School First Meeting : 1st Year IB in English -...

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ECOLE PRIVEE BILINGUE INTERNATIONALE Téléphone : 04 67 70 78 44 Télécopie : 04 67 70 78 46 Adresse de messagerie : [email protected] Site Web : www.epbi.net 1 School First Meeting : 1st Year IB in English Année scolaire 2016-2017 G1- Literarure : Sabine Maubouché Le Ny This is a two-year course that will culminate in the IB Language A: Literature exams to be taken in May of the second year. Each segment of the two-year, four-part course, will build on works and passages read and explored throughout the course, while providing students with the cognitive skills to unlock the content and deeper meaning of classic, international and contemporary literature, and, on occasion, film. The course’s focus is three-fold: to develop each student’s appreciation of literature as a form of art; to cultivate life-long learners by developing each student’s critical thinking and communication skills in both oral and written forms; and to instill in each student an understanding and appreciation of internationalism, fueled by a compassion for people of all backgrounds. This is a holistic approach to literature: all the works we will study are linked by some common themes. Moreover, one of the main features of this syllabus is that a majority of the writers are Nobel Prize laureates in literature. The course is divided into four parts based on the works and topics being studied and the associated assessment. The parts will be taught in the following order: Part IV, Part I, Part II, Part III. In this way, Parts I , II and IV will be covered in the first year, and Part III in the second year giving students enough time to prepare for the final exams. Part IV (Free Choice) consists of 3 different works all of which must be linked by aspects such as culture, genre, theme, etc. This will culminate in the 15-minute in class Individual Oral Presentation (IOP). The Readings for this part include: To Kill a Mockingbird by Harper LEE, The Good Earth by Pearl S. BUCK and The Grass is Singing by Doris LESSING. These texts are united by the essential thematic focus, “Prejudice and Intolerance, gender roles and social constraints.” An in-depth contextual analysis will show how these 3 works crisscross the labile frontiers between history and fiction. Part I (Works in Translation) consists in 3 works read in translation. Students will learn to appreciate the different perspectives of people from other cultures and to consider the role that culture plays in making sense of literary works. They will be asked to compare and contrast the different works in preparation for the Written Assignment. Readings for this part include: Woman at Point Zero by Nawal El SAADAWI, Chronicle of a Death Foretold by Gabriel GARCIA MARQUEZ and Fatelessness by Imre KERTESZ. All three works are novels and all three works address the issues of Freedom and Confinement, Dehumanizing and Suffering, and Cultural and Societal Oppression. Part II consists in the detailed study of 3 works of different genres one of which must be poetry. These will be studied with a view to the 10-minute Individual Oral Commentary and Discussion (IOC) This course is language-focused. The objective is to analyze elements such as character, theme and setting and to show how particular effects are achieved through language use.

Transcript of School First Meeting : 1st Year IB in English -...

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SchoolFirstMeeting:1stYearIBinEnglish

Annéescolaire2016-2017

G1-Literarure:SabineMaubouchéLeNy Thisisatwo-yearcoursethatwillculminateintheIBLanguageA:LiteratureexamstobetakeninMayofthesecondyear.Eachsegmentofthetwo-year,four-partcourse,willbuildonworksandpassagesreadandexploredthroughout thecourse,whileprovidingstudentswith thecognitiveskills tounlockthecontentanddeepermeaningofclassic,internationalandcontemporaryliterature,and,onoccasion,film.Thecourse’sfocusisthree-fold:todevelopeachstudent’sappreciationofliteratureasaformofart;tocultivatelife-longlearnersbydevelopingeachstudent’scriticalthinkingandcommunicationskillsinbothoralandwritten forms;and to instill ineachstudentanunderstandingandappreciationofinternationalism,fueledbyacompassionforpeopleofallbackgrounds.This is a holistic approach to literature: all the works we will study are linked by some commonthemes.Moreover,oneofthemainfeaturesofthissyllabusisthatamajorityofthewritersareNobelPrizelaureatesinliterature.Thecourseisdividedintofourpartsbasedontheworksandtopicsbeingstudiedandtheassociatedassessment.Thepartswillbetaughtinthefollowingorder:PartIV,PartI,PartII,PartIII.Inthisway,PartsI,IIandIVwillbecoveredinthefirstyear,andPartIIIinthesecondyeargivingstudentsenoughtimetoprepareforthefinalexams.Part IV (Free Choice) consists of 3 differentworks all ofwhichmust be linked by aspects such asculture,genre,theme,etc.Thiswillculminateinthe15-minuteinclassIndividualOralPresentation(IOP).TheReadings for thispart include:ToKillaMockingbirdbyHarperLEE,TheGoodEarthbyPearlS.BUCKandTheGrassisSingingbyDorisLESSING.Thesetextsareunitedbytheessentialthematicfocus,“PrejudiceandIntolerance,genderrolesandsocialconstraints.”Anin-depthcontextualanalysiswillshowhowthese3workscrisscrossthelabilefrontiersbetweenhistoryandfiction.PartI(WorksinTranslation)consistsin3worksreadintranslation.Studentswilllearntoappreciatethedifferentperspectivesofpeoplefromotherculturesandtoconsidertherolethatcultureplaysinmaking senseof literaryworks. Theywill be asked to compare and contrast thedifferentworks inpreparationfortheWrittenAssignment.Readings for this part include:Woman at Point Zero by Nawal El SAADAWI, Chronicle of a DeathForetoldbyGabrielGARCIAMARQUEZandFatelessnessbyImreKERTESZ.All three works are novels and all three works address the issues of Freedom and Confinement,DehumanizingandSuffering,andCulturalandSocietalOppression.Part II consists in thedetailedstudyof3worksofdifferentgenresoneofwhichmustbepoetry.Thesewillbestudiedwithaviewtothe10-minuteIndividualOralCommentaryandDiscussion(IOC)Thiscourse is language-focused.Theobjective is toanalyzeelementssuchascharacter, themeandsettingandtoshowhowparticulareffectsareachievedthroughlanguageuse.

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Readingsinclude:DearLjfebyAliceMUNRO,TheInterestingNarrativeoftheLfeofOlaudahEquiano,or Gustavus Vassa, the AfricanbyOlaudah EQUIANO and Selected Poems 1966-1996 by SeamusHEANEYTheworkswillconsiderthefollowingthemes:Ordinarypeopleandordinarylivesandthedestructionofpersonalidentity,PartIIIconsistsof4works,butofthesamegenre.Significantly,thefocusinthispartistopreparestudents for the one of the 2 externally assessed written exam called Paper 2. Students will berequiredtounderstandthewaysinwhichcontentisdeliveredthroughtheliteraryconventionsoftheselectedgenre.Theywillcomparethesimilaritiesanddifferencesbetweenthechosenworks.Readings for Part III are: Beloved by ToniMORRISON,Disgrace by J.M. COETZEE, Animal Farm byGeorgeORWELLandAPassagetoIndiabyE.MFORSTER.Assessments:Studentswillbeassessedonthecompletionofandsuccessinacombinationofformalandinformalassessments. Thesewillcomprisethreebasiccategoriesofbothoralandwrittenwork:homework;class work and essays, quizzes, and tests. Along with these, every student must also completemandatoryIBoralandwrittenassessments.As required for the IB Language A: Literature, two mandatory internal assessments will also becompleted.Therewillbe2Oralactivities:The INDIVIDUAL ORAL PRESENTATION (IOP) is done in the classroom. It is based on Part IV andcountsfor15%ofastudent’soverallgrade.The INDIVIDUAL ORAL COMMENTARY AND DISCUSSION (IOC). Students present a formal oralcommentaryonPOETRYstudiedinPartIIandthenengageinadiscussionwiththeteacherononeoftheothertwoworksstudied.Itcountsas15%ofeachstudent’soverallgrade.TheStudentsWrittenWorkisexternallyassessedandweighs70%ofthefinalgrade.Thereare3writtenpiecesofwork:TheWrittenAssignment(basedononeworkfromPartI).Thetopic(oftheessayisdevelopedsolelybythestudent.Itcountsas25%oftheoverallgrade.Paper 1: Guided Literary Analysis (the “Unseen Commentary”.) The passages for analysis may beeitheracompletepieceofwritingoranextractfromalongerpiece,andwhereverpossibletheywillnothavebetakenfromworkslikelytohavebeenstudiedinclass.Onepassageisusuallyapoemandtheotheranexcerptfromaworkofprose.Paper1countsfor20%oftheoverallgrade.Paper2:EssayLiteraryGenresisaCompare/ContrastessaybasedonworksfromPartIII.Studentsmustrefertoatleast2GENRESbasedon2worksinPartIIIofthebookstheyhavestudied.Paper2willbeworth25%ofthefinalgrade.

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G2:Languageacquisition:FrenchwithJean-MichelRenardandGermanwithCarlaMinchella

OBJECTIVES:Studentswill beassessedontheirabilityto:a)Communicateclearlyandeffectivelyinarangeofsituationsdemonstratinglinguisticcompetenceandinterculturalunderstandingb)Uselanguageappropriatetoarangeofinterpersonaland/orculturalcontextsc)Selectaregisterthatisgenerallyappropriatetothesituationd)Understand,analyzeandrespondtoarangeofwrittenandspokentextswithaccuracyandfluencye)Organizeideasonarangeoftopicsinaclear,convincingandcoherentmannerOUTLINE:TheLanguageBSL/HLsyllabusapproachesthe learningof languagethroughmeaning,coveringthethemesoftheCoreandtheOptionstodevelopstudents’receptive,productiveandinteractiveskills.1TheCoreisdividedintothreerequiredareasofstudy:•CommunicationandMedia•GlobalIssues•SocialRelationships 2Wewillalsocover2oftheseOptions:•Culturaldiversity(French)•Customsandtraditions(German)•Health•Leisure(French)•Science&Technology(German)RESOURCES:Awide range of texts - written and spoken, literary and non-literary, will be used. Some ofthesematerialswill be available online to the students (by using theirDropbox) andotherswill be fromvariousprintandaudiovisualsourcesandtwonovelsforHL.The studentswill be taught how to use dictionaries on line so as to expand their vocabulary andchecktheirpronunciation-beforeapresentationforexample.EVALUATIONA/ONGOINGCLASSASSESSMENTS:•ProjectsandpresentationsProjects and interactive oral presentations will be related to the themes studied. They will beassessed according to the IB Language B-SL/HL written and oral language scales. The 3 aspectsassessed are: productive skills and interactive and receptive skills.•WrittenworkParagraphsandcompositionsareevaluatedaccording to the IBLanguageB-SL/HLwritten languagescale. The 3 aspects assessed are: language, message and format.

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•Quizzes and tests (punctual tests during a lesson, DS (devoir surveillé), CS (contrôlesemestriel))Studentswillhaveperiodiclanguagequizzesandteststhroughoutthecourseofstudy.•HomeworkStudents are responsible for completing assignments.Some homework will be spot-checked and noted as part of the formative assessment. Somehomework assignments will be presented in class and/or submitted for formative feedback orevaluatedforIB.B/INTERNALANDEXTERNALASSESSMENT:1.ExternalAssessment/YEAR2(ÉpreuveExterne)70%•Paper1(exam),ReceptiveSkills1h30mins=25%Texthandlingexerciseson4writtentexts(SL)5writtentexts(HL),basedontheCorethemes•Paper2(exam),WrittenProductionSkills1h30mins25%

- Onewrittenexerciseof250-400words,fromachoiceof5subjects,basedontheOptions.Oneof10+writtentextformats/styleswillberequired,forexample.:Lejournalintime,l’articledejournal,lecourriel,lalettre,unebrochure,unguide,unarticledeblog,unecritique,unrécit,uncompterenduetc.(SLandHL).

- Onepersonalresponsetoashorttextbasedonthecore.HL(150-250words)

•WrittenAssignmentTravailécrit):athometobewritteninJanuary.20%Intertextualreading,followedbyawrittenexerciseof300-400wordsplusa100-wordrationale,basedontheCore.(SL)Writtenexerciseof500-600wordsplusa150-250wordrationale,basedononeoftheliteraryworksstudiedinclass.(HL)2.InternalAssessment:YEAR1AND230%InternallyassessedbytheteacherandmoderatedbytheIBO•Individualoral:YEARII:GRADE128-10mins20%.ItisbasedontheOptions.15minspreparationtime,followedbya10-minute(maximum)presentationanddiscussionwiththeteacher.ScheduleddateforIBoralexamsbetweenJanuary15thand19thfor2018•Interactiveoralactivities-YEARIandII:10%.ItisbasedontheCore:3classroomactivitiesassessedbytheteacher.LEARNINGSTRATEGIES:The thematic structure of the coursewill provide the studentswith anopportunity to researchsomeoftheirowninterestsastheyrelatetothemeswecoverandtothefrancophoneculture.Language concepts (grammar) will be integrated into the themes to help them communicateeffectively.Although somewritingassignmentsmustbedone in class, youwill alsobeencouraged toworkathome and to use online tools to construct, revise and share yourlearning.

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G3–BusinessManagement:Jean-FrançoisRosa

Globalobjectives:

Theroleofbusinessesorganizationsnowadays istoproduceandsellgoodsandservicesthatmeethumanneedsandwantsbyorganizingresources.

Therefore, the class encourages students to think about business opportunities, technologies andideas,whilegivingthemarangeoftoolsandtechniquestoactonit.

Todo so, studentswill need todevelopanunderstandofbusinesshistoryandbenchmarkvarioustypesoforganizations,systems,processesandmethodstobettergraspthealwaysevolvingbusinessworld.

The class will also encourage an international mindset by studying organizations throughout theworldandhelpdevelopsough-after“soft"skillsthroughcooperationandteamwork.

Unitdescription:

They are 5 units in the businessmanagement course corresponding to the 5main functions of abusinessorganizations:

1)Strategyandorganizations:

• Presents the different functions (HR, Operations, etc) and types of organizations(commercial, for-profit social social enterprises, non-profit social enterprises) ) and theirroles,

• Outlinestheelementsofabusinessplanandexplainstheroleofentrepreneurship,• IdentifiesKeyPerformanceIndicatorsthatareanchoredinainspiringvisionstatementand

sharedmissionstatement,• Identifygrowthstrategiesbasedontheanalysisoftheexternalandinternalenvironment.

2)Humanresourcesmanagement:

• Identifies factors influencing the management of human capital in the organization(turnover,innovation,etc),

• Pointouttheimportanceoftrainingandappraisalsystemsandhowmotivationcanleadtohigheroutcomes,

• Allows students to understand the different leadership styles and to start thinking abouttheirown.

3)Financeandaccounts:

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• Looks at how to ensure that appropriate funds aremade available to produce goods andservices.

• Explainsinternalandexternalsourcesoffinancesrelatedtogrowthprojects• Carriesoutbreakevenanalysisandcalculatestargetpriceandprofit• Calculatesandinterpretsprofitmargins,ROE,efficiencyratios,andacidtestratios.

4)Marketing:

• Ensuresthatthebusinessoffersaproductorservicethatisdesiredbyasufficientnumberofcustomersbyidentifyingtargetmarketsandunderstandingtheelementsandthepurposeofanappropriatemarketingmixtoaddressthem.

• Distinguishesbetweenmarketandproductorientationandcalculatesmarketshare

5)Operationsmanagement:

• Ensuresthattheappropriatemethodsandprocessesareusedintherightlocationinordertoproposeaqualityproductorservice

• Promotesefficiencywhilediscussingtheecological,socialandsustainabilityimplications

Assessment:

1)StandardLevel:

A)Externalassessmentrepresents75%ofthefinalgradefrom2papers.• Paper1is1hour15minuteslongandweights30%.Thereare2sections(AandB)thatare

based on a IB prescribed pre-seen case study issued to students threemonths before theexamination

• Paper2is1hourand45minuteslongandweights45%.Thereare3sections(A,B,andC)Ø SectionAfocusesonquantitativequestionsdrawnfromunits1to5basedon

unseenstimulusmaterial(1questionoutof2)Ø SectionB focuseson synthesisquestionsdrawn fromunits1 to5basedon

unseenstimulusmaterial(1questionoutof3)Ø SectionCfocusesontheconceptsofchange,culture,ethics,

globalization, innovation and strategy that underpin the businessmanagement course and based on a real world organization example(1questionoutof3)

B)Internalassessmentrepresents25%ofthefinalgrade

• It isaWrittencommentarythatallowsstudentstodemonstratetheapplicationofbusinessmanagementtools,techniquesandtheoriestoabusinessissueorproblem.

2)HigherLevel:

A)Externalassessmentrepresents75%ofthefinalgradefrom2papers.

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• Paper1 is2hour15minutesandweights30%.Thereare3 sections (A,BandC) thatarebased on a IB prescribed pre-seen case study issued to students threemonths before theexaminationoradditionalstimuluspackets.

• Paper2is1hourand45minutesandweights45%.Thereare3sections(A,B,andC)Ø SectionAfocusesonquantitativequestionsdrawnfromunits1to5basedon

unseenstimulusmaterial(1questionoutof2)Ø SectionB focuseson synthesisquestionsdrawn fromunits1 to5basedon

unseenstimulusmaterial(1questionoutof3)Ø SectionCfocusesontheconceptsofchange,culture,ethics,

globalization, innovation and strategy that underpin the businessmanagement course and based on a real world organization example(1questionoutof3)

B)Internalassessmentrepresents25%ofthegrade.

• Itisaisaresearchprojectthatallowsstudentstodemonstratetheapplicationoftheirskillsandknowledgetobusinessissuesordecision-making.

G3–History:SabineMaubouchéLeNy

TheaimsoftheHistorycoursearetopromoteanunderstandingofhistoryasadiscipline,includingthenatureanddiversityofitssources,methodsandinterpretations;toencourageanunderstandingof thepresent throughcritical reflectionof thepast;encourageanunderstandingof the impactofhistoricaldevelopmentsatnational, regionaland international levelsanddevelopanawarenessofone’sownhistoricalidentitythroughthestudyofhistoricalexperiencesofdifferentcultures.Throughout theDPhistory course, studentshave theopportunity to explorehistorical events thathaveplayedakeyroleinshapingtheworldtoday,deepeningtheirunderstandingofthecomplexandinterconnectednatureofpastandpresentevents.The IB Diploma ProgramHistory course study is a 2- year curriculum course. It consists of a corecurriculum-20thCenturyWorldHistory- that includesan in-depthstudyofan individualPrescribedSubjectandtheselectionoftwotopics.Thefirstyearwillfocusheavilyonthestudyofthetopics.Alistofthesubjectsandtopicscoveredislistedbelow.N°8:NationalistandIndependenceMovements(1800-2000)

ThreeIndependencemovementswillbestudied:India-1857-1947;Cuba-1895-1898andAlgeria-1954−1962.Foreachof themovements, studentswillbe required tounderstandandevaluate theimportanceoftheemergenceofthenewstatesthe19thand20thcenturies:theirorigins,thereasonsfortheirsuccess,thechallengesthenewstatesfacedinthefirst10yearsandtheresponsestothosechallenges.

TopicN°10:20thcenturyAuthoritarianStates

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Threecasestudieswillbecovered:GermanyunderAdolfHitlerandtheNaziregime(1933-1945);theSovietUnionunderJosephStalin(1928-1953);andCubanNationalismunderCastro(1959-2008).The 20th century produced many authoritarian and single-party states. Students will study theorigins, ideology,organization, formof government, and impactof these regimes. Indoing so, thegoalistoviewthesecasestudieswithinatypologyofthekeyfeaturesthatauthoritarianpartystatesseemtoshare.ThePrescribedSubjectfortheHistorycoursewillbe:ConflictandIntervention(Rwanda(1990-1996)andKosovo(1989-2002).Inthispartofthecourse,studentswillneedtounderstandthecausesoftheconflict,thecourseandintervention,theresponseoftheinternationalcommunity,andtheimpactoftheconflict.

AssessmentsTheHistoricalInvestigation.AttheendofYear1,studentswillneedtosubmita2,000wordresearchstudyonahistoricaltopicofthestudent’schoice.Thefreechoiceoftopicmeansthatthehistoricalinvestigationprovidesaparticularlygoodopportunityforstudentstoengagewithtopicsthatareofpersonalinterest,ortopicsrelatedtotheirownlocalornationalhistory.

Itiswovenintonormalclassroomteaching,assessedinternallyandworth25%offinalgradeAttheendofyear2,studentswillbeexternallyassessedon2ExamPapers.

Paper1-worth30%ofthefinalgrade-isasource-basedexaminationpaperbasedonthePrescribedSubject:ConflictandIntervention.Paper2-worth45%offinalgrade-isanessaypaperbasedonthe2worldhistorytopicsstudiedinclass (N° 8: Independence Movements; N°10: Authoritarian States.) Students must answer 2questions,eachselectedfromadifferenttopic.Throughouttheyear,therewillbebothsummativeandformativeassessments(includingmid-termexams).

G4–Biology:StéphanieBadaroux

The aimsof thebiologyprogramme in the IB is todevelop thedifferents scientifics capacities likecuriosity,beingopenminded,tobeabletoobserveandcreatanexperiment….Allthiswithcaring,autonomy,toleranceandrespect.

Syllabusoutline:

Thecore:

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1.Cellbiology2.Molecularbiology3.Genetics4.Ecology5.Evolutionandbiodiversity6.Humanphysiology Additional higher level (AHL) : 7. Nucleic acids 8. Metabolism, cell respiration and photosynthesis 9. Plant biology 10. Genetics and evolution 11. Animal physiology Option : Neurobiology and behaviour TeachingApproach:In order to do this we will:

• Use different documents, look at various problems • Formulate different hypotheses • Validate (or not) these theories • Make conclusions

Practical work is a vital and integral part of group 4 science courses, providing students withexperienceof investigativeandexperimentalactivitieswithinandoutsidetheclassroom.Itenablesthem to develop a wide range of skills such as investigation, design, manipulative skills, dataprocessing and analysis, evaluation, teamwork and communication. The opportunity to undertakeinvestigations and hands-on experimentation allows them to engage in many of the processesencounteredbyscientists,andtoappreciatethenatureofscientificthoughtandinvestigation.

“IhearandIforget.IseeandIremember.IdoandIunderstand.”

Confusius

Throughstudyingbiologyor chemistry, students shouldbecomeawareofhowscientistsworkandcommunicatewitheachother.Whilethescientificmethodmaytakeonawidevarietyofforms,itistheemphasisonapracticalapproachthroughexperimentalworkthatcharacterizesthesesubjects.

Assessment:

There are two types of assessment: The internal assessment (20% of the final grade) and theexternalassessment(80%ofthefinalgrade).

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Internal assessment ( SL and HL): Internal assessment is an integral part of the course and iscompulsoryforbothSLandHLstudents.Itenablesstudentstodemonstratetheapplicationoftheirskillsandknowledge,andtopursuetheirpersonalinterests,withoutthetimelimitationsandotherconstraintsthatareassociatedwithwrittenexaminations.

ExternalassessmentdetailsSL:

• Paper1:45min:30multiple-choicequestionsoncore,about15ofwhicharecommonwithHL

• Paper2:1h15:Short-answerandextended-responsequestionsoncorematerial.• Paper3:1h:ThispaperwillhavequestionsoncoreandSLoptionmaterial.

ExternalassessmentdetailsHL:

• Paper1:1h40multiple-choicequestionsoncoreandAHL,about15ofwhicharecommonwithSL.

• Paper 2: 2h15: Short-answer and extended-response questions on the core and AHLmaterial.

• Paper3:1h15:Thispaperwillhavequestionsoncore,AHLandoptionmaterial.

G4:Chemistry–AlexandraDavid

Chemistryisanexperimentalsciencethatcombinesacademicstudywiththeacquisitionofpracticaland investigationalskills. It isoftencalledthecentralscience,aschemicalprinciplesunderpinboththe physical environment in which we live and all biological systems. Apart from being a subjectworthy of study in its own right, chemistry is a prerequisite for many other courses in highereducation, such as medicine, biological science and environmental science, and serves as usefulpreparationforemployment.

Programme:

Towdifferentslevelsareproposed:ThestandardLevel(SL)3hoursperweekanstheHighLevel(HL)5 hours per week. In the Syllabus component there is a core and an additional higher levelcomplement.

Core:

1.Stoichiometricrelationships

2.Atomicstructure

3.Periodicity

4.Chemicalbondingandstructure

5.Energetics/thermochemistry

6.Chemicalkinetics

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7.Equilibrium

8.Acidsandbases

9.Redoxprocesses

10.Organicchemistry

11.Measurementanddataprocessing

Additionalhigherlevel(AHL)

12.Atomicstructure

13.Theperiodictable—thetransitionmetals

14.Chemicalbondingandstructure

15.Energetics/thermochemistry

16.Chemicalkinetics

17.Equilibrium

18.Acidsandbases

19.Redoxprocesses

20.Organicchemistry

21.Measurementandanalysis

Option:Medicinalchemistry

Through studying chemistry, students should become aware of how scientists work andcommunicatewitheachother.Whilethescientificmethodmaytakeonawidevarietyofforms,itistheemphasisonapracticalapproachthroughexperimentalworkthatcharacterizesthesesubjects.

Theaimsenablestudents,throughtheoverarchingthemeoftheNatureofscience,to:• appreciate scientific study and creativity within a global context through stimulating and

challengingopportunities• acquire a body of knowledge, methods and techniques that characterize science and

technology• applyanduseabodyofknowledge,methodsandtechniquesthatcharacterizescienceand

technology• developanabilitytoanalyse,evaluateandsynthesizescientificinformation• develop a critical awareness of the need for, and the value of, effective collaboration and

communicationduringscientificactivities• develop experimental and investigative scientific skills including the use of current

technologies• developandapply21stcenturycommunicationskillsinthestudyofscience

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• become critically aware, as global citizens, of the ethical implications of using science andtechnology

• developanappreciationofthepossibilitiesandlimitationsofscienceandtechnology• develop an understanding of the relationships between scientific disciplines and their

influenceonotherareasofknowledge.

Assessments:

There are two types of assessment: The internal assessment (20% of the final grade) and theexternalassessment(80%ofthefinalgrade).

Internal assessment ( SL and HL): Internal assessment is an integral part of the course and iscompulsoryforbothSLandHLstudents.Itenablesstudentstodemonstratetheapplicationoftheirskillsandknowledge,andtopursuetheirpersonalinterests,withoutthetimelimitationsandotherconstraintsthatareassociatedwithwrittenexaminations.

ExternalassessmentdetailsSL:

• Paper1:45min:30multiple-choicequestionsoncore,about15ofwhicharecommonwithHL

• Paper2:1h15:Short-answerandextended-responsequestionsoncorematerial.• Paper3:1h:ThispaperwillhavequestionsoncoreandSLoptionmaterial.

ExternalassessmentdetailsHL:

• Paper1:1h40multiple-choicequestionsoncoreandAHL,about15ofwhicharecommonwithSL.

• Paper 2: 2h15: Short-answer and extended-response questions on the core and AHLmaterial.

• Paper3:1h15:Thispaperwillhavequestionsoncore,AHLandoptionmaterial.

G5:Mathematics–DanyMuller

The Diploma Programme is a fantastic pre-university course of study focusing on the variousstudents’abilities,competences,interestsinmathematicsandpersonalitiestomeettheirneeds.Thisis why The Ecole Privée Bilingue Internationale provide 3 possible course units in mathematics topreparetheInternationalBaccalaureateDiplomaProgramme:

- “Mathematics studies” at the standard level for students with varied mathematicalbackgroundsandabilities

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- “MathematicsSL”forstudentswithagoodbackgroundandinterestinmathematics

- “Mathematics HL” for highly qualified students in mathematics who want to make ofmathematicsanimportanttopicfortheiruniversitystudies.

LearningTopics:

Semester1:

- Numbersandalgebra(operationswithintegersandfractions,percentage,scientificnotation,SI,currencyconversion,expansionandfactorisation,numbersequencesandseries)

- Mathematicmodels(Linearandquadraticfunctions,equations)

- Introductiontodifferentialcalculus(tangent,equationoftangentsandderivative)

Semester2:

- Numbersandalgebra(numbersequencesandseries)

- Geometryandtrigonometry(linearequation,distancebetween2points,pointsofintersection,sine,cosine,tangent,useofthecosinerule)

- Descriptivestatistics(discreteandcontinuousdata,frequencytables,range,interquartilerange....)

- Logic,setsandprobability(compoundstatements,truthtables,intersection,complement,union,probabilityofsimpleandcombinedevents,conditionalprobabilities)

- Statisticalapplication(Thenormaldistribution,probabilitycalculations,thebivariatedata)

Objectivesetteachingméthodology:

The main objective is to promote the students’ personality and intellectual potential. For thispurpose, the teaching methodology used will aim at developing their intellectual curiosity inmathematicswhileapproachingallconceptsandnotionsinacriticalwayatthesametime.

This is why the teaching methodology that is applied focuses on developing the students'knowledgeofmathematicalconceptsandkeyprinciplessotheycanapplytheminalogicalmanner.Thisteachingmethodologyisbasedonadualapproach.Atfirst,allstudentsareaskedtogetactivelyinvolvedinthe learningprocessthen, inasecondtime,adiscussionaroundeachdifficultyandkeypointswillbeaddressed.

The final purposeof such teachingmethodology is tomake students independent, and capableofusingallmathematicalconceptsandnotionsinvariousapplicationonadaytodaybasis.

Expectedworkandindividualinvolvement:

Allstudentswillhavetobehardworkingandhighlymotivatedindividualsinordertobesuccessfulinmathematics.Specificeffortsneedtobemadeinthefollowingareas:

ECOLEPRIVEEBILINGUEINTERNATIONALETéléphone:0467707844Télécopie:0467707846

Adressedemessagerie:[email protected]:www.epbi.net

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- Homeworktoprepareshortlecturesandresolvevarioustypeofmathematicalproblems- Theuseofamethodologytosolveproblemsratherthantheuseofformulaknownbyheart- Thewritingskills

Assessment:

Threetypesof internalassessmentwillbeusedtoevaluatethecompetences,workandabilitiesofeachstudent:

- Allstudentswillhavetoproduceanindividualexplorationwhichisawritingworkaimedatinvestigatinganareaofmathematics.

- Semestrialexamsonallchaptersstudied.- Six-weekassessments