VIS IBDP Curriculum Guide (2014-2016)

Vientiane International SchoolIB Diploma Programme

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Curriculum Guide

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Secondary Curriculum

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International Baccalaureate Diploma Programme (IBDP)

Curriculum Guide 2014 - 2016

PO Box 3180, Ban Sapanthong Tai,

Vientiane, Lao PDR

Tel: +856 21 486001 Fax: +856 21 486009

Email: [email protected] Website: www.vislao.com

Challenging, Inspiring and Preparing Learners for Life


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© 2013 by Vientiane International School All rights reserved. No part of this book may be reproduced in any form without permission from the publisher. Printed in the Lao People’s Democratic Republic. Author: Todd Richer, Teresa Foard and IBDP Teachers (adapted from IB publications) Cover Design: Souphalak Takounthong (Grade 11)


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Contents

Section One:

What is the IBDP?

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1.1 VIS Mission Statement and Objectives 1.2 IB Learner Profile 1.3 The IB Diploma Programme at VIS

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Section Two:

The Core

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2.1 Theory of Knowledge 2.2 Creativity, Action, Service 2.3 Extended Essay

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Section Three:

The Subjects

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3.1 Language and literature 3.2 Language acquisition 3.3 Individuals and societies 3.4 Sciences 3.5 Mathematics 3.6 The arts 3.7 Online Learning Opportunities

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Section Four:

Contact Us

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4.0 Secondary school contact 4.1 List of sources

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SECTION ONE – What is the IBDP?

1.1 VIS Mission and Objectives 1.1.1 Mission At Vientiane International School our mission is to challenge, inspire and prepare learners for life. We provide a safe, respectful, collaborative and sustainable learning environment, a high quality holistic education, empower learners to be internationally minded global citizens and enrich learning experiences through interaction with the Lao community and our international communities. 1.1.2 Objectives and Outcomes We provide a safe, respectful, collaborative and sustainable learning environment

! Students have a sense of identity and feeling of belonging, within the VIS community ! VIS is a healthy and safe school which has a respectful, caring and supportive learning

environment with an awareness of human rights ! A environment of collaboration exists ! Practices and understandings are followed for sustainable growth and development ! Parents, teachers and students are actively involved in the process of learning

We provide a high quality holistic education

! The VIS community demonstrates the IB Learner Profile characteristics and attitudes ! Students experience a balanced and holistic education and demonstrate the importance of

intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

! VIS delivers the International Baccalaureate, an internationally recognized curriculum ! Students are challenged and motivated to reach their potential ! Students are creative and critical independent thinkers with life-long learning skills

We empower learners to be internationally minded global citizens

! The VIS community is committed to community service and action ! Students are confident and creative builders of the future ! The VIS community demonstrates intercultural awareness and a sense of internationalism ! Students are able to communicate effectively in more than one language

We enrich learning experiences through interaction with the Lao community and our international communities

! Students are aware, understand and appreciate the culture of Lao PDR ! The VIS community collaborates with the international and Lao communities.


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1.2 The IB Learner Profile The attributes of the profile express the values inherent to the IB continuum of international education: these are values that are infused in all elements of the Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme and, therefore, the culture and ethos of our IB World School. The learner profile provides a long-term vision of education. It is a set of ideals that inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose. With the development of a continuum of international education, teachers, students and parents are able to draw confidently on a recognizable common educational framework, a consistent structure of aims and values and an overarching concept of how to develop international-mindedness. The IB learner profile is at the heart of this common framework, as a clear and concise statement of the aims and values of the IB, and an embodiment of what the IB means by “international-mindedness”.

IB Learner Profile Learner Attributes that we all need to develop

Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-‐minded They understand and appreciate their own cultures and personal histories, and open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Balanced They understand the importance of their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

Risk-‐taker They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-‐depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinker They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicator They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.


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1.3 The IB Diploma Programme at VIS The curriculum of the 11th Grade and 12th Grade at VIS is the IB Diploma Programme. However, we offer variations of this curriculum:

1. IB Diploma Programme 2. IB Diploma Courses

1.3.1 IB Diploma Programme The programme of studies for the International Baccalaureate (IB) is a two year sequence for students in their final two years of secondary school. It is a challenging programme for students with different abilities and aptitudes who come from varying educational backgrounds and who have differing educational and occupational ambitions. The IB Diploma Programme allows for breadth and depth in academic subjects.

• Breadth: students must study a literature course, a second language, a science and social science/humanities subject and mathematics.

• Depth: students take 3 courses at Higher Level, providing them with a sophisticated grasp of the skills and knowledge of three disciplines.

• The IB Diploma Programme is not just academic: all students must also engage in creative, action and service activities.

• It provides students with essential skills for life.


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1.3.2 Details of the IB Diploma Programme

• Each student takes six main courses, one from each subject group. • Three of these courses are taken at Higher Level and three at Standard Level • All students take the Theory of Knowledge (TOK) course, where they have a chance to reflect on the

knowledge they are gaining, and investigate how knowledge is gained and the implications of the knowledge.

• Students all do Creativity, Action, Service (CAS), where they are engaged in long term activities participating in the communities and learning about themselves and others.

• Each student writes an Extended Essay on a research question of their own choice, working independently.

1.3.3 Course Options for VIS IBDP Candidates Group 1 Studies in language and literature

• English A1: Language and literature (HL or SL) • English A1: Literature (HL or SL) • Lao A1: Literature (HL or SL) • Thai A1: Literature (HL or SL) • School-supported self-taught language A: Literature (many different languages) (SL only)

Group 2 Language acquisition

• English B (HL or SL) • French B (HL or SL) • French ab intio • Spanish ab initio (SL only through Pamoja education) • Mandarin ab initio (SL only through Pamoja education)

Group 3 Individuals and societies

• History (HL or SL) • Geography (HL or SL) • Business and Management (HL or SL) • Economics (HL or SL only through Pamoja education)

Group 4 Sciences

• Biology (HL or SL) • Physics (HL or SL) • Chemistry (HL or SL) • Sport, Exercise, and Health Science (SL only)

Group 5 Mathematics

• Mathematics (HL or SL) • Mathematical studies (SL only)

Group 6 The arts

• Visual arts (HL or SL) • Theatre (HL or SL)

1.3.4 The Core Elements

• Theory of knowledge • Creativity, Action, Service


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• Extended essay (started in December of the first year and completed by November of the second year)

1.3.5 Changes to Course Choices Students are permitted to change subjects up until the final week of August in grade 11. 1.3.6 Subject Levels At the beginning of grade 11, students are not required to decide which of their subjects will be taken at Higher Level. During the first semester, elements of the courses will be covered, which are part of both the Standard Level (SL) and the Higher Level (HL) courses. By December, grade 11 students will commit themselves to a choice of Higher Levels and Standard Levels. 1.3.7 Requirements for the IB Diploma After the completion of the course and the final exams, final grades are awarded by the IB based on all the components. Each of the 6 main subjects is graded on a scale from 7 (the highest) to 1. The grades are then added up to create ‘IBDP points.’ The Extended essay and TOK are graded from A to E, and between them, can earn up to 3 more points. The final possible total of IBDP points is then 45. A student who …

… achieved 24 points … Completed CAS satisfactorily … No subject with a grade 1 … No HL subject with a grade below a 3

…will receive the IB Diploma!

1.3.8 IB Diploma Courses During the programme, some students may decide to pursue IBDP Courses rather than the full diploma after discussion with the IBDP Coordinator and parents/guardians. A suitable programme will be arranged and at the end of the two year course, IB Course students will take the final IBDP exams in appropriate subjects. They will receive an official document of results from the IB certifying the grades they earned in those subjects. 1.3.9 VIS Diploma Graduation at VIS is marked by the award of the VIS Diploma, which is a document showing completion of a secondary school (9-12) programme of study in an accredited school. This diploma is based on a credit system starting in 9th grade. A passing grade of at least a 3 on a 7 - 1 scale, in a course that meets on average at least 150 minutes per week, earns one credit per year. A course that meets less than 150 minutes per week receives 0.5 credits per year. A student must accumulate 24 credits to earn the VIS Diploma, and they must earn the following credits as a minimum.


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Subject Minimum credits Language A or B: English 4 Humanities 3 Mathematics 3 Science 3 Language A or B: Mother Tongue or Other Language 3 Physical Education 1 The Arts 1.5 Design Technology 0.5 IBMYP Personal Project 0.5 IBDP Extended Essay 0.5 IBDP Theory of Knowledge 0.5 Other (Additional to minimum in any Learning Area) 3.5 Core Requirements IBDP Creativity, Action, Service (CAS) IBMYP Community and Service To achieve the VIS Diploma the student needs to accumulate a total of 24 credits and successfully complete the core requirements. Students who enroll at VIS without comparable grades from their previous school may receive the VIS Diploma based on their performance at VIS, on a pro-rated credit system. Two years’ attendance at VIS is the minimum requirement for this. Students who transfer to VIS in Grade 11 from a school that did not deliver the IBMYP in Grade 9 & 10 will be exempted from the community and service core requirement. 1.3.10 Transcripts VIS Vientiane International School publishes a transcript for each secondary school student. This is the official document which is forwarded to any secondary school or university which needs a student’s official academic record. Transcripts are confidential and never issued directly to parents or students. A request for a transcript to be sent should be made 5 working days before it is needed. The transcript contains the names and levels of all courses taken during grades 9-12, along with the final grades and the credits earned. IB The International Baccalaureate issues its own diploma and documentation of results.

1.3.11 Assessment VIS Assessment Philosophy


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Assessment in education is the process of gathering, interpreting, recording and using information about students’ learning. (Harlen, Gipps, Broadfoot, Nuttal;1992). The central purpose of assessment at VIS is to provide information on student achievement and progress and to set the direction for ongoing teaching and learning. It provides students with opportunities to demonstrate their understandings of issues of local, national and global significance. Assessment at VIS is viewed as integral to planning, teaching and learning. The purposes of assessment are to improve the learning outcomes of all students, to provide information about whether the learning goals of the teaching programme have been achieved and to assist with making decisions about subsequent teaching and learning. Students are the centre of assessment and at VIS the students’ current knowledge and experience are assessed before embarking on new learning. Students are involved in both peer and self-assessment and provided with regular opportunities for reflection on their own learning. Students are provided with regular and prompt feedback to inform and improve their learning. At VIS teachers use a balanced range of strategies for formative and summative assessment which are reviewed regularly. At VIS we believe formative and summative assessment are interconnected. They seldom stand alone in construction or effect. The vast majority of genuine formative assessment that is undertaken is informal, with interactive, regular, timely feedback and response to students to inform and improve their learning. VIS believes that formative assessment has the greatest impact on learning and achievement. VIS recognizes the profound influence of assessment on students’ motivation and self-esteem. VIS believes that assessment improves learning when;

• students are provided with effective feedback, • students are actively involved in their own learning, • teaching and learning is adjusted in response to the results of assessment, • pupils are involved in assessing themselves and understanding how to improve.

Grade 11-12 Assessment The formative and summative assessment strategies employed by the teacher in the classroom are connected to IBDP syllabus objectives. Student learning is regularly assessed against the objectives and assessment criteria specific to each IBDP subject. VIS uses the 1-7 grading system used by the International Baccalaureate, which is criterion based. Every teacher uses the subject specific criteria in order to assess student achievement. The criteria enable students to understand the expectations of a course and how to improve their level of achievement

(Vientiane International School Board Policy 7.6; Assessment, 2009)

IB Diploma Programme Assessment Internal Assessment As part of every IBDP subject, students must complete certain internal assessments. These are assessed by the subject teacher then sent to the IB for external moderation.


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Internal assessment primarily addresses those skills and areas of understanding that are less appropriately addressed through external examination papers. Internal assessment is not used as a tool for monitoring syllabus coverage, but is focused on assessing student learning of particular skills. Internal assessment tasks should not duplicate the kind of work that is carried out for extended essays in the same subject. Wherever possible, internal assessment tasks become an integral part of classroom teaching and/or homework for that subject. Where different internally assessed tasks are carried out over a prolonged period within a Diploma Programme course (to make up a portfolio of work, for example) allowance is made for student improvement over this period. This final internal assessment mark reflects a student’s best level of performance during the course is not an average of performance over the whole course. School due dates are recorded on a school calendar which is on the school website, emailed to students and displayed on the student notice-board. Final internal due dates indicate the end of the production of the internal assessment for the item and subject concerned. External Assessment Students must also complete external examinations for each IBDP subject. Almost all courses have exams as one form of external assessment. IB Diploma exams take place in May of the 12th grade. They are administered by the DP Coordinator, under rules established by the IB. 1.3.12 Academic Honesty Academic honesty includes proper conduct in relation to written examinations, research, and all other forms of assessment. Plagiarism, collusion, cheating, etc. is unacceptable and will be penalized. The following points summarize the VIS Academic Honesty Policy which applies to all members of the VIS learning community. The school has a subscription to turnitin.com and your teachers will use this service to check for academic honesty. For further information on academic honesty, refer to the VIS Academic Honesty Policy at www.vislao.com Personal skills Learners at VIS are independent and possess a sense of integrity that gives them confidence in

their work. They are capable of self-evaluation and the work they produce is authentic where they appreciate and respect intellectual property rights.

They conduct themselves properly in relation to written examinations, research and all other forms of assessment. This implies that they understand plagiarism, collusion, duplication of work and are aware of other forms of malpractice with regards to academic honesty. They are also aware of the repercussions of failing to abide by the VIS Academic Honesty Policy.

Social skills Learners are comfortable and confident in collaborative work, and are willing contributors to the

efforts of the group. They are capable of fairly and honestly, carrying out and accepting peer-evaluations. They acknowledge work of others when necessary.

Technical skills Learners at VIS are fully aware of and are able to use the various ways of acknowledging other

people’s work. For example, the learners know how to write references, a bibliography, how to quote from a text, using systems such as APA referencing. Students are aware of copyright laws and how they can use resources and stay within the proper frame of possible usage of such resources.


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Consequences / Actions The following will result in handling cases of plagiarism:

1. Every instance of plagiarism will be dealt with firstly by the teacher a. a clear explanation of the malpractice by the teacher will be given to the student, b. an email will be sent to the Coordinator informing them of the incident c. evidence will be provided to the Coordinator so that it can be included in the Coordinators

files. d. The piece of work plagiarized will be given a mark of zero.

2. Repeated instances will be dealt with by the Coordinators

a. Coordinators monitor instances of plagiarism through step 1 above. b. In the case of a second instance a letter to the parents will be written and included in the

VIS Student Files (located in the VIS Office) c. The third instance may be dealt with by suspension by the administration to emphasize the

gravity of the situation.

1.3.13 Homework Homework is given to students to reinforce and extend the material covered during class. For the typical student, assigned homework should average about 15-20 hours per week. Students will get some study periods during school hours. Should a student find that homework for a particular class is consistently above this standard, the issue should be discussed with the teacher involved and IBDP Coordinator.

1.3.14 Parent/Guardian of IBDP Students Parents/Guardians are encouraged to be involved, to know what is going on in their son’s/daughter’s studies. Talking about learning experiences may assist in increasing parental involvement and support. Ongoing communication with the IBDP Coordinator is encouraged. There are also contributions that parents/guardians can make in the areas of CAS (where parents/guardians may have contacts who can help initiate new service projects) and Extended Essays (where parents/guardians may have access to sources useful for research).


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SECTION TWO – The core elements

2.1 The core elements

Theory of Knowledge (TOK) Aims and Objectives The TOK course encourages critical thinking about knowledge itself, to try to help young people make sense of what they encounter. Students will develop an awareness of how knowledge is constructed, critically examined, evaluated and renewed. They will be encouraged to reflect on their experiences as learners and to make connections between academic disciplines and between thoughts, feelings and actions. They will be asked to examine their own personal, ideological and cultural assumptions. The ethical responsibilities associated with knowledge will be considered and students will be encouraged to recognize the need to act responsibly in an increasingly interconnected world. The TOK programme is composed of questions, the most central of these questions are:

• How do we acquire knowledge? • How do we use that knowledge? • How can we be certain that what we know is true?

Through the critical examination of knowledge students will develop an appreciation for the quest for knowledge, in particular its importance, its complexities, and its human implications. TOK encourages students to gain and apply their own knowledge with greater awareness and responsibility Process The process of TOK is distinctively different from that in standard academic disciplines. At the centre of the course is the student as knower. By the time students enter the DP, they have accumulated a vast amount of personal and shared knowledge, beliefs and opinions. In TOK they have the opportunity to step back from this relentless acquisition of knowledge in order to consider knowledge issues. They will do this through:

• Collaborative learning opportunities such as debates, role playing, simulations, games, discussion based upon readings and journal reflections

• Journal entries may be based upon class discussions, on specific tasks set, on the student’s own reflections, on items collected by the student

• Essay writing: essays will help students to prepare for their summative assessment (final externally assessed essay), as well as helping them to link and explain concepts


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• Peer editing of essays, essay drafts and essay plans will help students become familiar with assessment criteria

• Use and evaluation of sources • Presentations by students applying ‘TOK’ thinking to ‘real life’ issues

Assessment

The assessment model in TOK comprises two components, both of which should be completed in the time designated for the course: IB External Assessment

• Essay on a Prescribed Title (1200-1600 words) One essay on a title chosen from a list of ten titles prescribed by the IBO for each examination session

IB Internal Assessment • Presentation (approximately 10 minutes)

One presentation to the class, about a current issue, examined through ‘TOK thinking skills’ The presentation is an integral part of the TOK course.


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Creativity, Action and Service (CAS) Aims and Objectives CAS stands for creativity, action and service and requires participating students to spend significant amounts of time in each of the three areas over an eighteen month period. Participation and completion of the CAS requirements is a prerequisite for completion of both the International Baccalaureate Diploma and the VIS Diploma. CAS is experiential learning designed to provide real, challenging, achievable tasks that must be given thoughtful planning, reporting and reflection. The activities should be appropriately adapted to the students’ circumstances, and take into account aptitudes and preferences. The experiences should reward and enrich all involved and when well carried out, CAS should build self-esteem, self-confidence, autonomy and self-reliance. Learning Outcomes Judgment on successful completion in CAS is achieved by the student supplying evidence of:

• Increased their awareness of their own strengths and areas for growth • Undertaken new challenges • Planned and initiated activities • Worked collaboratively with others • Shown perseverance and commitment in their activities • Engaged with issues of global importance • Considered the ethical implications of their actions • Developed new skills

This focus on learning outcomes emphasizes that it is quality of a CAS activity that is of most importance. The guideline for the minimum amount of CAS activity is approximately the equivalent of half a day per school week (three to four hours per week}with a reasonable balance between creativity, action and service. Description of the Three Areas of CAS: Creativity This aspect of CAS may be interpreted imaginatively to cover a wide range of arts and other activities outside the normal curriculum. The activity should include creative thinking in design and execution. Examples:

• Creation of bulletin boards • Development of agendas, programs, or signs for events • Designing or developing plans for activities with senior citizens or children. • Art/photography exhibition • Drama production • Preparing teaching resources for assisting younger students with their learning


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Action This aspect of CAS requires action contributing to a healthy lifestyle. Students should be encouraged to participate in group and team activities, but an individual commitment is acceptable where the general requirements of CAS have been met; that is, goals are set and reflection occurs. Examples:

• Playing on a sports team --all time practicing and playing count; sitting on the bench does not. • Participating in a production eg dance--includes on and off the stage, these activities will involve

other categories. • Walking, running, hiking, biking

Service This category involves actions on the part of the student that benefit others and improve their existing situation. The identification of needs, toward which a service activity will be directed, has to involve prior communication and full consultation with the community or individual concerned. Examples:

• Fund raising project • Yearbook • Tutoring students before/after school or on the weekends • Library/laboratory help • Hospice/hospital visit

Monitoring Progress CAS Manager Each student has access to ManageBac, with each student having an account to submit activities for approval, keep track of progress and complete evaluations and submit the finished work for final approval. The CAS coordinator has access to all students’ accounts whereby he/she can monitor progress and achievement toward learning outcomes. CAS Adviser Each student is assigned a CAS adviser. A CAS adviser is a teacher at the school. Each of the CAS students has an adviser. The adviser assists each student in the successful completion of their CAS commitments through monitoring progress and ensuring quality of activities and journal entries. Through regular meetings students can be encouraged to maintain steady progress toward their eventual goal CAS Coordinator Meetings At least once each semester the student meets with the CAS coordinator to discuss progress and the likelihood of new activities. Semester Reports Student progress is reported on twice yearly through semester reports. The main emphasis is on achievement of learning outcomes, and if necessary comment is made if the student is at risk of non-completion of CAS requirements.


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Extended Essay

Aims and Objectives The Extended Essay provides students with an opportunity to engage in research of a question of their choice, within a chosen subject. The extended essay is an independent, self-directed research project culminating in an essay of 4000 words. It provides practical preparation for the kinds of undergraduate and postgraduate research required at university level. Process The Extended Essay is process begins in November of the 11th grade and October of the 12th grade. The Extended Essay is to be done outside school hours and is student directed. Students are encouraged to devote regular time to their Extended Essay throughout this period to ensure the essay is completed by the due date. Students choose the subject they will do their Extended Essay in, and with the guidance of their supervisor, create their research question. Students are required to do extensive research and/or experimental work before writing the first draft during the June-August holidays. They then get an opportunity to redraft the essay after feedback against criteria from the supervisor. Students are strongly encouraged to choose a topic that is of genuine interest to them and is of a scope that is not too wide or too narrow to research. Assessment The Extended Essay is compulsory for IB Diploma candidates. The Extended Essays are sent to IBDP examiners to be externally assessed.

Principled . Thinkers . Risk-takers . Inquirers . Open-minded . Knowledgeable . Communicators . Balanced . Reflective . Caring

Principled . Thinkers . Risk-takers . Inquirers . Open-minded . Knowledgeable . Communicators . Balanced . Reflective . Caring


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SECTION THREE – The subjects

3.1 Language and literature

School-Supported Self-taught Language A Literature (STANDARD LEVEL ONLY)

Aims and Objectives The IB encourages students to pursue study in their mother tongue. This means taking their literature course in their mother tongue or first language. The course is offered in more than 40 languages. VIS makes every effort to set up School-Supported Self-Taught Language A courses in the languages our students require. There is emphasis on internationalism and interculturalism in the IB Diploma; however, a student should also pursue knowledge within his/her own culture. Each student taking a self-taught course is advised by the Diploma Programme Coordinator, by the Language Coordinator, by an experienced Language A teacher and by a tutor proficient in the language being studied. The student studies 10 works of literature and eight of those are works originally written in the language of the Language A course. The other two are world literature “Works in Translation.” Process At the beginning of the course, the student and a Language A English teacher work together to select the 10 works to be studied. The students attend classes taught by a Language A English teacher for three periods per week in grade 11 and two periods per week in grade 12. Students work with tutors one period per week. Practice assignments are set by the tutor, and the tutor will monitor progress towards the assignments that count towards the final IB grade. Assessment All assessment in this course is external assessment.


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3.1 Language and literature English A - Literature, Lao A – Literature, Thai A - Literature

(STANDARD and HIGHER LEVEL)

Aims and Objectives In the language A: literature course, focus is directed towards developing an understanding of the techniques involved in literary criticism and promoting the ability to form independent literary judgments. The aims of Language A: literature at SL and HL are to:

• introduce students to a range of texts from different periods, styles and genres • develop in students the ability to engage in close, detailed analysis of individual texts and make • relevant connections • develop the students’ powers of expression, both in oral and written communication • encourage students to recognize the importance of the contexts in which texts are written and • received • encourage, through the study of texts, an appreciation of the different perspectives of people from • other cultures, and how these perspectives construct meaning • encourage students to appreciate the formal, stylistic and aesthetic qualities of texts • promote in students an enjoyment of, and lifelong interest in, language and literature. • develop in students an understanding of the techniques involved in literary criticism • develop the students’ ability to form independent literary judgments and to support those ideas.

Process A wide range of learning strategies, learning activities and processes will be commonly used to deliver the curriculum. The IB particularly values the “close reading” of texts, and the activities employed in class are primarily designed to encourage the skills necessary to do this well. Students will regularly discuss the works they are reading in processed group and class activities. There will be teacher lead discussions, group discussions, oral presentations, question and answer activities, essay planning and writing, short text analyses, note taking, graphic organizing, and tests and essays. These processes are primarily designed to meet the aims and objectives of the course; however, the processes are also designed to give students the skills necessary to perform well on all assessments both internal and external. Assessment

IB External Assessment

Paper 1: Literary Analysis The paper consists of two passages. Students choose one and write a literary analysis (with guiding questions for SL). Paper 2: Essay The paper consists of three questions for each literary genre. In response to one question students write an essay based on at least two works studied


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Written assignment Students submit a reflective statement and literary essay on one or more of the works studied in Part 1 of the course. Individual oral commentary Formal oral commentary analyzing an extract from a literary work studied in class. It is internally assessed and externally moderated. Individual oral presentation A presentation based on works studied in class on a student-generated topic.


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3.1 Language and literature

English A – Language and Literature (STANDARD AND HIGHER LEVEL)

Aims and Objectives The language and literature course is to encourage students to question the meaning generated by language and texts. The language and literature course is to develop 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 aims of Language A - language and literature at SL and HL are to:

• introduce students to a range of texts from different periods, styles and genres • develop in students the ability to engage in close, detailed analysis of individual texts and make

relevant connections • develop the students’ powers of expression, both in oral and written communication • encourage students to recognize the importance of the contexts in which texts are written and

received • encourage, through the study of texts, an appreciation of the different perspectives of people from

other cultures, and how these perspectives construct meaning • encourage students to appreciate the formal, stylistic and aesthetic qualities of texts • promote in students an enjoyment of, and lifelong interest in, language and literature. • develop in students an understanding of how language, culture and context determine the ways in

which meaning is constructed in texts • encourage students to think critically about the different interactions between text, audience and

purpose Process A wide range of learning strategies, learning activities and processes will be commonly used to deliver the curriculum. The IB particularly values the “close reading” of texts, and the activities employed in class are primarily designed to encourage the skills necessary to do this well. Students will regularly discuss the works they are reading in processed group and class activities. There will be teacher lead discussions, group discussions, oral presentations, question and answer activities, essay planning and writing, short text analyses, note taking, graphic organizing, and tests and essays. These processes are primarily designed to meet the aims and objectives of the course; however, the processes are also designed to give students the skills necessary to perform well on all assessments both internal and external. Topics/concepts Language A: language and literature includes four parts—two relate to the study of language and two to the study of literature. Part 1: Language in cultural context Part 2: Language and mass communication Part 3: Literature - texts and contexts (SL students study two literary texts. HL students study three literary texts). Part 4: Literature - critical study (SL students study two literary texts. HL students study three literary texts).


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Assessment

IB External Assessment

Paper 1: Textual analysis The paper consists of two unseen texts. Students write an analysis of one of these texts. Paper 2: Essay Students write an essay based on the literary texts studied in part Written task for Standard Level Students produce at least three written tasks based on material studied in the course. Written tasks for Higher Level Students produce at least four written tasks based on material studied in the course. Students submit two of these tasks for external assessment.

IB Internal Assessment

Individual oral commentary Students comment on an extract from a literary text studied in part 4 of the course. Students are given two guiding questions. Further oral activity Students complete at least two further oral activities, one based on part 1 and one based on part 2 of the course. The mark of one further oral activity is submitted for final assessment.


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3.2 Language acquisition

English B (STANDARD AND HIGHER LEVEL)

Aims and Objectives The primary goal of this course is to provide students the opportunities to refine their skills in speaking, understanding native spoken English, reading authentic texts and writing for a variety of purposes. Students may study English B at standard or higher level. This course also enables students to discover and understand different cultures.

Process Language acquisition will be achieved through the development of receptive, productive and interactive skills and competencies. Elements of language include vocabulary, grammatical structures, register, pronunciation and intonation.

Topics to be covered in English B include the following:

Grade 11 Grade 12 Unit 1 – Leisure Unit 2 – Social relationships (friends and family) Unit 3 – Communication and media

Unit 4 – Health Unit 5 – Global issues Unit 6 – Final review for the IB exam

Assessment IB External Assessment Paper 1: Receptive skills Paper 2: Written productive skills Written assignment: one piece of writing based on the intertextual readings for Standard Level. One piece of creative writing connected to one of the two works of literature studied for Higher Level IB Internal Assessment Interactive Oral The best of three classroom activities assessed by the teacher (presentation, role-play, speech, report, debate) will be chosen. Individual Oral A 10 minute presentation based on the course options.


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Language AB Initio French (STANDARD LEVEL ONLY)

Aims and Objectives This course is intended for students who have no previous or very limited knowledge of French. The course will develop students’ interactive, receptive and productive skills through a topic/concept based and communicative approach. Intercultural understanding is at the heart of the ab-initio programme. Process Language acquisition will be achieved through the development of receptive, productive and interactive skills and competencies. Elements of language include vocabulary, grammatical structures, register, pronunciation and intonation. Topics

11th grade 12th grade • Personal details • Routine • Leisure • The house • Education • Employment/holidays

• Services • Food and drinks • Physical health • Environment and global issues • Media

Assessment IB External Assessment Paper 1: Receptive Skills Reading four written texts and answering the questions based on them.

Paper 2: Written productive skills Section A: Attempt any one from the given two tasks (minimum of 50 words). Section B: Attempt any one from the given three tasks (minimum of 100 words). IB Internal Assessment Interactive oral The best of three main in-class oral assessments (presentation, role-play, speech, report) will be chosen. Individual oral An oral presentation (description of a picture and interviews on the topics studied) will be recorded and sent to an IBDP examiner.


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French B (STANDARD AND HIGHER LEVEL)

Aims and Objectives The primary goal of this course is to provide students who have previously studied French language the opportunity to refine their skills in speaking, understanding native spoken French, reading authentic texts and writing for a variety of purposes. Students may study French B at standard or higher level. This course also enables students to discover, understand different cultures and help them become aware of the value of studying a second language. The French B program’s aim is to allow students to use their skills in diverse authentic situations of communication.

Process Language acquisition will be achieved through the development of receptive, productive and interactive skills and competencies. Elements of language include vocabulary, grammatical structures, register, pronunciation and intonation.

Topics Topics to be covered in French B include the following:

Grade 11 Grade 12 Unit 1 – Leisure Unit 2 – Social relationships (friends and family) Unit 3 – Communication and media

Unit 4 – Health Unit 5 – Global issues Unit 6 – Final review for the IB exam

Assessment IB External Assessment Paper 1: Receptive skills Paper 2: Written productive skills Written assignment: one piece of writing based on the intertextual readings for Standard Level. One piece of creative writing connected to one of the two works of literature studied for Higher Level IB Internal Assessment Interactive Oral The best of three classroom activities assessed by the teacher (presentation, role-play, speech, report, debate) will be chosen. Individual Oral A 10 minute presentation based on the course options.


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3.3 Individuals and societies

Geography (STANDARD AND HIGHER LEVEL)

Aims and Objectives Geography is a dynamic subject that is firmly grounded in the real world and focuses on the interactions between individuals, societies and the physical environment in both time and space. It seeks to identify trends and patterns in these interactions and examines the processes behind them. The Diploma Programme Geography course integrates both physical and human geography. The aims of all subjects in group 3, individuals and societies are to:

• encourage the systematic and critical study of human experience • develop in the student the capacity to identify, to analyse critically and to evaluate theories,

concepts and arguments • enable the student to collect describe and analyse data • promote the appreciation of the way in which learning is relevant to both to the culture in which the

students lives, and to the culture of other societies • develop an awareness in the student that human attitudes and beliefs are widely diverse and that

study requires an appreciation of such diversity • enable the student to recognize that content and methodologies are contestable

In addition, the aims of the geography syllabus at SL and HL are to enable students to:

• develop an understanding of the interrelationships between people, places, spaces and the environment

• develop a concern for human welfare and the quality of the environment, and an understanding of the need for planning and sustainable management

• appreciate the relevance of geography in analysing contemporary issues and challenges, and develop a global perspective of diversity and change.

Having followed the Diploma Programme course in geography, the objectives are that the student will be expected to:

• demonstrate knowledge and understanding of specified geographic content • demonstrate application and analysis of knowledge and understanding of geographic concepts and

theories • demonstrate synthesis and evaluation of geographic concepts and theories • select, use and apply a variety of appropriate skills and techniques in geographic contexts

Process Students will achieve the aims and objectives of the course through dynamic classes integrating a range of learning activities and both print and electronic resources. Students have the chance to demonstrate their understanding of the content and concepts through practice exams and end of topic tests. Students will also undertake a field work assessment that offers an opportunity to demonstrate their geographic skills. Students will have a text book as a course companion.


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Topics Standard and Higher Level Core Theme – Patterns and change

• Populations in transition • Disparities in wealth and development • Patterns in environmental quality and sustainability • Patterns in resource consumption

Optional Themes

• The geography of food and health • Leisure, sport and tourism

Higher Level Core Theme – Global interactions Optional Themes

• Hazards and disasters – risk assessment and response Assessment IB External Assessment Paper 1 – Core Theme This paper consists of four sections based on the topics in the Core Theme. Two of the questions will have stimulus materials such as maps, diagrams or graphs. Each section consists of two short answer questions and two paragraph style questions.

Paper 2 – Optional Themes In paper two students will choose from two questions for each of the themes studied (The geography of food and health and Leisure, sport and tourism). Standard Level students will choose two themes, Higher Level students will choose three themes. Paper 3 (HL only) This paper contains questions on the Higher Level theme of Global interactions. Students will choose one of three questions. Each question has two parts, both requiring an extended response. IB Internal Assessment The geography course includes field work as an internal assessment. This field work is linked to a topic that is studied throughout the course. For Standard Level students the internal assessment is 25% of the final IB grade. For Higher Level students the internal assessment is 20% of the final grade. The internal assessment is one field work report, with a maximum word limit of 2,500 words.


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History (STANDARD AND HIGHER LEVEL)

Aims and Objectives History is an exploratory subject, which poses questions and provides opportunities for the students to engage in the selection, interpretation and critical evaluation of primary historical sources and the work of historians so that they can understand the past. History is a subject through which students gain an understanding of the world today and of different perspectives and cultures that help develop understanding of the present as well as the past. The aims of all subjects in Group 3, individuals and societies are to:

• encourage the systematic and critical study of human experience • develop in the student the capacity to identify, to analyse critically and to evaluate theories,

concepts and arguments • enable the student to collect describe and analyse data • promote the appreciation of the way in which learning is relevant to both the culture in which the

student lives, and to the culture of other societies • develop an awareness in the student that human attitudes and beliefs are widely diverse and that

study requires an appreciation of such diversity • enable the student to recognize that content and methodologies are contestable

Having followed the Diploma Programme course in history, the objectives are that the student will be expected to:

• demonstrate knowledge and understanding of twentieth century history • apply and interpret knowledge • evaluate different approaches to, and interpretations of, historical issues and events • synthesize by integrating evidence and critical commentary • structure an essay using evidence to support relevant, balanced and focused historical arguments • demonstrate evidence of research skills, organization and referencing

Process A variety of teaching and learning strategies will be used throughout the IB Diploma History course that will meet all learning styles and abilities, such as; discussions journals, essay writing, peer editing, group work, note-making, class lectures, ICT, use and evaluation of historical sources, problem solving, presentations, applying TOK thinking to issues. Topics Communism in crisis 1976-1989 SL & HL Nationalist and independence movements in Asia and Africa SL & HL The Cold War SL & HL Aspects of the history of Asia and Oceania in the 20th Century (2000). HL


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Assessment IB External Assessment Paper One Candidates will complete an in-depth study of 20th century world history subjects:

• Prescribed subject 3: Communism in crisis 1976-1989 The purpose of paper one is to give the students the opportunity to demonstrate their skills of comprehension, analysis, evaluation and application Paper Two The students will complete an in-depth study of the Cold War and nationalist and independence movements in Asia and Africa. Students will be required to complete two analytical essays. Paper Three The students will complete an in-depth study of aspects of the history of Asia and Oceania and will be required to complete three analytical essays. IB Internal Assessment The students are to complete a historical investigation. This is a problem-solving activity which enables the students to demonstrate the application of their skills and knowledge in an area which interests them. Students are expected to apply the skills of a historian, such as making sense of source material and managing conflicting interpretations. The students are required to search for, select, evaluate and use evidence to reach a decision or solve a problem. The internal assessment is assessed internally and moderated externally.


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Business and Management (STANDARD AND HIGHER LEVEL)

Aims and Objectives Business and management is a dynamic discipline situated in the group 3-subject study of individuals and societies. Business and management examines business decision-making processes and their impact on a variety of environments. Through business and management coursework and assessments students will be expected to demonstrate a mastery of essential skills including, but not limited to; knowledge and understanding of business concepts, interpreting data and making business decisions, evaluating business strategies, communicating business ideas, using appropriate business tools and technology, making real and hypothetical business decisions. The study of business and management develops understanding of international cooperation and responsible citizenship as well as an appreciation for the ethical concerns and social responsibility in the global business environment. It aims to foster student’s understandings of international perspective of business and to promote cultural diversity through the study of essential topics in business and management. Business and management provides the opportunity for students to develop and understanding of business practices and skills, as well as business theory. Students in business and management will analyze complex business activities while considering the cultural and economic context in which a business operates. Through the study of business and management the students will develop as critical thinkers and effective participants in local and global affairs. They will develop a holistic view of the world of business and an awareness of social, cultural and ethical factors in the actions of organizations and individuals in those organizations. Business and management is a rigorous course providing students the opportunity to conduct a comprehensive study of the world of business, develop real-world skill sets, and relevant aspects of global citizenship. Process A variety of teaching and learning strategies will be used throughout the IB Diploma business and management course that will meet all learning styles and abilities, such as; discussions journals, essay writing, peer editing, group work, note-making, class lectures, Information and Communication Technology (ICT), use and evaluation of real and hypothetical scenarios, exploration of theory, evaluation of data sources, business decision making, role-playing, problem solving, presentations, applying TOK thinking to issues. Topics Business organization and environment SL & HL Human resources SL & HL Accounts and finance SL & HL Marketing SL & HL Operations management SL & HL Business strategy HL VIS Assessment


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Students will be assessed through formative and summative assessment. Formative assessment evaluates student’s knowledge and understanding of the business decision-making processes and will be undertaken using a variety of methods such as; analytical essay writing, data and document analysis and evaluation, text reviews, presentations and seminars. The VIS grade is based on tasks, assignments, projects and assessments designed to lead students toward success in demonstrating myriad skills necessary to be analytical and critical thinkers in business and management.

IBDP Assessment The summative assessment consists of an internal assessment and two external examinations with multiple sections. Examinations:

• Paper One: Candidates will complete multiple sections (two for SL and three for HL) based on a case study issued in advance. The purpose of paper one is to give the students the opportunity to demonstrate knowledge and comprehension of all the course topics as well as evaluation skills.

• Paper Two: The students will complete two sections of structured questions based on stimulus material with a quantitative element. The purpose of paper two is to give the students further opportunities to demonstrate knowledge and comprehension of all business and management topics as well as to solve problems and conduct business analysis.

• Internal Assessment: The nature of the internal assessment varies for the level of the business and management course. For standard-level students conduct written commentary addressing a real issue facing an organization. Higher-level students complete a research project and make a decision on a real issue facing an organization.


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3.4 Sciences

Biology (STANDARD AND HIGHER LEVEL)

Aims and Objectives Through the study of biology students should become aware of how biologists work and communicate with one another. In this course there is an emphasis on a practical approach through experimental work. In this context all biology students should be able to develop their experimental and scientific investigative skills, develop their ability to analyze, evaluate, and synthesize biological information, and to apply and use the body of knowledge, methods and techniques that characterize working biologists. Process In biology, short laboratory practicals, longer term practicals, computer simulations, data gathering exercises, data analysis exercises, and general laboratory work and fieldwork are all used to illustrate, teach, and reinforce theoretical concepts, develop an appreciation for the hands-on nature of biology, and to develop an understanding of the benefits and limitations of biological research. Topics The core topics covered in biology are:

• Cell biology • Molecular biology • Genetics • Ecology • Evolution and biodiversity • Human physiology

Students electing to study biology at the Higher Level will also study the following topics:

• Nucleic acids • Metabolisn, cell respiration and photosynthesis • Plan biology • Genetics and evolution • Animal physiology

Also, all students must study one option unit from the following four choices.

• Neurobiology and behavior • Biotechnology and bioinformatics • Ecology and conservation • Human physiology


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Assessment IB External Assessment Both HL and SL students will sit for three separate IB examinations at the end of the two year course. The exams account for a total of 80% of the final IB grade awarded to the student. The exams have a mixture of multiple choice questions and longer more analytical short response questions. IB Internal Assessment The internal assessment accounts for 20% of the students’ final IB grade. This consists of a laboratory based program over the two years of the course which will serve the following purposes:

• illustrating, teaching and reinforcing theoretical concepts, • developing an appreciation of the essential hands-on-nature of scientific work, • developing an appreciation of the benefits and limitations of scientific methodology, • developing the ability to communicate using a standard scientific report format, • formatively assessing students’ ability to design an experiment, collect and process data and

evaluate the outcomes. The summative assessment is based on a 10 hour independent investigation into a topic of their choice which shows the skills acquired over the two years of preparation. Students must submit a final lab report which is sent to the IB for assessment. Group 4 Project The group 4 project is a collaborative interdisciplinary activity where students work on a scientific or technological topic allowing for concepts and perceptions from across the sciences to be shared. This project is carried out over the course of a 2 day period and occurs once each year.


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3.4 Sciences

Chemistry (STANDARD AND HIGHER LEVEL)

Aims and Objectives Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is called the central science, as 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 own right, chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful for employment. It is the intention of the Diploma Programme to enable students to achieve the following objectives:

• demonstrate an understanding of and apply scientific facts and concepts, the scientific method, manipulative skills, scientific terminology and methods of presenting scientific information.

• construct, analyze and evaluate the hypotheses, research questions and predictions, scientific methods and explanations

Process There is an emphasis on a practical approach through experimental work which provides opportunities for scientific study and creativity within a global context that will stimulate and challenge students. A body of knowledge is taught which students can apply to other science situations developing an ability to analyze evaluate and synthesize scientific information. Topics For both HL and SL, students will cover the following:

• Stoichiometric relationships • Atomic structure • Periodicity • Chemical bonding and structure • Energetics/thermochemistry • Chemical kinetics • Equilibrium • Acids and bases • Redox process • Organic chemistry • Measurement and data processing

Students electing to study chemistry at the Higher Level will expand on all of the standard level topics, except stoichiometric relationships, into further depth. Options For both HL and SL, students must select one of the following:

• Materials • Biochemistry • Energy • Medicinal chemistry


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3.4 Sciences

Physics

(STANDARD AND HIGHER LEVEL) Aims and Objectives Physics is the most fundamental of the experimental sciences as it seeks to explain the universe itself. At higher (HL) and standard levels (SL), both theory and experiments are undertaken to develop a student’s knowledge and understanding of physics. They are tailored to complement one another naturally, as they do in the wider scientific community. The course allows students to develop traditional skills and techniques and the application of mathematics, which is the language of physics. It also allows students to develop interpersonal skills and information and communication technology skills in group activities which are essential in modern scientific endeavor and are important life-enhancing, transferable skills. As the students’ knowledge develops, they will become more aware of how physical principles can be applied to alter the material world to suit their needs. Students are encouraged to discuss the impact of physics on society and on the environment and the moral and ethical dilemmas which may arise. Physics is therefore, above all, a human activity and students become more appreciative of the context in which physicists work. Although the laws of physics are a universal phenomenon, the rich history of physics detailed in the course illustrates that science is an international enterprise recognizing the contributions from many different cultures and nations. Process Students should be able to study and be successful in IB Physics if they have a good knowledge of algebra and trigonometry. Students do not need a prior knowledge of physics in order to succeed. Throughout the course, the students will learn about physics and it laws through the use of a textbook written specifically for the IB course. The students will also learn to use a variety of simulations geared at demonstrating physical laws and their effects on the world and its environment. Topics The core syllabus material is common to both SL and HL and will be covered by the two groups during the first year of the course. Standard Level (SL) students will choose two additional subjects to study during the second year of the course. Higher Level (HL) students will study each of the unit below to a higher degree as well as choose two additional subjects to study during their second year.Both HL and SL students will study the following:

• Measurement and uncertainties • Mechanics • Thermal Physics • Waves • Electricity and Magnatism • Circular motion and gravitation • Atomic, nuclear and partical physics • Energy production


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Students electing to study physics at the Higher Level will also study the following topics:

• Wave phenomena • Fields • Electromagnetic induction • Quantum and nuclear physics

Also, all students must study one option unit from the following four choices.

• Relativity • Engineering physics • Imaging • Astrophysics





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3.4 Sciences Sport, Exercise and Health Science

(STANDARD LEVEL) Aims and Objectives Physics is the most fundamental of the experimental sciences as it seeks to explain the universe itself. At higher (HL) and standard levels (SL), both theory and experiments are undertaken to develop a student’s knowledge and understanding of physics. They are tailored to complement one another naturally, as they do in the wider scientific community. The course allows students to develop traditional skills and techniques and the application of mathematics, which is the language of physics. It also allows students to develop interpersonal skills and information and communication technology skills in group activities which are essential in modern scientific endeavor and are important life-enhancing, transferable skills. As the students’ knowledge develops, they will become more aware of how physical principles can be applied to alter the material world to suit their needs. Students are encouraged to discuss the impact of physics on society and on the environment and the moral and ethical dilemmas which may arise. Physics is therefore, above all, a human activity and students become more appreciative of the context in which physicists work. Although the laws of physics are a universal phenomenon, the rich history of physics detailed in the course illustrates that science is an international enterprise recognizing the contributions from many different cultures and nations. Process In SEHS, students will study a range of core and optional topics. They will also engage in a rigorous laboratory programme consisting of both laboratory based and field work. This will enable students to see the subject from a natural sciences perspective involving data collection to support theory surrounding human performace. Topics The core syllabus material consists of the following topics:

• Anatomy • Exercise physiology • Energy systems • Movement analysis • Skill in sport • Measurement and evaluation of human performance

Also, students must study two option units from the following four choices.

• Optomizing physiological performance • Psychology of sport • Physical activity and health • Nutrition for sport, exercise and health


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Assessment IB External Assessment Students will sit for three separate IB examinations at the end of the two year course. The exams account for a total of 76% of the final IB grade awarded to the student. The exams have a mixture of multiple choice questions and longer more analytical short response questions. IB Internal Assessment The internal assessment accounts for 24% of the students’ final IB grade. This consists of a laboratory based program over the two years of the course which will serve the following purposes:


evaluate the outcomes. The assessment is based on a the two highest achievement levels in each of the three assessment criteria from the laboratory program completed. Group 4 Project The group 4 project is a collaborative interdisciplinary activity where students work on a scientific or technological topic allowing for concepts and perceptions from across the sciences to be shared. This project is carried out over the course of a 2 day period and occurs once each year.


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3.5 Mathematics Mathematical Studies

(STANDARD LEVEL ONLY) Aims and Objectives Mathematical Studies caters for students with varied backgrounds and abilities in mathematics. Mathematical Studies is designed to build confidence and encourage an appreciation of mathematics in students who do not necessarily need mathematics in their future studies. It is also designed to provide a realistic mathematics course that develops the skills needed to cope with mathematical demands of a technological society and to apply mathematics to real life situations. Objectives Objectives for the Mathematics Programme are:

• to know and use mathematical concepts and principles; • to select and use appropriate mathematical techniques; • to communicate mathematically, using a wide range of symbols and language; • to demonstrate a good mathematical proficiency in oral and written justification for the method and

process; • to organize and analyze data; • to recognize patterns and structure; • to apply technology to problem solving, to investigate and to research; • to evaluate different approaches to problem solving • to evaluate the significance and reliability of findings.

Process The processes in which mathematical knowledge will be communicated involve different methods of instruction which are designed to meet all learning styles and ability levels. They include:

• individual and group work; • lecture; • work with graphic calculators and computers; • class discussion; • oral and written presentations; • logical reasoning; • research, library work and investigation; • brainstorming; • mathematical challenge; • dynamic answers; • problem solving and problem creating; • development of abstract thinking.

Topics Topics to be covered in the Mathematical Studies course include the following:

• Introduction to the graphic display calculator (GDC) • Number and algebra • Sets, logic and probability


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• Functions • Geometry and trigonometry • Statistics • Introductory differential calculus • Financial mathematics

Assessment IB External Assessment The students will sit for two IB exams at the end of the two year course which account for 80% of their final IB mark. The first test consists of 15 short answer questions while the second involves longer more analytical questions. IB Internal Assessment The students will also have to produce an individual piece of work involving the collection of information or the generation of measurements, and the analysis and evaluation of the information or measurements. This final project will account for the remaining 20% of the final IB mark.


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3.5 Mathematics

Mathematics (STANDARD AND HIGHER LEVEL)

Aims and Objectives Higher Level Mathematics caters for students who have very good background knowledge of mathematics and who have good analytical and technical skills. It will give students a strong knowledge of mathematical concepts and will be useful for students wishing to pursue higher mathematics, physics, engineering or technology. It is recommended for students who have a high degree of interest in the subject. Standard Level Mathematics requires a strong understanding of mathematical concepts and processes. Objectives for Mathematics are to:

• know and use mathematical concepts and principles • read, interpret and solve a given problem using appropriate mathematical terms • organize and present information in tabular, graphical and/or diagrammatic forms • know and use appropriate notation and terminology • formulate a mathematical argument and communicate it clearly • select and use appropriate mathematical strategies and techniques • demonstrate an understanding of both the significance and the reasonableness of the results • recognise patterns and structures in a variety of situations, and make generalizations • recognise and demonstrate an understanding of the practical applications of mathematics • use appropriate technological devices as mathematical tools • demonstrate an understanding of and the appropriate use of mathematical modelling

Process The processes in which mathematical knowledge will be communicated involve different methods of instructions which are designed to meet all learning styles and ability levels. This includes individual and group work, lectures, work with graphic calculators and computers, class discussion, problem solving, research work, development of abstract thinking and brainstorming. Topics

• Algebra • Functions and equations • Circular functions and trigonometry • Matrices • Vectors • Statistics and probability • Calculus

Option Syllabus (High Level only) – students must also study one of the following options:

• Statistics and probability • Sets, relations and groups • Series and differential equations • Discrete mathematics


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Assessment IB Internal Assessment Two portfolio pieces are worth 20% of the final mark, which includes:

• one piece of work involving mathematical investigation (10%) • one piece of work involving mathematical modelling (10%)

IB External Assessment High Level Exams consist of 3 papers worth 80% of the final mark. Paper 1 will be with no calculator allowed Paper 2 allows the use of a GDC calculator. Both papers have short-response questions based on sections of the syllabus, and more complex extended response questions requiring a detailed knowledge of the whole syllabus. Paper 3 has extended-response questions based on the syllabus option chosen for that year The exams consist of 2 papers worth 80% of the final mark.


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3.6 The arts

Visual Arts (STANDARD AND HIGHER LEVEL)

Learning about visual art relies on action and the course is experienced practcally. Communication is essential to the visual arts and students should experience and reflect on the processes of communicating their work, and the benefits and challenges of doing so. Organisation, self management and independent study skills are important, as well as higher order thinking skills, such as analysis and synthesis. Students will also learn to make decisions about what is relevant and useful for their own investigations and how to put their knowledge and understanding into practice, transforming ideas into action. Aims and Objectives

The aims of the course are to enable students to:

• enjoy lifelong learning in the arts • become informed, reflective and critical practioners in the arts • understand the dynamic and changing nature of the arts • explore and value the diversity of the arts across time, place and cultures • express ideas with confidence and competence. • Develop perceptual and analytical skills make artwork tha is influences by personal and cultural

contexts. • Become informed and critical observers and makers of visual culture and media. • Developskills, techniques and processes in order to communicate concepts and ideas.

Process Assessment will cover the core areas of ‘communicating in the arts’, ‘visual contexts’ and ‘’visual methods’. These core areas have been designed to fully interlink and are central to the structure of the course. Through the visual arts in context area students will;

• Be informed about the wider world of visual arts and they will begin to understand and appreciate the cultural contexts within which they produce their own works.

• Observe the conventions and techniques of the art works they investigate, thinking critically and experimenting with techniques and identifying possible uses within their own art making practice.

• Investigate work from a variety of cultural contexts and develop increasingly sophisticated, informed responses to work they have seen and experienced.

Through the visual arts methods area students will;

• Understand and appreciate that a diverse range of media and processes, techniques and skills are required in the making of visual arts, and how and why these have evolved.

• Engage with the work of other in order to understand the complexities associated with different art making methods and use this inquiry to inspire their own experimentation and art making practice.

• Understand how body of work can communicate meaning and purpose for different audiences. Through the communicating visual arts area students will;

• Understand the many ways in which visual arts can communicate and appreciate that presentation constructs meaning and may influence the way in which individual works are valued and understood.


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• Produce a body of work through a process of reflection and evaluation and select art works for exhibition, articulating the reasoning behind their choices and identifying the ways in which selected works are connected

• Explore the role of the curator, acknowledging that the concept of an exhibition is wide ranging and encompasses many variables, but most importantly. The impact on audiences and viewers

Assessment Higher and Standard Level Options Standard Level External assessment Comparative study- 10-15 screens – 20% Process portfolio- 9-18 screens- 40% Internal assessment Exhibition- artist rationale, 4-7 art works and exhibition text- 40% Higher Level External Assessment Comparative study- 10 to 15 screens- 20% 3-5 screens analytical connection to personal studio work. Process portfolio- 13-25 screens including three different mediums.-40% Internal Assessment Exhibition- artist rationale, 8-11 art worksand exhibition text- 40%


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3.6 The arts

Theatre (STANDARD AND HIGHER LEVEL)

Students experience the course from contrasting artistic perspectives. They learn to apply research and theory to inform and to contextualize their work. The theatre course encourages students to appreciate that through the processes of researching, creating, preparing, presenting and critically reflecting on theatre—as participants and audience members—they gain a richer understanding of themselves, their community and the world. Aims and Objectives The aims of the arts subjects are to enable students to:

• enjoy lifelong engagement with the arts • become informed, reflective and critical practitioners in the arts • understand the dynamic and changing nature of the arts • explore and value the diversity of the arts across time, place and cultures • express ideas with confidence and competence • develop perceptual and analytical skills. • understand and engage in the processes of transforming ideas into action (theatre processes) • develop and apply theatre production, presentation and performance skills, working both • independently and collaboratively (presenting theatre)

For HL only: • understand and appreciate the relationship between theory and practice (theatre in context, theatre • processes, presenting theatre).

Process Students are required to approach these areas from the perspectives of each of the following specialist theatre roles:

o creator o designer o director o performer.

Theatre in context Through the theatre in context area, students will:

o understand the contexts that influence, inform and inspire their own work as theatre-makers and that determine the theatre that they choose to make and studyexperience practically and critically appreciate the theoretical contexts that inform different world theatre practices .

o be informed about the wider world of theatre and begin to understand and appreciate the many

cultural contexts within which theatre is created.

Theatre processes Through the theatre processes area, students will:

o be informed about the various processes involved in making theatre from the perspectives of the specialist theatre roles (creator, designer, director and performer)


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o observe and reflect on processes used in different theatre traditions and performance practices

o develop a range of skills required to make and participate in theatre.

Presenting theatre Through the presenting theatre area, students will:

o apply their practical theatre skills, either individually or collaboratively, through a range of formats

o present their ideas about theatre and take part in theatre performances o understand and appreciate how artistic choices can impact on an audience

Assessment Higher and Standard Level Options External assessment

Task 1: Solo theatre piece (HL only 35%) • 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 35% and HL 20%) • 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 30% and HL 20%) • 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.

Internal assessment

Task 4: Collaborative project (SL 35%and HL 25%) • 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.


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3.7 Online Opportunities

Online Learning

The 2013 – 2015 IBDP students at VIS will have the opportunity to select from a more diverse range of subject choices through the provision of online learning opportunities in the IB Diploma Programme offered by Pamoja Education http://www.pamojaeducation.com/. Pamoja education works in ‘close cooperation with the International Baccalaureate®… and offers a wide range of top quality online IB courses.’(Pamoja Education, 2012). Course outlines for the following can be accessed through link provided Group 2 Language acquisition

• Spanish ab initio - SL http://www.pamojaeducation.com/courses/13,spanish-ab-initio

• Mandarin ab initio – SL http://www.pamojaeducation.com/courses/14,mandarin-ab-initio

Group 3 Individuals and societies

• Economics – SL http://www.pamojaeducation.com/courses/2,economics-sl • Economics - HL http://www.pamojaeducation.com/courses/3,economics-hl

For further details relating to Pamoja online learning please visit http://www.pamojaeducation.com/ and make an appointment with the Diploma Programme Coordinator at VIS.


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4.0 Contact Us If you have any questions or information requests, please do not hesitate to contact the Diploma Programme Coordinator (IBDPC) or the Secondary Principal. Kim Green Teresa Foard Secondary Principal IBDP Coordinator Vientiane International School Vientiane International School PO Box 3180 PO Box 3180 Vientiane, LAO PDR Vientiane, LAO PDR Tel + 856 21 486 001 Tel + 856 21 486 001 [email protected] [email protected]


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List of Sources The VIS IBDP Curriculum Guide has been developed using the following sources; IB Learner profile booklet, IB, 2009 IBDP From principles into practice, IB, 2009 IBDP Language and literature guide, IB, 2011 IBDP School supported self taught guide, IB, 2011 IBDP Language B guide, IB, 2011 IBDP Language ab initio guide, IB, 2011 IBDP Geography guide, IB, 2009 IBDP History guide, IB, 2009 IBDP Business and Management guide, IB, 2007 IBDP Biology guide, IB, 2007 IBDP Chemistry guide, IB, 2007 IBDP Physics guide, IB, 2007 IBDP Sport, Exercise and Health Science guide, IB, 2012 IBDP Mathematical studies guide, IB, 2004 IBDP Mathematics standard level guide, IB, 2006 IBDP Mathematics higher level guide, IB, 2006 IBDP Theatre guide, IB, 2007 IBDP Visual arts guide, IB, 2007 IBDP Theory of knowledge guide, IB, 2013 IBDP Creativity, action and service guide, IB 2008 IBDP Extended essay guide, IB, 2007

VIS IBDP Curriculum Guide (2014-2016)

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