pierce the american college of greece non ministrari … · ib worldwide data: ib currently work...
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PIERCE – THE AMERICAN COLLEGE OF GREECE
“NON MINISTRARI – SED MINISTRARE”
INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAM
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Pierce Mission:“The mission of Pierce is to provide a holistic education toform intellectually independent, morally responsible,socially engaged global citizens.”
IBO Mission:“The International Baccalaureate aims to developinquiring, knowledgeable and caring young people whohelp to create a better and more peaceful world throughintercultural understanding and respect. To this end theorganization works with schools, governments andinternational organizations to develop challengingprograms of international education and rigorousassessment. These programs encourage students acrossthe world to become active, compassionate and lifelonglearners who understand that other people, with theirdifferences, can also be right.”
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IB + Pierce Student’s Learner Profile:
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IB Worldwide Data:
IB currently work with over 5000 schools, in 147 countries,
to develop and offer four challenging programmes (PYP, MYP,
DP, CAREER RELATED) to over 1,000,000 students
worldwide.
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IB DP Model:
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Award of the Diploma:
6 courses with 7 points for each subject
o 3 Higher Level HL (240 hours each)
o 3 Standard Level SL (150 hours each)
o Grading Scale: 1(lowest) – 7 (highest)
TOK + EE = 3 points (100 + 40 hours)
CAS (no points but compulsory)
Total 45 points available
Minimum threshold 24 points to receive the Diploma
Exceptions and Additional Requirements
(see Handbook of Procedures 2018)
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Award of the Diploma:
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Pierce IB DP Curriculum and Team:
Studies in Language and Literature: Modern Greek Literature A (HL / SL) Dr. Kantzia, Mrs. Lada
Language Acquisition:English Language B (HL / SL)Mrs. Niadas, Mrs. Petropoulou, Ms. Lisa Seed-Trujillo
Individuals and Societies:History (HL / SL)Dr. Gassenschmidt, Dr. Papoulia
Economics (HL / SL)Dr. Doulos, Mr. Makris, Mr. Liolios
Business and Management (HL / SL)Mr. Makris
Psychology (HL / SL) Mrs. Foteinopoulou
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Pierce IB DP Curriculum and Team:
Sciences: Biology (HL / SL) Dr. Vlachantoni, Dr. Valahas, Dr. Zogka
Chemistry (HL / SL)Dr. Soulas, Dr. Valahas
Physics (HL / SL)Dr. Tampakis
Computer Science (HL / SL) Mr. Katsoulis
Mathematics:Higher LevelDr. Vrontakis (IB DP Coordinator)
Standard Level Dr. Kanta
Mathematical Studies (SL)Dr. Kanta
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Pierce IB DP Curriculum and Team:
Arts: Visual Arts (HL / SL) Mr. Ioannou
Theater (HL / SL)Mrs. Salliari
Theory Of Knowledge: Dr. Stamatellos
Creativity Activity Service:Dr. Vlachantoni (Coordinator), Mr. Ioannou
Extended Essay:Dr. Papoulia
University Counselor: Mrs. Ellen Froustis
IB DP Office – Academic Assistant:Dr. Papoulia
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University Counseling
The “Best Fit” College Plan
1. Set realistic goals
2. Align your ability, passions and career goals with degree choice
3. Select proper IB courses to meet degree requirements
4. Maintain high grades
5. Show leadership initiative and innovation in choice of activities
6. Research broad scope of universities in U.S., Europe & abroad
7. Apply to those within the range of your ability, budget & dreams
8. Let’s make it happen!
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Modern Greek A
Nature of the Subject
The study of Modern Greek and world literature Taught in Modern Greek Offered at HL and SL Involves the study of literary works - not excerpts Aims to acquaint students with:
o great works of world literatureo the comparative study of texts and cultureso the tools and skills of literary analysis and interpretation
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Modern Greek A
Material - Syllabus
Study of 13 (HL) or 10 (SL) works of literature Organized in four parts Different focus and method of assessment for each
Part 1: Works in translation (written assignment) Part 2: Detailed study (oral examination) Part 3: Literary genres (final exam) Part 4: Options (oral presentation)
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Modern Greek A
Assessment Breakdown
Type of assessment Percentage of
final grade
External assessment 70%
final exam (literary analysis) 20%
final exam (essay) 25%
written assignment 25%
Internal assessment 30%
individual oral commentary 15%
individual oral presentation 15%
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Modern Greek A
Modern Greek A aims to cultivate in students…
Independent, critical thinking Reading, writing, oral skills Creativity An appreciation of, and personal engagement with,
literature and the arts An awareness of the role of language in the creation of
meaning An awareness of the importance of culture, historical
and social context in the creation of artworks and human values
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English B
Nature of the Subject
English B is a language acquisition course. It is addressed to students whose mother tongue is not English.
The course is designed to provide students with the skills and intercultural understanding to communicate successfully in an English speaking environment.
Materials
Course Textbook: English B Course Companion Oxford University Press
Independent acquisition of reference library books, journals, and on-line resource materials
Past papers
Audio-visual material
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English B
External
Paper 1 Receptive Skills 25%
Paper 2 Written Productive Skills 25%
Written assignment (650-850 words) 20%
Internal
Individual Oral 20%
Interactive Oral Activity 10%
Assessment HL
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English B
External
Paper 1 Receptive Skills 25%
Paper 2 Written Productive Skills 25%
Written assignment (450-600 words) 20%
Internal
Individual Oral 20%
Interactive Oral Activity 10%
Assessment SL
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English B
Language B aims to:
Provide students with a basis for further study, work and leisure through the use of an additional language.
Encourage an awareness and appreciation of the different perspectives of people from other cultures.
Enable students to understand and use the language studied in a range of contexts and for a variety of purposes.
Develop students’ awareness of the role of language in relation to other areas of knowledge.
Understand and use works of literature written in English.
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History
Nature of the Subject
IB History is not regurgitating facts, it is all about analysis
IB History is about comparing events, figures and so on
IB History will teach students to form and support and opinion
IB History is not just about what you write, but how you write
Typical questions
To what extent is Germany to be blamed for the outbreak
of World War I?
Bismarck used war only as the ultimate solution. Discuss.
Compare and contrast the role of women in two single-party
states, each taken from a different region.
Examine how technology determined the outcome of
a War in the 20th Century?
Evaluate the role of Lenin in the October Revolution.
Analyze the implications of the Treaty of Versailles in 1920s
Germany.
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History
Material
Paper 1: The Move to Global War
Paper 2: Authoritarian States / Causes and Effects of 20th
Century Wars
Paper 3: History of Europe (1860s to 1990s)
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History
Assessment
Paper 1 30% (SL) 20% (HL)Paper 2 45% (SL) 25% (HL)Paper 3 35% (HL)
Internal Assessment 25% (SL) 20% (HL)
(Internal Assessment: 1,500 – 2,000 words)
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Psychology
Psychology is the scientific study of mental processesand behavior
IB PSYCHOLOGY
3 CORE APPROACHES to understanding behavior
1. Biological approach: focuses on physiology andgenetics
2. Cognitive approach: focuses on mental processeslike memory, thinking, perception, and attention
3. Sociocultural approach: focuses on howenvironment and culture affect behavior/ thinking
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Psychology
Any aspect of humanemotion, thinking orbehavior can belooked at using 3different approaches,like 3 different lensesof a microscope
ALL approaches need to betaken into account to explainhuman behavior
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Psychology
Options Abnormal PsychologyHealth PsychologyDevelopmental PsychologyHuman Relationships
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Psychology
Structure and Assessment
3 Core approaches Options Research Methodology Internal Assessment – Experimental study
Paper 1: -3 core approaches-3 SAQs & 1 LAQ-SL (50%) + HL (40%)
Paper 2: SL: 1 option – 1LAQ (25%)HL: 2 options - 2 LAQs (20%)
Paper 3: HL only – Research methods – 20%
Internal Assessment - SL: 25% / HL: 20%
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Economics
Nature of the Subject
Economics is not about memorizing tables or lines of text.
It’s a way of thinking analytically about many issues thataffect us personally, our family, our country and the world
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Economics
The course is designed to:
Introduce basic economic concepts and theories.
Develop the skills of economic reasoning, analysis and
evaluation.
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Economics
Four areas of Economics are covered:
o Microeconomics
o Macroeconomics
o International economics
o Economic development
HL students will also cover extension topics from all
four areas
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Economics
Student Assessment
External examination at the end of the second year (80%)
o Paper 1, 2 and 3 (HL)
Internal assessment (Economics Portfolio) (20%)
o Constructed throughout the course
o Three commentaries
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Business and Management
Nature of the Subject
Business Management is the study of decision-makingwithin an organization. Business management studiesbusiness functions and management processes incontemporary contexts of strategic uncertainty.
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Business and Management
The course is designed to:
Study decision-making within an organization
Organize the material in terms of six core concepts;
Change, Culture, Ethics, Globalization, Innovation, Strategy
Develop the skill of applying business management tools
and techniques across business functions
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Business and Management
Six Topics of Business Management are covered:
o Business Organization and Environment
o Human Resources
o Accounts and Finance
o Marketing
o Operations Management
o Business Strategy (HL only)
HL students will also cover extension material within the topics
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Business and Management
Student Assessment
External examination at the end of the second year (75%)
o Paper 1, 2 with extension material for HL
Internal assessment (Report) (25%)o Prepared throughout the courseo Based on real-life business decision and
supported by relevant documents (more rigorous for HL)
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Chemistry
Nature of the Subject
Chemistry is an experimental science that combines academic
study with the acquisition of practical and investigational skills.
It is often called the central science, as chemical principles
underpin both the physical environment in which we live and
all biological systems.
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Chemistry
Apart from being a subject worthy of study in its own right,
chemistry is a prerequisite for many other courses in higher
education, such as medicine, biological science and
environmental science, and serves as useful preparation for
employment.
The Diploma Programme chemistry course includes the essential
principles of the subject but also, through selection of an option,
allows teachers the flexibility to introduce to their students some
of the most recent advances in the field of chemistry.
The course is available at both standard level (SL) and higher
level (HL).
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Chemistry
Theory and practical work will be undertaken by all students.The DP chemistry course allows students to develop a widerange of practical skills and to increase facility in the use ofmathematics.It also allows students to develop interpersonal andinformation technology skills, which are essential to life in the21st century.By studying chemistry students should become aware of howscientists work and communicate with each other.Students will be given the opportunities to developmanipulative skills, design investigations, collect data, analyzeresults and evaluate and communicate their findings.
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Chemistry
Core: 95 h (SL /HL)
Stoichiometric relationships Atomic structure The periodic Table – the transition metals Chemical bonding and structure Energetics/thermochemistry Chemical kinetics Equilibrium Acids and bases Redox processes Organic chemistry Measurement and data processing
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Chemistry
Additional Higher Level: 60 h (HL)
Atomic structure Periodicity Chemical bonding and structure Energetics/thermochemistry Chemical kinetics Equilibrium Acids and bases Redox processes Organic chemistry Measurement and data processing
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Chemistry
Option (choice of one out of four) = 15 h (SL) / 25 h (HL)
A. MaterialsB. BiochemistryC. EnergyD. Medicinal chemistry
Practical scheme of work = 40 h (SL) / 60 h (HL)
Prescribed and other practical activities:
20 h (SL) / 40 h (HL)
Individual investigation (internally assessed):
10 h (SL) / 10 h (HL)
Group 4 Project:
10 h (SL) / 10 h (HL)
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Chemistry
Assessment objectives
The assessment objectives for chemistry reflect those parts of the aims that will be formally assessed either internally or externally. These assessments will centre upon the nature of science:
1.Demonstrate knowledge and understanding of: a. facts, concepts, and terminology b. methodologies and techniques c. communicating scientific information.
2. Apply: a. facts, concepts, and terminology b. methodologies and techniques c. methods of communicating scientific information.
3. Formulate, analyze and evaluate: a. hypotheses, research questions and predictions b. methodologies and techniques c. primary and secondary data d. scientific explanations.
4. Demonstrate the appropriate research, experimental, and personal skills necessary to carry out insightful and ethical investigations.
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Chemistry
Assessment at a glance
External 80%
Paper 1 30 multiple-choice questions (Core) 20%
Paper 2 Short answer and extended response
questions (Core) 40%
Paper 3 Data- and practical-based questions,
plus short answer and extended response
questions on the option 20%
Internal 20%
Individual investigation Write-up of 6 to 12 pages
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Biology
Nature of the Subject
The study of life
Understand the living world at all levels
Learn scientific approaches and techniques
Appreciate the international dimension of science
Standard Level (4 hrs) / Higher Level (6 hrs)
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Biology
Syllabus Outline (SL)
IB1 / IB2
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Biology
Syllabus Outline (HL)
IB1 / IB2
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Biology
Assessment
Component SL (%) HL (%)
Paper 1 20 20
Paper 2 40 36
Paper 3 20 24
Internal assessment 20 20
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Physics
Nature of the Subject
Different in structure and form from the Greek curriculumPhysics
o Greater range of theories and themes coveredo Values taken from real life examples, since
calculators are mandatoryo Practical, such as laboratory exercises, are an
integral part of the curriculumo Much more interesting!
Physics also has a Higher Level (HL) and a Standard Level(SL) component. Their difference is one of depth. HLPhysics covers the same theories in more detail.
There is also an Options chapter, which is studied by bothSL and HL students, again in different depth.
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Physics
Course Syllabus
Only one chosen!
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Physics
Course Assessment
SL HL
Three papers at the end of the second year. An Internal Assessment of work done on a guided but
independently-run Physics Investigation .
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Computer Science
Nature of the Subject
The DP is engaging, accessible, inspiring and rigorous
draws on a wide spectrum of knowledge
empowers innovation, exploration and the acquisition of
further knowledge
interacts with and influences cultures, society and how
individuals and societies behave
raises ethical issues
is underpinned by computational thinking.
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Computer Science
The student will develop computational solutions
identify a problem or unanswered question
design, prototype and test a proposed solution
liaise with clients to evaluate the success and
make recommendations for future developments.
Prior Learning
o Standard Level (SL).
• No background required
o High Level (HL).
• Some programming experience is desirable.
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Computer Science
Course Syllabus
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Computer Science
Course Assessment
SL HL
Type % Type %
Paper 1 45 Paper 1 40
Paper 2 25 Paper 2 20
--- --- Paper 3 20
Internal 30 Internal 20
The use of calculators is not permitted in any computerscience examination.
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Mathematics (HL)
Nature of the Subject
This course caters for students with a good background inmathematics who are competent in a range of analytical andtechnical skills.
The majority of these students will be expecting to includemathematics as a major component of their university studies,either as a subject in its own right or within courses such asphysics, engineering and technology.
The course focuses on developing important mathematicalconcepts in a comprehensible, coherent and rigorous way.
Students embarking on this course should expect to developinsight into mathematical form and structure, and should beintellectually equipped to appreciate the links betweenconcepts in different topic areas.
The internally assessed component, the exploration, offersstudents the opportunity for developing independence intheir mathematical learning. Students are encouraged to takea considered approach to various mathematical activities andto explore different mathematical ideas.
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Mathematics (HL)
Syllabus Outline
Algebra Functions and Equations Circular Functions and Trigonometry Vectors Statistics and Probability Calculus Option Topic (Calculus)
Assessment
Assessment is an integral part of teaching and learning.Both external and internal assessment are used in the DP.IB examiners mark work produced for external assessment,while work produced for internal assessment is marked byteachers and externally moderated by the IB.There are two types of assessment identifies by the IB:
1. Formative Assessment
2. Summative Assessment
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Mathematics (HL)
Assessment
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Mathematics (SL)
Nature of the Subject
This course caters for students who already possessknowledge of basic mathematical concepts, and who areequipped with the skills needed to apply simple mathematicaltechniques correctly.
The majority of these students will expect to need a soundmathematical background as they prepare for future studiesin subjects such as chemistry, economics, psychology andbusiness administration.
The intention is to introduce students to these concepts in acomprehensible and coherent way, rather than insisting onthe mathematical rigor required for mathematics HL.
Students should, wherever possible, apply the mathematical
knowledge they have acquired to solve realistic problems set
in an appropriate context.
The exploration offers students the opportunity for developing
independence in their mathematical learning. Students are
encouraged to take a considered approach to various
mathematical activities and to explore different mathematical
ideas.
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Mathematics (SL)
Assessment
Paper 1 (1 hour 30 minutes) No calculator allowed. 40%
Section A: Compulsory short-response questions based on the whole syllabus (breadth of the syllabus)
Section B: Compulsory extended-response questions based on the whole syllabus (depth of the syllabus)
Paper 2 (1 hour 30 minutes) GDC required. 40%
Section A: Compulsory short-response questions based on the whole syllabus.
Section B: Compulsory extended-response questions based on thewhole syllabus
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Mathematics (SL)
Internal assessment: Exploration 20%
This component is internally assessed by the teacher
and externally moderated by the IB at the end of the course.
Internal assessment in Math SL is an individual exploration.
This is a piece of written work that involves investigating an
area of mathematics. The final report should be
approximately 6 to 12 pages long.
Students will not receive a grade for Math SL if they have notsubmitted an exploration
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Mathematical Studies (SL)
Nature of the Subject
This course has an emphasis on applications of mathematics,
and the largest section is on statistical techniques.
It is designed for students with varied mathematical
backgrounds and abilities. It offers students opportunities to
learn important concepts and techniques and to gain an
understanding of a wide variety of mathematical topics.
It prepares students to be able to solve problems in a variety
of settings, to develop more sophisticated mathematical
reasoning and to enhance their critical thinking.
These students may need to utilize the statistics and
logical reasoning that they have learned as part of the
mathematical studies SL course in their future studies.
The project is a piece of written work. It provides an
opportunity for students to carry out a mathematical
study of their choice using their own experience,
knowledge and skills acquired during the course.
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Mathematical Studies (SL)
Assessment
Paper 1 (1 hour 30 minutes) GDC required 40%
15 compulsory short-response questions based on
the whole syllabus.
Paper 2 (1 hour 30 minutes) GDC required 40%
6 compulsory extended-response questions based on
the whole syllabus.
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Mathematical Studies (SL)
Internal assessment: Project 20%
This component is internally assessed by the teacher and
externally moderated by the IB at the end of the course.
The project is an individual piece of work based on
personal research involving the collection of information or
the generation of measurements, and the analysis and
evaluation of the information or measurements.
Students will not receive a grade for MSSL if they have not submitted a project.
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Visual Arts
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Visual Arts
Potential Career Options
Visual artist
Illustrator
Animator
Architect
Graphic designer
Industrial designer
Fashion designer
Digital imaging professional
Components
•Comparative Study: 20% - Art History and Analysis
•Process Portfolio: 40% - Creative Process
•Exhibition: 40% - Final Artworks
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Visual Arts
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Visual Arts
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Visual Arts
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Visual Arts
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Theatre
All rounded personalities: inquirers, knowledgeable,thinkers, communicators, principled, open-mined, caring,risk-takers, balanced, reflective
Talent and hard-work / Theory and practice Writing, researching, documenting AND performing No exams (assessed on video recordings and written projects)
TASKS
HL 240hrs (vs SL 150hrs)
Solo theatre piece: theorist research and monologue(3000 words)
Director’s notebook: ideas on how to direct a play (20 pages) Research presentation: world theatre tradition (list of sources) Collaborative project: devise=create (15 pages)
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Theatre
AIMS
THEATRE IN CONTEXT / THEATRE PROCESSES / PRESENTING THEATRE
explore theatre in a variety of contexts and understand how these contexts inform practice (theatre in context)
understand and engage in the processes of transformingideas into action (theatre processes)
develop and apply theatre production, presentation and performance skills, working both independently and collaboratively (presenting theatre)
For HL only:understand and appreciate the relationship between theory and practice (theatre in context, theatre processes, presenting theatre).
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Theatre
ASSESSMENT OBJECTIVES
1: demonstrate knowledge and understanding of specified content
2: demonstrate application and analysis of knowledge and understanding
3: demonstrate synthesis and evaluation
4: select, use and apply a variety of appropriate skills and techniques
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Theory Of Knowledge
In TOK students reflect on the nature of knowledge and onhow we know what we claim to know. TOK engages studentsin critical thinking and exploration of the nature of knowledgeacross disciplines encouraging an appreciation of othercultural perspectives.
How do I know?
What do I know?
How do WE
know?
What do WE
know?
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Theory Of Knowledge
The TOK course is assessed through:
1. An oral presentation and planning report (33%)2. An essay (max 1600 words) (67%)
The presentation assesses the ability of the student to applyTOK thinking to a real-life situation, while the essay takes amore conceptual starting point.
The essay may ask students to discuss the claim that themethodologies used to produce knowledge depend on the useto which that knowledge will be used.
Course Assessment
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Extended Essay
The Extended Essay (EE) is an independent, scholarly andself-directed piece of research, finishing with a 4,000-wordpaper. You should choose a research question that you willenjoy searching and writing about.
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Extended Essay
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TOK + EE Bonus Points
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Creativity, Activity and Service
A way of building knowledge from life situations
Part of the IB core
Compulsory for all students
Not assessed (no grade!)
A number and a range of CAS experiences
(Not IB curriculum)
One CAS project
5 stages: Investigation, Preparation, Action, Reflection, Demonstration
Duration: continuous 18 months
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Creativity, Activity and Service
CAS experiences/CAS project
CREATIVITY
Article writing
Dance
Theatre
Music
New language
Arts exhibition
ACTIVITY
School gym
Sports
5K, 10K runs
Walking
SERVICE
Immigrants
Elderly
Children in need
Environment
Mutual benefit!!
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Creativity, Activity and Service
The Goals of CAS
Develop as an individual as a result of your involvement in
CAS experiences
Develop skills, talents, areas for growth
Learn about and contribute to communities in which you live
Make the world a better place through active involvement
Experiential education (experience + reflection = learning)
Meet 7 learning outcomes (identify strengths/weaknesses, collaborate, initiate, commit…)
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Creativity, Activity and Service
Requirements for a Successful CAS
Understand what CAS is
Initiate and plan CAS experiences
Get approval from CAS coordinator
Frequent updating of your CAS portfolio (electronic
3 interviews with CAS coordinator
Spread through 18-month period
Have fun!
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Pierce IB DP + Pierce Lyceum
Always Connected!
Participation of IB DP Students in the “Sunny Days”magazine.
Participation of IB DP Students in school educational visits, excursions, etc.
Students Elections in IB DP.
Pierce IB DP Students’ Thanksgiving Dinner+Commencement.
Continuous Professional Development for IB DP teachers.
School Nurse / School Psychologist.
Mentoring
Change in Wednesday’s schedule
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Pierce IB DP + Pierce Lyceum
Always Connected!
Study Sessions.
Electronic Platforms Support (ManageBac, Blackboard).
Absences’ Policy / Regulations and Restrictions.
Parents’ and Teachers’ Meetings.
Participation of IB DP Students in Pierce Clubs.
Internship / Job Shadowing
Pierce IB DP Foundation Year
Advisors
SAT, A-Levels, etc. support.
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Pierce IB DP Practices and Procedures
1. Academic Structure
2. School’s Forms and Procedures (Daily Absences, TRF, SAPF, Supervisions etc.)
3. IBO’s Forms and Procedures (Academic Honesty, Coordinator’s Notes, HoP–per Subject, General Regulations, Grade Descriptors, Conduct of Examinations)
4. New Building Facilities
5. Deadlines (for I.A. / E.E.)
6. Timeline of Procedures
7. Academic Honesty
8. Prediction Grades
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Psychological Support and Counseling
Tutorial Topics / Discussion
Introducing IB Program / Philosophy.
IB Learner Profile.
Time Management / Study Habits.
The Role of IB School Psychologist.
Stress / Time Management.
Identifying Strengths and Weaknesses.
Identifying and Setting Personal Goals.
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IB Authorization Visit
“Other comments of the verification team
beyond the standards and practices…”
The team was most impressed by the academic
qualifications, the passion and the commitment of the
school staff. Staff should consider becoming IB DP
examiners and engaging in other means of involvement
directly and individually with the IB organization.
The team remarked upon the splendid facilities and
resources.
The team complimented the educational managers and
administrators for their excellent work.
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Welcome aboard!!!