INTERNATIONAL BACCALAUREATE CACTUS SHADOWS HIGH … · INTERNATIONAL BACCALAUREATE CACTUS SHADOWS...

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INTERNATIONAL BACCALAUREATE CACTUS SHADOWS HIGH SCHOOL

5802 E. Dove Valley Road, Cave Creek, AZ 85327

480-575-2400

Student and Parent Handbook 2016-2017

Steve Bebee- Principal Laurie Umbarger- Assistant Principal Pamela Menton – IB Coordinator

Pamela Menton, IB Coordinator Cactus Shadows IB Handbook

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Table of Contents

Introduction 3

Language A (English) 4

Language B (French/Spanish) 6

History 8

Experimental Sciences 9

Mathematics 10

IB Electives 11

Theory of Knowledge 15

CAS 16

Extended Essay 18

Instructor Directory 19

Sample Candidate Profile 20

Exam Fees 21

IB Diploma/Certificate Regulations 22

Academic Honesty 24

IB Learner Profile 26


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Introduction Welcome to the Cactus Shadows High School International Baccalaureate (IB) Program. The IB Program is a college preparatory program with a comprehensive and challenging liberal arts curriculum, leading to examinations in the junior and senior years. The program is designed for the academically talented student who is willing to work conscientiously in a structured academic setting. In partnership with the International Baccalaureate Organization (IBO), a non-profit educational foundation based in Switzerland, Cactus Shadows High School offers the IB Diploma Program for students in the final two years of high school. After mastering a common, worldwide, college-preparatory curriculum and sitting for highly respected assessments, the IB Diploma holder can gain access to the world’s leading universities. IB students must complete a prescribed curriculum and take exams in the following subjects:

� Language A – native language – English Higher Level (HL)

� Language B – second language – French Standard Level (SL or HL) or Spanish (SL or

HL) or Chinese SL

� Individuals and Societies – History (HL)

� Mathematics –Math (SL)

� Experimental Sciences – Biology (SL or HL) or Physics (SL or HL)

� Elective –Economics (SL or HL), Second Language (French, Spanish or Chinese), Visual Arts (SL), Dance ( SL), Theatre (SL)


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Language A1 HL(English): All of the Cactus Shadows IB Diploma students are required to study English. This course promotes oral and written communication skills and respect for the literary heritage of the English language while providing a complementary international perspective through a world literature component. The range of texts studied in English is broad: Students grow to appreciate the wealth and subtleties of the language in a variety of contexts. An implicit goal of the course is to engender a lifelong interest in literature and a love for the elegance and richness of human expression. IB Assessments for English Junior Year:

One literary paper based on Works in Translation:

This literary paper is based on one of three works read during spring of the junior year. Students write a 1,500 word paper which explores one work and a chosen literary aspect. The students write the paper after researching related cultural aspects and writing in-class essays about the work. Oral Presentation:

This oral assessment is administered in the fall of the junior year. Students prepare a ten to fifteen minute oral literary analysis of prescribed literature. Creativity is encouraged; for example, the major themes in Death of a Salesman may be dramatized into a sitcom format.

Senior Year: The Oral Commentary:

The second of the two oral assessments is performed the senior year. It is assessed by the teacher, and then is externally moderated by the IBO. This ensures assessment of all parts of the school’s syllabus, allows methods which are not practicable by external assessment but are appropriate in the classroom context, and assesses the candidate’s oral skills in a variety of contexts.


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Individual Oral Commentary: 15% This is an exceptionally rigorous assignment. Oral Commentary is broken into two parts, both of which are recorded and timed. In the first part students randomly choose a poem from an poet that was studied in class and they orally explicate the poem the first 10 minutes. In the second part, the students spend ten minutes in discourse with the instructor over the novel or play they have studied in class. The student has 20 minutes in which to prepare. Students are scored on knowledge and understanding, interpretation and personal response, organization, register, and precision of language use.

In all, the senior year of English HL accounts for 65% of the total possible IB score in English.


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Language B (French SL or HL, Spanish SL or HL, Chinese SL): Language B is a language acquisition course developed at two levels—standard level (SL) and higher level (HL)—for students with some background in the target language. While acquiring a language, students will explore the culture(s) connected to it. The focus of these courses is language acquisition and intercultural understanding. The language B syllabus approaches the learning of language through meaning. Through the study of the Core themes and the optional themes at SL and HL, plus two literary works at HL, students build the necessary skills to reach the assessment objectives of the language B course through the expansion of their receptive, productive and interactive skills. SL and HL are differentiated by the recommended number of teaching hours, the depth of syllabus coverage, the study of literature at HL, and the level of difficulty and demands of assessment and assessment criteria. The core—with topics common to both levels—is divided into three areas and is a required area of study.

• Communication and media • Global issues • Social relationships

In addition, at both SL and HL, teachers select two from the following five options. • Cultural diversity • Customs and traditions • Health • Leisure • Science and technology

Also, at HL, students read two works of literature.

Assessment For IB HL Language B: External Assessment: Written Component (70%) The external assessment consists of three parts:

• Paper 1 (1.5 hours): Receptive Skills (25%)

o Text Handling on five written texts, based on the core.

• Paper 2 (1.5 hours): Written Productive skills (30%)

o Section A: One task of 250- 400 words, based on the options, to be selected

from a choice of five.

o Section B: Response of 150 -250 words to a stimulus text, based on the

core.

• Written Assignment: Receptive and written productive skills (20%)


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o Creative writing of 500-600 words plus a 150-word rationale, based on one

of the literary texts read.

Internal Assessment: Oral Component (30%) The Internal Assessment consists of two activities, which area internally assessed by the teacher and externally moderated by the IB:

• Individual Oral (8-10 minutes)(20%)

o Based on the options: 15 minutes’ preparation time and a 10-minute

maximum presentation and discussion with the teacher.

• Interactive Oral Activity (15%)

o Based on the core: Three classroom activities assessed by the teacher.

Assessment for IB SL Language B: External Assessment: Written Component (70%) The external assessment consists of three parts:

• Paper 1 (1.5 hours): Receptive Skills (25%)

o Text handling on four written texts, based on the core.

• Paper 2(1.5 hours): Written Productive skills (30%)

o One writing exercise of 250-400 words from a choice of five, based on the

options.

• Written Assignment: Receptive and written productive skills (20%)

o Intertextual reading followed by a written exercise of 300-400 words plus

a 100-word rationale, based on the core.

Internal Assessment: Oral Component (30%) The Internal Assessment consists of two activities, which area internally assessed by the teacher and externally moderated by the IB:

• Individual Oral (8-10 minutes)(20%)

o Based on the options: 15 minutes’ preparation time and a 10-minute

maximum presentation and discussion with the teacher.

• Interactive Oral Activity (15%)

o Based on the core: Three classroom activities assessed by the teacher.


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History HL (Individuals and Society):

History is an exploratory subject that poses questions without providing definitive answers. History is the attempt, made by professional historians to record and reconstruct the past, through the study of evidence derived from a variety of sources. It is concerned with individuals and societies in the widest context. In order to understand the past, students must engage with it both through exposure to primary historical sources and through the work of historians. Historical study involves both selection and interpretation of data and critical evaluation of it. A study of history both requires and develops an individual’s understanding of, and empathy for, people living in other periods and contexts. The course of study seeks to promote the mastery of skills necessary for work which will be required in the disciplines at the university level. Students will enhance their skills in essay writing, critical analysis, the weighing of conflicting interpretations, seminar discussion and the interpretation of primary documents. Emphasis is placed on identifying historical issues, exchanging ideas, and delving into historical investigations using a variety of readings, primary documents and visual resources. IB History is a higher-level course with a two-year block integrating the histories of the Americas with twentieth century world history topics. History of the Americas is a detailed study of the political, social, economic, and cultural history of the United States and Mexico, the Caribbean basin, Central America, South America, and Canada. As a regional study, this course will provide students with a dual perspective: An in-depth chronological study of one region of the world and a broad, comparative analysis of selected nations and historical themes. 20th Century History gives IB students an opportunity to study selected topics in twentieth century world history such as causes and effects of wars, democratic states, origins and development of authoritarian and single-party states, nationalist and independence movements in Africa and Asia and in central and eastern European states, and the Cold War. IB Assessments for History The HL History program prepares students to sit for three final examination papers: Paper I, a document-based exercise, and Papers II and III, essay questions on twentieth century history and the Americas respectively. Guided course work will be completed as part of course requirements. Students may choose to prepare their Extended Essays in History from topics related to this course. An Internal Assessment known as the Historical Investigation requires students to demonstrate an in-depth investigation of an historical subject of approximately 2000 words (will increase to 2,200 words for 2016-2017) that is to be completed in the fall of the senior year.


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Experimental Sciences (Biology SL or HL, Physics SL or HL): Cactus Shadows offers Biology and Physics Standard Level and Higher Level. Each of these experimental sciences promotes an understanding of the concepts, principles, and applications of its respective discipline; also, students acquire an appreciation of the methodology of experimental sciences in general. Students develop practical laboratory skills and practice collaborative learning by means of an interdisciplinary group project. IB Assessments for Experimental Sciences

Higher Level sciences require 60 hours of documented* laboratory experiments; the

Standard Level requires 40 hours of documented* lab experiments. Up to 10 of these hours can be used for the Group 4 Project. The Group 4 Project is a collaborative, outside-of-class assignment, integrating biology and physics. The Group 4 Project is assigned and completed in the Spring semester of junior year. If a student is enrolled in two sciences (e.g., Biology Higher Level and Physics Standard Level) the student completes only one Group 4 Project for both courses with two subject specific write-ups and conclusions.

*Important note: Students must keep and submit accurate lab books with complete

write -ups over the two -year sequence of each experimental science course. All IB science students are required to select an investigation topic of personal interest to design, implement, analyze and evaluate within a 12 page formal report. Perfect attendance is critical in science due to the labs and the collaborative nature of the class.


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Mathematics SL

IB Assessments for Mathematics

International Baccalaureate Mathematics SL is a course for students who already have a strong mathematics background in Algebra and Geometry. The students taking IB Mathematics SL are directing their course of collegiate studies to fields that rely heavily on mathematics. IB Mathematics SL will focus on six topics within mathematics, namely: Algebra, Functions and Equations, Circular Functions and Trigonometry, Vectors, Statistics and Probability, and Calculus. The aims focus on the development of logical, critical and creative thinking skills and foster the ability to use abstraction and generalization. Students will then learn to apply the skills to different situations. Finally, students will be able to clearly communicate mathematical ideas in different contexts with great poise. IB Mathematics SL is a course of study that will contain at least 150 hours of teaching time. This breaks down into at least 140 hours of syllabus time and 10 hours of Mathematical Exploration. The mathematical exploration is an internal assessment in mathematics SL through individual exploration. The mathematical exploration involves an internal assessment in mathematics. This is a piece of written work that involves investigating an area of mathematics relating to the real world chosen by the student. Finally, students will complete two written papers (exams). Both exams are graded externally and cover ALL topics on the syllabus. All students in IB Mathematics SL must have access to a Graphic Display Calculator (GDC). Marks earned toward the IB Diploma are calculated in the following manner:

Portfolio 20% Paper 1 40% Paper 2 40%


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IB Electives – Economics, Visual Arts, Theatre, Dance, a Second Modern Language, a second Experimental Science (at Cactus Shadows High School, all IB electives are offered at Standard Level)

Visual Arts SL Visual Arts is a studio art course that enables students to develop aesthetic, imaginative and creative faculties in art. The program includes practice in the use of various media, the acquisition of the techniques of art, and the ability to relate art to its historical and social context. IB Assessments for Visual Art SL Visual Arts students are required to complete a comprehensive investigative workbook containing visual and contextual research, rough sketches, and media techniques reflecting units of study. Students complete a digital record of their art pieces containing photos of the student’s representative art pieces, along with 20 digital pages from the investigative workbook as evidence of the required research, and an “artist statement” of 300 words. To prepare for the IB Art Examination, students must keep all art pieces created throughout high school. A typical student will have 20 or more pieces of various media such as paintings, drawings, photographs, ceramics, leather sculpture, etc. IB assessment in Visual Arts is largely based on each student’s progress, therefore early, mid, and current pieces are equally important. Visual Arts Deadlines:

� investigation workbook and digital record – Due in early March � art set up for examination day before the candidate interview video

Visual Arts Exam: � Each candidate will participate in a candidate interview video for approx. 15

minutes to review the student’s artwork, research, and growth in the program.


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Economics (SL or HL)

IB Assessments for Economics Both the internal and external assessments measure four required objectives:

1) 30% Knowledge and understanding

(30% paper 1, 35% paper 2, 20% internal assessment)

2) 30% Application and analysis


3) 25% Synthesis and evaluation


4) 15% Selection, use, and application of a variety of appropriate skills and

techniques


The internal assessment is internally assessed by the teacher and externally moderated by IB. It requires students to produce a portfolio of three commentaries of no more than 750 words each based on articles from published news media. Each commentary is based on a different section of the syllabus – microeconomics, macroeconomics, international economics, or development economics. In addition, each article must be from a different source for each commentary. One commentary is due during the first semester and the other two are due during the second semester. All three commentaries are scored separately and in total create the portfolio, which is again assessed as a whole. Students must comply with the guidelines of the Internal Assessment Criteria IB Rubric. These commentaries account for 20% of the total IB assessments. The external assessment is a written response exam given at the end of the second semester. Each paper consists of two sections. For each section, students select a data response question from a choice of two covering specific areas of the syllabus. Paper 1 includes section A microeconomics and section B macroeconomics. Paper 2 includes section A international economics and section B development economics. Students are given 1 hour and 30 minutes to complete responses for each paper. The two examination papers account for 80% of the total IB assessment.


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Dance SL IB dance has three components of study: composition and analysis, performance, and world dance studies. Composition and analysis is designed to encourage students to think creatively and to explore movement possibilities and ways of manipulating dance vocabularies to articulate an intention. The performance component is based on the practice and presentation of dance, and its primary intention is to engage students in elements of dance artistry from classroom practice through to the performance of dance for viewing by others. The world dance studies portion of the course requires that students, through dancing, classroom activity and individual investigation, develop an appreciation of the diversity of dance practices throughout the world, the ability to investigate dance cultures and/or traditions, both familiar and unfamiliar to the students, and a theoretical knowledge and practical experience of selected dances from two cultures and/or traditions.

IB dance has an in-built flexibility, allowing the study of diverse world dance cultures and/or traditions and styles. Students are required and encouraged to explore dance from cultures and/or traditions distant from their areas of familiarity. Several times a semester students will attend and participate in cultural dance forms; these hand-on experiences and explorations will take place outside of class time.

IB Dance Assessments

External Assessments:

• Composition and Analysis 40%

Two dance works composed by the student: total presentation of 6–10 minutes, submitted on DVD. An analytical statement of no more than 800 words, documenting and reflecting upon the processes of composition and analysis of one of the dances

• Dance Investigation 40%

A formal written report, no more than 1,500 words, analyzing the similarities and differences between two dance styles drawn from different dance cultures and/or traditions, one of which is familiar to the student and one unfamiliar is researched, investigated, and written.

Internal Assessment:

• Performance 20%

One or two dances (solo/duet/group, but at least one must be a solo or a duet) in any style or styles, performed by the student to show proficiency and expressive ability appropriate to the dance, presented at an open showing; total presentation of 3–6 minutes, submitted on DVD. Students must prepare programme notes. Through the articulation required in developing programme notes, students are better placed to think about the intention of the piece and, in turn, give personal shaping to their interpretation.


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Theatre SL

IB Theatre consists of three components of study, “theatre in the making”, “theatre in

performance”, and “theatre around the world”, as well as one independent project component.

These four components are designed to expose students to various forms, iterations, traditions,

roles and purposes of theatre from a wide range of cultures and well as encourage students to

participate in the theatrical process in diverse capacities.

The independent project component of the IB Theatre course is a tool with which

students can explore their own creative expression through the creation of original theatre

inspired by any stimulus while pursuing a specialized interest with rigor and imagination.

Students in IB Theatre will gain an appreciation and understanding of different cultures

and worldviews through the study of and participation in foreign theatrical practices. Students

will use their acquired knowledge of historically important and innovative theatrical artists to

further their understanding of theatre, their roles in theatre and theatre’s role in modern society.

IB Theatre is a highly diversified study of both domestic and foreign theatrical forms.

Students are required and encouraged to investigate and discover theatre styles with a high

degree of unfamiliarity. In the pursuit of understanding, IB Theatre students will attend and

participate in hands-on experiences and explorations that will take place outside of class time.

IB Theatre Assessments

I. External Assessments:

1. Research Investigation (RI) 25%

a. Students perform a dramaturgical research into an unfamiliar

theatrical practice for the production of a play or theatre piece.

b. 1,500-1,750 words

2. Practical Performance Proposal (PPP) 25%

a. Students will adopt a directorial perspective and write a

rationale, outline and detailed description of a proposal for

staging a performance.

b. Less than 250 words + extensive visual display

II. Internal Assessments:

3. Theatre Performance and Production Presentation (TPPP) 25%

a. Students will give an oral presentation on their involvement in

the performance and production aspects of all areas of the IB

Theatre course.

b. 20 minutes recorded + 5 to 7 images/visuals

4. Independent Project Portfolio (IPP) 25%

a. A collection of evidence that demonstrates the development of

the independent project undertaken by the student as well as

drawing connections between the independent project and

experience in the IB Theatre course.

b. Variety of materials in different formats depending on the

independent project.


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Theory of Knowledge (ToK) - class is taught outside of the school day -1 day a week, 1 semester junior and 1 semester senior year. The ToK course is central to the educational philosophy of the International Baccalaureate Program. ToK challenges students and their teachers to reflect critically on diverse Ways of Knowing and Areas of Knowledge. The ToK program is composed almost entirely of questions. The most central of these questions is “How do I, or how do we, know that a given assertion is true, or a given judgment is well grounded?” IB Assessments for ToK The assessment of ToK comprises two components, both of which are completed in the second semester (Fall) of the course. One is an essay on a title chosen from a list of ten titles prescribed by the IBO examination session. The essay length is 1200 – 1600 words. The second part is the presentation, approximately ten minutes in length, to the class. A planning document and marking form are completed by the student that includes a summary in note form of the knowledge issues to be treated during the presentation. Both the student and teacher determine the score of the four assessment criteria as outlined on the IBO rubric. The presentation, focused on a knowledge issue is an integral part of the ToK course. Currently the ToK class is taught during the Spring semester of the junior year and during the Fall semester of the senior year. During the junior year, ToK is taught on Monday evenings from 2:15 to 5:15 pm. The second semester of ToK, taught in the senior year, is taught on Monday evenings from 2:15 to 5:15 pm. Special note: The ToK class is a requirement for the IB Diploma candidates and they will get priority in scheduling.


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CREATIVITY, ACTIVITY, SERVICE (CAS)-outside of school requirement The purpose of the CAS requirement is to ensure that each IB Diploma candidate gives of him/herself for the betterment of the world around him/her. Activities that answer the question, “Is it a creative, action, or service activity” with a “yes,” will probably qualify. The CAS component is a requirement that all IB students have to fulfill in order to be eligible for the IB Diploma. CAS is completed over a period of two years (11th and 12th grades) and students must participate in CAS for an 18 month period with a balance between the 3 areas. Students also complete a project with at least 2 other students that lasts at least 1 month. Additionally, students must meet specific CAS outcomes outlined in the CAS Handbook. Senior students in their last year of IB are encouraged to complete all CAS by mid-February in order to focus on the second semester internal IB assessments and on the May exams. IB students are expected to work independently show maturity, initiative and responsibility. In keeping with these norms, each student is expected to: Be in frequent contact with the CAS Coordinator Check to see if an activity is IB approved, prior to committing to the activity

Complete creativity, activity and service for a sustained period of time for 18 months. Ensure that CAS activities meet one or more CAS outcomes such as “work collaboratively with others”

Keep accurate log entries and include artifacts such as pictures Keep journal notes for each activity to facilitate self reflection Complete the appropriate IB CAS forms and obtain the necessary signatures Comply with all IB in-house deadlines The following activities are offered at CSHS and have been popular with IB students. Below you will find each activity classified in its CAS category. Each student is responsible to contact the sponsor teachers and participate in activities. All supervisors and sponsors must be adults and all activities must be supervised. Examples of CAS activities/sponsors/locations at CSHS Creativity National History Club (Mr. Mitten, Room 1116) Literary Magazine (Ms. Hart, Room 609) Drama (Mr. Cupo Room 144) Band/Choir (Mr. Brady, Room 501)


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Digital Media (Luke Scott, Room 202) Art (Marcia Lang, Room 820) Photography (Marcia Lang, Room 820) Activity All school sports are “activity.” Service Key Club (Mr. Dodrill, Room 1104) Arizona Heritage Project (Mrs. Hatch, Room 1112) National Honor Society (Mr. LaVigne, Room 402) French Honor Society (Ms. Dunbar, Room 157) Spanish Honor Society (Ms. Raught, Room 155) Soroptomist (Ms. Metcalf, Room 313) Special note: In order for staff to endorse a student as an IB Diploma candidate for college admissions/scholarships, the student must be in good standing with CAS. This means that in the fall of the senior year, for the initial college application (s), the student will need to submit documentation of their CAS experiences to the IB Coordinator. Moreover, to verify a student as an IB Diploma candidate via college mid-year reports or any other college/scholarship forms, CAS must be fully completed by February 14th in the student’s senior year.


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Extended Essay-outside of school requirement The extended essay is defined as an in-depth study of a focused topic within a subject studied in the IB program. Its purpose is to provide candidates with a unique opportunity to engage in personal research in a topic of their own choice. This will lead to a major piece of writing in which they communicate their ideas in the form of a reasoned argument. Emphasis is placed on the process of engaging in personal research, on the communication of ideas and information in a logical and coherent manner, and on the overall presentation of the extended essay in compliance with IBO guidelines. Many of these general issues, such as the way in which information is handled, the level of analysis and the quality of argument, are assessed through the general assessment criteria. This is reflected in the relative weighting of 2:1 between the general and subject assessment criteria. Extended Essay Summary:

� Required for an IB Diploma � Individual work of 4,000 words (maximum length) � Follows all IB guidelines for format, topic choice and timeline � Contains documented sources, both oral and written � Subject advisor supervises the content area of the essay � Narrowly focused topic chosen from the more general IB subject areas in the

curriculum studied by the individual student � Essays externally assessed by IB appointed evaluators

Extended Essay Timelines:

• Introduction –January of junior year • Topic selection – February of junior year • Outline completed – April of junior year • Final draft due –August of senior year • Final Paper due-December of senior year

Special note: In order for staff to endorse a student as an IB Diploma candidate for college admissions/scholarships, the student must be in good standing with the EE. This means that in the fall of the senior year, for the initial college application(s), the students will have the final draft of his/her EE finished. Moreover, to verify a student as an IB Diploma candidate via college mid-year reports or any other college/scholarship forms the EE must be fully completed by December 13th or earlier in the student’s senior year.


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Instructor Directory

Instructor’s Name

Subject Email Telephone

Pamela Menton

IBCoord/Counselor/ CAS Coordinator

[email protected] 480-575-2453

Enda Cunnane English [email protected] 480-575-2439

Scott LaVigne English [email protected] 480-575-2471

Amber Henderson

French [email protected] 480-575-2157

Jocelyn Raught

Spanish [email protected] 480-575-2160

Yang Song Chinese [email protected] 480-575-2122

Ron Richards History [email protected] 480-575-2486

Jill Jellison ToK [email protected] 480-575-2546

Jill Jellison Extended Essay [email protected] 480-575-2536

Jeff Walker Economics [email protected] 480-575-2485

Janet Anderson

Biology [email protected] 480-575-2480

Elzaphan Marri

Physics [email protected] 480-575-2585

Carrie White Mathematics [email protected] 480-575-2551

Deborah Wales

Visual Arts [email protected] 480-575-2582

Elissa Ericson Dance [email protected] 480-575-2576

Andrew Cupo Theatre [email protected] 480-575-2114


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INTERNAL ASSESSMENT ACADEMIC PROFILE Sample for One IB Diploma Candidate

English A World Literature Paper I “The Emotional Conflicts of Love and Truth” (using Madame Bovary & Oedipus the King)

English A World Literature Paper II The Corruption of Politics and Its Revelation of Evil (using The House of the Spirits)

English A Oral Close reading Complete explication of Sylvia Plath’s “The Sow”

English A Presentation Skit illustration major conflict in Woman Warrior

Spanish B Oral Presentation Immigration Issues

French B Oral Presentation Discrimination in French-Speaking Countries

History of the Americas Historical Investigation

Compare the Radicalization of the Revolutions in British America and Haiti

Group 4 Project (Biology) Slime Molds Biology Lab Portfolio Example of 1 of the 60 required labs:

Owl Pellet Observation

Physics lab Portfolio Example of 1 of the 40 required labs:

Factors that Affect the Deflection of a Cantilever Lab

Math Studies Project A Study to See if the Location of a Gymnastics Meet, Home or Away, Affects the Performance of a Gymnast

ToK Essay “How do beliefs about the world and beliefs about what is valuable, influence the pursuit of knowledge?”

ToK Oral Presentation Causes of Terrorism

Extended Essay The effect of the Women’s Suffrage in America on British Women’s Suffrage in England

CAS Activities Examples

Creativity-pit orchestra for school musical; Action-tennis team; Service – various service projects through National Honor Society and Interact Club


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FEES

Student/Parent IB Test Fees Cost Estimate* IB exam registration is completed in late September of each school year. Parents must have the exam fees paid by the first week in October every year. Fees are non-refundable. Any changes in candidates’ details after the initial registration deadline will have additional fees. IB students take tests in all IB subjects studied.

Junior year: IB students take 2 exams in Standard Level subjects such as IB Economics, IB Theatre or IB Studio Art.

Estimated cost if taking 2 exams $400.00 (incl. reg fee)

Senior year: IB students take 4 or more exams. The appropriate assessments are sent to IB regarding Extended Essay, Theory of Knowledge, and CAS completion.

Estimated cost if taking 4 exams $480.00

*The IBO does increase fees from year to year.


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The Awarding of IB Diplomas and/or IB Certificates The IBO awards IB Diplomas and Certificates after all IB exams and assessments have been graded. On July 7th of each year, students may view/print their IB exam grades from the IB Net system. Each student will have a PIN to enable him/her to access this information electronically. The printed Diplomas and Certificates arrive at school in late August. Diploma subjects are graded on a scale of 1 point (minimum) to 7 points (maximum). Normally twenty percent of the assessment for each diploma subject is internally assessed by the teacher and externally moderated by the IBO. A maximum of three points may be awarded for combined performance in Theory of Knowledge and the Extended Essay. The maximum total diploma point score is 45. The successful candidate receives an official IB diploma and an accompanying results document, which shows the total diploma score, the subject grades and any points awarded for the combination of Theory of Knowledge and the Extended Essay. The diploma will be awarded to a candidate whose total score reaches or exceeds 24 points provided:

� Grades have been awarded in the six subjects of the Diploma Program. � A course in Theory of Knowledge (ToK) has been followed and the ToK assessment

requirements have been met and passed. � An Extended Essay has been submitted and passed. � The candidate has engaged appropriately in creativity, action service (CAS) activities. � Candidates have no failing conditions. � The final award committee has not confirmed the candidate as guilty of malpractice,

defined as the attempt by the candidate to gain unfair advantage in any assessment component.

Failing conditions: The diploma will not be awarded if the candidate’s results contain any one of the following failing conditions:

1. CAS requirements have not been met.

2. Candidate’s total points are fewer than 24.

3. An N has been given for theory of knowledge, extended essay or for a contributing subject.


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4. A grade of E has been awarded for one or both of theory of knowledge and the extended essay.

5. There is a grade 1 awarded in a subject/level.

6. Grade 2 has been awarded three or more times (HL or SL).

7. Grade 3 or below has been awarded four or more times (HL or SL).

8. Candidate gained fewer than 12 points on HL subjects (for candidates who register for four HL subjects, the three highest grades count).

9. Candidate has gained fewer than 9 points on SL subjects (candidates who register for two SL subjects must gain at least 5 points at SL).

A candidate who does not fulfill the requirements for the award of the diploma will receive a certificate indicating the results obtained in individual subjects. Certificates are not available for the Extended Essay, Theory of Knowledge or CAS. Seniors fill out IB transcript requests in May. The IBO will send official IB transcripts to only one college/university, at no additional cost to the student. IB students generally have a college schedule of classes when IB grades are released in July. At that time, IB students are advised to contact their college advisor and request an appointment to re-evaluate the schedule of classes to possibly update courses in light of IB performance. If students require additional official IB transcripts, please contact: [email protected]


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ACADEMIC HONESTY

The IB Diploma provides students from all countries with an educational credential that is understood by universities anywhere. IB assessment is varied and authentic and if it is to be recognized for credit and placement at the university level, it is critical that the work being assessed be the best work possible, authentically produced by the IB student. With the increased use of the Internet, there are many readily available sources of information easily accessible to students. According to the Academic Honesty guide published by the IBO, “…many students incorrectly believe that because the Internet is in the public domain and largely uncontrolled, information can be taken from websites without the need for acknowledgement.” This is far from the truth, and students must know that all work turned in for assessment, be it for IBO or university classes, “must be based on the candidate’s individual and original ideas with the ideas and work of others fully acknowledged"(IBO 4). Failure to acknowledge the work of others could result in not earning credit as well as other consequences. Definitions: IB regulations define malpractice as “behavior that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in one or more assessment component.” Malpractice includes: Plagiarism: The representation of the ideas or work of another person as the candidate’s own. Collusion: The support of malpractice by another candidate, as in allowing one’s work to be copied or submitted for assessment by another. Duplication of work: The presentation of the same work for different assessment components and/or diploma requirements. For example, “if a candidate submits the same or very similar piece of work for an in-depth study in history internal assessment and for an extended essay in history, this would be viewed as malpractice. However, it is perfectly acceptable for a candidate to study one aspect of a topic for internal assessment and another aspect of the same topic for internal assessment and another aspect of the same topic for an extended essay.”


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Other: Any other behavior that gains an unfair advantage for a candidate or that affects the results of another candidate (for example, taking unauthorized material into an examination room, misconduct during an examination, or falsifying a CAS record). Consequences: In IB classes, academic misconduct will result in a loss of credit for the assignment for which the academic misconduct occurred and, of course, a disciplinary referral. Repeated offenses may result in suspension and removal from the IB program. According to the IBO, “if a candidate is found guilty of malpractice in the production of one or more of several assignments for a component, the candidate is not eligible for a mark based on his or her performance in the remaining assignment for the component: no grade will be awarded for the subject.” Most importantly, “an IB diploma, or a certificate, may be withdrawn from a candidate at any time if malpractice is subsequently established.” Please make sure that you understand fully what Academic Misconduct is and how it can be avoided in your schoolwork. Please share this with your parents and/or guardians so that they are aware of and understand these policies. We want you to succeed in all of your academic endeavors, whether they take place at CSHS or later at the university. Full comprehension and compliance in a necessary academic misconduct policy will prepare students for the rigorous research and other coursework they will encounter in current and future academic settings.


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The IB Learner Profile

The IB Learner Profile is central to the Diploma Program and Cactus Shadows High School’s definition of what it means to be internationally minded, and it directs us to focus on being lifelong learners. The learner profile encourages attributes such as communication and respect with others, including our family, peers, teachers and community.

The aim of all IB Programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, and help to create a better and more peaceful world. 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.

Communicators 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.


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Risk-takers 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.

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