Regent's International School Bangkok - IB Options

THE REGENT’S INTERNATIONAL

SCHOOL BANGKOK

SIXTH FORMOPTIONS BOOKLET

www.regents.ac.th/bangkok

2015 - 2016

SIXTH FORM PROGRAMME 2015/16

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SUBJECTS OFFERED:BiologyBusiness ManagementChemistryDesign & TechnologyEconomicsEnglishFrenchGeographyHistoryMathematicsMandarinMusicPhysicsPsychologySports Exercise & Health ScienceThaiTheatre ArtsVisual Arts

THE ONLY BOARDING SCHOOL IN BANGKOK THAT OFFERSTHE INTERNATIONAL DIPLOMA BACCALAUREATE PROGRAMME


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The aim of the International Baccalaureate Organisation (www.ibo.org) is to help develop the intellectual, personal, emotional and social skills to live, learn and work in a rapidly globalising world. Founded in 1968, the IBO is currently working with 3709 school in over 147 countries to develop its challenging programmes, one of which is the Diploma Programme which we offer here at the Regent’s School, Bangkok, one of 1,867 IB World Schools offering this stand-alone programme.

The IBO’s Mission Statement is very well aligned to our own: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.The IB Diploma Programme (DP) is an academically challenging, stimulating and balanced programme of education with a series of final examinations in Year 13 that prepares students for success at

WELCOME TO SENIOR STUDIES - THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME

university and life beyond. It has been designed to address the intellectual, social, emotional and physical well-being of students. The programme has gained recognition and respect from the world’s leading universities. Students are required to acquire both a breadth and depth of knowledge studying subjects from 6 subject groups, thereby keeping future career pathways open. They are required to study 2 languages and increase their understanding of different cultures, including their own. They make connections between traditional academic disciplines and explore what ‘knowledge’ actually is. They undertake an in-depth research project into an area of their own interest through one of their academic subjects in the Extended Essay whilst enhancing their personal and interpersonal development through creativity, action and service to others (CAS).

As a preparation for university, and the life beyond, it is our belief that in the IB Diploma Programme, there is no better provision available for our students. The breadth of knowledge and skills in addition to the more holistic parts of the programme (CAS) provide our young people with the tools necessary for success at 18+. The Diploma Programme is challenging ( just as anything else worthwhile achieving usually is) and it demands of its students a high degree of determination, a well-established work ethic and a mind open to new challenges; the reward of successfully completing the programme are, however, well worth the effort.Read the information given in this document carefully and if you have any questions, please discuss these with Mr Butcher, our IB Co-ordinator.

I look forward to you joining our IB Programme where you can be confident that Regent’s International School’s staff will do everything they can to help you achieve your goals.Warm regards,

Brian IrvingHead of Secondary


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THE SIXTH FORM PROGRAMMEAt Regent’s International School, Bangkok, we offer the International Baccalaureate Programme in Years 12 and 13. This is a demanding course and students need to be well motivated, adaptable, flexible and independent learners who have good time management skills.

The International Baccalaureate Diploma Programme is an educational challenge, both academically and personally as it extends students in all areas of their development. It is ‘international’ not only because it is accepted worldwide, but also because it is a cross-cultural programme.

A student entering the IB Diploma Programme needs to undertake a full programme of study. This consists of six elements:

Group 1: Studies in Language andLiteratureGroup 2: Language Acquisition Group 3: Individuals and Societies Group 4: Experimental Sciences Group 5: MathematicsGroup 6: The Arts

It is also compulsory for students to study:

Theory of Knowledge (TOK): This course is of a reflective nature and asks the students to reflect critically on knowledge and experience acquired both within and beyond the classroom.Creative, Action and Service (CAS): Much like our Round Square activities at The Regent’s, CAS aims to challenge and extend students by developing in them responsibility for themselves, their community and the environment. It also teaches them to take initiative as well as developing additional skills and interest.Extended Essay (EE): This is an essay on a topic of the students’ choice and must involve personal, independent research. Each student is assigned a supervisor who will guide them.

ASSESSMENTTo obtain an IB Diploma at the end of the two year programme, students must study three subjects at Higher level (HL) and three at Standard level (SL). They must also complete satisfactorily the CAS Programme, a 4, 000 word Extended Essay and the Theory of Knowledge course. After the final examinations, students receive up to 7 points for each of the subjects they have studied. They can also receive up to three points for the Theory of Knowledge course and the Extended Essay. This means they can achieve a maximum of 45 points. To successfully gain the IB Diploma they must score 24 points in total whilst meeting the required point minimums in both HL and SL courses.

THE INTERNATIONAL BACCALAUREATE(IB) PROGRAMME


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THE EXTENDED ESSAY All students must submit an Extended Essay on a chosen topic.

One of the main purposes of the Extended Essay is to train students in the methods of work and critical research which apply to their chosen subject areas. The Extended Essay enables students to develop research, presentation and organisational skills which are central to academic work in higher education.

The subject chosen for the Extended Essay must be one that students are studying and should preferably be in one of their Higher Level subject areas. It should be a topic that they find interesting and which will give them the opportunity to collect information or data for analysis and evaluation. Topics should have a narrow focus and deal with a question or issue which is possible to answer or resolve within the word limits. Students must present a final paper with original thoughts, analysis, research and conclusions. A collection of other people’s research and ideas does not fit the requirements of this assignment.

Each essay is supervised by a teacher. It is the student’s responsibility to meet with their supervisor regularly and apply the guidance and suggestions of their supervisor to their final paper. It is the supervisor responsibility to review a first draft of the essay and to provide a full evaluation and constructive feedback to their candidate. As the IB outlines that the Extended Essay should be primarily an independent project undertaken by the student, it is recommended that the supervisor spends only between two and four hours with each student. It is therefore crucial that students liaise fully with the supervisor and actively seek advice and assistance.

The essay must be a maximum of 4,000 words long and should include a full list of works cited and consulted. Students must ensure that they fully acknowledge the words and/or ideas of another person. Any unacknowledged material in an Extended Essay is considered plagiarism is severely punished in accordance with the IB’s Academic Honesty Policy.

A student must receive a passing grade on their Extended Essay in order to receive their diploma.


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Theory of Knowledge (TOK) is an interdisciplinary course designed to develop a coherent approach to learning which unifies the academic areas and creates an awareness of the connections that exist between the various academic disciplines. The TOK course challenges students to reflect critically on diverse Ways of Knowing and develop a critical capacity to evaluate beliefs and knowledge claims. The course encourages students to make connections between and across the different Ways of Knowing and Areas of Knowledge while at the same time recognizing how these areas are linked to their own personal experiences. TOK encourages students to be aware of themselves as thinkers and the need to act responsibly in an increasingly interconnected world.

THEORY OF KNOWLEDGE

ASSESSMENT External AssessmentEssay on a Prescribed Title (1200 - 1600 words)One essay on a title chosen from a list of six titles prescribed by IBO for each examination session.

Internal AssessmentThe Presentation (approximately 10 minutes per student)One presentation to the classOne written self-evaluation report. The method of assessment usedby the IBO is criterion related, notbased in relation to the work ofother students.

CREATIVITY, ACTION AND SERVICE (CAS)All students participate in CASactivities for approximately 3—4hours per week over the two year period. CAS aims to challenge and extend the individual by developing a spirit of discovery and self-reliance. CAS is a framework of experiential learning designed to involve a person exploring new ideas and roles.

CreativityThis aspect of CAS is interpreted as creatively as possible. Activities could include dance, theatre, music and art. Students need to be engaged in group activities and in new roles,wherever possible.

ActionThis aspect of CAS can include participation in expeditions, individual and team sports, and physical activities outside the normal curriculum.

ServiceService involves interaction, such as the building of links with individuals and groups in the community.

The community may be the school, the local area, or at a national and international level. At The Regent’s School we believe it is vital to support the local community so at least one project will involve this. Service activities should not only involve doing things for others but also doing things with others and developing a real commitment with them.

An online assessment record keeping system is available for all Year 12 and 13 students. This will help students record the number of CAS outcomes completed and help evaluate progress, Students are encouraged to collect photographic evidence of their activities as well as links, documents and data.

ASSESSMENT AND RECORD KEEPING


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SUBJECT GUIDECONTENT

GROUP 1: STUDIES INLANGUAGE ANDLITERATURE

GROUP 2: LANGUAGEACQUISITION

GROUP 3: INDIVIDUALS AND SOCIETIES

GROUP 4: EXPERIMENTAL SCIENCES

GROUP 5: MATHEMATICS

GROUP 6: THE ARTS

THE SENIOR STUDIES, PASTORAL

HIGHER AND STANDARD LANGUAGE A: LITERATURE

IntroductionThe Language A: literature course seeks to develop in students an understanding of the techniques involved in literary criticism, as well as to develop the students’ ability to form independent literary judgements and to support those ideas.

Course OutlineOver the course of the two years, the aim will be to introduce students to a broad range of literary texts selected from different periods, styles and genres. Students will be given opportunities to develop their analytical skills and their own style of expression, both verbally and through writing. It is hoped that they will recognize the importance of the context in which texts are written, developing an appreciation of the different perspectives of people from other cultures. Appreciating the formal, stylistic and aesthetic qualities of texts should promote in students an enjoyment of, and lifelong interest in, language and literature.

At Higher Level, students will study thirteen texts from a wide variety of prose, drama, poetry and non-fiction, including three works in translation. These will include, for example, The Great Gatsby, The Road, Romeo and Juliet, V for Vendetta and I Know Why the Caged Bird Sings. At Standard Level, students will study ten texts, including two works in translation.

AssessmentExternal Assessment: 70%

Paper 1: Literary Commentary (1½ hours – SL; 2 hours – HL): 20%Students will be given two unseen texts, a poem and a piece of prose (fiction or non-fiction), and will have to choose one. Through the development of a structured, coherent and well-argued commentary, students will be expected to demonstrate an appreciation of various aspects of the text, such as language, structure, technique and style.

GROUP 1:STUDIES INLANGUAGE

ANDLITERATURE


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Paper 2: Essay (1½ hours – SL; 2 hours – HL): 25%Students will be required to answer one question (from a choice of three) on texts studied in during the course. Students will be expected to write a well-reasoned and clearly written essay that deals with the implications of the question, demonstrating knowledge of the works and appreciation of their stylistic features. The essay should compare the approach of two works in response to the authors’ use of literary conventions.

Written Assignment: 25%Students must submit a reflective statement (between 300 and 400 words in length) and a literary essay (between 1200 and 1500 words in length) on a work in translation. The reflective statement tests how much their contextual understanding has developed. The essay is assessed on their knowledge and understanding of the text and their appreciation of the writers’ choices, as well as the structure of the assignment and the quality of written expression

Internal assessment: 30%

Individual Oral Presentation: 15%Students are able to choose a work and topic of interest, relating to one or more of the three works studied. They must present this aspect in 10 to 15 minutes. The type of presentation should suit the strengths of the students themselves. Options include a formal presentation, role play or character monologue. The criteria for assessment encompass knowledge and understanding, awareness of audience and appropriate use of language.

Individual Oral Commentary (Further Discussion at Higher Level): 15%Students deliver a 10-minute formal oral commentary and answer subsequent questions on a 20-30 line passage from a text studied in class. Students should aim to identify and explore contextual elements of the extract and comment on how the writer ’s techniques convey the message of the text. Students will have 20 minutes to prepare. At Higher Level, the commentary is followed by a 10-minute discussion on a further text.

HIGHER AND STANDARD LANGUAGE A: LANGUAGE AND LITERATURE

IntroductionThe Language A: language and literature course seeks to develop in students an understanding of how language, culture and context determine the ways in which meaning is constructed in texts, as well as to encourage students to think critically about the different interactions between text, audience and purpose.

Course OutlineOver the course of the two years the aim will be to introduce students to a range of texts selected from different periods, styles and genres. Students will be given opportunities to engage, both verbally and through writing, in close, detailed analysis of individual texts and make relevant connections. It is hoped that they will recognize the importance of the context in which texts are written, developing an appreciation of the different perspectives of people from other cultures. Appreciating the formal, stylistic and aesthetic qualities of texts should promote in students an enjoyment of, and lifelong interest in, language and literature.

The course is divided into four sections covering a number of topics. In Part 1, Language and Context, students will study a variety of texts including rap music lyrics, soap opera scripts, advertising and memoirs, engaging in subjects such gender and sexuality, language and race, and language and taboo, and exploring how language and meaning change in different contexts. In Part 2, Language and Mass Communication, students will explore subjects such as stereotyping, popular culture, language and the media, and textual bias. They will explore a


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diverse range of texts including advertising campaigns, news media, twitter feeds and speeches. Students will be expected to engage in current affairs and popular culture, selecting appropriate case studies to examine. Parts 3 and 4 are the literature aspect of the course. At Higher Level, Students will study six texts, including one work in translation. At Standard Level, students will study four texts, including one work in translation. Works include A Doll’s House, The Handmaid’s Tale, the writings of Martin Luther King and the poetry of Carol Ann Duffy.

AssessmentExternal Assessment: 70%

Paper 1: Textual Analysis (2 hours – HL; 1½ hours – SL): 25%At Higher Level, candidates write a comparative commentary on a pair of unseen texts from a choice of two pairs. At Standard Level they will write a commentary on one unseen text from a choice of two. Through the development of a structured, coherent and well-argued commentary, students will be expected to demonstrate an appreciation of various aspects of the text, such as language, structure, tone, technique and style, primarily focusing on how these aspects contribute to its sense of form, audience and purpose.

Paper 2: Essay (1½ hours – SL; 2 hours – HL): 25%Students will be required to answer one question (from a choice of six) on texts studied during the course. Students will be expected to write a well-reasoned and clearly written essay that deals with the implications of the question, demonstrating knowledge of the works and appreciation of their stylistic features. The essay should compare the approach of two works in response to how the meaning of the texts is shaped by the contexts of production and reception.

Written Tasks: 20%Students must submit at least three (SL) or four (HL) written tasks throughout the course. The best mark is submitted for Standard Level or the best two marks for Higher Level. For both Standard and Higher Level, one of the tasks must be based on the language element of the course and one of the tasks based on the literature element of the task. For Higher Level, a further question must be answered from a list of six set questions. The written tasks are assessed on students’ knowledge and understanding and their appreciation of the conventions of the text type being studied, as well as the structure of the task and the quality of written expression Internal assessment: 30%

Further Oral Activity: 15%Students should deliver at least two presentations, relating to language in cultural context and language in mass communication. The best mark is submitted. The type of presentation should suit the strengths of the students themselves. Options include a formal presentation, role play or character monologue. The criteria for assessment encompass knowledge and understanding, analysis of stylistic features, awareness of audience and appropriate use of language.

Individual Oral Commentary: 15%Students deliver a 10-minute formal oral commentary on a 30-40 line passage from a text studied in class. Students should aim to identify and explore contextual elements of the extract and comment on how the writer ’s techniques convey the message of the text. Students will have 20 minutes to prepare. The commentary is followed by a 5-minute discussion on what the student has said in the commentary.


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IB HIGHER AND STANDARD THAI

IntroductionStudents opting for this course should be native Thai speakers who a¬¬re able to read and write well in Thai. They should be accustomed to reading Thai Literature.The Thai A1 course follows a similar framework to the English A1 course.

AssessmentAssessment for Thai A1 follows the English A1 course.


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IntroductionThe Group 2 Language course form the foreign language component of the IB Diploma Programme. Every student taking the diploma must follow a language at one of the following levels:B Higher and Standard LevelsAb Initio Standard Level

Language B is for students to study a foreign language. The intention is to provide students with the linguistic skills necessary for further study in the language, to promote an understanding of the culture of the countries where the language is spoken and to establish the ability to cope with the day-to-day demands of the language. French, English and Mandarin are the three langauges available.

HIGHER AND STANDARD ENGLISH B

Course OutlineThe aim of the English B course is for students to acquire a better understanding of the workings of the English language and to ensure students are able and confident to use the language in a variety of situations. Students will learn how to apply the vocabulary, structures and cultural information necessary for effective communication in English.The course will focus on speaking, writing, reading and listening tasks designed to expand students’ knowledge of the English language and to stimulate exchange of ideas. Students will be exposed to authentic materials in written and spoken English from a variety of sources. The reading and listening material chosen will broaden students’ vocabulary, improve comprehension in different contexts, promote discussion and lead to written responses. The topics chosen will help students to become more knowledgeable.

AssessmentStudents have to study core subject areas and choose 2 options. The core areas are: Communication and Media, Global issues and Social Relationships. The options are: Cultural diversity, customs and traditions, health, leisure and science and technology. At HL they also read two literary works.

External Assessment (70%)Standard LevelPaper 1: Receptive Skills (25%) 1h30mText-handling exercise on four written texts, based on the corePaper 2: Written Productive Skills (25%) 1h30mOne writing exercise of 250-400 words from a choice of five, based on the options

GROUP 2:LANGUAGE

ACQUISITION


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Written Assignment: Receptive and Written Productive Skills (20%) Intertextual reading followed by a written exercise of 300-400 words plus a 100-word rationale, based on the core

Higher LevelPaper 1: Receptive Skills (25%) 1h30mText-handling exercise on five written texts, based on the corePaper 2: Written Productive Skills (25%) 1h30mTwo compulsory writing exercise.Section A: One task of 250-400 words, based on the options, to be selected from a choice of five.Section B: Response of 150-200 words to a stimulus text, based onWritten Assignment: Receptive and Written Productive Skills (20%) Creative writing of 500-600 words plus a 150-word rationale, based on one of the literary texts read.Internal Assessment ( 30%) Higher and Standard LevelOral ComponentThe oral component examines how fluently and accurately the candidate speaks the language.The internal assessment is made up of the following two components:Individual Oral ( 20%) – about 8-10 minutesBased on the options: 15 minutes preparation time and a 10 minute (maximum)presentation and discussion with the teacher.Interactive Oral Activities (10%) Based on the core: Three classroom activities assessed by the teacher

HIGHER AND STANDARD MANDARIN B

Course OutlineOver the course of the two years the aim will be to introduce students to a broad range of topics, with materialselected in order to show the use of French in a variety of different contexts. These will also provide theopportunity for students to show their comprehension of the material and respond orally or by using anappropriate style of writing. The elements of grammar needed at this level will be covered across the two years. The range of situations for which and in which the language is used in the Language B courses extends well beyond those at Language AB Initio.

AssessmentExternal Assessment (70%)Standard LevelPaper 1: Receptive Skills (25%) 1h30mText-handling exercise on four written texts, based on the corePaper 2: Written Productive Skills (25%) 1h30mOne writing exercise of 250-400 words from a choice of five, based on the optionsWritten Assignment: Receptive and Written Productive Skills (20%) Intertextual reading followed by a written exercise of 300-400 words plus a 100-word rationale, based on the coreHigher LevelPaper 1: Receptive Skills (25%) 1h30mText-handling exercise on five written texts, based on the corePaper 2: Written Productive Skills (25%) 1h30mTwo compulsory writing exercise.Section A: One task of 250-400 words, based on the options, to be selected from a choice of five.Section B: Response of 150-200 words to a stimulus text, based on the core.


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Written Assignment: Receptive and Written Productive Skills (20%) Creative writing of 500-600 words plus a 150-word rationale, based on one of the literary texts readInternal Assessment ( 30%)

Higher and Standard LevelOral ComponentThe oral component examines how fluently and accurately the candidate speaks the language.The internal assessment is made up of the following two components:Individual Oral ( 20%) – about 8-10 minutesBased on the options: 15 minutes preparation time and a 10 minute (maximum) presentation and discussion with the teacher.Interactive Oral Activities (10%) Based on the core: Three classroom activities assessed by the teacher

INITIO LANGUAGES (Beginners Only)

IntroductionAB Initio courses are offered to students who have no prior or minimal experience of the languagechosen. The course provides students with the linguistic skills to deal with the demands of everyday communication and to provide them with an insight into the culture of the countries where the target language is spoken.

Courses AvailableThese courses are available at standard level only.FrenchMandarinCourse OutlineStudents will be exposed to spoken and written language and will carry out tasks in listening, speaking, readingand writing. The tasks will be topic-based and practical in nature, the emphasis being on developing understanding.

AssessmentExternal Assessment (75%)Paper1 (1h 30 m): 30% Understanding of four written texts ( 40 marks) + text handling exercisesPaper2 ( 1 hour) : 25% Productive skills, two writing exerciseWriting assignment: 20% A piece of 200-300 words, carried out in class under teacher supervisionInternal Assessment (25%)Part1: Presentation of a visual stimulus by the studentPart2: Follow up questions on the visual stimulusPart3: General conversation including at least 2 questions on the written assignmentThese will be internally assessed and externally moderated.


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IB HIGHER AND STANDARD BUSINESS MANAGEMENT

IntroductionBusiness Management is a rigorous, challenging and dynamic discipline that studies business functions, management processes and decision making in contemporary contexts of strategic uncertainty. It examines how business decisions are influenced by factors internal and external to an organisation, and how these decisions impact upon its stakeholders, both internally and externally. Business Management also explores how individuals and groups interact with an organisation, how they may be successfully managed and how they can ethically optimise the resources in a world with increasing scarcity and concern for sustainability.

PurposeThe Business Management course is designed to develop students’ knowledge and understanding of business management theories, as well as their ability to apply a range of tools and techniques. Students learn to analyse, discuss and evaluate business activities at local, national and international levels. The course covers a range of organisations from all sectors, as well as the socio-cultural and economic contexts in which these organisations operate.

Course OutlineThe course involves studying the Business Management tools, techniques and theories from 5 main topic areas:• Business organisation and environment• Human resource management• Finance and accounts• Marketing• Operations managementIt is important to link these 5 topics together in order to gain a holistic overview of Business Management. To aid this there are 6 concepts underpinning the subject:• Change• Culture• Ethics• Globalisation• Innovation• StrategyThe course is about combining the content and concepts through the use of case studies and examples.

GROUP 3:INDIVIDUALS

AND SOCIETIES


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AssessmentHigher Level (HL)External AssessmentPaper 1 - 2¼ hours (Weighting 35%)The exam consists of 3 sections and is based on a case study issued in advance. In Section A students will answer 3 of 4 structured questions with shorter answers required. In Section B students answer one compulsory structured question including evaluative skills. The final part, Section C, requires students to answer a compulsory question focusing on strategic decision making through the use of extension material.

Paper 2 - 2¼ hours (Weighting 40%)This exam paper also consists of 3 sections, with Section A requiring students to answer 1 of 2 structured questions based on stimulus material with a quantitative element. In Section B students answer 2 of 3 structured questions based on stimulus material provided in the exam. In the final part, Section C, the students answer 1 of 3 extended response essay questions. This question is mainly based on 2 of the 6 concepts that run throughout the course

Internal AssessmentA research project of approximately 30 hours (Weighting 25%)The students produce a report, of up to 2000 words, that addresses an issue facing an organisation or analyses a decision to be made by an organisation.

Standard Level (SL)External AssessmentPaper 1 - 1¼ hours (Weighting 35%)The exam consists of 2 sections and is based on a case study issued in advance. In Section A students will answer 3 of 4 structured questions with shorter answers required. In Section B students answer one compulsory structured question including evaluative skills. Section A and B are common to both HL and SL students, but S students do not have a Section C.

Paper 2 - 1¾ hours (Weighting 40%)This exam paper also consists of 3 sections, with Section A requiring students to answer 1 of 2 structured questions based on stimulus material with a quantitative element. In Section B students answer 1 of 3 structured questions based on stimulus material provided in the exam. In the final part, Section C, the students answer 1 of 3 extended response essay questions. This question is mainly based on 2 of the 6 concepts that run throughout the course

Internal AssessmentA written commentary of approximately 15 hours (Weighting 25%)The students produce a written commentary, of up to 1500 words, based on 3-5 supporting documents about a real issue or problem facing a particular organisation or industry.


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HIGHER AND STANDARD ECONOMICS

Introduction

Economics is a subject which exists because people have more wants and needs than there are resources available to satisfy them. As a result individuals and societies have to make choices about how to use the limited resources available. In the course we look at a variety of issues, from how prices are determined, to how to reduce unemployment or is a carbon tax a good idea?

PurposeThe aim of the Economics course is help students develop:• an understanding of microeconomic and macroeconomic theories and concepts and their real-world

application.• an appreciation of the impact on individuals and societies of economic interactions between nations.• an awareness of development issues facing nations as they undergo the process of change.

Course outlineThe subject is split into 4 main sections. The main difference between the SL and HL courses is that there is additional content in each section for HL, but it is mainly an extension of the SL topics.• Microeconomics (How markets work?, what happens when markets don’t work? and market structures (HL

only))• Macroeconomics (Economic growth, inflation, unemployment, inequality and government policy)• International trade (Free trade, protectionism and exchange rates)• Development economics (Measuring development, barriers to development and policies for development)The HL course does have a mathematical element and you need to be comfortable with algebra, percentages and line graphs.

Assessment

Internal AssessmentWritten commentaries (20%) – The students produce a portfolio of three commentaries based on news articles, on different sections of the syllabus. This is the same for both SL and HL students.

External AssessmentPaper 1 - 1 hour 30 minutes (Weighting SL – 40% and HL – 30%)In this exam students have to write 1 essay on Microeconomics and 1 on Macroeconomics.Paper 2 - 1 hour 30 minutes (Weighting SL – 40% and HL – 30%)Students are given source data such as a news articles, tables and graphs and then answer short questions based upon these. They must answer 1 question on each International Trade and Development Economics.Paper 3 - 1 hour (HL only – 20%)This is a maths based paper on the higher level extension content. Students answer 2 from 3 questions and these require mainly calculations and constructing graphs, with a few short written elements.


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IB HIGHER AND STANDARD LEVEL GEOGRAPHY

IntroductionGeography is concerned with place. The nature and causes of a real differentiation on the global surface will be the focus of study. Geography is the study of the spatial distribution of phenomena.The purpose is to instil a sense of place and why one place on the Earth’s surface is different from another both in terms of physical characteristics and human responses.

AimsStudents should:Develop a global perspective and a sense of world interdependence. Study the interaction between people and environment.Appreciate the qualities of environments and consider sustainable managementAnalyse contemporary world issues from a geographer’s point of view.Be aware of the values and judgements of different societies in different parts of the world.Be able to use geographical methodologies to engage in pertinent enquiry.

Course OutlineThe core topic is a requirement for all IB Diploma Geography candidates and will begin the course and work as an introduction to IB studies.

Core: Patterns and ChangePopulation in transitionDisparities in wealth and developmentPatterns in environmental equality and sustainabilityPatterns in resource consumptionTopics may vary, however the current topics studied are:

Option D: Hazards and disaster Characteristics of a hazard VulnerabilityRisk and risk assessmentDisastersAdjustment and responses to hazards and disasters

Option E: Leisure ,Recreation and TourismChanges in leisureImpact of sport in urban areasTourism as a development strategyPatterns in sporting success


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Option G: Urban EnvironmentsUrban populationsUrban land useUrban stressesThe sustainable city

Higher Level extension: Global interactionsMeasuring global interactions Changing space– the shrinking world Economic interactions and flows Environmental changeSociocultural exchangesPolitical outcomes

AssessmentExternal assessmentPaper 1 examines the core topic of Patterns and Change, both SL and HL students will sit the same exam.The exam will consist of a series of short response questions for all core topics, and a selection of three 15 mark essays, from which the students will select one.Paper 2 examines the optional topics studied, SL students will select two topics to answer question on and HL students will select three topics. Each topic will offer a few short response questions, some requiring the students to use stimulus material, as well as a longer 10 mark question.Paper 3 is only for the HL students and will examine all the work covered in their lessons on Global Interactions. In the exam students will be required to select one of three questions. Each question has two parts, one 10 mark question and one 15 mark question, both must be answered.

Internal Assessment (IA)All students will be required to produce a 2,500 word field report based on a practical piece offieldwork. The IA will be completed during the first year of study and will require all students to participatein a field trip to allow them the practical knowledge they need. This trip is a local study within Bangkok and is based on the topic of urban environments.

Assessment Structure Component SD LV H LV Paper 1 40 % 25% Paper 2 35% 35% Paper 3 — 20% IA 25% 20%


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IB HIGHER AND STANDARD HISTORY

IntroductionIB History provides both structure and flexibility, fostering an understanding of major historical events in a globalcontext. It requires students to make comparisons between similar and dissimilar solutions to common human situations, whether they be political, economic or social. It invites comparisons between but not judgements of, different cultures, political systems and national traditions. In order to understand the past students must engage with it both through examining primary historical sources and through studying the work of historians.

Course Outline20th Century World Topics (Route 2) Term 1: Topic 5: The Cold WarOrigins of East-West rivalryMutual distrust, fear and suspicion between USA & USSR.Wartime allies becoming post-war enemies.Nature of the Cold War Ideological opposition.Superpowers and spheres of influence.Opposing alliances and the arms race.Cold War developmentsEurope.US policy of containment and spread of the Cold War worldwide.Brinkmanship, peaceful coexistence, eg Cuban Missile crisis.Related wars and non-alignment, eg American War in Vietnam.End of the Cold WarArms limitations, détente, opposition to Communism.Opposition to the regime within Communist countries.Terms 2 and 3: 20th Century World Topics (Route 2)Topic 3: Origins and development of authoritarian and single party states.(Focus: Hitler, Mussolini, Lenin & Stalin)Origins of single party states. Conditions which produce single party states.Emergence of leader: aims, ideology and support.Establishment of single party states. Methods: force and/or legal.Form of government, ideology (left and right wing).Totalitarianism, treatment of opposition. Rule of single party statesPolitical, economic and social policies.Role of education, the arts, the media and propaganda.Status of women, treatment of minorities and religious groups.Regional and global impactForeign policy as a means of maintaining the regime.Impact of regime outside the state.As a factor in the Cold War.

Term 4: Internal historical investigation (coursework)Term 5: Sources Paper preparation Peacemaking, peacekeeping and International Relations 1918 – 35. Aims of participants and peacemakers.Clemenceau, Lloyd-George & Wilson and the 14 Points.


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Terms of the Peace Treaties 1919 – 20Versailles, St Germain, Trianon, Neuilly, Sevres & Lausanne (1923)

The geopolitical and economic impact of the Treaties on Europe. The establishment and impact of the mandate system.

Enforcement of the provisions of the treaties.US isolationismThe retreat from the Anglo-American Guarantee.Disarmament – Washington, London and Geneva Conference.

The League of Nations.Effects of the absence of major powers.The principle of collective security.Early attempts of peacekeeping 1920 – 25.

Terms of the Peace Treaties 1919 – 20.Versailles, St Germain, Trianon, Neuilly, Sevres & Lausanne (1923)The geopolitical and economic impact of the Treaties on Europe. The establishment and impact of the mandate system.

Enforcement of the provisions of the treaties.US isolationism.The retreat from the Anglo-American Guarantee.Disarmament – Washington, Londonand Geneva Conference.The League of Nations.Effects of the absence of major

The League of Nations.Effects of the absence of major powers.The principle of collective security.Early attempts of peacekeeping 1920 – 25.

The Ruhr Crisis.1923 – The troubled year.Locarno and the ‘Locarno Spring’.Depression and threats to international peace / collective security.Manchuria. Abyssinia.


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Higher Level students follow the same course as Standard Level students. In addition they study the following Topics to prepare for Paper 3.1. The causes and course of the French Revolution;2. The Italian Unification;3. The German Unification and influence of Bismarck;4. Russia from Tsars to Revolution (1850-1917 );5. The Soviet Union and Eastern Europe 1917-1989;6. Communist China under Mao.Assessment

Standard LevelInternal AssessmentPaper 3Paper 2Paper 1

(sources paper)Coursework

Approx. 20 Hours-2 Essays

1 Hr 30 mins.4 written answers

1 HourExamination

25%-45%30%Assessment weighting

Higher LevelHigher Level students are assessed as above and in addition they sit a Paper 3.

Internal AssessmentPaper 3Paper 2Paper 1(sources paper)

--

3 Essays2 Hrs 30 mins

--

--

Examination

20%35%25%20%Assessment weighting


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IB HIGHER AND STANDARD LEVEL PYSCHOLOGY

IntroductionPsychology is the systematic study of behaviour and mental processes.Psychology has its roots in both the natural and social sciences, leading to a variety of research designs and applications, and providing a unique approach to understanding modern society.IB Psychology examines the interaction of biological, cognitive and sociocultural influences on human behaviour, thereby adopting an integrative approach. Understanding how psychological knowledge is generated, developed and applied enables students to achieve a greater understanding of themselves and appreciate the diversity of human behaviour. The ethical concerns raised by the methodology and application of psychological research are key considerations in IB Psychology.

AimsIn addition to the other Group 3 aims, students who study Psychology will;Develop an awareness of how psychological research can be applied for the benefit of human beingsEnsure that ethical practices are upheld in psychological inquiryDevelop an understanding of the biological, cognitive and sociocultural influences on human behaviourDevelop an understanding of alternative explanations of behaviourUnderstand and use diverse methods of psychological inquiry.

Course OutlinePart 1: Core (SL/HL)• The biological level of analysis• The cognitive level of analysis• The sociocultural level of analysisPart 2: Options (1 Option for SL and 2 Options for HL)• Abnormal psychology• Developmental psychology• Health psychology• Psychology of human relationshipsPart 3: Qualitative research methodology (HL only)• Qualitative research in psychologyPart 4: Simple experimental study (SL/HL)• Introduction to experimental research methodology

Assessment

Standard LevelExternal Assessment 75% Paper 1 (2 hours)Section A: Three compulsory questions on part 1 of the syllabus.Section B: Three questions on part 1 of the syllabus. Students choose one question to answer in essay form.

Paper 2 (1 hour)Fifteen questions on part 2 of the syllabus. Students choose one question to answer in essay form.

Internal assessment 25%A report of a simple experimental study conducted by the student.


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Higher LevelExternal assessment (4 hours) 80%Paper 1 (2 hours)Section A: Three compulsory questions on part 1 of the syllabus.Section B: Three questions on part 1 of the syllabus. Students choose one question to answer in essay form.

Paper 2 (2 hours)Fifteen questions on part 2 of the syllabus. Students choose two questions to answer in essay form.

Paper 3 (1 hour)Three compulsory questions based on an unseen text, covering part 3 of the syllabus.

Internal assessment 20%A report of a simple experimental study conducted by the student.

GROUP 4:EXPERIMENTAL

SCIENCES

IB HIGHER AND STANDARD BIOLOGY

IntroductionBiology is a central science and the purpose of the course is to enable students to gain an understanding of its fundamental concepts and principles and to see how they relate to the natural and physical world.Biology is a field of endeavour studied empirically by observation and experiment. The course will centre around practical work in order to solve problems, elucidate patterns and principles in the natural world and to give students both the necessary manipulative and intellectual skills to make predictions based on prior knowledge.

Course OutlineThere are six compulsory areas of study for the Standard Level Biology course: Cells, The Chemistry of Life,Genetics, Ecology and Evolution, Human Health and Physiology and Statistical Analysis. The Higher Level course also covers five additional topics: Nucleic Acids and Proteins, Cell Respiration and Photosynthesis, Further Genetics, Plant Science and Further Human Health and Physiology.In addition, two of the eight option modules listed below are studied. Human Nutrition and Health, Physiology of Exercise, Cells and Energy, Evolution, Neurobiology and Behaviour, Microbes and Biotechnology, Ecology and Conservation and further Human Physiology.

AssessmentInternal assessment (24%)Students will complete a range of laboratory practicals which are internally assessed within the School. These will test the students’ ability in design, data collection and processing, conclusion and evaluation, manipulative skills and personal skills.

External assessment (76%)At the end of the course, students will sit 3 examination papers.Paper 1: Multiple Choice.Paper 2: Structured and essay style questions.Paper 3: Structured questions on the two option modules chosen


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IB HIGHER AND STANDARD CHEMISTRY

IntroductionChemistry is an experimental Science that combines academic study with the acquisition of practical and investigational skills. Chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its right, Chemistry is a pre-requisite for many other courses in higher education such as Medicine, Biological Science and Environmental Science, and serves as useful preparation for employment. There are a variety of approaches to the teaching of Chemistry. By its very nature, Chemistry lends itself to an experimental approach which is reflected throughout the course. Students will use ICT to support their work. Students will work alone, in small groups or get involved in whole class discussions. They will be encouraged to think critically about the topics being studied.

Course OutlineThere are eleven compulsory areas of study for the Chemistry course: Quantitative chemistry; Atomic structure; Periodicity; Bonding; Energetics; Kinetics; Equilibrium; Acids and bases; Oxidation and reduction; Organic Chemistry; Measurement and data processing.In addition, two of the seven option modules listed next are studied: Modern analytical chemistry; Human biochemistry; Chemistry in industry and technology; Medicines and drugs; Environmental chemistry; Food chemistry; and Further Organic Chemistry.


External assessment (76%)At the end of the course, students will sit 3 examination papers.Paper 1: Multiple Choice.Paper 2: Structured and essay style questions.Paper 3: Structured questions on the two option modules chosen


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IB HIGHER AND STANDARD DESIGN TECHNOLOGY

IntroductionThe focus of this course is designing for the Environment. All design tasks undertaken will have consideration for the environment, taking into account cultural aspects of different environments from an international perspective. Utilising the design process as the overall system for exploring design based problems and presenting design based solutions. Within this framework students will be exposed to the main core content of the Design and Technology IB program which includes product innovation, Green design, materials, product development, product design and evaluation processes.posed to the main core content of the Design Technology IB Programme which includes product innovation, Green design, materials, product development, product design and evaluation processes.

Course OutlineCore 1. Design process; Explore a variety of design problems and the design cycle model through the use of set design briefs. These briefs will enable students to experience the structure of the design process in a practical way and expose them to the stages of the design process. The briefs willprovide the opportunity for other topics to be incorporated and explored to reinforce contents. Oral presentations and evaluations will be presented regularly through these design briefs and also conclude with a final group presentation.

Core 2. Product innovation; Research based assignments to introduce innovation through past and present international inventors and international influenced inventions. Students will undergo product analysis of a variety of new products, the product cycle and explore the design themes that have been undertaken. The opportunity to gain an insight into past design movements will also be provided during this topic.

Core 3. Green design; Designing for the Environment (reduce, recycle and reuse) will be an overall focus throughout this programme and therefore green design will be continuously visited and revisited throughout the course. Product analysis tasks that include international products will be the focus and will also include the product’s impact on the environment and its sustainability. International environmental standards will be covered and comparisons made with western and developing countries. Societal economics, cultural implications of green designing will be explored through international based research and concluded with oral presentations.

Core 4. Materials; Experimentation will be a key feature of this topic. Students will explore properties of a variety of materials, classifying them under an assorted criteria system (environmental, properties, and application). Materials to be analysed will include timber, metals, plastics, ceramics composites. World economics of resource rich countries will be included in this topic.

Core 5. Product development; Skills to assist product development will be taught throughout design briefs. These will be exposed through research activities, testing and experimental development. Evidence of product development will be through presenting results of tests, computer simulations to present concepts and ongoing graphic media, including sketching and computer graphic development to demonstrate the product development process. All development should reflect background research and current environmental and technological needs.

Core 6. Product Design; Designing for the Environment will be an overall focus throughout this programme and exploring products, analysing products and designing products will have a strong influence throughout the course. Students will be given the opportunity to explore a variety of different design briefs that aim at exposing them to the world of product design.


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Core 7. Evaluation; Evaluations are an ongoing process as reflecting on progress and are an essential aspect of the design process. Evaluating will be linked to all design tasks and be assessed through written and oral evaluation tasks.

AHL 8. Energy; The topic of energy will be introduced through a short sustainable living design brief and case study. Students will be required to research International alternative energy resources and apply the findings within a sustainable living concept- ie housing energy. Group presentations on alternative energy supplies will be included in this topic as well as practical solution models.

AHL 9. Structures; The topic of structures will be implemented through experimental investigation that incorporates the construction, evaluating and testing of materials through models. Measurements of elasticity, stress and strain will be covered. The strength and stiffness of structures will be a key focus. Beam construction and testing will be included in group presentations.

AHL 10. Mechanical Design; Concepts of mechanical motion and conversion of motions will be covered predominately through computer animations and simulations but will also include practical investigations and presentations to class.

AHL 11. Advanced Manufacturing; Techniques associated with manufacturing will be investigated through product analysis tasks and a short product design brief. Students will demonstrate the processes of joining, moulding, casting and forming through their findings and evaluations. Small group presentations will be required.

AHL 12. Sustainable development; This topic will be covered through class debates. It will involve analysing the international definition of sustainable development. It will focus on the two key features of sustainable development that is; the concept of needs, in particular the essential needs of the world’s poor, to which overriding priority should be given; and the idea of limitations imposed by the state of technology and social organisation on the environment’s ability to meet present and future needs.


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AssessmentExternal assessmentPaper 1 (20%) multiple choice – addresses objective 1 and 2(demonstrates, apply and use) Demonstrate understanding of relevant facts and conceptsDemonstrate understanding of design and technology methods and techniquesDemonstrate understanding of technological terminologyDemonstrate understanding of methods of presenting technological informationPaper 2 (24%) One data based question and one extended response – addresses objective 1 and 2 (demonstrates, apply and use)Demonstrate understanding of relevant facts and conceptsDemonstrate understanding of design and technology methods and techniquesDemonstrate understanding of technological terminologyDemonstrate understanding of methods of presenting technological informationPaper 3 (20%) short answer questions and extended response to option studiesComputer Aided Design Computer Aided manufacturing (CADCAM)

Internal AssessmentInvestigation and group project – Teacher choice (18%)This project is an interdisciplinary activity that involves all students in group 4 analysing a common topic or problem. The assessment of this will be criteria related and be individually based within the group work.Design Project - Student choice (18%)This aspect of the course will involve students selecting their own design brief and presenting a folio that illustrates the design process and a valid solution to the design tasks.The assessment of this will involve using the descriptors for each criterion.

IB HIGHER AND STANDARD PHYSICS

IntroductionThe purpose of this course is to encourage our students to become independent and inquisitive thinkers who wish to further their knowledge about the physical world. We will achieve this by encouraging our students to think outside the box and take risks when asking questions about the world in which they live.

The biggest challenge facing the world today is how to cope with the global issue of climate change. We will promote internationalism in our students by confronting this and other environmental issues. We will encourage them to have a principled response to these issues and also to communicate their ideas with others.

Course OutlineThere are fourteen compulsory areas of study for the Physics course: Physics and Physical Measurement; Mechanics; Thermal Physics; Oscillations and Waves; Electric Currents; Fields and Forces; Atomic and Nuclear Physics; Energy, Power and Climate Change; Motions in Fields; Thermal Physics; Wave Phenomena; Electromagnetic Induction; Quantum and Nuclear Physics; and Digital Technology.

In addition, two of the ten option modules listed below are studied.Sight and Wave Phenomena; Quantum Physics and Nuclear Physics; Digital Technology; Relativity and Particle Physics; Astrophysics; Communications; Electromagnetic Waves; Relativity; Medical Physics; and Particle Physics.


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External assessment (76%)At the end of the course, students will sit 3 examination papers.Paper 1: Multiple Choice.Paper 2: Structured and essay style questions.Paper 3: Structured questions on the two option modules chosen.

IB STANDARD SPORTS, EXERCISE AND HEALTH SCIENCE

IntroductionSports training programme design should not be left to chance. Rather, it should be designed thoughtfully and analytically after careful consideration of the physiological, biomechanical and psychological demands of the activity. This is the role of the sport and exercise scientist, who, regardless of the athletic event, should be equipped with the necessary knowledge to be able to perform this task competently.

Students taking this course will be given the opportunity to acquire the knowledge and understanding necessary to apply scientific principles and critically analyse human performance. As well, students will have the chance to address issues of internationalism and ethics by considering sport, exercise and health relative to the individual and in a global context.Although it would be useful, you need not have previously studied IGCSE Physical Education to take this course.

Course OutlineThere are 6 Core Topics and 2 Optional Topics.The Core Topics are: Anatomy, Exercise Physiology, Movement Analysis, Energy Systems, Skill in Sport, and Measurement and Evaluation of Human Performance.The Optional Topics are chosen from: Optimizing Physiological Performance, Psychology of Sport, Physical Activity and Health, and Nutrition for Sport and Exercise.

AssessmentExternal assessment 76%Paper 1 45 minutes 20% 30 multiple-choice questions on the core syllabus.Paper 2 1 hour 15 minutes 32%Section A: one data-based question and several short-answer questions on the core (all compulsory)Section B: one extended-response question on the core (from a choice of three)Paper 3 1 hour 24% Several short-answer questions in each of the two options studied (all compulsory)

Internal assessment 24%Group 4 project and practical work


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GROUP 5:MATHEMATICS

IB STANDARD LEVEL MATHEMATICS

IntroductionThe focus of this course is to meet the needs of those students who have already demonstrated competence in this subject and a good ability to solve problems and to extend their skills and conceptual understanding further. The purpose of the course is for students to be well prepared for further study at university in areas requiring good mathematical skills, such as geography, psychology, chemistry and economics. Our aim is to provide students who will choose these courses at the end of Y13 with an appropriate variety of thinking skills and approaches to problem solving.

Course OutlineThere are seven areas of study within this course.They are: AlgebraFunctions and equationsCircular functions and trigonometryMatricesVectorsStatistics and probabilityCalculus

These will each be taught for the proportion of the course as recommended in the IBO study guides, taking into account the response and progress of the students within each group.

AssessmentAssessments will be made throughout the course, in line with the current assessment policy – to include half-termly tracking of students’ performance and effort, tests as appropriate, school examinations as well as at least two portfolio tasks and final external examinations.


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Portfolio task 1: InvestigationPortfolio task 2: Modelling

Written external papers 1 and 2: 1.5 hours each, of which the first will be a non-calculator paper. The second will include the use of a Graphic Display Calculator.Students will be given clear information about the criteria to be used for the assessment of coursework tasks and projects

IB HIGHER LEVEL MATHEMATICS

IntroductionThis is a demanding course for students with a great interest in mathematics who enjoy meeting its challenges and engaging with its problems or who wish to pursue university studies with a high mathematical content e.g. in engineering, technology or science as well as mathematics itself. It is intended to give students an appreciation of mathematics as anabstract subject in its own right and as a powerful tool which is useful in solving problems in a range of other subjects.

The teaching methodology will encourage students to develop as independent thinkers and risk- takers, full of curiosity about ‘why’ as well as ‘how.’ As a Round Square school we focus on internationalism and we expect to develop this aspect of the curriculum by appropriate use of coursework tasks and examples to illustrate the topics covered. In some lessons an investigational approach will be used and, whereappropriate, technology.

Course OutlineThere are seven compulsory topics and a further optional section.The compulsory topics are: AlgebraFunctions and equationsCircular functions and trigonometryMatricesVectorsStatistics and probabilityCalculus

We will leave the decision about the choice of HL option until later in the course so as to give students the best chance of being able to select the most appropriate option. The teachers are prepared to teach whichever of these options are chosen (subject to timetabling constraints). However the option will be chosen from one of the following topics:

Statistics and ProbabilitySets, relations and groupsSeries and differential equationsDiscrete mathematics


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AssessmentAssessments will be made throughout the course, in line with the current assessment policy – to include half-termly tracking of students’ performance and effort, tests as appropriate, school examinations as well as the two portfolio tasks and final external examinations.Portfolio task 1: InvestigationPortfolio task 2: ModellingThese two portfolio tasks are marked by the teacher under the assessment criteria set by IB. They account for20% of the final mark. Students will be given clear information about the criteria used in marking these tasks.The three external examinations are all taken at the end of the two year course and are made up as follows:Paper 1: (2 hours) consisting of 20 compulsory short answer questions based on the core part of the syllabus.Paper 2: (2 hours) consisting of 5 compulsory extended answer questions based on the core part of the syllabus.Paper 3: (1 hour) consisting of extended answer questions based mainly on Statistics and Probability.Students will be told in which papers they may use a calculator.

IB MATHEMATHICAL STUDIES

IntroductionThis is the least demanding of the mathematics courses and is well suited for those students who do not find the subject easy or who will not require a higher qualification for their chosen further university courses.Focus – mathematics with a real world view and application. A discovery method will be used to introduce new ideas and technology will be used as much as possible.Purpose – encourage students to develop a method of thinking and solving problems without the need to memorise and recite material. Theses are skills which will stand them in good stead throughout their life.

Aims and objectives: Create an appreciation and understanding of valuable mathematics concepts in studentsbuild confidenceCreate an understanding of the international unity with regard to Mathematics and its underlying principles

Course OutlineThe course will consist of the following topics in proportions to reflect the number of hours suggested in the course guide:Understanding Graphic CalculatorNumber and algebra Functions and equations Geometry and trigonometry Introductory differential calculus Sets, logic and probability StatisticsFinancial Mathematics

AssessmentAssessments will be made throughout the course, in line with the current assessment policy – to include half-termly tracking of students’ performance and effort, tests as appropriate, school examinations as well as the project and final external examinations.Students will be given clear information about the criteria used in assessing their project.


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GROUP 6:THE ARTS

IB HIGHER AND STANDARD MUSIC

IntroductionThe Diploma music course is designed to offer students the opportunity to build on prior experience in music while encouraging a broad approach to the subject and developing new skills, techniques and ideas. At Regent’s , Bangkok prior musical experience is required as a performer at SL and as a performer and composer at HL. The IB Diploma music course demands both academic rigour and a high instrumental or vocal performance standard together, at HL, with a creative approach to composition.The student is encouraged to listen to and analyse a huge variety of music such as Western classical music, pop and jazz, and music from different world cultures. The student is given the tools to describe thedifferences and to make information musical connections.

AimsThe diploma music course aims to develop students’ knowledge and potential as musicians, both personally and collaboratively.

Course OutlineStudents are encouraged to take part in as many different ensembles as possible and to attend live concertsto broaden their knowledge of the many different styles of music. Students study their first studyinstrument on a regular basis and are given performance opportunities throughout the course. ThroughoutYear 1 of the course the focus is on developing analytical skills and putting them into practice while studying the prescribed set works. During Year 2 the student will complete their musical links investigation and be able to compare pieces of music using the appropriate musical terminology.

AssessmentExternal Assessment:Listening paper 30% SL – 2.5 hours HL – 3 hoursThroughout the course students study prescribed set works in detail (HL study two, SL study one) and are taught. to answer analytical questions on both and to make informed musical comparisons. In addition students study music from different parts of the work, cultures and time periods and are equipped with the analytical tools to analyse previously unheard music.


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Musical Links investigation 20% - SL/HLAn individual study of music from different musical cultures – exploring, analysing and examining the connections between two or more pieces ofmusic.

Internal Assessment (externally moderated):Higher level students at Regent’s study solo performing and creating in this unit.HL Solo performing 25%Students submit a 20 minute recording of their solo performances taken from one or more public performanceHL Creating 25%Students are required to produce three pieces of composing coursework, recordings and a written reflectionStandard level students stuy solo performingSL Solo Performing 50%

IB HIGHER AND STANDARD THEATRE ARTS

IntroductionTheatre is a dynamic, collaborative and live art form. It is a practical subject that encourages discovery through experimentation, the taking of risks and the presentation of ideas to others. It results in the development of both theatre and life skills; the building of confidence, creativity and working collaboratively.

Course OutlineA variety of tasks, focusing on a number of genres, styles, plays and other stimuli, will be set. These tasks will be designed specifically for the group and will therefore be variable, depending on factors such as group numbers, individual strengths and interests. Students are required to investigate the core syllabus areas from the perspectives of creator, designer, director, performer and spectator. These core syllabus areas are Theatre in Context, Theatre Processes and Presenting Theatre. Within these areas students will create theatre based on theory, work with play texts, look at world theatre traditions and engage in creating collaborative, original theatre. Students must also keep a Theatre Journal throughout the course.

AssessmentExternal assessment tasks

Task 1: Solo theatre piece (HL only)Students at HL research a theatre theorist they have not previously studied, identify an aspect(s) of their theory and create and present a solo theatre piece (4–8 minutes) based on this aspect(s) of theory.

Task 2: Director’s notebook (SL and HL)Students at SL and HL choose a published play text they have not previously studied and develop ideas regarding how it could be staged for an audience.

Task 3: Research presentation (SL and HL)Students at SL and HL plan and deliver an individual presentation (15 minutes maximum) to their peers in which they outline and physically demonstrate their research into a convention of a theatre tradition they have not previously studied.

SL

N/A

35%

30%

HL

35%

20%

20%


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Internal assessment task

Task 4: Collaborative project (SL and HL)Students at SL and HL collaboratively create and present an original piece of theatre (lasting 13–15 minutes) for and to a specified target audience, created from a starting point of their choice.

SL

35%

HL

25%


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IB HIGHER AND STANDARD VISUAL ARTS

IntroductionThe focus of this course is to create a practical exploration of artistic production, including experimentation with materials and techniques. IB will enable students to discover, develop and enjoy means of creative visual expression. This course will provide students with the opportunity to develop aesthetic, imaginative and creative facilities. Encouraging the pursuit of quality, through training, individual experimentation and persistent endeavour. Each student will become proficient in both the use of media and investigation of artists and Art movements from around the world.Through the study of both studio Art as well as the history of Art, the IB Art course addresses the language of Art and Design. Students will learn to question the who, what, when, where and why of an art piece or artefact. This encourages a lively, inquiring and informed attitude towards Art and Design in all its forms, both in history and today. IB Art and Design enables students to stimulate and train visual awareness, perception and criticism of the arts of various cultures. The purpose of this course is to study and gain an understanding of art in various cultures throughout history.Course OutlineOver the course of the two years the aim will be to introduce students to a broad range of topics, with material selected in order to show the students both studio Art and Art investigation in a variety of different contexts. These will also provide the opportunity for students to show their understanding of their role within Art theory and techniques.This is a two-year course based on the student’s studio work and research workbooks. Studies can be undertaken in one of the following: Drawing, Painting, Printmaking, Ceramics or Sculpture. During the first year, students explore a variety of techniques, concepts, and materials basic to the selected discipline, i.e. Ceramics, Drawing and Painting, Printmaking or Sculpture. In the second year, students expand on work done in the first year. Emphasis is on personal expression, discovery, and growth. There will be mandatory field trips as appropriate throughout the two years of study.

Class projects will incorporate application of various media, techniques and processes helping students to link the connections between the visual arts and other disciplines. The IB art student must be able to work independently and be highly motivated. Students are required to produce a research workbook.

AssessmentIB HL/SL A1. Studio Work which constitutes 60% of assessment, and2. Research Workbook/Journal containing both visual and written information relating to and complementing the studio work and which constitutes40% of the assessment. The content of this course is similar to Higher Level Art and Design, but it is not expected that the work be of similar maturity. Credit: 1 per yearLength of course: 2 yearsRecommendations: Recommended but not required one or two years of study in elected subject prior to thecommencement of the IBThe body of work submitted must consist of two parts. The student can also prepare a record booklet which is sent to the Chief Examiner. The booklet includes photographs of the work and personal commentary.At the end of the two years each student prepares an exhibition of his/her studio work and research workbooks and discusses the work with an IB examiner who will visit the school.


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Regent’s International School Secondary OfficeLandline: (66) 2 957 5777 Mobile Phone: Khun Miki (66) 83 989 5455

Peter Hogan - PrincipalEmail: [email protected]

Please feel free to browse our website: www.regents.ac.th/bangkok

CONTACT INFORMATION

THE REGENT’S INTERNATIONAL SCHOOL BANGKOK601/99 PRACHA-UTHIT ROADWANGTONGLANGBANGKOK 10310TELEPHONE: +66 (0) 2 957 5777 E-MAIL: [email protected]/BANGKOK

Regent's International School Bangkok - IB Options

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Transcript of Regent's International School Bangkok - IB Options