2015-2017 ib diploma programme prospectus

NIST INTERNATIONAL SCHOOL IB Diploma Programme Prospectus

Updated 2015 January 13

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CONTENTS INTRODUCTION .............................................................................................................................................. 3

The Aims of the Year 12 & Year 13 Programme ........................................................................................... 3 YEARS 12 & 13 AT NIST ................................................................................................................................. 3

Option 1: The IB Diploma ............................................................................................................................. 4 Option 2: The IB Courses ............................................................................................................................. 4 Option 3: NIST High School Courses ........................................................................................................... 4 The Curriculum Model at NIST ..................................................................................................................... 4 Curriculum Requirements ............................................................................................................................. 5 Year 11: Deciding on a Programme ............................................................................................................. 5

OVERVIEW OF SUBJECT GROUPINGS OFFERED AT NIST ............................................................................ 6 Core Subjects .............................................................................................................................................. 6

IB DIPLOMA COURSE OFFERINGS ................................................................................................................ 6 Group 1: Language A ................................................................................................................................... 7 Group 2: Language B and Ab Initio .............................................................................................................. 8 Group 3: Individuals and Societies ............................................................................................................... 9 Group 4: The Experimental Sciences ......................................................................................................... 11 Group 5: Mathematics ............................................................................................................................... 15 Group 6: The Arts ...................................................................................................................................... 16

OVERVIEW OF THE TWO-YEAR IB DIPLOMA PROGRAMME ....................................................................... 18 HIGH SCHOOL COURSES AT NIST .............................................................................................................. 19

Group 1: NIST High School English ............................................................................................................ 19 Group 2: Additional Language Study .......................................................................................................... 19 Group 3: NIST High School Humanities ...................................................................................................... 19 Group 4: NIST High School Science – Applied Science .............................................................................. 20 Group 5: NIST High School Math – Mathematical Applications ................................................................... 20 Group 6: The Arts ...................................................................................................................................... 20

ADDITIONAL NIST HIGH SCHOOL COURSE COMPONENTS ....................................................................... 20 Strategic Partnerships ................................................................................................................................ 20 Integrated Studies ...................................................................................................................................... 21 Career-related Studies ............................................................................................................................... 21

OTHER YEARS 12 & 13 CURRICULUM COMPONENTS ............................................................................... 21 Creativity, Action, Service (CAS) ................................................................................................................. 21 Theory of Knowledge (TOK) ....................................................................................................................... 22 Extended Essay ......................................................................................................................................... 22

ASSESSMENT ............................................................................................................................................... 22 Options 1 & 2: The IB Diploma & IB Courses .............................................................................................. 22 Option 3: NIST High School Courses ......................................................................................................... 24

THE HIGH SCHOOL GRADUATION DIPLOMA AT NIST ................................................................................ 24 Graduation Requirements .......................................................................................................................... 24

NIST GRADES ............................................................................................................................................... 25 Achievement Grades .................................................................................................................................. 25 Effort Grades .............................................................................................................................................. 25

CAREERS & HIGHER EDUCATION ............................................................................................................... 25 University & Career Advice ......................................................................................................................... 25 PSAT, SAT, TOEFL & Other Tests .............................................................................................................. 25

CONTACT INFORMATION ............................................................................................................................. 26



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INTRODUCTION The purpose of this prospectus is to answer questions students and parents may have about the Year 12 and Year 13 programme, and help them to make a successful transition. The central programme of study in Year 12 (Grade 11) and Year 13 (Grade 12) comprises the International Baccalaureate (IB) Diploma Programme (DP) and the NIST Diploma. Students may pursue the full IB Diploma, enroll in individual IB Courses at the Higher Level (HL) or Standard Level (SL), or take a selection of IB DP and/or NIST courses.

The Aims of the Year 12 & Year 13 Programme The mission of the Year 12 and 13 programme at NIST is the holistic development of students intellectually, emotionally, physically and socially to prepare them for active world citizenship. We aim to equip them for future decision-making roles by presenting them with a rigorous educational programme aimed at the development of their talents and skills. At the same time, we aim to nurture an understanding of themselves and others in a world of cultural diversity in order to lead them to a sense of tolerance, interdependence and open-mindedness. The IB Diploma Programme aligns well with the overall aims of the culminating phase of our educational programme. We uphold rigorous standards of learning and inquiry within an

academic framework that is both broad and deep. Our programme stresses the importance of all students consciously constructing personal systems of values, highlighting the decisions that they will face in their lives, and presenting the different ways in which such decisions have been considered and reached by others. In order to accomplish its mission, NIST seeks to provide a supportive and stimulating environment for its students, in which the effective development of the "whole person" can take place. This is facilitated by a caring and professional staff, ongoing development of academic resources, and the provision of a lively extra-curricular programme of activities and events.

YEARS 12 & 13 AT NIST There are three academic options available to students in Years 12 and 13. All three require Community, Action, Service (CAS) as a component, while the Extended Essay (EE) and Theory of Knowledge (TOK) are only required for the full IB Diploma Programme.

IB Diploma 3 HL subjects

3 SL subjects CAS, EE, TOK

IB Courses 6 subjects at either level

CAS

(EE/TOK)

IB & NIST Courses

Combination of IB & NIST

courses

CAS

(EE/TOK)



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Option 1: The IB Diploma The Diploma Programme is a comprehensive and rigorous two-year curriculum leading to a set of external examinations taken by students in May of their final year at NIST. Students pursuing the IB Diploma study six subjects including the arts, experimental sciences, individuals and societies, language, second language, and math and computer science. Typically three subjects are higher level, and the remaining three are at standard level. Who should take the IB Diploma? Students who have successfully completed the middle years curriculum at NIST should consider pursuing the IB Diploma. Various indicators of this success, as well as other criteria, exist as possible pathways for entry to the IB Diploma Programme. These include:

• A minimum of 36 points (out of a total 63) on the IB Middle Years Programme

• An average, or predicted average, of 6 Grade Cs in IGCSE examinations

• Admittance of new students to the school and the programme on the basis of school transcripts, written applications, interviews and admission tests

• Consideration as individuals, with students being advised as to the best courses for them

Option 2: The IB Courses If a student chooses or is recommended to not embark on the full diploma, the path is called IB courses. We have found that some students will perform better if they take courses in their strengths and interests. In addition, the full diploma can be limiting to some students. IB courses may be preferable for some students based on the following:

• Individual courses are still academically rigorous.

• The same courses and assessment as the full diploma are employed.

• HL subjects are not required, but can be taken in any subject.

• TOK and Extended Essay are optional.

• IB exams are taken and provide a university recognized qualification.

Option 3: NIST High School Courses NIST High School Courses were devised using widely accepted academic standards from the USA. The course is internally assessed and grades are provided on the 1-7 scale, similarly to the IB courses. Project-based learning and skills development are central:

• The courses are academically rigorous.

• Assessment is project and skills-based.

• TOK and Extended Essay are optional.

• Courses are added to the transcript and meet graduation requirements.

The Curriculum Model at NIST



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Curr iculum Requirements

IB Diploma

• 3 Higher Level subjects

• 3 Standard Level subjects

• Creativity, Action, Service

• Theory of Knowledge

• Extended Essay

IB Courses

• 6 subjects in any combination of Higher Level or Standard Level


• Theory of Knowledge optional

• Extended Essay optional

High School Diploma

• 5/6 Subjects at IB or NIST level


• Theory of Knowledge optional

• Extended Essay optional

Year 11: Deciding on a Programme Current Students During Year 11, the IB Coordinator outlines the details of the Year 12 and 13 academic options. Students, in discussion with their parents, counselors, and current teachers, determine which options and which courses in each subject group might be appropriate for them and their post-secondary study plans. When there are concerns about a student’s present level of achievement, the school reserves the right to not accept the student into the IB Diploma Programme. Such students may be guided into the second or third option, or in some cases they may be encouraged to investigate other alternatives. Enter ing Years 12 and 13 at NIST from Another School Students applying from outside NIST must complete the standard admissions procedures and take entrance tests in English and mathematics. The Deputy Head of Secondary (DP) will review the results of these tests and transcripts forwarded from previous schools. Factors to Consider When Choosing Courses

• Interests and passions

• Abilities

• University plans (consult counselors and web sites)

• Advice of teachers



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OVERVIEW OF SUBJECT GROUPINGS OFFERED AT NIST Each year 12 and 13 option offers a variety of subjects. From that broad list of subjects NIST usually offers the subjects below. Students entering Years 12 and 13—together with the Head of Secondary, IB Diploma Coordinator and teachers—choose their classes from the following subject groups:

Core Subjects (Students generally choose one subject from each group)

Group 1: IB Language A or High School English Group 2: IB Language B (Second Language) or IB Language Ab Initio (beginner level) or Conversational Additional Language Group 3: IB Individuals and Societies (Social Studies) or High School Humanities Group 4: IB Sciences (Biology, Chemistry, Physics, Environmental Systems and Societies, Sports Exercise and Health Science, Design Technology) or High School Science Group 5: IB Mathematics (Mathematics Higher, Mathematics Standard, Mathematical Studies) or High School Mathematics Group 6: IB Arts (Art, Theatre, Music) or an additional subject from Groups 3 or 4

On pages 6-21, you will find additional details regarding specific subject offerings for the full IB diploma and IB courses. On pages 24-26, you will find additional details regarding specific subject offerings for the NIST high school courses.

IB DIPLOMA COURSE OFFERINGS

Group Higher Standard

1. LANGUAGES A* (First Language)

English, German, Hindi, Japanese, Korean, Mandarin, Thai

English, German, Hindi, Japanese, Korean, Mandarin, Thai

2. LANGUAGES B or

English, French, Mandarin, Spanish English, French, Mandarin, Spanish

LANGUAGES AB INITIO

N/A French, Japanese, Mandarin, Spanish

3. THE INDIVIDUAL AND

SOCIETY

Business and Management, Economics, Geography, History, Psychology

Business and Management, Economics, Geography, History, Psychology

4. SCIENCES Biology, Chemistry, Design Technology, Physics

Biology, Chemistry, Design Technology, Environmental Systems and Societies, Physics, Sports Exercise and Health Science,

5. MATHEMATICS Mathematics Higher Mathematics Standard, Mathematical Studies

6. VISUAL ARTS** Music, Theatre, Visual Arts Music, Theatre, Visual Arts

* Each of these languages is offered as the literature course; they may be offered as the language and literature course in addition to/instead of literature. ** Biology, Business and Management, Chemistry, Economics or Geography are available as alternates in group 6. There are a number of students studying other Language As/mother tongue languages. Please contact the school to check if your mother tongue is currently being offered. Please note that Language A courses not listed above are organized and paid for by the parents, with the school only providing administrative support.



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Subject availability is not guaranteed, and depends on student demand and timetabling constraints. Available subjects may therefore change before the beginning of each two-year course. Addit ional ly, a minimum of f ive students must enrol l in a course for i t to be offered.

Group 1: Language A The Language A programme offers two courses: Literature and Language and Literature. Both are available at HL and SL. Expectations of language usage, of level of analysis and of critical reflection are the same in both courses.

A - L iterature Detai ls

• HL: 13 texts, SL: 10 texts

• 4 parts to course 1. Works in translation 2. Detailed studies 3. Literary genres 4. Options

Assessment

• Assessed through written and oral work

• 70% external assessment

• 30% internal assessment Requirements

• High level of reading ability

• Independent critical analysis

• Enjoyment of reading and discussing literature

A - Language and Literature Detai ls

• HL: 6 texts, SL: 4 texts

• 4 parts to course 1. Language in cultural context 2. Language in mass communication 3. Literature – texts and contexts 4. Literature – detailed study

Assessment

• Assessed through written and oral work

• 70% internal assessment

• 30% external assessment Requirements

• High fluency in language

• Interest in and ability to read/create a wide variety of texts

• Independent critical analysis It is possible to take two Language A subjects, in any combination of literature/language and literature. In this case the second Language A would replace the need to take a language in group 2 (options shown below). In making their selections students should consider which languages they need to further their studies and which languages they have best mastered.



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The following languages include literature courses:

• German

• Hindi

• Japanese

• Korean

• Mandarin

• Thai The following languages include language and literature courses:

• Japanese

• Mandarin

• Thai Details, assessment and requirements for the above languages will be the same as the Language A English course.

Group 2: Language B and Ab Init io All students are required to study a second language (or a second Language A).

Language B SL/HL Detai ls Group 2 consists of language acquisition courses designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken.

• Focus on language acquisition and development of language skills

• Focus on the cultures of the language studied

• Literature in HL

• English, French, Mandarin & Spanish available Core Topics

• Communication and media

• Global issues

• Social relationships Assessment



• SL: Solid knowledge of intermediate language skills and exited MYP with a grade 5/7 in phase 3

• HL: Previous exposure to literary works in the target language and exited MYP with a grade 5/7 in phase 4

Language Ab In it io (SL ONLY) Detai ls

• Three themes: individuals and society; leisure and work; urban and rural environments

• Focus on development of language and intercultural understanding

• Available only at SL

• French, Japanese, Mandarin & Spanish available



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Assessment


• 75% external assessment Requirement

• Little or no experience with the language

Group 3: Individuals and Societ ies

Business and Management Detai ls

• Introduction to business terminology and concepts

• Focuses on analysis, decision-making and action

• Presenting and selling ideas and products is emphasized

• Five SL and HL modules: marketing, finance, business organization, human resources and operations, production management

Assessment

• 25% internal assessment (acting as consultant to real businesses)

• 75% external assessment (case studies) Requirements

• Desire to understand and function in the world of business

Economics Detai ls

• Introduction to theoretical and practical economics

• Emphasis on global and international awareness

• Four areas of theory: microeconomics, macroeconomics, international economics, development economics

• Development of theoretical reasoning, data analysis and argument construction

Assessment

• 20% internal assessment (analysis of articles)

• 80% external assessment

• Additional exam paper with mathematical focus for HL

Requirements

• Interest and mathematical ability



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Geography Geography links particularly well with IB Economics, Biology or Environmental Systems and Societies. Detai ls

• Develops an understanding of the interrelationship between people, place and the environment

• Core themes: populations in transition, patterns in environmental quality and sustainability, disparities in wealth and development, patterns in resource consumption

• Optional units on food and health; leisure, sport and tourism; and urban environments

• Focus on contemporary issues Assessment

• 20% (HL) or 25% (SL) internal assessment (fieldwork)

• Additional exam for HL on global interactions Requirements

• Interest in current global issues

• Concern for planning and managing for the future

History Detai ls

• 20th century world history

• 3 topics: the nationalist and independence movements in Africa and Asia post-1945, communism in crisis, the Cold War.

• However, there is flexibility depending on student interest in other topics

• HL also includes study of one region, typically 20th century Asian history

• Mixture of sources, including textbooks, scholarly works, internet, videos and primary sources

• Analysis and evaluation of historical sources and arguments, research of historical topics, essays

• Students will be required to discuss topics in depth Assessment

• Document analysis exercises, research papers, blogs and essays, class participation

• In the second year of the course, every student completes an internal assessment that is an in-depth analysis of one topic chosen by the student

• The remainder of the formal assessment comes from the external examination Requirements

• Able to undertake a substantial amount of reading, writing and discussion

Psychology IB Psychology links particularly well with IB Biology. Detai ls

• The scientific study of mental processes and behavior, and how these are affected by internal processes and the environment

• The core involves understanding human behavior through biological, cognitive and sociocultural perspectives



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• Students study either one (SL) or two (HL) of the following optional units: abnormal psychology, developmental psychology, psychology of human relationships or sports psychology

• Focuses on the evaluation of psychological theories and research, with an additional unit on qualitative research methodology for HL students

Assessment

• 25% (SL) or 30% (HL) of the final grade is from internal assessment (a simple experimental study)

• The remainder of the final grade is in two (SL) or three (HL) exam papers Requirements

• Curiosity about human nature

• Critical thinking and evaluation skills

• Ability to undertake a substantial amount of reading, writing and discussion

Group 4: The Experimental Sciences Dist inct ion between HL and SL Experimental Sciences “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 option studied.” (IBO Guide 2014) 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 and breadth, in both the additional higher level (AHL) material and in the common options.

Biology Course Information Biology is a science and covers parts of Environmental Systems and Societies, Chemistry, and Physics. Detai ls

• 6 core topics: cell biology, molecular biology, genetics, ecology, evolution and biodiversity, and human physiology

• Additional HL topics: nucleic acids; metabolism, cell respiration and photosynthesis, plant biology, genetics and evolution, and animal physiology

• One further option: neurobiology and behaviour, biotechnology and bioinformatics, ecology and conservation, and human physiology

Assessment

• 20% internal assessment (40-60 hours of practical work)

• 80% external assessment in three exam papers

• Completion of the group 4 interdisciplinary project

• Completion of fieldwork as part of the practical component Requirements

• At least a level five in MYP Science is recommended for HL Biology.

• There is a mathematical requirement that is a component in the internal and external assessments.



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Chemistry Course Information Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. At NIST Chemistry is also available in group 6 to enable students to take two sciences in the IB DP. Detai ls

• 11 core topics: stoichiometric relationships, atomic structure, periodicity, chemical bonding and structure, energetics/thermochemistry, chemical kinetics, equilibrium, acids & bases, redox processes, organic chemistry and measurement & data processing

• Additional HL topics: the periodic table – transition metals, measurement & analysis

• One further option: materials, biochemistry, energy and medicinal chemistry

Assessment


• 80% external assessment in three exam papers

• Completion of the group 4 interdisciplinary project Requirements

• At least a level five in MYP Science is recommended for HL Chemistry.

• It is recommended that HL Chemistry students take Mathematics SL or HL, not Math Studies SL.


Design Technology Course Information The Diploma Programme design technology course aims to develop internationally minded people whose enhanced understanding of design and the technological world can facilitate shared guardianship of the planet and create a better world. Detai ls

• 6 core topics: human factors and ergonomics, resource management and sustainable production, modeling, raw material to final production, innovation and design, and classic design

• Additional HL topics: user-centered design, sustainability, innovation and markets, and commercial production

Assessment

• 60% external assessment (HL classes complete three examination papers; SL complete two)

• 40% internal assessment (design project) Requirements

• Students suited to this course should have earned a 5 or higher for MYP Technology.

• A real interest and a strong ability in designing and creating is highly recommended in order to succeed.



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Environmental Systems and Societ ies (ESS) (SL ONLY) Course Information "The central concepts of ESS include sustainability, equilibrium, biodiversity and environmental value systems." There are 6 big questions that guide the course and help provide a "holistic perspective on the relationship between human societies and natural systems." For example: "To what extent have the solutions emerging from the topic of food production systems been directed at preventing environmental impacts, limiting the extent of the environmental impacts or restoring systems in which environmental impacts have already occurred?" Detai ls

• Topics: Sustainability, ecosystems and ecology, biodiversity and conservation, water resources, soil resources and food production systems, atmospheric systems, climate change and human populations

Assessment

• 20% internal assessment (individual investigation designed and implemented by student)

• 80% external assessment (two exam papers, each with case study, data analysis and an essay question)

• Completion of fieldwork as part of the practical component Requirements

• Strong in all areas of science and humanities

• A strong interest in local and global environmental issues

• Strong skills in communicating issues in oral debate and essays

Physics Course Information Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself from the very smallest particles—currently accepted as quarks, which may be truly fundamental—to the vast distances between galaxies. The DP physics course allows students to develop traditional practical skills and techniques and increase their abilities in the use of mathematics, which is the language of physics. (IBO Physics Guide 2014) Detai ls

• 8 core topics: measurements and uncertainties; mechanics; thermal physics; waves; electricity and magnetism; circular motion and gravitation; atomic, nuclear and particle physics; and energy production

• Additional HL topics: wave phenomena, fields, electromagnetic induction, and quantum and nuclear physics

• One further option: relativity, engineering physics, imaging and astrophysics Assessment


• 80% external assessment (three exam papers)

• Completion of the group 4 interdisciplinary project



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Requirements

• At least a level five in MYP Science is recommended for HL Physics.

• At least a level five in MYP Extended Mathematics is recommended for HL Physics.


• Confidence in making and interpreting graphs and data Sports, Exercise and Health Science (SEHS) (SL ONLY) Course Information “The course covers disciplines of anatomy and physiology, biomechanics, psychology and nutrition, all studied in the context of sport, exercise and health.” (IBO SEHS guide 2012) Detai ls

• 6 core topics - anatomy, exercise physiology, energy systems, measurement and evaluation of human performance, skills in sport and nutrition for sport, exercise and health

• 2 further options: optimizing physiological performance, psychology of sports, physical activity and health and nutrition for sports, exercise and health

Assessment

• 24% internal assessment (40 hours of practical work)

• 76% external assessment (three exam papers)

• Completion of the group 4 interdisciplinary project Requirements

• A keen interest in the fundamentals of sports and the way the human body works

• Willingness to apply abstract concepts into real life

Group 4 Project “The group 4 project is a collaborative activity where students from different group 4 subjects work together on a scientific or technological topic, allowing for concepts and perceptions from across the disciplines to be shared to ‘develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge’. The intention is that students from the different group 4 subjects analyze a common topic or problem. The exercise is a collaborative experience where the emphasis is on the processes involved in, rather than the products of, such an activity. The group 4 project is an interdisciplinary activity in which all Diploma Programme science students must participate and is a requirement for successful completion of the IB Diploma. The Group 4 project takes about 10 hours of curriculum time and forms a part of the internal assessment. It is completed towards the end of Year 12 and is a compulsory component for Biology, Chemistry, Physics, DT and SEHS.” (IBO Science Guide 2014)



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Group 5: Mathematics Mathematics Higher Level (HL) Course Information Mathematics HL caters to students who anticipate having mathematics be a major component in their future studies. Detai ls

• Develops important mathematical concepts in a comprehensible and coherent way

• Utilizes problem solving in context

• Includes concepts of rigour and proof

• Provides insight into mathematical form and structure Assessment

• 20% internal assessment (individual exploration)


• Excellent background in mathematics

• Wide range of analytical and technical skills

• Intellectually equipped to appreciate the links between parallel structures in different topic areas

Mathematics Standard Level (SL) Course Information Mathematics SL caters to students who anticipate a need for a sound mathematical background in their future studies. Detai ls

• Introduces important mathematical concepts through the development of mathematical techniques

• Includes a broad range of mathematical topics to encourage an appreciation of mathematics

Assessment

• 20% internal assessment (individual exploration)


• Very good knowledge of basic mathematical concepts

• Equipped with the skills needed to apply fundamental mathematical techniques correctly

Mathematical Studies (SL) Course Information Mathematical Studies is an appropriate course for students who do not anticipate using mathematics in any significant way in future studies.



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Detai ls

• Encourages an appreciation of mathematics

• Focuses on applied mathematics and statistics

• Avoids more technical aspects of the subject Assessment

• 20% internal assessment (project)


• Varied backgrounds and abilities

• Fundamental math skills and a rudimentary knowledge of basic processes

Group 6: The Arts

Theatre Course Information This course teaches students the nature of theatre by practicing it, as well as studying it. They learn about forms of theatre from cultures other than their own and thus learn to understand themselves, their society and their world. Detai ls

• The ability to interpret play scripts and present a creative plan for production

• An understanding of theatrical criticism

• An ability to perform before an audience

• The acquisition of technical skill in theatrical arts and crafts

• An understanding of the process of theatrical production

• Knowledge of the major developments in world theatre

• The ability to research imaginatively and with persistence

• The ability to identify a personal project and see it through to fruition Assessment

• Internal assessment: 25% (HL), 35% (SL Collaborative Project)

• External assessment: 75% (HL solo theatre piece, Director’s Notebook, research presentation), 65% (SL Director’s Notebook, research presentation)

Requirements Requirements include enthusiasm and a willingness to practically engage with the art as both an audience member and as a theatre practitioner. Students are expected to be involved both in class and co-curricular theatre experiences.



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Music Detai ls

• Explore music from a variety of perspectives

• Perform, analyze, listen, compose

• Investigate a variety of musical styles linked to world cultures and regions

• Develop notational and descriptive musical terminology

• Express opinions, ideas and values regarding music today

Assessment

• 50% external assessment: o 30% - exam (listening paper) o 20% - musical links investigation paper o 50% internal assessment

• HL o 25% - creating (3 compositions, 3-6 minutes each) o 25% - solo performing (recording selected from pieces during public performances, 20 minutes)

• SL - One of the following options: o 50% - creating (2 compositions, 3-6 minutes each) o 50% - solo or group performance (a recording selected from pieces presented during public

performances, 15 minutes) Requirements

• Several (HL) or a few years (SL) of experience of instrumental or vocal performance

• Basic understanding of music theory

Visual Arts Course Information Through the visual arts course we offer students the opportunity to develop and extend their awareness of art as a form of communication, expressing ideas with confidence and competence. Students will see the visual arts as a dynamic and constantly changing experience. The course offers a pathway for both students who want to go on to study visual arts in higher education, and those who seek lifelong enrichment through the arts. Detai ls

• Develops skills and techniques in a wide range of media, leading to the refinement and resolution of personalised, individual artworks

• Explores the value and diversity of the arts across time, place and cultures

• Encourages knowledgeable, critical observation of visual culture and media

• Separated into two key elements o Studio work: Exploration of art concepts, techniques and media through

practical work o Investigation workbooks: Personal research into techniques and

concepts, context, and socio-cultural background of the arts, as well as critical awareness of their aesthetic and functional qualities

Assessment

• External assessment (digital submission of studio and workbook components to the IB) Requirements

• A strong interest in, and an aptitude for, the visual arts



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OVERVIEW OF THE TWO-YEAR IB DIPLOMA PROGRAMME Please note that this timetable is not prescriptive or complete, but provides a rough outline of important times during the two-year programme.

August (Year 12) September October

• Programme begins

• Adjustment of subjects and levels

• Introduction to CAS; activities begin

• Theory of Knowledge retreat

• University information evening

• Last chance to change subject options

• 3-way conferences

• Begin ongoing internal assessment in some subjects

• Exit passes issued to students in good standing

• PSAT exams

December January February

• Y12 internal exams • First semester reports (summative)

• Parent-teacher conferences • Introduction to extended essay; begin

planning and research

March May June

• University information evening • Internal exams

• Extended essay well underway • Second semester reports (summative)

Long holiday

• Work on extended essay draft

• CAS work/university visits (optional, to be arranged by student)

August (Year 13) October December • PowerPoint on extended essay

• Ongoing internal assessments until March (milestones list issued)

• University applications

• Exam entries finalized

• Exam fee invoices issued

• 3-way conferences

• University applications finished

• Extended essay week (due at end of December)

January February/March Apri l

• First semester reports (summative)

• Graduating class photos taken

• Trial exams (results sent home)

• Most internal assessment complete and sent to IB

• University offers begin to arrive

• Fill in request for results service to universities

• Final report

• Study leave commences

May July August • Final IB exams

• Graduation (usually last Saturday in May)

• Final assembly with Y13 presentation

• Results of diploma exams published online

• Apply for re-sits/enquiry on results • Diplomas arrive

November • Re-sit exams (if needed)



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HIGH SCHOOL COURSES AT NIST In addition to IB courses, NIST also offers a range of standard high school diploma courses. All of the courses available can be taken in conjunction with IB courses and provide a grade point average equivalence. These courses reinforce essential concepts and skills that can be applied both in and out of the classroom. NIST high school courses are open to all students and provide opportunities for students to have a challenging, engaging and successful education at NIST. The courses are modeled on the learning standards of the United States of America. All high school courses are offered on the basis of enrollment. The following is a list of the possible offerings:

Group 1: NIST High School Engl ish Descript ion

• Integrated course of English studies that consists of practical application of the Standards for English Language Arts developed by the National Council of Teachers of English and the International Reading Association

• Emphasis on critical thinking and skills acquisition Detai ls

• Read literary and non-literary texts from a variety of genres

• Develop critical literacy

• Write texts for a variety of purposes

• Develop public speaking skills

• Explore journalism, media and film

• Develop technical writing skills Assessment


• Project-based learning and skills-based examination

Group 2: Addit ional Language Study Students may take any of the languages offered in the IB courses (Language B, ab initio or an additional Language A), or a Conversational Language course (refer to IB Diploma Course Offerings for a list of available languages).

Group 3: NIST High School Humanit ies Descript ion

• Integrated course of humanities studies aligned with U.S. social studies learning standards

• Emphasis on collaboration, critical thinking and communication Detai ls

o History o Culture o Politics and government o Geography o Science, technology and society o Global connections o Global citizenship

Assessment





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Group 4: NIST High School Science – Applied Science Descript ion

• Integrated course of scientific studies comprising practical applications of the Next Generation Science Standards


• Neuroscience of memory and learning

• Applied chemistry

• Sustainability

• Forensic science

• Engineered materials Assessment



Group 5: NIST High School Math – Mathematical Appl ications Descript ion

• Integrated course of mathematical studies that consists of practical applications of the Principles and Standards for School Mathematics


• Statistics

• Geometry applications

• Small business

• Personal finance

• Investment

• Networks, budgeting and travel Assessment



Group 6: The Arts Students may take any of the arts courses offered in the IB group 6 category or an additional subject from groups 3 or 4 (refer to IB Diploma Course Offerings for a list of available courses).

ADDITIONAL NIST HIGH SCHOOL COURSE COMPONENTS

Strategic Partnerships Strategic Partnerships are an integral part of the NIST high school courses. They complement the curriculum by providing hands-on application of learning standards at organizations in the wider community. These partnerships demonstrate contextual applications of the essential understandings developed during units of study.



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As an example, during their study of neuroscience, students were welcomed at by Bumrungrad Hospital’s medical imaging department, which provided access to its facilities and staff expertise.

Integrated Studies This supplemental period provides students with structured time and support to develop academic skills in their subjects. This complements the 4 periods per cycle of teacher-supported study.

Career-related Studies This part of the high school program is an exploration of future career-related options that can include placements/internships.

OTHER YEARS 12 & 13 CURRICULUM COMPONENTS

Creativity, Action, Service (CAS) “...if you believe in something, you must not just think or talk or write, but must act.”

- Peterson (2003) Creativity, Activity, Service (CAS) is at the heart of the year 12 and 13 experience here at NIST. It is an essential part of the IB Diploma Programme and a graduation requirement for all year 12 and 13 NIST students. It involves students experiencing a range of activities that take place alongside their academic studies. The three strands of CAS, which are often interwoven with particular activities, are characterized as follows:

• Creat iv i ty: exploring and extending ideas leading to an original or interpretive product or performance

• Activ i ty: physical exertion contributing to a healthy lifestyle

• Service: collaborative and reciprocal engagement with the community in response to an authentic need

As a result of their CAS experiences, there should be evidence that students have met the seven CAS learning outcomes:

• Identify own strengths and develop areas for growth

• Demonstrate that challenges have been undertaken, developing new skills in the process

• Demonstrate how to initiate and plan a CAS experience

• Show commitment to and perseverance in CAS experiences

• Demonstrate the skills and recognize the benefits of working collaboratively

• Demonstrate engagement with issues of global significance

• Recognize and consider the ethics of choices and actions All seven outcomes must be present for a student to complete the CAS requirement. Some may be demonstrated many times, in a variety of activities, but completion requires only that there is some evidence for every outcome. All NIST students, whether taking the full IB DP, IB courses and/or NIST high school courses, must complete the CAS programme during the two years of study.



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Theory of Knowledge (TOK) Detai ls

• 100 hours over 2 years

• Trans-disciplinary

• Critical examination of types, nature and limitations of ways of knowing and areas of knowledge

• Draws a distinction between shared and personal knowledge

• Makes connections between the construction of knowledge, the academic disciplines and the wider world

• Critical reflection of one’s own beliefs and assumptions Assessment

• 33.33%: oral presentation

• 66.66%: written assignment

Extended Essay Detai ls

• In-depth study of limited topic within a subject

• 4000-word essay

• Independent research

• Begins Jan./Feb. of first year, finishes Dec. of second year

• No taught class, but supervised individually and requires working with a designated teacher supervisor Assessment

• Essay is externally marked **Theory of Knowledge and Extended Essay are required for students pursuing the full IB Diploma; they are optional for those taking individual IB courses and NIST high school courses.

ASSESSMENT

Options 1 & 2: The IB Diploma & IB Courses IB Diploma assessment for the full Diploma Programme and courses includes:

• Internal assessments (including coursework, projects, fieldwork, practical work)

• Written examinations (including multiple choice; essays; and short answer, document and data-based questions)

• Oral examinations All internal assessment is subject to external moderation by the IB, which is rigorously conducted. Exams are set and marked internationally. The IB Grading System and the Awarding of the IB Diploma

• The award of the final grade in each subject is the responsibility of the Chief Examiner

• In every subject, a part of the programme may be internally assessed and externally moderated by the Chief Examiner

“Thinking Man” Image Source: http://www.ibtoktutor.com/#/tok-website/4538059013



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• A grade will not be awarded for a candidate in any subject for which any of the required assessment components have not been completed

• The grading scheme in use for IB Diploma examinations is as follows:

1 Very Poor

2 Poor

3 Mediocre

4 Satisfactory

5 Good

6 Very Good

7 Excellent Bonus Points According to the following TOK and extended essay matrix, 3 additional bonus points may be added to the total score awarded for the individual subjects. The IB Diploma Points Matr ix

Changes from the diploma points matrix (May 2010 - November 2014):

• B + C combination now results in 2 additional points (previously 1 point).

• A + E combination now results in zero points and a failing condition (previously 1 point). Condit ions for Awarding/Not Awarding the IB Diploma The IB Diploma will be awarded to candidates whose total score, including any bonus or penalty points, reaches or exceeds 24 points. Apart from this simple condition there are 19 disqualifications, among them:

• An N (not complete) is earned in one or more subjects, TOK or the Extended Essay.

• There is a grade 1 awarded in any subject at any level.

• CAS requirements have not been completed.

• The candidate is found guilty of malpractice.

• The candidate registered for three higher level subjects and gained fewer than 12 points on them.

• The candidate receives a grade E in either the Extended Essay or TOK. Awarding of the IB Bi l ingual Diploma Candidates who have taken examinations in at least one of the subjects from groups 3 or 4 in a language other than their Language A, or who have taken two Languages A, will be awarded an IB Bilingual Diploma. Awarding of IB Course Cert i f icates Candidates who do not fulfill the above requirements for the award of the IB Diploma will receive an IB Certificate indicating the results obtained. Students following the IB courses will receive IB Certificates for each course.

Theory of Knowledge

Grade A

Grade B

Grade C

Grade D

Grade E

No grade N

Ext

end

ed

Ess

ay

Grade A

3 3 2 2 Failing condition

Failing condition

Grade B


Failing condition

Grade C


Failing condition

Grade D


Failing condition

Grade E

Failing condition

Failing condition

Failing condition

Failing condition

Failing condition

Failing condition

No grade N

Failing condition

Failing condition

Failing condition

Failing condition

Failing condition

Failing condition



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Option 3: NIST High School Courses A NIST grade and a GPA equivalency (based on a 4.0 U.S. grading scale) is awarded for the completion of each NIST high school course. Assessment

• Grades are based on 100% internal assessment

• Project based learning and skills based examination is integral to the programme

THE HIGH SCHOOL GRADUATION DIPLOMA AT NIST The IB Diploma and the High School Graduation Diploma at NIST are separate awards. The International Baccalaureate awards the IB Diploma, whereas the NIST High School Diploma is a school-based award. The NIST High School Diploma is awarded to students on the occasion of their graduation from school in the last semester of Year 13, and is based on the final four years of secondary school.

Graduation Requirements In order to qualify for the NIST diploma a student must successfully fulfill four requirements: attendance, course credit, community & service and extra-curricular activities.

Attendance Students must satisfactorily complete four years of school beyond Year 9/Grade 8. Students must attend a minimum of 90% of the classes. Course Credits Students must earn 24 credits to graduate. Each yearlong course is worth one credit. A credit is obtained by receiving an overall grade of 3 or above. Over four years, credits must be distributed as follows:

4 English/Language A

2 Additional language

3 Humanities

3 Mathematics

3 Science

2 Visual & performing arts

2 Health & physical education

5 Electives (courses beyond those required – MYP students will take design tech; IB students will take diploma requirements)

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Total credits required These are minimum credit requirements for the NIST Diploma. Most students substantially exceed these requirements. Students enrolled in the IB Diploma Programme during Years 12 and 13 must satisfy all requirements stipulated by the IB in order to qualify for the IB Diploma. Community & Service Students must participate in community service throughout their four years of high school Extra-curr icular Act iv i t ies Students must participate in a minimum total of four sessions of extra-curricular activities from Years 10-13.



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NIST GRADES Achievement Grades All subjects in Year 12-13 are assessed on specific IB Diploma Programme subject criteria: 7 - Excellent 6 - Very Good 5 - Good 4 - Satisfactory 3 - Needs Improvement 2 - Weak 1 - Very Weak

Effort Grades NIST reports also include an effort grade:

E G S N Excellent Good Satisfactory Not Satisfactory

CAREERS & HIGHER EDUCATION

University & Career Advice Counseling and guidance concerning higher education are of great importance for upper secondary school students. Information sessions by counsellors, visits to university fairs, and workshops run by universities begin prior to the Year 12 programme and are then further developed in the final two years of school. In the last two years of high school, the counsellors will focus student awareness on the following:

• Higher education: assessing strengths and weaknesses, researching the best fit for the student, researching choices and entrance requirements, and specific application procedures for universities around the world.

• Career guidance: assessing personality type, learning styles, researching careers, visiting workplaces, and listening to guest speakers

In the spring of Year 12 and early in Year 13, one-on-one consultation sessions take place with the counselor, students and parents to ensure that the necessary research is in progress and that tertiary applications are being made. Timelines are distributed, deadlines are set and applications are checked rigorously. The IB sends transcripts of results to universities in July at the request of the student.

PSAT, SAT, TOEFL & Other Tests Provision is made for students to sit the PSAT, SAT, ACT, TOEFL, and IELTS. Preparatory resources are made available to students needing to sit these tests.



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CONTACT INFORMATION Head of Secondary: Ms. Judith Curt is (ext. 111 / [email protected])

• Overall responsibility for the Secondary School Deputy Head of Secondary (DP) and Diploma Coordinator: Mr. P. Cooper (ext. 115 / [email protected])

• General questions about the IB Diploma Programme

• General questions about the NIST Graduation Diploma

• All issues relating to the IB

• All policy and procedural questions

• Guidance on student subject option choices Career and University Counselors Ms. B. Manfredi (ext. 204 / [email protected]) Mr. J. Ekstrom (ext. 353 / [email protected]) Ms. K. Schultz (ext. 205 / [email protected]) Mr. R. Kostrzeski (ext. 122 / [email protected])

• Information on university policies relating to the IB Diploma

• Information regarding IB subject choices and university entry

• Career information CAS Coordinator: Mr. A. Dorn ([email protected])

• All matters pertaining to the CAS programme and student involvement/ requirements Department Coordinators English Ms. A. Boreham ([email protected]) World Languages A Ms. R. Sehgal ([email protected]) World Languages B Ms. F. Wang ([email protected]) Humanities Mr. S. Scoones ([email protected]) Science Ms. Z. Perry ([email protected] ) Mathematics Mr. M. Bethune ([email protected]) Art and Design Ms. J. White ([email protected]) Music Mr. N. Tribesh ([email protected]) Theatre / Drama Ms. R. Moss ([email protected]) Theory of Knowledge Mr. M. Salvatore ([email protected])

• Questions regarding individual IB Diploma subjects

• Questions regarding suitability of particular IB subject levels (HL or SL) Houseroom Teachers

• Issues regarding an individual student’s time management and academic and pastoral progress

• General concerns IB Diploma Teachers

• Questions about an individual student’s progress in a particular subject

• Questions about a particular subject curriculum Extended Essay Supervisor: Mr. Joe McMil lan ([email protected])

• Questions about an individual student’s work on the Extended Essay



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Detailed IB Diploma Programme subject information is available on the NIST website: http://www.nist.ac.th/ib and the IB

website: http://www.ibo.org

Information and charts courtesy of the IB at IBO.org



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2015-2017 ib diploma programme prospectus

Documents

nist high school courses

ib courses

nist high school english

ib diploma course offerings

language b

curriculum model

curriculum requirements

overview of subject