IB Diploma Handbook

AISV and the International Baccalaureate (IB): Complementary Missions The IB Mission Statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

The American International School of Vilnius Mission Statement The mission of the American International School of Vilnius is to provide a highly-reputed, inquiry-based educational program in English within a safe and nurturing environment that encourages the holistic development of each child. Through a rich variety of scholastic and social experiences, AISV's global students acquire academic knowledge and develop the interpersonal skills needed to succeed in the modern world according to their individual potential.

Glossary of Terms and Abbreviations Used in this Handbook CAS – Creativity, Action, and Service. The 150-hour community service requirement for all diploma candidates, to be completed between the summer after the sophomore year and the last semester of the senior year. IB recommends a balance of hours in each component. Sports, theater, musical productions, and volunteer community service are a few of the options available. DP – Diploma Program. The two-year IB program beginning in 11th grade. EA – External Assessment. These important exams are taken in May of the second year by all IB students. They are sent out to qualified IB graders to be marked using IBO rubrics. EE – Extended Essay. The 4,000 word research paper students write during their time in the program. Students choose their own topic and are supervised during the process by a faculty member who serves as their mentor. HL – Higher Level. Especially challenging classes that meet for 240 hours over the course of two years. Students enroll in three HL classes. IA – Internal Assessment. Oral exams, projects, essays, experiments, and case studies are some examples of work that might be assigned and graded internally by teachers. Random samples of these assignments are sent out to be moderated by the IB to ensure that teachers are following IB expectations. IBO or IB – International Baccalaureate Organization. The IB headquarters is located in Geneva, Switzerland, where the organization was founded in 1968. SL – Standard Level. Classes that meet for 150 hours over the course of two years. Students enroll in three SL classes. TOK – Theory of Knowledge. A required course at the heart of the Diploma Program. The themes and experiences from this class are woven throughout the curriculum. Students reflect critically on diverse ways of knowing and areas of knowledge. The role and nature of knowledge in their own culture and in the culture of others is explored.

IB Learner Profile

AISV hopes that students who participate in our IB program will become:

Inquirers They will acquire the skills necessary to conduct purposeful, constructive research.

Thinkers They will exercise initiative in applying thinking skills critically and creatively to make sound

decisions and to solve complex problems.

Communicators They will receive and express ideas and information confidently in more than one language,

including the language of mathematical symbols.

Risk-takers They will approach unfamiliar situations without anxiety, have confidence and independence, are

courageous and articulate in defending things in which they believe.

Knowledgeable They will spend time in school exploring themes with global relevance and importance, and have

acquired a critical mass of significant knowledge.

Principled They will have a sound grasp of the principles of moral reasoning, integrity, honesty and a sense of

fairness and justice.

Caring They will show sensitivity towards the needs and feelings of others and have a personal

commitment to action and service.

Open-minded They will respect the views, values and traditions of other individuals and cultures and who are

accustomed to seeking and considering a range of points of view.

Well-balanced They will understand the importance of physical and mental balance and personal well-being.

Reflective They will give thoughtful consideration to their own learning and who analyze their personal

strengths and weaknesses in a constructive manner.

What is the IB Diploma Program? The IB Diploma Program (DP) is an academically challenging and balanced program of education with final examinations that prepares students, aged 16 to 19, for success at university and life beyond. It has been designed to address the intellectual, social, emotional and physical well-being of students. The program has gained recognition and respect from the world’s leading universities.

The Curriculum IB Diploma Program students must choose one subject from each of five groups (1 to 5), ensuring breadth of knowledge and understanding in their best language, additional language(s), the social sciences, the experimental sciences and mathematics. As the last of their six subjects, students may choose either an arts subject from group 6 or a second subject from groups 1-5. At AISV, students take three subjects at higher level (HL) and three subjects at standard level (SL).

The Diploma Program Core

The extended essay of some 4,000 words offers the opportunity for IB students to investigate a topic of special interest,

usually one of the student's six DP subjects, and acquaints them with the independent research and writing skills expected at university. It is intended to promote high-level research and writing skills, intellectual discovery and creativity. Extended Essays with a subject based on Language A or B courses must be written in that language; all other essays must be submitted in English. Successful submission of the Extended Essay is required before students will be registered for the final examinations.

The theory of knowledge course is designed to develop a coherent approach to learning that ties together the academic

areas and encourages appreciation of other cultural perspectives. Theory of knowledge encourages critical thinking about knowledge itself and aims to help students make sense of what they encounter.

Creativity, action, service is at the heart of the Diploma program, involving students in a range of activities that take place

alongside their academic studies throughout the IB Diploma Program. The component's three strands, often interwoven with particular activities, are characterized as follows: Creativity - arts and other experiences that involve creative thinking, Action - physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the IB Diploma Program, and Service - an unpaid and voluntary exchange that has a learning benefit for the student. For further information about this program, see the CAS handbook provided by the CAS Coordinator.

The Curriculum Model

AISV Offerings (Subject to sufficient enrollments) Studies in Language and

Literature Language

Acquisition Sciences

The Arts

Mathematics Individuals and

Societies

English Language and Literature SL/HL

French Ab Initio/SL/HL

Biology SL/HL

Visual Arts

SL/HL

Math Studies SL

Business and Management SL/HL

Lithuanian Literature SL/HL

German SL/HL Chemistry SL/HL Math SL

History SL/HL Russian SL/HL Physics SL/HL

Math HL English HL

Environmental Systems and Societies SL

Course Selection All grade 11 and 12 courses at AISV are IB courses. The table above lists available courses in each subject group. As students select their three HL and three SL courses, they should keep in mind their academic strengths and weaknesses, as well as their future education and career plans. It is important to realize that—while AISV does its best to advise students in the selection process based on their university ambitions—each university has different entry requirements. Certain universities may require specific subjects, or even specific subjects at higher level, for admission to some programs. It is important to do your research

and contact schools you may be interested in directly to learn about any specific requirements that may exist. It is also important that you consult with your parents and teachers during the selection process, as the decisions you make now can have an impact on your university options later on.

Some Possible IB Course Combinations Available at AISV Engineering or Physical Science Focus Group 1: Most proficient Language A SL Group 2: Language B SL or HL Group 3: Math HL Group 4: Physics HL Group 4: Chemistry SL or HL (HL required for Chemical Engineering) Group 5: Business and Management SL or History SL Economics, Business, or Commerce Focus Group 1: Most proficient Language A HL Group 2: Language B HL Group 3: Math SL or Math HL (HL preferred for Economics) Group 4: Environmental Systems and Societies SL Group 5: Business and Management SL or HL Group 6: Visual Arts SL (or Group 4: Biology SL) Art and Design Focus Group 1: Most proficient Language A HL Group 2: Language B SL or HL Group 3: Math SL or Math Studies SL Group 4: Environmental Systems and Societies SL Group 5: Business and Management SL or HL or History SL or HL Group 6: Visual Arts HL Natural Science or Medicine Focus Group 1: Most proficient Language A SL Group 2: Language B SL Group 3: Math HL Group 4: Biology HL Group 4: Chemistry HL Group 5: Business and Management SL or History SL Generalist (preparation for the study of humanities, law, etc.) Group 1: Most proficient Language A HL or SL Group 2: Language B SL or HL Group 3: Math SL or Math Studies SL Group 4: Environmental Systems and Societies SL or Chemistry SL or HL Group 5: Business and Management SL or HL or History SL or HL Group 6: Visual Arts SL or HL

Qualities of a Successful IB Candidate IB Diploma students should have an eagerness to learn, competence in time management and study skills, note-taking skills and organization. Procrastination is the enemy of an IB student. The ability to work well with others is essential. IB candidates must realize the large demands that the program will place on their time, while striking an effective balance between their school and home lives. IB students must be willing to take the initiative and to seek help when required. Finally, they must be willing to make a strong commitment to the two-year course of study.

Enrolling in the Diploma Program at AISV For current AISV students, the IB enrollment process begins in 10th grade when Dr. Griggs, the AISV IB Coordinator, distributes intent forms, the document General Regulations: Diploma Programme, and the handbook you are reading to students. Students and their families read over those materials and then meet with Dr. Griggs to discuss their plans. As part of this process, students also hold conferences with individual subject teachers who aim to assess their strengths and weaknesses with an eye toward the selection of appropriate higher level and standard level courses. Students currently enrolled in the 10th grade at AISV must

submit the following documents to Dr. Griggs in order to be considered for the IB program: The signed form International Baccalaureate Diploma Programme: Intent to Participate and Initial Recommendations The signed form Acknowledgment and Acceptance: General Regulations: Diploma Programme The signed Statement of Academic Honesty

In addition to the above requirements, new students wishing to enroll in the IB program at AISV must complete all of the standard AISV admissions procedures and present the results of an English language assessment (such as Cambridge, ETS TOEFL, WIDA, etc.) that certifies functional fluency in the English language.

Admission to the IB Diploma Program Admission to the IB Diploma Program will generally be governed by AISV’s formal Admission Policy. IB Program applicants will, however, need to meet some pre-requisites beyond those required for admission to the overall high school program. These include: 1. Demonstrated functional fluency in English on a reputable English language test. 2. Demonstrated ability to pursue the study of a second language. Every effort will be made to ensure balance and equality when admitting students to the IB Diploma program. The administration will ensure that only students who have a high demonstrated competency in all areas are admitted to the program.

Two Pathways to Participate

Pathway 1: The Full Diploma Program 3 Higher Level courses 3 Standard Level courses Complete Theory of Knowledge (TOK) Submit an original Extended Essay (EE) of approximately 4,000 words Complete a Creativity, Action, Service (CAS) Plan

Testing Requirements Diploma students must take final exams in all of their courses except Theory of Knowledge, CAS, and Extended Essay. Exams are marked as external assessments by the IBO and given a grade from 1 (poor) to 7 (excellent). To earn the IB Diploma, students must complete ToK, EE, CAS, and earn a minimum total of 24 points. Failing conditions for the diploma are listed in the external assessment section later in this handbook. The specific terms for the award of the diploma are outlined in the document General Regulations: Diploma Programme that is provided to all students and parents before they join the IB program at AISV.

Pathway 2: Individual Courses All students in grade 11 (and, from 2014-2015, grade 12) at AISV participate in IB classes regardless of whether they are enrolled in the full diploma program. Students who are not enrolled in the full IB program have the option of taking a class solely for credit toward an AISV diploma. If a student chooses this option, he/she completes assessments as created and given by the teacher, and receives marks on his/her report card as in a normal American high school course. Alternatively, a student who is not enrolled in the full program may choose to become an IB Course Student in a class. Such a student completes all internal and external IBO assessments for that course, including sitting for the final IB exam. At the end of the course, students will receive an official IB certificate noting the course name and the mark they earned on the exam. Many colleges and universities offer credit or advanced standing to students with good marks on IB certificates.

Benefits of the Program The IB program fosters outstanding qualities in students. By the time students receive the diploma, they will be ready to debate real-world issues from an international perspective and to provide leadership and support in the local and global community. They will demonstrate a capacity for in-depth study while maintaining a broad perspective of the different subject areas. They are able to ask challenging questions but also know how to research a topic and express their opinion. They have a strong sense of their own culture and identity, as well as the ability to communicate in two or more languages with people who have a different perspective on the world.

Recognition of the IB Diploma by Universities The IB Diploma is a passport to higher education. Most universities and colleges recommend that students in high school enroll in a rigorous criteria-based academic program like the IB Diploma. Some colleges and universities may offer advanced credit to students with strong examination results. IB students routinely gain admission to some of the best known universities in the world. Most of these institutions have established recognition policies for the IB Diploma. IBO publishes and maintains information about university recognition displayed on their public website http:// www.ibo.org /recognition.

The AISV Diploma

If a student fulfills the graduation requirements set out by the School (see below), he/she will be awarded an AISV High School Diploma. The AISV diploma is an American high school diploma accredited by the Council of International Schools and the Middle States Association of Colleges and Schools. The conditions for the award of the AISV diploma are outlined below. High School Honors Diploma Participation in six courses, each from a different subject group, during grades 11 and 12, in addition to Theory of Knowledge and the service component of CAS An average score of 21 points across all six courses over two years No score lower than a ‘2’ in any course in grade 12 Minimum 85% attendance in each course over two years High School Diploma Participation in six courses, each from a different subject group, during grades 11 and 12, in addition to Theory of Knowledge and the service component of CAS. An average score of 18 points across all six courses over two years Minimum 85% attendance in each course over two years Students that successfully complete an IB diploma will automatically be awarded the AISV Honors Diploma as well. Promotion to Grade 12 Students must demonstrate that they are meeting the attendance requirement of the AISV high school diploma in order to be promoted into the final year of IB study. IB Exam Fees Final exam fees are paid by each student registered or the full diploma program or individual courses. Exam fee structures are determined by the IB and are subject to change. Book Fee Students may be asked to pay a book fee if they wish to annotate their textbooks. Upon paying the fee, the books will become the property of the student.

Academic Honesty Academic Honesty is an important focus of both the International Baccalaureate Organization and AISV. The AISV Academic Honesty Policy applies to all students in the IB Program, and the IB imposes further strict consequences for malpractice. "Academic Honesty" refers to the expectation that any work a student submits for assessment is authentically his or her own. AISV provides IB students with the tools they need to ensure academic honesty. Students are taught how to use various research methods and the requirements of the MLA citation system. They receive direct one-on-one guidance from a dedicated Extended Essay Coordinator with proven research skills. Every candidate studying the Diploma Program, as a condition of enrollment and regardless of their registration category, must sign a declaration stating that all work they submit for assessment will be their own authentic work. This will cover all class assignments, homework assignments and work undertaken for IB assessments. Ultimately, however, it is the candidate’s own responsibility to ensure that the final version of any work submitted for assessment is authentic. “Candidates themselves must bear the consequences if they submit any work for assessment that is not their own, regardless of whether the plagiarism was deliberate or a careless act. The same principle applies to collusion.” - IB Diploma Program Handbook of Procedures The IB defines malpractice as “behavior that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in one or more assessment component.” Students must use great care to always clearly acknowledge the ideas and words of other authors used in their work. Under no circumstance may students rely on outside help, such as a tutor, to write any piece of IB work being submitted for assessment. In the unfortunate event that a student is suspected of malpractice, Dr. Griggs will conduct an investigation according to IB

procedures outlined in the document General Regulations: Diploma Programme. If the student is found guilty the work under investigation may not be submitted for assessment and the student will not have the opportunity to re-write the work. Students found guilty of malpractice by the IBO on an official IB assessment, after having signed the required cover sheet stating that the work is their own, will no longer be eligible to receive the IB diploma, though they may still receive certificates for classes in which malpractice did not occur. An awarded IB diploma or certificate may be withdrawn from a candidate at any time in the future if malpractice is established subsequent to its issue.

Assessment Policy

The key purposes of assessment is to provide information on student achievement and progress in each course as measured by their understanding of the syllabus standards and to report on the standard of performance attained at the end of the course. There are two types of assessment completed by IB students during the school IB Diploma Programme-- internal assessment and school-based assessment.

School-based assessment is used by teachers to discover how well a student is progressing in a particular subject.

These assessments are generated by, assigned by, and marked by the teacher. • School-based assessment is not optional. All IB Diploma candidates must undertake and complete all work assigned by their teachers • Students are expected to attend all classes in which they are enrolled unless for appropriate medical reasons or unless they have prior permission. Students who miss classes regularly severely affect their chances of gaining the IB Diploma. • Appropriate medical documentation will be required for students missing school-based assessments and deadlines. • Technical difficulties or other foreseeable issues such as holidays or school commitments are not acceptable excuses for missing school based assessment deadlines. • Failing to meet school based assessment requirements may severely affect students’ chances of gaining the Diploma. Students that miss classes without permission or who routinely fail to submit school-based assessments may be removed from the full IB program. Report card grades, and grades in ManageBac, are informed by the following IB descriptors: 1 Minimal achievement in terms of the objectives. 2 Very limited achievement against all the objectives. The student has difficulty in understanding the required knowledge and skills and is unable to apply them fully in normal situations, even with support. 3 Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support. 4 A good general understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation. 5 A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight. 6 A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation where appropriate. The student generally demonstrates originality and insight. 7 A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality. Teachers and academic departments set grade-bands for assessing school-based IB work, and determine how 1-7 grades are awarded within each subject. Grade boundaries are set by considering the questions on assessments and what those questions require from students by way of a response. These requirements for success are made explicit by the teacher. At the end of each quarter, teachers assign a quarter grade by considering all student work and academic progress during the term. The teacher assigns a 1-7 based on the IB descriptor they believe best describes each student’s understanding at the end of

the quarter. Homework Homework is given in all courses. Long-term assignments require careful planning. All student homework must be authentic and completed by the student. Parents will be most helpful to their children by providing a routine time and a place for homework to be completed. Students in the IB Program should expect to complete at least 12 hours of homework each week, though this amount will vary. Self-discipline is essential in order to complete assignments on time: all assignments are due by the deadline set by the teacher.

Early or Extended Holidays Please strongly discourage your parents from organizing holidays which involve you missing classes, as you will miss important work and it will have a negative effect on your grades.

Stress Management Exercise regularly Maintain normal sleep and eating habits Review your objectives periodically–you are in control Recognize early warning signs of stress, and take action Think and plan ahead to achieve your objectives Give yourself treats and rewards for achieving short term objectives Try to keep things in proportion When you feel under pressure and stress is building, talk with someone and seek help

Internal assessments (IAs) are set according to subject and IBO guidelines and count towards the final subject grade. Each

subject has a different weighting attached to its IA as a proportion of the final mark. Students and parents can find this information in the syllabus documents. Internal assessment requirements are completed by students by pre-arranged due dates. Internal assessment deadlines are non-negotiable and work will not be accepted after these deadlines without a valid reason and appropriate documentation. The subject teacher marks internal assessment work. A sample of students’ work is then sent to an IBO moderator and checked against world-wide marking standards. The teacher’s marks are adjusted if required. Internal assessments in group 3, 4, 5, and 6 will be completed in English. Group 1 and 2 internal assessments are completed in the language of the subject. The overall assessment structure for each IB subject ensures that student performance is measured in relation to all the objectives for that subject and particularly to evaluate student achievement against those objectives that do not lend themselves to external written examinations or tests. Internal assessment also gives teachers significant input into the overall assessment process. • Internal Assessment dates are spread over the 2 years of the IB Diploma course. This reflects the nature and structure of the IB Diploma Program, as well as student’s needs. Internal Assessments deadlines are set to spread the workload for students across the two-year course. • The IBO sets strict rules regarding the submission of IA drafts. Students need to understand these before commencing work so that they understand the parameters in which they are working. These limits involve: o How many drafts can be submitted? o Who is able to look at the drafts? o What is the role of the teacher? • Oral assessments are completed by all students within a limited time-frame. The IBO considers students completing oral assessments outside the set time-frame as academic malpractice. For this reason, oral assessment components cannot be completed outside the assessment period other than for medical reasons. • Students are not told their Internal Assessment mark or score. This is because it is subject to moderation. Students receive feedback in the required areas according to the marking criteria.

Additional Assistance to Students on Internal Assessments Students must understand the role of teachers in the preparation of Internal Assessments. Syllabus documents contain details of the extent to which teachers can assist students completing Internal Assessments. This also applies to teachers who are not a student’s subject teacher. Please note that failure to observe this rule will affect the mark for that piece of work.

Failure to Submit Internal Assessments Students failing to submit Internal Assessments with no valid reason will be awarded an N or F grade and a zero mark for that component. The award of an N grade will prevent a student from gaining a Diploma. • Students with valid reasons outside of their control must see the IB Coordinator as soon as possible. • All students must submit work for their internal assessments by the set date and time.

• Students must provide supporting documentation if they wish to claim special consideration for an Internal Assessment component.

Mock Exams Mock exams allow teachers to assess student readiness for the formal IB exams. They are conducted twice during the program—at the end of the first year, and during march of the second year. An effort is made to prepare students not only for the content of the final exams, but also to familiarize them with how the exams are run. As such, students must follow a code of conduct similar to that imposed by the actual final exams. AISV Code of Conduct for IB Mock Examinations All students should arrive at the exam room 15 minutes before the exam is set to begin. Wait outside the room until you are admitted by the proctor. When instructed to enter the examination room, candidates must do so in a quiet and orderly manner. Students should not communicate with anyone other than the proctor for the duration of the exam. Apart from one bottle of drinking water, no food or drink may be taken into the examination room. The proctor will tell you where to sit for the exam. Candidates may take only the following items to their assigned desk:

pens, pencils, eraser, ruler, pencil sharpener, highlighter, one bottle of drinking water

a calculator (but only for the math exams that allow its use)

a translating dictionary (not allowed if the exam is a language exam)

No bags or mobile phones will be permitted in the examination room. These must be turned in to the proctor upon entering the room. Late arrival Candidates are allowed into the examination room during the first 30 minutes after the start of an examination. The arrival time of the candidate will be recorded by the proctor. No additional time will be allowed for the examination. After the first 30 minutes candidates will not be allowed into the examination, nor will they be permitted to take the examination at a rescheduled time. Temporary absence In cases of emergency, at the discretion of the proctor, a candidate may be allowed to leave the examination room and return. The temporary absence of a candidate will be recorded by the proctor. A candidate will be supervised by a proctor during a temporary absence from the examination room. There must be no communication with any person other than the proctor. During a temporary absence the candidate must not take any material out of the examination room, have access to material during the absence, or return with any material. Temporary absences will not be permitted during exam sessions with a single proctor. Malpractice During the examination a candidate must not communicate with any other candidate. Failure to observe this regulation may constitute malpractice, resulting in appropriate action by the school. All work completed during an examination, and then submitted for assessment, must be the authentic work of the candidate. Any collusion, plagiarism, reference to unauthorized material, or communication between candidates may constitute malpractice, resulting in appropriate action by the school. If a student finds that he/she has accidentally taken unauthorized material into an examination (for example, notes, a book, an MP3 player, or any communication device such as a cell phone), this material must be given to the proctor immediately before the exam begins. Failure to do so may lead to an allegation of malpractice against the candidate, regardless of whether the unauthorized material may or may not have provided an unfair advantage for the candidate. No candidate is permitted to borrow anything from another candidate during an examination. Early departures Candidates are not allowed to leave the examination room during the first hour or during the last 15 minutes of any examination. Consequently, if the duration of an examination is 1 hour and 15 minutes or less, candidates must remain in the examination

room. If a candidate leaves the examination before the scheduled finishing time, the candidate will not be allowed to return. End of the examination It is the responsibility of the candidate to ensure that the front page of their test is correctly completed prior to departure from the examination room. Candidates must give all examination papers, answer sheets, multiple choice answer sheets and rough notes to the proctor at the end of the examination. Candidates must leave the examination room in a quiet and orderly manner. If you do not understand these regulations please ask the IB Coordinator for clarification.

External Assessments Examinations are taken in May and results are available in July. Students and their parents are liable for examination fees. Candidates must write their final examinations in groups 3, 4, 5 and 6 of the Diploma Program in English, French, or Spanish. TOK assessments and the extended essay must be presented in English, except that an extended essay in a group 1 or group 2 subject must be written in the language of the subject chosen.

Final Examinations At AISV, students take all exams in the May session, with the possibility of retaking exams in the following May session should they not qualify for the diploma. A diploma candidate has a maximum of three examination sessions in which to obtain the diploma. Students are responsible for paying all fees associated with any exam sessions after that in May of their senior year. The price of the May senior year exam session is included in student tuition. Diploma exam results become available in July. The final examination results are made up of subject grades, in the range from 1 (lowest) to 7 (highest) at HL and at SL, with 1 – very poor, 2 – poor, 3 – mediocre, 4 – satisfactory, 5 – good, 6 – very good, 7 – excellent, and grades from E (lowest) to A (highest) for TOK and Extended Essay. Students can obtain a maximum of 45 points total on their exams. In order to obtain such a result they must earn 7 points in each of the 6 exams as well as obtain 3 bonus points for TOK and EE. Successful submission of the Extended Essay is required before students will be registered for the final examinations.

Award of the IB Diploma In order to achieve the IB Diploma a candidate must fulfil certain requirements; at its most basic a candidate must achieve at least 24 points from their combined grades in six subjects, together with their grades for theory of knowledge and the extended essay, and also complete the Creativity, Action, Service (CAS) element.

Failing Conditions The Diploma cannot be awarded, whatever the total score, to candidates if: 1. CAS requirements have not been met. 2. Candidate’s total points are fewer than 24. 3. An N has been given for theory of knowledge, extended essay or for a contributing subject. 4. A grade E has been awarded for one or both of theory of knowledge and the extended essay. 5. There is a grade 1 awarded in a subject/level. 6. Grade 2 has been awarded three or more times (HL or SL). 7. Grade 3 or below has been awarded four or more times (HL or SL). 8. Candidate has gained fewer than 12 points on HL subjects. 9. Candidate has gained fewer than 9 points on SL subjects.

Award of Bonus Points Three extra points are available for Theory of Knowledge and the Extended Essay. They are measured against assessment criteria and according to the quality of the work. A candidate's performance in each will fall into one of five bands:

Band A Work of an excellent standard Band B Work of a good standard Band C Work of a satisfactory standard

Band D Work of a mediocre standard Band E Work of an elementary standard

The total number of bonus points awarded will be determined according to the matrix at the top of the following page. So, for example, a candidate who achieves grade B for Theory of Knowledge and grade C for the Extended Essay will be awarded two bonus points. Candidates who achieve a grade E for either Theory of Knowledge or the Extended Essay will be assigned “Failing condition” for their bonus points score and will no longer be eligible for an IB Diploma. A candidate who fails to submit an Extended Essay, or who fails to make a presentation for TOK or submit the TOK essay will be awarded N, will score no points, and will not be awarded a Diploma.

College Admissions Process and IB Mark Projections Projected Grades The college application process generally begins early in your second year of the program. Should the college or university to which you are applying require projected IB grades, complete the form “Request for Projected Grades” in the appendix to this handbook. Projected grades will be issued within two weeks of the date the form is submitted to the IB Coordinator. Such grades will only be given within a range of two marks, for example: 3/4 or 6/7. By completing and submitting the form, you acknowledge that projected grades are neither debatable nor negotiable. Any discussions with teachers regarding these projected marks may only focus on what you can do to improve; you may not ask for projected grades to be changed. You must respect your teacher’s projections. Among the criteria teachers will use to determine projected grades are:

Your subject grades as reported on the AISV report card in grade 11, and—as available—in grade 12 (If no grade 12 report cards have been issued yet, then teachers will use your work to date.)

Your performance on the mock exams at the end of grade 11 The results of any internal assessments already completed The teacher’s knowledge of you as a learner

In order to receive projected grades, you must first self-evaluate your progress in each course using the rubric on the back of the request form.

Conversion of the IB 1-7 Scale

If a college or university requests that your mark on the IB scale be converted into another system, such as letter grades or GPA, all conversions will be made according to the following table. IB 1-7 Scale Letter GPA (Non-IB) Weighted IB SL GPA Weighted IB HL GPA 7 A+ 4.0 4.3 4.8 6 A- 3.6 3.9 4.4 5 B 3.0 3.3 3.8 4 C 2.7 3.0 3.5 3 D+ 1.9 2.2 2.7 2 D- 1.3 0 0 1 F 0 0 0

AISV’s IB Courses: Information for Students and Parents

AISV offers Language A programs for mother tongue or near-native speakers, Language B programs for those still acquiring another language, and an ab initio language program for beginners with no prior experience in an additional language. These offerings are subject to sufficient student interest and may not be available in every exam session. Group 1: Studies in Language and Literature English A: Language and Literature SL/HL PREREQUISITES Because readings are challenging, both in structure and vocabulary, and students will be held to high levels of close reading and analysis, high level of comfort with English as a received and communicated language, in both oral and written capacity, is critical for success. SYLLABUS CONTENT OVERVIEW In two years of study with approximately 150 hours at the standard level (SL) and 240 hours of study at the higher level (HL), this course comprises four parts—two relate to the study of language and two to the study of literature. Students will build an understanding of the ways in which formal elements are used to create meaning in a text as they explore how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception. YEAR 1 Part 1: Language in cultural context Topic 1 – Shifting audiences, shifting purposes: Language and Communities Topic 2 - Shaping and communicating identity: Language and the Individual Topic 3 - Two Views: Language and Knowledge Part 2: Language and mass communication Topic 1 - Selecting the Right Spin: Textual Bias Topic 2 – Censorship and Privacy: Media and Ideology YEAR 2 Part 4: Literature - critical study Topic 1 - Identity and discovery: Narrative Techniques Part 3: Literature - texts and contexts Topic 1 – Social Pressure: Impact of prevailing values and beliefs

EXPECTED OUTCOMES 1. introduce students to a range of texts from different periods, styles and genres 2. develop in students the ability to engage in close, detailed analysis of individual texts and make relevant connections 3. develop the students’ powers of expression, both in oral and written communication 4. encourage students to recognize the importance of the contexts in which texts are written and received 5. encourage, through the study of texts, an appreciation of the different perspectives of people from other cultures, and how these perspectives construct meaning 6. encourage students to appreciate the formal, stylistic and aesthetic qualities of texts

7. promote in students an enjoyment of, and lifelong interest in, language and literature. 8. develop in students an understanding of how language, culture and context determine the ways in which meaning is constructed in texts 9. encourage students to think critically about the different interactions between text, audience and purpose. ASSESSMENTS AISV report card The student’s grade as reflected on the AISV report card will be determined through a variety of assessments. Final grades will be determined by 50% formative and 50% summative assessments. IB Marks to be determined by a combination of external and internal assessments External Assessments (70%) Paper 1: Textual Analysis (SL) or Comparative textual analysis (HL) Paper 2: Essay Three (SL) or four (HL) written tasks including reflective rationale Internal Assessments (30%) Individual Oral Commentary (IOC) Two or more further oral activities (FOA) RESOURCES/TEXTS/MATERIALS Various personal narratives, essays, eulogies, political speeches, letters, news articles, editorials, advertisements, and blog entries One Man’s Meat – E.B. White 1984 - George Orwell Othello - William Shakespeare Heart of Darkness - Joseph Conrad Things Fall Apart - Chinua Achebe Various short stories, poems Chronicle of a Death Foretold - Gabriel Garcia Marquez Pride and Prejudice - Jane Austen Doll’s House - Henrik Ibsen The God of Small Things - Arundhati Roy Lithuanian A: Literature SL/HL PREREQUISITES Fluency in Lithuanian DESCRIPTION The course is divided into four parts, each with a particular focus. • Part 1: Works in translation • Part 2: Detailed study • Part 3: Literary genres • Part 4: Options (in which works are freely chosen) SYLLABUS CONTENT OVERVIEW Language A: literature course students will study literature, including selections of literature in translation.

Part 1 O. de Balzakas. Tėvas Gorijo (romanas)

O. de Balzakas. Tėvas Gorijo (romanas)

E. Hemingvėjus. Fiesta (romanas)

E. Hemingvėjus. Fiesta (romanas)

Š. Brontė. Džeinė Eir (romanas)

Part 2 Salomėja Nėris (eilėraščiai) Salomėja Nėris (eilėraščiai)

Vincas Krėvė. Skirgaila Vincas Krėvė. Skirgaila (drama)

(drama)

Šatrijos Ragana. Sename dvare (apysaka)

Part 3 Jonas Biliūnas (novelės) Jonas Biliūnas (novelės)

Bitė Vilimaitė (novelės) Bitė Vilimaitė (novelės)

Bronius Radzevičius (novelės)

Bronius Radzevičius (novelės)

Jurgis Savickis (novelės)

Part 4 Ruta Sepetys Between-Shades-of-Gray (Tarp pilkų debesų)

Ruta Sepetys Between-Shades-of-Gray (Tarp pilkų debesų)

Henrikas Radauskas (eilėraščiai)

Henrikas Radauskas (eilėraščiai)

Vytautas Mačernis (eilėraščiai, sonetai)

Vytautas Mačernis (eilėraščiai, sonetai)

EXPECTED OUTCOMES Students develop the ability to engage in close, detailed analysis of literary works, building understanding of the techniques involved in literary criticism. The study of literary works in context is emphasized, and through the study of literature in translation the student is challenged to reflect on the role of cultural assumptions in interpretation. The range of texts studied in Language A: literature course is broad, and students grow to appreciate a language’s complexity, wealth and subtleties in a variety of contexts. A specific aim is to engender a lifelong interest in literature and a love for the elegance and richness of human expression. In studying Lithuanian literature A course, students are able to develop: •a personal appreciation of language and literature •skills in literary criticism •an understanding of the formal, stylistic and aesthetic qualities of texts •strong powers of expression, both written and oral •an appreciation of cultural differences in perspective ASSESSMENTS Students are assessed through a combination of formal examinations, written coursework and oral activities. The formal examination comprises two essay papers, one requiring the analysis of a passage of unseen literary text, and the other a response to a question based on the works studied. Students also produce a written assignment based on the works studied in translation, and perform two oral activities presenting their analysis of works read. Group 2: language Acquisition English B HL The English B course is a language acquisition course designed for students with some background in the English language. While acquiring the language, students will explore the cultures connected to it. The focus of this course is language acquisition and intercultural understanding. The language B syllabus approaches the learning of language through meaning. Through the study of the IB course topics, plus the two literary works, students build the necessary skills to reach the assessment objectives of the IB course through the expansion of their receptive, productive, and interactive skills. PREREQUISITES Approval of AISV Administration SYLLABUS CONTENT OVERVIEW The English B course is a two-year course divided into five topic areas. The core is divided into three areas and is a required area of study: • Communication and Media • Global Issues

• Social Relationships The two optional topics for English B HL will be: • Cultural Diversity • Science and Technology Also the students will read at least two works of literature on which the written assignment is based: • Grade 11 - Hinton, S.E., The Outsiders (2003) Puffin Modern Classics (F) • Summer before Grade 12 - TBD (F) • Grade 12 - Athol Fugard, Master Harold and the Boys (2009) Vintage International (D) EXPECTED OUTCOMES Students in English Language B will be able to: • Communicate clearly and effectively in a range of situations, demonstrating linguistic competence and intercultural understanding • Use language appropriate to a range interpersonal and/or intercultural contexts • Understand and use language to express and respond to a range of ideas with accuracy and fluency • Organize ideas on a range of topics, in a clear, coherent and convincing manner • Understand, analyze and respond to a range of written and spoken texts • Understand and use works of literature written in the English language ASSESSMENTS External assessment 70% • Paper 1 (1 hour 30 minutes): Receptive skills o Text-handling exercises on five written texts, based on the core. 25% • Paper 2 (1 hour 30 minutes): Written productive skills Two compulsory writing exercises. o Section A: One task of 250–400 words, based on the options, to be selected from a choice of five. o Section B: Response of 150–250 words to a stimulus text, based on the core. 25% • Written assignment: Receptive and written productive skills o Creative writing of 500–600 words plus a 150-word rationale, based on one of the literary texts read. 20% Internal assessment 30% Internally assessed by the teacher and externally moderated by the IB. • Individual oral (8–10 minutes) o Based on the options: 15 minutes’ preparation time and a 10-minute (maximum) presentation and discussion with the teacher. 20% • Interactive oral activity o Based on the core: Three classroom activities assessed by the teacher. 10% RESOURCES/TEXTS/MATERIALS • Textbook: (To be provided) • Writing Materials • Ring Notebook and loose leaf papers • 2. College rule spiral bound notebooks Russian B SL/HL PREREQUISITES In order for students to be able to participate in the course, and for the course to be useful, challenging but also manageable, students should have certain Russian language skills. This can also be described as A2+ level, and should also be confirmed with the teacher. DESCRIPTION Russian SL/HL course is designed for students to master both their Russian language skills and intercultural understanding. The teacher provides academically challenging course based on the level of competence and aimed language proficiency of the students. Students will explore the so called ‘Russian world’ and improve their Russian language skills. They will learn to use

Russian language for different purposes in a variety of contexts completing a wide range of both individual and collaborative tasks using diverse sources of authentic written/audio/video materials. Russian HL students will also read and analyze two works of literature. SYLLABUS CONTENT OVERVIEW For two years students will work on three compulsory Core and two Optional topics: Year 1 Communication and media (core): - Internet - Radio and TV - Press Social relationships (core): - Educational system - Social behaviors and stances - Social and/or political structures Leisure (option): - Sports - Exhibitions and shows - Entertainment Global issues (core): - Migration - Global warming, climate change, natural disasters - Globalization Health (option): - Diet and nutrition Year 2 Health (option): - Traditional and alternative medicine - Mental health Revision and preparation for exams. Exams. EXPECTED OUTCOMES The course is meant to prepare our students to function language and culture-wise in the Russian-speaking environment. They will be able to accurately understand and give own responses to a range of spoken and written texts. Students will be able to understand some socio-cultural references during the communication, be aware of some unique/similar traditions, expected behavior and reaction patterns, and, of course, the level of their Russian language itself will improve depending on the aimed proficiency. Russian HL level students will also gain experience understanding and analyzing works of literature. ASSESSMENTS For two years in class student will practice different types of assessments similar to what they will have to complete at the end of the course. During the course students will be evaluated (and also evaluate themselves) using IB External and Internal assessment criteria. This will help students to better understand how grades are distributed. RESOURCES/TEXTS/MATERIALS A variety of printed and digital resources will be used. The textbooks we will use are printed both by Russian («Златоуст») and American (Pearson) publishers. Students will also work with a variety of authentic resources including but not limited to audio/video files, articles, shows, clips, and pieces of diverse types of printed/digital information. French B SL/HL PREREQUISITES In order for students to be able to participate in the course, and for the course to be useful, challenging but also manageable, students should have certain French language skills. This can also be described as A2+ level, and should also be confirmed by the teacher. DESCRIPTION French SL/HL course is designed for students to master both their French language skills and intercultural understanding. The teacher provides academically challenging course based on the level of competence and aimed language proficiency of the

students. Students will explore the so called ‘Francophone world’ and improve their French language and skills multicultural understanding. They will learn to use French language for different purposes in a variety of contexts completing a wide range of both individual and collaborative tasks using diverse sources of authentic written/audio/video materials. French HL students will also read and analyze two works of literature. SYLLABUS CONTENT OVERVIEW For two years students will work on three compulsory Core and two Optional topics:

1ère année 2e année

Tronc commun: Relations sociales Relations (friendship, work, family)

Tronc commun: Relations sociales Système éducatif

Tronc commun: Relations sociales Célébrations,événements sociauxet réligieux

Tronc commun: Communications et médias Internet

Tronc commun: Communications et médias Radio et télévision

Option: Santé Abus de drogues

Tronc commun: Communications et médias Publicité

Option: Diversité culturelle Migration

Tronc commun: Questions mondiales Réchauffement de la planète,changements climatiques et catastrophes naturelles

Option: Diversité culturelle Patrimoine culinaire

Tronc commun: Questions mondiales Racisme, discrimination et prejugés

Préparation à la rédaction Les enfants soldats

Tronc commun: Questions mondiales Mondialisation

Préparations à la rédaction Les SDF

Option: Diversité culturelle Diversité des langues

Option: Santé Régime et nutrition Services de santé

Students taking HL course will read two pieces of literature. EXPECTED OUTCOMES The course is meant to prepare our students to function language and culture-wise in the Francophone environment. They will be able to accurately understand and give own responses to a range of spoken and written texts. Students will be able to understand some socio-cultural references during the communication, be aware of some unique/similar traditions, expected behavior and reaction patterns, and, of course, the level of their French language itself will improve depending on the aimed proficiency. French HL level students will also gain experience understanding and analyzing works of literature. ASSESSMENTS For two years in class student will practice different types of assessments similar to what they will have to complete at the end of the course. During the course students will be evaluated (and also evaluate themselves) using IB External and Internal assessment criteria. This will help students to better understand how grades are distributed.

RESOURCES/TEXTS/MATERIALS A variety of printed and digital resources will be used. The textbooks we will use are Le monde français, Advanced materials

2011and IB French B, Oxford, 2012. • Le monde en français, French , Advanced materials 2011 • Facettes de la France Livre1, French B, Advanced materials 2012 • Facettes de la France Livre2, French B, Advanced materials 2012 • Bien lire, Bien écrire French B, Advanced materials 2012

• IB French B, Oxford, 2012

• Vocabulaire progressif (Niveau avancé)CLE international 1999

• Action vocabulaire LCP 1999, England

• Action-grammaire LCP 1999, England

• Civilisation progressive du français,CLE international,2002

• Students will also work with a variety of authentic resources including but not limited to audio/video files, articles, shows, clips, and pieces of diverse types of printed/digital information.

French AB INITIO SL

PREREQUISITES French ab initio is a two-year language learning course, designed for students with little or no prior experience of French. No pre-requisites are required. DESCRIPTION French ab initio course is organized into three themes. Each theme has a list of topics that provide the students with opportunities to practise and explore French language as well as to develop intercultural understanding. Through the development of receptive, productive and interactive skills, students should be able to respond and interact appropriately in a defined range of everyday situations. This ab initio course, albeit at a basic level, seeks to foster a concern for global issues, as well as to raise students' awareness of their own responsibility at a local level. SYLLABUS CONTENT OVERVIEW The three themes ( individual and society, leisure and work, rural and urban environment) are made up of a series of 20 topics which will be treated during this two-year course.

1st YEAR 2nd YEAR

Individual and society: Personal details, appearance, character

Leisure and work: Technology

Individual and society: Daily routines Individual and society: Education

Individual and society: Physical health Leisure and work: Employment

Individual and society: Relationships Leisure and work: Media

Individual and society: Food and drinks Leisure and work: Sport

Individual and society: Shopping Leisure and work: Transport

Leisure and work: Holidays Rural and urban environment: Environmental concerns

Rural and urban environment: Weather Rural and urban environment: Global issues

Leisure and work: Entertainment Rural and urban environment: Neighbourhood

Rural and urban environment: Town and services

Rural and urban environment: Physical geography

EXPECTED OUTCOMES After this two-year course, students will be able to:

· understand , both orally and in writing, simple sentences and some more complex sentences related to the three themes and topics; · express information fairly accurately, using a range of basic vocabulary and grammatical structures; · communicate orally and respond appropriately to most questions on the three prescribed themes; · demonstrate some intercultural understanding by reflecting on similarities and differencies between French culture and the student's own.

ASSESSMENTS At the end of two-year course students will have to be ready for the assessment: External (which makes up 75% of final grade) and Internal (25%). During the course students will be evaluated using IB External and Internal assessment criteria. This will help students to better understand how grades are distributed.

RESOURCES/TEXTS/MATERIALS Students will work with a variety of authentic resources including audio/video files, articles, shows, clips, songs and pieces of diverse types of printed/digital information. The textbooks Alter Ego+, hachette livre 2012; Bien dit! level 1 and 2, 2008. German B SL/HL PREREQUISITE In order for students to be able to participate in the course, and for the course to be useful, challenging but also manageable, students should have certain German language skills. This can also be described as A2+ level, and should also be confirmed by the teacher. BRIEF DESCRIPTION German SL/HL course is designed for students to master both their German language skills and intercultural understanding. The teacher provides academically challenging course based on the level of competence and aimed language proficiency of the students. They will learn to use German language for different purposes in a variety of contexts completing a wide range of both individual and collaborative tasks using diverse sources of authentic written/audio/video materials. German HL students will also read and analyze two works of literature. SYLLABUS CONTENT OVERVIEW For two years students will work on three compulsory Core and two Optional topics:

First year Second year

Core: Communication and Media Television Advertisement

Communication and Media Cinema Generation Internet

Core: Global issues Globalisation The global warming

Global issues Nature and science Non-nuclear energy

Core: Social relationships Youth culture/philosophy Generation conflicts

Social relationships Educational system Learning outside of school

Optional: Cultural diversity Stereotypes Migration

Optional: Customs and traditions Celebrations, social and religious events Culinary heritage in Germany

Optional: Leisure Music Travelling

Health Eating habits Healthy lifestyle

Optional: Customs and traditions Celebrations, social and religious events

Students taking HL course will read two pieces of literature: · F.Dürrentmatt “Die Physiker”

· St. Zweig “Nirgendwo in Afrika”

and various short stories as well. EXPECTED OUTCOMES The course is meant to prepare our students to function language and culture-wise in the Germanspeaking environment. They will be able to accurately understand and give own responses to a range of spoken and written texts. Students will be able to understand some socio-cultural references during the communication, be aware of some unique/similar traditions, expected behavior and reaction patterns, and, of course, the level of their German language itself will improve depending on the aimed proficiency. German HL level students will also gain experience understanding and analyzing works of literature. ASSESSMENTS For two years in class student will practice different types of assessments similar to what they will have to complete at the end of the course. During the course students will be evaluated (and also evaluate themselves) using IB External and Internal assessment criteria. This will help students to better understand how grades are distributed.

RESOURCES/TEXTS/MATERIALS A variety of printed and digital resources will be used. The textbooks we will use are Deutsch im Einsatz, Oxford 2012 , Zeitgeist 1&2, Oxford 2014 , magazin Deutsch Perfekt Gut lessen, besser schreiben Aspekte deutscher Gegenwart I/II Blick II (B1-B2 Kursbuch+Arbeitsbuch); Verlag Hueber Blick III (B2-C1 Kursbuch+Arbeitsbuch); Verlag Hueber Students will also work with a variety of authentic resources including but not limited to audio/video files, articles, shows, clips, and pieces of diverse types of printed/digital information. Group 3: Individuals and Societies Business Management SL/HL – First Exams 2016 PREREQUISITES None DESCRIPTION The Diploma Program business management course is designed to develop students’ knowledge and understanding of business management theories, as well as their ability to apply a range of tools and techniques. Students learn to analyze, discuss and evaluate business activities at local, national and international levels. The course covers a range of organizations from all sectors, as well as the socio-cultural and economic contexts in which those organizations operate. Emphasis is placed on strategic decision-making and the operational business functions of human resource management, finance and accounts, marketing and operations management. Links between the topics are central to the course, as this integration promotes a holistic overview of business management. Through the exploration of six concepts underpinning the subject (change, culture, ethics, globalization, innovation and strategy), the business management course allows students to develop their understanding of interdisciplinary concepts from a business management perspective. SYLLABUS CONTENT OVERVIEW Unit 1: Business organization and environment 1.1 Introduction to business management 1.2 Types of organizations 1.3 Organizational objectives 1.4 Stakeholders 1.5 External environment 1.6 Growth and evolution

1.7 Organizational planning tools (HL only) Unit 2: Human resource management 2.1 Functions and evolution of human resource management 2.2 Organizational structure 2.3 Leadership and management 2.4 Motivation 2.5 Organizational (corporate) culture (HL only) 2.6 Industrial/employee relations (HL only) Unit 3: Finance and accounts 3.1 Sources of finance 3.2 Costs and revenues 3.3 Break-even analysis 3.4 Final accounts (some HL only) 3.5 Profitability and liquidity ratio analysis 3.6 Efficiency ratio analysis (HL only) 3.7 Cash flow 3.8 Investment appraisal (some HL only) 3.9 Budgets (HL only) Unit 4: Marketing 4.1 The role of marketing 4.2 Marketing planning (including introduction to the four Ps) 4.3 Sales forecasting (HL only) 4.4 Market research 4.5 The four Ps (product, price, promotion, place) 4.6 The extended marketing mix of seven Ps (HL only) 4.7 International marketing (HL only) 4.8 E-commerce Unit 5: Operations management 5.1 The role of operations management 5.2 Production methods 5.3 Lean production and quality management (HL only) 5.4 Location 5.5 Production planning (HL only) 5.6 Research and development (HL only) 5.7 Crisis management and contingency planning (HL only) IB BUSINESS MANAGEMENT AIMS TO

encourage a holistic view of the world of business

empower students to think critically and strategically about individual and organizational behavior

promote the importance of exploring business issues from different cultural perspectives

enable the student to appreciate the nature and significance of change in a local, regional and global context

promote awareness of the importance of environmental, social and ethical factors in the actions of individuals and

organizations

develop an understanding of the importance of innovation in a business environment.

KEY FEATURES AND ASSESSMENTS

● The course is available at HL and SL.

● The minimum prescribed number of hours is 240 for HL and 150 for SL.

● Students are assessed both internally and externally.

● External assessment for HL and SL students consists of two written examination papers. Paper one is based on a pre-

seen case study issued in advance and Paper two consists of structured questions based on stimulus material.

● Internal assessment for HL students is a research project and for SL students a written commentary. These are

externally moderated by IB examiners.

RESOURCES/TEXTS/MATERIALS · Textbook – Peter Stimpson, Alex Smith (2011). Business and Management for the IB Diploma, Cambridge University Press. ISBN 978-0-521-14730-9 paperback

· Textbook – Loykie Lomine, Martin Muchena, Robert A. Pierce (2014) Business Management, Oxford University Press. ISBN 978-0-19-839281-1 paperback · Current and relevant business articles and videos from various sources.

History SL/HL PREREQUISITES None DESCRIPTION AISV IB History students follow the Route 2 curriculum, which focuses on 20

th century world history. The political, social, and

economic developments of the Cold War are the primary focus of the course. All students study the one prescribed and the two assigned topics listed below. In addition, HL students study three additional topics. The following is from the official IB course description: “History is more than the study of the past. It is the process of recording, reconstructing and interpreting the past through the investigation of a variety of sources. It is a discipline that gives people an understanding of themselves and others in relation to the world, both past and present. The Diploma Programme history course aims to promote an understanding of history as a discipline, including the nature and diversity of its sources, methods and interpretations. It also helps students to gain a better understanding of the present through critical reflection upon the past…the course provides both structure and flexibility, fostering an understanding of major historical events in a global context…”

SYLLABUS CONTENT OVERVIEW Prescribed Subject Communism in Crisis

● Struggle for power following the death of Mao (includes Hua Guofeng, Deng Xiaoping, Gang of Four)

● Deng Xiaoping’s economic policies and the Four Modernizations

● Deng Xiaoping’s political changes and limitations (includes Tiananmen Square—1989)

● Brezhnev era—domestic and foreign problems; economic and political stagnation; Afghanistan

● Gorbachev’s policies and consequences for the Soviet state (includes glasnost and perestroika)

● Eastern Europe reform movements (includes Poland, Solidarity, Czechoslovakia, Velvet Revolution, Berlin Wall)

Topics The Cold War

● Origins of the Cold War: Ideological differences; mutual suspicion and fear; from wartime allies to postwar enemies

(includes Yalta, Potsdam, Stalin)

● Nature of the Cold War: Ideological opposition; superpowers and spheres of influence; alliances and diplomacy in the

Cold War (includes Truman Doctrine, Marshall Plan, NATO, “Sovietization” of Eastern and Central Europe, COMECON,

Warsaw Pact, Berlin ’45-’61, Truman)

● Development and impact of the Cold War: Global spread; containment, brinksmanship, peaceful coexistence, détente;

United Nations and the Non-Aligned Movement; role and significance of leaders; arms race, proliferation and limitation;

social, cultural and economic impact (includes Sino-Soviet relations, US-Chinese relations, Congo ’60-’64, Afghanistan

’79-’88, Korea, Cuba, Vietnam, Middle East, Castro, Kennedy, Mao)

● End of the Cold War: Break-up of the Soviet Union: internal problems and internal pressures; breakdown of Soviet

control over Central and Eastern Europe (includes Gorbachev, Reagan)

Nationalist and independence movements in Africa and Asia and post-1945 Central and Eastern European

● Origins and rise of nationalist/independence movements in Africa and Asia: Anti-colonialism; nationalism, political

ideology, and religion; impact of WWI, WWII, Cold War

● Methods of achieving independence in Africa and Asia (includes Algeria, Ben Bella, Angola, Belgian Congo/Zaire, Ghana,

Nkrumah, Rhodesia/Zimbabwe, Mugabe, India, Gandhi, Pakistan, Jinnah, Indochina, Vietnam, Ho Chi Minh)

● Challenges to Soviet or centralized control in Central and Eastern Europe and the Balkans: Origins and growth of

movements; role and importance of leaders, organizations, and institutions; methods used

● Formation of, and challenges to, post-colonial governments/new states: colonial legacy, neo-colonialism, Cold War;

conflict with neighbors; lack of political experience; economic issues; social, religious, and cultural issues; ethnic, racial,

and separatist movements

Additional studies The Second World War and post-war Western Europe, 1939-2000

● WWII in Europe; Cold War; Impact on Germany; NATO and military cooperation

● political and economic recovery; devastation; debt (1945-1949)

● establishment and consolidation of FRG to German reunification

● political and economic integration, cooperation, and enlargement post-1945: EEC, EC, EU

● Spain: Franco to Juan Carlos and democracy

● Case study of one Western European country 1945-2000 (often France): Nature of the government; domestic policies;

opposition and dissent

The Soviet Union and Eastern Europe 1924-2000

● Stalin (’24-’53); power struggle; collectivization; industrialization; Five Year Plans; constitution; cult of personality;

purges; impact on society; foreign relations to 1941

● The Great Patriotic War; breakdown of wartime alliance; Cold War; policies toward Germany; Berlin; Eastern European

satellite states; Warsaw Pact

● Khrushchev (’55-’64); power struggle following Stalin’s death; “destalinization”; peaceful coexistence; domestic policies

(economic and agricultural); foreign relations (Hungary, Berlin, Cuba, China)

● Brezhnev’s domestic and foreign policies

● case study of (Lithuania): Establishment of Soviet control; nature of the single party state; domestic policies; opposition

and dissent

● Transformation of the Soviet Union (political developments and change, 1982-2000)

Social and economic developments in Europe and the Middle East in the 19

th or 20

th century

● Lithuanian social structure and attitudes; health reforms; welfare state; gender issues

● Lithuania, role and impact of religion: conflict and tensions

● Lithuanian developments in education: expansion and diversity

● Lithuanian arts developments: visual, music, theater, film and literature, media, propaganda, leisure and sport

● Lithuanian immigration/emigration—causes and effects; demographic changes; urbanization

● Lithuanian industries; impact of technology on society; the computer age

EXPECTED OUTCOMES After studying one prescribed subject students will be expected to: · Have knowledge and understanding of all aspects of the prescribed subject as outlined in the bullet points · Demonstrate knowledge and understanding of key historical terms and concepts · Have knowledge and understanding of the background to, and context of, the prescribed subject · Show an awareness of different approaches to, and interpretations of, historical events related to the prescribed subject · Critically engage with a range of historical sources related to the prescribed subject in order to comprehend analyze and evaluate them in a historical context. After studying two topics students will be expected to: · Have knowledge and understanding relating to two topics · Demonstrate knowledge and understanding of key historical terms and concepts · Show an understanding of the chronological framework for the chosen areas of study · Demonstrate an understanding of historical processes: cause and effect; continuity and change · Compare and contrast developments and/or events · Understand and evaluate different approaches to, and interpretations of, historical issues and events · Construct written arguments, within time constraints, as preparation for the examination.

After studying three sections from additional topics students will be expected to: · Have accurate detailed in-depth knowledge and understanding of an extended period of history using a wide variety of sources · Integrate relevant knowledge from both the HL option and the core in order to synthesize a range of knowledge and evidence · Demonstrate knowledge and understanding of key historical terms and concepts · Show an understanding of the chronological framework for the chosen areas of study · Demonstrate an understanding of historical processes: cause and effect; continuity and change · Compare and contrast developments and/or events · Understand and evaluate different approaches to, and interpretations of, historical issues and events · Produce responses that show integration of relevant content and critical commentary · Construct balanced, accurate and well-substantiated extended written arguments, within time constraints, in preparation for the examination. ASSESSMENTS Students complete an internal assessment and external assessment for IB. SL students complete Paper 1 and Paper 2 while HL students have the additional Paper 3 to complete for the IB external assessment. Students also sit teacher-created exams for course credit.

RESOURCES/TEXTS/MATERIALS Cambridge History for the IB Diploma series review books Various trade paperback and hardcover books Primary documents accessed through museum and library websites Video resources including both primary footage and secondary interpretation Professional journal articles Numerous teacher-created resources Group 4: Experimental Sciences Chemistry SL/HL PREREQUISITES Chemistry requires a student to use their algebra skills to complete assignments in chemistry. Thus a solid foundation in algebra is required for chemistry. SYLLABUS CONTENT OVERVIEW Chemistry is an experimental science that studies matter and how it reacts with the physical and biological aspects of the environment. IB chemistry is a course that combines academic study, laboratory experience and mathematics. The student will explore the topics of quantitative chemistry, atomic structure, periodicity, bonding, energetics, kinetics, equilibrium, acids and bases, oxidation and reduction, and organic chemistry. Students taking the course at the higher level will study these topics in greater detail. EXPECTED OUTCOMES Students in chemistry will gain an understanding of how matter reacts physically and biologically. Chemistry is often called the central science in that most sciences require an understanding of chemistry. After the course, students will have a better idea which of these science fields, if any, that they would like to explore in more detail in the future. Students who pass this course will meet part of the high school graduation requirement for science. Students who do well in this course will meet part of the requirement for an IB Diploma. ASSESSMENTS Students will complete formative assessments in nearly every class demonstrating their understanding of what was covered during that period. Summative assessments will follow every chapter. These summative assessments will be based on previous IB questions and form a major portion of the student’s grade. At the end of year one, students will take a mock exam covering year one subjects which will also be their final exam for the first year. A mock exam covering all of the topics will be given in march of the second year. The official IB exam is given in May of the second year. In addition to testing, students will be expected to complete practical laboratory work on a regular basis. Proper procedures in presenting scientific data in lab reports is critical to getting a good IB score overall. The student will also actively participate in a Group 4 (sciences) project.

RESOURCES The Chemistry Course Companion is the textbook used in the class. Students need access to a computer and the internet. The school will provide most of the laboratory materials needed to complete the practical portion of the course. A scientific calculator is required with a graphing display calculator recommended. Students will need a translucent ruler and protractor. Physics SL/HL PREREQUISITES Physics requires a firm grasp of algebra and geometry as these math subjects are used to solve problems and define topics in physics. However, beginning calculus is not required for either the higher or standard levels. SYLLABUS CONTENT OVERVIEW The goal of physics is to understand the natural world. This course will cover the topics of forces and motion, energy and work, simple harmonic motion and waves, heat, electricity, fields, nuclear physics, global energy sources, digital technology, electromagnetic induction and astrophysics. Additional topics at the higher level include more in depth work with the topics listed above along with wave phenomena, projectiles and quantum physics.

EXPECTED OUTCOMES Students of physics will gain an appreciation of mankind’s current understanding of the universe and a sense that much more work needs to be done to further this knowledge which they are encouraged to be a part of. Students who pass this course will meet part of the high school graduation requirement for science. Students who do well in this course will meet part of the requirement for an IB Diploma.

ASSESSMENTS Students will complete formative assessments in nearly every class demonstrating their understanding of what was covered during that period. Summative assessments will follow every chapter. These summative assessments will be based on previous IB questions and form a major portion of the student’s grade. At the end of year one, students will take a mock exam covering year one subjects which will also be their final exam for the first year. A mock exam covering all of the topics will be given late in the second year. The official IB exam is given in May of the second year.

In addition to testing, students will be expected to complete practical laboratory work on a regular basis. Proper procedures in presenting scientific data in lab reports is critical to getting a good overall IB score. The student will also actively participate in a Group 4 (sciences) project.

RESOURCES The Physics Course Companion is the textbook used in the class. Students need access to a computer and the internet. The school will provide most of the laboratory materials needed to complete the practical portion of the course. A scientific calculator is required with a graphing display calculator recommended. Students will need a translucent ruler and protractor. Biology SL/HL PREREQUISITES Knowledge of Physical Science would facilitate mastering some of the major concepts in Biology. Critical and analytical thinking skills are needed to complete some of the assignments.

SYLLABUS CONTENT OVERVIEW IB Biology course is in group 4, experimental sciences. Course covers the relationship of structure and function at all levels of complexity. Students learn about Cell Theory, Cell Processes, the Chemistry of Living Things, Genetics, Ecology and Evolution, Human Health and Physiology, Neurobiology and Behavior, Plant Science, Microbes and Biotechnology.

EXPECTED OUTCOMES Throughout IB Biology course, students become aware of how scientists work and communicate with each other. The course is designed to provide a body of knowledge, methods and techniques that characterize science and technology; to enable students to apply and use a body of knowledge, methods and techniques that characterize science and technology; to develop an ability to analyze, evaluate and synthesize scientific information; to develop experimental and investigative scientific skills; to raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology.

ASSESSMENTS Formative assessments will be provided on a regular bases to monitor student’s progress; a summative assessment generated

from IB Biology Exam question bank will follow each unit. A mock exam covering all the topics studied will be given at the end of the first year and the second one in the middle of the second school year.

The student will be completing practical laboratory work on a regular bases; student’s laboratory reports will make 24% of his final grade.

The student will also actively participate in a Group 4 (sciences) project.

RESOURCES The IB Biology Course Book: Oxford IB Diploma Programme: For the IB Diploma (International Baccalaureate) by Andrew Allott and David Mindorff (16 Aug 2012) and Biology Study Guide: Oxford IB Diploma Programme (IB Study Guides) by Andrew Allott (28 Jun 2012) are the main resources used in the class. Students need access to a computer and the internet. The school will provide most of the laboratory materials needed to complete the practical portion of the course.

Environmental Systems and Societies SL PREREQUISITES None DESCRIPTION The Environmental Systems and Societies course is unique in that it provides a student an opportunity to view how we (as humans) affect the environment and how the environment affects us. We will examine the interrelationships between man and environment using historical, economic, social and political viewpoints to provide a more rounded view of environmental issues. Students will gain a deeper understanding of the world and make informed personal responses to a wide range of pressing global issues. SYLLABUS CONTENT OVERVIEW The course is divided into seven major topics: Topic 1: Systems & Models* Topic 2: The Ecosystem Topic 3: Human Population, Carrying Capacity, and Resource Use Topic 4: Conservation and Biodiversity Topic 5: Pollution Management Topic 6: Global Warming Topic 7: Environmental Value Systems* The course topics do not have to be taught sequentially and various subtopics are taught throughout the year. * Topics 1 and 7 are revisited throughout the course serving as the foundation for all other topics. EXPECTED OUTCOMES The aims of the environmental systems and societies course are to promote understanding of environmental processes at a variety of scales from local to global; provide knowledge, methodologies, and skills that can be used in analysis; promote critical awareness of cultural perspectives: appreciate the value of local and international collaboration in resolving environmental problems; appreciate that environmental issues can provoke a variety of responses and understand that human society is both directly and indirectly linked to the environment at many different levels. ASSESSMENTS Students will complete formative assessments throughout the two year course. A variety of assessments ranging from essays, homework, quizzes, and labs. These assessments along with summative tasks such as unit tests will be given and graded by the teacher. The IB program requires students to complete 30 hours of lab work which consists of practical and field work activities. This serves as the internal assessment for the class and accounts for 20% of the IB grade Students also participate in a group 4 project during their first year. Mock exams are given at the end of the first year to better prepare students for the IB exam given at the end of year two. At the end of year two, final external assessments are given in the form of 2 papers. Paper 1 is worth 45 marks and counts 30%. Paper 2 is worth 65 marks and counts 50%. The remaining 20% is the lab work. RESOURCES Course textbook: Guinness, Paul, and Brenda Walpole. Environmental Systems and Societies for the IB Diploma. England: Cambridge University Press, 2012. ISBN 9781139547741

Group 5: Mathematics Math Studies SL PREREQUISITES There are no prerequisites for this course. SYLLABUS CONTENT OVERVIEW Mathematical studies is designed for students of various mathematical abilities. The course emphasizes practical applications of the maths and spends a large portion of the course on statistical techniques. Topics included in the course are: number and algebra, descriptive statistics, logic, sets, probability, statistical applications, geometry and trigonometry, mathematical models and an introduction to differential calculus.

EXPECTED OUTCOMES Students completing Mathematical Studies will be able to solve problems in a variety of settings, understand statistical implications and will have enhanced their logic and critical thinking skills. Students completing this course will be well prepared for a career in social sciences, languages, humanities and the arts. Students who pass this course will meet part of the high school graduation requirement for science. Students who do well in this course will meet part of the requirement for an IB Diploma.

ASSESSMENTS Students will complete formative assessments in nearly every class demonstrating their understanding of what was covered during that period. Quizzes will be given at regular intervals. Summative assessments will follow every chapter. These summative assessments will be based on previous IB questions and form a major portion of the student’s grade. At the end of year one, students will take a mock exam covering year one subjects which will also be their final exam for the first year. A mock exam covering all of the topics will be given late in the second year. The official IB exam is given in May of the second year. In addition to testing, students will be expected to complete a major project based on statistical analysis. RESOURCES The Mathematical Studies Course Companion is the textbook used in the class. Students need access to a computer and the internet. A graphic display calculator is required. Students will need a translucent ruler, protractor and compass. Mathematics SL PREREQUISITES Algebra 1 (C+ and above), Algebra 2 (C+ and above), Geometry (C+ and above) DESCRIPTION IB Mathematics SL is a standard level IB course that includes a wide range of topics. In the two- year course of study students will complete the listed units and IB Internal Assessment Exploration. The Exploration is an application of mathematics studied in the course. At the end of year 2 students will take IB External Assessment to earn points for the IB Diploma. SYLLABUS CONTENT OVERVIEW Year 1 Unit 1: Functions and Equations Use and interpretation of different functions and graphs Unit 2: Probability and Statistics Collection, organization and analysis of data Calculation of theoretical and experimental probability Unit3: Patterns, Sequences and Series Find arithmetic and geometric sequences Applications of arithmetic and geometric sequences Calculation of binomial coefficients using Pascal’s triangle Unit 4: Trigonometry and Circular Functions Calculate lengths and angles and solve problems in three dimensions Application of trigonometric ratios, identities and functions Year 2 Unit 1 Vectors Operations with vectors

Applications of vectors Unit 2: Calculus Definition and application of derivatives and integrals The role of a tangent line Unit3 : Exploration Applications of mathematics to an area that interests one ASSESSMENTS External Assessment 3hrs (at the end of year 2): Paper 1 (1 hr 30 min) No calculator allowed. Section A: Compulsory short-response questions based on the whole syllabus. Section B: Compulsory extended-response questions based on the whole syllabus. (40%) (40%) Paper 2 (1 hr 30 min) GDC required. Section A: Compulsory short-response questions based on the whole syllabus. Section B: Compulsory extended-response questions based on the whole syllabus. (40%) Internal assessment – Mathematical Exploration (20%) It is an individual exploration that involves investigating an area of interest of mathematics. The exploration is assessed against 5 criteria that are related to the objectives for the course. Teacher assessment Students will take a teacher created quizzes and tests RESOURCES Mathematics SL by Laurie Buchanan, Jim Fensom, Ed Kemp, Paul La Rondie and Jill Stevens; 2012 publishing. Entire AISV Library resources GDC (TI-83, TI-84 plus) Mathematics HL PREREQUISITES Algebra I, Algebra II, Geometry, Trigonometry, Probability & Statistics DESCRIPTION This course covers Algebra, Functions and equations, Circular functions and trigonometry, Vectors, Statistics & Probability, plus the Option: Series and Differential equations. The course also entails a Mathematical Exploration. SYLLABUS CONTENT OVERVIEW The syllabus contains sections on: I. Mathematics HL – course details

II. Resources Needed

III. Prior Learning

IV. Assessment

V. Assessment Objectives from the IB Guide

VI. Curriculum Outline

VII. Mathematics and theory of knowledge

VIII. Group 5 Aims

IX. Contact Information

EXPECTED OUTCOMES Generally, the outcome for an IB Graduate is to obtain the qualities outlined in the learner profile through the means of a holistic education that the IB provides. The program hopes to create students who are Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced, and Reflective. Some outcomes (aims) specific to Group 5 subjects are as follows: enjoyment of mathematics, appreciation of the elegance and power of mathematics, and to be good communicators.

ASSESSMENTS External assessment: Paper 1(30%); Paper 2 (30%); Internal; Paper 3 (20%), Internal Assessment - Exploration (20%). Throughout the two years, students will be given quizzes, tests and investigations that reflect the IB curriculum.

RESOURCES/TEXTS/MATERIALS Textbook: Mathematics Higher Level by Josip Harcet et. al. – Oxford University Press © 2012 Textbook for Option: Mathematics HL Option: Calculus Revision Guide: OSC Publishers Supplemental Textbook: Mathematics HL Options for the International Student: Haese & Harris Publishers © 2009. Supplemental Textbook: Mathematics HL (For Exams 2014 onwards) by Ian Lucas OSC Publishers Group 6: The Arts Visual Arts SL/HL PREREQUISITES Visual Arts K-10 DESCRIPTION IB Visual Arts SLB is a standard level IB course, that includes a wide range of topics. In the two- year course of study students will complete the listed units. IB Visual Arts consists of 2 compulsory parts the studio work and the research. These are not independent and students are required to show the links between the 2 parts. The course is assessed by continual (holistic) assessment and the final ‘exam’. At the end of year 2 candidates will upload their visual arts candidate statement as well as the required evidence of studio work (photographs or videos), investigation workbook pages (in accordance with the requirements on page 19 of the Visual arts guide) and a recording of their interview with their teacher (either audio or video) via the IBIS upload system and confirm authentication of their work. IB enables students to discover, develop and enjoy a means of creative visual expression suited to their temperament and capabilities. The course encourages individual experimentation and persistent endeavor. Students develop a lively, inquiring and informed attitude towards art and design in all its forms. A critical appreciation of their own work and the work of others is an important part of the course. Grading for the studio work is based on imaginative and creative thinking and expression, technical skill, persistence in research, understanding of chosen media, understanding of the fundamentals of design, and an ability to evaluate growth and development. Grading of the workbooks is based on independent research and critical appreciation. Studio work and workbook should be linked. Students are expected to make personal trips to art galleries and keep a record of these visits in their workbooks. SYLLABUS CONTENT OVERVIEW Year 1 Unit 1: Visual Arts Research & Introduction to Drawing. An exploration of the elements and principles of the visual language of drawing. Unit 2: Historical Issues in Art & Design An exploration of the elements and principles of design. Various visual solutions, possibilities and experimentation with a range of appropriate media. Unit 3: Issues in Contemporary Art An introduction to the major theoretical issues of contemporary art with a strong emphasis given to contemporary practice. Unit 4: Visual and Graphic Fundamentals Graphic ideas in digital format. Avisual language through photography, software applications and digital technologies. Unit 5: Art & Creativity Creativity, innovation and aesthetic experience in contemporary life. Unit 6: Printmaking: Materials &Conceptual Investigation Traditional and contemporary skills across a range of media utilised in Printmaking. Unit 7: Sculpture: Materials &Conceptual Investigation Traditional and contemporary skills across a range of media utilised in Sculpture. Unit 8: Paiting: Material and Conceptual Investigation The ideas of contemporary art, technical and conceptual development through skills acquisition and development of idea articulation. Traditional and contemporary skills and concepts from a range of visual arts. Year 2 Unit 1: Art in the Age of Revolution

Romanticism, Classicism and Realism in art; the emergence of modern political ideologies; the shifting face of European society; and the impact of industrialisation upon European culture. Unit 2: Modernism in Art and Design Western art in the period 1860-1960. The notion of the Avant-garde, technological change, the ideals of utopia, the Modernist myths of Primitivism, Surrealism, Futurism and feminist re-appraisals of Modernism. Unit 3: Art & Fashion Developments in the relationship between art, design and fashion in the 20th century with an introductory focus on the history of costume. Contemporary art and fashion with introduction to some international and indigenous perspectives. Unit 4: Painting – Observation & Perseption Various processes of painting. Methods of self-evaluation and critical analysis to support student research methodology for independent art practice and practice-led research. Unit 5: Painting – Subject and Methodology Development of students capacity for research-based enquiry into skills, techniques, methods and processes of visual art that takes into account international and cultural contexts. Introduction for a wide range of skills and concepts relevant to figurative and narrative approaches to Painting. Unit 6: Painting – Themes: Interpretation Development and extendence of students practical engagement with their chosen specialisation. Unit 7: Painting : Persption & Intevention Introduction to research methods relevant to contemporary art. Unit 8: Object & Ideas – Construction & Deconstruction Construction and deconstruction through set projects that focus on the interpretation of subjects through strategies of Sculpture. Unit 9: Object & Ideas – Installation Introduction to a wide range of interdisciplinary approaches and ideas relevant to the contemporary practice of installation art. Unit 10: Object & Ideas – Object & Space Introduction to research methods relevant to contemporary art. Unit 11: Perspectives on Beauty in Art The examination of the ideas and practices in relation to the subject of 'Beauty' in Visual Culture from both historical and contemporary perspectives. Unit 12: Independent Art Practice: Negotiated Proposal Work with the chosen studio-based art specialisation through staff/student directed projects.Develop an art project that includes research strategies, visual communication and artistic skills to articulate their ideas EXPECTED OUTCOMES Studio work IB External Assessment Criteria Understanding of Ideas & Techniques Exploration of Artists & Cultures Development of Ideas Review, Modify & Refine Technical Media Skills Confidence & Inventiveness Take Risks Candidates will be expected to: • demonstrate through purposeful exploration an inquiring and integrative approach to a variety of visual phenomena • synthesize art concepts and skills in works that are personally, socioculturally and aesthetically meaningful • solve formal and technical problems encountered in studio practice • exhibit technical skills and an appropriate use of media. Candidates who have completed HL or SL A will be expected to produce works of art with imagination and creativity through individual and, where appropriate, collaborative work. Investigation Workbooks IB Internal Assessment Criteria Analyse Artist’s & Cultures Record’s Studio Work Development Independent Research Critical Research

Contextual Research & Visual Research Reflection & Evaluation Candidates who have completed either of the courses will be expected to: • demonstrate clearly in visual and written terms how personal research has led to an understanding of the topics or concepts being investigated • analyse critically the meaning and the aesthetic qualities of art forms using an informed vocabulary • show some awareness of the cultural, historical and social dimensions of themes in more than one cultural context • examine the visual and functional qualities of art from their own and other cultures for meaning and significance. During the course of a year students should: • develop a body of work that reflects their particular strengths and skills, at least 8 pieces a semester • visit galleries or museums at least once a month and record in IW • draw from direct observation in their own time at least once a week in IW • read and comment on an article in IW either from an art magazine or art • investigate a local art form or interview a local artist, 5 written pages supported by photos or illustrations. ASSESSMENTS Methods of assessment Option A Option B Higher level Standard level Higher level Standard level Studio (60%) Studio (60%) Investigation (60%) Investigation (60%) External assessment Investigation (40%) Investigation (40%) Studio (40%) Studio (40%) Internal assessment Assessment outline Assessment in visual arts consists of an evaluation of each student’s body of work as a whole—both the finished products and the processes of artistic investigation and development. In each case, the component contributing the larger proportion to the total assessment is externally assessed: for option A this is studio; for option B it is investigation. Students must present their externally assessed work (studio for option A; investigation for option B) in the candidate record booklet. Visual arts coursework upload Candidates will upload their visual arts candidate statement as well as the required evidence of studio work (photographs or videos), investigation workbook pages (in accordance with the requirements on page 19 of the Visual arts guide) and a recording of their interview with their teacher (either audio or video) via the IBIS upload system and confirm authentication of their work.Schools will then include the teacher’s comment supporting the mark awarded for internal assessment and electronically make the declaration that the material presented is to their best knowledge the authentic work of the candidate. The project is assessed against 7 criteria that are related to the objectives for the course. Teacher assessment: At the end of each chapter students will take a teacher created test RESOURCES Entire AISV Art room resources Entire AISV Library resources 1. “ Exploring Visual Design. The Elements and Principles” Third Edition. J. A. Gatto, A.W. Porter, J. Selleck 2. “ Art and Human Experience. ART A Personal Journey” E.Katter, M.G.Stewart 3. “ An Introduction to perspective’’ Ray Smyth 4. “ The Photographic eye. Learning to see with a Camera” M.F.O’Brien & Norman Sibley 5. CS 5 6. Facts on File 7. Encyclopaedia Britannica Online

Appendix 1: Forms

Declaration of Academic Honesty

I declare that the work I submit during participation in the AISV IB Program, both graded and non-graded, will be my own work, and that contributions from other sources will be fully acknowledged through proper citations. I have read the AISV policy on plagiarism and cheating in the Student-Parent Handbook, as well as the document Academic Honesty in the IB Program. I understand the full range of consequences that will occur as a result of academic malpractice, up to and including the denial or retraction of my IB diploma. I agree to abide by the procedures for the investigation of academic malpractice laid out in the document General Regulations: Diploma Programme, a copy of which I have been provided. Full Student Name (printed): ________________________________________________ Student Signature: _____________________________________________________________

For Parents: I have read over the AISV policy on plagiarism and cheating in the Community Handbook with my child, as well as the section on academic honesty in the IB Handbook. I understand the full range of consequences that will occur as a result of academic malpractice, up to and including the denial or retraction of my child’s IB diploma. I agree to abide by the procedures for the investigation of academic malpractice laid out in the document General Regulations: Diploma Programme, a copy of which I have been provided.

Full Parent Name (printed): _________________________________________________ Parent Signature: ______________________________________________________________

Complete this form and return it to the IB Coordinator

INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAM INTENT TO PARTICIPATE FORM AND INITIAL RECOMMENDATIONS

International Baccalaureate courses are rigorous. They are taught at the college level and cover extensive

bodies of knowledge. The recommendation of a subject area teacher is required for students to enroll in IB

courses. This letter of intent, along with required signatures, should be returned to the IB Coordinator by

the announced deadline.

ALL IB COURSES REQUIRE A TEACHER RECOMMENDATION SIGNATURE Before enrolling in the IB program, students should—in consultation with the IB coordinator—

carefully plan their academic and extracurricular schedules for the following year to accommodate the

demands of IB coursework.

Recent surveys have shown that IB students must typically spend 2 to 3 ½ hours completing homework

each night.

Frequently there is a summer assignment, often reading, that is required and assessed at some point

during the first few weeks of school.

Once admitted to six IB courses, a student is expected to remain in those classes for two years.

Many colleges and universities accept IB exam grades (usually 4 or higher) for college credit and/or

placement. The standards are not uniform among institutions, however, and you must consult the

literature from your preferred colleges and universities to determine their admissions policies regarding

IB work.

Different countries have different policies regarding the IB diploma and university admission. For a

searchable database of these policies, visit http://www.ibo.org/recognition/ and select a country of

interest from the “The IB in” menu.

IB courses are offered contingent upon sufficient enrollment in the class.

Course selection must conform to IB diploma requirements. Contact the IB Coordinator if you have questions.

Return the completed form to the IB Coordinator by the announced deadline

Choose Course SL HL

Course Title Approval for registration by current subject

teacher (signature)

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English A Language and Literature

Lithuanian A Literature

Language A Other (student’s family responsible for retaining instructor)

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Visual Arts

Biology

Physics

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of th

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Math Studies

Math SL

Math HL

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Chemistry

Environmental Systems and Societies

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Language B: English

Language B: Russian

Language B: German

Language B: French

Language B ab initio: French

Ch

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these

Business and Management

History

We have read and we understand all of the criteria and expectations for enrolling in International Baccalaureate courses. _______________________________________ _______________________________________ Student Name (printed) Parent Signature _______________________________________ Student Signature _______________________________________ Date

ACKNOWLEDGMENT AND ACCEPTANCE

GENERAL REGULATIONS: DIPLOMA PROGRAMME

I, the parent or legal guardian of the AISV IB student: ____________________________________________ ,

(Please print name of student) acknowledge that I have received, read, and understood the document General Regulations: Diploma Programme, and agree to its contents. I further acknowledge that I have read and understood the rules on copyright relating to candidates’ materials submitted to the IBO for assessment as provided under article 3 of the General Regulations: Diploma Programme. I understand that dates of IB exams are established worldwide by the International Baccalaureate Organization and cannot be changed for any reason. If a student cannot take the exam at the scheduled time on the scheduled date, the student may re-register for the same exam at the next IB exam session. I understand that my student cannot be registered for IB classes or exams until this form is completed and returned to the IB Coordinator at AISV. Parent Name____________________________________________________________ (Please print) Signature_______________________________________________________________ Date:___________________________________________________________________

International Baccalaureate Diploma Program Learner Profile – End of Quarter Reflections

Choose one

The attribute of the Learner Profile that describes me best is…

The attribute of the Learner Profile that I feel I need to work on the most is…

The attribute of the Learner Profile I would be most proud to model for others is…

The attribute of the Learner Profile that I feel best describes my classmates is…

Circle One:

inquirer

thinker

communicator

risk-taker

knowledgeable

principled

caring

open-minded

balanced

reflective

Student Reflection

Teacher Reflection (ask one of your subject teachers to complete this section)

Would you like a follow-up meeting with this student? YES NO If so, the student will schedule an appointment with you. Student’s Name: ____________________________________ Date: ____________________________

AISV Request for Projected Grades

Complete this form to request projected grades in your IB courses. Projected grades will be issued within two weeks of the date this form is submitted to the IB Coordinator. Such grades will only be given within a range of two marks, for example: 3/4 or 6/7. By completing and submitting this form, you acknowledge that projected grades are neither debatable nor negotiable. Any discussions with teachers regarding these projected marks may only focus on what you can do to improve; you may not ask for projected grades to be changed. You must respect your teacher’s projections. Among the criteria teachers will use to determine projected grades are:

Your subject grades as reported on the AISV report card in grade 11, and—as available—in grade 12 (If no grade 12 report cards have been issued yet, then teachers will use your work to date.)

Your performance on the mock exams at the end of grade 11 The results of any internal assessments already completed The teacher’s knowledge of you as a learner

In order to receive projected grades, you must first self-evaluate your progress in each course using the rubric on the back of this form. Write the name of the course in the first column, HL or SL in the second column, and the mark you believe you are earning in the third column.

Name of course HL or SL? Self-evaluation mark

By signing, you agree to follow the procedures outlined above. _____________________________________ _____________________________________ Student name Student signature _____________________________________ _____________________________________ Parent name Parent signature _____________________________________ Date

Appendix 2: IB General Regulations

General regulations:Diploma Programme

International Baccalaureate, Baccalauréat International and Bachillerato Internacional are registered trademarks of the International Baccalaureate Organization.

Published April 2014

Published on behalf of the International Baccalaureate Organization, a not-for-profit educational foundation of 15 Route des Morillons, 1218 Le Grand-Saconnex, Geneva,

Switzerland by the

International Baccalaureate Organization (UK) LtdPeterson House, Malthouse Avenue, Cardiff Gate

Cardiff, Wales CF23 8GLUnited Kingdom

Website: www.ibo.org

© International Baccalaureate Organization 2014

The International Baccalaureate Organization (known as the IB) offers four high-quality and challenging educational programmes for a worldwide community of schools, aiming to create a better, more peaceful world. This publication is one of a range of materials produced to support these programmes.

The IB may use a variety of sources in its work and checks information to verify accuracy and authenticity, particularly when using community-based knowledge sources such as Wikipedia. The IB respects the principles of intellectual property and makes strenuous efforts to identify and obtain permission before publication from rights holders of all copyright material used. The IB is grateful for permissions received for material used in this publication and will be pleased to correct any errors or omissions at the earliest opportunity.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior written permission of the IB, or as expressly permitted by law or by the IB’s own rules and policy. See http://www.ibo.org/copyright.

IB merchandise and publications can be purchased through the IB store at http://store.ibo.org.

Email: sales@ibo.org

Diploma ProgrammeGeneral regulations: Diploma Programme

General Regulations: Diploma Programme 1

I. GeneralArticle 1: Scope1.1 International Baccalaureate Organization (hereinafter together with its affiliates “IB Organization”) is

a foundation that has developed and offers four programmes of international education: the Primary Years Programme (“PYP”), the Middle Years Programme (“MYP”), the Diploma Programme (“DP”) and the International Baccalaureate Career-related Certificate (“IBCC”). It authorizes schools (known as IB World Schools and hereinafter “schools”) to offer one or more of these programmes to their students (hereinafter “candidates”).

1.2 This document describes the regulations that apply to those schools that have been authorized as IB World Schools to offer the DP and is intended for schools, candidates and their legal guardians. When used herein the term “legal guardians” encompasses parents and individuals with legal guardianship of any candidate enrolled in the DP. If a candidate is of legal age, the school’s duties towards legal guardians specified herein also apply towards the candidate.

1.3 The IB Organization has developed the DP as a pre-college/pre-university programme aimed at candidates in the 16–19 age range. It is implemented in the last two years of secondary education. The DP is designed to lead to “The Diploma of the International Baccalaureate” (hereinafter “IB Diploma”) or “Diploma Programme Course Results” (hereinafter “DP Course Results”) for subjects/elements forming part of the DP.

1.4 These regulations are intended as guidance for schools about their roles and responsibilities, and as information for candidates and legal guardians about the IB Organization and the DP.

Article 2: Role and responsibilities of schools2.1 In addition to articles in these General regulations: Diploma Programme (hereinafter “general

regulations”) schools must comply with the Rules for IB World Schools: Diploma Programme, available in a separate document, as well as with the administrative requirements detailed in the Handbook of procedures for the Diploma Programme (hereinafter “handbook”), which is the handbook for DP coordinators and teachers and is supplied to schools by the IB Organization.

2.2 Because the IB Organization is not a teaching institution and does not provide teaching services to candidates, the DP is implemented and taught by IB World Schools. The schools are entirely independent from the IB Organization and are responsible for the implementation and quality of teaching of the DP, whether courses are provided solely in the classroom or by means of a combination of classroom-based and online courses offered by an IB Organization-approved online course provider.

2.3 Schools are responsible for informing candidates and legal guardians regarding the general characteristics of the DP and how the school implements it. Additionally, schools must inform candidates and legal guardians of the assessment services offered by the IB Organization and any restrictions or prohibitions that apply to the DP.

2.4 The IB Organization cannot guarantee that a school will remain capable and willing to implement the DP. Consequently, schools bear sole responsibility towards candidates and legal guardians if, for any reason, a school’s authorization to implement the DP is withdrawn by the IB Organization or a school decides to terminate its authorization.

2.5 The IB Organization sets the curriculum and assessment requirements leading to the award of the IB Diploma or DP Course Results and is the sole organization entitled to award them. The IB Diploma or DP Course Results is awarded to candidates who have satisfied the assessment requirements in accordance with these general regulations and the administrative requirements detailed in the handbook. Schools must comply with the details, deadlines and procedures stated in the handbook for the relevant examination session.

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2.6 Schools are responsible for ensuring that candidates comply with all assessment requirements for the DP. If candidates do not comply with these requirements, then no grade will be awarded in the subject(s)/requirement(s) concerned.

2.7 To qualify for the award of the IB Diploma a candidate must follow the course of study and assessment for the DP at a school authorized to offer the DP or via an IB Organization-approved online course provider. In addition to subject requirements, the IB Diploma has the further requirements (collectively known as the “core”) of an extended essay and theory of knowledge, which are both assessed, as well as activities known as creativity, action, service (hereinafter “CAS”) that must be successfully completed.

2.8 A candidate will be awarded DP Course Results if they follow the course of study and assessment for the selected subject(s) and/or one or more core elements. Subjects of the DP normally include both internal and external assessment.

2.9 Schools are responsible for appointing a DP coordinator to manage the implementation of the DP in the school who will be available during the written examinations in May/November and when results are issued to ensure that all candidates receive their results. Additionally, schools must ensure that an appropriate contact person, who may or may not be the coordinator, is available after results have been issued to candidates to request the enquiry upon results service on their behalf and/or register them for the forthcoming examination session, if appropriate.

2.10 Schools are responsible for the secure storage of IB Organization examination stationery and examination papers for a forthcoming examination session. The school must immediately notify the IB Organization via IB Answers of any breach in the procedure for the secure storage of such material. The school must provide the IB Organization with statements and other relevant information concerning the breach and reasonably cooperate with the IB Organization in investigating and addressing such a breach.

Article 3: Candidates and their legal guardian(s)3.1 Except where provided otherwise in these general regulations or the handbook, candidates and their

legal guardian(s) must use the school’s DP coordinator as the intermediary for any communication with the IB Organization. If either a candidate or his/her legal guardian(s) has a question about the general characteristics of the DP, its administration or how the School implements it, they must raise the matter with the School’s DP coordinator.

3.2 Candidates, whether for the IB Diploma or DP Course Results, must complete all requirements within the two-year period of the programme or within an extended period of study when a candidate retakes one or more subjects.

3.3 Candidates are required to act in a responsible and ethical manner throughout their participation in the DP, as determined by the IB Organization at its sole discretion, which includes not engaging in academic misconduct (as defined in article 20), and must be in good standing at the school at the time of the examinations.

3.4 The IB Organization is entitled to refuse to mark or moderate assessment submissions if a candidate has acted in an irresponsible or unethical manner in connection with that part of assessment for the DP, as determined by the IB Organization at its sole discretion, including, but not limited to, engaging in academic misconduct, or if a candidate includes offensive or obscene material that is unrelated to the content of the assessment. In such cases the Final Award Committee (defined in article 16) is entitled to award a mark of zero for the component or part(s) of the component that are not marked or moderated due to such irresponsible or unethical behaviour.

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Article 4: Equal opportunities statement4.1 It is the practice of the IB Organization to make its programmes available to all students from IB World

Schools. No student will be excluded by the IB Organization on the grounds of race, nationality or national origin, ethnicity, culture, gender, age, sexual orientation, religious affiliation, political beliefs, disability or any other personal characteristic as prohibited by law. Schools must implement their duties under these rules in a manner that enables this practice to be upheld.

4.2 It is the practice of the IB Organization to make its assessment available to all candidates from IB World Schools who have fulfilled the school’s and the IB Organization’s academic requirements and paid the required fees to register for an IB examination session. No candidate will be excluded by the IB Organization on the grounds of race, nationality or national origin, ethnicity, culture, gender, age, sexual orientation, religious affiliation, political beliefs, disability or any other personal characteristic as prohibited by law. Schools must implement their duties under these rules in a manner that enables this practice to be upheld. The IB Organization will make all reasonable efforts and/or accommodations, or as may otherwise be required by law, to enable candidates to participate in its assessments.

Article 5: Recognition of the IB DiplomaThe IB Organization actively promotes wide recognition and acceptance of the IB Diploma as a basis for the exit of secondary/high school education and/or entry to courses at universities and other institutions of higher/further education, but the requirements of individual institutions and the relevant authorities of a country are beyond the IB Organization’s control and subject to change. The IB Organization, therefore, does not guarantee recognition of the IB Diploma or DP Course Results, and does not accept responsibility for the consequences of any change in recognition practice by a university or other institution or relevant authorities in a country. Consequently, candidates and legal guardians bear the sole responsibility for verifying the entry requirements of the universities and other institutions of higher/further education to which they are interested in applying.

Article 6: Property and copyright in materials produced by candidates6.1 Candidates produce materials in a variety of forms that are submitted to the IB Organization as part of

the assessment requirements. These assessment materials (hereinafter “materials”) include all forms of written work, audio and visual materials, computer programs and data and, in certain cases, may contain images or voices of the candidates.

6.2 Candidates retain copyright in all materials submitted for assessment purposes, but by submitting those materials, subject to article 6.4, candidates and their legal guardians thereby grant the IB Organization a non-exclusive, charge-free, worldwide licence, for the duration of the applicable jurisdiction’s copyright protection, to reproduce submitted materials, to use the image and voice of the candidate where they appear on audio or video materials and to reproduce any musical performances in any medium for assessment, educational, training, commercial and/or promotional purposes relating to the IB Organization’s activities, or to those related activities of which it approves. Such licences shall become effective from the date of submission to the IB Organization.

6.3 Where the IB Organization uses these materials for purposes other than assessment, it may modify, translate or otherwise change them to meet particular needs and will, in most cases, anonymize them before publication in print or in electronic form. If the purpose of the publication is to focus on work of a particularly high standard, then the candidate and school may be identified. In such cases, the IB Organization shall inform the school beforehand and the school shall inform the candidate.

6.4 Under exceptional circumstances a candidate and/or a candidate’s legal guardian may withdraw the aspects of the licence relating to use of a candidate’s work outside of an assessment context as referred to in article 6.2 for a specific piece of work. In such cases the IB Organization must be notified in accordance with the procedure described in the handbook. The candidate must submit a written notification to the school’s DP coordinator who has the duty to inform the IB Organization by the

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due date set forth in the handbook. In these cases the IB Organization will use the material only for assessment purposes as defined in article 6.5.

6.5 Under the licence granted upon submission for assessment purposes, the IB Organization can electronically scan, store or reproduce submitted materials in any media in order to allow the materials to be communicated to examiners, moderators and any other persons involved in the assessment process or any subsequent appeals (including third-party vendors and/or services providers). The materials may also be used in the training of examiners. Materials for which a candidate has withdrawn the aspects of the licence relating to use of candidate work outside of an assessment context will not be placed in any IB Organization publications or for any commercial or promotional purposes.

6.6 Materials submitted for assessment, or reproductions of them, are either internally assessed by teachers in the schools (whose marks are moderated) or externally assessed by IB examiners. Wherever the materials or reproductions are held during their assessment, for example, by the school or a third party, they are always held on behalf of the IB Organization and in a manner that is compliant with applicable privacy regulations.

6.7 All materials submitted to the IB Organization for assessment, and reproductions of such materials, become the property of the IB Organization. Once the materials have been assessed, the IB is entitled to retain the materials for record-keeping purposes or to eventually destroy them according to its needs and legal obligations.

6.8 Candidates are entitled to request the return of their externally assessed work, including a copy of their examination scripts, provided such application is made for a May session by 15 September in the same year and for a November session by 15 March of the following year. In all cases, to be valid the application must be submitted to the IB Organization by the school’s DP coordinator according to the procedures stated in the handbook.

Article 7: Use of candidate dataa. “Candidate data” under these general regulations is any information or data relating to

a candidate that can identify the candidate or make the candidate identifiable, whether by itself or in combination with other information, such as name, address, email addresses, date of birth, phone numbers, financial information, assessment results, materials, image, voice, and/or mental and physical health information.

b. The IB Organization operates globally and is subject to a variety of legal requirements about personal data, personal information and privacy, so it manages protecting candidate data on a global basis. Schools are based all over the world and are subject to data protection and privacy laws and regulations regarding candidate data in their respective countries. Each school hereby represents and warrants to the IB Organization that it complies with the applicable data protection and privacy laws in its respective country with respect to candidate data, and will fully cooperate with the IB Organization in complying with any such laws.

c. The IB Organization shall not be responsible for schools’ compliance with any data protection or privacy law applicable to them, and schools undertake to hold the IB Organization harmless with regard to any legal action taken by candidates, their legal guardians or other third parties with respect to any data protection or privacy law.

d. Each school hereby represents and warrants to the IB Organization that any collection, processing and/or sharing of candidate data with the IB Organization is done in accordance with all data protection and privacy laws that may be applicable to them. To the extent required under data protection or privacy law applicable to them, each school undertakes to seek express consent from candidates and/or their legal guardians for processing of candidate data for the purposes listed in article 7.1(f) below.

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e. Each school hereby undertakes, to the extent required under the applicable law of its respective country, to only use or process the candidate data as necessary for the purpose for which it was collected as defined in article 7.1(f) below. Each school further hereby undertakes that, to the extent required under applicable law, they have implemented appropriate technical and organizational measures to protect candidate data against unauthorized or unlawful processing and against accidental loss, destruction, damage, alteration or disclosure, and that they have taken reasonable measures to ensure the reliability of, and compliance by, any employees who have access to candidate data.

f. Candidate data may be used for the following purposes:

• registering candidates in the DP and administering the DP and its requirements for the candidate and school, including sensitive personal data if making determinations about assessment accommodations

• to provide DP support and services for the candidate and school, including website services and online forums, assessment services and accommodations, delivery of courses online to the candidate and assisting candidates and their school with providing information to institutions of higher education (such as universities and colleges or governmental authorities related to admission to institutions of higher education)

• research and statistical analysis related to the IB Organization’s mission, including research on assessments and results and the effectiveness of the DP

• advertising and promotional purposes for the IB Organization (such as student and/or alumni networks and social media platforms)

• educational, training, commercial and other compatible purposes

• to engage in and process transactions with the candidate or school

• to fulfill statutory, regulatory, reporting and/or legal obligations.

g. To the extent required under data protection or privacy law applicable to them, schools undertake to fully and duly inform, and obtain the consent of, each candidate and/or their legal guardian, that the schools and/or the IB Organization may transfer candidate data outside of the country in which it was initially collected and to a country which may not have sufficient and adequate or comparable levels of data protection, in some cases to third parties, for the purposes discussed above. To the extent required under applicable law, the schools shall inform candidates about third parties to whom their candidate data may be transferred. With regard to the IB Organization, such third parties include schools, approved online course providers, institutions of higher education (such as colleges and universities or governmental authorities related to admission to institutions of higher education), ministries and departments of education, assessment service providers (such as examiners, moderators, third-party vendors, and other persons involved in the assessment process or any subsequent appeals), and other contractors of the IB Organization. Each school shall ensure that any transfers are done in compliance with requirements governing international and onward data transfers. Each school represents and warrants to the IB Organization that any candidate data transferred to the IB Organization by the school may be further transferred as described above without violating the privacy or data protection rights of any candidates.

h. Candidates or their legal guardians may inquire as to the nature of the candidate data processed about him or her by their school to the extent permitted under data protection or privacy law applicable to the candidate and their respective School.

Each school undertakes that a candidate or their legal guardian may direct their requests to the school in accordance with their local legal requirements. Schools may not generally make requests from the IB Organization for candidate data on behalf of a candidate. In the event that

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the IB Organization receives a request regarding candidate data from a candidate or their legal guardian, each school undertakes to provide the IB Organization with full cooperation and assistance.

II. The Diploma ProgrammeArticle 8: Content and requirements of the IB Diploma 8.1 Candidates for the IB Diploma must satisfy assessment requirements in six subjects and the core. All

higher level subjects, the core and at least one standard level subject must be taught over the two years of the programme. Should circumstances require, up to two standard level subjects may be taught during the first year and assessed at the end of that first year as anticipated subjects. It is also permissible, should circumstances require, to teach one standard level subject during the first year and one standard level during the second year, with assessment requirements met at the end of each corresponding year. Language ab initio and pilot subjects must always be taught throughout the two years of the programme.

8.2 The six subjects must be selected from six groups as described in the relevant handbook for the examination session, with at least three and not more than four subjects being offered at higher level and the others at standard level. Recommended teaching time is 240 hours for higher level courses and 150 hours for standard level courses.

8.3 In addition to the six subjects, candidates for the IB Diploma must complete the following core requirements:

a. a course in theory of knowledge including the required assessment, for which the IB Organization recommends at least 100 hours of teaching over the two-year period of the DP

b. CAS activities, for which the IB Organization recommends at least 150 hours for the required combination of activities

c. an extended essay in a subject available for this purpose to be submitted for assessment, for which the IB Organization recommends approximately 50 hours of work by candidates.

8.4 A subject or subjects (or core requirement) taken by a candidate in addition to the six subjects for the IB Diploma cannot contribute to the award of an IB Diploma.

8.5 It is the school’s responsibility to ensure that each candidate submitting an extended essay is supervised by a teacher at the school with appropriate qualifications and/or experience in the subject chosen by the candidate and is familiar with the DP. The supervisor may not be a relative of the candidate nor a person who is not a teacher at the school.

8.6 An IB Diploma candidate must be registered for an extended essay in one of the DP subjects listed in the handbook as available for the relevant examination session. The extended essay does not have to be written in a subject that has been selected as one of that candidate’s six diploma subjects, subject to the advice and approval of the school.

8.7 Extended essays in group 2 are intended for language acquisition learners. Candidates are not permitted to submit a group 2 extended essay in their group 1 language(s).

8.8 Retake candidates (as defined in 11.4) wishing to improve the grade for their extended essay may submit either a revised or a new extended essay. If a higher grade is not obtained the grade from the original essay will stand. A new extended essay can be registered in the same or in a different DP subject.

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8.9 The IB Organization may develop new subjects on a pilot basis which a limited number of schools may offer on the understanding that the syllabus content and assessment methods may change during the lifetime of the syllabus. A pilot subject must be taught over the two years of the programme and therefore cannot be taken as an anticipated subject. A pilot subject in groups 1, 2, 3 or 4 can contribute to the award of a Bilingual IB Diploma (defined in article 14.2).

8.10 An interdisciplinary subject meets the requirements of two groups through a single subject. In accordance with article 8.4, a further subject must then be chosen to meet the requirement of six subjects for the IB Diploma. The additional subject may be chosen from any group, including one already covered by the interdisciplinary subject. An interdisciplinary subject can contribute to the award of a Bilingual IB Diploma.

8.11 A school-based syllabus (hereinafter “SBS”) may be designed by a school according to its own needs and teaching resources and is developed in consultation with and approved by the IB Organization. A SBS may only be offered at standard level. Only schools that have already entered candidates for two DP examination sessions may offer a SBS. The syllabuses have to be approved by the IB Organization before teaching can commence and are subject to periodic review. Subject to the appropriate group criteria being satisfied, a SBS may be authorized as an alternative to a subject in groups 2, 3 4 or 6. In such circumstances an individual candidate may use the subject to fulfill the requirements of either group, but not both. No candidate may be registered for more than one SBS, or for a SBS and a pilot subject for the IB Diploma. A SBS cannot contribute to the award of a Bilingual IB Diploma.

8.12 If the special conditions of entry into an institution of higher/further education require an IB Diploma candidate to have completed subjects different from that specified in the current handbook, a candidate may be allowed to make a reasonable substitution on presentation of appropriate university admissions documentary evidence to the IB Organization by the DP coordinator at the candidate’s school. This is referred to as a “non-regular” diploma and the combination of subjects must be authorized by the IB Organization.

Article 9: Diploma Programme Course Candidates9.1 Candidates who study and are assessed for subjects, but choose not to take the entire IB Diploma,

are referred to as Diploma Programme Course Candidates (“DP Course Candidates”). The subjects chosen are referred to as DP courses and may include the core requirements of theory of knowledge, the extended essay and/or completion of a CAS programme. DP Course Candidates receive Diploma Programme Course Results (DP Course Results). The grades for theory of knowledge and the extended essay will be recorded on the DP Course Results and the completion of CAS, if appropriate.

9.2 With regards to DP core requirements, a DP Course Candidate may register for more than one extended essay in the same session. An IB Diploma Candidate may register for a second extended essay as a DP Course Candidate, if this is required for exceptional reasons. No candidate, regardless of their registration category, is permitted to register for theory of knowledge or the CAS programme more than once in the same session.

9.3 Any subject or core requirement taken by a DP Course Candidate cannot subsequently contribute to the award of an IB Diploma.

9.4 The regulations and procedures that apply to IB Diploma Candidates in respect of theory of knowledge, the extended essay and CAS, also apply to DP Course Candidates.

Article 10: Response languages10.1 Candidates must write their examinations and other forms of assessment in subjects in groups 3, 4, 5

and 6 of the DP in English, French or Spanish as the response language. (In specified subjects, German is available as a response language.) Assessed work in theory of knowledge and the extended essay must also be presented in English, French or Spanish, except that an extended essay in a group 1 or

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group 2 subject must be written in the language of the subject chosen. An extended essay in Latin or classical Greek (group 2) must be written in English, French or Spanish.

10.2 Candidates may be permitted to write their examinations and other forms of assessment in languages other than English, French or Spanish for certain IB projects in groups 3 and 4, theory of knowledge and the extended essay. If the conditions detailed in article 13 are met, this will lead to the award of a Bilingual IB Diploma. The IB Organization reserves the right to make such languages for such projects mainstream from time to time and therefore available to all candidates as response languages upon notice by the IB Organization.

10.3 The same response language must be used for all components of a subject. However, if a subject is being retaken and the desired response language is not available in the target session for the subject concerned, internal assessment can be carried over from a previous session resulting in more than one response language for the same subject.

III. AssessmentArticle 11: Candidate registration11.1 Candidate registration is an application by a candidate to take DP assessments. The registration

process is conducted using the IB information system (IBIS), a secure web-based service used by DP coordinators. Registration must be undertaken by the school’s DP coordinator. No other method is available to register candidates. Candidates cannot register themselves for an examination session or make amendments to an existing registration. This cannot be done on their behalf by their legal guardian(s) either.

11.2 A candidate for the IB Diploma or DP Course Results must be registered by a school for each intended examination session and must take the requisite courses and assessments at that school. The school must complete the registration requirements on behalf of the candidate and pay the related fees by the relevant deadlines. It is the sole responsibility of the school to ensure that candidates are registered correctly for an examination session.

11.3 A school may accept an external candidate from another IB World School authorized to offer the DP if the school the candidate normally attends does not offer a particular IB subject. However, all academic and administrative responsibility for that candidate will remain with the school that has registered or will register that candidate for a DP examination session. The candidate must not be registered by both schools, unless advised to do so by the IB Organization. Similarly, in the case of a retake candidate, the school at which he or she is registered must accept all academic and administrative responsibility for that candidate and cannot be delegated elsewhere. Candidates taking online courses with an IB approved online provider are subject to the conditions specified in the current handbook.

11.4 The following categories of registration are available.

a. Anticipated: for candidates intending to complete the requirements for one or two standard level subjects (excluding languages ab initio and pilot subjects) at the end of their first year of the DP

b. Diploma: for candidates intending to complete the requirements for the award of an IB Diploma

c. Course: for candidates taking one or more subjects and/or core requirements who are not seeking the award of the IB Diploma

d. Retake: for previous IB Diploma Candidates who are seeking to improve on their results.

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11.5 If an IB Diploma Candidate retakes a subject to improve his/her results, the highest grade for the subject/core requirement will contribute to the award of the IB Diploma. Similarly, if an anticipated candidate retakes a subject in their IB Diploma session, the highest grade will normally contribute to the award of the IB Diploma.

Article 12: GradesPerformance in each subject is graded on a scale of 7 points (maximum) down to 1 point (minimum). Performance in theory of knowledge and the extended essay are each graded on a scale of A (maximum) to E (minimum). The CAS requirement is not assessed. For the IB Diploma, a maximum of 3 points is awarded for combined performance in theory of knowledge and the extended essay. The maximum total DP points score is 45.

Article 13: Award of the IB Diploma13.1 All assessment components for each of the six subjects and the additional Diploma requirements

must be completed in order to qualify for the award of the IB Diploma, except under the conditions stipulated in articles 18 and 19 of these regulations.

13.2 The IB Diploma will be awarded to a candidate provided all the following requirements have been met.

a. CAS requirements have been met.

b. The candidate’s total points are 24 or more.

c. There is no “N” awarded for theory of knowledge, the extended essay or for a contributing subject.

d. There is no grade E awarded for theory of knowledge and/or the extended essay.

e. There is no grade 1 awarded in a subject/level.

f. There are no more than two grade 2s awarded (HL or SL).

g. There are no more than three grade 3s or below awarded (HL or SL).

h. The candidate has gained 12 points or more on HL subjects (for candidates who register for four HL subjects, the three highest grades count).

i. The candidate has gained 9 points or more on SL subjects (candidates who register for two SL subjects must gain at least 5 points at SL).

j. The candidate has not received a penalty for academic misconduct from the Final Award Committee.

13.3 A maximum of three examination sessions is allowed in which to satisfy the requirements for the award of the IB Diploma. The examination sessions need not be consecutive.

Article 14: Form of the results 14.1 Successful IB Diploma Candidates will receive an IB Diploma and a document entitled “Diploma

Programme (DP) Results” listing the total IB Diploma points score, the subject grades, confirmation of the completion of all CAS requirements and any points awarded and individual grades for the combination of theory of knowledge and the extended essay.

14.2 A Bilingual IB Diploma will be awarded to a successful candidate who fulfills one or both of the following criteria:

a. completion of two languages selected from group 1 with the award of a grade 3 or higher in both

b. completion of one of the subjects from group 3 or group 4 in a language that is not the same as the candidate’s group 1 language. The candidate must attain a grade 3 or higher in both the group 1 language and the subject from group 3 or 4.

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14.3 An IB Diploma Candidate who fails to satisfy the requirements for the award of an IB Diploma will receive DP Course Results indicating the grades obtained in individual subjects, together with results in theory of knowledge and the extended essay, and confirmation of the completion of all CAS requirements, as appropriate.

14.4 DP Course Candidates receive Diploma Programme Course Results (DP Course Results) indicating the results obtained in individual subjects and the core requirements, as appropriate.

Article 15: Enquiry upon results15.1 A candidate’s assessment material may be re-marked, returned to the school (in electronic format or

as a photocopy) and/or subject to re-moderation (for internal assessment) as part of the enquiry upon results service, the details and fees for which are specified in the relevant handbook. The categories and conditions of this service are subject to change and therefore are in accordance with the details given in the handbook for the examination session concerned. All enquiries upon results must be submitted by the school on behalf of the candidate.

15.2 Re-marking a candidate’s assessment material may lead to a higher or a lower grade for the subject. Therefore, before submitting a request for an enquiry upon results service that may result in a change of grade, the school must obtain the written consent of the candidate or his/her legal guardian ensuring that the candidate and/or the legal guardian are aware that the grade may go up or down.

15.3 If the school’s DP coordinator believes the process leading to the grade upon re-marking or re-moderation did not respect the procedures defined in these general regulations and/or the handbook, the coordinator may request, on behalf of the candidate, a report on the re-mark. Before requesting a report the school must obtain the consent of the candidate(s) or his/her legal guardian(s).

15.4 Beyond the enquiry upon results service, the coordinator may not request a subsequent re-marking of work or a further moderation of marks for internal assessment. However, the candidate is entitled to submit an appeal under the conditions defined in article 22.

Article 16: IB DP Final Award Committee16.1 The IB DP Final Award Committee is the body that formally awards the IB Diploma and DP Course

Results on the basis of the grades determined by grade award procedures. The award is made by the committee on behalf of the IB Board of Governors.

16.2 The Final Award Committee consists of representatives of the IB Board of Governors, of the Examining Board and of senior IB assessment staff, and is chaired by the chair of the Examining Board. The IB Board of Governors has established the Examining Board, which comprises senior IB examiners, with the principal aim of safeguarding and enhancing the academic standards of the DP.

16.3 The Final Award Committee may delegate decisions on cases of alleged academic misconduct to a sub-committee, but the Final Award Committee is the body that has authority to make the final decision in all special cases (as defined in Section IV) with respect to the award of the IB Diploma and DP Course Results.

IV. Special casesArticle 17: Candidates with assessment access requirements17.7 A learning support requirement(s) is any permanent or temporary requirement(s) that could put a

candidate at a disadvantage and prevent him or her from being able to demonstrate their skills and knowledge adequately or as may otherwise be defined by law.

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17.2 The IB Organization is able to offer minimal guidance on the teaching of candidates with learning support requirements. However, it is the responsibility of the school to identify and meet the individual needs of candidates enrolled in the school.

17.3 A learning support requirement(s) often necessitates assessment access arrangements. The IB Organization is able to authorize inclusive assessment arrangements for a candidate with assessment access requirements.

17.4 If a candidate needs inclusive assessment arrangements, the DP coordinator must make such arrangements and, where appropriate, request authorization for inclusive assessment arrangements from the IB Organization according to procedures stated in the handbook.

17.5 If the inclusive assessment arrangements authorized by the IB Organization are considered inappropriate for a candidate by a school, a candidate or the candidate’s legal guardian(s), the DP coordinator may request a re-evaluation of the candidate’s needs to decide whether the authorized arrangements are appropriate. A first re-evaluation of the arrangements will be undertaken by the IB Organization staff who authorized the arrangements. If the first re-evaluation does not then meet with agreement from the school, a second re-evaluation will be undertaken jointly by persons with appropriate qualifications, one an IB Organization employee not involved in the original decision and one who is not an employee of the IB Organization. No further re-evaluations are possible after the second re-evaluation. The IB Organization must receive any re-evaluation request from the DP coordinator within one month of the coordinator having received initial confirmation of the authorized inclusive assessment arrangements or the result of the first re-evaluation request, as appropriate.

17.6 If a candidate is granted inclusive assessment arrangements (and these are properly implemented by the school), candidates and/or their legal guardian(s) are not entitled to claim that they are affected by adverse circumstances in the event that assessment results following such arrangements are not at levels desired and/or anticipated by candidates. The authorization of inclusive assessment arrangements is the sole accommodation by the IB Organization for candidates with learning support requirements.

Article 18: Candidates affected by adverse circumstances18.1 Adverse circumstances are defined as those beyond the control of the candidate that might be

detrimental to his or her assessment performance, including severe stress, exceptionally difficult family circumstances, bereavement or events that may threaten the health or safety of candidates. The same circumstances may affect a group of candidates or all candidates within a school. Adverse circumstances do not include:

a. shortcomings on the part of the school at which the candidate is registered, including, but not limited to, errors, mistakes, or negligence of a school with respect to registration of candidates, timeliness of requests for inclusive assessment arrangements or consideration of adverse circumstances, implementation of authorized inclusive assessment arrangements, and requests for extensions under article 18.2

b. the failure of candidates to improve performance despite receiving authorized inclusive assessment arrangements.

18.2 Where a candidate or group of candidates is affected by adverse circumstances prior to the submission of early components (for example, the extended essay, theory of knowledge essay or internal assessment marks/sample work), an extension to the submission deadline may be authorized by the IB Organization upon receipt of the required documentation (available in the handbook) from the school. An extension must be formally authorized by the IB Organization and is the only possible accommodation that can be offered.

18.3 Any application for special consideration in cases of adverse circumstances must be submitted to the IB Organization by the school’s DP coordinator on behalf of the candidate(s). The application must

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be received within 10 calendar days of the completion of the final assessment component of the subject concerned and must be supported by a statement written by the DP coordinator as well as by appropriate evidence.

18.4 If the IB Organization accepts that the performance of a candidate has been affected by adverse circumstances, the IB Organization may, at its discretion, give special consideration to the case, provided that this would not give an advantage in comparison with other candidates. If a candidate’s circumstances are deemed “adverse” and qualify for special consideration, an adjustment will be made to the candidate’s total mark in the affected subject(s) and/or IB Diploma requirement(s). If the candidate is within one or two scaled marks of the next higher grade boundary, the candidate’s grade in the affected subject(s) (and only in such affected subjects) will be raised; in the case of theory of knowledge and the extended essay, one mark away from the next higher grade boundary is required for a grade adjustment to be made. This is the only possible accommodation for candidates in the event of adverse circumstances. If a candidate’s marks are not within the required range, then no adjustment will be made.

Article 19: Candidates with incomplete assessment19.1 “Incomplete assessment” means that a candidate has not submitted one or more components of the

assessment requirements in a subject.

19.2 Any application for special consideration in cases of incomplete assessment must be submitted to the IB Organization by the school’s DP coordinator on behalf of the candidate. The application must be received within 10 calendar days of the completion of the final assessment component of the subject concerned and must be supported by a statement written by the DP coordinator as well as by appropriate evidence.

19.3 In cases of incomplete assessment in a subject, the IB Organization may, at its discretion, award a grade for the subject if both of the following circumstances are established:

a. an acceptable reason is provided by the school for the incomplete assessment being beyond the candidate’s control, such as illness or injury, the death or funeral of a close relative, unavoidable attendance at a hospital or court of law

b. the candidate has submitted sufficient work, leading to at least 50 per cent of the total marks available in that subject and including an externally assessed component.

19.4 If both of the foregoing conditions are fulfilled, marks for the missing component will be calculated using an established procedure and based on the candidate’s marks for completed components as well as on the distribution of marks of other candidates in the same subject. If more than one examination is missed, it will be at the discretion of the Final Award Committee whether grades are issued to the candidate in the subjects concerned. The determination of a mark for a missing component by statistical means and “consideration” (as described in article 18.4) will not be applied to the same subject/level being assessed.

19.5 The grounds for incomplete assessment, such as forced school closure during the written examinations in May or November, may affect a group of candidates or all candidates in the school. In a case where more than one candidate is affected, the Final Award Committee will give the same consideration to all candidates.

Article 20: Candidates suspected of academic misconductThe IB Organization defines academic misconduct as behaviour (whether deliberate or inadvertent) that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in one or more components of assessment. Behaviour that may disadvantage another candidate is also regarded as academic misconduct. Academic misconduct is a breach of these regulations and includes, but is not restricted to, the following:

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a. plagiarism—this is defined as the representation, intentionally or unintentionally, of the ideas, words or work of another person without proper, clear and explicit acknowledgment

b. collusion—this is defined as supporting academic misconduct by another candidate, for example, allowing one’s work to be copied or submitted for assessment by another

c. duplication of work—this is defined as the presentation of the same work for different assessment components and/or DP core requirements

d. misconduct during an IB examination (for example, taking unauthorized material into an examination, behaviour that disrupts the examination or distracts other candidates, or communicating with another candidate)

e. any other behaviour that gains an unfair advantage for a candidate or that affects the results of another candidate (for example, falsifying a CAS record, disclosure of information to and receipt of information from candidates about the content of an examination paper within 24 hours after a written examination via any form of communication/media).

Article 21: Investigating cases of suspected academic misconduct21.1 If questions arise about the authenticity of a candidate’s work before submission for assessment,

the situation must be resolved within the school. If possible academic misconduct (for example, plagiarism, collusion) is identified after a candidate’s work has been submitted to the IB Organization for assessment, the school’s DP coordinator must inform the IB Organization as soon as possible. For work that is internally assessed, “submission” refers to the deadline by which teachers’ marks must be submitted to the IB Organization. For work that is externally assessed, other than the scripts from the written examinations, “submission” refers to the candidate signing the declaration of authenticity for their work.

21.2 When a school, an examiner or the IB Organization establishes evidence to suspect academic misconduct by a candidate, the school will be required to conduct an investigation and provide the IB Organization with statements and other relevant documentation concerning the case. If a school fails to support the investigation into possible academic misconduct, no grade will be awarded to the candidate in the subject(s) concerned.

21.3 If the IB Organization notifies a school that a candidate is suspected of academic misconduct and that the IB Organization has the intention of initiating an investigation, at the discretion of the head of school it is permissible for the candidate to be withdrawn from the session or from the subject(s) in which academic misconduct may have occurred. However, at the discretion of the IB Organization the investigation into the suspected academic misconduct by the candidate may still proceed and a decision be reached on whether to uphold or dismiss academic misconduct. If a candidate is withdrawn from a subject no mark for that subject may contribute to the award of a grade in a future examination session.

21.4 Candidates suspected of academic misconduct must be invited, through the school’s DP coordinator, to present a written statement that addresses the suspicion of academic misconduct. If a candidate declines to present a statement, the investigation and decision on whether the candidate is in breach of regulations will still proceed.

21.5 The majority of cases of suspected academic misconduct will be presented to a sub-committee of the Final Award Committee. The sub-committee will normally comprise IB Organization staff, school representatives, and chief/deputy chief examiners, but any group or combination of these persons may make decisions on cases subject to the approval of the Final Award Committee. The sub-committee will be chaired by the chair or vice-chair of the Final Award Committee, or a chief examiner nominated by the vice-chair.

21.6 Decisions of the sub-committee are made on behalf of and under the supervision of the Final Award Committee. After reviewing all statements and evidence collected during the investigation, the sub-

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committee will decide whether to dismiss the suspicion of academic misconduct, uphold it, or ask for further investigations to be made. If the sub-committee is unable to reach a decision then the case will be referred to the Final Award Committee.

21.7 If the sub-committee decides that a case of academic misconduct has been established, a penalty will be applied in the subject(s) concerned. The penalty will, in the judgment of the sub-committee, be commensurate with the severity of the misconduct. If a case of academic misconduct is considered by the Final Award Committee to be very serious, the Final Award Committee may decide not to issue a grade for a candidate in the subject(s) concerned and additionally prohibit the candidate from being registered in any future examination sessions.

21.8 If no grade is issued for a subject that contributes to a candidate’s IB Diploma, no IB Diploma will be awarded to the candidate. DP Course Results will be awarded for other subjects in which no academic misconduct has occurred. Except in cases of serious or repeat misconduct, the candidate will be permitted to register for future examination sessions, which may include the session that follows six months later, if the relevant registration deadlines are met. In the case of an IB Diploma Candidate, if the session in which the academic misconduct has been established is the candidate’s third examination session towards achieving the award of the IB Diploma, no further IB examination sessions will be permitted.

21.9 If the candidate has already been found in breach of regulations in any previous session, this will normally lead to disqualification from participation in any future examination session.

21.10 If there is substantive evidence, the IB Organization is entitled to conduct an investigation into academic misconduct after a candidate’s results have been issued. If academic misconduct is subsequently established by the Final Award Committee, or its sub-committee, the candidate’s grade for the subject(s) concerned may be withdrawn from the candidate which will also result in the withdrawal of their IB Diploma where applicable.

V. AppealsArticle 22 Admissibility of an appeal22.1 The IB Organization accepts appeals in relation to four areas of decision-making during an examination

session. Appeals are possible against:

a. results—when a school has reason to believe that a candidate’s result(s) are inaccurate after all appropriate enquiry upon results procedures have been completed

b. a decision upholding academic misconduct, but not against the severity of a penalty

c. a decision in respect of special consideration—following a decision not to give special consideration to a candidate as a consequence of alleged adverse circumstances

d. an administrative decision not covered by one or more of the foregoing circumstances that affects the results of one or more candidates.

22.2 The appeals process is divided into two stages. Each stage requires the payment of a fee by the candidate or their legal guardian(s). The fee applicable to the relevant stage of appeal will be refunded in the event that the appeal at that stage is upheld.

22.3 A stage one appeal can only be requested by the head of school or by the DP coordinator from the school at which the candidate, known as the appellant during the appeals process, was registered for the examination session. A stage two appeal can be requested directly by a candidate or their legal guardian(s) in addition to the head of school and DP coordinator if the outcome of a stage one appeal is not satisfactory. A request for appeal at either stage must be submitted with a completed appeal request form that can be obtained from the IB Organization via the IB Answers service.

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22.4 No appeal request will be granted if the school concerned has failed to comply with deadlines and/or procedures stated in the handbook.

22.5 An appeal does not include a re-mark, re-moderation or any form of report on the assessment or moderation of candidates’ work. A request for appeal against a candidate’s grade will only be considered if the school presents new evidence demonstrating that standard procedures in deriving the grade may not have been correctly followed by the IB Organization.

22.6 No legal representation acting on behalf of either the candidate or IB Organization is permitted during a stage one or stage two appeal process.

Article 23: Stage one appeal23.1 A stage one appeal is a reconsideration of the case by senior assessment officers of the IB Organization

who were not directly involved in making the original decision. The reconsideration will take into account information given in the written submission from the school acting on behalf of the candidate. The reconsideration will determine whether procedures were correctly applied when arriving at the decision or result(s) awarded. After the reconsideration is complete, the head of school will be notified whether the stage one appeal has been denied (disallowed) or upheld (allowed), with summary reasons for the decision.

23.2 In order to be considered for a stage one appeal, the request for appeal must:

a. have the support of the head of school

b. be submitted by the head of school (or the DP coordinator) on behalf of the candidate

c. be received by the IB Organization within two months from the issue of results or the date when the decision being appealed was made, whichever is the later

d. contain a full description of the grounds for appeal and any new facts invoked

e. include an account of how these regulations and/or the procedures defined in the handbook may not have been correctly applied by the IB Organization.

23.3 If the senior officers accept the stage one appeal, the head of school may be asked for any information or evidence that is deemed useful. Neither the candidate nor a representative of the candidate is permitted to be present during a stage one appeals process. The senior officers will render their decision, in principle, within one month from the date the IB Organization receives the request for appeal.

Article 24: A stage one appeal against a decision on academic misconduct24.1 Permission to appeal will only be granted where the candidate was found in breach of regulations and

new evidence has been brought to the attention of the IB Organization. Appeals are only granted in relation to the decision on academic misconduct; no appeals against the level of penalty applied are permitted. New evidence must be outlined in detail in the appeal request form. The form is available from and must be returned to the IB Answers service.

24.2 On receipt of the appeal, senior IB Organization officers and the chair (or vice-chair) of the Final Award Committee will determine, using only the information in the appeal request form and any accompanying documents, whether there are sufficient grounds for appeal. If a stage one appeal is not permitted, no further appeal is possible.

24.3 If a stage one appeal is determined to be necessary, the case will be heard by members of the sub-committee of the Final Award Committee. No person determining whether there are sufficient grounds for a stage one appeal or members of the sub-committee will have been involved in making the original decision.

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24.4 Neither the candidate nor a representative of the candidate is permitted to be present during a stage one appeals process. The sub-committee will render its decision, in principle, within one month from the date the IB Organization receives the request for appeal.

Article 25: Stage two appeal, including appeals against a decision on academic misconduct 25.1 A stage one appeal must precede a stage two appeal. The stage two procedure for appeals against

a decision on academic misconduct is described in detail in a separate document available upon request from the IB Answers service.

25.2 If the head of school, a candidate and/or their legal guardian is dissatisfied with the outcome of the stage one appeal, a request can be made to the IB Organization to escalate the appeal to stage two. A stage two appeal does not need to have the support of the head of school. A fee is payable by the candidate or their legal guardian(s) before a stage two appeal is heard; this is refunded if the appeal is upheld.

25.3 In order for the stage two appeal to be considered, the request for appeal must be received by the IB Organization within one month of the head of school being officially notified of the outcome of the stage one appeal.

25.4 The stage two process grants the candidate a formal hearing by a constituted panel. The attendance of the candidate and/or their representative is not required for the hearing to proceed, though they will be notified of the time and date and may attend if they wish.

25.5 The stage two appeals panel has three members:

• one member independent from the IB Organization

• the chair or vice-chair of the Examining Board

• a chief examiner who was not present at the Final Award Committee or its sub-committee for the relevant examination session and who did not render a decision at any previous level regarding the candidate for the relevant examination session.

Prior knowledge by the chair or vice-chair of the Examining Board of the case under appeal will not exclude that person from the panel.

25.6 The independent member is appointed by the IB Organization and will not have been a DP coordinator, teacher or examiner, or an employee of the IB Organization at any time during the past five years. The independent member will serve as chair to the appeals panel for no longer than three years.

25.7 The appeals panel makes its decisions based on a majority vote of the three members of the stage two appeals panel. The appeals panel has the power to uphold or dismiss the previous decision in the event that they believe that the procedures or regulations that led to the previous decision being appealed were not respected. The appeals panel does not hold the power to render any other form of decision.

25.8 The decision of the stage two appeals panel will be officially communicated to the candidate and/or their legal guardian(s) in writing in principle within 10 working days of the hearing. A copy of the decision will be communicated to the head of school.

25.9 All decisions rendered by the stage two appeals panel are final and no requests for further review or alternative resolution requests will be accepted by the IB Organization.

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Article 26: Governing law These general regulations and all other procedures relating to the assessment requirements of the IB Diploma shall be governed by and construed in accordance with the laws of Switzerland without reference to its conflict of laws or similar provisions that would mandate or permit application of the substantive law of any other jurisdiction.

Article 27: ArbitrationAny dispute, controversy or claim arising out of, or in relation to, these general regulations, including the interpretation, validity, breach or termination thereof, shall be finally settled by arbitration by the Geneva Chamber of Commerce in accordance with the Swiss Rules of International Arbitration of the Swiss Chambers’ Arbitration Institution (“Rules”) in force on the date when the notice of arbitration is submitted in accordance with such Rules. The number of arbitrators shall be one, the seat of the arbitration shall be Geneva and the arbitral proceedings shall be conducted in English. The parties hereby agree to use information technology systems and electronic communications to the extent permitted in conducting any arbitral proceedings.

Article 28: Entry into force and transitory rulesThis version of the general regulations shall come into force on 1 September 2014 for May session Schools and applies to all candidates registered for the May 2015 session onwards, or 1 January 2015 for November session schools and applies to all candidates registered for the November 2015 session onwards. The IB Organization may amend these general regulations from time to time. Each amended version applies to candidates starting the DP after the date of entry into force of the amended version.