ib parent guide ·...

Parent Guide

www.ibo.org

Por ons of informa on in this booklet were obtained from various Interna onal Baccalaureate Organiza on {IBO) sources including, but not limited to the IBO website (www.ibo.org) and the Handbook of Procedures. Hence, some words are spelled with the Bri sh spelling.

Copyrighted informa on is reprinted here with permission from the IBO. Informa on contained here is subject to change. Please refer to the IBO website .

Inquirer.Knowledgeable.Thinker.Communicator.Principled.Open-Minded.Caring.Risk-taker.Balanced.Reflec ve

Questions and Answers ........................................................................................................................... 4

The International Baccalaureate: An Introduction ................................................................................ 5

The Winter Park International Baccalaureate Honor Code ................................................................... 8

21

Appendix (IB Assessment Information) ............................................................................................... 22

May 2017 Testing Calendar………………………………………………………………………………………………33

IB Teacher Contact Information………………………………………………………………………………. ………35

Who’s Who in Winter Park’s Interna onal Baccalaureate Program?

IB Diploma Program Coordinator Patricia Glore [email protected] 6183257

IB Diploma Program Career Pro-

gram Coordinator and Pre-IB

Liaison NGC

Don Blackmon [email protected] 6182377

IB Program Assistant Nicole Close [email protected] 6183234

Role Name Email Extension

Head of School Tim Smith [email protected] 6183201

CAS Coordinator Joel Brielmaier [email protected]


Dear IB Parents,

On behalf of the Winter Park High School administra on and faculty, I would like to welcome you to the 2016-2017 school year

and to congratulate you on your outstanding decision to enroll or con nue your son/daughter in the Interna onal Baccalaureate Program at

Winter Park High School. We applaud your choice of a program which puts emphasis on educa ng the "whole person" who will be able to

use the life skills learned in high school to func on successfully in college and in the work place a er college.

For those of you who wish to electronically access more informa on about the Interna onal Baccalaureate Organiza on, the ad-

dress is www.ibo.org.

We want to congratulate our gradua ng class of 2016. They were graduated with a high amount of scholarships and grants. They

were accepted to a full range of colleges including Yale, Harvard, UC Berkley, Princeton, Rice, Wake Forest, Vanderbilt, Johns Hopkins, West

Point Georgia Tech, Duke, St. Johns, Rollins, UF, USF, UCF and Florida State. What is unique is that all of the students will recognize the ben-

efits of an IB educa on once they are in college, and all students will be able to receive credit for individual courses.

The benefits of par cipa on in the IB program are numerous. A college level of instruc on from global perspec ves, development

of strong study skills, and encouragement of cri cal thinking are just a few. We believe that the culmina on of this course work is the exami-

na on itself. We strongly encourage each student to fulfill every stage of his /her commitment to excellence. Taking the examina ons will

enable students to be prepared for college examina ons, both oral and wri en, and may facilitate acceptance and /or advanced placement

on the university level. I will be registering juniors and seniors in October for the May 2017 examina ons.

Our Pre-IB Diploma program provides for students to be well-prepared in basic study skills which will help them to meet the chal-

lenges of the pre-university program planned for them in the last two years of high school. The Pre-IB teachers are well aware of the expec-

ta ons which will be placed on their students, and it is their goal to teach the students in a manner that will give students a smooth transi-

on from year to year. Students in the IB program will have a chance to reflect on their decision to proceed each year. While there is the

need to maintain a 3.0 grade point average each quarter, it is the student's mo va on which we find to be the determiner of his/her success

in the program.

Students in the IB Diploma years (juniors and seniors) should understand that the IB requires a minimum of 150 class hours in one

year courses and 240 class hours in two-year courses. In addi on, the integrity of the program world-wide must be kept intact as it expands.

With the use of our new digital devices we don’t want our students to get caught up in looking for easier ways to complete assignments

which can result in academic malprac ce. We have our Winter Park Interna onal Baccalaureate Honor Code on academic integrity which

makes clear our posi on in these areas. Included in our Honor Code is the OCPS discipline clause which indicates our policy in cases that

students are cited for poor behavior choices.

While our seniors are busy working on their Extended Essay, comple ng CAS and applying to college, (Whew!) a top priority for

students in grades 9 through 11 at this me is preparing to take the PSAT in October. The fee is paid by OCPS for all of our students. Our

junior’s need to pay par cular a en on to the PSAT as their score from this year could qualify them for the Na onal Merit Scholarship which

can lead to any number of college opportuni es. Please regard this test as a required responsibility for your child's academic future.

As the IB Coordinator, I am excited about being afforded the opportunity to assist your son/daughter in having a comfortable and

rewarding experience with the IB. This year we will be publishing a newsle er that will be distributed electronically. The purpose of this

newsle er is to keep you updated on important issues and dates for each quarter. This newsle er will also be posted on the WPHS IB page.

Too o en I hear folks saying that the IB program is too hard and one wouldn't have a life if one became involved. I would disagree.

The IB program is not hard, but rather an academic challenge. IB students are, indeed, involved in many ac vi es in and out of school. The

challenge is -priori zing- IB students want to do it all so not only is priori zing the challenge but it is also the key.

Speaking of keys, I hope that our new parent guide will serve as your key to the Winter Park IB program. If you have ques ons or

concerns please contact our IB office.


When are Diploma Program courses offered? The courses are offered during Junior and Senior years. Why should I a empt the IB Diploma? Colleges love the IB Program. One of the curriculum ques ons on the Common Applica on for college counselors is, "Is the applicant an IB Diploma candidate?" The average acceptance rate of IB students into a university or college is 22% higher than the average acceptance rate of the total popula on. * The 2011 study of IB students' experiences a er high school found that IB students graduated from college at higher rates, with 81% of IB students gradua ng within six years of enrolling full me at a four-year ins -tu on, compared to the na onal average of 57%. Check with individual colleges and universi es for credit hours given for the diploma.

What are the benefits of the IB Program? The Program: Creates independent learners who feel prepared. Is an interna onal qualifica on. Encourages cri cal thinking. Assesses more than examina on techniques. Teaches subjects in conjunc on with related courses; subjects aren't taught in isola on.

Will colleges accept me based on me being an IB candidate without knowing if I have received the IB Diploma? Yes.

When do I find out if I receive the IB Diploma? No fica on is sent out in July a er Senior year.

What happens if I do not receive the IB Diploma but have been accepted to college? You will receive cer ficates for all exams on which you scored a 4 or higher. These may count for college credit. Ameri-can colleges will not revoke your admi ance if you do not receive the IB Diploma.

How do I earn the IB Diploma? A student must have a minimum of 3 HL courses and 3 SL courses. A student may take more than 6 IB exams; however, the addi onal exams will be considered "extra". IB exams are scored on a scale of 1 - 7.A score of 4 is considered passing. Students are required to earn a minimum score of 24 points to receive the 18 Diploma. A student must complete the CORE (CAS, EE, and TOK). They may earn a maximum of 3 bonus points for EE and TOK. The highest number of points a student can earn is 45 {42 exam points + 3 bonus).

How do the expecta ons for Standard Level (SL) courses differ from Higher Level (HL) courses? It varies. See the Appendix for details on individual courses.

IB Terminology Interna onal Baccalaureate Organiza on IB Interna onal Baccalaureate

IBDP Interna onal Baccalaureate Diploma Program

Diploma Program

Higher Level

Standard Level

Crea

Theory


Background

The IB was launched in 1962 at the Interna onal School of Geneva. Among the founders was Kurt Hahn who also ini ated the Duke of Edinburgh Award Scheme. From the outset, the IB Diploma was designed as a comprehensive two-year Pro-gram which strives to maintain a balance between the breadth and depth found in other educa onal systems. In order to prevent the students being split between the two cultures of science versus the arts and humani es, the IB diploma does not allow the students to opt out from either at the age of 16. This philosophy is underpinned by the broad-based cur-riculum through which the students take six examina on subjects. A student's Program must include their na ve language, at least one foreign language, mathema cs at a suitable level, at least one science, one social science and the op on to take either a crea ve subject or an extra academic subject.

The philosophy of the Diploma Program is embodied by three other compulsory non- examina on components: the Crea-

vity, Ac vity, and Service Program, where students par cipate in extra-curricular ac vi es that enrich both their own lives and the community around them, the Theory of Knowledge course in which students are encouraged to ques on the basis of their own knowledge and percep on of the world, and the Extended Essay which gives student an experience of aca-demic research. The Program aims to give the students a mul cultural perspec ve of the world while respec ng the stu-dent's own culture and background. For this reason, the syllabi and examina ons are not biased towards one culture's per-spec ve and all students, irrespec ve of their background, have an equal opportunity to succeed.

The first three universi es to recognize the IB diploma were Oxford, Harvard and the Sorbonne. Since then its recogni on has grown and its successful graduates have studied at the most pres gious universi es in the world. In the UK IB diploma candidates are highly prized by university admissions tutors and any universi es in North America value IB graduates to the extent of offering very lucra ve scholarships to successful candidates.

IB Mission Statement {h p:// www.ibo.org/ mission/ index.cfm) The Interna onal Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a be er and more peaceful world through intercultural understanding and respect. To this end, the organiza on works with schools, governments and interna onal organiza ons to develop challenging programs of interna on-al educa on and rigorous assessment. These Programs encourage students across the world to become ac ve, compassionate and lifelong learners who understand that other people, with their differences, can also be right.


10 reasons why the IB DP Program is ideal for prepara on for University

(www.ibo.org/ibworld/may2012/documents/10reasons.pdf)

It offers academic breadth and depth-We know graduates do well. In 2011, figures from the UK's Higher Education Statistics Agency found that IB graduates were "much more likely to be enrolled at one of the top 20 higher education institutions than entrants holding other qualifications."Studying six subjects means students aren't forced to narrow their choices while still at school, and can keep university options open. That doesn't come at the expense of academic rigour, though. IB Diploma Program students follow three subjects at HigherLevel, where they receive 240 teaching hours in each. Learning a second language has been linked in studies to a higher level of achievement at both school and university."

Graduates care about more than just results-The creativity, activity, service (CAS) requirement in the Di-ploma Program encourages experiential learning acquiring knowledge through direct experience. That could mean anything from building new homes in Africa to creating a newspaper for your local community. It gives students a perspective on the world, and the drive to plan their own activities all skills that help distinguish IB alumni in the university admissions process. As IB graduate Gregoire-Francois Legault, nowstudying at McGill University in Canada, puts it: "While some see [CAS] at first as a pain, most do way more than the 150 required hours."

It creates independent learners who feel prepared-Every Diploma Program graduate will have written an Ex-tended Essay an immersive research paper of up to 4,000 words that requires independent research and excel-lent organizational skills. A 2011 survey of university admissions staff undertaken by Cardiff University, UK found they valued the Extended Essay's role in developing cognitive, research, writing and communication skills. Dr Da-vid Conley, Professor of Educational Policy and Leadership in the College of Education at the University of Oregon and founder of the Educational Policy Improvement Center, says the IB "exceeds standards in critical thinking and research skills" required for college-readiness in the USA. Many Extended Essays are presented at admissions interviews, to demonstrate students' analytical skills. Perhaps all that college-readiness is why research by SRI International found the graduation rate for IB alumni after four and six years studying in US universities was higher than the national average.

It's a genuinely international qualification-Major global challenges require global solutions- and the Diploma Program aims to balance local and national identity with an international mindset as part of its commitment to building a better future. Students learn to see the world from different cultural perspectives, while learning another language that will help them communicate with peers from different backgrounds. "Like all IB Programs, the Diplo-ma Program aims to encourage students to become internationally minded people who recognize their common humanity and shared guardianship of the planet," explains Robert Harrison, Curriculum Manager for Continuum Development. "IB World Schools help students engage in inquiry, ac on and reflec on on locally and globally significant issues across the curriculum." And fi ngly, the qualifica on is interna onally benchmarked, allowing graduates to con nue their studies anywhere in the world.

Universi es recognize it-and give credit for it-The number of higher educa on ins tu ons recognizing the Diploma Pro-gram grew 21 percent in 2011, backed by a proac ve campaign of engagement, including a range of professional materi-als made available on the official IB website (www.ibo.org/recogni on). IB students are at an advantage with elite ins -tu ons; in the United States, IB graduates are 21.4 percent more likely to be admi ed into 10 of the country's most pres-

gious universi es, including Harvard, Princeton, Yale and Stanford.

The IB encourages cri cal thinking-Students learn to look beyond the facts: to analyze sources, link one subject to another and ques on the consensus. Inquisi veness and interpreta on are among the key cogni ve proper es of an IB educa on: a 2012 study of Diploma Program students in Chicago found strong academic skills, especially related to analy cal wri ng. Leading thinkers such as Professor Howard Gardner have iden fied the ability to reflect and cri que as vital to effec ve 21st century learners.


You'll never need to learn me management-All that rigorous, independent study leads to vital organiza onal techniques that only become more important when students reach university. Developing good study habits early create learners who hit the ground running in higher educa on. The 2012 Chicago study of Diploma Program students found that they were able to set aside me for homework and resist going out with their friends when they needed to study.

It assesses more than examina on techniques-Diploma Program assessments are summa ve , largely taking place over the two years of the Program, focusing on what students have learned and their abili es, rather than what they haven't learned or can't do. Tes ng is rigorous, backed by high level evidence and is based on performance against set standards. As well as helping give a true picture of student performance, it also assists universi es in the admissions process; with no grade infla on for more than 30 years, the Diploma Program is a reliable and interna onally consistent measure of aca-demic excellence.

Subjects aren't taught in isola on-One of the main differences between the Diploma Program and other curricula is Theory of Knowledge (TOK) - classes that encourage students to make connec ons between subjects and gain the skills they need to be-come cri cal thinkers and more effec ve learners, rather than simply repositories of knowledge. But TOK is only part of the pic-ture: teachers in IB World Schools are encouraged to plan interdisciplinary classes. Seeing connec ons between subjects also helps prepare students for higher educa on studies, where learning is becoming less compartmentalized.

IB Learner Profile

(http://www.ibo.org/Programs/profile/)

The aim of all lB Programs is to develop interna onally minded people who, recognizing their common humanity and

shared guardianship of the planet, help to create a be er and more peaceful world. IB learners strive to be:


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

Thinkers-They exercise initiative in applying thinking skills critically and creatively to recognize and ap-proach complex problems, and make reasoned, ethical decisions.

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

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

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

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

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

Balanced-They understand the importance of intellectual, physical and emotional balance to achieve per-sonal well-being for themselves and others.

Reflective-They give thoughtful consideration to their own learning and experience. They are able to as-sess and understand their strengths and limitations in order to support their learning and personal develop-ment


As a student of the IB Diploma program or the pre-IB Diploma Program at Winter Park High School, you are expected to maintain the highest standards of academic integrity and support the IB Mission statement which “aims to develop inquiring, knowledgeable and caring young people who help to create a be er and more peaceful world through intercultural understanding and respect.” All IB Diploma Prep and IB Diploma students are required to exhibit behavior consistent with the school/district code of conduct. Viola ons will be processed through the IB Honor Code Com-mi ee. Severe viola ons may lead to exit from the program.

The members of the IB faculty are opposed to academic misconduct (chea ng) whether deliberate or inadvertent for several reasons:

Students who are mature enough to select a difficult and valuable program must also be mature enough to face a low grade when they’ve earned it.

Academic misconduct allows a student to receive the same or be er grade than students who have put in the me and effort to master the material. Dishonestly inflated grades ul mately and unfairly raise the cheater’s

grade point and class rank, simultaneously lowering the rank of students who study.

Not only does academic misconduct misrepresent a student’s mastery of the subject to parents, employers, and colleges, it also distorts the teacher’s percep on of curriculum effec veness and class progress.

The threat of academic misconduct forces the teacher to patrol and sleuth; these are ac vi es that reduce the amount of me he or she has available for produc ve teaching and course improvement.

So that the expecta ons of the IB faculty are clear, we have compiled a list of behaviors we unanimously agree are forms of academic misconduct.

1. Looking on someone else’s paper during a test or quiz. 2. Plagiarizing another’s words or ideas (including data downloaded from the internet) in a report or research

paper, or Extended Essay. Plagiarism is defined as representa on, inten onally or unwi ngly of the ideas, or work of another person without proper, clear and explicit acknowledgment.

3. Telling someone who has not taken a test or quiz what the ques ons or problems are. 4. Asking someone who has taken a test or quiz what the ques ons or problems are. 5. Conferring with other students or with adults on a take-home exam when the teacher has asked that all work

be your own. 6. Wri ng notes in a convenient place and referring to them during a test or quiz. 7. Sliding your paper into the viewing range of another student during a test or quiz. 8. Working out signals and using them to help someone on a test or quiz. 9. Looking at the paper of a student who is s ll working on a test when you come into the room

from another class; checking out the teacher’s desk to see what might be helpful. 10. Misrepresenting the submission of information (events, hours, or other data) regarding the CAS component of the program. 11. The copying of any independently designed assignments.

INTERNATIONAL BACCALAUREATE HONOR CODE

WINTER PARK HIGH SCHOOL


The Orange County Code of Student Conduct Sec on IV refers to academic misconduct as chea ng and defines it as follows:

Willful or deliberate unauthorized use of the work of another person for

academic purposes, or unauthorized use of notes or other material in the

comple on of an academic assignment or test. In addi on to disciplinary responses,

the student may receive no credit for the assignment, test,

or exam at the discre on of the teacher

Interna onal Baccalaureate policy statements on academic misconduct are as follows:

Where academic misconduct is proven, a grade of “N” is awarded and no further registra on by the candidate is allowed.

If academic misconduct, collusion or plagiarism is suspected in external or internally assessed components of the examina on, IBO must be contacted immediately. Both IB and WPHS will treat academic misconduct as a serious ma er. In addi on to receiving disciplinary ac on, an IB student who is found guilty of academic misconduct will be a candidate for exit from IB. If a student has been found guilty of academic misconduct, he or she will not be recommended for Na onal Honor Society or any of the other honor socie es; if the student is already a member, the sponsor of the organiza on and the principal will be no fied. Whether you are specifically asked to sign the honor pledge for each IB assignment or not, it will be understood that as an IB student you will always be able to sign the following:

On my honor, I promise that I have neither given nor received help on this assignment/examina on, nor will I pass on informa on to others.

Honor Code


The IB Diploma Curriculum

The Interna onal Baccalaureate Organiza on1s educa onal aims are embodied in the structure and content of the Program itself. The requirements of the IB diploma is represented by a circle divided Into six segments - one for each academic area - surrounding the core. Subjects are studied concurrently and students are exposed to the two great tra-di ons of learning: the humani es and the sciences.

Students take six subjects, comprising of one subject from each subject group above, of which three are taken at Higher Level (HL) and three at Standard Level (SL).

By arranging work in this fashion, students are able to explore some subjects in depth and some more broadly over the two-year period. This is a deliberate compromise between the early specializa on preferred In some na onal systems and the breadth found In others. This method ensures that the science-oriented student Is challenged to learn a foreign language and that the natural linguist becomes familiar with science. While overall balance is maintained, flexibility in choosing higher level specializa ons allows the student to pursue areas of personal interest and to meet special requirements for university entrance.

All diploma candidates must also par cipate In Crea vity, Ac vity and Service (CAS), Theory of Knowledge and undertake an Extended Essay.


Group 1 consists of literature courses in a student's first language. The courses introduce students to

literature from a variety of periods, genres and styles. Students refine their skills in wri ng, speaking

and analysis, and learn techniques of literary cri cism. The courses help students maintain strong es

to their own culture while giving them an interna onal perspec ve through the study of literature from

around the world.

Group 2: Second Language (Language B) The acquisi on of a second language carries great im-

portance in the DP. Students learn to understand and use the language, and gain insights into the cul-

tures of the countries where the language is spoken.

Group 3: Individuals and Socie es

This group includes nine subjects: economics, geography, history, philosophy, psychology, social and

cultural anthropology, business and management, Islamic history, and informa on technology in a glob-

al society. By studying human experience and behavior, as well as economic and social environments

and ins tu ons, students gain an apprecia on of diverse perspec ves and values. They learn to analyze

concepts and theories, and to use quan ta ve and qualita ve methods of data collec on and analysis.

Group 4: Experimental Sciences

The sciences offered in this group are biology, chemistry, physics, environmental systems and design

technology. Students become familiar with the body of knowledge, methods and techniques that char-

acterize science and technology, and learn prac cal laboratory skills.

Group 5: Mathema cs

This group includes courses designed for a range of abili es and interests. Some are aimed at students

who wish to study mathema cs in depth, while others are for those who need mathema cs to en-

hance their understanding of other subjects. The courses seek to provide students with mathema cal

knowledge and principles. They help students develop logical and crea ve thinking in mathema cs and

use abstrac on and generaliza on to reach conclusions. All students must follow a course in mathe-

ma cs.

Group 6: The Arts

The arts group includes visual arts, music and theatre arts. The emphasis is on making art. That is, stu-

dents gain an understanding of the arts and learn to express themselves ar s cally by crea ng, produc-

ing or performing works of art. In addi on, they explore art forms from different cultures throughout

the world.


IB Theory of Knowledge is a required interdisciplinary course designed to promote higher level thinking and

inquiry-based learners. Instead of only being focused on what we know, the primary purpose of TOK is to exam-

ine how we know it. With this aim in mind, TOK is structured as an exploratory course that delves deeply into

myriad topics stemming from two intertwined categories: ways of knowing (i.e. sense percep on, language, rea-

son, emo on) and areas of knowing (i.e. arts, history, natural sciences, mathema cs, human sciences, and eth-

ics). Special considera on will be given to how knowledge can be constructed, ques oned, examined, evaluated,

revised, and jus fied. Theory of Knowledge will include an internal assessment that consists of a student presen-

ta on on an issue of their choice that will allow them to evaluate knowledge issues, their relevance, and their

connec ons to areas of knowledge and ways of knowing. Students will also write a paper on a prescribe tle

provided by the Interna onal Baccalaureate Organiza on. Each of these assessments will contribute to the stu-

IB CORE

Theory Of Knowledge, Creativity, Activity, Service, Extended Essay

(TOK, CAS, EE)

CAS stands for crea vity, ac vity, service. All IB students must complete a CAS program which can be documented as early as the first day of junior year and con nues throughout senior year (lasts a minimum of 18 months). The CAS program includes documented evidence of par cipa ng in various experiences and at least one CAS project (minimum of one month’s dura on) with a reasonable balance between crea vity, ac vity, and service. The component's three strands, o en interwoven with par cular ac vi es, are characterized as follows:

Crea vity - exploring and extending ideas leading to an original or interpre ve product or performance

Ac vity - physical exer on contribu ng to a healthy lifestyle

Service - collabora ve and reciprocal engagement with the community in response to an authen c need CAS encourages students to be involved in ac vi es as individuals and as part of a team that take place in local, na-

onal and interna onal contexts. Crea vity, ac vity, service enables students to enhance their personal and inter-personal development as well as their social and civic development, through experien al learning, lending an im-portant counterbalance to the academic pressures of the rest of the IB Diploma Programme. It should be both chal-lenging and enjoyable - a personal journey of self-discovery that recognizes each student's individual star ng point. CAS should involve:

Real, purposeful ac vi es, which meet one or more of the learning outcomes.

Personal challenge --- tasks must extend the student and be achievable in scope.

Students using the CAS stages (inves ga on, prepara on, ac on, reflec on, and demonstra on) to guide CAS experiences and projects.

Though ul considera on, such as planning, reviewing progress, repor ng (done on ManageBac).

Evidence and reflec on on outcomes and personal learning.


By the end of their CAS experience as a whole, students must show evidence that they have par cipated in ac vi es which have met each of the following outcomes: Class of 2017 & Beyond:

1. Iden fy own strengths and develop areas for growth

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

3. Demonstrate how to ini ate and plan a CAS experience

4. Show commitment to and perseverance in CAS experiences

5. Demonstrate the skills and recognize the benefits of working collabora vely

6. Demonstrate engagement with issues of global significance

7. Recognize and consider the ethics of choices and ac ons

All outcomes must be present for a student to complete the CAS requirement. Some may be demonstrated

many mes, in a variety of ac vi es, but comple on requires only that there is some evidence for every out-

come.

CAS: An IB Diploma & Gradua on Requirement

A student who fails to sa sfy the CAS requirement will not be awarded the IB diploma even if all other diplo-

ma condi ons have been sa sfactorily fulfilled. Addi onally, students not comple ng CAS will not be eligible

to earn their high school diploma due to not comple ng all elements of an IB curriculum in the state of Flori-

da.

FAQ About CAS

1. When does CAS begin?

Students begin documen ng CAS experiences star ng day one of their junior year.

2. How many CAS hours do I need?

Students are no longer mandated specific hour requirements such as has been done in the past (ex. 60 hours‐

Crea ve, 60 hours‐Ac ve, 60 hours‐Service). Rather, students should par cipate in a variety of CAS experiences

(with at least one project) over an 18 month period. It is recommended that students space out their me and

dedicate approximately 3 ‐ 4 hours per week on CAS which would equal about 180 hours at the end of the CAS

experience.

3. How will I learn more about CAS?

More informa on on CAS and how to document CAS experiences/projects will be discussed with juniors at the

beginning of the school year presented by Mr. Brielmaier, our CAS coordinator.

4. Do I need to complete community service hours in addi on to CAS in order to qualify for Bright Futures?

Students who complete CAS will automa cally receive the Community Service hours for Bright Futures. Com‐

ple ng community service in grades 9 and 10 can contribute to the amount of service hours for Bright Futures,

even though it does not count for CAS. To receive credit for community service completed in grades 9 and 10

students will need to submit the Community Service Log found on the Guidance page of the WPHS website in

order to have community service hours logged on our school system.

5. How do I document my CAS ac vi es?

Students document their CAS ac vi es using an online system called ManageBac. Mee ngs will be sched‐

uled with the CAS Coordinator at the beginning of their junior year in order to review CAS guidelines and how

to access and use the ManageBac system for documen ng CAS ac vi es (Winter Park ManageBac

link: h ps://winterpark.managebac.com/login


Star ng with our Freshman class of 2020 to give our Pre-IB students a taste of the CAS component we are offer-

ing Pre-CAS. Pre-IB students are introduced and will engage in the Pre-CAS component by choosing two of the

three CAS strands.

Possible Examples:

· Crea vity ‐ Items created by you in a non‐Pre‐IB art or music class either taken at

school or a er school.

· Ac vity – Sports or ac vi es you par cipate in throughout the year

· Service – Ac vi es that help your local community (places you volunteer)

1. Once you’ve chosen strands, gather informa on on your selected ac vi es for your ini al Pre-CAS

advisor mee ng with Mr. Blackmon. (Sept/Oct)

2. Par cipate or con nue to par cipate in your chosen ac vi es.

3. Complete a brief reflec on on your chosen strands. Your reflec on should :

A. Establish how you will ini ate and plan for your Pre-CAS experience

B. Iden fy your own strengths and areas where you need to improve

C. Explain the commitment it takes to complete your Pre-CAS experience

4. Turn in por olio with evidence and reflec ons at final Pre-CAS Advisor mee ng (April/May)


Extended Essay: Diploma candidates are required to undertake original research and write an extended es-say of some 4000 words. This project offers the opportunity to inves gate a topic of special interest and ac-quaints students with the kind of independent research and wri ng skills expected at university. There are currently 60 subjects, including more than 35 languages, in which the essay may be wri en. The students are assigned an essay supervisor to guide them although the responsibility for the produc on of the essay lies very much with the individual student. Depending on the nature of the research area, students will engage in literature searching, empirical surveys or individual laboratory work. The topic is chosen by the student and could be a development of a long standing personal interest or the chance to inves gate a topic in the academic field that the student wishes to pursue in the future.

For more specific informa on about the EE check out the EE Guide on the IB page of the WPHS Website.

In conjunc on with the TOK assessments, the students can earn up to three bonus diploma points from their Extended Essay.


http://www.ibo.org/Programs/diploma-Program/assessment-and-exams/

The IB uses both external and internal assessment in the DP. Conven onal external wri en examina ons are com-plemented by internal assessment of coursework by the teachers responsible for evalua ng students over the two-year period.

External assessment

Examina ons form the basis of the assessment for most courses. This is because of their high levels of objec vity and reliability.

They include:

essays

structured problems

short-response ques ons

data-response ques ons

text-response ques ons

case-study ques ons

mul ple-choice ques ons - though these are rarely used.

Internal assessment

Teacher assessment is also used for most courses. This includes:

oral work in languages

fieldwork in geography

laboratory work in the sciences

inves ga ons in mathema cs

ar s c performances.

The DP core

The theory of knowledge (TOK) and extended essay (EE) components are awarded individual grades and collec vely can contribute up to 3 addi onal points towards the overall Diploma score.

Crea vity, Ac on, Service - the remaining element in the DP core - does not contribute to the points total but au-then cated par cipa on is a requirement for the award of the diploma.


How DP Assessment is scored:

One of the features of the IB Diploma Program is its criterion-referenced, externally marked examina ons which count for 70-80%

of the score in an IB course. The other 20-30% of the score is derived from the teacher. These grades are externally moderated

by the IBO, meaning they are reviewed for grading accuracy. Typically, a student will take three Higher Level Exams and one or two

of their standard level exams in May of their senior year. A student may take up to two examina ons at the Standard Level in May

of their junior year---candidates taking such exams are called an cipated candidates. No Higher Level Exams may be taken during

the junior year.

A student’s final Diploma result score is made up of the combined scores for each subject. Exams are marked on a scale of 1

through 7, with 7 being the highest. A maximum of three points may also be awarded for excep onal performance in the

extended essay and the Theory of Knowledge prescribed topic essays. This allows a maximum of 45 points. The minimum score

required for receipt of the diploma is 24 points, provided the following condi ons have been met:

1. CAS requirements have been met.

2. The candidate has earned at least 24 points.

3. There are no “N” grades for Theory of Knowledge, Extended Essay or for a

contributing subject.

4. There are no “E” grades for Theory of Knowledge and/or the Extended Essay.

5. There are no “1” grades for any subject/level.

6. There are at most two “2” grades earned (HL or SL).

7. There are at most three “3” or lower grades earned (HL or SL).

8. The candidate earns at least 12 points on HL subjects (or the highest three HL

grades for those who have 4 HL courses).

9. The candidate earns at least 9 points on SL subjects (candidates who register for

two SL subjects must earn at least 5 points).


DPSubjectOfferingsatWinterParkHighSchoolCoursesavailableatWinterParkHighSchool

Group Course Level

Group 1: Studies in Language and Literature English A1 Literature *

Year 11 – AP English Lit

Year 12 – IB English IV

HL

Group 2: Language and Acquisi on Spanish B

Year 10/11 – Spanish IV B IB

Year 11/12 – Spanish V B IB

Year 12 – Spanish VI B IB/AP Spanish Literature

SL

HL

French B

Year 10/11 – French IV B IB

Year 11/12 – French V B IB

Year 12 – French VI B IB

SL

HL

Group 3: Individuals and Socie es History *

Year 11 – History of the Americas

Year 12 – IB English IV

Psychology

Year 11 or 12 – IB Psychology II

Psychology

Year 11– IB Psychology I

Year 12 – IB Psychology III

HL

SL

HL

Group 4 : Sciences Physics

Year 11 or 12 – IB Physics I

Chemistry

Year 11 or 12 – IB Chemistry I

Biology

Year 11 or 12 – IB Biology II

Year 11 – IB Biology I

Year 12 – IB Biology III

SL

SL

SL

HL


*For Winter Park High School IB students English Literature A1 and History Route 2 are required courses at the HL. Other course offerings above are condi onal; subject availability is dependent on interest, and the school reserves the right to direct candidates towards the subjects and levels most suited to their individual ap -tudes. Some courses may have prerequisites.

Group Course Level

Group 5: Mathema cs Math Studies

Year 10 or 11 – IB Math Studies

Year 11 or 12 – IB Sta s cs and Differen al Calcu-

lus

Mathema cs

Year 10 or 11 – IB Pre Calculus

Year 11 or 12 – IB Calculus and Descrip ve Sta s-

cs

Mathema cs

Year 11 – AP Calculus AB

SL

SL

HL

Group 6: The Arts Art

Visual Arts

Year 11- AP Art Drawing Por olio

Year 12 – IB Visual Art

Music

Music

Year 10 or 11- AP Music Theory

Year 11 or 12 – IB Music II

HL

SL/

HL


Winter Park High School's Graduation All IB students, IB Diploma recipients or not, may receive a Winter Park High

Note: If a student fails to pass the diploma, he/she receives individual cer ficates in subjects where he/she achieved grade 4 or be er.

IB Diploma/WPHS Diploma

Six DP Subjects

3 at the IB Higher Level

3 at the IB Standard Level

CAS (Crea vity, Ac vity, Service)

Extended Essay

Theory of Knowledge

Complete IB Curriculum

Take Examina ons in all 6 Subjects

(Internal Assessments and External Assessments)

1 or 2 SL Subjects JR Year

1 or 2 SL Subject and 3 HL Subjects SR Year

Winter Park High School Diploma

IB Diploma

Earn 24 Points and meet

IB Requirements (See Page 15)


Universi es recognize IB Diploma Program student’s outstanding quali es. Typically Diploma holders are ready to debate real-world issues from an interna onal perspec ve and to provide leadership and support in the local and global community. They demonstrate a capacity for in-depth study while maintaining a broad perspec ve of the different subject areas. They are able to ask challenging ques ons but also know how to research a topic and express their opinion. They have a strong sense of their own culture and iden ty as well as the ability to communicate in more than one language with people who have a different perspec-

ve of the world. In this sense, IB Diploma Candidates provide the 'whole package' that universi es are interested in: strong aca-demics blended with leadership and commitment to community. University Admissions Personnel know IB students will be suc-cessful in university and as a result IB Diploma Candidates are highly regarded by admissions personnel.

Some words from college admissions about the IB:

Sarah Lawrence College, Thyra L. Briggs, Dean of Enrollment‐ n our minds, there is no more challenging curriculum than the IB curriculum. Nat only does it prepare students far a demanding college Program, but the IB curriculum also ins lls in students o love of learning and an understanding of the truly interdisciplinary nature of educa on. Instead of working on each subject in a vacuum, IB students are shown haw each of their classes connects both with the other classes and with the world around them.

William and Mary College, Allison Jesse, former Associate Dean of Admissions‐The rigor of IB Diploma requirements meets our recommenda on for the strongest high school prepara on possible. In sum, the IB diploma candidate who has met the challenge successfully receives strong considera on from the William & Mary admission commi ee.

University of Bri sh Columbia, Canada, The / BO and UBC share a common vision ‐ that global perspec ves are key to educa on. Of all the universi es in the world, UBC is one of the top three choices for IB diploma graduates. At UBC, we are commi ed to helping IB students find the best way to qualify for admission, scholarships and first‐ year credit.

(Berkeley, Davis, Los Angeles, San Francisco, San Diego, Irvine, Santa Cruz, etc.) ‐Students comple ng the IB diploma with a score of 30 or above receive 30 quarter units (20 semester units) toward their UC undergraduate degree.

Princeton University, Fred Hargadon, Director of Undergraduate Admissions‐The IB is a first‐ rate Program, one we are familiar

with, and it prepares students well for a university like ours .

Harvard University, Marlyn McGrath Lewis, Assistant Dean of Admissions‐ S is well known to us as excellent prepara on. Suc‐cess in an IB Program correlates well with success at Harvard. We are pleased to see the creden al of the IB Diploma Program on the transcript.

Duke University, Christoph Gu entag, Director of Admissions‐We know the quality of IB courses, and we think the IB curric‐ulum is terrific.

For more informa on see The University Officers Report 2015 from the IB. Follow this link: h p://www.ibo.org/globalassets/publica ons/acs‐ibsca‐uni‐admissions‐officer‐report.pdf


Understanding how the IBDP is recognized in North America is a primary concern for students, parents and counselors. Well over half of the students worldwide who graduate with IB creden als each year enter post-secondary ins tu ons in the USA or Canada. One of the first ques ons on the Common App is: "Is this applicant an IB Diploma Candidate?"

Many North American colleges and universi es have exemplary IB recogni on policies. Through their policies, these ins tu-ons show that they appreciate the IB student and the IB Diploma Program. To see which universi es around the world offer

scholarships for IB diploma holders, please view the Universi es' individual websites. To view the IB diploma policy and contact informa on of a university, search the IBO databases via these website addresses.

www.ibo.org/universi es/listalluniversi es.cfm

www.ibo.org/country/index.cfm


Appendix

IB Courses offered on site at WPHS (Organized by Groups 1-6)

GROUP 1 (LANGUAGE A)

HL External Assessment Component Paper 1: Literary Commentary 20%

The paper consists of two passages: one prose and one poetry. Students choose one

and write a literary commentary.

Paper 2: Essay 25%

The paper consists of three ques ons for each literary genre.

In response to one ques on students write an essay based on at least two works

studied in part 3.

Wri en Assignment

Students submit a reflec ve statement and literary essay on one work studied in part 1. 25%

The reflec ve statement must be 300-400 words in length.

The essay must be between 1,200-1,500 words in length.

HL Internal Assessment Component This component is internally assessed by the teacher and externally moderated by the

IB at the end of the course.

Individual oral commentary and discussion: (20 minutes)

Formal oral commentary on poetry studied in part 2 with subsequent ques ons (10

minutes) followed by a discussion based on one of the other part 2 works (10 minutes).

Individual oral presenta on: (10-15 minutes) The presenta on is based on works studied in part 4. It is internally assessed externally moderated through the part 2 assessment task.

Language B Guide).

Spanish B SL/HL and French B SL/HL


SL External Assessment Component

Paper 1: Recep ve skills: Text-handling exercises on four wri en texts, based on the core. 300-400 words, plus a 100-word ra onale.

Paper 2: Wri en produc ve skills: One wri ng exercise of 250-400 words from a choice of five, based on the op ons. Minimum of 250 words.

Wri en assignment: Recep ve and wri en produc ve skills: lntertextual reading fol-lowed by a wri en exercise of 300-400 words plus a 100-word ra onale, based on the core.

SL Internal Assessment Component

This component is internally assessed by the teacher and externally moderated by the

IB at the end of the course.

Individual oral (8-10 minutes): Based on the op ons: 15 minutes prepara on me and a

Interac ve oral ac vity: Based on the core: Three classroom ac vi es assessed by the

HL External Assessment Component

Paper 1: Recep ve skills: Text-handling exercises on five wri en texts, based on the core. 500-600 words, plus a 100-word ra onale.

Paper 2: Wri en produc ve skills: Two compulsory wri ng exercises.

Sec on A: One task of 250-400 words, based on the op ons, to be selected from a choice of five. The paper must be a minimum of 250 words.

Wri en assignment: Crea ve Wri ng: Word limit of 500-600 words, plus a 150 word ra onale.

HL Internal Assessment Component

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Individual oral (8-10 minutes): Based on the op ons: 15 minutes prepara on me and a 10- minute (maximum) presenta on and discussion with the teacher

Interac ve oral ac vity: Based on the core: Three classroom ac vi es assessed by the teacher.

Sec on B: Response of 150-250 words to a s mulus text, based on the core. The paper must be a minimum of 150 words.


HL External Assessment Component 80%

Paper 1: Document analysis rela ng to material from 20th Century World History. Students will need to answer four short answer ques ons on the documents.

Paper 2: Two extended-response ques ons from a list of five prescribed topics.

Paper 3: Students write three extended-response ques ons from a list of topics from the course

History of the Americas taken their Junior year.

HL Internal Assessment Component 20%

Internally assessed by the teacher and externally moderated by the IB.

Students will write a 2000 word research paper that will be graded by their SGS teacher and submi ed to the IB for modera on. This means that scores could be slightly adjusted by the IB.

Historical inves ga on on any area of the syllabus. Approximately 20 hours.

GROUP 3 (INDIVIDUALS AND SOCIETY) IB History HL

This course includes History of the Americas, which students take their junior year, and Contemporary History, which students will take their senior year. HL History is a two year course and therefore will require students to review material from both History of the Americas and Contemporary History.

IB Psychology SL/HL

SL External Assessment Component 75 %

Paper 1: Three compulsory ques ons on each Core Answer one of the ques ons from either one of three Core topics 50%

Paper 2: Answer one of the ques ons from one Op ons topics 25%

SL/HL Internal Assessment Component 25%/20%

Simple experimental study

Paper 1: Three compulsory ques ons on each Core topics

Answer one of the ques ons from either one of three Core topics 50%

Paper 2: Answer two of the ques ons from two Op ons topics 25%

Paper 3: Three compulsory ques ons based on an unseen text on Part three 20%

HL External Assessment Component 80%


Dis nc on between SL and HL:

Group 4 students at standard level (SL) and higher level (HL) undertake a common syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the op on studied. They are presented with a syllabus that encourages the development of certain skills, a ributes and a tudes, as described in the "Assessment objec ves" sec on of this guide. While the skills and ac vi es of group 4 science subjects are common to students at both SL and HL, students at HL are required to study some topics in greater depth, in the addi onal higher level (AHL) material and in the common op ons. The dis nc on between SL and HL is one of breadth and depth.

Prac cal (Internal) Assessment (20%):

The internal assessment requirements are the same for biology, chemistry and physics. The internal assessment, worth 20% of the final assessment, consists of one scien fic inves ga on. The individual inves ga on should cover a topic that is commen-surate with the level of the course of study.

Student work is internally assessed by the teacher and externally moderated by the IB. The performance in internal assess-ment at both SL and HL is marked against common assessment criteria, with a total mark out of 24.

The internal assessment task will be one scien fic inves ga on taking about 10 hours and the write up should be about 6 to 12 pages long. Inves ga ons exceeding this length will be penalized in the communica on criterion as lacking in conciseness.

The prac cal inves ga on, with generic criteria, will allow a wide range of prac cal ac vi es sa sfying the varying needs of biology, chemistry and physics. The inves ga on addresses many of the learner profile a ributes well. See sec on on "Approaches to the teaching of chemistry" for further links.

The task produced should be complex and commensurate with the level of the course. It should require a purposeful research ques on and the scien fic ra onale for it. The marked exemplar material in the teacher support materials will demonstrate that the assessment will be rigorous and of the same standard as the assessment in the previous courses.

Some of the possible tasks include: a hands-on laboratory inves ga on using a spreadsheet for analysis and modelling ex-trac ng data from a database and analyzing it graphically producing a hybrid of spreadsheet/database work with a tradi onal hands-on inves ga on using a simula on provided it is interac ve and open-ended.

Some tasks may consist of relevant and appropriate qualita ve work combined with quan ta ve work. The tasks include the tradi onal hands-on prac cal inves ga ons as in the previous course. The depth of treatment required for hands-on prac cal inves ga ons is unchanged from the previous internal assessment and will be shown in detail in the teacher support materi-als. In addi on, detailed assessment of specific aspects of hands-on prac cal work will be assessed in the wri en papers as detailed in the relevant topic(s) in the "Syllabus content" sec on of the guide. The task will have the same assessment criteria for SL and HL. The five assessment criteria are personal engagement, explora on, analysis, evalua on and communica on.

The Group 4 project:

All IB science students must complete a collabora ve project with students from other science disciplines in which they work together on a scien fic or technological topic, allowing for concepts and percep ons from across the disciplines to be shared in line with aim 10-that is, to "develop an understanding of the rela onships between scien fic disciplines and their influence on other areas of knowledge". The project can be prac cally or theore cally based. The Group 4 project allows students to appreciate the environmental, social and ethical implica ons of science and technology. It may also allow them to understand the limita ons of scien fic study, for example, the shortage of appropriate data and/or the lack of resources. The emphasis is on interdisciplinary coopera on and the processes involved in scien fic inves ga on, rather than the products of such inves -ga on.

GROUP 4 (EXPERIMENTAL SCIENCES)


Both SL and HL will be taught in the same class, for the first year.. In the second year, the HL stu-dents will be covering several additional topics and will be required to go into more depth. This is reflected on the difference in the exams each level takes. The HL has 90 minutes more time to com-plete their IB papers (exams), reflecting the need to know more topics and have more depth of knowledge in those topics.

Topics:

Internal Assessment

Consists of one scientific investigation. The individual investigation should cover a topic that is commensurate with the level of the course of study. 20%

Paper 1 (20%): Consists of 30 multiple choice questions. Calculators are not allowed.

Paper 2 (40%): Consists of data analysis questions , short answer questions and 1 extended response question. Calculators are allowed .

Paper 3 (20%): Consists of Section A questions on experimental skill from core top-ics. Section b Short answer and extended response questions from

External Assessment 80%

Internal Assessment

Consists of one scientific investigation. The individual investigation should cover a topic that is commensurate with the level of the course of study. 20%


Paper 2 (36%): Consists of data analysis questions , short answer questions and 2 extended response question. Calculators are allowed .

Paper 3 (24%): Consists of Section A questions on experimental skills from core top-ics . Section B Short answer and extended response questions from


Biology SL

Biology HL


Chemistry SL SL (Standard Level) chemistry will be a one-year course. The prerequisite is a year of Sophomore

chemistry. All IB chemistry students will be in the "SL" course during their first year of IB chemistry (Junior

year.) SL chemistry will cover all 11 of the core topics (Quantitative Chemistry, Atomic Structure, Periodic-

ity, Bonding, Energetics, Kinetics, Equilibrium, Acids and Bases, Oxidation and reduction, Organic Chem-

istry, Measurement and Data Processing) as well as the two optional topics (Human Biochemistry and In-

dustrial Chemistry).

Internal Assessment

Individual Scien fic Inves ga on. Inves ga on and write-up of 6 to 12 pages. The Individual Scien fic Inves ga on is scheduled to take ten hours of the Prac cal Scheme of Work 20%


Paper 2 (40%): Consists of some structured questions and a choice of one from three longer answer questions. Calculators are allowed and a data booklet is provided.

Paper 3 (20%): Consists of two questions from each of two selected options. The pa-per presents eight option choices. Calculators are allowed and data booklets are provided.


Internal Assessment

Individual Scien fic Inves ga on. Inves ga on and write-up of 6 to 12 pages. The Individual Scien fic Inves ga on is scheduled to take ten hours of the Prac cal Scheme of Work 20%

Paper 1 (20%): Consists of 30 multiple choice questions on core, about 15 of which

are common with HL. No penalty for wrong answers. Calculators are

not allowed. Physics data booklet provided.

Paper 2 (40%): Consists of short-answer and extended-response questions on core

material. Calculators are allowed and a data booklet is provided.

Paper 3 (20%): Consists of questions on core and SL optional material. Two sec-

tions.

Section A: one data-based questions and several short answer ques-tions on experimental work.

Section B: short-answer and extended-response questions from one option. Calculators are allowed and a data booklet is provided.


Physics SL

Core topics for Physics (SL): Measurements and Uncertainty, Mechanics, Thermal Physics, Waves, Electricity

and magnetism, Circular motion and gravitation, Atomic, nuclear and particle physics, Energy production, PLUS Rel-

ativity, Engineering physics, Imaging, or Astrophysics.


This is a two year math course taken during sophomore and junior or junior and senior years.

Sophomore/Junior year: IB Math Studies Junior/Senior year: IB Statistics with Differential Calculus


Paper Exam 1 15 short-response ques ons based on the whole syllabus.

Paper Exam 2 6 compulsory extended-response ques ons based on the whole syllabus.



Project-The project is an individual piece of work involving the collec on of informa on or the

genera on of measurements, and the analysis and evalua on of the informa on or measurements.

This is a two year math course during sophomore and junior year or during the junior and senior year.

IB Pre Calculus, year 1, and IB Calculus and Descriptive Statistics year 2.


Paper Exam 1 No calculator allowed.

Sec on A: Short-response ques ons based on the whole syllabus Sec on B: Extended-response ques ons based on the whole syllabus.

Paper Exam 2 Graphic display calculator required.

Sec on A: Short-response ques ons based on the whole syllabus. Sec on B: Extended-response ques ons based on the whole syllabus.



Mathema cal explora on-Internal assessment in mathema cs SL is an individual explora on. This is a piece of wri en work that involves inves ga ng an area of mathema cs.


This is a three year math course taken during sophomore, junior and senior years.

Sophomore year: IB Pre-Calculus, Junior year: AP Calculus AB and Senior year: IB Statistics and Probability HL

HL External Assessment Component

Paper Exam 1 No calculator allowed.

Sec on A: Short-response ques ons based on the whole syllabus Sec on B: Extended-response ques ons based on the whole syllabus.

Paper Exam 2 Graphic display calculator required.

Sec on A: Short-response ques ons based on the whole syllabus. Sec on B: Extended-response ques ons based on the whole syllabus.

Paper Exam 3 Graphic display calculator required. Extended-response ques ons based mainly on the sylla-bus op ons.

HL Internal Assessment Component


Mathema cal explora on-Internal assessment in mathema cs HL is an individual explora on.

This is a piece of wri en work that involves inves ga ng an area of mathema cs. (20 marks).


Group 6 (Music and Art)

Visual Arts SL/HL

40%

20%

le l

sources used.

is internally

Part 3: Exhibition


20%

le l

sources used.

40%

in at least three sel

40% is internally

Part 3: Exhibition

an

has ence


Music SL/HL Internal assessment Internal assessment is a requirement for music at both standard level and higher level.

Standard Level This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Students choose one of the following options. Creating (SLC) Two pieces of coursework, with recordings and written work (30 marks) Solo performing (SLS) A recording selected from pieces presented during one or more public performance

(s), 15 minutes (20 marks) Group performing (SLG) A recording selected from pieces presented during two or more public perfor-

mances, 20–30 minutes (20 marks)

Higher Level This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Creating (75 hours) Three pieces of coursework, with recordings and written work (30 marks) Solo performing (75 hours) A recording selected from pieces presented during one or more pub-

lic performance(s), 20 minutes (20 marks)

External assessment

Standard Level Listening paper (3 hours) Five musical percep on ques ons (140 marks) Sec on A Students answer two ques ons. Ques on 1 or Ques on 2 (20 marks) Ques on 3 (20 marks) Sec on B Students answer three ques ons. Ques on 4 (20 marks) or Ques on 5 (20 marks) Ques on 6 (20 marks) Ques on 7 (20 marks) Musical links inves ga on A wri en media script of no more than 2,000 words, inves ga ng the significant musical links between two (or more) pieces from dis nct musical cultures (20 marks)

Higher Level Listening paper (3 hours) Seven musical percep on ques ons (140 marks) Sec on A Students answer two ques ons. Ques on 1 or ques on 2 (20 marks) Ques on 3 (20 marks) Sec on B Students answer four ques ons. Ques on 4 (20 marks) Ques on 5 (20 marks) Ques on 6 (20 marks) Ques on 7 (20 marks) Sec on C Students answer one ques on. Ques on 8 (20 marks) Musical links inves ga on A wri en media script of no more than 2,000 words, inves ga ng the significant musical links between two (or more) pieces from dis nct musical cultures (20 marks)

50%

50%

25% 25%

50%

30% 20%

30% 20%


AP/IB EXAM SCHEDULE

MAY 2017

Date Morning Examina ons A ernoon Examina ons

M

May 01

AP Chemistry AP Environmental Science

AP Psychology IB Biology HL paper 1 IB Biology HL paper 2 IB Biology SL paper 1 IB Biology SL paper 2

T May 02 AP Spanish Language IB Biology HL paper 3 IB Biology SL paper 3

AP Art History AP Physics 1

W

May 03

AP English Literature and Composi on

IB English A Literature HL paper 1

R

May 04

AP US Government and Poli cs IB English A Literature HL paper 2

AP Chinese Language and Culture IB Mathema cal studies SL paper 1 IB Mathema cs HL paper 1 IB Mathema cs SL paper 1

F

May 05

AP US History AP Studio Art (Por olios Due) IB Mathema cal studies SL paper 2 IB Mathema cs HL paper 2 IB Mathema cs SL paper 2

AP Computer Science Principles

May 08

AP Biology AP Music Theory

AP Physics C: Mechanics (Noon) AP Physics C: Electricity & Magne sm (2PM) IB Mathema cs HL paper 3

T

May 9

AP Calculus AB AP Calculus BC

AP French Language and Culture AP Spanish Literature and Culture IB History HL paper 1 IB History HL paper 2

W

May 10

AP English Language and Composi on IB History HL paper 3

AP Macroeconomics

R

May 11

AP World History IB Music HL paper 1 IB Music SL paper 1

AP Sta s cs IB Chemistry SL paper 1 IB Chemistry SL paper 2

F May 12 AP Human Geography IB Chemistry SL paper 3

AP European History IB Psychology HLpaper 1 IB Psychology SL paper 1


M May 15 IB Psychology HL paper 2

IB Psychology HL paper 3

IB Psychology SL paper 2

IB Physics SL paper 1

IB Physics SL paper 2

T May 16 IB Physics SL paper 3

IB Spanish B HL Paper 1 IB Spanish B SL Paper 1

W May 17

IB Spanish B HL Paper 2 IB Spanish B SL Paper 2

R May 18 IB French B SL Paper 1

F May 19 IB French B SL Paper 2

AP/IB EXAM SCHEDULE

MAY 2017

Date Morning Examina ons A ernoon Examina ons


IB Faculty (2016 - 2017) Subject(s) Email Glore, Patricia IB DP Coordinator [email protected] Close, Nicole Advanced Studies Assistant [email protected] Blackmon, Donald IB CP Coordinator and 9th Grade Pre-IB Liaison [email protected] Brielmaier, Joel CAS Coordinator [email protected] Main Campus Albright, Ron Mathematical Studies (IB) SL Year 01 [email protected] Appleton, Nancy French II (Pre-IB) [email protected]

Arnold, Graciela Spanish IV (IB)/ Spanish V (IB) SL / Spanish VI (IB) HL [email protected]

Arnold, Tim European History (AP) [email protected] Bertossa, Dan Physics (IB) SL [email protected] Bitters, Laurie Music (IB) SL/Music (IB) HL [email protected] Brielmaier, Joel Mathematics (IB) SL & HL [email protected] Camara, Evalia Spanish II (Pre-IB) [email protected] Collins, James European History (AP) [email protected] Creighton, Barry Biology III (IB) HL [email protected] DiSanto, Jennifer English II (Pre-IB) [email protected] Dunlap, Sondra English II (Pre-IB) [email protected] Farmer, Danny English IV (IB) HL [email protected] Ferrara, Heather Chemistry II (IB) SL [email protected] Fottler, Benjamin English III (IB) [email protected] Hyde, Lauren Pre-Calculus (IB) / Mathematical Studies (IB) SL Year 02 [email protected] Ivey, Chuck Psychology III (IB) HL [email protected] Kurz, Bonnie English III (IB) [email protected] Littler, Ben Psychology I & II (IB) SL [email protected] Ludder, Teresa Pre-Calculus (IB) [email protected] Mahoney, Corey Physics (Pre-IB) [email protected] Patel, Erin Biology I & II (IB) SL [email protected] Ponti, Denise History of the Americas (IB) / Theory of Knowledge (IB) [email protected] Pranke, Melissa Visual Arts (IB) HL [email protected] Rengel, Kris History of the Americas (IB) [email protected] Rogers, Hope French IV (IB), French V (IB) SL [email protected] Rushing, Cheryl Contemporary History (IB) HL [email protected] Sibley, Sabrina Chemistry (Pre-IB) [email protected] Steffey, Penny Algebra II (Pre-IB)/IB Pre Calculus [email protected] Swope, Matthew Music (IB) SL [email protected] Wilkes, Kim English IV (IB) HL / Theory of Knowledge (IB) [email protected] Freshman Campus Blackmon, Donald Inquiry Skills (Pre-IB) [email protected] Fussner, Tom Human Geography (AP) [email protected] Hinz, Brian Geometry (Pre-IB) [email protected] Holland-Germansky, Rebecca Geometry (Pre-IB) [email protected] Kline, Deborah French I (Pre-IB) / Spanish I & II (Pre-IB) [email protected] Levy, Emily Human Geography (AP) [email protected] Miller, Karen French II (Pre-IB) [email protected] Molitor, David English I (Pre-IB) [email protected] Parker, Stewart Human Geography (AP) [email protected]

Rowland-Cechman, Penny Biology I (Pre-IB) [email protected] Truong, Thuc Geometry (Pre-IB) [email protected]

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