DEPARTMENT Art IB Visual Arts SL/HL

INFORMATION SHEET

SKILLS AND UNDERSTANDINGS: 2D, 3D and Digital, skills, techniques and processes, the communication of ideas, critical investigation, reviewing, refining and presentation.

CONTENT: Process Portfolio; sketchbook of skills, techniques, critical study and investigation that should track the outcomes. 40% Exhibition; Outcomes that demonstrate resolved ideas, technical skills and the communication of ideas and meaning. 40% Comparative Study: Analyse formal qualities, interpret, evaluate, compare and connect. 20%

RESOURCES: Pencils, pastels, charcoal and chalk. Watercolour, acrylic, oil, indian ink, printing ink and canvasses. A variety of 3D materials.

ASSESSMENT: A) Skills techniques and processes. B) Critical Investigation C) Communication of ideas and intentions D) Reviewing, refining and reflecting E) Presentation and subject-specific language

CONTACT PERSON/S: Alexander Lloyd

IB Business Management

INFORMATION SHEET

AIMS: 1. encourage a holistic view of the world of business 2. empower students to think critically and strategically about individual and organizational behaviour 3. promote the importance of exploring business issues from different cultural perspectives 4. enable the student to appreciate the nature and significance of change in a local, regional and global

context 5. promote awareness of the importance of environmental, social and ethical factors in the actions of

individuals and organizations 6. develop an understanding of the importance of innovation in a business environment.

CONCEPT & UNDERSTANDING: CONCEPTS UNDERSTANDING

1. Culture Every organization operates in a range of environments in which its role may be interpreted differently. These expectations affect planning, decision-making and strategy implementation. Within an organization, values and backgrounds influence what stakeholders focus on and how they work.

2. Change Competition, new technologies and markets, and trends in consumer behaviour lead business organizations to adapt their objectives, strategies and operations. Success emerges from the ability to research and respond to signals in both the internal and external environment.

3. Ethics Every business decision has moral implications. These consequences can be significant for internal and external stakeholders and the natural environment.

4. Strategy Strategy refers to the significant long-term planning decisions that organizations make in order to meet the needs and wants of their stakeholders. Strategy is about asking questions: what, why, when, how, where and who?

5. Innovation Incremental or radical improvements to a business idea, or the generation of new ideas in relation to a final product, service or process, are the result of internal or external influences. For many business organizations, a key challenge is bringing in ”the new” and managing the process of improvement in a sustainable way.

6. Globalisation A wide range of international forces (such as the increasing social, cultural, technological and economic integration) influence business organizations. In turn, business organizations shape these forces. Many business organizations operate across national boundaries. Even local businesses and consumers are influenced by global forces.

ASSESSMENT:

Paper 1 Paper 2 Internal Assessment SL: Case Study Paper 1hr 15 (30%) SL: Whole Syllabus 1Hr 45

(45%) SL: Independent secondary research project (25%)

HL: Case Study Paper 2hr 15 (35%) HL: Whole Syllabus 2Hr 15 (40%)

HL: Independent primary research project (25%)

CONTACT PERSONS:

Head of Humanities Business Management Teacher

Mr Neville Carley Neville.carley@ismonaco.com

Miss Hannah Gettel hannah.gettel@ismonaco.com

HUMANITIES IB Economics

INFORMATION SHEET

SKILLS AND UNDERSTANDINGS: 1. Encourage the systematic and critical study of: human experience and behaviour; physical,

economic and social environments; and the history and development of social and cultural

institutions.

2. Develop in the student the capacity to identify, to analyse critically and to evaluate theories,

concepts and arguments about the nature and activities of the individual and society.

3. Enable the student to collect, describe and analyse data used in studies of society, to test

hypotheses, and to interpret complex data and source material.

4. Promote the appreciation of the way in which learning is relevant both to the culture in which the

student lives, and to the culture of other societies.

5. Develop an awareness in the student that human attitudes and beliefs are widely diverse and that

the study of society requires an appreciation of such diversity.

6. Enable the student to recognize that the content and methodologies of the subjects in group 3 are

contestable and that their study requires the tolerance of uncertainty.

In addition, the aims of the economics syllabus at SL and HL are to enable students to:

1. Develop an understanding of microeconomic and macroeconomic theories and concepts and their

real-world application

2. Develop an appreciation of the impact on individuals and societies of economic interactions

between nations

3. Develop an awareness of development issues facing nations as they undergo the process of change.

CONTENT: The syllabus consists of four sections.

Section 1: Microeconomics

Section 2: Macroeconomics

Section 3: International Economics

Section 4: Development Economics

These four sections will be examined and assessed.

Each section is divided into sub-sections. These are, in turn, divided into sub-topics, some of which include

further HL material. Each sub-topic is broken down into a number of further ideas, which have command

terms that determine the learning outcome

ASSESSMENT: The candidates will take 3 final exam papers:

Paper 1 – 1 Hour & 30 minutes

Written paper, An extended response paper (50 marks)

Paper 2 – 1 Hour & 30 minutes

Written paper, An extended response paper (40 marks)

Paper 3 – 1 Hour

Written paper, HL extension paper (50 marks)

Plus 3 IA`s - each based on 3 of the sections

CONTACT PERSON/S: Mr Karol Zaduban Karol.zaduban@ismonaco.com

IB English A: Language & Literature SKILLS AND UNDERSTANDINGS

We aim to: 1. introduce students to a range of texts from different periods, styles and genres

2. develop in students the ability to engage in close, detailed analysis of individual texts and make

relevant connections

3. develop the students’ powers of expression, both in oral and written communication

4. encourage students to recognize the importance of the contexts in which texts are written and

received

5. encourage, through the study of texts, an appreciation of the different perspectives of people from

other cultures, and how these perspectives construct meaning

6. encourage students to appreciate the formal, stylistic and aesthetic qualities of texts

7. promote in students an enjoyment of, and lifelong interest in, language and literature.

These skills and understandings will be articulated through the specific skills of

1. Knowledge & Understanding

2. Application and analysis

3. Synthesis and evaluation

4. Selection and use of appropriate presentation and language skills

COURSE ELEMENTS CONTENT, TEXTS & ASSESSMENTS

Year 12, term 1

Part 2

Language & Mass Communication

A variety of texts from mass media e.g. Magazine Covers Advertising, Journalism

etc.; English as A Global Language; Varieties of English; Language and Power;

Language and Gender; Political Rhetoric; Analysing Visual Images; Language &

Film. Exam Practice for Paper 1 on non-fiction texts

Outcome: Written Task Type 1 (based on Pt2), Further Oral Activity 1

Year 12, term 2

Part 1 – Language In A Cultural Context

A variety of texts in English/dialects of English from around the world, study of

translation and bilingualism and language death; Linguistic relativism and

determinism. May include study of related literary text, eg one from: Persepolis –

Marjane Satrapi plus Argo –film study / or Catcher in the Rye – Salinger or A

Clockwork Orange – A. Burgess

Outcome: Written Task Type 1 (based on Pt1), Further Oral Activity 2 plus

Written Task Type 2 (HL only)

Year 12, term 3

Part 4: Literature: Critical Study

Study of works all chosen from the Prescribed List

of Authors; (3 texts for Higher and 2 texts for SL)

2 or 3 from - A Modest Proposal – J. Swift, Things Fall Apart – Achebe, A

Clockwork Orange – A. Burgess, Great Gatsby Fitzgerald, The Handmaid’s Tale –

Atwood, The Bloody Chamber – Carter, The Things They Carried – O’Brien

Poetry - Auden, Frost, Heaney, Duffy, Coleridge

Outcome: End-of-year exam – Paper 1

Written task Type 2 – (critical analysis of literature 2(HL only)

Written Tasks Type 1 (Free Choice)

Formal Oral Commentary (June 2015)

Year 13, term 1

Part 1 and 2 – completion (e.g. The Press)

Part 3 – Literature – Texts and Contexts

(3 texts for Higher and 2 texts for Standard)

(Must include one text in translation from PLT)

2 or 3 from – One Flew Over The Cuckoo’s Nest – K. Kesey, A Streetcar Named

Desire – T. Williams, Oedipus Rex – Sophocles, The Great Gatsby – F.S.

Fitzgerald, Chronicle of A Death Foretold – G.G. Marquez

Outcome: Further Oral Activity 3 and 4

Written Task Type 2 (critical analysis of literature 3)

Finalization of Written Tasks and Further Oral Activities

Year 13, from Christmas to Exams

Part 3: Literature – texts and contexts (end and

revision) Unseen Paper 1 Commentary and

Literary Essay Paper 2 practice throughout

Revision of Part 3 Exam texts

Revision of Paper 1 non-fiction texts

Outcome: Exam Paper 1 (25%)

Exam Paper 2 (25%)

FRENCH IB AHL/SL BHL/SL Ab Initio

INFORMATION SHEET

SKILLS AND UNDERSTANDINGS: In Secondary School French students are offered different exams according to their level in French

The skills that will be developed are: Listening / Speaking / Reading / Writing

To get to these skills the students will acquire knowledge of specific language items such as: Grammar / Vocabulary/ Characteristic features of particular text types…

The students will use these skills in order to develop the following skills: describing, sharing ideas (through texts and orally), critical thinking, expansion of vocabulary, media awareness and literacy…

Following the ISM Mission statement, in French we ensure that your child becomes academically successful, internationally minded and able to communicate effectively through French to be well prepared for the challenges of an ever-changing world.

CONTENT: Students will be taught the skills and understandings listed above through the adequate and appropriate IB curriculum. ASSESSMENT: Language A HL Paper1 Literary commentary Paper2 Essay + Oral + Written task Language A SL : Paper1 Literary analysis to 2 guiding questions Paper2 Essay + Oral + Written task Language B Higher Paper 1 Writing 25% Paper 2 Listening and reading comprehension 50% + Internal Assessment (oral) 25% Language B Standard Paper 1 Writing 25% Paper 2 Listening and reading comprehension 50% +Internal Assessment (oral) 25% Ab Initio Standard Paper 1 Writing 25% Paper 2 Listening and reading comprehension 50% +Internal Assessment (oral) 25%

CONTACT PERSON: Mrs Céline NOCLAIN celine.noclain@ismonaco.com

HUMANITIES IBDP Geography

INFORMATION SHEET

SKILLS AND UNDERSTANDINGS: Knowledge and understanding of specified content

Application and analysis of knowledge and understanding

Synthesis and evaluation

Selection use and application of a variety of appropriate skills and techniques using maps, diagrams, graphs, infographics and statistical calculations

Using the four P’s – Place, Processes, Power and Possibilities

Extended essay writing using all of the above skills

CONTENT: Paper One – Geographic Themes

Freshwater – Drainage Basins (Higher Level) Leisure, Tourism and Sport (Standard and Higher Level) Geophysical hazards (Standard and Higher Level) Paper Two – Geographic perspectives – Global Change Population distribution – Changing population Global climate – Vulnerability and resilience Global resource consumption and security Paper Three – Global perspectives – Global Interactions Power, places and networks Human development and diversity Global risks and resilience Internal Assessment Fieldwork, leading to one written report based on a fieldwork question, information collection and analysis with evaluation

ASSESSMENT:

CONTACT PERSON/S: Ms. Helen Pugh helen.pugh@ismonaco.com

Standard Level Paper One (1 hour 30 minutes) 40 marks – Weighting 35% Paper Two (1 hour 15 minutes) 50 marks – Weighting 40% Internal Assessment – Weighting 25%

Higher Level Paper One (2 hours 15 minutes) 60 marks – Weighting 35% Paper Two (1 hour 15 minutes) 50 marks- Weighting 25% Paper Three (1 hour) 28 marks – Weighting 20% Internal Assessment – Weighting 20%

HUMANITIES IB History

INFORMATION SHEET

SKILLS AND UNDERSTANDINGS: 1. develop an understanding of, and continuing interest in, the past

2. encourage students to engage with multiple perspectives and to appreciate the complex nature of

historical concepts, issues, events and developments 3. promote international-mindedness through the study of history from more than one region of the

world 4. develop an understanding of history as a discipline and to develop historical consciousness

including a sense of chronology and context, and an understanding of different historical

perspectives 5. develop key historical skills, including engaging effectively with sources

6. increase students’ understanding of themselves and of contemporary society by encouraging

reflection on the past.

In addition, to the above aims of History students will develop skills in the following areas:

Knowledge and understanding

Application and analysis

Synthesis and evaluation

Use and application of appropriate skills

CONTENT: Area of Study HL SL

Prescribed

subject 3: The Move to Global War ✓ ✓

World history

topics

World history topic 10: Authoritarian states (20th century) ✓ ✓

World history topic 12: The Cold War: Superpower tensions and rivalries

(20th century) ✓ ✓

HL option 4:

History of

Europe

14: European states in the inter-war years (1918–1939) ✓

15: Versailles to Berlin: Diplomacy in Europe (1919–1945) ✓

16: The Soviet Union and post-Soviet Russia (1924–2000) ✓

Internal

Assessment: ✓ ✓

ASSESSMENT: SL HL

Paper 1: A source-based paper set on the

prescribed subjects (1 Hour)

Paper 2: An essay paper based on the world history

topics (1 Hour 30 minutes)

Internal assessment (IA): A historical investigation

Paper 1: A source-based paper set on the

prescribed subjects (1 Hour)

Paper 2: An essay paper based on the world history

topics (1 Hour 30 minutes)

Paper 3: An essay paper on one of the four HL

regional options (2 Hours 30 minutes)

Internal assessment (IA): A historical investigation

CONTACT PERSON/S: Mr Neville neville.carley@ismonaco.com

IB Languages HL/SL (Group 1&2) Russian A Literature, German B, Italian B, Spanish B INFORMATION SHEET

SKILLS AND UNDERSTANDINGS: Through studying Russian A Literature HL, students will develop the ability to engage in close,

detailed analysis of individual texts and make comments about the formal, stylistic and aesthetic

qualities of written texts. Students will develop an understanding of the techniques involved in literary

criticism and will form independent literary judgments.

Through studying German B, Italian B and Spanish B, at both levels of language B (SL and HL),

students learn to communicate in the target language in familiar and unfamiliar contexts. They describe

situations, narrate events, make comparisons, explain problems, and state and support their personal

opinions on a variety of topics relating to course content. The study of two literary works originally

written in the target language is required only at language B HL.

CONTENT: Russian Literature HL German B, Italian B, Spanish B

Part 1: Work in translation 3 books Part 2: Detailed Study 3 books Part 3: Literary genres: Drama 4 books Part 4: Option: Films 3 books

Literary commentary

Essay

HL and SL The five prescribed themes are:

Identities

Experiences

Human ingenuity

Social organization

Sharing the planet. HL only: the study of two literary works

RESOURCES: Student Books

Russian Literature HL German B, Italian B, Spanish B 1. A. Camus L’Etranger

2. E. Hemingway A Farewell to Arms

3. A. Nothomb Stupeur et tremblement

4. M. Bulgakov The Master and Margarita

5. T. Tolstaya Okkerville river

6. A. Pushkin Poetry

7. A. Griboyedov The Woes of Wit

8. N. Gogol Revizor

9. A. Chekhov Cherry orchard

10. A. Vampilov Duck shooting

11. F. Dostoevsky The Idiot

12. A. Ostrovsky Dowerless girl

13. M. Bulgakov A dog’s hart

German B:

Deutsch im Einsatz Second Edition

Herrndorf, Wolfgang: Tschick

Dürrenmatt, Friedrich : Der Besuch der alten Dame Spanish B:

Diverso Espanol B - Editorial SGEl

Mañana libro del alumno - Advance Materials

Italian B:

Nuovo Contatto C1, Loescher

Invalsi e competenze di lettura, Loescher

Almanacco d’attualità, Loescher

I. Calvino, Se una notte d’inverno un viaggiatore

E. Ferrante, L’amica geniale

ASSESSMENT: Russian Literature HL German B, Italian B, Spanish B

Internal Assessment (Oral) 30%

External Assessment (Exams) 70%

Internal Assessment (Oral) 25%

External Assessment (exams) 75%

CONTACT PERSON/S: Head of Department: - Ludmilla VEILLET

Italian German Spanish Russian Mrs Pizzorni Ms Kunst Mr Ortega Mme Veillet

IB Diploma Mathematics INFORMATION SHEET

SKILLS AND UNDERSTANDINGS: The ISM Mathematics curriculum for Diploma students aims to develop understanding, resilience, and confidence in application through a balanced program of instruction, group work, and problem solving. Technology and online resource are woven into the program, and the expected skills at the end of the program fall into the following categories.

Knowledge: recall, select and use their knowledge of mathematical facts, concepts and techniques in a variety of familiar and unfamiliar contexts.

Problem-solving: recall, select and use their knowledge of mathematical skills, results and models in both real and abstract contexts to solve problems.

Communication: transform common realistic contexts into mathematics; comment on the context; sketch or draw mathematical diagrams, graphs or constructions both on paper and using technology; record methods, solutions and conclusions using standardized notation.

Technology: use technology, accurately, appropriately and efficiently both to explore new ideas and to solve problems.

Reasoning: construct mathematical arguments through use of precise statements, logical deduction and inference, and by the manipulation of mathematical expressions.

Inquiry approaches: investigate unfamiliar situations, both abstract and real-world, involving organizing and analysing information, making conjectures, drawing conclusions and testing their validity.

CONTENT: Students choose one of 3 courses:

Mathematics Higher Level

Mathematics Standard Level

Mathematics Studies SL Areas of content: The depth and balance of each topic is dependent on the course chosen.

Number

Functions

Trigonometry and Geometry

Statistics and probability

Calculus

Application and Problem solving

ASSESSMENT: Students’ levels of understanding are assessed at the start of each topic, and homework/consolidation are monitored. Students undertake summative assessments on their understanding and application of each major topic, with an emphasis on becoming familiar with IB style questions. All students sit cumulative exam in June of Year 12 and a Mock exam prior to their IB exams.

IB Diploma Exams Current Year 13: May/June 2019 Current Year 12: may/June 2020

CONTACT PERSON/S: Mr Tarlochan Manak tarlochan.manak@ismonaco.com Ms Celia Dupont celia.dupont@ismonaco.com Ms Jenny Carter jenny.carter@ismonaco.com Ms Karen Pepper karen.pepper@ismonaco.com

IB Sciences (Group 4) Physics, Chemistry, Biology (HL/SL) ESS (SL only)

INFORMATION SHEET

SKILLS AND UNDERSTANDINGS: Through studying biology, chemistry, physics, or ESS, students will gain scientific knowledge and

conceptual understanding and 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.

CONTENT:

SL and HL

Measurement and

Uncertainties

Mechanics

Thermal Physics

Waves

Electricity and Magnetism

Circular Motion and

Gravitation

Atomic, Nuclear and

Particle Physics

Energy Production

HL Only (Additional) Wave Phenomena

Fields

Electromagnetic Induction

Quantum and Nuclear

Physics

Option Topic SL and HL

SL with Additional HL in

each topic

Stoichiometric Relationship

Atomic Structure

Periodicity

Chemical Bonding and

Structure

Energetics/Thermochemistry

Chemical Kinetics

Equilibrium

Acids and Bases

Redox Processes

Organic Chemistry

Measurement and Data

Processing

Option Topic SL and HL

SL and HL

Cell Biology

Molecular Biology

Genetics

Ecology

Evolution and Biodiversity

Human Physiology

HL Only (Additional)

Nucleic Acid

Metabolism, Cell Respiration

and Photosynthesis

Plant Biology

Genetics and Evolution

Animal Physiology

Option Topic SL and HL

SL Course Only

Foundations of ESS

Ecosystems and Ecology

Biodiversity and

Conservation

Water and Aquatic Food

Production Systems and

Societies

Atmospheric Systems and

Societies

Climate Change and Energy

Production

Human Systems and

Resource Use

RESOURCES: Student Books

Pearson Baccalaureate

HL Biology 2nd Edition

SL Biology 2nd Edition

OSC IB Diploma Study and

Revision Guides Physics

OSC IB Physics Option

Book

Pearson Baccalaureate

HL Chemistry 2nd Edition

SL Chemistry 2nd Edition

OSC IB Diploma Study and

Revision Guides Chemistry

OSC IB Chemistry Option

Book

Pearson Baccalaureate

HL Biology 2nd Edition

SL Biology 2nd Edition

OSC IB Diploma Study and

Revision Guides Biology

OSC IB Biology Option

Book

Pearson Baccalaureate

SL Environmental Systems

and Societies 2nd Edition

OSC IB Diploma Study and

Revision Guides ESS

Biozone Environmental

Science Workbook 3rd Edition

ASSESSMENT:

Internal Assessment (Individual Investigation) 20%

External Assessment (Exams) 80%

Internal Assessment (Individual Investigation) 25%

External Assessment 75%

CONTACT PERSON/S: Head of Department: - Natasha Chisholm

Ms Ridley Ms Taouche Mr Bolland Miss Long