IDEATE Diploma Program Course Outlines 2020 IDEATE Diploma Program Course Outlines 5 IDEATE Diploma

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  • IDEATE Diploma Program Course Outlines 2020

  • 2 IDEATE Diploma Program Course Outlines

    Diploma Program

    Course Outlines

  • 3IDEATE Diploma Program Course Outlines

    IDEATE Diploma Program

    Course Outlines

    04 IDEATE Diploma Program

    05 IDEATE Project

    06 ID8 Financial Mathematics

    07 ID8 Visual Arts

    08 ID8 Cycles in Science

    09 ID8 Theatre

    10 ID8 Global Issues

    11 ID8 Innovative Industries

    12 ID8 Health and Leadership


  • 4 IDEATE Diploma Program Course Outlines

    IDEATE Diploma Program

    Course Outlines IDEATE Diploma Program IDEATE is an innovative High School program that offers students voice and choice in their final two years of the BCIS High School Diploma. IDEATE challenges students to pursue their own ideas and transform their learning through meaningful educa- tional pursuits. It is designed to celebrate and develop students’ strengths, talents, and skills in ways that will support any future aspirations. The IDEATE Programme aims to:

    • Empower students to be self-directed learners, to pursue ideas and burning questions, and to take control of their pathway towards post-secondary learning. • Inspire students to discover their strengths, passions and talents to enrich their education, take action for the greater good of all, and inspire themselves and others to strive for excellence and innovation. • Challenge all students to broaden their horizons through real-world experiences, build on prior learning and achieve to their full potential. • Develop compassion and awareness of others, and see, understand and act on the connections between learning and the world.

    All IDEATE courses align with our BCIS Learning Model and Impacts of learning. This means students will inten- tionally develop skills in the following areas:

    • Critical Thinking • Creative Thinking • Purposeful Doing • Connected Learning

    Inquiry is at the heart of all courses and teachers will employ a variety of teaching methods and assessments that follow the design principles of the following pedagogical approaches:

    • Voice and Choice • Learn by Doing • Social and Emotional Learning • Concept and context

    Assessments will vary within subject groups and include tasks such as investigations, portfolios, projects, exhi- bitions, and problem-solving activities.

  • 5IDEATE Diploma Program Course Outlines

    IDEATE Diploma Program

    Course Outlines IDEATE Projects IDEATE explores students’ skills, interests and strengths to fulfill desired learning outcomes. All students have a mentor that help guide the outcomes of the project(s) and ensure links to the curriculum. Students can learn in a variety of contexts, such as completing personal interest projects, external work experience projects, and group IDEATE projects. The purpose is for students to transfer their knowledge from a variety of subject do- mains into a coherent project.

    IDEATE Projects is a two-year course where students will undertake a combination of three types of projects throughout their two-year course:

    • Personal Interest Projects  Students work on a variety of projects in areas of personal interest that they have initiated and designed.

    • Work Experience Projects   Students are immersed in an environment related to their area of interest. An expert in that field assists the student with developing a project that benefits that environment and supports the students learning to school.

    • Whole Group IDEATE Projects  Students work on a collective project with other IDEATE students in relation to the school mission and community.

    The evidence of learning from these projects are curated into a portfolio which will be used at the student’s end of semester exhibition and form the basis of the final assessment and grade.

  • 6 IDEATE Diploma Program Course Outlines

    IDEATE Diploma Program

    Course Outlines ID8 Financial Mathematics Economists, business leaders and politicians are continually striving for financial security, stability and growth. Everyday mathematical concepts are essential for understanding the world of finance and how global econom- ics impact citizens around the world. Through the Financial Mathematics course, students will be able to use mathematical concepts to independently model, analyse and extrapolate financial and economic scenarios to suggest best case solutions. Students will use mathematical thinking to understand and make connections with macro and micro-economics, policy enactment and taxation, debt and debt management, public and private enterprises, personal wealth stability and shared resources. Students will begin their exploration by investigating their individual role in China’s economy and then extend to explore the relationships China has with global partners. Building on a prior knowledge of math, the follow- ing concepts will be extended; functions, statistics, calculus, algebra and trigonometry that best represents the contexts given. Students will move fluently between different forms of representations in math in order to choose the best mathematical concept for the scenario explored.

    Course Modules:

    Module Name Potential contexts Transfer Goal

    Personal Finance Personal Wealth Interest rates Risk Models

    Use mathematical concepts and operations to analyse the best options for personal finance.

    China Economy Taxation Trade policies Micro and macro economies

    Use logical reasoning to analyse and justify possible consequences of policy.

    World Economy and Finance

    Shared resources Public and private enterprises

    Mathematically model potential solutions to global financial issues.

    Student Choice Own context Develop an independent idea to solve an identified problem using Math.

    Major Disciplinary Outcomes

    The Key Competencies from the Chinese National Curriculum include: Mathematical modelling Data analysis

  • 7IDEATE Diploma Program Course Outlines

    IDEATE Diploma Program

    Course Outlines ID8 Visual Arts This course aims to develop & explore personal themes and ideas using a variety of media as a mode of expres- sion. This program of inquiry allows for the development of an individual ‘visual voice’. It provides an opportu- nity for students to explore, practice, resolve and understand why they and others make art, who they are as an artist, and how to express their ideas, feelings, values, and beliefs. Through a visual arts focus, learners will explore the following ‘definitions’: Exploring – Learners explore visual arts through art history and personal problems, gaining knowledge, skills, processes, and techniques in structured and unstructured ways. Practicing – Learners practice the development and improvement of knowledge, ideas, skills, process, and techniques to make art that solves creative problems. Resolving – Learners resolve problems and explorations in visual art by producing finished artworks. Understanding – Learners gain understandings, deepen insight, skills, and techniques that can be applied to solve creative problems and express intended ideas. We all understand and approach creativity in different ways so this course will allow for personalization. To that end, we have identified three components involved in the studying and making of visual arts over a two-year course.

    1. Understanding existing art in history, theory, and context 2. Interpreting the world to understand and make art 3. Discovering and mastering skills, media, processes, and techniques

    Students will reveal through their work a broad investigation of a variety of original ideas, processes, and give evidence that they have developed an emerging personal style.


    Module Description Transfer Goal

    Identity Through examining art over time, place and space, students will express relationships between artists identity and culture.

    Through personal discovery, students will develop an independent artistic vision.

    Conceptualization Through examining the function and purpose of art, students will express ideas of change through conceptualization.

    Using conceptual representation, students will express an idea, emotion or tell a story.

    Creative/ Personal Expression

    Through exploring ways to discover and express ideas, feelings, nature culture, beliefs and values students will develop a body of work personal to them. Students will work on a variety of art projects in areas of personal interest.

    Create a range of works that demonstrates an emerging and cohesive personal style.

  • 8 IDEATE Diploma Program Course Outlines

    IDEATE Diploma Program

    Course Outlines ID8 Cycles in Science Cycles are all around us – from our cells all the way up to astronomy! When cycles interact with each other they form a system. We can manipulate and be manipulated by cycles within and around us, and this in turn can cause complex changes to interdependent systems. This course aims to examine how an understanding of these cyclical and systemic changes can help us make positive impacts on ourselves and our environment. Through course work and projects, learners will build an understanding of a variety of cycles & systems in na- ture, potentially including;

    • Life cycles • P