IB Diploma Handbook 2011-2013 - K. International School Tokyo

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K. International School Tokyo

IB Diploma Handbook 2011-2013

Updated June 2011

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Table of Contents

KIST IB Diploma Handbook 2011-2013 Focus Page Cover Page 1 Table of Contents 2-3 Introduction from the IB Diploma Coordinator 4 IBO Mission Statement 5 The IBO Learner Profile 6 Introduction to the IB DP Programme 7-8 KIST Criteria for Entrance to G11 and the DP Programme 9 Academic Criteria for Diploma and Certificate Pathways 10 IB Diploma Subject Options at KIST 2011-2013 11 KIST IB Diploma Programme 2011-2013 12 Timetable, Homework Expectations, Resources and Fees 13

Assessment in the IB DP Programme 14-16 Conditions for the Award of the IB Diploma Programme 17 Example DP Scores 18 KIST Subject Outlines 2011-2013 19 Group 1: English A Literature HL/SL 20 Group 1: Japanese A Literature HL/SL 21 Group 1: English A Language and Literature HL/SL 22 Group 1: Japanese A Language and Literature HL/SL 23 Group 1: Independent Self-Taught A Literature SL 24 Group 2: English B HL/SL 25 Group 2: Japanese B HL/SL 26

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Group 2: Japanese Ab initio SL 27 Group 3: Economics HL/SL 28 Group 3: History HL/SL 29 Group 3: Psychology HL/SL 30 Group 4: Biology HL/SL 31 Group 4: Chemistry HL/SL 32 Group 4: Design and Technology HL/SL 33 Group 4: Physics HL/SL 34 Group 5: Mathematical Studies SL 35 Group 5: Mathematics SL 36 Group 5: Mathematics HL 37 Group 6: Music HL/SL 38 Group 6: Visual Arts HL/SL 39 Theory of Knowledge 40-41 Extended Essay 42 Community Action and Service 43 The IB Diploma Programme and University Entrance 44-45

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Introduction from the IB Diploma Coordinator

To the KIST Community,

Firstly, let me introduce myself. My name is Mark Cowe and I am the IB Diploma Coordinator at K. International School. This IB Diploma Handbook has been developed with the purpose of providing students, parents, new teachers to the school and everybody else involved in the KIST Community with a clear understanding of what the IB Diploma is and how it is organized at KIST. I hope that for many of you it will provide a good introduction to the Diploma Programme.

This publication is a “work in progress”. This is now its third publication. It will be updated for the next group of Grade 11 students who will begin their IB Diploma in 2012 and finish in 2014. Therefore any comments and feedback would be much appreciated. This is an exciting time to be at K. International School Tokyo. As well as continue to develop new facilities we are also continuing to build our IB Diploma Programme. This year is especially significant as the number of students in Grade 11 will double which brings a number of new opportunities. For example, we are able to add the new subject of Design and Technology to the ones that students can already choose from. Furthermore, from this year, the IB has modified the structure of the language courses in Groups 1 and 2 which will make it easier for many students to select two first language courses as part of their DP Curriculum.

The IB Diploma builds on the PYP and MYP Programmes that make up the IBO Curriculum. Thus it continues the IBO Philosophy that is enshrined in its Mission Statement and the Learner Profile. It is also increasingly regarded by Universities and Colleges as a very suitable curriculum for the 21st Century. As a KIST Graduate of 2008 recently said “the IB Diploma Programme not only prepared me for the caliber of studies that I had to undertake in University but it also gave me a head start in my University career by giving me transfer credits for my courses”.

Right at the start I would like to take this opportunity to emphasize the following for both students and parents. For students, the IB Diploma Curriculum can bring tears to your eyes, tears of joy caused by the inspirational and memorable moments that occur in Diploma classes and activities or tears of stress caused by the rigorous and challenging nature of the Programme. Good time management and personal motivation will lead to far more of the former than the latter. These two attributes are very important to not only having success as a student, but also fulfillment in Grade 11 and 12.

For parents and the wider community, I want to highlight the importance of this Handbook, not just the information included but the links and materials on the IBO website that are suggested for further reading. Even the most organized and motivated student will find parts of the IB Diploma challenging, thus understanding the curriculum that your son/daughter is following at school is important in being able to empathize and support them.

Again, I trust that you will find this Handbook a valuable introduction to the IB Diploma Programme and please, do not hesitate to contact me if you have further questions. I would also appreciate feedback about the format of the Handbook.

Mr. Mark Cowe [email protected]

IB Diploma Coordinator, K. International School Tokyo February 2011

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IB Mission Statement

The Grade 11 and 12 Curriculum at KIST is the IB Diploma Programme. The DP Programme is the third one in the IB framework for education after the Primary Years Programme (PYP) and the Middle Years Programme (MYP). The IB Programme is the only one offered at KIST. As such, below is the Mission Statement of the IBO Organization.

“The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.”

http://www.ibo.org/mission/ (5th March 2009) This section of the IB website will give you more information about its mission and strategy.

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The IBO Learner Profile

The IB Learner Profile is the IB mission statement translated into a set of learning outcomes for the 21st century. The learner profile provides a long-term vision of education. It is a set of ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose. IB Learners strive to be:

Inquirers

They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable

They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers

They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicator

They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled

They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded

They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring

They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-taker

They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced

They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective

They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

http://www.ibo.org/programmes/profile/ (5th March 2009)

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Introduction to the IB Diploma Programme

Origin and Purpose

The Diploma Programme is a challenging pre-university course of study that leads to external examinations and is suitable for well motivated students aged between 16 and 19. It was established in the late 1960’s and was developed as a deliberate compromise between the specialization required in some national systems and the breadth preferred in others, without bias towards any national system. The general objectives of the IB Diploma Programme were to provide students with an international education, to facilitate geographic and cultural mobility and to promote international understanding through a shared academic experience. This has not changed over the last forty years and if anything, the idealistic vision of the Diploma Programme has received further impetus with the “flattening of the world” at the dawn of the 21st Century. At present there are now more than 2,000 schools worldwide authorized to deliver the Diploma Programme. Ultimately, the broad goal of the Diploma Programme is to provide students with the values and opportunities that will enable them to develop sound judgment, to make wise choices and respect others in the global community.

The IB Diploma Programme Model

The vision of a curriculum of breadth, depth and flexibility is today known as the Diploma Programme Hexagon Model, with six academic areas surrounding the Learner Profile and a set of Hexagon Core elements.

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IB Diploma Programme Requirements

Diploma students are required to select one subject from each of the subject groups which correspond to the principal domains of knowledge as identified by the IB. In Group 6, schools can offer students the possibility of taking an additional subject from Groups 1 through 5 rather than an Arts subject. In the middle of the Hexagon are the Core elements of TOK, CAS and EE. All six subjects and the three Core elements are taken concurrently over two years. Active citizenship and global perspectives are encouraged in each area of the curriculum. Distribution requirements ensure that the Science orientated student is challenged to learn a second modern language and that the natural linguist becomes familiar with science laboratory procedures. Within each subject teachers are expected to make links to TOK and CAS where appropriate so that students are able to better place their individual subject learning in context. Individual subject outlines for courses to be offered at KIST can be found later in this IB Diploma Handbook.

The Importance of the Hexagon Core

Central to the IB Diploma Curriculum is the Hexagon Core. During the two year programme, all students must undertake an Extended Essay, attend a regular Theory of Knowledge class and participate in a variety of meaningful Creativity, Action and Service activities. These three components do not account for a significant weight of the overall assessment but their inclusion is vital in any Diploma Programme. Indeed, a student who does not complete the basic requirements of the Hexagon Core cannot be awarded their Diploma even if they attain high scores in their regular six subjects. CAS is embedded within the philosophy of the IBO and many students experience life changing moments during their activities in the two years. The inclusion of TOK as a separate component necessitates that students think critically and reflectively about their learning, while the completion of a three to four thousand word Extended Essay develops crucial skills of independent learning and personal discipline within students which is important for them to succeed in the future. More detailed outlines for TOK, EE and CAS at KIST can be found later in this IB Diploma Handbook

Key Attributes Required: Students undertaking the IB Diploma need to have the following key attributes

Strong personal motivation to succeed

Willingness to improve their time management and organizational skills

Sound skills in basic literacy and numeracy

The information has been adapted from key documents recently produced and regularly updated by the IBO. They can be found in full at http://www.ibo.org/diploma/curriculum/. It is highly recommended that every family downloads them and reads them fully. They are: IBO (2007) “DP: A Basis for Practice” IBO Geneva IBO (2009) “DP: Principles into Practice” IBO Geneva IBO (2004) “DP: Assessment: Principles and Practice” IBO Geneva

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KIST Criteria for Entrance to Grade 11 and the Diploma Programme

KIST encourages all students to undertake an IB Diploma curriculum at the beginning of Grade 11. Most students will complete an IB Diploma. The school believes that those students who find the DP challenging at the start can develop their skills and motivation throughout the first year of the two year curriculum to achieve overall success. The school also recognizes however that the IB Diploma is academically rigorous and demanding and for a few students an IB Certificate pathway may be a more appropriate course of study by the end of Grade 11. Through this pathway a student follows a regular Diploma curriculum but with a reduced number of classes and is not required to complete the Extended Essay. Both pathways, Diploma and Certificate, lead to internal graduation from KIST with a KIST High School Diploma.

At the end of Grade 11 a student needs to meet minimum criteria in their academic performance if they want to continue on the Diploma pathway. These criteria will be outlined on page 11.

Grade 11 and 12 IB Diploma and Certificate Pathways for 2011-2013

The table below shows the basic structure of the IB Diploma and IB Certificate pathways.

IB Diploma Pathway for KIST Diploma IB Certificate Pathway for KIST Diploma 6 subjects – 3 at HL/3 at SL Theory of Knowledge (TOK) Extended Essay (EE) Community Action Service (CAS)

4-6 subjects – can choose all SL or up to two subjects at HL

Theory of Knowledge (TOK) Community Action Service (CAS)

The above table shows that IB Certificate candidates would have less contact time than full Diploma students. During these non-contact lessons students would have the opportunity for:

Additional private study time Time to focus on their options after Grade 12

Important Note:

As of February 2011 the school cannot guarantee that an IB Diploma Certificate Pathway to a KIST High School Diploma will qualify the student for university entrance in some countries. If a student is clearly committed to going on to University when they finish KIST then they need to follow an IB Diploma Pathway. For more detailed information on individual countries and their policy relating to the IB Certificate and KIST High School Diploma please contact the KIST Guidance Counseling Office.

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Academic Criteria for Diploma and Certificate Pathways

Category 1: A student would automatically continue in the IB Diploma programme if all the following are met:

Two KIST Reports: Both 24 points or more including 12 points in HL subjects.

Grade 11 Semester Exams: With 21 points overall and at least a 3 in every subject.

Grade 11 CAS/TOK and EE Requirements met.

Category 2: A student may automatically move down to Certificate level if any one of the following occurs:

Two KIST Reports: Both 21 points or less

Grade 11 Semester Exams: 17 points or less with two or more 2’s.

Grade 11 CAS/TOK and EE requirements not met.

Attendance warning letters have been issued to the student

Category 3:

A student’s pathway would be individually reviewed with them, their family and the school if they fell somewhere in between these two criteria. The school would have the final decision in this matter.

The Review Process

This would involve:

1) A meeting with the Secondary School Principal, IBDP Coordinator, College Counselor, student and parent.

This review process would base a decision on discussions covering:

The student’s reports, Grade 11 exams and Hexagon Core progress

The student’s motivation for the full IB Diploma

The student’s post school plans and the necessity of full Diploma

Attendance records

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IB Diploma Subject Options at KIST 2011-2013

Which subjects should I choose?

Choosing subjects for Grade 11 is very important and therefore it is a process that should take thought, time and discussion with teachers and their families. When trying to decide between subjects in the same Group, especially Groups 3, 4 and 6 it can be helpful to ask the following questions:

Which subject(s) do I enjoy and find interesting?

Which subject(s) will challenge me?

Which subject(s) do I do well in?

Which subjects may be helpful to study for post-school aspirations?

It is important in some situations that students do not choose the subject or the level that they think they will score the easiest grade in. This is particularly true of language courses in Groups 1 and 2. It is very important that students are undertaking a language level that they find challenging and will develop their language skills further over the two year course. Also, a student who does two first languages (A Literature OR A Language and Literature courses) is eligible for a Bi-lingual IB Diploma and thus gets extra official recognition for undertaking this. Also, there is a possibility for a student whose mother tongue is not English or Japanese to choose and independent self-taught A Literature course in this language. Students and parents should select this on the draft options form and arrange a meeting with the DP Coordinator to discuss this option. Students should also not choose a course based on whom else will be in the class or who will be teaching the subject.

KIST IB Diploma Subject Options 2011 to 2013

On the next page is the IB Diploma Programme at KIST for 2011-2013. There are number of factors which affect the number and variety of subjects an individual school can offer from potential student numbers to student surveys. Any questions regarding subject choices should be directed towards the IB Diploma Coordinator.

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KIST IB Diploma Programme 2011 to 2013

SUBJECT OPTIONS 2011-2013

Group 1 Language A

English A Literature SL/HL English A Language and Literature SL/HL Japanese A Literature SL/HL Japanese A Language and Literature SL/HL Independent Self-Taught Language A Literature SL**

IMPORTANT INFORMATION

In general, one subject in each Group must be chosen. Some students will also choose two subjects form Group 1. This qualifies them for a Bilingual IB Diploma. Students are required to select 3 HL and 3 SL subjects.

Group 2 Language B

English B SL/HL Japanese B SL/HL Japanese Initio SL

Group 3 Individuals and Societies

History SL/HL Economics SL/HL Psychology SL/HL

Group 4 Experimental Sciences

Biology SL/HL Physics SL/HL Chemistry SL/HL Design and Technology SL/HL

Group 5 Mathematics

Mathematics HL Mathematics SL Mathematics Studies SL

Group 6 Arts and Electives

Visual Arts SL/HL Music SL/HL ANY SUBJECT FROM GROUP 3 and 4*

*Depends on Student Numbers and Timetabling **Meeting required with the IB Diploma Coordinator

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Student Timetable The student timetable at KIST is being redesigned for 2011-2013. At this time it is not possible to state exactly what it will look like. Over the two years however, students will complete a minumum of 150 hours worth of classes for an SL subject, 240 hours for HL and 100 hours for TOK. CAS and EE are completed outside of the regular school timetable although there will be occasional Advisory sessions given to their introduction, delivery, monitoring and conclusion.

Homework Expectations

Given the nature of the IB Diploma as a rigorous curriculum, there is a significant amount of homework each week. As per the school policy, IB Diploma students would be expected to complete on average between two and two & a half hours of homework per night. At some busy points in the DP Calendar it may be more than this. This is in addition to the few hours each week that they should be devoting to CAS activities or recreational reading. It can be very beneficial for students if families are aware of the workload demands that their child will be under at certain points in the Diploma Programme.

Resources

There is an element of prescribed knowledge in the DP curriculum. This does vary from subject to subject. As a result, students will be expected to purchase a number of core texts to support their learning at the start of Grade 11 from a book list given to them by the school. This book list is sent to students and families towards the end of Grade 10 who make their own arrangements from recommended suppliers to purchase the texts. These materials are for the two year curriculum. Teachers will support these core texts with a variety of other resources during the two year curriculum.

IB Diploma Fees

One of the reasons the IB Diploma is recognized around the world is partly because of its criteria based assessment system. As examinations and internal assessments (IA’s) are externally marked there is a significant degree of objectivity within the assessment system. For example, students sit standardized examinations at almost the same time around the world while these examinations are couriered to experienced teachers within 48 hours for assessment. This assessment system partly explains why G11 and 12 families pay slightly higher for tuition at the school. Any fees assessed by IB for remarking or retesting are the responsibility of the parents, if requested by the family.

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Assessment in the IB Diploma Programme

Given that the IB Diploma is a challenging programme of education it is highly regarded as preparing students very well for university. The nature of its assessment philosophy also supports this reputation. The grading system is in criterion based: each student’s performance is measured against well-defined levels of achievement consistent from one examination session to the next. Subject grades reflect attainment of knowledge and skills relative to set standards that are applied equally to all schools. “Validity, reliability and fairness are the watchwords of the Diploma Programme’s assessment strategy”. (IB 2009)

What makes up the final grade awarded to students by the IB?

At the end of the two year programme, each student is awarded grades by the IB for each part of their IB Diploma. There are two main types of assessment that go towards making this grade. The IB calls these “Internal” and “External” assessment. These assessments must be completed by the student when requested or they will not be eligible for the award of an IB Diploma

Internal (Assignments done during the two years and assessed by KIST teachers that contribute towards the final grade awarded by the IB)

In nearly all subjects at least some of the assessment is carried out internally by teachers, who mark individual pieces of work produced as part of a course of study. A variety of assessment strategies are used which vary from subject to subject. Examples include oral exercises in language subjects, math projects, TOK class presentations, practical laboratory work, mathematical investigations and artistic performances. Samples of these internal assessments (IA’s) are sent to experienced teachers and professionals in the field in another part of the IB world for moderation. This ensures consistency across all schools. At the start of every year for Grade 12, an internal calendar of deadlines is established so that the students major IA’s can be spread throughout the demanding second year of the IB Diploma. This calendar is given to students and families at the start of Grade 12.

External (Assessment done during the two years in KIST under the guidance of KIST teachers but that is externally graded by IB Examiners)

Some assessment tasks are conducted and overseen by teachers without the restrictions of examination conditions, but are then marked externally by examiners. Examples of these include world literature assignments for language A1, written tasks for language A2, essays for Theory of Knowledge and Extended Essays.

The majority of a student’s grade is attained in examinations that come each May at the end of the two year course. This can be anywhere between 50% and 75% for most subjects. This is because of the greater degree of objectivity and reliability provided by a standard examination environment. All examinations are marked externally by experienced teachers and professionals in the field and are then moderated by Senior and Chief Examiners. These checks and balances allow an international standard to be achieved and upheld. Like IA’s, there can be a variety of questions within the exams and some subjects, e.g. Visual Arts, because of their nature have a practical examination.

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Assessment in the IB Diploma Programme

Students receive a mark from 1 to 7 in each of their six subjects plus up to 3 bonus points for TOK/EE. This makes a maximum mark of 45. They must also complete 150 hours of CAS to be awarded their IB Diploma irrelevant of their score out of 45. On the next page are the general descriptors for the criteria 1 through 7 and the TOK/EE bonus point matrix.

IB Diploma General Assessment Criteria Descriptors

7 Excellent Performance

6 Very Good Performance

5 Good Performance

4 Satisfactory Performance

3 Mediocre Performance

2 Poor Performance

1 Very Poor Performance

Interpreting the overall bonus points for TOK and EE

The Diploma Points matrix

TOK is assessed A to E as is the Extended Essay. The grades for these subjects are put together using the Diploma Points Matrix above.

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Assessment in the DP Programme

KIST Assessment and Reporting

As mentioned earlier, in the IB DP Programme, the students are awarded an overall score by the IB at the end of the two year course. During Grade 11 and 12 however, students will complete a number of assignments and tasks in class that reflect these main summative assessments and can be used to communicate how a student is progressing in a course. The number of assignments and tasks may vary due to the nature of different subjects. The grades for these assessments are shown in KIST school reporting and on the Parent Portal via Powerschool.

KIST Examinations

Students also sit a number of examinations during the two year curriculum to measure their performance. There are end of Semester examinations in Grade 11 while in Grade 12 there is a semester one examination and then a set of mock examinations before the DP final examinations in May of the second year.

Reporting Timelines and Format

Like the timetable, arrangements for school reports will change at KIST starting in 2011-2012. In terms of a timeline, Students will receive a progress reports at the end of Quarter 1 and 3 and official reports at the end of Semester 1 and 2 except in Grade 12 when students receive their final report after the mock examinations and before the DP final examinations.

Predicted Grades

KIST will produce predicted grades for DP students when requested by universities at certain times of the year and by the IB in April of Grade 12. It is important to state that predicted grades in themselves are exactly that and are NOT an official indicator of performance produced by the school. When determining a predicted grade, teachers will take into account the most recent semester report however, by Grade 12 they are required to make a judgment on the student’s progress over the entire course completed so far.

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Conditions for the Award of the IB Diploma

Below is an important table for students and families regarding what it is necessary to achieve to ensure the award of an IB Diploma. Using the general descriptors above and multiplying them by a factor of 6, it is valid to state that any score over 40 is an excellent IB Diploma, over 36 very good and 30 or above good. A score of 24 is the minimum total for which an IB Diploma will be awarded. Worth mentioning here is that students must also attain 12 points or more in their HL subjects. This emphasizes the importance of choosing the correct HL’s at the start of the Programme. Different countries place the IB Diploma against their national curriculums in different ways. Reference will be made to this in the later section on Universities and their recognition of the IB Diploma.

24-27 points ≥ 28 points

Grades in all 6 subjects

CAS Requirements met

Completion of EE and TOK with at least a D in both of them

All awarded marks are ≥ 2

All HL marks are ≥ 3 Max of one 2 in HL marks

Max of one 2 in SL marks Max of two 2s in SL marks

No more than three marks ≤ 3

At least 12 points from HL At least 11 points from HL

At least 9 points from SL At least 8 points from SL

Not guilty of malpractice

This table can take a few moments to understand. Please use it in conjunction with the example that appears on the following page.

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Example Diploma Scores

Complete Diploma Requirements

Student A Higher Level 7, 6, 7 = 40 points: an excellent IB Diploma Standard Level 6, 6, 6 TOK/EE 2 Student B Higher Level 5, 6, 5 = 30 points: a good IB Diploma Standard Level 4, 5, 4 TOK/EE 1 Student C Higher Level 5, 3, 4 = 24 points: a pass with 12 at HL Standard Level 4, 4, 4 TOK/EE 0

Incomplete Diploma Requirements – NO DIPLOMA AWARDED

Student X Higher Level 5, 2, 6 = 27 points: a grade 2 at HL Standard Level 3, 5, 6 TOK/EE 0 Student Y Higher Level 6, 5, 6 = 24 points: more than one 2 at SL Standard Level 2, 2, 3 TOK/EE 0 Student Z Higher Level 7, 3, 6 = 26 points: more than three 3’s Standard Level 3, 3, 3 TOK/EE 1

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K. International School Tokyo

Subject Outlines 2011-2013

Updated June 2011

Group 1 Language A

Subject: English A Literature HL/SL

What are the main aims of this subject? (adapted from IB Subject Guide) The main aim of this subject is encourage a personal appreciation of literature and develop an understanding of the techniques involved in literary criticism. It is a course that is based on exploring literary texts in English. The course is designed to develop the students’ powers of expression and to introduce students to a range of literary works of different periods, genres, styles and contexts with some from other cultures and languages other than English. It is hoped that students who undertake this course would continue to develop a life-long interest in English literature.

Why may students consider this subject?

Students who enjoy reading in the English language and may have read widely already in their lives. There are a significant number of texts to read over the two years, both at HL, and SL, therefore students will need to be comfortable spending some of their leisure time doing so. Students who are considering studying English Literature at university or undertaking a university course where reading and writing is very important may also want to choose this option. Please also refer to the pathway and assessment guidance given in the Subject Options Presentation.

What is the difference between Higher Level (HL) and Standard Level (SL) in this subject?

The main difference between HL and SL is that the number of texts studied is different (HL-13 / SL – 10) HL students are also expected to be able to provide more detail in their analysis of the text and to be persuasive. Higher Level course would be particularly interesting for students who would like to further pursue this world of ideas opened up through reading and viewing texts.

Main Course Objectives: (adapted from IB Subject Guide) Having completed the course students will be expected to have:

.an ability to engage in independent literary criticism

a command of the language appropriate for the study of literature

a thorough knowledge both of the individual works studied and of the relationships between groups of works studied

an ability to engage in independent textual commentary on both familiar and unfamiliar pieces of writing

a wide-ranging appreciation of structure, technique and style as employed by authors, and of their effects on the reader

Main Units/Topics:

1984 by George Orwell Wuthering Heights by Emily Bronte Selected poetry by Sylvia Plath The Collected Poems of W.B. Yeats by William

Butler Yeats The Stranger by Albert Camus Three Sisters by Anton Chekhov Deep River by Shusaku Endo Othello & Macbeth by William Shakespeare Games at Twilight by Anita Desai Heart of Darkness by Joseph Conrad The Importance of Being Earnest by Oscar

Wilde Mrs. Warren’s Profession by George Bernard

Shaw Death and the Kings Horseman by Wole

Soyinka Thunderstorm by Tsao Yu

Assessment Information: Assessment that goes towards the IB Diploma consists of the Internal Assessment, an oral presentation and oral commentary conducted in school, and the External Assessment, which for both HL and SL include an extended written response written during the two year program and two examinations, one based on literary analysis and the other consisting of a literature essay. The difference between HL and SL is one of depth and length of these assessments.

Teacher Contact: Mr. Damian Rentoule: [email protected]

Group 1 Literature A

Subject: Japanese A Literature HL/SL

What are the main aims of this subject? (adapted from IB Subject Guide)

The main aim of this subject is encourage a personal appreciation of literature and develop an understanding of the techniques involved in literary criticism. It is a course that is based on exploring literary texts in Japanese. The course is designed to develop the students’ powers of expression and to introduce students to a range of literary works of different periods, genres, styles and contexts with some from other cultures and languages other than Japanese. It is hoped that students who undertake this course would continue to develop a life-long interest in Japanese literature. Which students should take this subject?

Students who enjoy reading in the Japanese language and may have read widely already in their lives. There are a significant number of texts to read over the two years, both at HL, and SL, therefore students will need to be comfortable spending some of their leisure time doing so. Students who are considering studying Japanese Literature at university or undertaking a university course where reading and writing in Japanese is very important may also want to choose this option. Please also refer to the assessment guidance given in the Subject Options Presentation.


The main difference between HL and SL is that the number of texts studied is different (HL-13 / SL – 10) HL students are also expected to be able to provide more detail in their analysis of the text and to be persuasive. The Higher Level course would be particularly interesting for students who would like to further pursue this world of ideas opened up through reading and viewing texts.

Main Course Objectives: (adapted from IB Subject Guide) Having completed the course students will be expected to:

an ability to engage in independent literary criticism

a command of the language appropriate for the study of literature

a thorough knowledge both of the individual works studied and of the relationships between groups of works studied

an ability to engage in independent textual commentary on both familiar and unfamiliar pieces of writing

a wide-ranging appreciation of structure, technique and style as employed by authors, and of their effects on the reader.

Main Units/Topics:

The Japanese Literature course is still in its early planning stages. Ultimately there will be 13 texts at HL and 10 texts at SL for students to explore during their two year literary study.

Assessment Information: Assessment that goes towards the IB Diploma consists of the Internal Assessment, an oral presentation and oral commentary conducted in school, and the External Assessment, which for both HL and SL include an extended written response written during the two year program and two examinations, one based on literary analysis and the other consisting of a literature essay. The difference between HL and SL is one of depth and length of these assessments.

Teacher Contact: Mr. Etsuo Kamo: [email protected]

Group Language A

Subject: English A Language and Literature HL/SL


The main of the English A Language and Literature course is to reinforce and refine English language skills of listening, speaking, reading and writing. It also encourages through the study of texts of all types and through social interaction, an awareness and appreciation of the different perspectives of people from other cultures. Finally, it aims to provide an opportunity for enjoyment, creativity and intellectual stimulation through the knowledge of language.

Why may students consider taking this subject?

This subject will introduce students to a range of texts from different periods, styles and genres. As a Group 1 Language A course students can expect it to be academically challenging and rigorous, although there is less reading involved than the Literature A course. Students will also explicitly be given the opportunity to explore the culture of the language via a variety of texts and not just via literature. As a result, they will be able to use the language for purposes and in situations involving sophisticated discussion, argument and debate. Please also refer to the Subject Options Presentation.


HL an SL students will study four options – two literary and two cultural - during the course. All students will study both literary and non-literary texts. SL students will study a total of four literary texts while HL will study six.

Main Course Objectives: (adapted from IB Subject Guide) Having completed the course candidates will be expected to:

engage in a detailed, critical examination of a wide range of spoken and written texts in different forms, styles and registers

understand and use an extensive range of vocabulary and idiom and select a register and style that are consistently appropriate to the situation

structure arguments in a focused, coherent and persuasive way, as well as support them with relevant examples

appreciate the subtleties of technique and style employed by writers and speakers of the language

Main Units/Topics:

The cultural options are:

Language and Culture

Language and Media

Literature – Texts and Contexts

Literature - Critical Study

The two literary options will be theme based and will consist of the study of four (SL) to six (HL) texts of literary quality. Students will read and respond to the texts critically, with close analysis. They will also consider the themes, characters, language and social and historical contexts of the texts

Texts will be chosen from a variety of places and perspectives and will include works in translation..

Assessment Information: Assessment that goes towards the IB Diploma consists of the Internal Assessment, an oral commentary and an interactive oral commentary conducted in school, and the External Assessment, which for both HL and SL include coursework written during the two year program and two examinations, one based on literary analysis and the other consisting of a literature essay. The difference between HL and SL is one of depth and length of these assessments, while HL students must also submit a second piece of coursework.Teacher Contact: Mr. Steve Marson: [email protected]

Group 1 Language A

Subject: Japanese A Language and Literature HL/SL

What are the main aims of this subject? (adapted from the IB Subject Guide)

The main of the Japanese A Language and Literature course is to reinforce and refine Japanese language skills of listening, speaking, reading and writing. It also encourages through the study of texts of all types and through social interaction, an awareness and appreciation of the different perspectives of people from other cultures. Finally, it aims to provide an opportunity for enjoyment, creativity and intellectual stimulation through the knowledge of language.


This subject will introduce students to a range of texts from different periods, styles and genres. As a Group 1 Language A course students can expect it to be academically challenging and rigorous, although there is less reading involved than the Literature A course. Students will also explicitly be given the opportunity to explore the culture of the language via a variety of texts and not just via literature. As a result, they will be able to use the language for purposes and in situations involving sophisticated discussion, argument and debate. Please also refer to the Subject Options Presentation.


HL an SL students will study four options – two literary and two cultural - during the course. All students will study both literary and non-literary texts. SL students will study a total of four literary texts while HL will study six.

Main Course Objectives (adapted from the IB Subject Guide) Having completed the course candidates will be expected to:

engage in a detailed, critical examination of a wide range of spoken and written texts in different forms, styles and registers

understand and use an extensive range of vocabulary and idiom and select a register and style that are consistently appropriate to the situation

structure arguments in a focused, coherent and persuasive way, as well as support them with relevant examples

appreciate the subtleties of technique and style employed by writers and speakers of the language

Main Units/Topics:

UNIT 1 – Language and Culture Possible Topics: biculturalism, bilingualism, social class, ethnicity, gender, history of language/culture, identity and allegiance, linguistic imperialism, linguistic minorities, nationalism, UNIT 2 – Media and Culture Possible Topics: advertising, bias, censorship, film, the Internet, media and government, national security, news and public opinion, popular novels, the press, propaganda, radio and television, sensationalism, stereotypes, tabloid newspapers UNIT 3– Library Options Kokoro(こころ、夏目漱石), Rashoumon(羅生門、

芥川龍之介, Tugumi( つぐみ、吉本ばなな),

Nihongo to Gaikokugo, Kotobato Bunka(日本語と外

国語、鈴木孝夫), Kotobato Bunka(ことばと文化、

鈴木孝夫）

Assessment Information: Assessment that goes towards the IB Diploma consists of the Internal Assessment, an oral commentary and an interactive oral commentary conducted in school, and the External Assessment, which for both HL and SL include coursework written during the two year program and two examinations, one based on literary analysis and the other consisting of a literature essay. The difference between HL and SL is one of depth and length of these assessments, while HL students must also submit a second piece of coursework.Teacher Contact: Ms. Kiyomi Kanazawa: [email protected]

Group 1 Language A

Subject: Independent Self Taught Language A Literature SL


Similar to English A and Japanese A Literature, the focus of an independent self-taught A Literature course is to explore literary texts in the language. Please also read the “aims” section of either of these two options. This option is available in the IB Diploma curriculum because the IB recognizes that there are limitations on the number of taught language courses any school can offer but also wants to give students a chance to continue formal learning in their mother tongue.

Which students should take this subject?

The students who may be interested in this option are students who want to undertake a literature course in their mother tongue language. Some students choose this course because they know they will return to their “mother” country at some point in the future, possibly to attend university when they finish school. Please also read this section for either English or Japanese A Literature.


This course is only offered by the IB as a SL Option. A self-taught option requires a high degree of motivation and very good work and study habits. The majority of the scheduled class time a student would be working independently. Depending on the language being studied, the student would work under the guidance of the IB Diploma Coordinator or an assigned language teacher.

Main Course Objectives: (adapted from IB Subject Guide)

The overall course objectives for the independent self-taught Literature A course are the same as they are for the taught English A Literature and Japanese A Literature SL courses.

Main Units/Topics:

Students will study ten different works of literature throughout the course to be agreed on between the student and the adult assigned to support their studies. The IB publishes lists of texts from which students to choose from for most self-taught

languages.

Assessment Information: For Assessment that goes towards the IB Diploma it is the same as any other Language A Literature Course with the exception of the Internal Assessment. Self-taught students undertake an alternative oral assessment examination which is recorded by a supervisor and sent an external examiner proficient in that language for it to be assessed.

Teacher Contact: Mr. Mark Cowe: [email protected]

Group 2 Language B

Subject: English B HL/SL


The aim of the English Language B course is to give the students the opportunity to reach a higher degree of competence in the language. The course is designed to encourage students to acquire a language system and learn to apply it through listening, speaking, reading and writing. It should allow students to exchange ideas and communicate effectively in a number of situations and within the culture(s) where the language is spoken.


English B is a second language course for students who want to increase their proficiency in an additional language. Students would have limited experience of working with the language in an academic context or would have only have been exposed to the language on a regular basis relatively recently. Please also refer to the assessment guidance given in the Subject Options Presentation.


Although the nature of the language B is the same for both higher and standard level, the two levels differ in the number of types of texts that students are expected to write and, more generally, in the depth and breadth of the language used. Usually HL students study two extra pieces of literature.


communicate clearly and effectively in a range of situations, demonstrating linguistic competence and intercultural understanding

use language appropriate to a range of interpersonal and/or cultural contexts

organize ideas on a range of topics, in a clear, coherent and convincing manner

understand, analyse and respond to a range of written and spoken texts

understand and use works of literature written in the target language of study (HL only).

Main Units/Topics:

Core:

Communication and Media

Global Issues

Social Relationships

Selected options:

Cultural Diversity

Customs and Traditions

The two works of literature for HL students will be confirmed at a later date.

Assessment Information: Assessment that goes towards the IB Diploma consists of the Internal Assessment, a short oral presentation and short oral commentary conducted in school, and the External Assessment, which for both HL and SL include two examinations, the second of which requires a written response of approximately 250 to 400 words in length. The difference between HL and SL is one of depth and length of these assessments and also usually requiring the student to link to the literary texts studied for the former.Teacher Contact: Ms. Nicola Cahill: [email protected]

Group 2 Language B

Subject: Japanese B HL/SL

What are the main aims of this subject? (adapted from IB Subject Guide) The aim of the Japanese Language B course is to give the students the opportunity to reach a higher degree of competence in the language. The course is designed to encourage students to acquire a language system and learn to apply it through listening, speaking, reading and writing. It should allow students to exchange ideas and communicate effectively in a number of situations and within the culture(s) where the language is spoken.


Japanese B is a second language course for students who want to increase their proficiency in an additional language. Students would have limited experience of working with the language in an academic context or would have only have been exposed to the language on a regular basis relatively recently. Please also refer to the assessment guidance given in the Subject Options Presentation.


Although the nature of the language B is the same for both higher and standard level, the two levels differ in the number of types of texts that students are expected to write and, more generally, in the depth and breadth of the language used. Usually HL students study two extra pieces of literature.


communicate clearly and effectively in a range of situations, demonstrating linguistic competence and intercultural understanding

use language appropriate to a range of interpersonal and/or cultural contexts

organize ideas on a range of topics, in a clear, coherent and convincing manner

understand, analyse and respond to a range of written and spoken texts

understand and use works of literature written in the target language of study (HL only).

Main Units/Topics:

Core:

Communication and Media

Global Issues

Social Relationships

Selected options:

Cultural Diversity

Customs and Traditions

The two works of literature for HL students will be confirmed at a later date.

Assessment Information: Assessment that goes towards the IB Diploma consists of the Internal Assessment, a short oral presentation and short oral commentary conducted in school, and the External Assessment, which for both HL and SL include two examinations, the second of which requires a written response of approximately 250 to 400 words (500 to 800 characters) in length. The difference between HL and SL is one of depth and length of these assessments and also usually requiring the student to link to the literary texts studied for the former.Teacher Contact: Ms. Kiyomi Kanazawa: [email protected]

Group 2 Language B

Subject: Japanese Ab Initio SL


This is a course for people new to the Japanese language and it primary aim is the acquisition of Japanese required for everyday social interaction. The course also aims to develop a basic awareness of Japanese culture and intercultural understanding. It should ultimately enable students to communicate in Japanese in a variety of everyday situations.

Why may students take this subject?

Students with little to no previous knowledge of Japanese. This course would only be for students who are recently new to Japan and Japanese culture.


Japanese Ab initio is only offered at Standard Level.


speak about the topics for daily communication with Japanese speakers

read and write about three themes on the right in hiragana, katakana, and using a number of kanji characters.

.

Main Units/Topics:

Individual and society:

Daily routines, Education, Food and drink, Personal details, appearance and character, Physical health, Relationships, Shopping

Leisure and work:

Employment, Entertainment, Holidays, Media, Sport, Technology, Transport

Urban and rural environment:

Environmental concerns, Global issues, Neighborhood, Physical geography, Town and services, Weather

Assessment Information: Assessment that goes towards the IB Diploma consists of the Internal Assessment, a short oral presentation of 10 minutes and the External Assessment, a piece of coursework which requires a written response of 200 to 300 words in 2 hours and ultimately two written examinations where students answer one question in each.

Teacher Contact: Yoshiko Torikai: [email protected]


Subject: Economics HL/SL


The broad aim of the Economics course is to provide students with the core knowledge of the subject, essentially about the concept of scarcity and the problem of resource allocation, and using these foundations to promote independent, critical thinking on how to apply rational analysis of the dynamics of economic issues, especially in an international context. The course will utilize both empirical method

and the application of social theory.

Why may students take this subject?

Students’ who are interested in how goods and services, supply and demand, and the relationships between and within nations, all interact, will find the course interesting. Students who are thinking of studying commerce, finance, business, politics, or law at university or beyond will find the Economics course helpful in understanding the factors which influence these fields of study. Having good mathematical aptitudes allows better access to the course; however, the course is not dependent on a student also taking Mathematics SL/HL.


The difference between HL and SL is one of depth of content rather than increasing skill or ability, although mathematical models are more involved in HL. Extended microeconomic knowledge is required in the HL course as are more thoroughly developed conceptual and analytical skills

concerning international economics. There is an extra examination at the end of the HL course. Main Course Objectives: (adapted from IB Subject Guide)

Having completed the course students will be expected to:

Have an understanding and knowledge of economic concepts and theories

Apply economic theory to a range of circumstances and a variety of situations

Use essential mathematical models to quantify economic analysis

Analyze information through the use of economic concepts and theories

Evaluate concepts and theories from different economic perspectives.

Main Units/Topics:

1 Microeconomics, concerning supply, demand, markets, elasticity, market failure, and the theory of the firm.

2 Macroeconomics, evaluating national models, development, economic policy, economic leading indicators, GDP, interest rates, and unemployment and inflation.

3 International Economics, dealing with trade, balance of payments, currency valuation, monetary policy, free trade and protectionism, economic integration, and exchange.

4 Developmental Economics, analyzing the dynamics of growth and development, evaluating sustainability of growth, including strategies, barriers, and consequences.

Assessment Information: Assessment that goes towards the IB Diploma consists of the Internal Assessment, a portfolio of three commentaries based on news media extracts, linking economic theory to real-world situations, and the External Assessments, which at the Higher Level include three examination papers; an extended response; short-answer questions; and data-response questions. At the Standard Level, there are two papers; an extended response; and data-response questions.

Teacher Contact: Mr. John Hoare: [email protected]


Subject: History HL/SL


The History course at KIST involves students developing an understanding of International Relations in the first half of the 20th Century with Europe as a focus. Students also develop skills of historical source evaluation and of creating extended analytical arguments leading to a historical judgment. Students’ learn how the discipline of History works and it is hoped that those who choose it will become fascinated by it and develop a lasting interest in the discipline, whether they continue to formally study it or not.


Students who have an interest in finding out about the past or who are interested in developing a greater awareness of the discipline of History. Also, students who are thinking of any sort of course at university or college with a significant literacy focus would also find it useful to do History as it builds skills of extended analytical writing. Law and Journalism graduates for example will often have studied History at High School.


The main difference between HL and SL is one primarily of depth of content, as many of the skills of History are common to both HL and SL, although at HL there are slightly greater expectations of critical evaluation. All HL and SL students complete a source evaluation examination and all students complete an essay paper. HL students study more topics and complete an extra essay examination.


To promote an understanding of history as a discipline, including the nature and diversity of its sources, methods and interpretations

To encourage an understanding of the present through critical reflection upon the past

To encourage an understanding of the impact of historical developments at national, regional and international levels

To develop an awareness of one’s own historical identity through the study of the historical experiences of different cultures.

Main Units/Topics:

In general the DP History Course for both SL and HL at KIST is focused on 20th Century World History with an emphasis on Europe and usually covering the following topics:

The causes, course and consequences of the First World War

International Relations between the First and Second World Wars (Source Evaluation Paper)

Nazi Germany and Fascist Italy (HL only) The causes, course and consequences of

the Second World War An Historical Investigation (IA)

HL Students may study some of the above in more depth and complete a separate unit on Russia and the Communist Revolution 1881 to 1953.

Assessment Information: Assessment that goes towards the IB Diploma consists of the Internal Assessment, a Historical Investigation on a topic of the students’ own choice, and the External Assessments, which at the Higher Level include three examination papers; a source evaluation paper and two essay papers. At the Standard Level, there are two papers; a source evaluation and one essay paper.

Teacher Contact: Mr. Michael Wagner: [email protected]

Group 3 Psychology

Subject: Psychology HL/SL


Examine the interaction of biological, cognitive and sociocultural influences on human behavior Understand the research methodology used to study human behavior Developing an understanding of ethical concerns raised by the methodology and application of

psychological research Explore cultural diversity to help encourage the development of empathy for the feelings,

needs, and lives of others within and outside one’s own culture Why may students consider this subject?

Psychology requires the ability to look at behavior from different perspectives and debate conflicting points of view. Extensive investigation regarding methods, culture, ethics, gender and historical context related to psychology are required parts of the course. Students interested in careers requiring analytical skill such as counseling, research, journalism, law or business will all find this discipline very useful.


In terms of material covered, there is one additional topic at the Higher Level assessed on Paper 2. Additionally, there an additional paper designed to assess qualitative research skills at Higher Level. The Internal Assessment requirements (student run experimental study) are also different as at the Higher Level it requires greater investigative skills and the use of inferential statistics.


To demonstrate knowledge and comprehension of key terms and concepts in psychology

To demonstrate knowledge and comprehension of psychological research methods

To demonstrate knowledge and comprehension of the biological, cognitive and sociocultural levels of analysis

To demonstrate an ability to use examples of psychological research and psychological concepts to formulate an argument in response to a specific question

At HL only, to analyse qualitative psychological research in terms of ethical issues involved in research.

Main Units/Topics:

Biological Level of Analysis (HL & SL) Cognitive Level of Analysis (HL & SL) Socio Cultural Level of Analysis (HL & SL) Qualitative Research Methods (HL)

Optional Topics:

Abnormal Psychology (SL) Developmental and Abnormal Psychology

(HL) Internal Assessment (HL and SL): Students are required to plan and undertake a simple experimental study and to produce a report of their study. This involves the manipulation, by the student, of a single independent variable and the measurement of the effect of this independent variable, while controlling other potential confounding variables.

Assessment Information: Assessment that goes towards the IB Diploma consists of the Internal Assessment; a student planned experimental study into a topic within the discipline of Psychology, and the External Assessments, which at the Higher Level include three examination papers; two on the core and option material and one on qualitative research methodology. At the Standard Level, there are two papers; one on the core and the other on the optional material.

Teacher Contact: Mr. Stephen Rothkopf: [email protected]


Subject: Biology HL/SL

What are the main aims of this subject? (adapted from IB Subject Guide) The main aim of all group 4 courses is to provide students with the opportunities for scientific study and creativity within a global context that will stimulate and challenge them. Students will be provided with a body of knowledge, methods and techniques that characterize science and technology in their chosen subject. Group 4 courses also aim to develop the students’ ability to be able to analyze, evaluate and synthesize scientific information. Why may students consider this subject?

Students who have an interest in the natural sciences or Medicine, or who wish to pursue any science discipline in general at the post-secondary level. Biology is also the least Mathematical of the three traditional sciences; Biology and Mathematical Studies can be a common combination.


Subjects at HL are studied in greater depth and breadth than at SL. There are five additional HL topics covered in the course.


Demonstrate an understanding of; scientific facts and concepts, scientific methods and techniques, scientific terminology, methods of presenting scientific information.

Apply and use all of the above in different situations.

Construct, analyse and evaluate, hypotheses, research questions and predictions, scientific methods and techniques, scientific explanations.

Demonstrate the personal skills of cooperation, perseverance and responsibility appropriate for effective scientific investigation and problem solving.

Main Units/Topics:

Core: statistical analysis, cells, the chemistry of life, genetics, ecology and evolution, human health and physiology

At HL: nucleic acids and proteins, cell respiration and photosynthesis, plant science

Options SL and HL: evolution, neurobiology and behavior, microbes and biotechnology, ecology and conservation

Assessment Information: Assessment that goes towards the IB Diploma consists of the Internal Assessment, where student and teacher select the best two Science labs from many done over the two year course, and the External Assessments, which at both HL and SL include three examination papers; a multiple choice paper and two papers both requiring a mixture of short and extended responses. At HL there are more extended response questions.

Teacher Contact: Mr. Andrew Young: [email protected]


Subject: Chemistry HL/SL

What are the main aims of this subject? (adapted from IB Subject Guide) The main aim of all group 4 courses is to provide students with the opportunities for scientific study and creativity within a global context that will stimulate and challenge them. Students will be provided with a body of knowledge, methods and techniques that characterize science and technology in their chosen subject. Group 4 courses also aim to develop the students’ ability to be able to analyze, evaluate and synthesize scientific information. Why may students consider this subject?

Students who have an interest in Chemistry, Engineering, Medicine, or who wish to pursue any science discipline in general at the post-secondary level. There is some Mathematics involved in Chemistry however it is possible for students to choose Mathematical Studies and Chemistry.

What is the difference between Higher Level (HL) and Standard Level (SL) in this subject? The difference between HL and SL in Chemistry is that of content. Subjects at HL are studied in greater depth and breadth than at SL. Both SL and HL need to choose two options. SL options will be taught in fifteen hours while HL options will be for twenty-two hours. Students need to complete 60 hours of lab work for HL Chemistry and 40 hours for SL Chemistry.


Demonstrate an understanding of scientific facts and concepts, scientific methods and techniques, scientific terminology, methods of presenting scientific information.



Demonstrate the personal skills of cooperation, perseverance and responsibility appropriate for effective scientific investigation and problem solving..

Main Units/Topics:

The units are the same for both SL and HL

I. Quantitative Chemistry

II. The Atom

III. Chemical Reactions

IV. Acids and Bases

V. Reduction and Oxidation

VI. Organic Chemistry

Options at KIST: Medicine and Drugs, Biochemistry


Teacher Contact: Ms. Glen Johnston: [email protected]


Subject: Design Technology HL/SL


Design technology develops a high level of technological understanding with emphasizes on the following; how to exercise judgment and responsibility in the use of technology, how to recognize technological needs, how to explore a range of conflicting demand, and how to produce the optimum solution.

Which students should take this subject?

Design technology interfaces well between the sciences and the arts. Students who have an understanding in MYP technology, science, mathematics and art will be well prepared for design technology. The IB learner profile attributes - inquirers, thinkers and communicators are significant study approaches in design technology.


While the skills and activities of design technology are common to both SL and HL, HL students are required to study additional topics and the option topic in greater depth. SL students are required to spend 55 hours, and HL students 81 hours, on practical work. SL design technology is ideally suited to

the non-science student. Main Course Objectives (adapted from the IB Subject Guide): By the end of the course students will be expected to:

demonstrate understanding & application: facts & concepts, methods & techniques, terminology, information presentation

construct, analyse & evaluate: problems, briefs, specifications, plans, methods & techniques, products, data & information

demonstrate personal skills appropriate for effective designing.

demonstrate skills necessary to carry out activities with precision & safety.

Main Units/Topics:

Core (SL & HL): Design process, Product innovation, Green design, Materials, Product development, Product design, Evaluation

Additional (HL only): Energy, Structures, Mechanical design, Advanced manufacturing techniques, Sustainable development

Option (SL & HL): Human factors design

Assessment Information: Assessment that goes towards the IB Diploma consists of the Internal Assessment, which is a mixture of short and long term investigations and one design project and the External Assessments, which at both HL and SL include three examination papers; a multiple choice paper and two papers both requiring a mixture of short and extended responses. At HL there are more extended response questions.

Teacher Contact: Mr. Wesley Dennis: [email protected]


Subject: Physics HL/SL


The main aim of all group 4 courses is to provide students with the opportunities for scientific study and creativity within a global context that will stimulate and challenge them. Students will be provided with a body of knowledge, methods and techniques that characterize science and technology in their chosen subject. Group 4 courses also aim to develop the students’ ability to be able to analyze, evaluate and synthesize scientific information.


Students with a strong background in Mathematics and a keen interest in physics and physical phenomena. Students with a technology and engineering interest should also consider physics. It would be unusual for a student to choose Physics and Mathematical Studies as the Physics course requires some knowledge of Mathematical skills that are delivered in the Math SL subject.


In terms of material covered, there are seven topics out of a total of forty that are covered only at HL. This leaves 33 core HL/SL topics. There are also some brief HL Extension topics built into twenty-four of the forty topics. As a result, the main difference is one of content and not of concepts/skills covered. SL and HL are quite similar.

Main Course Objectives: (adapted from IB Subject Guide) Having completed the course students will be able to:

Demonstrate an understanding of:, scientific facts and concepts, scientific methods and techniques, scientific terminology, methods of presenting scientific information.



Demonstrate the personal skills of cooperation, perseverance and responsibility appropriate for effective scientific investigation and problem solving..

Main Units/Topics:

Core: Physics and Physical Measurement., Kinematics, Thermal Physics, Oscillations and Waves, Electric currents, Fields and forces, Atomic and nuclear physics, Energy, power and climate change. Higher Level: Motion in fields, Thermodynamics, Wave Phenomena, Electromagnetic induction, Quantum and nuclear physics, Digital technology Options (2 selected for the class): Relativity and Particle Physics (SL only) Astrophysics (HL and SL) Communications (HL and SL) Electromagnetic Waves (HL and SL) Relativity (HL only) Medical Physics (HL only) Particle Physics (HL only)


Teacher Contact: Mr. Florin Secosan: [email protected]

Group 5 Mathematical Studies SL

Subject: Mathematical Studies SL

What are the main aims of this subject?

This is the most accessible of the Mathematics options and is designed for students of varying Mathematical abilities and backgrounds to build confidence and encourage an appreciation of Mathematics. Students are encouraged to develop their problem solving abilities through logic, thinking skills and application of technology. Students are expected to be able to transfer skills to unfamiliar problems and communicate clearly all the steps in arriving at a final solution. The historical, societal and cultural aspects of mathematics are also considered.


Students who do not anticipate a need for Mathematics as a significant part of their future academic studies, or whose university entrance requirements do not demand a minimum of Math SL. The course avoids some of the more difficult topics covered in Math SL, and goes to less depth in common topics. The course contains a number of topics that have relevance and application to real world, everyday situations.


Mathematical Studies is only offered at SL.

Main Course Objectives: (adapted from IB Subject Guide) Having completed the course, candidates will be expected to be able to:

-read, interpret and solve a given problem using appropriate mathematical terms -organize and present information and data in tabular, graphical and/or diagrammatic forms -know and use appropriate notation and terminology -formulate a mathematical argument and communicate it clearly -select and use appropriate mathematical strategies and techniques -demonstrate an understanding of both the significance and the reasonableness of results -recognize patterns and structures in a variety of situations, and make generalizations -demonstrate an understanding of and the appropriate use of mathematical modeling.

Main Units/Topics:

Introduction to the Graphic Display Calculator

Number and Algebra

Sets, logic and probability

Functions

Geometry and Trigonometry

Statistics

Introductory differential calculus

Financial Mathematics

During the course it may also be necessary to review some presumed knowledge.

Assessment Information: Assessment that goes towards the IB Diploma consists of the Internal Assessment, one Mathematical Project linked to the main course content, and the External Assessments, which for Math Studies SL include two examination papers; one composed of fifteen short-answer questions and the other composed of five extended response questions. Calculators are permitted for both examinations.

Teacher Contact: Mr. Shane Harris: [email protected], Mr. Andrew Young: [email protected]

Group 5 Mathematics SL

Subject: Mathematics SL


Mathematics enters our lives in so many different ways and it is this prevalence that provides the rationale for making it a compulsory subject in the Diploma Programme. The SL course focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce students to these concepts in a comprehensible and coherent way, rather than insisting on mathematical rigor. Students should wherever possible apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context.


This course caters for students who already possess knowledge of basic mathematical concepts, and who are equipped with the skills needed to apply 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. Students who choose this subject should like studying some aspects of Mathematics.


Unlike the other subjects, Mathematics courses are all taught in separate classes. This is because although the core topics in Mathematics SL are similar to those at HL, SL does not have the depth and rigor found in Mathematics HL.


-read, interpret and solve a given problem using appropriate mathematical terms -organize and present information and data in tabular, graphical and/or diagrammatic forms -know and use appropriate notation and terminology -formulate a mathematical argument and communicate it clearly -select and use appropriate mathematical strategies and techniques -demonstrate an understanding of both the significance and the reasonableness of results -recognize patterns and structures in a variety of situations, and make generalizations -recognize and demonstrate an understanding of the practical applications of mathematics

Main Units/Topics:

Algebra

Functions and equations

Circular Functions and Trigonometry

Matrices

Vectors

Statistics and probability

Calculus

Assessment Information: Assessment that goes towards the IB Diploma consists of the Internal Assessment, two portfolios linked to Mathematical Investigating and Mathematical Modeling, and the External Assessments, which at the Standard Level include two examination papers; short-answer questions without a calculator and short and extended responses with a calculator.

Teacher Contact: Mr. Shane Harris: [email protected]

Group 5 Mathematics HL

Subject: Mathematics HL


Mathematics enters our lives in so many different ways and it is this prevalence that provides the rationale for making it a compulsory subject in the Diploma Programme. The main aims of the HL course are both quantitative and qualitative. This course is a demanding one, which requires students to study a broad range of mathematical topics through a number of different approaches and to a high degree of depth in places. The qualitative aspect relates to students being able to apply this range and depth of knowledge to new, different and meaningful contexts.


The course caters for students with a good background in Mathematics who are competent in a range of analytical and technical skills and have consistent work habits. The majority of these students will be expecting to include Mathematics as a major component of their university studies, either as subject in its own right or within other courses. Students opting for HL should enjoy learning about Mathematics and thus be willing to dedicate significant time to their learning. The course offers a much deeper insight into the topics than at SL.


Please use the above information with regards to this question. Also, all areas listed below (see Main Topics) are covered in more depth. There is an additional advanced level option to be covered (see the list of Options below). There are three papers instead of two. The last paper covers the Option.


To read, interpret and solve a given problem using appropriate mathematical notation and terminology.

To organize and present information and data in tabular, graphical and or/diagrammatic forms

To formulate a mathematical argument and communicate it clearly by using inductive and/or deductive reasoning as well as “Reductio ad absurdum”.

To recognize patterns and structures in a variety of situations, formulate conjectures and demonstrate the appropriate use of mathematical modeling.

Main Units/Topics:

Algebra

Functions and Equations

Circular functions and trigonometry

Matrices

Vectors and 3D Geometry

Statistics and Probability

Differential Calculus

One HL option topic chosen from: Statistics & Probability, Sets, Relations and Groups, Discrete Mathematics, Series & Differential Equations)

Assessment Information: Assessment that goes towards the IB Diploma consists of the Internal Assessment, two portfolios linked to Mathematical Investigating and Mathematical Modeling, and the External Assessments, which at the Higher Level include three examination papers; short-answer questions without a calculator; short and extended responses with a calculator and an extended response paper on the HL Option chosen.

Teacher Contact: Mr. Florin Secosan: [email protected]

Group 6 Arts

Subject: Music HL/SL


The main aim of any Arts subject is to allow students to become aware of how artists work and communicate. With relation to Music the course aims to develop a lifelong engagement with Music, for students to become informed, reflective and critical practitioners in music who understand the dynamics and diversity of music across time, place and cultures. Students should learn to express musical ideas with confidence and competence develop their knowledge and potential as musicians, both personally and collaboratively


Students who believe that the ability to be creativity and innovative is important to their future in an ever changing world. This course provides all students with the opportunity to engage in music as a lifelong activity. These students also consider that music is very important to their life in general. A few students may consider Music because they wish to study this at university but is equally suitable for people who would like to follow other careers.


There is a significant difference in expectation between HL and SL. As will be seen from the assessment information below, HL students need to show a wider perspective and knowledge of Music. Previous experience of Music is recommended at SL, for HL it is very strongly recommended.

Main Course Objectives: (adapted from IB Subject Guide)

Having completed the DP Course in Music students will be expected to demonstrate: 1. knowledge, understanding and perception of music in relation to time, place and cultures 2. appropriate musical terminology to describe and reflect their critical understanding of music 3. comparative analysis of music in relation to time, place and cultures (unlike at SL, HL students are also expected to demonstrate this in response to pieces not previously studied) 4. creative skills through exploration, control and development of musical elements (HL) 5. performance skills through solo music making (HL) or group music making 6. critical-thinking skills through reflective thought.

Main Units/Topics:

The Music course is a student centered independent study, where 20 pieces of music from a variety of distinct Genres are independently studied. Two of these pieces are chosen by the IB as particularly potent examples of innovative examples of their time and place. All chosen pieces become the corner stone for all of the submitted assessments at the conclusion of the course.

Traditions and innovations, our own Popular, Folk and Art Music are studied to enhance our own identities as creators.

We will also work with various musicians in Tokyo and our community to study world music.

Assessment Information: Summative Assessment includes the Internal Assessment; which at SL is one of the following: Creating (options: Composing, Music Technology, Arranging, Improvising, Stylistic Techniques), Solo Performing or Group Performing. At HL it is both Creating and Solo Performing, and the External Assessments which include for Both SL and HL a Listening Paper to assess musical perception and a Musical Investigation to explore significant musical links between two different musical cultures.

Teacher Contact: Mr. Trevor Adams: [email protected]

Group 6 Arts

Subject: Visual Arts HL/SL


Visual Arts aims to develop an understanding and appreciation of Visual Art from its earliest beginnings spanning pre-historic cultures through to present day conceptual forms. The course also encourages students to produce and critically evaluate visual art from local, national and international perspectives. The Visual Arts course also allows a significant degree of experimentation with different materials and techniques.


Students interested in studying visual arts in higher education, visual literacy, and how the creative arts impact history and the human condition will find this course useful. Students having an interest in open-ended experiments with traditional, digital, and unconventional materials applied to personal themes and topics will find the course stimulating. No previous art background is necessary, however, serious time management and perseverance is essential. There is a lot of self-guided research, planning and production.


The assessment for HL and SL is very similar. In some ways the main difference is in the number of art pieces that need to be completed. However, the work of HL students is meant to demonstrate greater depth than that of SL.


Critically analyze historic to contemporary art forms for their function and meaning using subject specialist vocabulary.

Practice independent creative strategies and make connections between them and the work of others.

Explore ideas and techniques of studio processes contextually, and from observation

Maintain a relationship between investigative research and studio work

Create personally relevant work

Main Units/Topics:

The Visual Arts course is student centered and driven by independent study. The course is introduced through prescribed units of inquiry, studio demonstrations, lectures and technical exercises. A theme is chosen by the student, guiding the context for which various topics are explored. Topics are focused on human conditions relating to society, culture, history and individual experience.

Cultural Anthropology is the general discourse running through the units of inquiry.

Prescribed inquiry topics are:

Gender and Stereotypes Cultural Self-Portrait Power

Assessment Information: Formative assessment is conducted in bi-weekly Investigation Workbook reviews with written feedback, as individual consultations on specific projects, and through group/peer critique. Summative assessments are administered applying the IB Diploma criteria for Visual Arts. The Internal Assessment is based on an investigative workbook, while the External Examination consists of a public exhibition of thematic studio work, an artists’ statement and an interview with an external examiner. Teacher Contact: Mr. Daryl Bates: [email protected]

The Hexagon Core 2011-2013

Theory of Knowledge 2011-2013

Philosophical Role in the DP Programme

The following comes from the previously referenced IBO Publication – “The DP Programme: A Basis for Practice”

“The Theory of Knowledge (TOK) requirement is central to the educational philosophy of the DP Programme. It offers students and their teachers the opportunity to reflect critically on diverse ways of knowing and on areas of knowledge, and to consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world. It prompts students’ awareness of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge and to recognize the need to act responsibly in an increasingly interconnected but uncertain world.

As a thoughtful and purposeful inquiry into different kinds of knowledge, TOK is composed almost entirely of questions. The most central one is “How do we know?” The critical reflection encouraged in students is a foundation for developing international awareness. All subjects around the hexagon aim to encourage in all students an appreciation and understanding of cultures and attitudes other than their own, but in this particular respect, TOK has a special role to play.”

The Traditional TOK Diagram

The TOK Course

On the previous page is the TOK diagram that guides schools and teachers in the delivery of the TOK course. At KIST students begin by reflecting on themselves as a Knower before moving on to reflecting on the different Ways of Knowing that we use to create our own mental maps of Knowledge. Ultimately, students will undertake a number of lessons comparing and contrasting the methodologies of gaining knowledge in the Areas of Knowledge and the Knowledge Issues that arise from these. By this stage of the course, students should have developed the ability to link across their own curriculum and reflect on the nature of knowledge across their range of subjects. Individual teachers may spend more time on some of the curriculum than others. There are no set requirements in terms of time and coverage.

Assessment in TOK

There are two major pieces of assessment in TOK.

Essay

Students must complete a 1200 to 1600 word essay choosing a question from a list of ten prescribed titles produced by the IB every year. The questions require students to identify the Knowledge Issues involved in the question and explore them fully using a variety of their own carefully and well selected examples. At KIST students should complete an essay in Grade 11 and one in Grade 12. Although the essay may be graded internally, ultimately it is externally assessed out of 40 and is the major component of assessment in TOK.

Presentation

During Grade 12 students need to deliver a TOK Presentation. This can be done individually or in groups and requires the student(s) to choose a real life situation/contemporary problem and explore the Knowledge Issues involved. The TOK Presentations are usually performed in front of an audience to enhance their profile and students are marked out of 20 by their TOK Teachers on the strength of their Presentation. Depending on the teacher, the TOK Presentations will take place throughout Grade 12 or at one specific point.

Structure of Delivery at KIST

TOK is mandatory for every Diploma and Certificate Candidate at KIST. Students have the same teacher for the entire year. Occasionally however, teachers in specialist academic disciplines will deliver guest lessons in their expert Area of Knowledge or Way of Knowing whilst it is hoped that once or twice a speaker from outside KIST will come into the school and deliver a presentation on a current Knowledge Issue.


Extended Essay 2011-2013


The following comes from the previously referenced IBO Publication – “The DP Programme: A Basis for Practice”

“A required component, the Extended Essay is an independent, self-directed piece of research, culminating in a 4,000 word paper. It is given much importance by students, teachers and universities, because it provides practical preparation for the kinds of undergraduate research required at tertiary level. From the choice of a suitable research question, to the final completion of the EE, students must produce their piece within the constraints of time, essay length and available resources. This component provides an opportunity to engage in an in-depth study of a topic of interest within a chosen subject.

Emphasis is placed on the research process, on the appropriate formulation of a research question, on personal engagement in the exploration of the topic, and on communication of ideas and development of argument. It develops the capacity to analyze, synthesize and evaluate knowledge, with a personal choice of topic from within any subject area. Students are supported and encouraged throughout the research process and writing with advice and guidance from a supervisor”

Process of Delivery at KIST

All Diploma students at KIST will complete an Extended Essay. There is no scheduled lesson time for this and students are expected to spend approximately 4 hours with their supervisor over the course of the EE and around 40 hours of their own time working on it. The process begins approximately half way through Grade 11 and students need to have completed their EE by the middle of Grade 12. A precise timeline will be produced at the start of every EE process. Students’ may also be required, to make a presentation on the outline of their Extended Essay to their supervisor, selected students and interested teachers in the summer of Grade 11. It is expected that students do some work on their EE essays in the summer between Grade 11 and Grade 12. KIST produces a number of materials to help students in the process of their EE and whilst Moodle is used to structure the process for both students and parents.


Creativity Action and Service 2011-2013


The following comes from the IBO Publication referenced earlier – “The DP Programme: A Basis for Practice”

“Creativity, Action and Service (CAS) is a framework for experiential learning and reflection about that learning. This process of application and reflection provides an opportunity to extend what is learned in the classroom and, in turn, for the CAS experience to have an impact on classroom learning.

CAS is intended to provide experiences for students to develop self-confidence and empathy, and a willingness to help others. They may directly confront or indirectly engage in work on global problems, or work directly with other people at a local level, developing their capacity to function collaboratively and effectively with others. The IBO’s aim of education the whole person comes alive in a practical and demonstrable way through CAS, when students are involved in the community, whether at a local, national or international level.

The three elements of CAS are mutually reinforcing. Together, they enable students to recognize that there are many opportunities to learn about life, self and others, and to inspire confidence, determination and commitment. Creative and physical activities are particularly important for adolescents and they offer many favourable situations for involvement and enjoyment at a time that is for many young people stressful and uncertain. The service element of CAS is perhaps the most significant of the three, in terms of the development of respect for others, and of responsibility and empathy.”

Process of Delivery at KIST

CAS is the 21st Century idealism of the IBO. It is a compulsory curriculum requirement for all Diploma and Certificate Students. There is a CAS Coordinator at KIST who guides and monitors student’s individual CAS programmes. CAS activities begin in September of Grade 11 and run throughout the two year programme. Although the school will set up occasional CAS activities and establish links with outside organizations, it is the responsibility of the student to organize their own CAS programme. Popular activities in the past have been Habitat for Humanity, Model United Nations, Student Tutoring and team sports! However activities have ranged from bottle top collecting to on-line letter writing for charities. Students are required to record and reflect on their CAS activities throughout their two years, linked to the learning outcomes that drive the programme. KIST produces a number of resources to drive the CAS programme while a computer programme, ManageBac, is used for students to record and reflect on their CAS activities.

The IB Diploma Programme and University Entrance

General

“The International Baccalaureate (IB) Diploma Program is a challenging two-year curriculum, primarily aimed at students aged 16 to 19. It leads to a qualification that is widely recognized by the world’s leading universities.” (www.ibo.org 15th March 2009)

The DP Programme is excellent preparation for any student with an intention of going to University or College after they have completed the two year course. The aim of these two pages is to summarize the role of the IB Diploma in the admissions process for various countries around the world that students may apply to. The IB Diploma is increasingly recognized by many countries alongside their own national qualifications as sufficient for entrance to an institution. In other countries, other academic entrance tests are also necessary. In these situations however, the IB Diploma adds considerable weight to a student’s application and in some countries can qualify students for extra credit before they begin university or further financial assistance and scholarships.

The first point of information for anybody, parents, students and educators who want to find out about how an individual university views the IB Diploma, should be the section on the IBO website dedicated to University Recognition. This page is regularly updated and explains exactly the place of the IB Diploma in the application process. Each year there can be developments in how individual countries officially recognize the IB Diploma alongside their own national educational qualifications. There are also usually links to the relevant home pages of the university. It is especially valuable for finding out about how many universities will award extra credit for performance in certain subjects in the IB Diploma. If you try to find out about any country in the world and how it is linked to the IB their general policy towards university recognition will be listed. This is the website link:

http://www.ibo.org/diploma/recognition/

Japan

In Japan the IB Diploma is recognized as a qualification for university entrance. However, although the school’s internal reports and an IB Diploma score may be recognized as having importance, most Universities will require students to sit a formal university entrance examination. There is an exception to this general situation. A few universities accept students in a September enrolment (the Japanese academic year traditionally begins in April) for courses that are delivered in both English and Japanese and cater towards students who have attended international schools. For these universities, students do not require to sit a formal university entrance examination. The school’s internal reports and an IB Diploma predicted grade based on these will be used in the application process. The offer will usually be confirmed upon a student’s performance in the final IB Diploma Examinations in May of their Graduation year.

The United States of America

In the USA the IB Diploma is recognized as a qualification for University entrance. Universities in the United States will require submission of a student’s internal school reports, usually from Grades 9 to 12, and in some cases, a predicted grade for student performance in the IB Diploma. The application process however, almost always requires all students, even those applying from outside the USA, to sit a formal university entrance examination known as the SAT Reasoning Test. For students wishing to apply to the most selective US colleges and universities they may also be required to submit the test scores of specific subjects called SAT Subject Tests. There can be overlap between the IB Diploma and the SAT Subject Tests but in some areas students may need to do some extra preparation. It should be remembered however that at most universities, good performance in the IB Diploma rewards the students with extra credit or further financial assistance. Visit the IBO website for more information regarding specific universities.

The United Kingdom

In the United Kingdom the IB Diploma is recognized as a qualification for University entrance. Students apply with their IB Diploma. An IB Diploma predicted grade based upon internal school reports is used in the application process. Offers made are provisional and are confirmed upon a student’s performance in the final IB Diploma Examinations in May of their Graduation year. They do not need to take a formal university entrance examination.

Canada

In Canada the IB Diploma is recognized as a qualification for University entrance. The process is very similar to the UK except that Canadian universities may also ask for internal school reports to be submitted in the application process. Therefore, students do not need to take any other formal university entrance examination.

Australia

In Australia the IB Diploma is recognized as a qualification for University entrance. The process is very similar to the UK with the difference that students usually apply after they have completed their IB Diploma and the results have been issued in the summer of their Graduation year. The Australian academic year begins in the southern hemisphere autumn following Graduation.

Other

For universities in all other countries please consult the IBO website for introductory information and links. Any students and family wanting to start to find out more about the specific university application process in any one country (s) should contact our Guidance Counselors, Ms. Keiko Okude and Mr. Michael Wagner. Their e-mail addresses are [email protected] and [email protected]

IB Diploma Handbook 2011-2013 - K. International School Tokyo

Documents

Transcript of IB Diploma Handbook 2011-2013 - K. International School Tokyo