in small student-led activities;

➢ Worked collaboratively with others: Collaboration can be shown in many different activities, such as team sports, playing music in a band, or helping in a kindergarten. At least one project, involving collaboration and the integration of at least two of Creativity, Action and Service, is required;

➢ Shown perseverance and commitment in their activities: At a minimum, this implies attending regularly and accepting a share of the responsibility for dealing with problems that arise in the course of activities.

➢ Engaged with issues of global importance: Students may be involved in international projects but there are many global issues that can be acted upon locally or nationally (for example, environmental concerns, caring for the elderly);

➢ Considered the ethical implications of their actions: Ethical decisions arise in almost any CAS activity (for example, on the sports field, in musical composition, or in relationships with others involved in service activities). Evidence of thinking about ethical issues can be shown in various ways, including journal entries and conversations with CAS advisers;

➢ Developed new skills: As with new challenges, new skills may be shown in activities that the student has not previously undertaken, or in increased expertise in an established area. This focus on learning outcomes emphasizes that it is the quality of a CAS activity (its contribution to the student’s development) that is of most importance.

➢ ERV students are expected to self-review at the beginning of their CAS experience and set personal goals for what they hope to achieve through their CAS program;

➢ Plan, do and reflect (plan activities, carry them out and reflect on what they have learned);

➢ Undertake at least one interim review and a final review with their CAS adviser;

➢ Take part in a range of activities, including at least one project, some of



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which they have initiated ➢ themselves; ➢ Keep records of their activities and achievements, including a list of

the principal activities undertaken on ManageBac; ➢ Show evidence of achievement of the eight CAS learning outcomes.

SECTION 9 - DIPLOMA PATHWAYS The majority of students have a natural academic preference, and these can usually be classified as an interest in one of the liberal arts, sciences, languages, or arts. 1) Liberal arts students have a strong interest in the humanities and an enjoyment in written argument and debate. 2) Science students have an enjoyment of experimental research and quantitative analysis, and have good numeracy skills. 3) Language students are bi- or tri-lingual, with access to two language A programs, and wanting to improve a third language. 4) Arts students enjoy the creative process, have some artistic flair, and will be able to generate independent workbooks/projects. These preferences mean the majority of students choose one of four different diplomas, as follows: Liberal Arts Bac. Science Bac. Languages Bac. Arts Bac. I

Group 1 Language A Language A Language A (HL) Language A

Group 2 Language B Language B Language A (HL) Language B

Group 3 Humanity 1 (HL) Humanity Humanity Humanity

Group 4 Science Science 1 (HL) Science Science

Group 5 Mathematics Mathematics Mathematics Mathematics

Group 6 Humanity 2 (HL) Science 2 (HL) Language B (HL)

Arts (HL)



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When we add some subjects, we often have individual programs that look like this: Liberal Arts

Bac. Science Bac. Languages Bac. Arts Bac. I

Group 1 Language A (HL) Language A English A (HL) Language A Group 2 Language B Language B French A (HL) Language B Group 3 History (HL) Humanity Humanity Humanity Group 4 Science Biology (HL) Science Science Group 5 Mathematics Mathematics Mathematics Mathematics Group 6 Economics (HL) Chemistry (HL) Spanish B (HL) Visual Arts (HL)

Notes This can lead to law, journalism, business, politics, diplomacy, and government. Liberal arts students often choose Biology in Group 4, and an HL language.

This is the typical medical school diploma, but choosing Physics (HL) instead, and Math (SL or HL), adds other engineering disciplines and digital technologies. Science students often choose Geography in Group 3.

Like the liberal arts bac., this can lead to law, journalism, business, diplomacy, government, media. Language skills are highly transferable. Language students often choose Biology in Group 4.

The single arts subject in Group 6 provides access to specialist art, theatre or music schools but will also support courses in media, design, or architecture. Arts students often choose an HL language.



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9.1 - Group 1: Languages A Language A: Literature (English, French) (First exams 2015) The Language A Literature course is primarily a pre-university course in literature. It is aimed at students who intend to pursue literature, or related studies, at university, as well as students whose formal study of literature will not extend beyond this point. The former would normally follow the higher level program and the latter the standard level program. The program encourages students to see literary works as products of art and their authors as craftsmen whose methods of production can be analyzed in a variety of ways, and on a number of levels. This is achieved through the emphasis placed on exploring the means used by different authors to convey their subjects in the works studied. The comparative framework emphasized for the study of these works further enforces it. Language A1 higher level is a course for Native or near-Native speakers. The students study 13 texts: seven texts are chosen from the IB Prescribed List of Authors (originals in A1 Language), three texts chosen from the IB Works in Translation List (translations into A1 Language) and three texts are chosen by the individual teacher. Language A1 standard level is designed for Native or near-Native speakers. The students study 10 texts: five texts are chosen from the IB Prescribed List of Authors (originals in A1 Language), two texts are chosen from the IB Works in Translation List (translations into A1 Language) and three texts are chosen by the individual teacher. Part 1: Works in Translation (HL 3 texts, SL 2 texts), students submit a reflective statement and literary essay on one work studied in this part. Part 2: Detailed Study (HL 3 texts, SL 2 texts, representing a range of genres), assessed by formal oral commentary examination. Poetry is



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compulsory for higher level. Part 3: Literary genres (HL 4 texts, SL 3 texts), all drawn from one of the following genres: drama, poetry, prose fiction or prose other than fiction, assessed in Paper 2 of the written examination. Part 4: Options (HL 3 texts, SL 3 texts), assessed as an oral presentation.In addition to the written and oral work prescribed by IB, there will be regular internally assessed written and oral assignments. There is also a possibility of other A1 languages being studied as “Self-Taught” subjects at standard level only. Students should work closely with the Coordinator of Externally Taught Languages who will make every effort to find a teacher and to provide resources, but the parents will bear the financial burden of the teacher. Assessment ➢ Completion of ONE written assignment ➢ Completion of three (HL) or two (SL) oral assessments ➢ Two external examination papers

Language A: Literature (English, French) (First exams 2021)

Standard Level

External assessment (3 hours)

Paper 1: Guided literary analysis (1 hour 15 minutes)

The paper consists of two passages from two different literary forms, each accompanied by a question. Students choose one passage and write an analysis of it. (20 marks)

70%

35%



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Paper 2 Comparative essay (1 hour 45 minutes)

The paper consists of four general questions. In response to one question, students write a comparative essay based on two works studied in the course. (30 marks)

35%

Internal assessment

This component consists of an individual oral that is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Individual oral (15 minutes)

Supported by an extract from one work written originally in the language studied and one from a work studied in translation, students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher, to the following prompt:

Examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have studied. (40 marks)

30%

Higher Level

Assessment component Weighting



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Paper 1: Guided literary analysis (2 hours 15 minutes)

The paper consists of two literary passages, from two different literary forms, each accompanied by a question. Students write an analysis of each of the passages. (40 marks)

80%

35%

Paper 2 Comparative essay (1 hour 45 minutes)

The paper consists of four general questions. In response to one question, students write a comparative essay based on two works studied in the course. (30 marks)

25%

Higher level (HL) essay

Students submit an essay on one literary text or work studied during the course. (20 marks)

The essay must be 1,200–1,500 words in length.

20%



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Internal assessment

This component consists of an individual oral that is internally assessed by the teacher and externally moderated by the IB at the end of the course.


Supported by an extract from one work written originally in the language studied and one from a work studied in translation, students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher, to the following prompt:


20%

Language A: Language and Literature (English, French) (First exams 2015) 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 A1: 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.



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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. 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 context 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 and 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



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Two external examination papers Language A: Language and Literature (English, French) (First exams 2021) Standard Level



Paper 1: Guided textual analysis (1 hour 15 minutes)

The paper consists of two non-literary passages, from two different text types, each accompanied by a question. Students choose one passage and write an analysis of it. (20 marks)

70%

35%

Paper 2: Comparative essay (1 hour 45 minutes)

The paper consists of four general questions. In response to one question students write a comparative essay based on two works studied in the course. (30 marks)

35%



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Internal assessment

This component consists of an individual oral which is internally assessed by the teacher and externally moderated by the IB at the end of the course.


Supported by an extract from one non-literary text and one from a literary work, students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher, to the following prompt:

Examine the ways in which the global issue of your choice is presented through the content and form of two of the texts that you have studied. (40 marks)

30%

Higher Level



Paper 1: Guided textual analysis (2 hours 15 minutes)

The paper consists of two non-literary passages, from two different text types, each accompanied by a question. Students write an

80%

35%



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analysis of each of the passages. (40 marks)

Paper 2: Comparative essay (1 hour 45 minutes)

The paper consists of four general questions. In response to one question students write a comparative essay based on two works studied in the course. (30 marks)

HL essay

Students submit an essay on one non-literary text or a collection of non-literary texts by one same author, or a literary text or work studied during the course. (20 marks)

The essay must be 1,200-1,500 words in length.

25%

20%



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Internal assessment: Individual oral (15 minutes)

This component consists of an individual oral which is internally assessed by the teacher and externally moderated by the IB at the end of the course.


Supported by an extract from both one non-literary text and one from a literary work, students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher, to the following prompt:


20%

9.2 - Group 2: Languages B English, French, Spanish (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. Standard Level



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Higher Level:



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9.3 - Group 3: Individuals and Societies History All students, higher and standard level, look at one of the prescribed subjects which is assessed through a source based examination paper. The prescribed subjects are: ➢ Military leaders ➢ Conquest and its impact ➢ The move to global war ➢ Rights and protest ➢ Conflict and intervention All students will also explore two key topics



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in world history.

These will be chosen from: ➢ Origins, development and impact of industrialization (1750–2005) ➢ Independence movements (1800–2000) ➢ Evolution and development of democratic states (1848–2000) ➢ 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: ➢ History of Africa and the Middle East ➢ History of the Americas ➢ History of Asia and Oceania ➢ History of Europe Assessment Historical investigation: 1,500-2,000

words (SL 25%, HL 20%) Course Outline Section 1: Microeconomics ➢ Competitive Markets: Demand and Supply ➢ Elasticity ➢ Government Intervention ➢ Market Failure ➢ Theory of the Firm (HL Only)

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



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➢ The Balance of Payments Economic ➢ Integration Terms of Trade (HL Only) Assessment

Internal assessment 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

Economics 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. 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, however higher level economics students should be taking at least standard level Mathematics due to the mathematical content of the higher level course. 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.



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However there is no requirement to study standard level mathematics, mathematical studies would be acceptable. 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 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 hours ➢ 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,



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resources and development are considered together. Geography options: ➢ Lithospheric processes and hazards ➢ Ecosystems and human activity ➢ Settlements ➢ Globalization (higher level only) 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). Standard level Paper 1 20% Paper 2 36% Higher level Paper 1 20% Paper 2 32% Paper 3 24% Internal Assessment (Laboratory work)



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9.4 - Group 4: Experimental Sciences Nature of Science, Biology, Chemistry, Physics, Computer Science and Environmental Systems and Societies Biology, chemistry, physics and Computer Science are available at both higher and standard Levels, while the nature of science and environmental systems and societies is studied at standard level only. Through studying biology, chemistry or physics, students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes these subjects. The aims enable students, through the overarching theme of “the nature of science”, to: ➢ Appreciate scientific study and creativity within a global context

through stimulating and challenging opportunities; ➢ Acquire a body of knowledge, methods and techniques that

characterize science and technology. ➢ Apply and use a body of knowledge, methods and techniques that

characterize science and technology; ➢ Develop an ability to analyze, evaluate and synthesize scientific

information. ➢ Develop a critical awareness of the need and the value of effective

collaboration and communication during scientific activities; ➢ Develop experimental and investigative scientific skills including the

use of current technologies. ➢ Develop and apply 21st century communication skills in the study of

science. ➢ Become critically aware, as global citizens, of the ethical implications of

using science and technology; ➢ Develop an appreciation of the possibilities and limitations of science

and technology ➢ Develop an understanding of the relationships between scientific

disciplines and their influence on other areas of knowledge.



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Group 4 students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the option studied. The syllabus encourages the development of certain skills, attributes and attitudes. While the skills and activities of group 4 science subjects are common to students at both SL and HL, students at HL are required to study some topics in greater depth, in the additional higher level material and in the common options. Experimental work is carried out both individually and in small groups and support is given where possible to students for whom English is a second or other language. 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. 24% Internal Assessment (Laboratory work) 20% Paper 1 20% Paper 2 40% Paper 3 20% Internal Assessment (Laboratory work) 20% Paper 3 Environmental Systems and Societies: Assessment 24% 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

➢ Ecology ➢ Evolution and biodiversity



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➢ Molecular biology ➢ Genetics ➢ Nucleic acids ➢ Metabolism, cell respiration and

photosynthesis

➢ Human physiology ➢ Plant biology ➢ Genetics and evolution ➢ Animal physiology

Options (two of the following are taught) ➢ Neurobiology and Behavior ➢ Microbes and Biotechnology

➢ Ecology and Conservation Further ➢ Human Physiology

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

All students are expected to attend a residential field trip in Grade 12 in order to complete the group 4 project requirement. 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 ➢ Equilibrium



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➢ Stoichiometric relationships ➢ Atomic structure ➢ Periodicity ➢ Chemical bonding and structure ➢ Energetics/thermochemistry ➢ Chemical kinetics

➢ Acids and bases ➢ Redox process ➢ Organic chemistry ➢ Measurement and data processing

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. 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 processes ➢ Organic chemistry ➢ Measurement and data processing

Options (two of the following are taught) ➢ Biochemistry ➢ Materials

➢ Energy ➢ Medicinal chemistry

All students are expected to attend a residential field trip in Grade 12 in order to complete the group 4 project requirement Physics Higher level physics is relevant to university courses in physics, engineering or electronics, and would be useful to anyone wishing to study mathematics



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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: 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

Options (two from the following)



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➢ Astrophysics ➢ Relativity ➢ Electricity and magnetism ➢ Circular motion and gravitation ➢ Atomic, nuclear and particle physics ➢ Energy production ➢ Imaging Physics ➢ Engineering Physics

All students are expected to attend a residential field trip in Grade 12 in order to complete the group 4 project requirement. Computer Science Computer science requires an understanding of the fundamental concepts of computational thinking as well as knowledge of how computers and other digital devices operate. The Diploma Programme computer science course is engaging, accessible, inspiring and rigorous. It has the following characteristics. ➢ draws on a wide spectrum of knowledge ➢ enables and empowers innovation, exploration and the acquisition of

further knowledge ➢ interacts with and influences cultures, society and how individuals and

societies behave ➢ raises ethical issues ➢ is underpinned by computational thinking.

Computational thinking involves the ability to: ➢ think procedurally, logically, concurrently, abstractly, recursively and

think ahead ➢ utilize an experimental and inquiry-based approach to

problem-solving ➢ develop algorithms and express them clearly



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➢ appreciate how theoretical and practical limitations affect the extent to which problems can be solved computationally.

During the course the student will develop computational solutions. This will involve the ability to: ➢ identify a problem or unanswered question ➢ design, prototype and test a proposed solution ➢ liaise with clients to evaluate the success of the proposed solution and

make recommendations for future developments. Computer science has links with subjects outside of group 4, notably information technology in a global society (ITGS), but it should be noted that there are clear differences between the subjects. Standard Level Assessment component

Overall weighting

Approximate weighting of objectives (%)

Duration

1 2 3 4

Paper 1 45 24 13 8 n/a 1 hour 30 minutes

Paper 2 25 13 7 5 n/a 1 hour

Internal assessment:

Solution

30 9 8 4 9 30 hours



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Higher Level Assessment component

Overall weighting

Approximate weighting of objectives (%)

Duration

1 2 3 4



Paper 3 20 9 7 4 n/a 1 hour

Internal assessment: Solution

20 6 5 3 6 30 hours

The Group 4 Project The group 4 project is an interdisciplinary activity in which all Diploma Programme science students must participate. The intention is that students from the different group 4 subjects analyse a common topic or problem. The exercise should be a collaborative experience where the emphasis is on the processes involved in, rather than the products of such an activity. In most cases students in a school would be involved in the investigation of the same topic. Where there are large numbers of students, it is possible to divide them into several smaller groups containing representatives from each of the science subjects. Each group may investigate the same topic or different topics—that is, there may be several group 4 projects in the same school.



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Students studying environmental systems and societies are not required to undertake the group 4 project. Summary of the 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 in line with aim 10—that is, to “develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge”. The project can be practically or theoretically based. Collaboration between schools in different regions is encouraged. The group 4 project allows students to appreciate the environmental, social and ethical implications of science and technology. It may also allow them to understand the limitations of scientific study, for example, the shortage of appropriate data and/or the lack of resources. The emphasis is on interdisciplinary cooperation and the processes involved in scientific investigation, rather than the products of such investigation. The choice of scientific or technological topic is open but the project should clearly address group 4 aims 7, 8 and 10 of the biology, chemistry and physics subject guides. Ideally, the project should involve students collaborating with those from other group 4 subjects at all stages. To this end, it is not necessary for the topic chosen to have clearly identifiable separate subject components. However, for logistical reasons, some schools may prefer a separate subject “action” phase (see the following “Project stages” section). Project stages The 10 hours allocated to the group 4 project, which are part of the teaching time set aside for developing the practical scheme of work, can be divided into three stages: planning, action and evaluation.



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Planning This stage is crucial to the whole exercise and should last about two hours. The planning stage could consist of a single session, or two or three shorter ones. This stage must involve all group 4 students meeting to “brainstorm” and discuss the central topic, sharing ideas and information. The topic can be chosen by the students themselves or selected by the teachers. Where large numbers of students are involved, it may be advisable to have more than one mixed subject group. After selecting a topic or issue, the activities to be carried out must be clearly defined before moving from the planning stage to the action and evaluation stages. A possible strategy is that students define specific tasks for themselves, either individually or as members of groups, and investigate various aspects of the chosen topic. At this stage, if the project is to be experimentally based, apparatus should be specified so that there is no delay in carrying out the action stage. Contact with other schools, if a joint venture has been agreed, is an important consideration at this time. Action This stage should last around six hours and may be carried out over one or two weeks in normal scheduled class time. Alternatively, a whole day could be set aside if, for example, the project involves fieldwork. Students should investigate the topic in mixed-subject groups or single-subject groups. There should be collaboration during the action stage; findings of investigations should be shared with other students within the mixed/single-subject group. During this stage, in any practically based activity, it is important to pay attention to safety, ethical and environmental considerations. Note: Students studying two group 4 subjects are not required to do two



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separate action phases. Evaluation The emphasis during this stage, for which two hours are probably necessary, is on students sharing their findings, both successes and failures, with other students. How this is achieved can be decided by the teachers, the students or jointly. One solution is to devote a morning, afternoon or evening to a symposium where all the students, as individuals or as groups, give brief presentations. Alternatively, the presentation could be more informal and take the form of a science fair where students circulate around displays summarizing the activities of each group. The symposium or science fair could also be attended by parents, members of the school board and the press. This would be especially pertinent if some issue of local importance has been researched. Some of the findings might influence the way the school interacts with its environment or local community. Addressing aims 7 and 8 Aim 7: “develop and apply 21st century communication skills in the study of science.” Aim 7 may be partly addressed at the planning stage by using electronic communication within and between schools. It may be that technology (for example, data logging, spreadsheets, databases and so on) will be used in the action phase and certainly in the presentation/evaluation stage (for example, use of digital images, presentation software, websites, digital video and so on). Aim 8: “become critically aware, as global citizens, of the ethical implications of using science and technology.” Addressing the international dimension There are also possibilities in the choice of topic to illustrate the international nature of the scientific endeavour and the increasing cooperation required to



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tackle global issues involving science and technology. An alternative way to bring an international dimension to the project is to collaborate with a school in another region. Types of project While addressing aims 7, 8 and 10 the project must be based on science or its applications. The project may have a hands-on practical action phase or one involving purely theoretical aspects. It could be undertaken in a wide range of ways: Designing and carrying out a laboratory investigation or fieldwork. Carrying out a comparative study (experimental or otherwise) in collaboration with another school. Collating, manipulating and analysing data from other sources, such as scientific journals, environmental organizations, science and technology industries and government reports. Designing and using a model or simulation. Contributing to a long-term project organized by the school. Logistical strategies The logistical organization of the group 4 project is often a challenge to schools. The following models illustrate possible ways in which the project may be implemented. Models A, B and C apply within a single school, and model D relates to a project involving collaboration between schools. Model A: mixed-subject groups and one topic Schools may adopt mixed-subject groups and choose one common topic. The number of groups will depend on the number of students. Model B: mixed-subject groups adopting more than one topic Schools with large numbers of students may choose to do more than one



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topic. Model C: single-subject groups For logistical reasons some schools may opt for single-subject groups, with one or more topics in the action phase. This model is less desirable as it does not show the mixed subject collaboration in which many scientists are involved. Model D: collaboration with another school The collaborative model is open to any school. To this end, the IB provides an electronic collaboration board on the OCC where schools can post their project ideas and invite collaboration from other schools. This could range from merely sharing evaluations for a common topic to a full-scale collaborative venture at all stages. For schools with few Diploma Programme (course) students or schools with Diploma Programme course students, it is possible to work with non-Diploma Programme or non-group 4 students, or undertake the project once every two years. However, these schools are encouraged to collaborate with another school. This strategy is also recommended for individual students who may not have participated in the project, for example, through illness or because they have transferred to a new school where the project has already taken place. Timing The 10 hours that the IB recommends be allocated to the project may be spread over a number of weeks. The distribution of these hours needs to be taken into account when selecting the optimum time to carry out the project. However, it is possible for a group to dedicate a period of time exclusively to project work if all/most other school work is suspended. Year 1 In the first year, students’ experience and skills may be limited and it would



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be inadvisable to start the project too soon in the course. However, doing the project in the final part of the first year may have the advantage of reducing pressure on students later on. This strategy provides time for solving unexpected problems. Year 1–Year 2 The planning stage could start, the topic could be decided upon, and provisional discussion in individual subjects could take place at the end of the first year. Students could then use the vacation time to think about how they are going to tackle the project and would be ready to start work early in the second year. Year 2 Delaying the start of the project until some point in the second year, particularly if left too late, increases pressure on students in many ways: the schedule for finishing the work is much tighter than for the other options; the illness of any student or unexpected problems will present extra difficulties. Nevertheless, this choice does mean students know one another and their teachers by this time, have probably become accustomed to working in a team and will be more experienced in the relevant fields than in the first year. Combined SL and HL Where circumstances dictate that the project is only carried out every two years, HL beginners and more experienced SL students can be combined. Selecting a topic Students may choose the topic or propose possible topics and the teacher then decides which one is the most viable based on resources, staff availability and so on. Alternatively, the teacher selects the topic or proposes several topics from which students make a choice. Student selection Students are likely to display more enthusiasm and feel a greater sense of ownership for a topic that they have chosen themselves. A possible strategy



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for student selection of a topic, which also includes part of the planning stage, is outlined here. At this point, subject teachers may provide advice on the viability of proposed topics. Identify possible topics by using a questionnaire or a survey of students. Conduct an initial “brainstorming” session of potential topics or issues. Discuss, briefly, two or three topics that seem interesting. Select one topic by consensus. Students make a list of potential investigations that could be carried out. All students then discuss issues such as possible overlap and collaborative investigations. A reflective statement written by each student on their involvement in the group 4 project must be done. Environmental Systems and Societies (SL only) Environmental systems and societies (ESS) is a trans-disciplinary subject, which can be taken to fulfill the students’ requirements in both group 3 and group 4, thus leaving the student able to choose an additional subject from any group (including another group 3 or 4 subject). The main purpose of this course is to give students a coherent perspective on the interrelationships between environmental systems and societies. To really understand the causes and effects of environmental problems, and how people try to manage them, we will need to look at the issues from many angles (e.g. scientific, ethical, historical, economic, cultural and socio-political). This is called a “holistic” approach. By the end of this course students will be able to adopt an informed personal response to current environmental issues (i.e. know where they stand and why). They will also understand the impact of the choices and decisions we make in our own lives on the environment. We will use local contexts to teach underlying theory, incorporating as much fieldwork and laboratory practical work as possible, and the theory applied in a series of international case studies. Students will gain an appreciation of



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the global diversity of environments and ecosystems, cultural and historical differences in attitudes to the environment, and differing perspectives on sustainability. Core topics: ➢ Systems and Models ➢ The Ecosystem ➢ Human Population, Carrying Capacity and Resource Use ➢ Conservation and Biodiversity ➢ Pollution Management ➢ The Issue of Global Warming ➢ Environmental Value Systems

9.5 - 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 allthe sub-topics contained within each of the topics in the syllabus. Study Topics ➢ Topic 1: Algebra ➢ Topic 2: Functions and Equations



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➢ 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 3 written examination papers: ➢ 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)



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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

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.



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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

Mathematical Studies SL The Mathematical Studies course is available at Standard Level (SL) only. It caters for students with varied backgrounds and abilities. More specifically, it is designed to build confidence and encourage an appreciation of mathematics in students who do not anticipate a need for mathematics in their future studies. Students taking this course need to be already equipped with fundamental skills and a rudimentary knowledge of basic processes. The course consists of the study of eight 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: Introduction to the Graphic Display Calculator ➢ Topic 2: Number and AlgebraTopic ➢ 3: Sets, Logic and ProbabilityTopic ➢ 4: Functions ➢ Topic 5: Geometry and Trigonometry ➢ Topic 6: Statistics ➢ Topic 7: Introductory Differential Calculus ➢ Topic 8: Financial Mathematics



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Assessment Internal assessment The project is an individual piece of work involving the collection of information or the generation of measurements, and the analysis and evaluation of the information or measurements. This accounts for 20% of the final grade. 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

Mathematics (First Exams 2021) Analysis : Standard Level



Paper 1 (90 minutes)

No technology allowed. (80 marks)

Section A

Compulsory short-response questions based on the syllabus.

80%

40%



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Section B

Compulsory extended-response questions based on the syllabus.


Technology required. (80 marks)

Section A


Section B

Compulsory extended-response questions based on the syllabus

40%

Internal assessment

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Mathematical exploration

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

20%

Analysis : Higher Level




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No technology allowed. (110 marks)

Section A


Section B


80%

30%



Section A


Section B


30%



Two compulsory extended response problem-solving questions.

20%



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Internal assessment




20%

Applications : Standard Level





Compulsory short-response questions based on the syllabus. (80 marks)

80%

40%



Compulsory extended-response questions based on the syllabus. (80 marks)

40%



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Internal assessment




20%

Applications : Higher level






80%

30%




30%



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Two cumpulsory extended response problem-solving questions.

20%

Internal assessment




20%

9.6 - Group 6: The Arts Film Part 1: Textual Analysis The detailed study of film sequences. It is essential that students are able to understand how meanings are constructed within and through film texts, and to view the production of these texts in a broader framework. Students should be able to identify how film uses a range of devices to represent experiences and stories, as well as to convey meanings and values. They should be able to acquire and use the appropriate tools for analysing films from various countries and place these within wider socio-cultural perspectives. Students will develop both their own enjoyment of film and lifelong habits of critical inquiry. Students will learn to move between close textual analysis of specific scenes and analysis of films as a whole, contextualizing meanings within a larger framework.



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Part 2: Film Theory and History This is the study of films and film-making traditions from more than one country. Film is influenced by and is in part a product of its own history and tradition, as well as the social, economic and institutional forces that surround it. Similarly, film is influenced by the observations and research of practitioners and scholars. Students will learn about films from more than one country to enhance their understanding of films familiar to them and also of films from other countries that may be less familiar to them. Part 3: Creative Process - techniques and organization of production This is the development of creative, analytical and production skills within film-making. Students will have the opportunity to develop skills in film production. This is a complex process that requires creative and analytical skills as well as meticulous organization, and almost always involves close collaboration with others. Students will study the overall structure of film-making, the nature of the relationships in a production team, and the need for discipline and protocol on set or location. Students should be encouraged to work in a variety of roles to enable them to explore their skills and aptitude in different fields. Assessment External Assessment ➢ Independent Study (SL and HL 25%) ➢ Presentation (SL and HL 25%)



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Internal Assessment ➢ Production Portfolio (SL and HL 50%)

Music The study of music allows for exploration of the shared human perceptions and emotions which temper our lives; those common or singular experiences which by other means are imperfectly expressed, or cannot be expressed at all. What does the study of music entail? We learn to hear pitch in sound and pattern in rhythm. We learn to listen and look for distinctions and beauty. We learn to be surprised, moved and inspired by the similarities and differences in music. Higher Level This is designed for the specialist music student with a background in musical performance and composition, who may pursue music at university or conservatoire level. HL students must complete all three components of the course. SL must choose between Performing and Creating. Solo Performance (Option for SL) This is designed for the student who has a background in musical performance. The program for the presentation should be suitable for the chosen instrument or voice, with attention given to the balance of styles and character, if appropriate. It is not necessarily in the student’s interest to submit a presentation where the student performs on more than one instrument, or both sings and plays. Creating (Option for SL) This is designed for the student who has a background in musical



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composition. Composition can begin from imitating other music, or from the sheer joy of improvising. Students may also arrange existing music for an ensemble or experiment with music technology. Sounds can then be explored experimentally to create music which can be purely aesthetic, purely functional, purely traditional, or designed to fulfill any other expressive purpose. Group Performance (Option for SL) This is designed for students with a general interest in music, or those without prior experience, particularly members of ensembles. The only compulsory part of the syllabus, common to higher level (HL) and all standard level (SL) options, is Musical Perception. It consists of two compulsory sections for SL and three for HL students. The IB prescribes works for study for section A. In section B (and C for HL) students respond to music drawn from different times and places. Within this component is also a significant piece of coursework that establishes musical links across two musical cultures. This is an opportunity for the student to engage in a sustained investigation into aspects music that really interest them. Music Assessment SL External assessment Listening Paper (2 1⁄4 hours) 30% Internal assessment Creating/Solo or Group performing 50% Musical Investigation 20% Music Assessment HL External assessment



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Listening Paper (2 1⁄4 hours) 30% Musical Investigation 20% Internal assessment Creating 25% Solo performing 25% Visual Arts Visual Arts is available at both higher and standard levels as either a studio-based program (option A) or a workbook-based program (option B). Option A provides more time for students to produce art works; option B gives students more time for investigation and research. Carnet de Voyage (September–December) This is a skills-based project to teach students to experiment with different media and techniques, develop new ideas, problem solve, understand art concepts, and critically and contextually investigate other artists work. The three main areas of exploration are: ➢ Observational drawing ➢ Color, painting and mixed-media composition ➢ 3D design and sculpture The Shock of Reality (January–March)

Students explore this theme through drawing and workbook investigations and then make 2D and 3D studio works. This project is designed to help students understand the concept of working on a theme in preparation for the independent projects Independent Project / Theme (March–June) Students produce a series of independent studio works in the materials of their choice. Mock exam interview and exhibition (June) Thematic project (September–December) Students investigate an idea or aspect of their theme. The term is punctuated by workshops that introduce new skills and a trip to a museum to assist their



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artist/cultural research. Independent work (January–March) Students develop independent studio work and research inspired by in-depth investigation of their chosen theme or subject. Assessment The course content and assessment objectives are the same for HL and SL, but HL students are expected to produce a larger body of work and work of greater depth. The assessment criteria are therefore differentiated according to option and level. The final assessment is based on each student’s exhibition of their studio work, their research workbook and an interview with an external examiner. The allocation of marks is: ➢ SL and HL Option A: Workbook 40% / Studio work 60% ➢ SL and HL Option B: Workbook 60% / Studio work 40%

SECTION 10 - IB COURSEWORK DEADLINES, CLASS OF 2019

All assignments are due by the ERV submission dates set out below. Please note that final deadlines (day/month) will be confirmed closer to the date by the subject teachers and communicated to the students and parents through ManageBac. It is the student’s responsibility to ensure that he/she makes a careful note of the due date for each assignment—for written work and oral presentations—and presents this work on time. IB Diploma deadlines and interim submission dates are placed on ManageBac and are posted in the IB Study Room, and are communicated to the parents in the bulletin. The school will not accept that a student has not been informed of IB coursework deadlines.Students who anticipate having difficulty meeting a deadline must see the teacher well before the due date to discuss strategies which will allow them to meet their commitments. Students with an absence for the day that an assignment was due must hand in the assignment by email where possible, or on their return. They are also responsible for finding



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out what new assignments there may be and when they are due. Failure to meet a coursework deadline will result in that student being suspended from class until the assignment is complete. 10.1 - Coursework Deadlines The school has published a list of coursework deadlines, and we expect students and teachers to respect these. A significant proportion of each subject grade is derived from coursework scores; therefore, the school has a duty to do all it can to ensure that each student’s coursework represents their best efforts. The school has a right and a responsibility to set internal coursework deadlines that

A. ensure that the teacher and student, and the school and our families, have shared expectations for the submission of IB DP coursework;

B. provide students with ‘scaffolding’ around which to build their own time-management skills and so manage their coursework commitments successfully;

C. provide students and teachers with a framework that, as far as is possible, avoids simultaneous demands from different subjects, ensuring that every student has sufficient time and support to submit quality work in each subject area;

D. ensure that students do not fall behind, and so have multiple demands for coursework late in Grade 12;

E. act as a trigger for support services, if required; F. do not seek to fail or exclude students.

The coursework schedule should give every student the opportunity to produce their best work, and should ensure that every student meets each deadline by submitting work that would be sufficient to meet all the internal assessment requirements. 10.2 - Coursework Coursework refers to work that is completed independently and not under examination conditions; coursework marks contribute towards the final



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grade of the subject concerned. There are two categories of coursework: ➢ internally assessed written or practical work which is sampled and

moderated; ➢ externally assessed written or practical work all of which is sent to an

examiner. It is the responsibility of each department to keep the published coursework deadlines up-to-date for each component on Managebac and to ensure that all stakeholders are aware of major coursework requirements, including dates of submission, deadlines and the necessary IBO guidelines. In determining these dates, the Head of Department will consult with the teachers in their department and leave sufficient time for the marking, internal moderation, standardisation and administration.

➢ All oral language exams will take place on dates specified by the IBDP Coordinator and Deputy Head in the internal examinations schedule and leave sufficient time for the marking, internal moderation, standardisation and administration.

➢ All ToK presentations will take place on dates specified by the IBDP and ToK coordinators and Deputy Head in the internal examinations schedule and leave sufficient time for the marking, internal moderation, standardisation and administration.

➢ The Visual Arts exhibition will take place on dates specified by the Head of Department, IBDP Coordinator and Deputy Head in the internal examinations schedule and leave sufficient time for the marking, internal moderation, standardisation and administration.

Where a coursework deadline is found to clash with that of another subject or an external event, a Head of Department may decide to adjust the final coursework deadline. In such circumstances, the Head of Department (HoD) should communicate the adjustment to all concerned (all HoD’s, students, parents at the earliest opportunity). Such adjustments may only be initiated by the Head of Department and with the agreement of the HoD team and IB Diploma coordinator. Parents will receive a copy of the coursework calendar along with details of



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our expectations in terms of meeting deadlines. 10.3 - Consistency Coursework that is submitted electronically does not require a cover sheet and the file to be uploaded should not contain the candidate number or name. Coursework that is submitted on paper must be accompanied by a cover sheet. Cover sheets require the following information: ➢ name; ➢ candidate number; ➢ subject and (if necessary) component; ➢ title; ➢ word count.

All written coursework should be uploaded to Managebac appropriately labelled. Course work that is for electronic upload must have ➢ subject and (if necessary) component; ➢ title; ➢ word count. ➢ filled in on the screen prior to uploading.

The file must NOT contain ➢ name; ➢ candidate number.

Hard copies of the completed coursework must be handed in to the front desk by the same date. Once the work has been received, the appropriate IB paperwork must be completed by the student and the teacher (electronically when available) within 30 working days if the submission date is before February 15th. All extended essays and ToK essays are sent directly to Managebac. These



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will then be available to the Supervisors and coordinator. 10.4 - The use of the word “Deadline”. Students The deadline for students is in two parts: ➢ the submission date – when Coursework should be handed in by

students. This can be an interim date or a final date and these are set internally as described above. Students who do not meet this deadline need to be identified. (see below)

If this is an interim date the Coursework will be returned to students within a reasonable time and with sufficient guidance in the form of written comments as well as criteria referenced marks to enable them to monitor their academic performance. Students should receive feedback on coursework within a period set with the agreement of the relevant Head of Department. See below for more guidance. The final acceptance date – for those students who failed to meet the submission date and after which no Coursework will be accepted. Work submitted at this stage forfeits the opportunity of feedback. Coursework must be the independent work of the student concerned. The schools’ Academic Honesty Policy explains the procedures to be followed in the event of suspected malpractice. A student who anticipates difficulty in meeting a deadline should discuss the difficulty as soon as it is identified with the subject teacher or the Head of Department; any request for an extension must be in writing and will trigger a referral to the form tutor and IBDP coordinator. The IBDP coordinator and head of department may grant an extension if the circumstances are very exceptional and beyond the student’s control.



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Any student who has an unforeseen difficulty near the deadline will be required to bring proof of the difficulty; in the case of illness, this should be a doctor’s certificate. This will trigger a referral and a record of the outcome will be logged by the subject teacher, homeroom teacher, Head of Grade (HoG) and IBDP coordinator. Candidates are free to revise and redraft a piece of coursework without teacher involvement before submitting the final piece. Candidates should be advised to spend an appropriate amount of time on the work commensurate with the marks available. Teachers The deadline for teachers entails the following obligations: Plan to finish and submit your coursework marks before the last available date. The deadline is the last available date for submission not the target date. Marks will be registered on IBIS from February 15th until approximately April 5th depending on the school calendar for the year. Once the marks are registered the names of the sample will be known and the sample can be prepared by the subject teacher. All student work submitted to the IB must be in the possession of the IB Diploma Coordinator 10 working days before the official IB receiving date of April 20th or the end of term, whichever is soonest. In the case of written and practical work the correct emform provided by the IB must be completed and when necessary dates and signatures will be obtained from both a member of staff and the student on the appropriate form when a completed piece of coursework is handed in, providing evidence of: ➢ the date the coursework was handed in; ➢ the identity of the designated member of staff who received the work.

If a student looks likely to fail to meet a final acceptance date (for example,



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by missing an interim deadline), and there are no obvious grounds for granting an extension, the HoD, the homeroom teacher, HoG and IBDP coordinator must be alerted in order to assess whether there are any extenuating circumstances before using the standard letter (see appendix 1) to inform parents of the missed deadline. A copy of this letter should be sent to the form tutor and IBDP coordinator. In the case of oral commentaries and presentations, the appropriate forms and the recordings must be completed through Managebac. All recordings MUST be verified immediately after the completion of the commentary or presentation in the presence of the student. The final marks must be available to the IBDP Coordinator no later than 5 working days after the recording. 10.5 - Internally assessed work DURING the course. Oral Presentations and Portfolio Performances: Where there is more than one class of a particular subject in the year group, the department will apply internal moderation/cross-marking procedures to ensure consistency of assessment between teachers. Any recordings MUST be verified immediately after the presentation or performance. 10.6 - More guidance on monitoring student progress on coursework. Interim deadlines should be used to monitor progress and give feedback for coursework that contributes a significant proportion of marks and/or which is undertaken over a significant period of time. ➢ Ensure that an appropriate amount of classroom time is spent on the

task so that the teacher is familiar with each student’s work in progress and can regularly monitor and discuss aspects of the work with the student.

➢ Ensure that students document the specific stages of the development of work, starting with an early part of the task such as topic choice, list of resources and/or preliminary research.



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➢ Where drafting is inherent in the skills being tested, subject-specific guidance and exemplification will indicate its role in relation to the type of writing being undertaken and any interim assessment allowed in these circumstances.

➢ Retaining copies of each student’s work where appropriate at given stages in its development.

10.7 - Marking and Standardisation (Moderation/Cross marking) In marking coursework, teachers should pay close attention to the requirements of the specification. Teachers should note that it is their responsibility to award marks for coursework in accordance with the marking criteria detailed in the subject-specific guide and support documents. Teachers must show clearly how the marks have been awarded in relation to these marking criteria. The centre’s marks must reflect the relative attainment of all the candidates. Where standards are found to be inconsistent, the relevant teacher(s) should make adjustments to their marks or re-consider the marks of all candidates for whom they were responsible. The new marks should be checked by the HoD. Standardising Approach 1 ➢ teachers meet to discuss assessment criteria or performance

descriptors, topics and the approaches usedfor the task; ➢ teachers grade the work from their own classes; ➢ teachers swap samples and carry out blind marking; ➢ if necessary, teachers mark further work or reassess their own class

work; difficult cases are further discussed before results are entered with Head of Department or DP coordinator, if necessary.



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Approach 2 ➢ Teachers combine and distribute the student work among themselves

for assessment; ➢ the results are returned to the class teacher, who reassesses all the

work or the work of students whohave unexpected results; ➢ unusual cases are considered by all teachers concerned and with Head

of Department or DP coordinator, if necessary. Approach 3 ➢ samples from all classes are distributed; ➢ all teachers assess the same pieces of work; ➢ differences in results are discussed to gain a clearer and more

consistent understanding of the application of the assessment criteria or performance descriptors with HoD or IBDP coordinator if necessary;

➢ when all teachers are confident they have a consistent understanding of the application of the assessmentcriteria or performance descriptors, each teacher assesses his/her own class.

10.8 - Guidance for teachers and/or subject areas where coursework requirements have not been met Further guidance will be provided to the HoD on standardisation and on a case-by-case basis where an individual teacher or subject fails to meet the requirements for coursework. The following actions will be taken where a significant problem has not been rectified: ➢ approving and monitoring the teacher’s arrangements for assessment; ➢ informing Secondary Leadership. ➢ informing the IBO.



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10.9 - The Predicted Grade (PG) The term Predicted Grade is used to describe the following ONLY: ➢ The grade required by universities or tertiary education clearing

organisations (UCAS). There are published required dates managed by the University Counsellors. These are based on evidence and the subject teachers' professional opinion of the student in their classes

➢ The grade required by the IB after all internal assessments have been completed.

The IBO deadline for the Predicted Grade is April 10th. Teachers are required to send the information to the IBDP coordinator 10 working days prior to this date or 10 working days before the end of term whichever is sooner. Homework is an extension of the regular daily school work and is given in all courses. The functions of homework are to help students prepare for classes, and develop the skills of organization, time management, independent responsibility, self-direction and self-discipline.Long-range assignments such as reports and projects take careful planning and organization on the part of the student. Parents are encouraged to assist in monitoring student progress toward the completion of the assignments, but should not do the students’ work for them. Parents can be most helpful to their children by providing a routine time and a place that is conducive to undisturbed study. Students can seek help in developing more effective study skills from their teachers, counselors, and the learning support department. The amount of homework assigned normally increases as the student progresses through school and varies throughout the year. By Years 12 and 13 this will be between a minimum of ten and twelve hours a week. The nature of the homework will vary but it can be assumed that students will always be required to be reading set texts in preparation for lessons and reading around all of their subjects as a matter of course. Getting work done on time requires careful planning, organization, determination, and self-discipline.



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These qualities are important in the later working-careers of students and in their personal lives. To promote the habit of punctuality, while recognizing that difficulties can arise, our policy is that: ➢ All assignments are due by the deadline set by the teacher (Diploma

coursework or any other assignment). It is the class teacher’s responsibility to ensure that the due date – for written work and oral presentations – is clearly understood by all of the students in the class. IB Diploma deadlines are placed in the school’s Assessment Timeline and made available to the parents.

➢ Students who anticipate having difficulty meeting a deadline must see the teacher well before the due date to discuss a possible extension. An extension may be granted if the teacher judges that there is an acceptable and legitimate reason.

➢ Students with an absence for the day that an assignment was due should hand in the assignment by email where possible or on their return. They are also responsible for finding out what new assignments there may be and when they are due. Extra Help with Schoolwork Students may be asked to stay after school for help with schoolwork.

This is our way of ensuring the best academic progress possible for your child. The school also has a resource specialist team who will help individual students who are experiencing specific difficulties. Please ensure that your son/daughter knows to call home if he/she has been asked to remain in school for this extra help. SECTION 11 - ACADEMIC HONESTY POLICY

Academic Honesty Policy ERV is committed to academic honesty and will ensure that all students in the IB Diploma Programme are aware of what this entails. While we trust that all students enrolled in the school will submit work of their own that is appropriately referenced, we feel that it is necessary



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to give guidelines as to what this means and what the consequences will be if any work does not meet this standard. Academic Dishonesty and Malpractice Although the following list is not exhaustive, academic dishonesty can, in general, take several forms: Plagiarism: taking work, words, ideas, pictures, information or anything that has been produced by someone else and submitting it for assessment as one’s own; Copying: taking the work of another student, with or without his or her knowledge and submitting it as one’s own; Exam cheating: communicating with another candidate in an exam, bringing unauthorized material into an exam room, or consulting such material during an exam in order to gain an unfair advantage; Duplication: submitting work that is substantially the same for assessment in different courses without the consent of all teachers involved; Falsifying data: creating or altering data which have not been collected in an appropriate way; Collusion: helping another student to be academically dishonest. Prevention of Academic Dishonesty ERV, in line with IB recommendations and practice, may submit random or selected pieces of work to external bodies for verification and evaluation of sources. Students should be able to submit electronic copies of any work to either the teacher or the relevant curriculum coordinator for such verification at any time. We recommend that students keep all rough notes and drafts that they produce in preparing work for submission to teachers or examiners in order to be able to defend themselves against charges of malpractice.



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11.1 - Procedure for investigating suspected cases of academic dishonesty If a teacher, or another member of staff, suspects that a student may have breached the school’s standards of academic honesty, he or she will inform the IB DP Coordinator. The latter will investigate the matter, and will inform the student of the concerns of the teacher, giving the student the chance to reply to the accusations. If it can be shown that inappropriate work has been submitted, the IB DP Coordinator will make a recommendation to the Deputy Head as to whether or not the case is one of academic dishonesty, or of an academic infringement. Again, in line with the IB’s policy and practice, the determining difference between these two possibilities will be one of intent. The Head of school will decide the outcome of the case. 11.2 - The consequences of academic dishonesty Any student who has been found to be academically dishonest in any of the above ways, or otherwise, will have a record of this put into his or her student file, and this will be communicated to the student’s parents. If the work has been submitted as an official piece of IB coursework, it will not be accepted; if there is time for him or her to do so, the student will be allowed to resubmit another piece of work in its place. If there is not time for the student to produce new work, he or she will normally not receive a grade for that course and will therefore not receive an IB Diploma. A second violation will result in the student being removed from that particular IBDP course, and his or her being disallowed from being able to take an IB certificate in that subject. In addition, the student will not receive credit towards the High School Diploma for the course. If a student submits work to the IB which is later recognized as having been produced dishonestly, the IB will not award a Diploma to that student. Students should recognize that they are ultimately responsible for their own work and that the consequences of any breach of the standard of academic honesty will be theirs alone. They should speak to teachers regularly about



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their work and show drafts of it at various stages in the production process. They should ask teachers for advice if they are at any time unsure of what they have done in relation to referencing sources. 11.3 - Turnitin.com After some unfortunate incidents where students have not been awarded their Diploma due to an innocent oversight, ERV currently uses “turnitin.com” as a useful tool for electronically collecting work that will be submitted to Diploma examiners. All Extended Essays and ToK Essays will be submitted this way, and subject teachers will tell students if they want any particular piece of work to be submitted through “turnitin.com” We encourage students to use the draft submission facility prior to the deadline. This will identify all their quotations, with their sources. SECTION 12 - ASSESSMENT: FAQ

IB Grade 7 6 5 4 3 2 1 Letter Grade A+ A B+ B C D F Q: Will having grades on the 7-1 scale put me at a disadvantage if I transfer to a system which uses a different scale? R: It should not. Our grade scale has a clear advantage over many other evaluation scales; it describes the levels of achievement in terms of the quality of work and skills required while most other scales confine themselves to a single adjective per level. University admissions offices have told us that our students will be at no disadvantage provided the meaning and context of the grades is made clear. We provide documents which do both: the table of descriptors, our college profile, and charts of grade distributions.



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Q: How does a student or teacher know what the “expectations” are? R: The student is usually given the expectations for a particular task in the form of a rubric when the assignment is given. The end-of-year expectations for individual courses are available on the school website, and can be obtained from the head of department of each subject. Q: How do teachers standardize their expectations? R: Teachers of the different sections of the same course do this by talking to each other, and looking at the work of students not in their own sections; this is called internal moderation and is good professional practice in many schools. Q: How difficult is it to score a 7? R: Any student who meets the criteria for a 7 will score a 7, and the teacher should interpret the criteria at the grade level of the course concerned. The criteria are achievable at all grade levels. Q: What is a passing score for a course? R: There are no passing grades for each course, although to earn the IB Diploma you should aim to score a 4 (satisfactory) or better.



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Documents

IBDP HANDBOOK - ecolerubanvert.com€¦ · A Creativity, Activity, & Service (CAS) program 3.4 - Grading / Assessment All IB courses, HL and SL, are graded on the IB 7-point scale: