2015-16 IB DP and Course Descriptions

IB Diploma & Course Descriptions

2015-2016

Busan International Foreign School

Guiding Statements

Vision

Our students will develop and pursuetheir passions, be successful and contributeto a positive global future.

Mission

We are a diverse, supportive and dynamicinternational school that inspires and challengesstudents to explore, discover and thrive in theglobal community to which we belong.

We Believe

• Students are to be at the center of all that we do.

• Education is the shared responsibility of our entire community.

• In being an independent non-denominational international family school.

• In being unified and respectful in our diversity.

• In providing the very best inquiry-based, relevant, and experiential education for each student.

• Students are to give back through community service.

Busan InternatIonal ForeIgn schoolunited in our Diversity, thriving in our Individuality

IB Diploma & Course Descriptions2015-2016

2 Busan International Foreign school

Introduction ................................................................................................................................................................................ 3

International Baccalaureate Diploma Programme at BIFs ........................................................................................ 3

IB subjects offered at BIFs ....................................................................................................................................................... 4

languages a and B : ................................................................................................................................................................... 5

language a - language and literature (sl and hl) ......................................................................................... 5

language a – school supported self taught literature sl ............................................................................ 5

language B - english B (hl) .......................................................................................................................................... 6

language B - spanish B (sl and hl) ......................................................................................................................... 6

language B - spanish ab initio (sl only) ................................................................................................................. 6

language B - Korean B (sl and hl) .......................................................................................................................... 6

Individuals & society : ............................................................................................................................................................... 7

geography (sl and hl) .................................................................................................................................................. 7

Psychology (sl and hl) .................................................................................................................................................. 7

Information technology in a global society (sl and hl) ................................................................................. 7

economics (sl and hl) .................................................................................................................................................. 7

experimental science : ............................................................................................................................................................. 8

Biology (sl and hl) ........................................................................................................................................................ 8

chemistry (sl and hl) .................................................................................................................................................... 8

Design technology (sl) ................................................................................................................................................... 8

Physics (sl and hl) ........................................................................................................................................................... 9

Mathematics : ............................................................................................................................................................................... 9

Mathematics (sl and hl) ............................................................................................................................................... 9

Mathematical studies (sl only) .................................................................................................................................... 9

the arts : ......................................................................................................................................................................................... 10

Visual art (sl and hl) ..................................................................................................................................................... 10

Music (sl and hl) ............................................................................................................................................................. 10

theory of Knowledge (toK), extended essay (ee), and creativity, action and service (cas) ..................... 10

theory of Knowledge ...................................................................................................................................................... 11

extended essay .................................................................................................................................................................. 11

creativity, action and service ....................................................................................................................................... 11

IB application ................................................................................................................................................................................ 12

checklist for BIFs IB Diploma Program application .................................................................................................... 13

considerations and expectations ......................................................................................................................................... 14

requirements and Process of acceptance/review ....................................................................................................... 15

letter of Intent .............................................................................................................................................................................. 16

Table of Contents

IB Diploma & course Descriptions 3

the purpose of this handbook is to offer parents, guardians and students an overview of the International

Baccalaureate Diploma Programme courses offered at Busan International Foreign school for grades 11

and 12. each year, the school reviews and examines the available IB courses and determines the most viable

and appropriate curriculum options. For the 2015-2016 exam cohort, the school has done everything

possible to take into consideration the potential and future plans of IB Diploma students, IB course students

and students in our own curriculum (that utilizes the content and pedagogical methodology of the Diploma

Programme) in order to provide a rich, holistic and international educational experience.

For further information, please refer to the International Baccalaureate organization website at

http://www.ibo.org, contact the BIFs IBDP coordinator or contact the individual subject teachers.

Introduction

the IB Diploma Programme provides the basis for our pedagogical approach and subject content in grades

11 and 12. as an IB World school, our students have the opportunity to partake in the IB Diploma

Programme or the IB Diploma courses program. each program provides a challenging, rewarding and

college-preparatory course of study where, upon successful completion and external moderation, students

may be able to apply for college or university credit at their tertiary institution.

the subjects are designated into six groups :

• language a : native or Fluent language

• language B : second language

• Individuals and societies

• experimental sciences

• Mathematics

• the arts

Most subjects are offered at standard level (sl) and higher level (hl) except where noted. the main

difference between the two courses is amount and level of content, assessment criteria and time allotted

for study of the subject. In all cases, higher level classes require more time, commitment and engagement

from the student. higher level classes are more likely to be accepted by colleges and universities as

undergraduate advanced credit.

If a student pursues the IB Diploma Programme, the student must abide by certain rules and regulations in order

to receive the full diploma. Please contact the BIFs IBDP coordinator or consult the IBo website for further details.

International Baccalaureate Diploma Programme at BIFS


the following IB subjects are currently offered at BIFs for the 2015-2016 testing cohort:

IB Subjects Offered at BIFS 1

groups

Grades 11 and 12

groups course offerings

language aenglish a

language and literature

Mathematics Math hl

the arts art Music

Math sl Math studies

language Benglish

language B

spanish

language B

Korean

language B

spanish ab

initio

Individuals &

societygeography Psychology Itgs economics

experimental

sciences

Design

technologyBiology chemistry Physics

Korean a

language and literature

school supported self-

taught literature

Grades 11 and 12

1 Please note : although BIFs makes every attempt to offer all subjects listed in this handbook, staffing, student interest, and resources may

not allow for a course to be offered for a particular cohort.


Language A - Language and Literature (SL and HL)

language a - language and literature courses are first language courses for students who intend to study

or work in that language after high school. two language and literature courses are offered at BIFs:

english and Korean. as the curriculum language, english language and literature is required for all students.

Korean language and literature is for students who wish to continue developing their academic language

in Korean and become academically bilingual.

the language a courses comprise of four parts - two relate to the study of language and two to the study

of literature. a key aim of the language a - language and literature course is to encourage students to

question the meaning generated by language and texts. 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.

Wider aims of the courses are the development of an understanding of “critical literacy”. In view of the

international nature of the IB and its commitment to intercultural understanding, the courses do not limit

the study of texts to the products of one culture or of the cultures covered by any one language.

Language A – School Supported Self Taught Literature SL

the language a courses comprises of four parts - two relate to the study of language and two to the study

of literature. students need to be proactive and highly motivated to make a success of this independent

course of study. It is required that students find a tutor outside of school. It is possible that the school may

be able to help find a tutor, but it is not the responsibility of the school to do so. the tutor will be paid by

the parent. the school will help the tutor by providing the appropriate IBo materials, such as syllabus and

literature-in-translation lists. the ideal tutor will be familiar with the IB program and preferably in country.

however, students have had success working with online tutors from another country who are experienced

IBo teachers.

self-taught course aims to encourage student’s appreciation of literature, to develop their capacity to read

responsively and to give you the tools necessary to discuss and analyze literary texts. In this course students

will explore techniques for reading responsively, key aspects of literary texts, terms and concepts useful for

literary analysis, and the fundamental formats of literary commentary and analysis (close reading,

commentary, essay).

Languages A and B :


Language B - English B (HL)

english language B is a second language course designed to further develop students’ literacy skills and

improve their academic english skills across other subject areas. the focus of the course is on language

acquisition and the development of the four areas and skills of communication: listening, speaking, reading

and writing. In addition, the course strives to expose students to a range of english texts and experiences

in order to expand and enhance their knowledge and understanding of how language is used in a variety

of contexts.

Language B - Spanish B (SL and HL)

spanish language B is a second language course designed for students with a minimum of 1-2 years of

previous experience in the language and who have achieved a reasonable level in that time. the focus of

the course is on language acquisition and the development of the four areas and skills of communication:

listening, speaking, reading and writing. In addition, the course strives to expose students to a range of

spanish texts and experiences in order to expand and enhance their knowledge and understanding of the

multiple cultures, civilizations, societies and traditions of spanish speaking people from around the world.

Language B - Spanish ab initio (SL only)

spanish ab initio is a course designed for any student who would like to learn a new language. no prior

experience or learning is necessary for the ab initio course. In the two years of study, students can be

expected to have a solid foundation of language skills for further development in a social and academic

context.

Language B - Korean B (SL and HL)

Korean language B is a second language course designed for students with a minimum of 1-2 years of

previous experience in the language, who have achieved a reasonable level in that time. the focus of the

course is on language acquisition and the development of the four areas and skills of communication:

listening, speaking, reading and writing. In addition, the course strives to expose students to a range of

Korean texts and experiences in order to expand and enhance their knowledge and understanding of the

multiple cultures, civilizations, societies and traditions of Korean speaking people from around the world.


Geography (SL and HL)

the IB geography course engages students in interrelationships between people, places, spaces and the

environment by developing a concern for human welfare and the quality of the environment, and an

understanding of the need for planning and sustainable management. By developing a global perspective

of diversity and change, the subject analyzes contemporary issues and challenges from a geographical

point of view.

Psychology (SL and HL)

IB Psychology aims to develop an awareness of how research findings can be applied to better understand

human behavior and how ethical practices are upheld in psychological inquiry. By understanding the

biological, cognitive and socio cultural influences on human behavior, students explore multiple

explanations of why humans behave the way they do. In addition, the course attempts to develop a

student’s critical and methodological awareness of the discipline and how psychological research

contributes to our knowledge and understanding of the world.

Information Technology in a Global Society (SL and HL)

Itgs explores the advantages and disadvantages of information technology locally, nationally, and globally.

the course provides an introduction to computers and computer applications including the study of word

processing software, spreadsheets, web-page development, internet apps and devices, multimedia, and

databases. the course aims to give students a framework to make informed judgments and decisions

about the use of information in the digital age.

Economics (SL and HL)

the economics course at BIFs focuses on the concept of scarcity and the problems associated with resource

allocation. through the development and formulation of economic theories and questions, students apply

their understandings to real-life situations and scenarios that are historical, geographical, psychological,

sociological and political. topics include the study of Microeconomics, Macroeconomics, International

economics and finally, Development economics.

Individuals & Society:


Biology (SL and HL)

the Biology course aims to encourage the scientific study of biological and environment processes in order

to provide the knowledge, methods and techniques necessary for students to analyze, synthesize and

evaluate information. thus, the course is both scholarly and experiential through laboratory work, class

study and group projects. the course seeks to encourage a global, that promote, regulate and administer

scientific study in Biology and beyond.

Chemistry (SL and HL)

chemistry at BIFs seeks to illuminate how the study of chemical principles forms the foundation of, and

connection between, the physical environment and biological processes. students will cover a range of

topics including quantitative chemistry, atomic structure, periodicity, kinetics and organic chemistry. through

both study and practical work, students gain an understanding and appreciation of how chemistry relates

to a larger, real-world context and their lives.

Design Technology (SL)

Design technology at BIFs seeks to teach students not only design and technology, but also how to adapt

to new experiences and how to approach problems with the appropriate skills and techniques to identify

the problem’s important elements and develop optimum solutions. It assumes no previous experience in

either design technology or designing. the process is divided into the following stages :

analysis of a design opportunity

conceptual Design

Development of a detailed design

testing and evaluation

the incremental process allows the designer to go from identifying a design opportunity to the

testing and evaluation of a solution. the process leads to invention. at the higher level, the following

two stages are added.

commercial production

Marketing strategies

Experimental Science:


Physics (SL and HL)

as a fundamental component to the experimental sciences, the Physics course seeks to introduce and

explain the basic elements to understanding our universe: from the smallest particles to the vastness of

the galaxies. this involves the study of complex interactions of matter and energy. students will be provided

with a survey of the physical laws pertaining to classical newtonian mechanics, wave motion and

interference, electromagnetism, quantum mechanics and einsteinian relativity. through theoretical

investigation, historical conceptualization and practical experimentation, students develop a broad,

sophisticated understanding of physics as a human endeavour that continually influences technological

and sociological development throughout the world.

Mathematics (SL and HL)

Both the Mathematics sl and hl courses are designed for students with a strong interest and background

in mathematics. as well as being competent in a range of analytical and technical skills, students need a

strong work ethic. Most students completing these courses will have an expectation of using a reasonable

level of mathematics for their future study and, especially for hl students, as a major component of their

university and career aspirations. Both sl and hl courses work through traditional areas such as algebra,

trigonometry, statistics and calculus. they are strong candidate courses for university credit.

Mathematical Studies (SL only)

Mathematical studies, this course is a standard level course and carries the same value! It provides students

with a functional, practical understanding of mathematical principles and their application to the everyday

world. the course aims to link and apply mathematics to real-life contexts and situations through the

students’ other subjects, common world occurrences and topics related to home, work and leisure activities.

Projects and personal research form the basis for mathematical investigation, which enables students to

create their own understanding of mathematics, guided and supported by their teacher.

Mathematics:


Visual Art (SL and HL)

Individual artistic exploration and theoretical development are the hallmarks of the IB Visual art program

at BIFs. through the critical study of artists, movements, and practices, students form the foundation

necessary for the furthering of their own techniques, styles and mediums. students may choose different

options that balance studio work with a research based notebook at both the sl and hl level that meets

their current and future artistic needs.

Music (SL and HL)

BIFs Music at the IB level provides students with a greater knowledge and appreciation of a wide range of

musical traditions from Western to International to Popular. Designed as an “ab initio” course, students

may enter the program with little to no previous musical instruction but do need a strong interest and

desire to learn music.

the class work is related to musical perception and analysis, individual and group work developing

performance and composition skills, and independent research. students will be introduced to music from

a variety of cultures, styles and historical periods for analysis and musical perception.

The Arts:

three core components form the connective, interdisciplinary foundation of the IB Diploma Programme :

theory of Knowledge, the extended essay, and creativity, action and service. students who participate in

the Diploma programme are required to complete each of the three components to a satisfactory standard

in order to be awarded the Diploma. students may be awarded up to three points for a combined score

from toK and the ee.

Theory of Knowledge (TOK), Extended Essay (EE),and Creativity, Action and Service (CAS)


Theory of Knowledge

theory of Knowledge is a critical, interdisciplinary course based upon a central epistemological question:

“how do we know what we know?” through reflection, constructive dialogue, and critical study of multiple

ways in which we acquire knowledge (the Ways of Knowing: language, sense perception, emotion, reason,

imagination, faith, intuition, and memory), students develop an ongoing examination on the reliability,

variability, and historicity of knowledge in areas of Knowledge: mathematics, the natural sciences, the

human sciences, the arts, history, ethics, religious knowledge systems, and indigenous knowledge systems.

the theory of Knowledge course encourages students to expand their ideological positions, develop solid

argumentation skills and acknowledge multiple viewpoints, as well as the strengths and limitations, in the

human search for knowledge.

Extended Essay

the extended essay is an approximately 4,000 word, self-directed essay on a focused topic from one of the

Diploma Programme’s subjects. as an in-depth research-based study, the essay promotes college-

preparatory research and writing skills, intellectual discovery and creativity. With the guidance of a

supervisor, students select their own topic as well as their approach to conducting the appropriate research

for the topic. the final product is a major piece of formally presented and assessed structured writing that

confirms a student’s scholarly abilities.

Creativity, Action and Service

In order to encourage students to partake in diverse activities outside of the classroom, the IB Diploma

Programme requires all students to participate in creativity, action and service. guided by eight learning

outcomes that foster reflection and personal growth, students should participate in a variety of creative

activities (art, music, drama or other areas where artistic conceptualization is at the forefront), action

activities (team sports, individual sports, personal activity goals, or other areas where the student is “doing”

or “performing”), and service activities (actions that provide a sense of “giving” without self-interest or

personal gain).

student-directed, cas activities are limited only by the imagination, skill and personal desire of the individual

participant. the cas supervisor supports students in their endeavours and facilitates the management of

the IB requirements and guidelines. students are encouraged to meet with the cas supervisor regularly to

seek out cas opportunities, to collaborate with other IB students and to ensure the eight learning outcomes

are met.


Dear IB candidate,

Welcome to Busan International Foreign school. We are pleased that you have made the decision to

become a part of our family and look forward to assisting you in achieving your academic and personal

goals in a challenging, engaging and inclusive environment. as part of our curriculum, the IB Diploma

Program offers students an opportunity to broaden and develop their education for future academic study

at top institutions around the world. Due to this, the IBDP is a highly demanding program and requires a

strong academic background, dedication, and a formidable set of study skills. the following application

assesses a student’s academic background and qualities in order to provide the student and

parent/guardian with a realistic understanding of the prerequisites of the IBDP as well as to recommend

them the most suitable course of study here at BIFs.

We look forward to receiving your application.

Kind regards,

Daun c. Yorke

BIFs IBDP coordinator & school curriculum Director

email: [email protected]

IB Application


First name : ___________________________________________________

Family name : ___________________________________________________

IB Application Required Items :

☐ IB Diploma application Form

☐ letter of Intent form

☐ IB course selections form (online through google Forms)

If continuing from BIFS :

☐ teacher recommendations for proposed higher level courses

(see internal teacher recommendation form)

If applying from outside of BIFS :

☐ academic transcripts of grade 9 and 10 and/or Igcse scores

☐ two teacher recommendations attesting to academic ability

(you may use the teacher recommendation forms attached here)

Checklist for BIFS IB Diploma Program Application


as a highly demanding course of study, the full IB Diploma Program requires a number of considerations

for both parents/guardians and students. students and parents/guardians who wish to pursue the DP

Program should take into account the following:

1. commitment : students should be committed to completing the full two-year course at BIFs. since every

school has the autonomy to choose its own subjects and how they are taught, moving from one IB

school to another midway through a course is complicated and, at times, unmanageable.

2. Independent, self-directed learner : the DP requires certain tasks (extended essay, cas) to be completed

with minimal support or direction from teachers or supervisors. students should reflect upon their abilities

to accomplish projects and tasks autonomously.

3. organization and effective time Management : one of the more challenging aspects of the DP is time

management and organization. IBDP students take 6 college preparatory course as well as theory of

Knowledge, write an extended essay of 4,000 words and participate in creativity, action and service.

students need to be able to manage their subjects, the work load, the assessment items and their extra-

curricular activities effectively.

4. homework expectations : the DP course requires a significant amount of content and learning tasks to

be covered as homework. students should expect between two to two and a half hours of homework

per night. although the IB team at BIFs will do whatever it can to minimize overloading students with

work, at certain busier points during the year, this homework load may increase significantly.

5. english Proficiency : although students pursue the development of two languages in the IBDP, english is

the language of instruction at BIFs. thus, students must have a level of academic english that provides

them the opportunity to engage in scholarly work in all subjects.

Considerations and Expectations


students who wish to pursue the IB Diploma Program must display both the personal and academic

qualities required for an honours-level, college preparatory course.

automatic entry requirements

1. accepted application with “statement of Intent” and “letters of recommendation”

2. high academic standing: grade 10 transcripts / test scores (one or more may apply)

a. accredited high school : 3.5 gPa (if available)

b. Igcse : subject scores of “B” or better for sl entry / “a” or better for hl entry

c. MYP : overall score of “4.75.” subject scores of “4” or better for sl entry / subject scores of “5”

or better for hl entry

Provisional entry requirements

If a student does not meet the above criteria for automatic entry, the student may still enter the IB Diploma Program

at BIFs on a provisional basis at the discretion of the IB coordinator. the process for full acceptance is as follows :

stage one : Provisional entry (conclusion of 10th grade year / beginning of 11th grade year)

1. accepted application with “statement of Intent” and “letters of recommendation” by IB coordinator.

2. student and Parents/guardians meet with high school Principal, IB coordinator and college counsellor to

discuss process of acceptance and review of provisional entry. IB coordinator outlines the possible

options/outcomes for student.

3. academic review committee is notified of provisional candidate.

4. student registers for all classes as a full DP student and begins to undertake the core requirements:

cas, ee and toK.

stage two : academic review committee evaluation (end of 11th grade semester one)

1. at the completion of semester one, the academic review committee will meet to evaluate provisional

candidates at a time designated on the academic calendar.

2. students will be reviewed on a case-by-case basis with consideration of the candidate’s semester one

achievements and behaviour. IB subject teachers, advisors, the homeroom teacher and the administration

provide input and feedback.

3. student and Parents/guardians will be provided a written recommendation 2 for a future plan of study at BIFs :

a. student is recommended to continue the IBDP Program unconditionally

b. student is recommended to consider the BIFs Diploma with IB certificates program

c. student is recommended to consider the BIFs Diploma program

Requirements and Process of Acceptance/Review

2 note : all recommended routes allow for possible application to international institutions of higher learning.


I have written this statement without any assistance from others.

student signature : _____________________________________ Date : ____________

Letter of Intent

In your own words, please describe why you would like to participate in the IB Diploma. Please note

that this is a formal writing sample. (Maximum 300 words)

50 Gijang-daero, Gijang-eup, Gijang-gun, Busan, 46081, Korea

Ph : +82 51 742 3332 Fax : +82 51 742 3375

E-mail : [email protected] Website : www.bifskorea.org

2015-16 IB DP and Course Descriptions

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