SIS IB Course Descriptions Booklet for the CO2018 1 of 31 SIS IB Course Descriptions Booklet ......

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SIS IB Course Descriptions Booklet

Prepared for Students and Parents of the Class of 2018

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Course Descriptions

One of the more important decisions students are called upon to make is the selection of courses which will best meet their abilities, needs and future plans. The purpose of this guide is to help students and parents understand the IB courses on offer at SIS, and to enable them to wisely plan an individualised programme of studies that also incorporates specific requirements.

The following pages contain descriptions of IB courses offered through Grades 11-12. It should be used when students plan their IB Diploma programme of studies. Before selecting a course, students should find out as much about it as they can by talking with subject specific teachers. This booklet can effectively help students plan an appropriate selection of IB Diploma Courses help students consider these important questions:

1. Are the courses I am choosing appropriate to my abilities, interests and career interests? 2. Will I meet the credit requirements for graduation by the end of my senior year? 3. Will the courses I am taking help me meet the entrance requirements for the college I wish to attend? 4. Is my program for the next year sufficiently challenging? Keep in mind that colleges generally prefer candidates who have pursued the most challenging academic programs available while in high school. 5. Have I chosen a course of study that will allow me to balance my time between classes and extra-curricular activities?

The following course descriptions and assessment outlines are intended to be a guide to students and their parents in the planning of the student’s course of studies at SIS. Students are encouraged to discuss any questions they might have about these courses with their teachers, the High School Counsellor and the IB Coordinator.

Course Requirements

IB Diploma candidates must take at least six subjects. Three of the subjects must be taken at the Higher Level (HL) and three at the Standard Level (SL). At SIS both Higher level subjects and Standard Level subjects are taken over a two year period. The six subjects are chosen from six prescribed group lists which are known collectively as Language A, Language B or Ab Initio, Individuals and Society, Experimental Science, Mathematics and the Arts.

In all IB subjects, students are assessed both internally by the teacher using IB guidelines and criteria and externally by an outside examiner. External assessment may be in the form of an essay or an examination. Internal assessments may be in the form of an essay, a project, and oral presentation or examination, a recital or an exhibition.

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Group 1 Language A: Language and Literature (Chinese, English)

Group 1 courses are designed to support future academic study by developing a high social, aesthetic and cultural literacy, as well as effective communication skills. While there is significant difference in the texts presented for study in the three courses, they will clearly overlap somewhat. There is no aim for each course to define completely separate territory. Instead, the main difference lies in the different areas of focus each takes. The focus of the language A: language and literature course is directed towards developing and understanding the constructed nature of meanings generated by language and the function of context in this process. Literature and performance allows students to combine literary analysis with the investigation of the role of performance in our understanding of dramatic literature.

Language A: language and literature comprises four parts—two relate to the study of language and two to the study of literature.

The study of the texts produced in a language is central to an active engagement with language and culture and, by extension, to how we see and understand the world in which we live. A key aim of the language A: language and literature course is to encourage students to question the meaning generated by language and texts, which, it can be argued, is rarely straightforward and unambiguous. Helping students to focus closely on the language of the texts they study and to become aware of the role of each text’s wider context in shaping its meaning is central to the course. The language A: language and literature course aims to develop in students skills of textual analysis and the understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to culturally determined reading practices. The course is designed to be flexible—teachers have the opportunity to construct it in a way that reflects the interests and concerns that are relevant to their students while developing in students a range of transferable skills. An understanding of the ways in which formal elements are used to create meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception.

Distinction between SL and HL The model for language A: language and literature is the same at SL and HL, but there are significant quantitative and qualitative differences between the levels. In the literature sections the number of texts prescribed is greater at HL than at SL. In the language sections students are generally expected to cover many more texts of all kinds at HL than at SL. Two of the assessment tasks at SL are significantly easier than the comparable tasks at HL. The first is the paper 1 textual analysis, where SL students address and analyse only one passage, while HL students make a comparative analysis of two passages. The second is the written tasks, where HL students must produce four tasks, rather than the three produced by SL students. Two of these tasks are submitted for external assessment at HL, while only one is submitted at SL. One of the assessed tasks submitted at HL must be a critical response that addresses one of six set questions and requires students to explore the values, attitudes and beliefs that are implied in the texts they select for this task.

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Higher Level Assessment Outline:

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Standard Level Assessment Outline:

Language A: Literature Self-Taught SL (Mother-Tongue Language)

Self-taught students may study language A: literature at SL only. They will be expected to meet the same syllabus requirements as for taught SL students, but with the following exception.

• In part 4, all three works must be chosen from the PLA.

Through the study of a wide range of literature, the language A: literature course encourages students to appreciate the artistry of literature and to develop an ability to reflect critically on their reading. Works are studied in their literary and cultural contexts, through close study of individual texts and passages, and by considering a range of critical approaches. In view of the international nature of the IB and its commitment to intercultural understanding, the language A: literature course does not limit the study of works to the products of one culture or the cultures covered by any one language. The study of works in translation is especially important in introducing students, through

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SHEKOU INTERNATIONAL SCHOOL ��

Shenzhen, People’s Republic of China

April 1, 2015

Dear Parents of Self Taught Students,

The nature of the IB Language A: Literature SL Self-Taught Language option requires that additional clarity is provided regarding the parameters of the course delivery to ensure that such a course of study provides an optimal learning environment for students. To this end, a number of expectations and recommendations have been set out below in order to ensure that all parties are fully aware of the expectations regarding the self-taught course of study.

Expectations:

1 The self-taught course will be scheduled to meet regularly in a classroom supervised by a trained IB Language A teacher.

2 Only students who have a clearly demonstrated track-record of being an independent learner will be permitted to take a self-taught language course.

3 It is strongly recommended that the student appoint a tutor in order to provide regular target language discussion and feedback. The name and email of the tutor must be given to SIS prior to approval to take the course.

4 Approval will be based on receiving a reply from the proposed tutor who will be asked to provide a CV. 5 SIS will provide tutor with IB materials (course guide, etc.) so the tutor understands current IB

practices and expectations. 6 SIS will provide the tutor with the SIS reporting schedule. All parties: students, parents and tutors

need to understand they are expected to meet the reporting deadlines. 7 The Self-taught Language A supervisor will be one who communicates regularly with the tutor. 8 The Self-taught Language A supervisor, in consultation with the tutor, will generate predicted IB

scores and communicate them to the HS counsellor and IB coordinator. 9 The Self-taught Language A supervisor is responsible to keep the self-taught students on track with

course work and assessment preparations. 10 The Self-taught Language A supervisor is responsible for arranging and conducting the Oral

Commentary and Oral Presentation Internal Assessment audio recordings. 11 The IB coordinator will maintain a list of competent tutors for future reference.

In subscribing below, I indicate that I have read and understand the expectations of the self-taught course of study.

Signed:

Student:________________________ Date:___________________

Parent/ Guardian:_________________ Date:___________________

Tutor: __________________________ Date:___________________

IB Coordinator:___________________ Date:___________________

Sincerely,

Mark Robertson-Jones HS and IB Coordinator

T 86-755-2669-3669 | F 86-755-2667-4099 | E [email protected] | W www.sis-shekou.org

Jingshan Villas, Nanhai Boulevard, Shekou Shenzhen 518067 Guangdong, People’s Republic of China

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literature, to other cultural perspectives. The response to the study of literature is through oral and written communication, thus enabling students to develop and refine their command of language.


Group 2 Language B (Chinese, English, French)

Language B is an additional language-learning course designed for students with some previous learning of that language. It may be studied at either SL or HL. The main focus of the course is on language acquisition and development of language skills. These language skills should be developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts, and should be related to the culture(s) concerned. The material should be chosen to enable students to develop mastery of language skills and intercultural understanding. It should not be intended solely for the study of specific subject matter or content.

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Distinction between SL and HL Most language B subjects are available at SL and HL. The courses give students the possibility of reaching a high degree of competence in an additional language while exploring the culture(s) where that language is spoken. The courses aim to develop the students’ linguistic competence and intercultural understanding. There is a common syllabus at SL and HL (with literature as an additional component of the HL course). The differences between levels are determined by the assessment objectives, the depth and breadth of syllabus coverage, the assessment details, the assessment criteria, literature coverage and suggested teaching hours.


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Language Ab initio SL (Chinese, Spanish Pamoja Online Course)

The language ab initio course is designed for students with little or no prior experience of the language they wish to study. All final decisions on the appropriateness of the course for which students are entered are taken by coordinators in liaison with teachers, using their experience and professional judgment to guide them. The most important consideration is that the language ab initio course should be a challenging educational experience for the student.

The language ab initio course is organized into three themes. • Individual and society • Leisure and work • Urban and rural environment

Each theme has a list of topics that provide the students with opportunities to practise and explore the language as well as to develop intercultural understanding. Through the development of receptive, productive and interactive skills, students should be able to respond and interact appropriately in a defined range of everyday situations. Each language ab initio course has a language-specific syllabus (see “Syllabus content”) that is used in conjunction with the guide. Language ab initio is available at SL only.

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August 1, 2016

Dear Parents of Pamoja Students,

The IB online courses provided by Pamoja requires that additional clarity is provided regarding the nature of the course delivery to ensure an optimal learning environment for students. To this end, a number of expectations and recommendations have been set out below in order to ensure that all parties are fully aware of the expectations regarding the IB online Pamoja course of study.

Expectations:

1 The Pamoja course will be scheduled to meet once in every eight-block cycle in a classroom and be supervised directly or indirectly by a trained teacher who will be the Pamoja Site Based Coordinator (SBC).

2 Only students who have a clearly demonstrated track-record of being an independent learner will be permitted to take an IB online Pamoja course after consultation with the IB Coordinator.

3 The calendar of the IB online Pamoja course, on occasion, will run outside of the SIS school calendar.

4 Students are required to access and complete the Pamoja course material online every week of the published Pamoja course, including Skype appointments, even if SIS is on vacation.

5 Pamoja may require course assessments to be taken during weeks when SIS is on vacation. 6 The SBC is responsible for keeping the Pamoja students on track with course work and assessment

preparations and will be one who communicates regularly with the IB Coordinator and Pamoja where attendance, engagement and other issues arise.

7 The SBC will forward Pamoja report card grades, comments and predicted IB scores, where necessary, and communicate these to the HS counsellor and IB coordinator.

In subscribing below, I indicate that I have read and understand the expectations of the Pamoja IB Online course of study.

Signed:

Student:________________________ Date:___________________

Parent/ Guardian:_________________ Date:___________________

SBC: __________________________ Date:___________________

IB Coordinator:___________________ Date:___________________

Sincerely,

Mark Robertson-Jones HS and IB Coordinator

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Group 3 Business and Management Pamoja Online Course

The Diploma Programme business and management course is designed to develop an understanding of business theory, as well as an ability to apply business principles, practices and skills. The application of tools and techniques of analysis facilitates an appreciation of complex business activities. The course considers the diverse range of business organisations and activities and the cultural and economic context in which business operates. Emphasis is placed on strategic decision-making and the day-to-day business functions of marketing, production, human resource management and finance. Links between the topics are central to the course, and this integration promotes a holistic overview of business activity. The business and management course aims to help students understand the implications of business activity in a global market. It is designed to give students an international perspective of business and to promote their appreciation of cultural diversity through the study of topics like international marketing, human resource management, growth and business strategy. The ideals of international cooperation and responsible citizenship are at the heart of Diploma Programme business and management. The course encourages the appreciation of ethical concerns and issues of social responsibility in the global business environment. Students should be able to make sense of the forces and circumstances that drive and restrain change in an interdependent and multicultural world. The business and management course will contribute to students’ development as critical and effective participants in local and world affairs.

Distinction between SL & HL

The HL course in business management differs from the SL course in business management in terms of the:

• recommended hours devoted to teaching (240 hours for HL compared to 150 hours for SL)

• extra depth and breadth required (extension units for HL)

• nature of the internal assessment task

• nature of the examination questions.

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Economics

Economics is a dynamic social science, forming part of group 3—individuals and societies. The study of economics is essentially about dealing with scarcity, resource allocation and the methods and processes by which choices are made in the satisfaction of human wants. As a social science, economics uses scientific methodologies that include quantitative and qualitative elements.

The IB Diploma Programme economics course emphasises the economic theories of microeconomics, which deal with economic variables affecting individuals, firms and markets, and the economic theories of macroeconomics, which deal with economic variables affecting countries, governments and societies. These economic theories are not to be studied in a vacuum—rather, they are to be applied to real-world issues. Prominent among these issues are fluctuations in economic activity, international trade, economic development and environmental sustainability. The ethical dimensions involved in the application of economic theories and policies permeate throughout the economics course as students are required to consider and reflect on human end-goals and values. The economics course encourages students to develop international perspectives, fosters a concern for global issues, and raises students’ awareness of their own responsibilities at a local, national and international level. The course also seeks to develop values and attitudes that will enable students to achieve a degree of personal commitment in trying to resolve these issues, appreciating our shared responsibility as citizens of an increasingly interdependent world.

Distinction between SL and HL SL and HL students of economics are presented with a common syllabus, with an HL extension in some topics. The syllabus for both SL and HL students requires the development of certain skills and techniques, attributes and knowledge—as described in the assessment objectives of the programme. While the skills and activity of studying economics are common to both SL and HL students, the HL student is required to acquire a further body of knowledge—including the ability to analyse, synthesise and evaluate that knowledge—and to develop quantitative skills in order to explain and analyse economic relationships. These quantitative skills are specifically assessed at HL in paper 3.

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Information Technology in a Global Society (ITGS) Pamoja Online Course

The IB Diploma Programme information technology in a global society (ITGS) course is the study and evaluation of the impacts of information technology (IT) on individuals and society. It explores the advantages and disadvantages of the access and use of digitized information at the local and global level. ITGS provides a framework for the student to make informed judgments and decisions about the use of IT within social contexts. Although ITGS shares methods of critical investigation and analysis with other social sciences, it also considers social and ethical considerations that are common to other subjects in group 3. Students come into contact with IT on a daily basis because it is so pervasive in the world in which we live. This increasingly widespread use of IT inevitably raises important questions with regard to the social and ethical considerations that shape our society today. ITGS offers an opportunity for a systematic study of these considerations, whose range is such that they fall outside the scope of any other single discipline. The nature of the subject is defined by the use of fundamental ITGS terms. For the purpose of the ITGS syllabus the following definitions apply.

• Information technology (IT) is the study, design, development, implementation, support or maintenance of computer-based information systems. • Social and ethical significance refers to the effects that the development, implementation and use of information technology has on individuals and societies. Social impacts and ethical considerations are not mutually exclusive and are therefore categorized as a single entity. However, in general: –– social impacts tend to refer to the effects of IT on human life –– ethical considerations tend to refer to the responsibility and accountability involved in the design and implementation of IT. • An information system is a collection of people, information technologies, data, processes and policies organized to accomplish specific functions and solve specific problems. ITGS has links with subjects not included in group 3, notably computer science, but it should be noted that there are clear differences between the subjects.

Distinction between SL and HL Students at standard level (SL) and higher level (HL) in ITGS are presented with a syllabus that has a common core consisting of three strands: social and ethical significance, application to specified scenarios, and IT systems. Higher level students also study the HL extension. The HL course in ITGS differs from the SL course in ITGS as follows. • The HL course has 240 hours devoted to teaching, compared with 150 hours for the SL course. • HL students study the following as part of the HL extension, which consists of two additional topics in the IT systems strand: – IT systems in organisations – robotics, artificial intelligence and expert systems. • The HL course has an additional externally assessed component that comprises a pre-seen case study based on a fictitious organisation; this allows students to research various aspects of the subject, which may include new technical concepts and additional subject content, in greater depth. • The HL topic “IT systems in organisations” requires a study of the theoretical frameworks behind the development of IT-based products and the management of IT projects. This builds on the “Introduction to project management” topic in the SL/HL core, which provides

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students with the skills and knowledge necessary to develop the work for the internal assessment (the project).


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Psychology

Psychology 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.

Distinction between SL and HL Both SL and HL students are assessed on the syllabus core (levels of analysis) in paper 1. In addition:

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• SL students are assessed on their knowledge and comprehension of one option in paper 2, whereas HL students are assessed on two options • HL students are assessed on their knowledge and comprehension of qualitative research methodology in paper 3 • in the internal assessment, the report of a simple experimental study conducted by HL students requires inferential statistical analysis and a more in-depth approach than that required of SL students.


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Group 4 Biology, Chemistry and Physics

Past experience shows that students will be able to study a group 4 science subject at SL successfully with no background in, or previous knowledge of, science. Their approach to study, characterised by the specific IB learner profile attributes—inquirers, thinkers and communicators—will be significant here. However, for most students considering the study of a group 4 subject at HL, while there is no intention to restrict access to group 4 subjects, some previous exposure to the specific group 4 subject would be necessary. Specific topic details are not specified but students who have undertaken the IB Middle Years Programme (MYP) or studied an international GCSE science subject would be well prepared. Other national science qualifications or a school-based science course would also be suitable preparation for study of a group 4 subject at HL.

Distinction between SL and HL Group 4 students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the options studied. They are presented with a syllabus that encourages the development of certain skills, attributes and attitudes, as described in the “Objectives” section of this guide. While the skills and activities of group 4 science subjects are common to students at both SL and HL, students at HL are required to study some topics in greater depth, to study additional topics and to study extension material of a more demanding nature in the common options. The distinction between SL and HL is one of breadth and depth.

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Group 5 Maths HL

This course caters for students with a good background in mathematics who are competent in a range of analytical and technical skills. The majority of these students will be expecting to include mathematics as a major component of their university studies, either as a subject in its own right or within courses such as physics, engineering and technology. Others may take this subject because they have a strong interest in mathematics and enjoy meeting its challenges and engaging with its problems.

• Where possible, the first part of each question will be on core material leading to the option topic. When this is not readily achievable, as, for example, with the discrete mathematics option, the level of difficulty of the earlier part of a question will be comparable to that of the core questions.

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Maths SL

This course caters for students who already possess knowledge of basic mathematical concepts, and who are equipped with the skills needed to apply simple mathematical techniques correctly. The majority of these students will expect to need a sound mathematical background as they prepare for future studies in subjects such as chemistry, economics, psychology and business administration.

Maths Studies SL

This course is available only at standard level, and is equivalent in status to mathematics SL, but addresses different needs. It has an emphasis on applications of mathematics, and the largest section is on statistical techniques. It is designed for students with varied mathematical backgrounds and abilities. It offers students opportunities to learn important concepts and techniques and to gain an understanding of a wide variety of mathematical topics. It prepares students to be able to solve problems in a variety of settings, to develop more sophisticated mathematical reasoning and to enhance their critical thinking. The individual project is an extended piece of work based on personal research involving the collection, analysis and evaluation of data. Students taking this course are well prepared for a career in social sciences, humanities, languages or arts. These students may need to utilize the statistics and logical reasoning that they have learned as part of the mathematical studies SL course in their future studies.

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Group 6 Visual Arts

Visual arts continually create new possibilities and can challenge traditional boundaries. This is evident both in the way we make art and in the way we understand what artists from around the world do. Theory and practice in visual arts are dynamic, ever changing and connect many areas of study and human experience through individual and collaborative production and interpretation. New ways of expressing ideas help to make visual arts one of the most interesting and challenging areas of learning and experience. The processes of designing and making art require a high level of cognitive activity that is both intellectual and affective. Engagement in the arts promotes a sense of identity and makes a unique contribution to the lifelong learning of each student. Study of visual arts provides students with the opportunity to develop a critical and intensely personal view of themselves in relation to the world. The Diploma Programme visual arts course enables students to engage in both practical exploration and artistic production, and in independent contextual, visual and critical investigation, with option A students focusing more on the former and option B students on the latter. The course is designed to enable students to study visual arts in higher education and also welcomes those students who seek life enrichment through visual arts.

Distinction between HL and SL Because of the nature of the subject, quality work in visual arts can be produced by students at both HL and SL. The aims and assessment objectives are the same for visual arts students at both HL and SL. Through a variety of teaching approaches, all students are encouraged to develop their creative and critical abilities and to enhance their knowledge, appreciation and enjoyment of visual arts. The course content for HL and SL may be the same. However, due to the different amount of time available for each, students at HL have the opportunity to develop ideas and skills, to produce a larger body of work and work of greater depth. In order to reflect this, the assessment criteria are differentiated according to option and level. Please see the mark-band descriptors in the “Assessment criteria” section for more detail. There need be no direct relationship between the

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number of works produced, the time spent on each, and the quality achieved: a high level of performance at either HL or SL can be achieved in both a large and small body of work.

Music

Music functions as a means of personal and communal identity and expression, and embodies the social and cultural values of individuals and communities. This scenario invites exciting exploration and sensitive study. Music, and all of its associations, may vary considerably from one musical culture to another: yet music may share similarities. Such richness offers a variety of ways to encounter and engage with a constantly changing world. A vibrant musical education fosters curiosity and openness to both familiar and unfamiliar musical worlds. Through such a study of music we learn to hear relationships of pitch in sound, pattern in rhythm and unfolding sonic structures. Through participating in the study of music we are able to explore the similarities, differences and links in music from within our own culture and that of others across time. Informed and active musical engagement allows us to explore and discover relationships between lived human experience and specific sound combinations and technologies, thus informing us more fully of the world around us, and the nature of humanity. The Diploma Programme music course provides an appropriate foundation for further study in music at university level or in music career pathways. It also provides an enriching and valuable course of study for students who may pursue other careers. This course also provides all students with the opportunity to engage in the world of music as lifelong participants.

Distinction between SL and HL Both standard level (SL) and higher level (HL) music students are required to study musical perception. All students therefore submit a musical links investigation and also respond to a listening examination paper. In the latter, HL students are required to answer a further two questions. The first of these two questions allows them to demonstrate a wider understanding of music in relation to time, place and cultures. The second requires them to carry out a comparative analysis of music in response to pieces not previously studied.

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SL students in music are required to choose one of three options: • SL creating (SLC) • SL solo performing (SLS) • SL group performing (SLG).

HL students are required to present both creating and solo performing. This is a significant difference in expectation. By pursuing both creating and performing, this enables HL students to bring to their musical studies a wider perspective. It also allows them to pursue some work in more depth. The study of three components in an integrated way allows HL students to make not only more connections but, potentially, these connections may carry more importance and have more influence during their musical studies. This path of study allows HL students the opportunity to engage in music in a more complete way.


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Mandatory IB Core Courses

Theory of Knowledge (ToK) A key element in the educational philosophy of the IB is the Theory of Knowledge (TOK) course. The purpose of TOK is to stimulate critical reflection upon the knowledge and experience of students both within and outside the classroom. The course is ‘philosophical’ in the sense that it encourages students to acquire a critical awareness of what they and others know through the analysis of concepts, arguments and value judgments.

During the course, TOK students will consider the role of language, the requirements of logical rigour, value judgments, ways of knowing (language, sense perception, emotion, reason, imagination, faith, intuition, memory) and issues of knowledge and truth.

Extended Essay (EE) By the end of November of the second year of the IB Diploma program, students will have completed a substantial piece of independent work of up to 4,000 words in length with the guidance from a subject teacher and the IB Coordinator. The essay will derive from one of the subjects in the IB curriculum. The purpose of this exercise is to prepare students for university-level research work and to provide the opportunity for them to follow personal interests in greater depth. These essays are marked externally by IB examiners.

Creativity, Activity and Service (CAS) As part of the philosophy of educating the “whole person” the IB Diploma requires that students actively involve themselves in Creative, Active, and Service (CAS) activities. Participation in activities such as community service, drama, band, sports, student council, MUN, charity fund raising, yearbook, as well as many other activities, would satisfy this requirement. Students are expected to a complete a total of 150 hours over two years, which is evenly balanced among all three areas of creativity, action and service. Students will be given a report at the end of each semester to show their activities and hours. Failure to meet CAS requirements means that a student will not receive their IB Diploma.

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