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S. No. Content

1 2Introduction to the IB Diploma Handbook

2 3THS Vision and Principles

3 4A Note by The School Principal

4 5International Baccalaureate Organization (IBO)

5 History and Background

5 Mission

6 IB Diploma Programme (IBDP)

7‐8 The IB Continuum

5 9‐55IB Diploma Programme at The Heritage School

9‐10 Note by The Head of International Curriculum

11 IB Learner Profile

12 IB Subject Groups and Subjects Offered

13‐14 Assessments in the IB Diploma Programme

15‐49 Subject Information

50 The Diploma Core

50‐51 a. Theory of Knowledge (TOK)

52 b. Extended Essay (EE)

53‐55 c. Creativity, Activity, Service (CAS)

6 56‐57 Mapping IB Diploma Programme courses with Potential Career Plan

58 Expectations from a DP Scholar

58‐59 Students Code of Conduct

60‐61 Academic Honesty

62‐63 International Mindedness

63 Research Skills

64 What IB Promises and Asks

7 65 IB Diploma Programme Calendar

8 66 Subject Selection Form

9 6710 Reasons Why the IB Diploma is an Ideal Preparation for University

10 68 Information Directory


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Dear Parents and Students,

Welcome to the IB Diploma Programme at The Heritage School, Gurgaon. The Heritage School is starting its first batch of IB scholars in July 2015 and we are pleased and excited to have you onboard in this unprecedented and exhilarating journey of embarking on a new and challenging academic discipline.

This Handbook has been written with the purpose of providing students, parents, teachers and everybody else involved in the school community with a clear understanding of what the IB Diploma is and how it is organized at The Heritage School. We hope that for many of you it will provide a good introduction and relevant details at this stage of academic year. As we grow and more information is required to be lent out to the community, we will actively do so.

This Handbook begins with an introduction to the IB, tracing its history and its vision to making meaningful difference in education world over. We have provided the details on each subject group that will be offered in this session by addressing two questions, "What will I study" and "How will I be assessed". More information, if needed in any subject, can be had by one on one meeting with subject teachers. The diploma core (TOK, Extended Essay, CAS) and its implementation at The Heritage School has been provided in detail. We have also tried to map IB subject combinations with potential career plans to provide a frame of reference in subject selections.

Very importantly, this Handbook lays out the academic and general code of behavior for all IB scholars. We expect all students to respect it and abide by it at all times.

An exciting, engaging and challenging curriculum is on offer, and students will be stretched and tested holistically to come out thoroughly enriched at the end of two years with a world full of possibilities in front of them.

We wish you all the best and assure you of all help and support.

Introduction to the IB Diploma Handbook

"Education alone can conduct us to that enjoyment which is, at once, best in quality

and infinite in quantity."

Horace Mann

The IBDP Team.


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The Heritage School ‐ Vision and Principles

OUR VISION

"A learning community where each is free to be and grow towards the realization of his/her highest human potential through a harmonious integration of spirit, heart, mind and body."

THE DHARMIC PRINCIPLES: Our Values

Freedom to be, learn and grow: The Heritage community will provide the space to be, learn and grow to all its members. It will strive to nurture the freedom of choice in learning and doing, without in any way compromising the rigor and discipline of learning.

Attentiveness: We will commit to practice and foster a state of attentiveness to all our thoughts and actions. Attentiveness involves giving ourselves completely to the present moment and silencing our insecurities, fears and unwanted thoughts. Attentiveness is the first step towards selfless love and compassion.

Respect: The Heritage community will always respect what one is and can become. We will endeavor to instill respect for the work we do, the people we engage with, the things we use, and the environment we live in. Above all, we will foster and strengthen a sense of respect for oneself.

Excellence: We will do the utmost to nurture a culture and habit of excellence and actively encourage high standards of character, behavior and action. We will equally discourage mediocrity, carelessness and negligence in thought, word and action.

Inclusion: The Heritage community will encourage the principle of inclusion which will ensure fair opportunity and equal attention to all those who come to Heritage, without any discrimination whatsoever.

Authenticity: The school will encourage and enable in thought, word and deed, authenticity of being and transparency, and by implication discourage all acts of hypocrisy, pretension and double standards.


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A Note by School Principal

Congratulations! You are embarking on the adventure of a lifetime, and the fact that you are reading this handbook already indicates that you have what it takes to become an IB scholar!

You have chosen to be here, which proves that you are an open‐minded, reflective risk‐taker. You have earned your spot by being a knowledgeable thinker with an inquiring mind and clear communication skills.

We are offering the IB Diploma Program to students like you because we believe in its holistic approach to developing balanced, caring individuals, prepared to act on principle. Let's be honest, you do not need the IB diploma to get into college abroad, or to learn to think or to gain knowledge. Your education to this point has already equipped you for all of this and much more. In fact, you don't even need the Learner Profile to know what it means to be a good person. The Heritage Dharmic Principles of attentiveness, authenticity, inclusion, excellence, respect and freedom already define these values.

What you have chosen ‐ and what all students deserve ‐ is a program that brings all of the elements of true scholarship, citizenship and character together into an integrated whole. This is what your teachers deserve as well ‐ a chance to put you on center stage, challenging you to question, to analyze, to interpret and synthesize and, most importantly, to demonstrate not only what you have understood but what you intend to do with your new knowledge to make the world a better place.

This is my third opportunity to work with a school that is launching the IB program, and each time I am more convinced of its value, with an increased sense of urgency. The program embraces the very core of global citizenship, identifying what is required of us if we are to reach our potential as humans.

The IB's mission statement says it all: “The International Baccalaureate® (IB) is more than its educational programmes and certificates. At our heart, we are motivated by a mission to create a better world through education.”

Welcome to the world of International Baccalaureate! It is up to you to find your place in this world, but be assured that you will get plenty of support. We want you to succeed and your admission to this program is proof that we know you will do just fine.

‐ Kaye Jacob


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History and Background

The International Baccalaureate Organization (IBO), a non‐profit educational foundation based in Switzerland, offers the Diploma Programme for pupils in the final two years of secondary school.

The Diploma Programme is a demanding pre‐university course of study that leads to external examinations and is designed for highly motivated students aged between 16 and 19. It was established in the late 1960's and was developed as a deliberate compromise between the specialization required in some national systems and the breadth preferred in others, without bias towards any national system. The general objectives of the IB Diploma Programme were to provide students with an international education, to facilitate geographic and cultural mobility and to promote international understanding through a shared academic experience. This has not changed over the last forty years and if anything, the idealistic vision of the Diploma Programme has received further impetus with the ‘flattening of the world’ at the dawn of the 21st Century. At present there are about 30,000 schools worldwide authorized to deliver the Diploma Programme. Ultimately, the broad goal of the Diploma Programme is to provide students with the values and opportunities that will enable them to develop sound judgment, to make wise choices and respect others in the global community.

Recognized as the leader in international education, the International Baccalaureate (IB) Diploma Programme fosters the knowledge, skills and attitudes that enable students to excel in university. The IB works with universities in nearly 150 countries to promote broader recognition of the Diploma Programme for the 120,000 Diploma Programme graduates entering university each year. Through the IB Diploma Programme, students gain rigorous and balanced academic preparation, an ability to draw on knowledge and understanding of various cultures and histories, and the experience of learning how to think critically and apply what they have learned in different contexts and across disciplines. The IB understands that success in higher education and beyond involves thinking critically and creatively.

The IB Diploma Programmer's challenging curriculum educates the student as whole, developing the capacity for inquiry, research and problem‐solving as well as essential skills for communication and collaboration. Since 1983, the IB has been recognized by the Association of Indian Universities (AIU) as an entry qualification (equivalent to + 2 qualification of an Indian Board) to all universities in India. The IB is committed to supporting the large proportion of students who wish to remain in India for their undergraduate studies and to creating pathways to enable more students (including NRIs) to consider this option.

IBO Mission

The educational philosophy of the organization is found in its mission statement and states that The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the IB works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage pupils across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

As a membership organization, the IB provides curriculum and assessment development, teacher training and information seminars, electronic networking and other educational services to many schools around the world.

International Baccalaureate Organization (IBO)


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The IB Diploma Programme (IBDP)

The International Baccalaureate Diploma is an internationally recognized school‐leaving certificate. An academically rigorous programme ‐ the IB Diploma Programme ‐ taught in the last two years of school, provides the necessary preparation for final assessments.

Pupils learn more than a collection of facts. The Diploma Programme prepares pupils ideally for university and encourages them to:

Ask challenging questions,

Develop a strong sense of their own identity and culture,

Become active, compassionate and lifelong learners,

Develop the ability to communicate with and understand people from other countries and cultures.

A full Diploma candidate must study three Higher Level and three Standard Level subjects. For each subject they can score up to seven points, which adds up to a possible forty‐two. There are a further three points available for the Extended Essay and Theory of Knowledge, with an overall maximum of 45. There are a number of specific criteria to be met in order to pass, but generally speaking, a Diploma is awarded for 24 points. To pass, a student should aim for a minimum of four points in each higher level, and a minimum of three points in each standard level subject. Standard subjects score as highly as Higher Level subjects and add equally to the overall points scored.

Over the course of the two‐year programme, students:

Study six subjects chosen from the six subject groups,

Complete an Extended Essay,

Follow a Theory of Knowledge course (TOK),

Participate in Creativity, Activity, Service (CAS).

Requirements of the IB Diploma

Candidates for the IB Diploma must satisfy assessment requirements in six subjects and the core. The six subjects must be selected from six groups with at least three and not more than four subjects are being offered at higher level and the others at standard level. Recommended teaching time is 240 hours for higher level courses and 150 hours for standard level courses.

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

A course in Theory of Knowledge including the required assessment, for which the IB Organization recommends at least 100 hours of teaching over the two‐year period of the DP

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

An Extended Essay in a subject available for this purpose to be submitted for assessment, for which the IB Organization recommends approximately 50 hours of work by candidates.

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

(www.ibo.org)


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The IB Continuum

The IB Diploma is one of four programmes of the IB, and the other three are ‐ the Primary Years

Programme (PYP), the Middle Years Programme (MYP) and the Career related certificate. Together

the four programmes of the form something known as the IB Continuum which is the term given to

explain the commonality and development of skills throughout the three programmes. The key

elements of IB continuum are:

Multilingualism and Intercultural Understanding

All IB programmes require students to learn another language. Intercultural understanding involves

recognizing and reflecting on one's own perspective, as well as the perspectives of others. To increase

intercultural understanding, IB programmes foster learning how to appreciate critically many beliefs,

values, experiences and ways of knowing. The goal of understanding the world's rich cultural heritage

invites the IB community to explore human commonality, diversity and interconnection.

Global Engagement

Global engagement represents a commitment to address humanity's greatest challenges in the

classroom and beyond. IB students and teachers are encouraged to explore global and local issues,

including developmentally appropriate aspects of the environment, development, conflicts, rights

and cooperation and governance. Globally engaged people critically consider power and privilege,

and recognize that they hold the earth and its resources in trust for future generations.

(International Baccalaureate, 2013)


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Broad and Balanced

An IB education represents a balanced approach, offering students access to a broad range of content that spans academic subjects. As students develop in the MYP, DP and IBCC, they engage subject‐specific knowledge and skills with increasing sophistication.

Conceptual

Conceptual learning focuses on broad and powerful organizing ideas that have relevance within and across subject areas. They reach beyond national and cultural boundaries. Concepts help to integrate learning, add coherence to the curriculum, deepen disciplinary understanding, build the capacity to engage with complex ideas and allow transfer of learning to new contexts.

Connected

IB curriculum frameworks value concurrency of learning. Students encounter many subjects simultaneously throughout their programmes of study; they learn to draw connections and pursue rich understandings about the interrelationship of knowledge and experience across many fields.

(International Baccalaureate, 2013)


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The IB has always stood for a focus on critical engagement with challenging ideas. It reflects the IB's

commitment to creating a global community united by a mission to make a better world through

education. Collaborative learning is another key aspect of an IB education and central to this

philosophy is the IB learner profile which describes the attributes and outcomes of education. The

aim of all IB programmes is to develop global, life‐long learners and responsible citizens of the world

and the learner is at the center and approaches to teaching and learning are key values along with

sensitivity to global issues.

We believe that students have their own learning styles and have their own strengths and

weaknesses and come with their own learning and patterns of values. Thus, mutual respect and open

communication is very important to developing active and compassionate learners. The Diploma

Programme is a holistic programme and is focused on the whole person; be it cognitive development

or the social, emotional and physical well‐being.

At Heritage, the school vision aligns itself to the IB philosophy with a focus on a 'harmonious

integration of spirit, heart, mind and body'. The Dharmic Principles [Values] lend themselves to IB

core values as well. With the introduction of the IB Diploma Programme in May 2015, the school

offers exciting pathways for the students within the framework of an education for life. We look

forward to prepare a community of learners who will engage with global challenges through inquiry,

action and reflection. Additionally, the Diploma Programme at Heritage provides many opportunities

to develop both disciplinary and interdisciplinary understanding that meet rigorous international

standards. IB programmes offer the curriculum framework that is broad but also balanced and is

conceptual and connected as well.

About the Head of International Curriculum, Ms. Geeta Verma:

The International Curriculum will be headed by Ms. Geeta Verma. Ms. Verma; a graduate in English

Literature [Hons.] from Lady Shriram College [Delhi University], did her post‐graduation in English

Literature from IGNOU. She did her B.Ed on scholarship from CIE [Central Institute of Education],

Delhi University. Having taught English to senior secondary classes all over India since 1991, she

worked at Pathways World School, Aravali from May 2004 through May 2012 as an English

teacher/TOK teacher for the IGCSE and the Diploma Programme. She was the Head of Department at

Pathways Aravali from 2008 through 2012 and the Diploma Coordinator at Pathways School, Noida

The IB Diploma Programme at The Heritage SchoolA note by The Head of International Curriculum


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from July 2012 through June 2015. Ms. Geeta has attended a number of IGCSE/DP and Leadership

workshops and she is also an IB Diploma Examiner for Written Assignment, Literary Commentary and

the Extended Essay in English Literature. She has also been a Team Leader for IB 5 year evaluations

and CIS authorization. Her passion for TOK has led her to take special interest in the subject and she

has conducted workshops as part of various schools' INSET. She has facilitated SAIBSA [South Asia

International IB Schools Association] sessions for English Literature and the Extended Essay as well. A

passionate educationist, she recently received a Distinction for her Post Graduate Diploma in

Educational Administration from Symbiosis University. Various courses on Performance Assessment,

Better Leadership and Open Learning have seen her keep abreast of the latest in the world of

education and administration. Ms. Geeta continues to teach IB DP Language A‐Literature and also the

Theory of Knowledge to her Diploma students along with overseeing the International Curriculum at

Heritage.


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The IB Learner Profile


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The IBDP's educational aims are embodied in the structure and content of the Programme itself. The IBDP curriculum model, illustrated below, contains six academic areas or subject groups surrounding a core of diploma requirements.

IB Subject Groups and Subjects Offered

NOTES:

1. Group 1 is your first language, Group 2 is your choice of foreign language, ESAS is Environmental Systems and Society and can be studied under both Group 3 and Group 4.

2. Diploma candidates select one subject from each of the six subject groups, which correspond to the principal domains of knowledge. (Instead of a Group 6 subject, any additional subject from Groups 2 to 4 may be selected). By studying a subject from one of each of the subject groups, pupils are exposed to the two great traditions of learning: the humanities and the sciences.

Three subjects are taken at Higher Level (HL), the others at Standard Level (SL). HL courses represent a recommended 240 teaching hours, SL courses 150 hours. By arranging work in this fashion, pupils are able to achieve depth of study in the context of a broad and coherent curriculum over the two‐year period. Students may take 4 subjects at HL.

English A: Literature HL

English A: Literature SL

Hindi HL

Hindi SL

French SL

Economics HL

Economics SL

Business and Management HL

Business and Management SL

Environmental Systems and Societies (ESAS) SL

Physics HL

Physics SL

Chemistry HL

Chemistry SL

Biology HL

Biology SL


Math HL

Math SL

Math Studies SL

Visual Arts HL

Visual Arts SL

Group 1: Studies in

Language and Literature

Group 2: Language

Acquisition

Group 3: Individuals

and Societies

Group 4: Sciences

Group 5: Mathematics

Group 6:The Arts


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Assessments in the IB Diploma Programme

IB uses a lot of different methods to measure the progress made by students in acquiring relevant skills and achieving objectives laid out for each subject.

Students write an External Assessment at the end of the two years of their Diploma Programme and throughout the two years they work on Internal Assessments specifically designed for each subject they chose to study.

The External Assessment is marked and moderated externally while the Internal Assessment in moderated internally and sent for marking by external examiner. Internal Assessments contribute between 20‐30% of total marks for any subject.

External Assessments include the following:

Essays

Structured problems

Short‐response questions

Data‐response questions

Text‐response questions

Case‐study questions

Multiple‐choice questions (limited use of these)

Internal Assessments include the following:

Oral work in Languages

Written commentaries in Economics

Research reports in Business Management

Fieldwork in Geography

Laboratory work in the Sciences

Investigations in Mathematics

Artistic performances

The Grading System

Each of the six subjects is graded on a 7‐point scale. The maximum score for students for their subjects is 42 points. There are three additional points available for the results from the Extended Essay and Theory of Knowledge courses which are graded on a scale of A to E. Creativity, Activity and Service is not graded, and students either pass or fail based on whether students have achieved specific learning outcomes.


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IB Diploma General Assessment Criteria Descriptors

7

6

5

4

3

2

1

Excellent Performance

Very Good Performance

Good Performance

Satisfactory Performance

Mediocre Performance

Poor Performance

Very Poor Performance


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GROUP 1 ‐ Language A: Literature

English A: Literature (SL/HL)

WHAT WILL I STUDY?

This will normally be the language of the environment to which the student has been exposed from an early age or for an extended period.

The Language A programme is a two‐year literature course. This course is offered at both the Higher and Standard Levels in English. Students are exposed to range of genres of writing through the course, they also learn to respect their own literary heritage and appreciate the culture and writings of other countries. Both oral and written communication skills are developed during the course of the two years.

Students are exposed to a variety of genres of works carefully chosen by the faculty from the lists prescribed by the IBO. The works, teaching strategies and assessment in progress keeps in mind the prior learning of students that come to Heritage from varied educational backgrounds.

Teaching strategies focus on facilitating learning through discussions, student led presentations, group work, debate and referencing. Students are encouraged to form opinions, respect each other's views and appreciate the differences in culture and thinking within the community and in the works read. Discussion on themes in the works focus largely on understanding human issues, ethics and global concerns. Students are encouraged to enjoy and appreciate the beauty and power of the written word and to explore and strengthen their own ability to communicate effectively.

Nature of the Subject:

The Language A programme is primarily a pre‐university course in literature. It is aimed at students who intend to pursue literature, or related studies, at university, as well as at students whose formal study of literature will not continue beyond this level.

Literature is concerned with our conceptions, interpretations and experiences of the world. The study of literature, therefore, can be seen as a study of all the complex pursuits, anxieties, joys and fears that human beings are exposed to in the daily business of living.

It enables an exploration of one of the more enduring fields of human creativity and artistic ingenuity, and provides immense opportunities for encouraging independent, original, critical and clear thinking.

It also promotes a healthy respect for the imagination and a perceptive approach to the understanding and interpretation of literary works. The discussion of literature itself an art requires the clear expression of ideas, both orally and in writing.

The Language A programme encourages students to see literary works as products of art and their authors as craftsmen whose methods of production can be analyzed in a variety of ways and on a number of levels.

This is achieved through the emphasis placed on exploring the means used by different authors to convey their subjects in the works studied. It is further reinforced by the comparative framework emphasized for the study of these works in all parts of the programme.

The flexibility of the programme allows teachers to choose challenging works from their own sources to suit the particular needs and interests of their students.

It also allows teachers to participate significantly, through the internally assessed oral component, in the overall assessment of their students.

Group‐wise Subject Information


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Syllabus Outline:

WHAT WILL I STUDY?

The English Literature HL and SL syllabus is divided into four compulsory parts. Higher Level students study 13 works and Standard Level students study 10 works.

Part 1 ‐ Works in Translation:

2 works at SL and 3 works at HL are studied as a group.

Each work should be written in a language different from the one studied. The works maybe linked by any of these aspects: theme, genre, culture, period or style.

Assessment: Higher Level and Standard Level students write one essay on any one of their texts. These are externally assessed and constitute 25% of the overall grade.

Part 2 ‐ Detailed Study

2 works at the SL and 3 works at HL are studied. HL student have to study poetry as one of the works.

Each work is chosen from a different genre.

Assessment: Individual Oral Commentary ‐ Students are expected to deliver a commentary on an extract from one of the works. HL students need to do a discussion on works other than poetry. This is a recorded commentary, which is internally assessed and externally moderated. Part 1 The Oral Commentary constitutes 25% of the overall grade.

Part 3 ‐ Groups of Works

SL‐3 works/HL‐4 works of the same genre, studied as a group.

Each work is written by a different author.

Assessment: This part is examined at the end of the two years. Students will be expected to respond to ‐ a genre based question and the Essay constitutes 25% of the overall grade.

Part 4 ‐ Options ‐ School's Free Choice

The works can be chosen from anywhere.

How Will I Be Assessed?

In class, you will be assessed on the standard of your contribution to class discussions and minor written assignments. Additionally you will need to meet two major Diploma requirements:

ASSESSMENT – External and Internal

ASSESSMENT OUTLINE ‐ Higher Level/Standard Level

External Assessment HL/SL 45%

Written Paper Component 45%

Two written papers externally set and externally assessed.

Paper 1 Literary Commentary HL‐2 hours/SL‐1hr30 min 20%

Written commentary based on poetry or another text to which the

techniques of literary criticism can be applied.

Two unseen texts for commentary; no guiding questions for HL,

4 guiding questions for SL.

One commentary to be written on one of the texts.


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Paper 2 Essay HL‐2 hours/SL ‐ 1hr 30 min 25%

Three essay questions on each genre available for study in Part 3,

Groups of Works

One question only to be answered based on at least two of the Part 3 works

Works In Translation‐Written Assignment 25%

HL/SL One assignment on any one of the WIT works and externally

assessed each 1200‐1500 words.

Internal Assessment 30%

Oral Component

Two compulsory oral activities to be internally assessed by the teacher

and externally moderated by the IBO.

Individual Oral Commentary HL ‐ 10+10 min/SL ‐ 10‐12 min 15%

HL/SL ‐ Oral Commentary on an extract, chosen by the teacher,

from one of the Part 2 works

Poetry extracts for HL/Any extract for SL. Discussion on other

two texts – HL only ‐ 10 min, accompanied by guiding questions.

Individual Oral Presentation 10‐15 minutes 15%

Presentation of a topic, chosen by the candidate, based on Part 4 work(s).


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GROUP 2 ‐ Language Acquisition

Hindi B / SL

French B / SL

WHAT WILL I STUDY?

Language B is an additional language‐learning course designed for students with some previous learning of that language. The main focus of the course is on language acquisition and development of language skills. It develops students' linguistic abilities through the development of receptive, productive and interactive skills (as defined in ‘Syllabus content’).

These language skills are developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts, and should be related to the culture(s) concerned. The materials are chosen to enable students to develop mastery of language skills and intercultural understanding.

The IB has a policy of mother‐tongue entitlement that promotes respect for the literary heritage of a student's home language and provides an opportunity for students to continue to develop oral and written skills in their mother tongue while studying in a different language of instruction. In the Diploma Programme the IB addresses mother‐tongue entitlement through the language A: literature course.

Hindi Language has been one of the most popular Indian languages among students and this course emphasizes the development of the four skills ‐ listening, speaking, reading and writing.

Listening as a skill can be developed through TV / Radio programme and recorded CD. Speaking can be developed through elocution, debates, skit enactment. Reading can develop through activities like newspaper/ magazines reading and different story books. Writing skills are developed through essay, report writing, letter writing and creativity writing.

The Hindi B course requires students to have some knowledge of and experience with the language. Students are expected to have linguistic skills and to understand and use language in sophisticated ways. For example, students must be able to discuss abstract concepts and ideas in the target language.

Aims & Learning Objectives:

1. Introduce students to a range of texts from different periods, styles and genres

2. Develop in students the ability to engage in close, detailed analysis of individual texts and make relevant connections

3. Develop the students' powers of expression, both in oral and written communication

4. Encourage students to recognize the importance of the contexts in which texts are written and received

5. Encourage, through the study of texts, an appreciation of the different perspectives of people from other cultures, and how these perspectives construct meaning

6. Encourage students to appreciate the formal, stylish and aesthetic qualities of texts

7. Promote in students, an enjoyment of, and a lifelong interest in, language and literature

8. Develop in students, an understanding of the techniques involved in literary criticism

9. Develop the students' ability to form independent literary judgments and to support those ideas.


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Assessment Outline

SL Assessment Component WeightingExternal assessment HL 70%

Paper 1 (1 hour 30 minutes): Receptive skills 25%

Text‐handling exercises on 4 written texts from the Core

Paper 2 (1 hour 30 minutes): Written productive skills 25%

One writing exercise from a choice of five, based on the Options.

Written assignment: Receptive and written productive skills 20%

Inter‐textual reading of three sources followed by a written

exercise of 300‐400 words and a 150‐200 word rationale,

based on the Core.

Internal assessment oral: Interactive skill 30%

This component is internally assessed by the teacher and

externally moderated by the IB towards the end of the course.

Individual oral 20%Based on the Options. 15 minute preparation time and a 10

minute presentation and discussion with teacher

Interactive oral activities 10%Based on the Core. Three classroom activities are assessed by

the teacher; the moderation factor of the Individual oral is applied

to the mark submitted by the teacher for assessment.

Assessment Component Weighting

External assessment

Paper 1 70%

Text‐handling exercises on 5 written texts from the Core 25%

Paper 2 (1 hour 30 minutes): Written productive skills 25%

Two compulsory writing exercises

‐ Section A: One task of 250‐400 words, based on the Options,

to be selected from a choice of five

‐ Section B: 150‐200 word personal response to a stimulus text


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20

(e.g. statement or article), based on the Core

Written assignment: Receptive and written productive skills 20%

Creative writing of 500‐600 words, with a 150‐250‐word rationale,

based on one of the literary texts studied.

Internal assessment oral:

Interactive skills 30% This component is internally assessed by the teacher and externally

moderated by the IB towards the end of the course.

Individual oral (8‐10 minutes) 20%

Based on the Options. 15 minute preparation time and a 10 minute

presentation and discussion with teacher

Interactive oral activities

Based on the Core. Three classroom activities are assessed by the 10%

teacher; the moderation factor of the Individual oral is applied to

the mark submitted by the teacher for assessment.


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3 ‐ Individuals and Societies

Economics HL/SL

WHAT WILL I STUDY?

Economics is a dynamic social science, forming part of group 3 ‐ Individuals and Societies. The study of economics is essentially about dealing with scarcity, resource allocation and the methods and processes by which choices are made in the satisfaction of human wants. As a social science, economics uses scientific methodologies that include quantitative and qualitative elements.

The IB Diploma Programme economics course emphasizes the economic theories of microeconomics, which deal with economic variables affecting individuals, firms and markets, and the economic theories of macroeconomics, which deal with economic variables affecting countries, governments and societies. These economic theories are not to be studied in a vacuum ‐ rather, they are to be applied to real‐world issues. Prominent among these issues are fluctuations in economic activity, international trade, economic development and environmental sustainability. The ethical dimensions involved in the application of economic theories and policies permeate throughout the economics course as students are required to consider and reflect on human end‐goals and values.

The economics course encourages students to develop international perspectives, fosters a concern for global issues, and raises students' awareness of their own responsibilities at a local, national and international level. The course also seeks to develop values and attitudes that will enable students to achieve a degree of personal commitment in trying to resolve these issues, appreciating our shared responsibility as citizens of an increasingly interdependent world.

Syllabus Outline:

Section 1: Microeconomics

1.1 Competitive Markets: Demand and Supply (some topics HL only)

1.2 Elasticity

1.3 Government Intervention (some topics HL extension, plus one topic HL only)

1.4 Market Failure (some topics HL only)

1.5 Theory of the Firm and Market Structures (HL only)

Section 2: Macroeconomics

2.1 The Level of Overall Economic Activity (one topic HL extension)

2.2 Aggregate Demand and Aggregate Supply (one topic HL only)

2.3 Macroeconomic Objectives (some topics HL extension, plus one topic HL only)

2.4 Fiscal Policy

2.5 Monetary Policy

2.6 Supply‐side Policies

Section 3: International Economics

3.1 International Trade (one topic HL extension, plus one topic HL only)

3.2 Exchange Rates (some topics HL extension)

3.3 The Balance of Payments (one topic HL extension, plus some topics HL only)


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3.4 Economic Integration (one topic HL extension)

3.5 Terms of Trade (HL only)

Section 4: Development Economics

4.1 Economic Development

4.2 Measuring Development

4.3 The Role of Domestic Factors

4.4 The Role of International Trade (one topic HL extension)

4.5 The Role of Foreign Direct Investment (FDI)

4.6 The Roles of Foreign Aid and Multilateral Development Assistance

4.7 The Role of International Debt

4.8 The Balance between Markets and Intervention

Internal Assessment

Portfolio of three commentaries

HOW WILL I BE ASSESSED?

Assessment outline: Economics SL

HL External assessment (3 hours) 80%

Paper 1 (1 hour 30 minutes) 40%

An extended response paper (50 marks)

Section A

Syllabus content: Section 1 ‐ Microeconomics

Students answer one question from a choice of two. (25 marks)

Section B

Syllabus content: Section 2 ‐ Macroeconomics



A data response paper (40 marks)

Section A

Syllabus content: Section 3 ‐ International Economics


Section B

Syllabus content: Section 4 ‐ Development economics


Internal assessment (20 teaching hours) 20%

This component is internally assessed by the teacher and externally


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moderated by the IB at the end of the course. Students produce a

portfolio of three commentaries, based on different sections of

the syllabus and on published extracts from the news media.

Maximum 750 words x 3 (45 marks)

Assessment outline: Economics HL

External assessment (4 hours) 80%


An extended response paper (50 marks)

Section A

Syllabus content: Section 1 ‐ Microeconomics


Section B

Syllabus content: Section 2 ‐ Macroeconomics



A data response paper (40 marks)

Section A

Syllabus content: Section 3 ‐ International Economics


Section B

Syllabus content: Section 4 ‐ Development Economics


Paper 3 (1 hour) 20%

HL extension paper (50 marks) Syllabus content, including HL

extension material: Sections 1 to 4 ‐ Microeconomics,

Macroeconomics, International Economics, Development Economics

Students answer two questions from a choice of three. (25 marks per question)

Internal assessment (20 teaching hours) 20%


moderated by the IB at the end of the course. Students produce a

portfolio of three commentaries, based on different sections of

the syllabus and on published extracts from the news media.

Maximum 750 words x 3 (45 marks)


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GROUP 3 ‐ Individuals and Societies

Business and Management HL/SL

WHAT WILL I STUDY?

Business and management is a rigorous, challenging and dynamic discipline in the individuals and societies subject group. The role of businesses, as distinct from other organizations and actors in a society, is to produce and sell goods and services that meet human needs and wants by organizing resources. Profit making, risk‐taking and operating in a competitive environment characterize most business organizations.

Although business and management shares many skills and areas of knowledge with other humanities and social sciences, it is distinct in a number of ways. For example, business and management is the study of decision‐making within an organization, whereas economics is the study of scarcity and resource allocation, both on micro and macro levels. Business and management examines the use of information technology in business contexts, whereas information technology in a global society (ITGS) critically examines its impact on other fields, such as health and government.

Business and management studies business functions, management processes and decision‐making in contemporary contexts of strategic uncertainty. It examines how business decisions are influenced by factors internal and external to an organization, and how these decisions impact upon its stakeholders, both internally and externally. Business and management also explores how individuals and groups interact within an organization, how they may be successfully managed and how they can ethically optimize the use of resources in a world with increasing scarcity and concern for sustainability. Business and management is, therefore, perfectly placed within the individuals and societies subject area: aiming to develop in students an appreciation both for our individuality and our collective purposes.

The Diploma Programme business and management course is designed to develop students' knowledge and understanding of business and management theories, as well as their ability to apply a range of tools and techniques. Students learn to analyze, discuss and evaluate business activities at local, national and international levels. The course covers a range of organizations from all sectors, as well as the socio‐cultural and economic contexts in which those organizations operate.

Emphasis is placed on strategic decision‐making and the operational business functions of human resource management, finance and accounts, marketing and operations management. Links between the topics are central to the course, as this integration promotes a holistic overview of business and management. Through the exploration of six concepts underpinning the subject (change, culture, ethics, globalization, innovation and strategy), the business and management course allows students to develop their understanding of interdisciplinary concepts from a business management perspective.

The course encourages the appreciation of ethical concerns, as well as issues of corporate social responsibility (CSR), at both a local and global level. Through the study of topics such as human resource management, organizational growth and business strategy, the course aims to develop transferable skills relevant to today's students. These include the ability to: think critically; make ethically sound and well‐informed decisions; appreciate the pace, nature and significance of change; think strategically; and undertake long term planning, analysis and evaluation. The course also develops subject‐specific skills, such as financial analysis.


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SYLLABUS OUTLINE:

Unit 1: Business Organization and Environment

1.1 Introduction to Business and Management

1.2 Types of Organizations

1.3 Organizational Objectives

1.4 Stakeholders

1.5 External Environment

1.6 Growth and Evolution

1.7 Organizational Planning Tools (HL only)

Unit 2: Human Resource Management

2.1 Functions and Evolution of Human Resource Management

2.2 Organizational Structure

2.3 Leadership and Management

2.4 Motivation

2.5 Organizational (corporate) Culture (HL only)

2.6 Industrial/Employee Relations (HL only)

Unit 3: Finance and Accounts

3.1 Sources of Finance

3.2 Costs and Revenues

3.3 Break‐even Analysis

3.4 Final Accounts (some HL only)

3.5 Profitability and Liquidity Ratio Analysis

3.6 Efficiency Ratio Analysis (HL only)

3.7 Cash Flow

3.8 Investment Appraisal (some HL only)

3.9 Budgets (HL only)

Unit 4: Marketing

4.1 The Role of Marketing

4.2 Marketing Planning (including introduction to the four Ps)

4.3 Sales Forecasting (HL only)

4.4 Market Research

4.5 The four Ps (Product, Price, Promotion, Place)

4.6 The Extended Marketing Mix of Seven Ps (HL only)

4.7 International Marketing (HL only)

4.8 E‐commerce

Unit 5: Operations Management

5.1 The Role of Operations Management

5.2 Production Methods

5.3 Lean Production and Quality Management (HL only)

5.4 Location

5.5 Production Planning (HL only)

5.6 Research and Development (HL only)

5.7 Crisis Management and Contingency Planning (HL only)


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Assessment Outline SL Weighting



This paper is divided into two sections, both based on the IB prescribed

pre‐seen case study issued to students well before the examination.

Section A and some parts of section B may be common to both

SL and HL students.


This paper is divided into three sections. The structure of this paper

is the same as HL paper 2. However, questions may be the same as,

similar to, or different from, those used for the HL paper.

SL students answer fewer questions.

Internal assessment (20 teaching hours) 2 5%

Written commentary Duration: 15 hours

The SL internal assessment is a written commentary that allows students to demonstrate the application of business and management tools, techniques and theories to a business issue or problem.

SL students are required to:

Select a real business issue or problem for their written commentary that must relate to the SL syllabus.

Refer directly to a single business organization, but may consider industry‐wide issues that impact on that organization.

Base their written commentary on secondary research, selected for its suitability, depth and breadth. Primary research may be used as support.

Provide a title for the commentary that, to give focus and direction, must be framed as a question.

Produce a written commentary that does not exceed 1,500 words.

Attach to the commentary three to five supporting documents from which the majority of the information for the commentary has been obtained.

Fully reference all supporting documents and additional sources and include them in a bibliography.

Assessment outline HL

External assessment (4 hours) 7 5%

Paper 1 ( 2 hour 15 minutes) 35%

This paper is divided into three sections, each based on the IB prescribed

pre‐seen case study issued to students well before the examination.

Section A and some parts of section B may be common to both SL

and HL students.


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This paper is divided into three sections. The structure of this paper

is the same as SL paper 2. However, questions may be the same as,

similar to, or different from, those used for the SL paper. HL students

answer more questions.

Internal assessment (30 teaching hours) 2 5%

Research project

Introduction ‐ The HL internal assessment is a research project that allows

students to demonstrate the application of their skills and knowledge to

business issues or decision‐making.

Requirements ‐ HL students are required to:

Design and undertake research that either addresses an issue facing a business organization or a range of organizations or analyze a decision to be made by a business organization or range of organizations.

Select a real business organization or a range of organizations and a real issue or decision under investigation.

Base their research project on primary research they gather from the organization investigated (secondary research may be used as support).

Provide a title for the research project that, to give focus and direction, must be framed as a question.

Produce a research proposal (of maximum 500 words), including an action plan, to be used as the primary planning document.

Produce a written report that does not exceed 2,000 words.

Write the report in a style and format of a useful working document for management.


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GROUP 3 ‐ Individuals and Societies

Geography HL/SL

WHAT WILL I STUDY?

Geography is a dynamic subject that is firmly grounded in the real world and focuses on the

interactions between individuals, societies and the physical environment in both time and space. It

seeks to identify trends and patterns in these interactions and examines the processes behind them.

It also investigates the way that people adapt and respond to change and evaluates management

strategies associated with such change. Geography describes and helps to explain the similarities and

differences between spaces and places. These may be defined on a variety of scales and from a range

of perspectives. Within group 3 subjects, geography is distinctive in that it occupies the middle

ground between social sciences and natural sciences. The Diploma Programme geography course

integrates both physical and human geography, and ensures that students acquire elements of both

scientific and socio‐economic methodologies. Geography takes advantage of its position between

both these groups of subjects to examine relevant concepts and ideas from a wide variety of

disciplines. This helps students develop an appreciation of, and a respect for, alternative approaches,

viewpoints and ideas.

Syllabus Outline:

Geographic skills—integrated throughout the course

Part 1: Core Theme ‐ Patterns and Change (SL/HL)

There are four compulsory topics in this core theme.1. Populations in Transition2. Disparities in Wealth and Development3. Patterns in Environmental Quality and Sustainability4. Patterns in Resource Consumption

Part 2: Optional Themes (SL/HL)

There are seven optional themes; each requires 30 teaching hours.Two optional themes are required at SL.Three optional themes are required at HL.1. Freshwater ‐ Issues and Conflicts2. Oceans and their Coastal Margins3. Extreme Environments4. Hazards and Disasters ‐ Risk Assessment and Response5. Leisure, Sport and Tourism6. The Geography of Food and Health7. Urban Environments

Part 3: HL extension ‐ Global Interactions (HL only)

There are seven compulsory topics in the HL extension.1. Measuring Global Interactions2. Changing Space ‐ The Shrinking World3. Economic Interactions and Flows4. Environmental Change5. Socio‐cultural Exchanges6. Political Outcomes7. Global Interactions at the Local Level


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Fieldwork (SL/HL)Fieldwork, leading to one written report based on a fieldwork question, informationcollection and analysis with evaluation.


Assessment outline: Geography SL Assessment component WeightingExternal assessment (2 hours 50 minutes) 75%


Syllabus content: Core themeSection A: Students answer all short‐answer questions. Some include data. (45 marks)Section B: Students answer one extended response question. (15 marks)Section A and section B are common to both SL and HL assessment.


Syllabus content: Two optional themesStudents answer two structured questions based on stimulus material, each selected from a different optional theme. For each theme there is a choice of two questions. (20 marks per question)Some stimulus material is included in the resources booklet.This paper is common to both SL and HL assessment.

Internal assessment (20 hours) 25%

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.Syllabus content: Any topic from the syllabusWritten report based on fieldwork. Maximum 2,500 words (30 marks)

Assessment outline: Geography HL Assessment component WeightingExternal assessment (4 hours 30 minutes) 80%


Syllabus content: Core themeSection A: Students answer all short‐answer questions. Some include data. (45 marks)Section B: Students answer one extended response question. (15 marks)Section A and section B are common to both SL and HL assessment.

Paper 2 (2 hours) 35%

Syllabus content: Three optional themesStudents answer three structured questions based on stimulus material, each selected from a different theme. For each theme there is a choice of two questions. (20 marks per question)Some stimulus material is included in the resources booklet.This paper is common to both SL and HL assessment.


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Syllabus content: Higher level extension

Students answer one of three essay questions. (25 marks)



moderated by the IB at the end of the course.

Syllabus content: Any topic from the syllabus

Written report based on fieldwork. Maximum 2,500 words (30 marks)

GROUP 3 ‐ Individuals and SocietiesEnvironmental Systems and Societies ‐ SL

WHAT WILL I STUDY?

The IB DP Environmental Systems and Societies standard level course aims to provide students with a

coherent perspective of the interrelationships between environmental systems and societies; one

that enables them to adopt informed personal responses to the wide range of pressing

environmental issues that they will inevitably come to face. Students' attention is constantly drawn to

their own relationship with their environment and the significance of choices and decisions that they

make in their own lives. It is intended that students develop deeper understanding of the

interrelationships between environmental systems and societies, rather than just a purely

journalistic appreciation of environmental issues. The teaching approach strives to be conducive to

students evaluating the scientific, ethical and socio‐political aspects of issues.

Syllabus Outline:


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Core

Syllabus Component Teaching Hours

1. Foundations of environmental systems and societies

2. Ecosystems and ecology

3. Biodiversity and conservation

4. Water and aquatic food production systems and societies

5. Soil systems and terrestrial food production systems and societies

6. Atmospheric systems and societies

7. Climate change and energy production

8. Human systems and resource use

Practical Scheme of Work

Practical Activities

Individual Investigation (IA)

Group 4 Project

Total Teaching Hours

40 (SL) 60 (HL)

16

25

13

15

12

10

13

16

20

1010

150

40

1010

240

31

HOW WILL I BE ASSESSED?Assessment outline: ESAS SL

Assessment component Weighting


Paper 1 (1 hour) 30%Short‐answer and data‐based questions


Section A – analysis of data related to a case study

Section B – responses to two structured essay

questions from a choice of four Internal assessment (30 hours) 20%

Practical Scheme of Work (PSOW)

A series of practical and fieldwork activities


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GROUP 4 ‐ SciencesPhysics – HL/SL

WHAT WILL I STUDY?

“Physics is a tortured assembly of contrary qualities: of skepticism and rationality, of freedom and revolution, of passion and aesthetics, and of soaring imagination and trained common sense.” ‐ Leon M. Lederman (Nobel Prize for Physics, 1988)

Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself from the very smallest particles—currently accepted as quarks, which may be truly fundamental—to the vast distances between galaxies.

The Diploma Programme physics course allows students to develop traditional practical skills and techniques and increase their abilities in the use of mathematics, which is the language of physics. It also allows students to develop interpersonal and digital communication skills which are essential in modern scientific endeavor and are important life‐enhancing, transferable skills in their own right.

Alongside the growth in our understanding of the natural world, perhaps the more obvious and relevant result of physics to most of our students is our ability to change the world. This is the technological side of physics, in which physical principles have been applied to construct and alter the material world to suit our needs, and have had a profound influence on the daily lives of all human beings. This raises the issue of the impact of physics on society, the moral and ethical dilemmas, and the social, economic and environmental implications of the work of physicists. Physics is therefore, above all, a human activity, and students need to be aware of the context in which physicists work.

The two year Diploma Programme physics course includes the essential principles of the subject but also, through selection of an option, allows teachers some flexibility to tailor the course to meet the needs of their students. The course is available at both SL and HL, and therefore accommodates students who wish to study physics as their major subject in higher education and those who do not. Students must be able to take Math SL or Math HL Group 5 to enroll in the Physics class as the Physics course requires knowledge of Mathematical skills that are delivered in the Math SL/HL subject.

Syllabus Outline:

Core: 95 hrs

1. Measurements and Uncertainties

2. Mechanics

3. Thermal Physics

4. Waves

5. Electricity and Magnetism

6. Circular Motion and Gravitation

7. Atomic, Nuclear and Particle Physics

8. Energy Production

Additional Higher Level (AHL): 60 hrs

9. Wave Phenomena

10. Fields

11. Electromagnetic Induction

12. Quantum and Nuclear Physics


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Option (Any one) ‐ 25 hrs for HL, 15 hrs for SL

1. Relativity

2. Engineering Physics

3. Imaging

4. Astrophysics Practical scheme of work

Internal Assessment ‐ 60 hrs for HL, 40 hrs for SL

Practical activities ‐ 40 hrs for HL, 20 hrs for SL

Individual Investigation (internal assessment) ‐ 10 hrs

Group 4 Project ‐ 10 hrs


Assessment Component Weighting (%)

HL External Assessment

Paper 1 40 MCQs on core and AHL material. 20%

No calculators. A physics data booklet

is provided. 1 hour, 40 marks

Paper 2 Short answer and extended response 36%

questions on the core and AHL material.

2hrs 15 min, 95 Marks. Calculators are

permitted. A physics data booklet is provided.

Paper 3 This paper includes core, AHL and option 24%

material. 1hr 15 min, 45 Marks

Section A : One data based question and

several short answer questions on

experimental work.

Section B: Short answer and extended

response questions from one option.

Calculators are permitted. A physics data

booklet is provided.

SL External Component Weighing (%)

Assessment

Paper 1 30 MCQs on core material. 45 min, 30 20%

marks. No calculators. A physics data



questions on the core material. 1 hr,

50 Marks. Calculators are permitted.

A physics data booklet is provided.


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Paper 3 This paper includes core, and SL option 20%

material. 1 hr, 35 Marks

Section A : One data based question and several

short answer questions on experimental work.

Section B : Short answer and extended response

questions from one option.

Calculators are permitted. A physics data


HL/SL Internal This consists of one scientific investigation ‐ 20%Assessment 10 hrs, 24 marks. On going practical work and participation in participation in the group 4 project are also compulsory components of this course.

GROUP 4 ‐ SciencesChemistry – HL/SL

WHAT WILL I STUDY?

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.

Earth, water, air and fire are often said to be the four classical elements. They have connections with

Hinduism and Buddhism. The Greek philosopher Plato was the first to call these entities elements.

The study of chemistry has changed dramatically from its origins in the early days of alchemists, who

had as their quest the transmutation of common metals into gold. Although today alchemists are not

regarded as being true scientists, modern chemistry has the study of alchemy as its roots. Alchemists

were among the first to develop strict experimentation processes and laboratory techniques. Robert

Boyle, often credited with being the father of modern chemistry, began experimenting as an

alchemist.

Despite the exciting and extraordinary development of ideas throughout the history of chemistry,

certain things have remained unchanged. Observations still remain essential at the very core of

chemistry. At the school level both theory and experiments should be undertaken by all students.

They should complement one another naturally, as they do in the wider scientific community. The

Diploma Programme chemistry course allows students to develop traditional practical skills and

techniques and to increase facility in the use of mathematics, which is the language of science. It also st

allows students to develop interpersonal skills, and digital technology skills, which are essential in 21

century scientific endeavor and are important life‐enhancing, transferable skills in their own right.

It is a particularly relevant subject for students who are planning to pursue a degree in Engineering or

any science discipline in general at the post‐secondary level. 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.


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Syllabus Outline:

Core

1. Stoichiometric Relationships

2. Atomic Structure

3. Periodicity

4. Chemical Bonding and Structure

5. Energetics/Thermochemistry

6. Chemical Kinetics

7. Equilibrium

8. Acids and Bases

9. Redox Processes

10. Organic Chemistry

11. Measurement and Data Processing

Additional Higher Level (AHL)

12. Atomic Structure

13. The Periodic Table – The Transition Metals

14. Chemical Bonding and Structure

15. Energetics/Thermochemistry

16. Chemical Kinetics

17. Equilibrium

18. Acids and Bases

19. Redox Processes

20. Organic Chemistry

21. Measurement and Analysis

Options:

1. Materials

2. Biochemistry

3. Energy

4. Medicinal Chemistry

Practical scheme of work (Internal assessment)

Practical activities, Individual investigation

Group 4 Project


Assessment HL Component Weighting (%)

External Assessment

Paper 1 40 MCQs on core and AHL material. 1 hr, 20%

40 marks. No calculators. A periodic table

is provided.


questions on the core and AHL material.


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2 hrs 15 min, 95 marks.

Calculators are permitted. A chemistry

data booklet is provided.

Paper 3 This paper includes core, AHL and option 24% material. 1 hr 15 min, 45 marks.

Section A : One data based question and

several short answer questions on

experimental work.

Section B : Short answer and extended


Calculators are permitted. A chemistry

data booklet is provided.

SL External Assessment

Paper 1 30 MCQs on core material. 45 min, 30 marks. 20%

No calculators. Periodic table is provided.

Paper 2 Short answer and extended response questions 40%

on the core material. 1 hr, 15 min, 50 marks

Calculators are permitted. A chemistry data



material. 1 hr, 35 marks.

Section A : One data based question and several

short answer questions on experimental work.

Section B : Short answer and extended response

questions from one option.

Calculators are permitted. A chemistry data


HL/SL Internal This consists of one scientific investigation. 20%

Assessment On going practical work and participation in

the group 4 project are also compulsory

components of this course. 10 hrs, 24 marks.


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GROUP 4 ‐ SciencesBiology – HL/SL

WHAT WILL I STUDY?

Biology is the study of life. The first organisms appeared on the planet over 3 billion years ago and,

through reproduction and natural selection, have given rise to the 8 million or so different species

alive today. This diversity makes biology both an endless source of fascination and a considerable

challenge.

An interest in life is natural for humans; not only are we living organisms ourselves, but we depend on

many species for our survival, are threatened by some and co‐exist with many more. From the earliest

cave paintings to the modern wildlife documentary, this interest is as obvious as it is ubiquitous, as

biology continues to fascinate young and old all over the world.

The word ‘biology’ was coined by German naturalist Gottfried Reinhold in 1802 but our

understanding of living organisms only started to grow rapidly with the advent of techniques and th thtechnologies developed in the 18 and 19 centuries, not least the invention of the microscope and

the realization that natural selection is the process that has driven the evolution of life.

Many areas of research in biology are extremely challenging and many discoveries remain to be st

made. Biology is still a young science and great progress is expected in the 21 century. This progress

is sorely needed at a time when the growing human population is placing ever greater pressure on

food supplies and on the habitats of other species, and is threatening the very planet we occupy.

Syllabus Outline:

Core

1. Cell Biology

2. Molecular Biology

3. Genetics

4. Ecology

5. Evolution and Biodiversity

6. Human Physiology

Additional Higher Level (AHL)

7. Nucleic Acids

8. Metabolism, Cell Respiration and Photosynthesis

9. Plant Biology

10. Genetics and Evolution

11. Animal Physiology

Option

1. Neurobiology and Behavior

2. Biotechnology and Bioinformatics

3. Ecology and Conservation

4. Human Physiology

Practical scheme of work

Practical activities

Individual Investigation (IA)

Group 4 Project


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Assessment HL External Component Weightage %Assessment Paper 1 40 MCQs on core and AHL material. 20% No calculators. No marks are deducted for incorrect answers. 1 hour, 40 marks

Paper 2 Data‐based question. Short‐answer and 36% extended‐ response questions on the core and AHL material. Two out of three extended response questions to be attempted by candidates. Calculators are permitted. 2hrs 15 min, 72 Marks

Paper 3 Section A : Candidates answer all questions, 24% two to three short – answer questions based on experimental skills and techniques, analysis and evaluation, using unseen data linked to the core and AHL material. Section B: Short answer and extended response questions from one option. Calculators are permitted. 1hr 15 min, 45 Marks

SL External Component Weightage %Assessment

Paper 1 30 MCQs on core material. 20% No calculators. No marks are deducted for incorrect answers. 45 min, 30 marks.

Paper 2 Data‐based question. Short‐answer and 40% extended‐response questions on the core

How Will I Be Assessed?

GeneralAssessment is an integral part of teaching and learning. The most important aims of assessment in the Diploma Programme are that it should support curricular goals and encourage appropriate student learning. Both external and internal assessments are used in the Diploma Programme. IB examiners mark work produced for external assessment, while work produced for internal assessment is marked by teachers and externally moderated by the IB.

There are two types of assessment identified by the IB.1. Formative assessment informs both teaching and learning. It is concerned with providing

accurate and helpful feedback to students and teachers on the kind of learning taking place and the nature of students' strengths and weaknesses in order to help develop students' understanding and capabilities. Formative assessment can also help to improve teaching quality, as it can provide information to monitor progress towards meeting the course aims and objectives.

2. Summative assessment gives an overview of previous learning and is concerned with measuring student achievement.


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Internal Assessment Outline ‐ HL/SL

Internal assessment is an integral part of the course and is compulsory for both SL and HL students. It enables students to demonstrate the application of their skills and knowledge, and to pursue their personal interests, without the time limitations and other constraints that are associated with written examinations. The internal assessment should, as far as possible, be woven into normal classroom teaching and not be a separate activity conducted after a course has been taught.

The internal assessment requirements at SL and at HL are the same. This internal assessment section of the guide should be read in conjunction with the internal assessment section of the teacher support materials.

Internal Assessment Criteria

material. One out of two extended response

questions to be attempted by candidates.

Calculators are permitted.

1 hr. 15 min, 50 Marks


material.

Section A: Candidates answer all questions,

two or three short‐answer questions based

on experimental skills and techniques,

analysis and evaluation, using unseen data

linked to the core material.

Section B: Short answer and extended


Calculators are permitted. 1 hr, 35 Marks

HL/SL Internal Assessment This consists of one scientific investigation. 20%

10 hrs, 24 Marks

Ongoing practical work and participation in

the group 4 project are also compulsory

components of this course.

Personal Engagement Exploration Analysis Evaluation Communication Total

2 (8%) 6 (25%) 6 (25%) 6 (25%) 4 (17%) 24 (100%)


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GROUP 5 ‐ MATHEMATICSMath ‐HL/SL/Studies

WHAT WILL I STUDY?

The topics studied in IB Mathematics allow a deeper understanding of what math is and how it can be

useful in real‐life situations. All students studying on the IB Diploma Programme must take a course in

Mathematics.

This course is available at 3 different levels.

1. Mathematics Higher Level

2. Mathematics Standard Level

3. Mathematical Studies Standard Level

In making this selection, individual students should be advised to take account of the following

factors:

Their own abilities in mathematics and the type of mathematics in which they can be successful.

Their own interest in mathematics and those particular areas of the subject that may hold the

most interest for them.

Their other choices of subjects within the framework of the Diploma Programme.

Their academic plans, in particular the subjects they wish to study in future.

Their choice of career.

Mathematics HL

This course caters for students with a good background in mathematics who are competent in a range

of analytical and technical skills. The majority of these students will be expecting to include

mathematics as a major component of their university studies, either as a subject in its own right or

within courses such as Physics, Engineering and Technology. Others may take this subject because

they have a strong interest in mathematics and enjoy meeting its challenges and engaging with its

problems.

Mathematics SL

This course caters for students who already possess knowledge of basic mathematical concepts, and

who are equipped with the skills needed to apply simple mathematical techniques correctly. The

majority of these students will expect to need a sound mathematical background as they prepare for

future studies in subjects such as Chemistry, Economics, Psychology and Business Administration.

Mathematical Studies SL

This course is available only at standard level, and is equivalent in status to mathematics SL, but

addresses different needs. It 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


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enhance their critical thinking. The individual project is an extended piece of work based on personal

research involving the collection, analysis and evaluation of data. Students taking this course are well

prepared for a career in social sciences, humanities, languages or arts. 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.

Syllabus Outline:

Core Content Algebra, Functions and Equations, Circular Functions and Trigonometry, Vector, Statistics and Probability, Calculus

Option Topics Statistics and Probability, Sets Relations and Groups, Calculus, Discrete Mathematics

Mathematics HL

Core Content Algebra, Functions and Equations, Circular Functions and Trigonometry, Vector, Statistics and Probability, Calculus

Mathematics SL

Core Content Numbers and Algebra, Mathematical Models, Geometry and Trigonometry, Logic Sets and Probability, Descriptive Statistics, Introduction to Calculus

Mathematical Studies SL


Assessment outline: Math HL




Section A : Compulsory short‐response questions based on the core syllabus

Section B : Compulsory extended‐response questions based on the core syllabus

No Graphic display calculator (GDC) allowed


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Section A – compulsory short response questions

Section B – compulsory extended response questions all based on the Core

Graphic display calculator (GDC) required


Extended response questions based mainly on the Options

GDC required


Exploration

Students are expected to undertake one task from a topic of their choice and they need to submit a

report of about 6 – 12 pages. This task is internally marked using assessment criteria provided by IBO

and externally moderated.

Assessment outline: Math SL




Section A : 15 short questions on whole syllabus. GDC required


6 extended response questions on whole syllabus. GDC required


Exploration

An individual exploration. This is a piece of written work that involves investigating an area of

mathematics.

Assessment outline: Math Studies SL




Section A 15 short questions on whole syllabus

GDC required


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6 extended response questions on whole syllabus

GDC required


An individual project. This is a piece of written work that involves investigating

an area of mathematics.


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GROUP 6 ‐ THE ARTSVisual Arts ‐ HL/SL

WHAT WILL I STUDY?

The visual arts are an integral part of everyday life, permeating all levels of human creativity, expression, communication and understanding. They range from traditional forms embedded in local and wider communities, societies and cultures, to the varied and divergent practices associated with new, emerging and contemporary forms of visual language. They may have sociopolitical impact as well as ritual, spiritual, decorative and functional value; they can be persuasive and subversive in some instances, enlightening and uplifting in others. We celebrate the visual arts not only in the way we create images and objects, but also in the way we appreciate, enjoy, respect and respond to the practices of art‐making by others from around the world. Theories and practices in visual arts are dynamic and ever‐changing, and connect many areas of knowledge and human experience through individual and collaborative exploration, creative production and critical interpretation.

The IB Diploma Programme visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought‐provoking course in which students develop analytical skills in problem‐solving and divergent thinking, while working towards technical proficiency and confidence as art‐makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to study visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts.

Supporting the International Baccalaureate mission statement and learner profile, the course encourages students to actively explore the visual arts within and across a variety of local, regional, national, international and intercultural contexts. Through inquiry, investigation, reflection and creative application, visual arts students develop an appreciation for the expressive and aesthetic diversity in the world around them, becoming critically informed makers and consumers of visual culture.

The arts aims:The aims of the arts subjects are to enable students to: 1. Enjoy lifelong engagement with the arts. 2. Become informed, reflective and critical practitioners in the arts. 3. Understand the dynamic and changing nature of the arts. 4. Explore and value the diversity of the arts across time, place and cultures. 5. Express ideas with confidence and competence. 6. Develop perceptual and analytical skills.

Visual arts aims: In addition, the aims of the visual arts course at SL and HL are to enable students to: 1. Make artwork that is influenced by personal and cultural contexts. 2. Become informed and critical observers and makers of visual culture and media. 3. Develop skills, techniques and processes in order to communicate concepts and ideas.

Syllabus Outline: Core areasThe visual arts core syllabus at SL and HL consists of three equal interrelated areas as shown in figure:


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These core areas, which have been designed to fully interlink with the assessment tasks, must be central to the planning of the taught course that is designed and delivered by the teacher. Students are required to understand the relationship between these areas and how each area informs and impacts their work in visual arts.

Visual arts in context

The visual arts in context part of the syllabus provides a lens through which students are encouraged to explore perspectives, theories and cultures that inform and influence visual arts practice. Students should be able to research, understand and appreciate a variety of contexts and traditions and be able to identify links between them.

Through the visual arts in context area, students will:

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

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

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

Visual Arts Methods

The visual arts methods part of the syllabus addresses ways of making artwork through the exploration and acquisition of skills, techniques and processes, and through engagement with a variety of media and methods. Through the visual arts methods area, students will:

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

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

Understand how a body of work can communicate meaning and purpose for different audiences.

Communicatingvisual arts

Visual arts incontext

Visual artsmethods


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Communicating Visual Arts

The communicating visual arts part of the syllabus involves students investigating, understanding and applying the processes involved in selecting work for exhibition and public display. It engages students in making decisions about the selection of their own work.

Through the communicating visual arts area, students will:

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

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

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


Assessment Outline SL Weighting

Assessment component

External assessment 60%

Part 1: Comparative Study 20%

Students at SL analyze and compare different artworks by different artists.

This independent critical and contextual investigation explores artworks,

objects and artifacts from differing cultural contexts.

SL students submit 10‐15 screens, which examine and compare at

least three artworks, at least two of which should be by different artists.

The work selected for comparison and analysis should come from

contrasting contexts (local, national, international and/or intercultural).

SL students submit a list of sources used.

Part 2: Process Portfolio 40%

Students at SL submit carefully selected materials, which evidence

their experimentation, exploration, manipulation and refinement

of a variety of visual arts activities during the two‐year course.

SL students submit 9‐18 screens, which evidence their sustained

experimentation, exploration, manipulation and refinement of a

variety of art‐making activities. For SL students, the submitted work

must be in at least two art‐making forms, each from separate columns

of the art‐making forms table.


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Internal Assessment 40%

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

the IB at the end of the course.

Part 3: Exhibition

Students at SL submit for assessment a selection of resolved artworks from

their exhibition. The selected pieces should show evidence of their technical

accomplishment during the visual arts course and an understanding of the

use of materials, ideas and practices appropriate to visual communication.

SL students submit a curatorial rationale that does not exceed 400 words.

SL students submit 4‐7 artworks.

SL students submit exhibition text (stating the title, medium, size and

intention) for each selected artwork.

SL students may submit two photographs of their overall exhibition. These

exhibition photographs provide an understanding of the context of the

exhibition and the size and scope of the works. While the photographs will

not be used to assess individual artworks, they may give the moderator

insight into how a candidate has considered the overall experience of the

viewer in their exhibition.


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Assessment Outline HL Weighting

Assessment component

External assessment 60%

Part 1: Comparative Study 20%

Students at HL analyze and compare different artworks by different artists.

This independent critical and contextual investigation explores artworks,

objects and artifacts from differing cultural contexts.

HL students submit 10‐15 screens which examine and compare at least

three artworks, at least two of which need to be by different artists.

The works selected for comparison and analysis should come from

contrasting contexts (local, national, international and/or intercultural).

HL students submit 3‐5 screens which analyze the extent to which their

work and practices have been influenced by the art and artists examined.

HL students submit a list of sources used.

Part 2: Process Portfolio 40%

Students at HL submit carefully selected materials which evidence their

experimentation, exploration, manipulation and refinement of a variety

of visual arts activities during the two‐year course.

HL students submit 13‐25 screens which evidence their sustained

experimentation, exploration, manipulation and refinement of a

variety of art‐making activities. For HL students, the submitted work

must have been created in at least three art‐making forms, selected

from a minimum of two columns of the art‐making forms table.

Internal Assessment

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

the IB at the end of the course.

Part 3: Exhibition

Students at HL submit for assessment a selection of resolved artworks from

their exhibition. The selected pieces should show evidence of their technical

accomplishment during the visual arts course and an understanding of the

use of materials, ideas and practices appropriate to visual communication.


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HL students submit a curatorial rationale that does not exceed 700 words.

HL students submit 8‐11 artworks.

HL students submit exhibition text (stating the title, medium, size and

intention) for each selected artwork.

HL students may submit two photographs of their overall exhibition. These exhibition photographs

provide an understanding of the context of the exhibition and the size and scope of the works.

While the photographs will not be used to assess individual artworks, they may give the

moderator insight into how a candidate has considered the overall experience of the viewer in

their exhibition.


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The Diploma Core

Theory of Knowledge (TOK), Creativity, Activity, Service (CAS) and Extended Essay

The IB programme offers three special features in addition to the traditional strengths of a broad

liberal arts curriculum. These elements are referred to as diploma requirements since every diploma

candidate is required to participate.

Theory of Knowledge (TOK)

WHAT WILL I STUDY?

In Theory of Knowledge (TOK), an obligatory core component to the Diploma Programme, you will be

encouraged to think critically about the nature of knowledge and to challenge knowledge claims. In

terms of content, the TOK course is built around an investigation of the eight ways of knowing (sense

perception; language; reason; emotion; memory; imagination; intuition; faith) and the eight areas of

knowledge (Ethics, History, Mathematics, The Arts, Natural Sciences, Human Sciences, Religious

Knowledge Systems & Indigenous Knowledge Systems). Since the course aims at building on your

own experience and promoting critical, independent thinking, the main focus in terms of methods is

on discussion and debate. In class, but also through minor reading and writing tasks you will learn to

challenge your own biases, to clarify your values and to develop a fascination with the richness of

knowledge as a human endeavor.

The TOK class is an obligatory course, which reflects some of the core elements of the IB learner

profile, like independent critical and creative thought, ‘intellectual risk‐taking’ and ‘international

mindedness’. No matter what direction your future studies and personal experiences in life will take

you, the TOK course will accompany you and help fulfil the ideal of a curious, critical and creative

human being. The following diagram explains the philosophy of TOK.


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The outer circle is about the Areas of Knowledge. This is where all the knowledge comes from. All

knowledge fits in at least one of the Areas of Knowledge and is there waiting for us to interpret it. This

interpretation is done through the different Ways of Knowing, which is why they are located in the

middle circle. The Ways of Knowing should be used to understand the different types of knowledge

through as many different perspectives as possible. This is a very hard but rewarding skill and one that

we should try to achieve throughout our lives. Once all this different knowledge from the Areas of

Knowledge has been interpreted through the different Ways of Knowing, a true Knower has been

created, which is why the Knower is in the middle of the TOK diagram.


The TOK Coordinator is expected to predict a grade (A to E) at the end of the course. A student may be

awarded three bonus points in conjunction with the Extended Essay.

Part 1 Externally assessed ‐ 10 points, based on GIM ‐ Global Impression Marking

Essay (1200 – 1600 words) on one of the 6 prescribed titles

During the second year, you choose your essay title from a list of six prescribed options.

Part 2 Internally assessed ‐ 10 points, based on GIM ‐ Global Impression Marking

The presentation (individual or group)

A written presentation planning document and marking

During the first year, you give a presentation on a topic of your choice.


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Assessment Criteria:

A. Research Question 0‐2 points

B. Introduction 0‐2 points

C. Investigation 0‐4 points

D. Knowledge and Understanding of the Topic 0‐4 points

E. Reasoned Argument 0‐4 points

F. Application of Analytical and Evaluative Skills 0‐4 points

G. Use of Language 0‐4 points

H. Conclusion 0‐2 points

I. Formal Presentation 0‐4 points

J. Abstract 0‐2 points

K. Holistic Judgment 0‐4 points

A supervisor will closely guide you throughout the entire process.

The Extended Essay (EE)

IBDP candidates are required to undertake original research and write an extended essay of about

4000 words. This aspect of the programme offers the opportunity to investigate a topic of special

interest and to become acquainted with the kind of independent research and writing skills expected

at university level. A total of about 40 hours of private study and writing time is recommended. You

may choose to write on a topic in one of the subjects available in the IB diploma curriculum.

Choice of Topic:

Students should choose a topic that;

Is challenging and interesting.

Is limited in scope to allow an examination of an issue / problem in depth within the four thousand

(4,000) word limit.

Allows the collection or generation of information / data for analysis and evaluation.

Requires a personal research.


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CAS (Creativity, Activity, Service)

In our school‐system, very often emphasis is given to gaining knowledge about facts and figures.

Going beyond this, CAS offers you the opportunity to learn through your own experience. Here you

can develop your social abilities, your physical well‐being and your creative talents. In order to

achieve your goal in CAS you will have to take part in a number of internal and external school

activities covering all three strands of the program:

Ø Creativity: This includes experiences in the arts, in visual arts as well as music or literature or

theatre, depending on your personal abilities. It also includes any other experiences that involve

critical thinking, such as planning activities or problem solving.

Ø Activity: This includes physical experiences, e.g. in sport or other activities requiring physical

exertion. Team or group activities should especially be included, and particularly any kind of physical

work involved in service projects.

Ø Service: This includes all unpaid and voluntary activities that are dedicated to the well‐being of

others and that teach you to respect the rights, dignity and autonomy of all those involved. By doing

things for and with others you will be able to critically evaluate your personal points of view and to

change them if necessary. You will have to keep records of all your activities and reflect on them

before, during and after you have been involved in them.

What is not part of the spirit of CAS is work or projects that are done merely to score points. The CAS

experience should definitely change you. So it isn't appropriate to simply continue activities that you

have done for some time without giving them new aspects. Any work or activity that is simple, tedious

or repetitive, or any passive pursuit, like visiting a museum, theatre or exhibition, without active input

also doesn't fit into the learning outcomes of CAS. And keep in mind that CAS is so important to the IB

diploma programme, that you will not be awarded a diploma at all if you do not satisfactorily meet the

CAS requirements.


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IB DP Core Assessment Details:

The maximum number of points available for any student to attain is forty five (45) points: Subjects at

both the Higher Level (HL) and the Standard Level (SL) are awarded a grade from 1 (the lowest)

through to 7 (the highest). There are therefore forty two (42) points available from the six (6) subjects.

In order to ensure success in achieving a pass in the IB Diploma, students should consider selecting

Higher Level subjects in which they are aiming to gain a score of four (4) or higher. In addition to this,

up to a maximum of three (3) further points are available for the Theory of Knowledge (TOK)

assessment pieces and the Extended Essay (EE), which provides an opportunity for a student to

achieve a total of forty five (45) points. The Creativity, Activity and Service Programme (CAS)

component has to be completed satisfactorily and without this, a Diploma will not be awarded.

Creativity Activity Service

Creating Something Physical Action Volunteering Help

Regular weekly commitment over at least 18 months

Commitment to all three areas of CAS

Reasonable balance between Creativity, Activity and Service

Variety of activities (2/3 activities for each category)

Activities should vary in terms of length and commitment ‐ none trivial

Each activity must have adult supervisor.

At least one project in teamwork, integrating teamwork or more of the categories

and lasting a significant length of time (2‐3 months minimum)

At least one activity has an international theme

At least one community service outside of school

Documentation of activities and evidence that the eight key learning

activities have been achieved must be provided

Activities that are part of earning the IB Diploma do not count towards CAS

Meaningful reflection on activities that have been carried out

(Ref: IB Online Workshop)

CAS Requirements


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The Diploma Points MatrixMay 2015 onwards

Grade

A

Grade

B

Grade

C

Grade

D

Grade

E

No grade

N

Grade

A

Grade

B

Grade

C

Grade

D

Grade

E

No grade

N

Failingcondition

Failingcondition

Failingcondition

Failingcondition

Failingcondition

Failingcondition

Failingcondition

Failingcondition

Failingcondition

Failingcondition

Failingcondition

Failingcondition

Failingcondition

Failingcondition

Failingcondition

Failingcondition

Failingcondition

Failingcondition

Failingcondition

Failingcondition

22

22

22

2

3

3 3

1

1

1 0 0

0

Theory of knowledge

Exte

nd

ed

ess

ay


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Mapping IB Courses with Potential Career PlansChoosing the right IB combinations for the career you are interested in is important.

Here are some examples of IB subject choices for you to consider.

Business and Management/Economics/Marketing

Higher Level: Mother tongue A, Foreign language B, Economics

Standard Level: Math, Psychology, and a Science of your choice

Humanitarian Work/NGO/International Relations

Higher Level: Mother tongue A, Foreign language B, History

Standard Level: Math, World Religions, and a Science of your choice

IT/Technician


Standard Level: Math, Physics, Computer Science

Law


Standard Level: Math, Economics, and a Science of your choice

Medicine/Veterinary Medicine

Higher Level: Mother tongue A, Chemistry, Biology

Standard Level: Math, Foreign language B, Psychology

Music/Theatre/Arts Management


Standard Level: Math, Music or Visual Arts, and a Science of your choice

PR Management/Consultancy/Trainer


Standard Level: Math, Psychology, and a Science of your choice

Publishing/Journalism/Translation


Standard Level: Math, French B or Spanish B, and a Science of your choice

Web Design/Graphic Design


Standard Level: Math, Computer Science, Visual Arts

Career undecided

Higher Level: Mother tongue A, Biology, Economics

Standard Level: Math, Foreign language B and an Arts course of your choice,

Or


Standard Level: Math, Psychology and a Science of your choice

Universities in the UK are very specific about the IB subject combinations they require. If you are

considering studying in the UK, please make an appointment with the UK university counselor to

discuss your individual IB course selections.


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Award of the IB Diploma

1. All assessment components for each of the six subjects and the additional Diploma requirements must be completed in order to qualify for the award of the IB Diploma.

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

3. CAS requirements have been met.

4. The candidate's total points are 24 or more.

5. There is no "N" awarded for theory of knowledge, the extended essay or for a contributing subject.

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

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

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

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

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

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

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

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


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Expectations from a DP Scholar

Student Code of Conduct:

The students of IB Diploma Programme at The Heritage School are expected to abide by the

code of conduct in such a manner that their behavior will not only reflect favorably on

individual students and school, but also show consideration for other members of the school

community and contribute to a positive and engaging school atmosphere. They are expected

to be accountable and responsible for their own actions while at the same time, show respect

and empathy towards other members of school community involved in the process of their

learning either directly (Teachers, Other Student, Coordinators) or indirectly (Administration

staff, helpers, cleaners, etc.)

As enthusiastic learners and curious scholars, all IB students are expected:

To be highly motivated to accept challenges through personal initiatives while keeping

academic honesty above all else.

They are expected to work effectively within a team structure and work with the strengths

and weaknesses of team members.

They are expected to demonstrate excellent command over spoken and written

languages they are learning and keep raising the bar of academic potential.

They are expected to be active CAS workers, demonstrating a willingness to assume

leadership role within and outside of school.

They are expected to participate in co curricular activities and add exuberance to their

school life.

As IB students, their focus should be on having their own unique global perspectives

along with appreciation for and sensitivity to other cultures and perspectives.


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• Showing respect for others and protecting

and respecting the rights of others to learn.

• Actively listening and cooperating.

• Being courteous and helpful.

• Using appropriate language.

• Helping in resolving conflicts.

• Cooperate with teacher requests and

instructions.

• No harassment/physical/cultural

abuse/bullying.

• Respect the silence time, show courtesy in

language and behavior.

• No cigarettes or alcohol.

• No dangerous items or weapons.

• No use of telephones/mobiles/music players.

• Showing respect for our environment and

taking pride in our school environment.

• Keeping our environment clean and safe.

• Using resources and property with care.

• Respecting our school and its values.

• Showing care for school equipment and

materials.

• Eating food only in dining room/prescribed

places.

• Placing all litter in bins.

• Gum chewing not allowed.

• Protecting the environment inside and

outside the school.

• Model the code of conduct with others in the

community.

Code of Conduct School Rules

• caring for Showing respect for ourselves and

our health and safety.

• Demonstrating self discipline and self control.

• Showing pride in personal appearance.

• Being willing to learn and engage in learning.

• Being honest with ourselves and with others.

• Assuming responsibilities in carrying out

duties and obligations.

• Not bringing mobiles and other distracting

electronic devices to school.

• Being a role model for the younger students.

• Maintaining high (95%) attendance.

• Staying organized.

• Submit assignments, projects, home works on

time and respecting all deadlines

communicated by school.

• Carry student identification card.

• Secure personal property carefully.

• Attend school and lessons on time.

• Do not leave school without permission.

• Wear clothes appropriate for school.

• Bring equipment and materials needed for

learning.

• Maintain academic honesty standards.

• Do not carry distracting electronic devices

like mobile phones, iPods, iPads etc. If found,

they will be confiscated for 10 days and

returned after counseling with parents.


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Academic Honesty

Academic honesty and personal integrity are fundamental components of a student's education and character development. The school expects that students and staff will not cheat, lie, plagiarize, or commit other acts of academic dishonesty. The academically honest student produces work representative of his/her own efforts and abilities, whereas the academically dishonest student attempts to show knowledge and skills he/she does not possess by claiming it as his/her own. Academic dishonesty may take many forms; moreover, the practice of academic dishonesty undermines the purposes of education and denies the student his/her right to personal and academic integrity.

One of the hallmarks of the Heritage Student, as reflected in our Dharmic Principles, is authenticity, which also means transparency and of course implies honesty and integrity as well. Authenticity is the antithesis of dishonesty, particularly when it comes to originality and genuineness of thought, word and deed.

Additionally, the IB Learner Profile includes principled among its most significant characteristics, defined as "act[ing] with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities….[and] taking responsibility for their own actions and the consequences that accompany them." Emphasis on original thinking also comes through clearly when IB students are defined as thinkers, who "exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions." It is obvious that these character traits require that the Heritan who is also an IB scholar would exercise scrupulous standards of honesty and integrity in all pursuits and would exercise vigilance in avoiding malpractice in any form or context.

Definitions of Academic Dishonesty

Cheating is using dishonest means in an attempt to obtain credit for academic work. The following offenses, including but not limited to those below, are considered examples of cheating:

Using/providing notes, documents, answers, aids, or helping another student on any assessment (i.e. test, quiz, exam etc.) or assignment unless expressly permitted by the teacher.

Utilizing communication/electronic devices to send or obtain unauthorized information.

Taking any assessment in the place of another student, or allowing someone else to take an assessment in one's place.

Looking at another student's paper, talking during an assessment, or violating any other expressed directions given by the teacher.

Tampering with teacher materials and/or student records.

Plagiarism is any use of another individual's ideas, words, or work without giving him/her appropriate credit. Plagiarism includes, but is not limited to the following:

Misuse of published material or material acquired from internet sources, and/or the work of another student. The following offenses, including but not limited to those below, are considered examples of plagiarism:

1. Paraphrasing or copying any source without giving proper credit to the author.

2. Not using denotation when citing sources.

3. Turning in any assignment which is not based on one's own research and writing.

Fabrication is inventing information, falsifying research/projects, and/or using other products with the intent to deceive. The following offenses, including but not limited to those below, are considered examples of fabrication:


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Creating a false reason to receive special consideration for an assessment or assignment.

Citing information not taken from the source indicated.

Submitting a paper, lab report, or other academic exercise containing falsified data or evidence.

Tampering with teacher materials and/or student records for purposes of cheating or fabrication will not be tolerated. Students who tamper with teacher materials and/or student records are subject to disciplinary action.

Collusion/Copying is another form of dishonesty, by which a student takes credit for work done by another student, by copying it verbatim or In essence and submitting it as his or her own. This includes copying answers on a test as well as copying assignments or homework that is intended to be original work.

Other Forms of Malpractice:

Taking unauthorized material into an examination room (such as cell/mobile phone, written notes).

Leaving and/or accessing unauthorized material in a bathroom/restroom that may be visited during an examination.

Misconduct during an examination, including any attempt to disrupt the examination or distract another candidate.

Exchanging information or in any way supporting the passing on of information to another candidate about the content of an examination.

Failing to comply with the instructions of the invigilator or other member of the school's staff responsible for the conduct of the examination.

Impersonating another candidate.

Stealing examination papers.

Using an unauthorized calculator during an examination, or using a calculator when one is not permitted for the examination paper.

Disclosing or discussing the content of an examination paper with a person outside the immediate school community within 24 hours after the examination.

Consequences for all of these forms of academic honesty are outlined in the Discipline Matrix.

Establishing a Culture of Integrity and Honesty

School leadership must ensure that all teachers and students:

Understand what constitutes academic honesty, an authentic piece of work and intellectual property

Receive guidance on study skills, academic writing, how to conduct research and how to acknowledge sources

Understand what constitutes malpractice (particularly plagiarism, collusion and misconduct during an examination)

Know the consequences of being found guilty of malpractice.

Teachers must:

Provide students with enough opportunities to exercise integrity.

Design assignments so that they foster critical thinking and originality and discourage plagiarism or copying.


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Hold students accountable for strict compliance by imposing consistent and transparent

consequences for malpractice.

Students must:

Agree in principle to abide by these policies.

Articulate their understanding of the scope and intention of the policies, grounded in the fundamental value of integrity.

Sign a contract pledging to abide by the policies.

Investigating and responding to allegations of malpractice

Internal assessments and assignments:

o If a teacher or another student makes an accusation of malpractice, the subject teacher must conduct an investigation.

o If evidence is found to support the allegation, the matter can be handled in the following manner, as consistent with our Discipline Matrix:

Misrepresentation or copying of homework: the student(s) must do the assignment again and receive no credit for copied work.

More serious incidents, such as cheating or copying on a daily assignment or repeated minor incidents, would result in loss of credit for the assignment(s) as well as behavior probation and / or suspension.

More serious incidents, such as cheating on a test or blatant plagiarism or repeated incidents of a less serious nature, or a serious violation of our internet policy (such as impersonation or identity theft) could result in rustication

International Mindedness

International mindedness is addressed in the educational philosophy of the IB and the curriculum framework of IB programmes. International mindedness is explicitly associated values, attitudes, knowledge, understanding and skills manifested in:

1. Multilingualism

2. Intercultural Understanding

3. Global Engagement

Intercultural understanding is central to the IB understanding of international mindedness, while

global engagement and multilingualism are considered as contributing to its development. These

three dimensions of international mindedness are embedded in the IB Learner Profile. An

internationally minded learner is above all a competent communicator, open‐minded and

knowledgeable. However, these qualities cannot be achieved without the remaining seven

attributes, which fall into the two categories of cognitive competence (inquirers, thinkers and

reflective practitioners), and disposition (principled, caring, risk‐takers and balanced).


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The key concepts relating to international mindedness are:

1. Common Humanity

2. Cosmopolitanism

3. Cultural Intelligence

4. Global Citizenship

5. Global Competence

6. Global Mindedness

7. Intercultural Understanding

8. Omniculturalism

9. Multiliteracies ‐ the First Principle

10. World Mindedness, Peace and Development

Research Skills

The development of research skills is given a central place in the Diploma Programme, as can be seen,

for example, through the importance placed on the extended essay. The extended essay provides the

opportunity for students to undertake personal research into the study of a topic of their own choice,

yet with the support and guidance of a supervisor. The extended essay is a demanding task, which is

intended to help students to develop sophisticated research and writing skills. Yet the completion of

such a task in a school environment, with the support and guidance of a supervisor, is intended to

serve as excellent preparation for university studies, where students are likely to have to undertake

similar tasks without the same level of structure, scaffolding and support. Research skills are also at

the heart of inquiry‐based pedagogy, which heavily influences all IB programmes. There is also an

important connection between effective research skills and academic honesty. While the IB does see

some cases of students engaging in deliberate academic malpractice, it sees a far greater number of

examples of students unintentionally committing malpractice because they, for example, lack

research skills such as citation and referencing skills. All DP students are expected to acknowledge

fully and in detail the work, thoughts or ideas of another person if they are incorporated in work

submitted for assessment. The IB does not prescribe which style(s) of referencing should be used by

students; this is left to the discretion of the school. However, it is expected that students will use an

appropriate style, and use this consistently. Processes involved in authentic research work:

Asking key questions

Note‐taking

Organizing

Paraphrasing

Revising and editing

Citing sources

Attaching bibliography


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What Diploma Programme Asks and Promises

You have to be organized and follow timelines:

If you are not at this stage already, then it is probably wise that you should develop those skills whilst you are surrounded by people who are willing and able to help you become more organized. Respecting and adhering to timelines regarding submission helps conserve the energy and efforts of teachers to better classroom environments and challenging systems of learning and fosters a culture or mutual respect and trust.

You have to work hard:

IB Diploma Programme involves some realistic and viable challenges in the in terms of the content and the volume of work, but there would be no point in studying these if there were not new heights to which you are hoping to aspire to. The course is rigorous and demanding but the significance of the achievement is commensurate. Beyond the classroom, there will be the Extended Essay that takes about forty (40) hours in total (over the course of the two years), as well as Creativity, Activity and Service Programme (CAS), represented by one hundred and fifty hours (150) hours over the two (2) years. In terms of preparation, the expectation is that students will consistently study for two (2.5) hours for each Standard Level subject and four (4.5) hours for each High Level subject per week.

A well‐balanced, broad and flexible curriculum is on offer:

It is possible to specialize in the Arts, Humanities or the Sciences but the IB Diploma Programme encourages you to remember the other subjects in the curriculum. If languages are not your forte, then you can start a language at ab initio level. If Mathematics is not your strong subject, then take Mathematics SL or Mathematic Studies SL rather than Mathematics High Level (HL) course. In addition, if literature is not a priority then, consider taking your A1 Language at Standard Level (SL) rather than at High Level (HL).

The IB Diploma Programme allows you to maintain interests in a broad range of subjects:

The IB Diploma Programme allows you to keep your options open. Notwithstanding, some university courses do have expectations that post‐16 pupils will have pursued certain subjects prior to undergraduate entry and thus options made at this stage can close down degree and career choices as a result.

Depth of the Curriculum is also evident:

The ability to study subjects at Higher Level (HL) as well as Standard Level (SL) means that deeper subject area interests can be embraced. Also, the Extended Essay (EE) encourages original thinking through experimental or text‐based research using both primary and secondary data.

The course is linear and not modular:

IBDP students submit Internal Assessment (IA) pieces and undertake external examinations in the November of their second year. This means that there is time and space to develop as a learner.

The International Ethos pervades the curriculum:

Whether or not you intend to study or work in Gurgaon, India or beyond, the reality is that we all live and work in a global society. The IB Diploma Programme encourages intercultural understanding and international mindedness in all areas of the curriculum.

The IB Diploma Programme is holistic:

Your learning is challenging and broadly based. The IB Diploma Programme reflects academic rigor, social responsibility, contribution and global cultural understanding. Indeed, the Creative, Activity and Service (CAS) Programme rewards your involvement in activities outside the academic programme.


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Key Dates

Session Dates

Semester 1

Formatives – At least 2 per month

Summative – At least 1 per month

Autumn Break

Diwali Break

Semester Examination

Winter Break

Semester 2



MAIN Exam ‐ Internal

Summer Break

Semester 3



Autumn Break

Diwali Break

Semester Examination – Pre Mocks

Winter Break

Semester 4

IA to be completed

Mock Examination

GRADUATION CEREMONY

Preparatory leave

Final Examination

th th6 Jul 2015 – 24 Dec 2015

Aug through Sept

At least 4 – Aug through Nov

th th17 Oct – 25 Oct

th th7 Nov – 15 Nov

th th14 Dec 2015 – 18 Dec 2015

th th25 Dec 2015 – 10 Jan 2016

th th11 Jan 2016 – 13 May 2016

Feb through April

At least 3 – Feb through April

nd th2 May – 10 May

st rd14 May – 23 June2016

th24 June 2016 – Dec 2016

July through Oct

At least 4 – July through Oct

About a week

About a week

th nd12 Dec – 22 Dec

th th25 Dec 2016 – 10 Jan 2017

th th11 Jan 2017 – 6 April 2017

thBy 10 Feb

th th17 March – 27 Mar 2017

th th7 /8 April [tentative]

th8 April 2017 onwards

rd th3 /4 May 2017


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Subject Selection Form – Exam Session 2015‐17

Please choose 3 HL courses and 3 SL courses. Math SL (Studies or SL) is compulsory course for Group

5. Instead of a Group 6 course, you may select any additional course from Group 2‐4.

Final Choices:

HL 1. _____________________ 2.________________________ 3.______________________

SL 1. _____________________ 2.________________________ 3.______________________

English A: Literature HL

English A: Literature SL

Hindi HL

Hindi SL

French SL

Economics HL

Economics SL

Business and Management HL

Business and Management SL


Physics HL

Physics SL

Chemistry HL

Chemistry SL

Biology HL

Biology SL


Math HL

Math SL

Math Studies SL

Visual Arts HL

Visual Arts SL

Group 1: Studies in

Language and Literature

Group 2: Language

Acquisition

Group 3: Individuals

and Societies

Group 4: Sciences

Group 5: Mathematics

Group 6:The Arts


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Information Directory

About the IB Diploma Programme Geeta Verma

([email protected])

About the CAS Programme Khalida Qureshi

([email protected])

About the TOK course Geeta Verma

([email protected])

For External Applicants/Admissions Meenakshi Dhussa

([email protected])

IB Coordinator Geeta Verma

Head of International Curriculum ([email protected])

Career Counseling Urvashi Walia

([email protected])

About the IB www.ibo.org


THEHERITAGESCHOOL

Address:The Heritage School | Sector 62, Gurgaon | Phone No. ‐ 0124‐2855124/25/26

Write to us:General Information: [email protected]

Admissions: [email protected]

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