PIERCE THE AMERICAN COLLEGE OF GREECE NON MINISTRARI … · IB Worldwide Data: IB currently work with over 5000 schools, in 147 countries, to develop and offer four challenging programmes

PIERCE – THE AMERICAN COLLEGE OF GREECE

“NON MINISTRARI – SED MINISTRARE”

INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAM

Pierce Mission:“The mission of Pierce is to provide a holistic education toform intellectually independent, morally responsible,socially engaged global citizens.”

IBO Mission:“The International Baccalaureate aims to developinquiring, knowledgeable and caring young people whohelp to create a better and more peaceful world throughintercultural understanding and respect. To this end theorganization works with schools, governments andinternational organizations to develop challengingprograms of international education and rigorousassessment. These programs encourage students acrossthe world to become active, compassionate and lifelonglearners who understand that other people, with theirdifferences, can also be right.”

IB + Pierce Student’s Learner Profile:

IB Worldwide Data:

IB currently work with over 5000 schools, in 147 countries,

to develop and offer four challenging programmes (PYP, MYP,

DP, CAREER RELATED) to over 1,000,000 students

worldwide.

IB DP Model:

Award of the Diploma:

6 courses with 7 points for each subject

o 3 Higher Level HL (240 hours each)

o 3 Standard Level SL (150 hours each)

o Grading Scale: 1(lowest) – 7 (highest)

TOK + EE = 3 points (100 + 40 hours)

CAS (no points but compulsory)

Total 45 points available

Minimum threshold 24 points to receive the Diploma

Exceptions and Additional Requirements

(see Handbook of Procedures 2018)

Award of the Diploma:

Pierce IB DP Curriculum and Team:

Studies in Language and Literature: Modern Greek Literature A (HL / SL) Dr. Kantzia, Mrs. Lada

Language Acquisition:English Language B (HL / SL)Mrs. Niadas, Mrs. Petropoulou, Ms. Lisa Seed-Trujillo

Individuals and Societies:History (HL / SL)Dr. Gassenschmidt, Dr. Papoulia

Economics (HL / SL)Dr. Doulos, Mr. Makris, Mr. Liolios

Business and Management (HL / SL)Mr. Makris

Psychology (HL / SL) Mrs. Foteinopoulou


Sciences: Biology (HL / SL) Dr. Vlachantoni, Dr. Valahas, Dr. Zogka

Chemistry (HL / SL)Dr. Soulas, Dr. Valahas

Physics (HL / SL)Dr. Tampakis

Computer Science (HL / SL) Mr. Katsoulis

Mathematics:Higher LevelDr. Vrontakis (IB DP Coordinator)

Standard Level Dr. Kanta

Mathematical Studies (SL)Dr. Kanta


Arts: Visual Arts (HL / SL) Mr. Ioannou

Theater (HL / SL)Mrs. Salliari

Theory Of Knowledge: Dr. Stamatellos

Creativity Activity Service:Dr. Vlachantoni (Coordinator), Mr. Ioannou

Extended Essay:Dr. Papoulia

University Counselor: Mrs. Ellen Froustis

IB DP Office – Academic Assistant:Dr. Papoulia

University Counseling

The “Best Fit” College Plan

1. Set realistic goals

2. Align your ability, passions and career goals with degree choice

3. Select proper IB courses to meet degree requirements

4. Maintain high grades

5. Show leadership initiative and innovation in choice of activities

6. Research broad scope of universities in U.S., Europe & abroad

7. Apply to those within the range of your ability, budget & dreams

8. Let’s make it happen!

Modern Greek A

Nature of the Subject

The study of Modern Greek and world literature Taught in Modern Greek Offered at HL and SL Involves the study of literary works - not excerpts Aims to acquaint students with:

o great works of world literatureo the comparative study of texts and cultureso the tools and skills of literary analysis and interpretation

Modern Greek A

Material - Syllabus

Study of 13 (HL) or 10 (SL) works of literature Organized in four parts Different focus and method of assessment for each

Part 1: Works in translation (written assignment) Part 2: Detailed study (oral examination) Part 3: Literary genres (final exam) Part 4: Options (oral presentation)

Modern Greek A

Assessment Breakdown

Type of assessment Percentage of

final grade

External assessment 70%

final exam (literary analysis) 20%

final exam (essay) 25%

written assignment 25%

Internal assessment 30%

individual oral commentary 15%

individual oral presentation 15%

Modern Greek A

Modern Greek A aims to cultivate in students…

Independent, critical thinking Reading, writing, oral skills Creativity An appreciation of, and personal engagement with,

literature and the arts An awareness of the role of language in the creation of

meaning An awareness of the importance of culture, historical

and social context in the creation of artworks and human values

English B


English B is a language acquisition course. It is addressed to students whose mother tongue is not English.

The course is designed to provide students with the skills and intercultural understanding to communicate successfully in an English speaking environment.

Materials

Course Textbook: English B Course Companion Oxford University Press

Independent acquisition of reference library books, journals, and on-line resource materials

Past papers

Audio-visual material

English B

External

Paper 1 Receptive Skills 25%

Paper 2 Written Productive Skills 25%

Written assignment (650-850 words) 20%

Internal

Individual Oral 20%

Interactive Oral Activity 10%

Assessment HL

English B

External

Paper 1 Receptive Skills 25%

Paper 2 Written Productive Skills 25%

Written assignment (450-600 words) 20%

Internal

Individual Oral 20%

Interactive Oral Activity 10%

Assessment SL

English B

Language B aims to:

Provide students with a basis for further study, work and leisure through the use of an additional language.

Encourage an awareness and appreciation of the different perspectives of people from other cultures.

Enable students to understand and use the language studied in a range of contexts and for a variety of purposes.

Develop students’ awareness of the role of language in relation to other areas of knowledge.

Understand and use works of literature written in English.

History


IB History is not regurgitating facts, it is all about analysis

IB History is about comparing events, figures and so on

IB History will teach students to form and support and opinion

IB History is not just about what you write, but how you write

Typical questions

To what extent is Germany to be blamed for the outbreak

of World War I?

Bismarck used war only as the ultimate solution. Discuss.

Compare and contrast the role of women in two single-party

states, each taken from a different region.

Examine how technology determined the outcome of

a War in the 20th Century?

Evaluate the role of Lenin in the October Revolution.

Analyze the implications of the Treaty of Versailles in 1920s

Germany.

History

Material

Paper 1: The Move to Global War

Paper 2: Authoritarian States / Causes and Effects of 20th

Century Wars

Paper 3: History of Europe (1860s to 1990s)

History

Assessment

Paper 1 30% (SL) 20% (HL)Paper 2 45% (SL) 25% (HL)Paper 3 35% (HL)

Internal Assessment 25% (SL) 20% (HL)

(Internal Assessment: 1,500 – 2,000 words)

Psychology

Psychology is the scientific study of mental processesand behavior

IB PSYCHOLOGY

3 CORE APPROACHES to understanding behavior

1. Biological approach: focuses on physiology andgenetics

2. Cognitive approach: focuses on mental processeslike memory, thinking, perception, and attention

3. Sociocultural approach: focuses on howenvironment and culture affect behavior/ thinking

Psychology

Any aspect of humanemotion, thinking orbehavior can belooked at using 3different approaches,like 3 different lensesof a microscope

ALL approaches need to betaken into account to explainhuman behavior

Psychology

Options Abnormal PsychologyHealth PsychologyDevelopmental PsychologyHuman Relationships

Psychology

Structure and Assessment

3 Core approaches Options Research Methodology Internal Assessment – Experimental study

Paper 1: -3 core approaches-3 SAQs & 1 LAQ-SL (50%) + HL (40%)

Paper 2: SL: 1 option – 1LAQ (25%)HL: 2 options - 2 LAQs (20%)

Paper 3: HL only – Research methods – 20%

Internal Assessment - SL: 25% / HL: 20%

Economics


Economics is not about memorizing tables or lines of text.

It’s a way of thinking analytically about many issues thataffect us personally, our family, our country and the world

Economics

The course is designed to:

Introduce basic economic concepts and theories.

Develop the skills of economic reasoning, analysis and

evaluation.

Economics

Four areas of Economics are covered:

o Microeconomics

o Macroeconomics

o International economics

o Economic development

HL students will also cover extension topics from all

four areas

Economics

Student Assessment

External examination at the end of the second year (80%)

o Paper 1, 2 and 3 (HL)

Internal assessment (Economics Portfolio) (20%)

o Constructed throughout the course

o Three commentaries

Business and Management


Business Management is the study of decision-makingwithin an organization. Business management studiesbusiness functions and management processes incontemporary contexts of strategic uncertainty.


The course is designed to:

Study decision-making within an organization

Organize the material in terms of six core concepts;

Change, Culture, Ethics, Globalization, Innovation, Strategy

Develop the skill of applying business management tools

and techniques across business functions


Six Topics of Business Management are covered:

o Business Organization and Environment

o Human Resources

o Accounts and Finance

o Marketing

o Operations Management

o Business Strategy (HL only)

HL students will also cover extension material within the topics


Student Assessment

External examination at the end of the second year (75%)

o Paper 1, 2 with extension material for HL

Internal assessment (Report) (25%)o Prepared throughout the courseo Based on real-life business decision and

supported by relevant documents (more rigorous for HL)

Chemistry


Chemistry is an experimental science that combines academic

study with the acquisition of practical and investigational skills.

It is often called the central science, as chemical principles

underpin both the physical environment in which we live and

all biological systems.

Chemistry

Apart from being a subject worthy of study in its own right,

chemistry is a prerequisite for many other courses in higher

education, such as medicine, biological science and

environmental science, and serves as useful preparation for

employment.

The Diploma Programme chemistry course includes the essential

principles of the subject but also, through selection of an option,

allows teachers the flexibility to introduce to their students some

of the most recent advances in the field of chemistry.

The course is available at both standard level (SL) and higher

level (HL).

Chemistry

Theory and practical work will be undertaken by all students.The DP chemistry course allows students to develop a widerange of practical skills and to increase facility in the use ofmathematics.It also allows students to develop interpersonal andinformation technology skills, which are essential to life in the21st century.By studying chemistry students should become aware of howscientists work and communicate with each other.Students will be given the opportunities to developmanipulative skills, design investigations, collect data, analyzeresults and evaluate and communicate their findings.

Chemistry

Core: 95 h (SL /HL)

Stoichiometric relationships Atomic structure The periodic Table – the transition metals Chemical bonding and structure Energetics/thermochemistry Chemical kinetics Equilibrium Acids and bases Redox processes Organic chemistry Measurement and data processing

Chemistry

Additional Higher Level: 60 h (HL)

Atomic structure Periodicity Chemical bonding and structure Energetics/thermochemistry Chemical kinetics Equilibrium Acids and bases Redox processes Organic chemistry Measurement and data processing

Chemistry

Option (choice of one out of four) = 15 h (SL) / 25 h (HL)

A. MaterialsB. BiochemistryC. EnergyD. Medicinal chemistry

Practical scheme of work = 40 h (SL) / 60 h (HL)

Prescribed and other practical activities:

20 h (SL) / 40 h (HL)

Individual investigation (internally assessed):

10 h (SL) / 10 h (HL)

Group 4 Project:

10 h (SL) / 10 h (HL)

Chemistry

Assessment objectives

The assessment objectives for chemistry reflect those parts of the aims that will be formally assessed either internally or externally. These assessments will centre upon the nature of science:

1.Demonstrate knowledge and understanding of: a. facts, concepts, and terminology b. methodologies and techniques c. communicating scientific information.

2. Apply: a. facts, concepts, and terminology b. methodologies and techniques c. methods of communicating scientific information.

3. Formulate, analyze and evaluate: a. hypotheses, research questions and predictions b. methodologies and techniques c. primary and secondary data d. scientific explanations.

4. Demonstrate the appropriate research, experimental, and personal skills necessary to carry out insightful and ethical investigations.

Chemistry

Assessment at a glance

External 80%

Paper 1 30 multiple-choice questions (Core) 20%

Paper 2 Short answer and extended response

questions (Core) 40%

Paper 3 Data- and practical-based questions,

plus short answer and extended response

questions on the option 20%

Internal 20%

Individual investigation Write-up of 6 to 12 pages

Biology


The study of life

Understand the living world at all levels

Learn scientific approaches and techniques

Appreciate the international dimension of science

Standard Level (4 hrs) / Higher Level (6 hrs)

Biology

Syllabus Outline (SL)

IB1 / IB2

Biology

Syllabus Outline (HL)

IB1 / IB2

Biology

Assessment

Component SL (%) HL (%)

Paper 1 20 20

Paper 2 40 36

Paper 3 20 24

Internal assessment 20 20

Physics


Different in structure and form from the Greek curriculumPhysics

o Greater range of theories and themes coveredo Values taken from real life examples, since

calculators are mandatoryo Practical, such as laboratory exercises, are an

integral part of the curriculumo Much more interesting!

Physics also has a Higher Level (HL) and a Standard Level(SL) component. Their difference is one of depth. HLPhysics covers the same theories in more detail.

There is also an Options chapter, which is studied by bothSL and HL students, again in different depth.

Physics

Course Syllabus

Only one chosen!

Physics

Course Assessment

SL HL

Three papers at the end of the second year. An Internal Assessment of work done on a guided but

independently-run Physics Investigation .

Computer Science


The DP is engaging, accessible, inspiring and rigorous

draws on a wide spectrum of knowledge

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.

Computer Science

The student will develop computational solutions

identify a problem or unanswered question

design, prototype and test a proposed solution

liaise with clients to evaluate the success and

make recommendations for future developments.

Prior Learning

o Standard Level (SL).

• No background required

o High Level (HL).

• Some programming experience is desirable.

Computer Science

Course Syllabus

Computer Science

Course Assessment

SL HL

Type % Type %

Paper 1 45 Paper 1 40

Paper 2 25 Paper 2 20

--- --- Paper 3 20

Internal 30 Internal 20

The use of calculators is not permitted in any computerscience examination.

Mathematics (HL)


This course caters for students with a good background inmathematics who are competent in a range of analytical andtechnical skills.

The majority of these students will be expecting to includemathematics as a major component of their university studies,either as a subject in its own right or within courses such asphysics, engineering and technology.

The course focuses on developing important mathematicalconcepts in a comprehensible, coherent and rigorous way.

Students embarking on this course should expect to developinsight into mathematical form and structure, and should beintellectually equipped to appreciate the links betweenconcepts in different topic areas.

The internally assessed component, the exploration, offersstudents the opportunity for developing independence intheir mathematical learning. Students are encouraged to takea considered approach to various mathematical activities andto explore different mathematical ideas.

Mathematics (HL)

Syllabus Outline

Algebra Functions and Equations Circular Functions and Trigonometry Vectors Statistics and Probability Calculus Option Topic (Calculus)

Assessment

Assessment is an integral part of teaching and learning.Both external and internal assessment are used in the DP.IB examiners mark work produced for external assessment,while work produced for internal assessment is marked byteachers and externally moderated by the IB.There are two types of assessment identifies by the IB:

1. Formative Assessment

2. Summative Assessment

Mathematics (HL)

Assessment

Mathematics (SL)


This course caters for students who already possessknowledge of basic mathematical concepts, and who areequipped with the skills needed to apply simple mathematicaltechniques correctly.

The majority of these students will expect to need a soundmathematical background as they prepare for future studiesin subjects such as chemistry, economics, psychology andbusiness administration.

The intention is to introduce students to these concepts in acomprehensible and coherent way, rather than insisting onthe mathematical rigor required for mathematics HL.

Students should, wherever possible, apply the mathematical

knowledge they have acquired to solve realistic problems set

in an appropriate context.

The exploration offers students the opportunity for developing

independence in their mathematical learning. Students are

encouraged to take a considered approach to various

mathematical activities and to explore different mathematical

ideas.

Mathematics (SL)

Assessment

Paper 1 (1 hour 30 minutes) No calculator allowed. 40%

Section A: Compulsory short-response questions based on the whole syllabus (breadth of the syllabus)

Section B: Compulsory extended-response questions based on the whole syllabus (depth of the syllabus)

Paper 2 (1 hour 30 minutes) GDC required. 40%

Section A: Compulsory short-response questions based on the whole syllabus.

Section B: Compulsory extended-response questions based on thewhole syllabus

Mathematics (SL)

Internal assessment: Exploration 20%

This component is internally assessed by the teacher

and externally moderated by the IB at the end of the course.

Internal assessment in Math SL is an individual exploration.

This is a piece of written work that involves investigating an

area of mathematics. The final report should be

approximately 6 to 12 pages long.

Students will not receive a grade for Math SL if they have notsubmitted an exploration

Mathematical Studies (SL)


This course has an emphasis on applications of mathematics,

and the largest section is on statistical techniques.

It is designed for students with varied mathematical

backgrounds and abilities. It offers students opportunities to

learn important concepts and techniques and to gain an

understanding of a wide variety of mathematical topics.

It prepares students to be able to solve problems in a variety

of settings, to develop more sophisticated mathematical

reasoning and to enhance their critical thinking.

These students may need to utilize the statistics and

logical reasoning that they have learned as part of the

mathematical studies SL course in their future studies.

The project is a piece of written work. It provides an

opportunity for students to carry out a mathematical

study of their choice using their own experience,

knowledge and skills acquired during the course.


Assessment

Paper 1 (1 hour 30 minutes) GDC required 40%

15 compulsory short-response questions based on

the whole syllabus.

Paper 2 (1 hour 30 minutes) GDC required 40%

6 compulsory extended-response questions based on

the whole syllabus.


Internal assessment: Project 20%

This component is internally assessed by the teacher and

externally moderated by the IB at the end of the course.

The project is an individual piece of work based on

personal research involving the collection of information or

the generation of measurements, and the analysis and

evaluation of the information or measurements.

Students will not receive a grade for MSSL if they have not submitted a project.

Visual Arts

Visual Arts

Potential Career Options

Visual artist

Illustrator

Animator

Architect

Graphic designer

Industrial designer

Fashion designer

Digital imaging professional

Components

•Comparative Study: 20% - Art History and Analysis

•Process Portfolio: 40% - Creative Process

•Exhibition: 40% - Final Artworks

Visual Arts

Visual Arts

Visual Arts

Visual Arts

Theatre

All rounded personalities: inquirers, knowledgeable,thinkers, communicators, principled, open-mined, caring,risk-takers, balanced, reflective

Talent and hard-work / Theory and practice Writing, researching, documenting AND performing No exams (assessed on video recordings and written projects)

TASKS

HL 240hrs (vs SL 150hrs)

Solo theatre piece: theorist research and monologue(3000 words)

Director’s notebook: ideas on how to direct a play (20 pages) Research presentation: world theatre tradition (list of sources) Collaborative project: devise=create (15 pages)

Theatre

AIMS

THEATRE IN CONTEXT / THEATRE PROCESSES / PRESENTING THEATRE

explore theatre in a variety of contexts and understand how these contexts inform practice (theatre in context)

understand and engage in the processes of transformingideas into action (theatre processes)

develop and apply theatre production, presentation and performance skills, working both independently and collaboratively (presenting theatre)

For HL only:understand and appreciate the relationship between theory and practice (theatre in context, theatre processes, presenting theatre).

Theatre

ASSESSMENT OBJECTIVES

1: demonstrate knowledge and understanding of specified content

2: demonstrate application and analysis of knowledge and understanding

3: demonstrate synthesis and evaluation

4: select, use and apply a variety of appropriate skills and techniques

Theory Of Knowledge

In TOK students reflect on the nature of knowledge and onhow we know what we claim to know. TOK engages studentsin critical thinking and exploration of the nature of knowledgeacross disciplines encouraging an appreciation of othercultural perspectives.

How do I know?

What do I know?

How do WE

know?

What do WE

know?

Theory Of Knowledge

The TOK course is assessed through:

1. An oral presentation and planning report (33%)2. An essay (max 1600 words) (67%)

The presentation assesses the ability of the student to applyTOK thinking to a real-life situation, while the essay takes amore conceptual starting point.

The essay may ask students to discuss the claim that themethodologies used to produce knowledge depend on the useto which that knowledge will be used.

Course Assessment

Extended Essay

The Extended Essay (EE) is an independent, scholarly andself-directed piece of research, finishing with a 4,000-wordpaper. You should choose a research question that you willenjoy searching and writing about.

Extended Essay

TOK + EE Bonus Points

Creativity, Activity and Service

A way of building knowledge from life situations

Part of the IB core

Compulsory for all students

Not assessed (no grade!)

A number and a range of CAS experiences

(Not IB curriculum)

One CAS project

5 stages: Investigation, Preparation, Action, Reflection, Demonstration

Duration: continuous 18 months


CAS experiences/CAS project

CREATIVITY

Article writing

Dance

Theatre

Music

New language

Arts exhibition

ACTIVITY

School gym

Sports

5K, 10K runs

Walking

SERVICE

Immigrants

Elderly

Children in need

Environment

Mutual benefit!!


The Goals of CAS

Develop as an individual as a result of your involvement in

CAS experiences

Develop skills, talents, areas for growth

Learn about and contribute to communities in which you live

Make the world a better place through active involvement

Experiential education (experience + reflection = learning)

Meet 7 learning outcomes (identify strengths/weaknesses, collaborate, initiate, commit…)


Requirements for a Successful CAS

Understand what CAS is

Initiate and plan CAS experiences

Get approval from CAS coordinator

Frequent updating of your CAS portfolio (electronic

3 interviews with CAS coordinator

Spread through 18-month period

Have fun!

Pierce IB DP + Pierce Lyceum

Always Connected!

Participation of IB DP Students in the “Sunny Days”magazine.

Participation of IB DP Students in school educational visits, excursions, etc.

Students Elections in IB DP.

Pierce IB DP Students’ Thanksgiving Dinner+Commencement.

Continuous Professional Development for IB DP teachers.

School Nurse / School Psychologist.

Mentoring

Change in Wednesday’s schedule

Pierce IB DP + Pierce Lyceum

Always Connected!

Study Sessions.

Electronic Platforms Support (ManageBac, Blackboard).

Absences’ Policy / Regulations and Restrictions.

Parents’ and Teachers’ Meetings.

Participation of IB DP Students in Pierce Clubs.

Internship / Job Shadowing

Pierce IB DP Foundation Year

Advisors

SAT, A-Levels, etc. support.

Pierce IB DP Practices and Procedures

1. Academic Structure

2. School’s Forms and Procedures (Daily Absences, TRF, SAPF, Supervisions etc.)

3. IBO’s Forms and Procedures (Academic Honesty, Coordinator’s Notes, HoP–per Subject, General Regulations, Grade Descriptors, Conduct of Examinations)

4. New Building Facilities

5. Deadlines (for I.A. / E.E.)

6. Timeline of Procedures

7. Academic Honesty

8. Prediction Grades

Psychological Support and Counseling

Tutorial Topics / Discussion

Introducing IB Program / Philosophy.

IB Learner Profile.

Time Management / Study Habits.

The Role of IB School Psychologist.

Stress / Time Management.

Identifying Strengths and Weaknesses.

Identifying and Setting Personal Goals.

IB Authorization Visit

“Other comments of the verification team

beyond the standards and practices…”

The team was most impressed by the academic

qualifications, the passion and the commitment of the

school staff. Staff should consider becoming IB DP

examiners and engaging in other means of involvement

directly and individually with the IB organization.

The team remarked upon the splendid facilities and

resources.

The team complimented the educational managers and

administrators for their excellent work.

Welcome aboard!!!

Documents

PIERCE THE AMERICAN COLLEGE OF GREECE NON MINISTRARI … · IB Worldwide Data: IB currently work with over 5000 schools, in 147 countries, to develop and offer four challenging programmes