CIDP Handbook 2018-20

CHOITHRAM

INTERNATIONALIBDPDIARY2018-20

CHOITHRAM INTERNATIONAL 2018 - 20

2

MESSAGEFROMTHEHOS

DearStudents

AwarmandheartfeltwelcometoyoufortheDiplomaProgramme2018-2020atChoithram

International

Educationas I firmlybelieve isnotmerely fillingupof themindwith factsbuta journey

towardslearningwhichneverendsIfyoualldevelopapassionforlearningyouwillnever

cease togrowMoreoverat theonsetofyour journey letmetellyounot tobeafraidof

errorsforasJamesJoycehassaidldquoAmanrsquoserrorsarehisportalsofdiscoveryrdquo

TheonlyadviceIwouldgiveistobeopentonewideasexperiencesanddirectionsforyou

neverknowwhatmightpiqueyourinterestHopeyourexperienceherewillbechallenging

rewardingandenjoyable

Welcometothisamazingcommunity

DilipVasu


3

OURVISIONldquoTobeacentreofacademicexcellenceandnurtureyounglearnersintoresilientoptimistic

andresponsiblecitizensoftheworldrdquo

SCHOOLMISSIONSTATEMENTldquoChoithram International through itsholistic education aims tonurture lifelong learners

who will become responsible compassionate open-minded individuals keen on accepting

thedifferences in theworldandstriving tocreateaglobalcommunitygrounded inethics

andvaluesrdquo

ABOUTTHESCHOOLThe Choithram Group gets its name from Late Mr Choithram

Pagarani whose son Late Mr Thakurdas Pagarani founded the

groupin1944DubaibasedfamilyscionMrLTPagaranicurrently

heads the Group as its Chairman while itrsquos Trusts in India are

headedbyMrSatishPMotianiastheManagingTrustee

Choithram International is one of the many ventures of The

Choithram Group which brings International Education

ProgrammestothedoorstepofpeopleofIndoreandMP

ACCREDITATIONTheschoolisthefirstIBWorldSchoolinMadhyaPradeshTheschoolregistrationNumberis

002328


4

THEINTERNATIONALBACCALAUREATE(IB)The IB is a non-profit organization established in 1963 with its headquarters in Geneva

Switzerland and the examination office in Cardiff Wales In addition there are regional

officesandrepresentativesaroundtheworldTheIBpublicwebsitewwwiboorghasdetails

onthevariousIBprogrammesandservices

IBMISSIONSTATEMENTTheInternationalBaccalaureateOrganizationaimstodevelopinquiringknowledgeableand

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 students

across theworld to become active compassionate and lifelong learnerswho understand

thatotherpeoplewiththeirdifferencescanalsoberight


5

IBLEARNERPROFILEInquirersTheydeveloptheirnaturalcuriosityTheyacquiretheskillsnecessarytoconductinquiryandresearchandshowindependence in learningTheyactivelyenjoy learningandthisloveoflearningwillbesustainedthroughouttheirlivesKnowledgeable They explore concepts ideas and issues that have local and globalsignificance In so doing they acquire in-depth knowledge and develop understandingacrossabroadandbalancedrangeofdisciplinesThinkers They exercise initiative in applying thinking skills critically and creatively torecognizeandapproachcomplexproblemsandmakereasonedethicaldecisionsCommunicators They understand and express ideas and information confidently andcreatively inmore than one language and in a variety ofmodes of communication TheyworkeffectivelyandwillinglyincollaborationwithothersPrincipledTheyactwithintegrityandhonestywithastrongsenseoffairnessjusticeandrespect forthedignityof the individualgroupsandcommunitiesTheytakeresponsibilityfortheirownactionsandtheconsequencesthataccompanythemOpen-mindedTheyunderstandandappreciate theirownculturesandpersonalhistoriesand are open to the perspectives values and traditions of other individuals andcommunitiesTheyareaccustomedtoseekingandevaluatingarangeofpointsofviewandarewillingtogrowfromtheexperienceCaring They show empathy compassion and respect towards the needs and feelings ofothersTheyhaveapersonalcommitmenttoserviceandacttomakeapositivedifferencetothelivesofothersandtotheenvironmentRisk-takers They approach unfamiliar situations and uncertainty with courage andforethoughtandhavetheindependenceofspirittoexplorenewrolesideasandstrategiesTheyarebraveandarticulateindefendingtheirbeliefsBalancedTheyunderstandthe importanceof intellectualphysicalandemotionalbalancetoachievepersonalwell-beingforthemselvesandothersReflectiveTheygive thoughtfulconsideration to theirown learningandexperienceTheyareabletoassessandunderstandtheirstrengthsandlimitations inordertosupporttheirlearningandpersonaldevelopment httpswwwiboorgglobalassetspublicationsrecognitionlearnerprofile-enpdf


6

SCHOOLTIMINGSGrade11and12 MondaytoFriday800amto310pm

Saturday[1stand3rdSaturdayofthemonth] 800amto1100am(ForStudents)

Saturday[1stand3rdSaturdayofthemonth] 800amto200pm(ForTeachers)

WintertimingsareasperCollectorrsquosorderinIndoreThedatesarecommunicated

totheentireschoolcommunitybyemail

VISITINGHOURSPrincipal Alldaysbypriorappointmentsonly

230to330MondaytoFriday(forstudents)

Coordinator 200pm-300pmonMondayandWednesday

Teachers 1100amto130pmon1stand3rdSaturday


7

REFLECTIONBYALUMNII started studying in Choithram Internationalwhen Iwas in 1st grade and I

cannotrememberthelasttimethatIdidnotfeelproudofthefactthatIwas

studying inan IB schoolNowthat this journey isabout tocome toanend I

have the realization of the various areas I grew and excelled in It was a

revelationmy entire thought process has changed and I have reached great

heightsanddevelopedasan individualbynow IBhastaughtmethereal life

application of theoretical knowledge and I no longer question that how is

bookishknowledgeeverusefulforusNotonlydidInurturemyskillsbutalso

developed various abilities I wasnt even aware of At each point of time I

question things and do not settle until I find answers to it thanks to TOK I

unravelledvariousaspectsof lifeThanks toEE Iwasable to finishwritinga

4000-wordessayononeof thebiggestmultinational companies in theworld

withresearchinganalyzingandsolvinghugeproblemsthatthefirmislikelyto

encounter

There are so many skills that will help me forever in life such as time-

management social service collaborative skills which will help me at every

pointinmyfuturebeitadecadefromnoworthelaterpartofmylifeIhave

broadenedmyvision to keephighaims acceptpeople theway theyareand

nowknowthedifferencebetweenrightandwrongonlybecauseofthe12years

ofeducationinthisprestigiousinstitutioncalledChoithramInternational

ThankstomyalmamaterIamwhatIamtodayAndwhereverIgoIshallever

remainindebtedtoyouChoithramInternational

MerciBeaucoup

ndashPrachiJain(AlumniIBDP)


8

THEIBDIPLOMAPROGRAMME

OverviewofDiplomaProgramme

TheInternationalBaccalaureatereg(IB)DiplomaProgramme(DP)isforstudentsaged16-19

ResearchsuggeststhattherearemanybenefitstochoosingtheDPTheProgrammeaimsto

develop students who have excellent breadth and depth of knowledge ndash students who

flourish physically intellectually emotionally and ethically The DP curriculum has six

subjectgroupsandtheDPcorecomprisingtheoryofknowledge(TOK)creativityactivity

service(CAS)andtheextendedessayThroughtheDPcorestudentsreflectonthenature

ofknowledgecompleteindependentresearchandundertakeaprojectthatofteninvolves

community service The International Baccalaureatereg (IB) assesses studentwork as direct

evidenceofachievementagainstthestatedgoalsoftheDiplomaProgramme(DP)courses


9

ELIGIBILITYFORFULLDIPLOMATheDiplomaProgrammeatChoithramInternationalisavailabletoallcandidateswho

Are able to cope with the demanding schedule of rigorous courses offered by the

Programmes

Arewillingtodeveloptimemanagementskillsandappropriatestudyhabits

Haveabroadercanvastoacceptinternationalperspectivesandopinions

Are ready to go through brainstorming sessions which instill critical and creative

thinking

AdmissiontotheIBDiplomaProgrammeinChoithramInternationalisgovernedbythe

followingcriteriabasedonClassX(MYPIGCSECBSE)resultsofthecandidateEligibility

toopt foraHigherorStandard level in theDiplomasubjectwill solelydependon the

levelsorgradesachievedineachsubjectbythecandidateinthepassingexamination

MYP-Minimumlevel4inallsubjects

- AboveLevel4 HL - Level4 SL- Belowlevel4 NoAdmission

IGCSE-Minimum5Cs- AboveC HL - C SL - BelowC NoAdmission

CBSE-Minimum8CGPAinallsubjects- Above8 HL- 8 SL- Below8 NoAdmission


10

DIPLOMAPROGRAMME

SUBJECTSOFFEREDATCHOITHRAMINTERNATIONALInCI the curriculum inDP1andDP2 isdesignedby teachers following the IBDPaimsand

objectivesTeachersdesignthecurriculumbybackwardplanningfromDP2andalsotaking

into consideration the global requirements The subjects offered at CI fall into 6 groups

whichare

Group1 EnglishALangandLitHLSLHindiALitHLSL

Group2 Hindi LanguageBHLSL EnglishBHLSL French LanguageBHLSL and

FrenchBabinitio

Group3 (IndividualsampSocieties)EconomicsHLSLBusinessManagementHLSL

Information Technology in a Global Society(ITGS) HLSL History HLSL

PsychologyHLSLEnvironmentalSystemsandSocietiesSL

Group4 (Sciences)BiologyHLSLChemistryHLSLPhysicsHLSLEnvironmental

SystemsandSocietiesSLComputerScienceHLSL

Group5 MathematicsHLSLStudies

Group6 (ArtsandElectives)VisualArtsHLSL

Thestudentshavetwooptionsforsubjectchoice

Option1 Thestudentcanselectonesubjectfromeachofthesixgroupsorselect

the6thsubjectfromGroup3OrGroup4

Option2 StudentswhoaspireforMedicalorEngineeringfieldshavetooptforall

the three sciences fromGroup4 These studentswill have to study 7

subjects

SubjectclustersofferedatCI

Cluster1ndashBiologyBusinessManagementHistory

Cluster2ndashPhysicsVisualArts

Cluster3ndashChemistryESSComputerScience


11

Thecore

CreativityActionService Studentscompleteaprojectrelatedtothesethreeconcepts

ExtendedEssay Anindependentself-directedpieceofresearchfinishingwith

a4000-wordpaper

TheoryofKnowledge Studentsreflectonthenatureofknowledgeandonhowwe

knowwhatweclaimtoknow

Theavailabilityofsubjectchoicesforthestudentswillbebasedonthepreviousacademic

recordandtheirfutureprospects

Itisarulethatoncethesubjectchoiceshavebeenmadewiththediscretionofthestudent

andtheparentsnochangeswillbeacceptedSpecialcaseswillbeentertainedbytheDP

coordinatorandtheHeadoftheschool

UNIVERSITYRECOGNITIONTheIBdiplomaiswidelyrecognizedbytheworldrsquosleadinguniversities

TheIBworkscloselywithuniversitiesinallregionsoftheworldtogainrecognitionfortheIB

diploma To aid this process university admissions officers and governmentofficialshave

directonlineaccesstoallsyllabiandrecentexaminations

To assist IB diploma students inmaking appropriate subject choices the school conducts

plannedPsychometricteststoidentifythefieldsofstudentsrsquoaptitudeTheschoolconnects

itsstudentstoIBStudentRegistryofferedbytheIBasastrongdatabasecontainingdetails

of universities around the world together with up-to-date information about their

requirementsforadmission IBStudentRegistryhelpsstudentstoshowcasetheirportfolio

includingCASExtendedessayandother IBexperiences therebyopeningdoors fordirect

communication with other IB students and the admission officers of various universities

across theglobe It is the studentsrsquo responsibility tobuild theirownprofile toattract the

attentionofuniversitiesthatinterestthem


12

Theschoolregularlyconductsscheduledsessionswithparentsandstudentsforgenerating

awareness about studying abroad and in India University visits are arranged and all

necessaryhelp is furnished to the studentsatappropriate time tohelp in theiruniversity

applicationsbasedontheirPredictedGrades

TheAllIndiaUniversity(AIU)alsoratesIBDiplomaProgrammeatparwithclassXIICBSEor

ICSEIBissuesmarksheetsinadditiontotheirgradessoastomaketheadmissionprocess

inanyIndianUniversitystraightforwardandtrouble-freeTheminimumrequirementforthe

AIUcertificationistohave3HLand3SLsubjectswithascoreofminimum24pointsinthe

IBDPfinalexamination

UniversityampCareerGuidanceSchoolCalendarforDPBatch2018-20

Dates ActionsYearI130818-180818 FirstStudent-CounsellorMeeting030918-140918 Parent-CounsellorMeeting(DiscussCollegeMajor)11118-311218 TakeTestsIELTSSATACT300119 StatementofPurpose300119 RequestforLOR040219-140219 Student ampParent-Counsellor Meeting( First discussion on short

listingofuniversitiesaspercareergoals)Mayrsquo2019 APExamSATsubjecttestSATimprovementYearIIDates Actions10819-090819 Student-Counsellor Meeting ( Preparation of final list of college

majorsandcolleges)160819-230819 Parent-CounsellorMeeting300819 StatementofPurpose100919 Essaywritingbasedonprompts300819 RequestforLOR14919ndash220919 StudentampParent-CounsellorMeeting200919 CollectLORfromTeachers251019 CollectPredictedGradesforEarlyApplications301119 CollectPredictedGradesforRegularAdmission71219 PrepareApplicationDocuments(RegularAdmissions)091219-161219 RegisterampApply(UKUSAAustraliaCanadaJulyintake200120 ApplyIrelandColleges


13

CORECOMPONENTSTOK(THEORYOFKNOWLEDGE)

Theoryofknowledge(TOK)isassessedthroughanoralpresentationanda1600word

essay

TOK aims to make students aware of the interpretative nature of knowledge including

personalideologicalbiasesndashwhetherthesebiasesareretainedrevisedorrejectedItoffers

studentsandtheirteacherstheopportunityto

reflectcriticallyondiversewaysofknowingandonareasofknowledge

considertheroleandnatureofknowledgeintheirowncultureintheculturesof

othersandinthewiderworld

InadditionTOKpromptsstudentsto

beawareofthemselvesasthinkersencouragingthemtobecomemoreacquainted

withthecomplexityofknowledge

recognizetheneedtoactresponsiblyinanincreasinglyinterconnectedbut

uncertainworld

TOKalsoprovidescoherence for thestudentby linkingacademicsubjectareasaswellas

transcendingthemItthereforedemonstratesthewaysinwhichthestudentcanapplytheir

knowledgewithgreaterawarenessandcredibility

EE(EXTENDEDESSAY)

TheExtendedEssay(EE)isapieceofpersonalresearchofabout4000wordssupervisedbya

teacheratChoithram International inaccordancewith theguidelinespublishedby the IB

The EEmust be done in one of the DP subjectsmustmeet the assessment criteria and

followsubject-specificdetailsAllExtendedEssaysareexternallygradedonascalefrom0to

34ThesupervisorsubmitsapredictedgradeforthestudentrsquosEEtotheIB


14

CAS(CREATIVITYACTIVITYSERVICE)

CASrequiresstudentstotakepartinarangeofactivitiesandprojectsTheseshouldalways

involve

realpurposefulactivitieswithsignificantoutcomes

personalchallenge

thoughtfulconsiderationsuchasplanningreviewingprogressreporting

reflectiononoutcomesandpersonallearning

TheIBdoesnrsquotprescribespecificprojectsoractivitiestostudents

HowevertheIBdoesrecommendthatstudentstakepartinatleastoneproject

involvingteamworkAllstudentsshouldbeinvolvedinactivitiestheyrsquoveinitiated

themselves


15

GROUPWISESUBJECTDETAILS

GROUP1ENGLISHA-LANGUAGEANDLITERATUREPHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN ENGLISH ATCHOITHRAMINTERNATIONALINDOREThe IBDP English Curriculum is designed for students who have experience of using the

languageofthecourseinanacademiccontextThelanguagebackgroundofsuchstudents

howeverislikelytovaryconsiderablymdashfrommonolingualstudentstostudentswithmore

complex language profiles The study of texts both literary and non-literary provides a

focus for developing an understanding of how language works to create meanings in a

cultureaswellas inparticulartextsAlltextsmaybeunderstoodaccordingtotheirform

content purpose and audience and through the social historical cultural andworkplace

contexts that produce and value themResponding to andproducing texts promotes an

understandingofhowlanguagesustainsorchallengeswaysofthinkingandbeing

TofulfilltherequirementsoftheIBDiplomaProgrammeallstudentsmuststudyaGroup1

subjectselectedfromoneofthethreecoursesOnepathtoabilingualdiplomaistotake

twoGroup1courseseachinadifferentlanguageinanycombinationofthethreecourses

offered Both the Language A Literature course and the Language A Language and

LiteraturecourseareofferedatSLandHL

Group1coursesaredesignedtosupportfutureacademicstudybydevelopingahighsocial

aesthetic and cultural literacy as well as effective communication skills While there is

significantdifferenceinthetextspresentedforstudyinthethreecoursestheywillclearly

overlapsomewhatThereisnoaimforeachcoursetodefinecompletelyseparateterritory

Insteadthemaindifferenceliesinthedifferentareasoffocuseachtakes

IntheLanguageALiteraturecoursefocusisdirectedtowardsdevelopinganunderstanding

of the techniques involved in literary criticism and promoting the ability to form

independent literary judgments The focus of the Language A Language and Literature

course is directed towards developing and understanding the constructed nature of

meaningsgeneratedbylanguageandthefunctionofcontextinthisprocessLiteratureand


16

performanceallowsstudentstocombineliteraryanalysiswiththeinvestigationoftherole

ofperformanceinourunderstandingofdramaticliterature

Aims

TheaimsofLanguageALiteratureandLanguageALanguageandLiteratureatSLandHL

areto

1 introducestudentstoarangeoftextsfromdifferentperiodsstylesandgenres

2 develop in students the ability to engage in close detailed analysis of individual texts

andmakerelevantconnections

3 developthestudentsrsquopowersofexpressionbothinoralandwrittencommunication

4 encourage students to recognize the importance of the contexts in which texts are

writtenandreceived

5 encouragethroughthestudyoftextsanappreciationofthedifferentperspectivesof

peoplefromotherculturesandhowtheseperspectivesconstructmeaning

6 encouragestudentstoappreciatetheformalstylisticandaestheticqualitiesoftexts

7 promoteinstudentsanenjoymentofandlifelonginterestinlanguageandliterature

8 developinstudentsanunderstandingofhowlanguagecultureandcontextdetermine

thewaysinwhichmeaningisconstructedintexts

9 encourage students to think critically about the different interactions between text

audienceandpurpose

Objectives

There are four assessment objectives at SL and at HL for the Language A Language and

Literaturecourse

1 Knowledgeandunderstanding

Demonstrateknowledgeandunderstandingofarangeoftexts

Demonstrateanunderstandingoftheuseoflanguagestructuretechniqueandstyle

Demonstrate a critical understanding of the various ways in which the reader

constructsmeaningandofhowcontextinfluencesthisconstructedmeaning

Demonstrateanunderstandingofhowdifferentperspectivesinfluencethereading

ofatext


17

2 Applicationandanalysis

Demonstrateanabilitytochooseatexttypeappropriatetothepurposerequired

Demonstrateanabilitytouseterminologyrelevanttothevarioustexttypesstudied

Demonstrateanabilitytoanalysetheeffectsof languagestructuretechniqueand

styleonthereader

Demonstrate an awareness of theways inwhich the production and reception of

textscontributetotheirmeanings

Demonstrateanabilitytosubstantiateandjustifyideaswithrelevantexamples

3 Synthesisandevaluation

Demonstrateanability tocompareandcontrast the formalelementscontentand

contextoftexts

Discussthedifferentways inwhich languageandimagemaybeused inarangeof

texts

Demonstrateanabilitytoevaluateconflictingviewpointswithinandaboutatext

AtHLonlyProduceacriticalresponseevaluatingsomeaspectsoftextcontextand

meaning

4 Selectionanduseofappropriatepresentationandlanguageskills

Demonstrateanabilitytoexpressideasclearlyandwithfluencyinbothwrittenand

oralcommunication

Demonstrateanabilitytousetheoralandwrittenformsofthelanguageinarange

ofstylesregistersandsituations

Demonstrateanabilitytodiscussandanalysetextsinafocusedandlogicalmanner

AtHLonlyDemonstrateanabilitytowriteabalancedcomparativeanalysis


18

Literaryworkschosenforeachofpartoftheprogramme

LanguageALanguageandLiterature

Higherlevel Standardlevel

Part1

LanguageinCulturalContext

GENDER GENDER

LANGUAGEANDCOMMUNITIES LANGUAGEANDCOMMUNITIES

TRANSLATION TRANSLATION

Part2

LanguageampMassCommunication

STEREOTYPES STEREOTYPES

USEOFPERSUASIVELANGUAGE USEOFPERSUASIVELANGUAGE

LANGUAGEANDTEXTUALBIAS LANGUAGEANDTEXTUALBIAS

Part3

LiteratureTextsampContexts

THEGREATGATSBYndashFSCOTTFITZGERALD THEGREATGATSBYndashFSCOTTFITZGERALD

REDOLEANDERSndashRABINDRANATHTAGORE REDOLEANDERSndashRABINDRANATHTAGORE

AMERICANAH-CHIMAMANDANGOZIADICHIE

Part4

LiteratureCriticalStudy

OTHELLOTHEMOOROFVENICE OTHELLOTHEMOOROFVENICE

SELECTEDPOETRYndashJOHNKEATS SELECTEDPOETRYndashJOHNKEATS

HEARTOFDARKNESS-JOSEPHCONRAD


19

AssessmentObjectivesInPractice


20


21

SYLLABUSOUTLINE

Year PartofSyllabus Content

SemI

PART-1LanguageinCulturalContextPart4CriticalStudy

Part1GenderEvolutionofEnglishLanguageSapirWhorfHypothesisMeghanMarklersquosSpeechatUNWomenHeForSheCampaignBlogson-LanguageshapesgenderInclusiveLanguageCartoonsbyLizaDonnellyTedTalkbyChimamandaNgoziAdichieMagazineCoversSlamPoetryCommunity-NationalismCatalonianConfusionImaginedCommunitiesSchoolrsquosLanguagePolicyRiverofBloodSpeechLanguageVariationRegionalismColonialMentalityAAEDialectSociolectIdiolectTranslation-BloginterviewExcerptsfromADollrsquosHouseDonQuixotePersepolisPart4CriticalStudySLOthelloTheMoorofVenicePoemsbyJohnKeatsHLOthelloTheMoorofVenicePoemsbyJohnKeatsHeartofDarkness

SemII

Part1LanguageinCulturalContextTranslationPart4CriticalStudyPart2MassCommunication

Part1TranslationPart4CriticalStudySLPoemsbyJohnKeatsHLPoemsbyJohnKeatsPart2MassCommunicationTermsrelatedtomassmediaTextualBiasVideoimagesmagazinecoversnewsarticleSpanishAmericanWarTETOffensivecartoonsUseofPersuasiveLanguageAtticusFinchClosingArgumentinlsquoToKillaMockingBirdrsquoAdvertisementsSpeeches-QueenElizabethITilburySpeechIHaveAdream-MartinLutherKingJr


22

MahatmaGandhi-OneWorldSquealerrsquosSpeechinAnimalFarmStereotypes-GenderandEthnicityCartoonsComicStripsAdvertisementsVideoGamesTweetsTedTalkVideos

SemIII Part3TextsandContexts

SL-TheGreatGatsbyRedOleandersHL-TheGreatGatsbyRedOleandersAmericanah

SemIV Part2LanguageampMassCommunication

Part3TextsandContextsSL-TheGreatGatsbyRedOleandersHL-TheGreatGatsbyRedOleandersAmericanahRevision

IBInternalandexternalassessmentrequirementstobecompletedduringthecourse

Brieflyexplainhowandwhenyouwillworkonthem Includethedatewhenyouwill first

introduce the internal andexternal assessment requirementswhen theywill bedue

andhowstudentswillbepreparedtocompletethem

FOA1amp2ndashConceptanddemandsoftheFOAtobeintroducedintheISemesterThefirst

FOAwillbecompletedbyendofSemISecondwillbecompletedinSemII

WT12amp3ndashConceptanddemandsoftheWTtobeintroducedintheISemesterFirstWT

SubmissionwillbedueinSemITheremaining2WTswillbesubmittedinSemII

IOCndashTheIOCwillbeintroducedinSemIThedetailsprocessmockandthefinalIOCwill

beheldinSemII


23

AssessmentsinLanguageALanguageandLiterature(SLampHL)

ASSESSMENTOUTLINEndashSL Weighting

Externalassessment(3hours)Paper1Textualanalysis(1hour30minutes)ThepaperconsistsoftwounseentextsStudentswriteananalysisofoneofthesetexts(20marks)Paper2Essay(1hour30minutes)Inresponsetooneofsixquestionsstudentswriteanessaybasedonboththeliterarytextsstudiedinpart3ThequestionsarethesameatHLbuttheassessmentcriteriaaredifferent(25marks)WrittentaskStudentsproduceatleastthreewrittentasksbasedonmaterialstudiedinthecourseStudentssubmitonewrittentaskforexternalassessment(20marks)Thistaskmustbe800ndash1000wordsinlengthplusarationaleof200ndash300words

70

25

25

20

InternalassessmentThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBattheendofthecourseIndividualoralcommentaryStudentscommentonanextractfromaliterarytextstudiedinpart4ofthecourse(30marks)StudentsaregiventwoguidingquestionsFurtheroralactivityStudentscompleteatleasttwofurtheroralactivitiesonebasedonpart1andonebasedonpart2ofthecourseThemarkofonefurtheroralactivityissubmittedforfinalassessment(30marks)

30

15

15


24

ASSESSMENTOUTLINEndashHL Weighting

Externalassessment(4hours)Paper1Comparativetextualanalysis(2hours)ThepaperconsistsoftwopairsofunseentextsStudentswriteacomparativeanalysisofonepairoftexts(20marks)Paper2Essay(2hours)Inresponsetooneofsixquestionsstudentswriteanessaybasedonatleasttwooftheliterarytextsstudiedinpart3ThequestionsarethesameatSLbuttheassessmentcriteriaaredifferent(25marks)WrittentasksStudentsproduceatleastfourwrittentasksbasedonmaterialstudiedinthecourseStudentssubmittwoofthesetasksforexternalassessment(20marksforeachtask)OneofthetaskssubmittedmustbeacriticalresponsetooneoftheprescribedquestionsfortheHLadditionalstudyEachtaskmustbe800ndash1000wordsinlengthtask1shouldbeaccompaniedbyarationaleof200ndash300wordswhiletask2shouldbeaccompaniedbyashortoutline

70

25

25

20


30

15

15


25

GROUP1HINDIA-LITERATURE

Assessmentobjectivesinpractice

TherearethreeassessmentobjectivesatSLandatHLforthelanguageAliteraturecourse


Demonstrate knowledge and understanding of individual literary works as

representativesoftheirgenreandperiodandtherelationshipsbetweenthem

Demonstrateanunderstandingofthewaysinwhichculturalvaluesareexpressedin

literature

Demonstrateawarenessofthesignificanceofthecontextinwhichaworkiswritten

andreceivedSubstantiateandjustifyideaswithrelevantexamples

2 Analysissynthesisandevaluation

Demonstrate an ability to analyse language structure technique and style and

evaluatetheireffectsonthereader

Demonstrateanability toengage in independent literarycriticismonboth familiar

andunfamiliarliterarytexts

Showan ability to examine anddiscuss in depth the effects of literary techniques

andtheconnectionsbetweenstyleandmeaning(HLonly)


Demonstrateanabilitytoexpressideasclearlyandfluentlyinbothwrittenandoral

communicationwithaneffectivechoiceofregisterandstyle

Demonstrateacommandof terminologyandconceptsappropriate to thestudyof

literature

Demonstrateanabilitytoexpresswell-organizedoralandwrittenarguments

Demonstrate an ability towrite a sustained and detailed literary commentary (HL

only)


26

The literary works chosen for each of part of the LanguageA Literatureprogramme

Partofthecourse

SL HL

Part1workintranslation

Studyoftwoworksintranslationfromtheprescribedliteratureintranslation(PLT)list

1रोमयो-जलयटशसपीयर(नाटक)2अतनचख़वक9लघकथाए

Studyoftwoworksintranslationfromtheprescribedliteratureintranslation(PLT)listStudyofthreeworksintranslationfromthePLTlist1रोमयो-जलयटशसपीयर(नाटक)

2अतनचख़वक9लघकथाए3टगौरकाकAवतासBह(गीताजलD)

Part2Detailedstudy

StudyoftwoworkseachofadifferentgenrechosenfromthisPLA3चEगFत(नाटक)जयशकरGसाद

4अIहJयाबाई(उपNयास)वदावनलालवमाP

Studyofthreeworkseachofadifferentgenre(oneofwhichmustbepoetry)chosenfromthisPLA4चEगFत(नाटक)जयशकरGसाद5अIहJयाबाई(उपNयास)वदावनलालवमाP6नागाजPन(कAवता)

Part3Literarygenres

StudyofthreeworksofthesamegenrechosenfromthisPLA

5 आपकाबटD(उपNयास)मNनभडारD6 सखदा(उपNयास)जनNEजन

7साराआकाश(उपNयास)राजNEयादव

StudyoffourworksofthesamegenrechosenfromthisPLA7आपकाबटD(उपNयास)मNनभडारD8सखदा(उपNयास)जनNEजन9साराआकाश(उपNयास)राजNEयादव10गबन(उपNयास)Gमचद

Part4Options

Studyofthreeworksfreelychosen Studyofthreeworksfreelychosen

8कबीरदोहऔरसाWखया9लघकथाए-खलDलिजYान10ठलपरIहमालय(या[ासमरण)धमPवीरभारती



27

SYLLABUSOUTLINE


Year1

Part4ndashOptions

Kabir

ShortstoriesofKhalilGibran

TheleparHimalaya-DharmveerBharti

FINALIndividualOralPresentationPART4WORKS

Part2ndashDetailedStudy

Chandragupt(Play)-JaishankarPrasad

Ahilyabai(Novel)-VrindavanlalVerma

Poetry-Nagarjun

FINALIndividualOralCommentaryPART2WORKS

Year2

Part1ndashworkintranslation

RomeoJuliet(Play)Shakespeare

Shortstories-AntonChekhov

Geetanjali-RavindranathTagore

FINALWrittenAssignmentPART1WORKS

PART3-LiteraryGenre

AapkaBanti(Novel)MannuBhandari

SaaraAakash(Novel)-RajendraYadav

Sukhada(Novel)ndashJainendaraJain

Gaban(Novel)-Premchand(HLOnly)

Paper2BasedonPart3Works

IBInternalAssessmentrequirementstobecompletedduringtheCourse

IOPndashConceptanddemandsoftheIOPtobeintroducedandcompletedinSemI

IOCndashTheIOCwillbeintroducedbrieflyinSemIandwillbebasedbroadlyonthedemands

ofIOCTheFinalIOCwillbetakeninSemII

WAndashConceptanddemandsof theWAtobe introduced inSemIIWASubmissionwillbe

dueinSemIII


28

GROUP2HINDIBPHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN HINDI AT

CHOITHRAMINTERNATIONALINDORE

HindiLanguagehasbeenoneofthemostpopularIndianlanguagesamongstudentsandthis

course emphasizes the development of the four skills ndash listening speaking reading and

writingListeningasaskillcanbedevelopedthroughTVRadioProgrammesandrecorded

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

TheHindiBcourserequiresstudentstohavesomeknowledgeofandexperiencewiththe

languageStudentsareexpectedtohavelinguisticskillsandtounderstandanduselanguage

insophisticatedwaysForexamplestudentsmustbeabletodiscussabstractconceptsand

ideasinthetargetlanguage

This course encourages students to broaden their knowledge of literature and culture of

differentstatesofIndia

Aims

TheaimsoftheDiplomaProgrammeFrenchcourseatthehigherandstandardlevelareto

1 Developinternational-mindednessthroughthestudyof languagesculturesandideas

andissuesofglobalsignificance

2 Enable students to communicate in the language they have studied in a range of

contextsandforavarietyofpurposes

3 Encouragethroughthestudyoftextsandthroughsocialinteractionanawarenessand

appreciationofavarietyofperspectivesofpeoplefromdiversecultures

4 Develop studentsrsquo understanding of the relationship between the languages and

cultureswithwhichtheyarefamiliar

5 Developstudentsrsquoawarenessofthe importanceof languageinrelationtootherareas

ofknowledge


29

6 Provide students through language learning and the process of inquiry with

opportunities for intellectual engagement and the development of critical- and

creative-thinkingskills

7 Providestudentswithabasisforfurtherstudyworkandleisurethroughtheuseofan

additionallanguage

8 Fostercuriositycreativityandalifelongenjoymentoflanguagelearning

Objectives

AttheendofthelanguageBSLandHLcoursestudentsareexpectedtodemonstrateability

to

1 Communicateclearlyandeffectivelyinarangeofcontextsandforavarietyofpurposes

2 Understand and use language appropriate to a range of interpersonal andor

interculturalcontextsandaudiences

3 Understandanduse language toexpressand respond toa rangeof ideaswith fluency

andaccuracy

4 Identifyorganizeandpresentideasonarangeoftopics

5 Understandanalyseandreflectuponarangeofwrittenaudiovisualandaudio-visual

texts


30

SYLLABUSOUTLINE

Year

Themes ThemeName ThemeTopics

SemI Theme1 Identities

bullLifestylesbullHealthandwell-beingbullBeliefsandvaluesbullSubculturesbullLanguageandidentity

Theme2 Experiences bullLeisureactivitiesbullHolidaysandtravelbullLifestoriesbullRitesofpassagebullCustomsandtraditionsbullMigration

SemII Theme3 Humaningenuity bullEntertainmentbullArtisticexpressionsbullCommunicationandmediabullTechnologybullScientificinnovation

SemIII Theme4 Socialorganization

JourneytoFrenchspeakingcountries

Everycountryanditssymbolstraditionsandidentity

Forabetterworld

IntheroadMayrsquo68AlgerianIndependenceTheResistanceonthebarricadesRightsofeveryone

SemIV Theme5 Sharingtheplanet

BlueplanetGreenplanet

PlanetindangerwhichactionswilltaketosaveyourplanetTheeco-warriorsPicturestospeakonLittlebitofpoetry

EqualityFraternity

Thesourceofourfoodfairtrade


31

ASSESSMENTS

The students will be evaluated based on their performances on tests debates oral

presentationsdiscussionslisteningreadingandwritingassignments

There will be teacher-based and some peer and self-evaluation throughout the

course

TheassignmentswillbemarkedfollowingtheIBrubrics

ThestudentswillbeawardedagradebasedontheIBOscaleof1to7(4isapassinggrade)

Gradeswillbecalculatedmathematicallybasedonrawscoreswhichwillbeconvertedinto

percentagesthatwillthenreflecttheirperformanceinthefollowingcategories


32

HindiBSL

HindiBHL


33

Examination InternalAssessmentComponent Weightage

SemesterIExamination IndividualOral(preparationpresentationfollow-updiscussiongeneraldiscussion)

25

SemesterIIExamination IndividualOral 25

SemesterIIIExamination IndividualOral 25

SemesterIVExamination IndividualOral 25


34

GROUP2FRENCHB

PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN FRENCH AT


Inthemodernworldofsocialpoliticalindustrialmaterialisticscientificandtechnological

advancementandgiventhattheworld isbecomingaglobalvillageduetothewondersof

the telecommunication and information technology and the increased tourism the

knowledgeofaforeignlanguagehasbecomeanimperative

Almostnext toEnglishFrench isoneof themostwidelycommunicated languages in the

worldOriginatedfromLatinolderthanEnglishandcomingunderIndo-Europeanfamilyof

languages French languageandFrenchculturehave left theirmarkon theworldhistory

ManycommonlyusedwordsinEnglishsuchaslsquorestaurantrsquolsquodormantrsquolsquobureaursquohavetheir

rootsinFrenchFrenchisoneoftheofficiallanguagesofmeasureworldorganisationssuch

asUnitedNationsOrganisationEuropeanUnionWorldTradeOrganisationWorldHealth

OrganisationandInternationalBaccalaureateOrganisationFrenchisalsosynonymouswith

internationalhotel industryandworldtourismwithParis_thecapitalofFranceasonethe

most visited places in the world Moreover France is contributing a lot to the nuclear

technology the architecture the civil engineering the cinema theperfume industry the

wineindustrythefashionindustry

Hence Learning French will always be contributory and beneficial to the student of an

internationalschoolOurschoolhasrecognisedthisneedandhaswiselyofferedFrenchasa

modernforeignlanguageunderGroup2subjects


35

Aims


1 Develop international-mindedness through the study of languages cultures and ideas


2Enablestudentstocommunicateinthelanguagetheyhavestudiedinarangeofcontexts

andforavarietyofpurposes

3Encouragethroughthestudyoftextsandthroughsocial interactionanawarenessand


4Developstudentsrsquounderstandingoftherelationshipbetweenthelanguagesandcultures

withwhichtheyarefamiliar

5Developstudentsrsquoawarenessoftheimportanceoflanguageinrelationtootherareasof

knowledge


opportunities for intellectual engagement and the development of critical- and creative-

thinkingskills


additionallanguage

8Fostercuriositycreativityandalifelongenjoymentoflanguagelearning

Objectives

1 AttheendofthelanguageBSLandHLcoursestudentsareexpectedtodemonstrate

abilityto


3 Understandanduselanguageappropriatetoarangeofinterpersonalandorintercultural

contextsandaudiences

4 Understandanduselanguagetoexpressandrespondtoarangeofideaswithfluencyand

accuracy


6 Understand analyse and reflect upon a range ofwritten audio visual and audio-visual

texts


36

SYLLABUSOUTLINE

Year Themes ThemeName ThemeTopics

Year1 Theme1 Identities bullLifestylesbullHealthandwell-beingbullBeliefsandvaluesbullSubculturesbullLanguageandidentity


Theme3 Humaningenuity bullEntertainmentbullArtisticexpressionsbullCommunicationandmediabullTechnologybullScientificinnovation

Year2 Theme4 Socialorganization

JourneytoFrenchspeakingcountriesEverycountryanditssymbolstraditionsandidentityForabetterworldIntheroadMayrsquo68AlgerianIndependenceTheResistanceonthebarricadesRightsofeveryone

Theme5 Sharingtheplanet BlueplanetGreenplanetPlanetindangerwhichactionswilltaketosaveyourplanetTheeco-warriorsPicturestospeakonLittlebitofpoetryEqualityFraternityThesourceofourfoodfairtrade


37

ASSESSMENTS

Thestudentswillbeevaluatedbasedontheirperformancesontestsdebatesoral



course





FrenchBSL


38

FrenchBHL



25





39

GROUP2FRENCHABINITIO

PHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINFRENCHABINITIO

ATCHOITHRAMINTERNATIONALINDORE

In todayrsquos modern world of social political industrial materialistic scientific and

technologicaladvancementandgiventhattheworldisbecomingaglobalvillageduetothe

wondersofthetelecommunicationandinformationtechnologyandtheincreasedtourism

theknowledgeofaforeignlanguagehasbecomeanimperative

Almostnext toEnglish French isoneof themostwidely communicated languages in the




rootsinFrenchFrenchisoneoftheofficiallanguagesofmeasureworldorganizationssuch

asUnitedNationsOrganizationEuropeanUnionWorldTradeOrganizationWorldHealth

OrganizationandInternationalBaccalaureateOrganizationFrenchisalsosynonymouswith

internationalhotel industryandworld tourismwithParis thecapitalofFranceasone the





internationalschoolOurschoolhasrecognizedthisneedandhaswiselyofferedFrenchasa



40

Aims

ThefollowingaimsarecommontobothlanguageabinitioandlanguageB










knowledge



thinkingskills

7Providestudentswithabasis for furtherstudyworkand leisurethroughtheuseofan

additionallanguage


Objectives

TherearefiveassessmentobjectivesforthelanguageabinitiocourseStudentswillbe

assessedontheirabilityto

1Communicateclearlyandeffectivelyinarangeofcontextsandforavarietyof

purposes

2Understandanduselanguageappropriatetoarangeofinterpersonalandor


3Understandanduselanguagetoexpressandrespondtoarangeofideaswith

fluencyandaccuracy

4Identifyorganizeandpresentideasonarangeoftopics

5 Understand analyse and reflect upon a range of written audio visual and

audio-visualtexts


41

SYLLABUSOUTLINE

Year Unit UnitName UnitTopics

SemI

Unit1 Identities 11Personalattributes

12Personalrelationships

13Eatinganddrinking

14Physicalwellbeing

Unit2 Experiences 21Dailyroutine

22Leisure

23Holidays

24Festivalsandcelebrations

SemII

Unit3 Humaningenuity 31Transport

32Entertainment

33Media

34Technology

SemIII

Unit4 Socialorganization 41Neighbourhood

42Education

43Theworkplace

44Socialissues

SemIV

Unit5 Sharingtheplanet 51Climate

52Physicalgeography

53Theenvironment

54Globalissues

AssessmentsinFrench

The students will be evaluated based on their performances on tests oral

presentationsdiscussionsListeningReadingandWritingassignments


course



42

ThestudentswillbeawardedagradebasedontheIBOscaleof1to7(4isapassing

grade)

Grades will be calculated mathematically based on raw scores which will be

convertedintopercentagesthatwillthenreflecttheirperformanceinthefollowing

categories

Externalassessment(2hours45minutes) 75

Paper1(1hour) 25

Productiveskillsmdashwriting(30marks)

Twowrittentasksof70ndash150wordseachfromachoiceofthreetaskschoosinga

texttypeforeachtaskfromamongthoselistedintheexaminationinstructions

Paper2(1hour45minutes) 50

Receptiveskillsmdashseparatesectionsforlisteningandreading(65marks)

Listeningcomprehension(45minutes)(25marks)

Readingcomprehension(1hour)(40marks)

Comprehensionexercisesonthreeaudiopassagesandthreewrittentextsdrawn

fromallfivethemes

Internalassessment

25 Thiscomponentisinternallyassessedbytheteacherandexternallymoderatedby

theIBattheendofthecourse

Individualoralassessment

Aconversationwiththeteacherbasedonavisualstimulusandatleastoneadditional

coursetheme(30marks)

Materials

ThebasiccoursematerialfortheFrenchabinitiocourse

- ibook

- PanoramaFrancophone1amp2

- Additionalmaterialsfromaselectionoftextbooksmagazinesandinternetsources

willcomplementthearticlesandexercisesfoundinthesetextsStudentsmustbring

theirtextbookandnotebooktoclasseachday


43

ElementsoftheFinalExam

ExternalAssessment 75

Paper1Productiveskillsmdashwriting(30marks)25

Paper2Receptiveskillsmdashseparatesectionsforlisteningandreading(65marks)50



InternalassessmentOralcomponent25

Table2InternalassessmentsspannedthroughoutthetwoyearprogrammeExamination InternalAssessmentComponent Weightage

SemesterIExamination IndividualOralPresentationPresentation(VisualStimulus)

25

SemesterIIExamination IndividualOralPresentationPresentationandFollow-updiscussion

25

SemesterIIIExamination IndividualOralPresentationPresentationFollow-updiscussionandGeneraldiscussion

25

SemesterIVExamination IndividualOralPresentationPresentationFollow-updiscussionandGeneraldiscussion

25


44

GROUP3ECONOMICSPHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN

ECONOMICSATCHOITHRAMINTERNATIONALINDORE

Economics isadynamic social science formingpartofgroup3mdashindividualsandsocieties

The studyof economics is essentially aboutdealingwith scarcity resource allocation and

themethodsandprocessesbywhichchoicesaremade in thepursuitofsatisfyinghuman

wantsAsasocialscienceeconomicsusesscientificmethodologiesthatincludequantitative

andqualitativeelements

The IB Diploma Programme economics course emphasizes on 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

variablesaffectingcountriesgovernmentsandsocietiesTheseeconomictheoriesarenot

tobestudied inavacuummdashrather theyaretobeappliedtoreal-world issuesProminent

among these issues are fluctuations in economic activity international trade economic

developmentandenvironmentalsustainability

The ethical dimensions involved in the application of economic theories and policies

permeatethroughouttheeconomicscourseasstudentsarerequiredtoconsiderandreflect

on human end-goals and values The economics course encourages students to develop

international perspectives fosters a concern for global issues and raises studentsrsquo

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

degreeofpersonal commitment in trying to resolve these issuesappreciatingour shared

responsibilityascitizensofanincreasinglyinterdependentworld


45

Aims

TheaimsofEconomicsasGroup3subjectisasfollows

1 encourage the systematic and critical study of human experience and behaviour

physical economic and social environments and thehistory anddevelopmentof social

andculturalinstitutions

2 develop in the student the capacity to identify to analyse critically and to evaluate

theories concepts and arguments about the nature and activities of the individual and

society

3enablethestudenttocollectdescribeandanalysedatausedinstudiesofsocietytotest

hypothesesandtointerpretcomplexdataandsourcematerial

4promotetheappreciationofthewayinwhichlearningisrelevantbothtotheculturein

whichthestudentlivesandtothecultureofothersocieties

5developanawarenessinthestudentthathumanattitudesandbeliefsarewidelydiverse

andthatthestudyofsocietyrequiresanappreciationofsuchdiversity

6 enable the student to recognize that the content andmethodologiesof the subjects in

group3arecontestableandthattheirstudyrequiresthetoleranceofuncertainty

7developanunderstandingofmicroeconomicandmacroeconomictheoriesandconcepts

andtheirreal-worldapplication

8 develop an appreciation of the impact on individuals and societies of economic

interactionsbetweennations

9developanawarenessofdevelopmentissuesfacingnationsastheyundergotheprocess

ofchange

Assessmentobjectives

Therearefourassessmentobjectives(AOs)fortheSLandHLeconomicscourseHaving

followedthe

EconomicscourseatSLorHLstudentswillbeexpectedtodothefollowing

1Demonstrateknowledgeandunderstandingofspecifiedcontent

ndashndashDemonstrateknowledgeandunderstandingofthecommonSLHLsyllabus

ndashndashDemonstrateknowledgeandunderstandingofcurrenteconomicissuesanddata

ndashndashAtHLonlyDemonstrateknowledgeandunderstandingofthehigherlevelextension

topics


46

2Demonstrateapplicationandanalysisofknowledgeandunderstanding

ndashndashApplyeconomicconceptsandtheoriestoreal-worldsituations

ndashndashIdentifyandinterpreteconomicdata

ndashndashDemonstratetheextenttowhicheconomicinformationisusedeffectivelyinparticular

contexts

ndashndashAtHLonlyDemonstrateapplicationandanalysisoftheextensiontopics

3Demonstratesynthesisandevaluation

ndashndashExamineeconomicconceptsandtheories

ndashndashUseeconomicconceptsandexamplestoconstructandpresentanargument

ndashndashDiscussandevaluateeconomicinformationandtheories

ndashndashAtHLonlyDemonstrateeconomicsynthesisandevaluationoftheextensiontopics

4Selectuseandapplyavarietyofappropriateskillsandtechniques

ndashndashProducewell-structuredwrittenmaterialusingappropriateeconomicterminology

withinspecifiedtimelimits

ndashndashUsecorrectlylabelleddiagramstohelpexplaineconomicconceptsandtheories

ndashndashSelectinterpretandanalyseappropriateextractsfromthenewsmedia

ndashndashInterpretappropriatedatasets

ndashndashAtHLonlyUsequantitativetechniquestoidentifyexplainandanalyseeconomic

relationships


47

SYLLABUSOUTLINE


SemI Unit1 Microeconomics TheFoundationsofEconomicsMarketsDemandandSupplyTheroleofthepricemechanismMarketEfficiencyElasticityMarketFailureGovernmentInterventionTheoryofthefirm

SemII Unit2 MicroeconomicsMacroeconomics

MarketstructuresThelevelofoveralleconomicactivityAggregatedemandandaggregatesupplyMacroeconomicobjectivesFiscalPolicyMonetaryPolicySupplySidePolicies

SemIII Unit3 InternationalEconomics

InternationaltradeandprotectionExchangerateBalanceOfpaymentsTermsoftradeEconomicsIntegration

SemIV Unit4 DevelopmentalEconomics

DevelopmentalEconomicsMeasuringdevelopmentTheroleofdomesticfactorsTheroleofinternationaltradeTheroleofforeigndirectinvestment(FDI)TherolesofforeignaidandmultilateraldevelopmentassistanceTheroleofinternationaldebtThebalancebetweenmarketsandintervention


48

AssessmentsinEconomics

The assessments aim to test all studentsrsquo knowledge and understanding of key concepts

through

bullapplyingandusingscientificmethodstechniquesandterminology

bullconstructinganalysingandevaluating

bull demonstrating both the personal skills of cooperation perseverance and responsibility

appropriate for effective problem-solving and the manipulative skills necessary for

completingInternalAssessmentswithacademichonesty

Studentsrsquo success in theEconomics standard levelandhigher level course ismeasuredby

combiningtheirgradesonexternalandinternalassessment

In Economics the students achieve a numeric grade (1-7) on a scale of 7 point through

externalandinternalassessment

Theexternalassessment ineconomicsconsistsoftwoexaminationpapersatSLandthree

examinationpapersatHLthatareexternallysetandexternallymoderated

PapercomponentforSL-

Paper 1 (1 hour and 30 minutes) consists of extended response paper (50 marks)

(Weightage40)

Assessmentobjectives1234SyllabusContentndashSection1and2

Paper 2 (1 hour and 30minutes) consists of data response paper (40marks) (Weightage

40)


PapercomponentforHL-


(Weightage30)



30)



49

Paper3(1hour)HLextensionpaper(50marks)(Weightage20)Syllabuscontentincluding

HL extension material sections 1 to 4mdashmicroeconomics macroeconomics international

economicsdevelopmenteconomics

Assessmentobjectives12and4

GDCsarepermittedforpaperthreeforHLstudentsonly

Thesearedesignedtoallowstudentstodemonstratetheircompetenciesinrelationtothe

economicsassessmentobjectivesandspecificpartsoftheeconomicssyllabusnamelythe

commontopicsandtheHLextensionmaterialAllquestionsontheexaminationpaperswill

bebasedonthetopicsinthisguide

IncommonwithallexaminationpapersstudentsatSLandHLaregivenfiveminutesof

readingtimebeforetheybeginansweringthepapers

InternalAssessments(20teachinghours)

ThiscomponentisinternallyassessedbytheteacherandexternallymoderatedbytheIBat

the end of the course Students produce a portfolio of three commentaries based on

differentsectionsofthesyllabusandonpublishedextractsfromthenewsmediaMaximum

750wordsx3(45marks)

ThedetailedassessmentcriteriaandmethodologycanbefoundintheDPEconomicsguide

Table2Internalassessmentsspannedthroughoutthetwoyearprogramme

Examination InternalAssessmentComponent ()Weightage

SemesterIExamination Writtenassignment 20

SemesterIIExamination WrittenCommentaryinMicroeconomics 20

SemesterIIIExamination WrittenCommentaryinMacroeconomics 20

SemesterIVExamination WrittenCommentaryinInternationalTrade 20


50

GROUP3BUSINESSMANAGEMENT

PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN BUSINESS AND

MANAGEMENTATCHOITHRAMINTERNATIONALINDORE

Businessmanagement is a rigorous challenging and dynamic discipline in the individuals

andsocietiessubjectgroupTheroleofbusinessesasdistinctfromotherorganizationsand

actors inasociety is toproduceandsellgoodsandservicesthatmeethumanneedsand

wants by organizing resources Profit-making risk-taking and operating in a competitive

environmentcharacterizemostbusinessorganizations

Business management studies business functions management processes and decision-

making in contemporary contexts of strategic uncertainty It examines how business

decisionsareinfluencedbyfactorsinternalandexternaltoanorganizationandhowthese

decisions impact upon its stakeholders both internally and externally Business

managementalsoexploreshowindividualsandgroupsinteractwithinanorganizationhow

theymaybesuccessfullymanagedandhowtheycanethicallyoptimizetheuseofresources

inaworldwithincreasingscarcityandconcernforsustainabilityBusinessmanagementis

therefore perfectly placed within the individuals and societies subject area aiming to

developinstudentsanappreciationbothforourindividualityandourcollectivepurposes

Aims

TheaimsofBusinessandManagementcourseathigherlevelandstandardlevelareto

1 Encourageaholisticviewoftheworldofbusiness

2 Empowerstudentstothinkcriticallyandstrategicallyaboutindividualandorganizational

behaviour

3 Promotetheimportanceofexploringbusinessissuesfromdifferentculturalperspectives

4 Enablethestudenttoappreciatethenatureandsignificanceofchangeinalocalregional

andglobalcontext

5 Promoteawarenessoftheimportanceofenvironmentalsocialandethicalfactorsinthe

actionsofindividualsandorganizations

6 Developanunderstandingoftheimportanceofinnovationinabusinessenvironment


51

AssessmentObjectives

By the end of the business management course students are expected to reach the

followingassessmentobjectives

AO1Demonstrateknowledgeandunderstandingof

The businessmanagement tools techniques and theories specified in the syllabus

content

Thesixconceptsthatunderpinthesubject

Real-worldbusinessproblemsissuesanddecisions

TheHLextensiontopics(HLonly)

AO2Demonstrateapplicationandanalysisof

Knowledgeandskillstoavarietyofreal-worldandfictionalbusinesssituations

Businessdecisionsbyexplainingtheissue(s)atstakeselectingandinterpretingdata

andapplyingappropriatetoolstechniquestheoriesandconcepts


AO3Demonstratesynthesisandevaluationof

Businessstrategiesandpracticesshowingevidenceofcriticalthinking

Businessdecisionsformulatingrecommendations


AO4Demonstrateavarietyofappropriateskillsto

Producewell-structuredwrittenmaterialusingbusinessterminology

Selectandusequantitativeandqualitativebusinesstoolstechniquesandmethods

Selectandusebusinessmaterialfromarangeofprimaryandsecondarysources


52

SYLLABUSOUTLINE

Semester Unit UnitName UnitTopics

SemI

Unit1

Business

Organisation

and

Environment

11Introductiontobusinessmanagement12Typesoforganizations13Organizationalobjectives14Stakeholders15Externalenvironment16Growthandevolution17Organizationalplanningtools(HLonly)

Unit4 Marketing

41Theroleofmarketing42Marketingplanning(includingintroductiontothefourPs)43Salesforecasting(HLonly)44Marketresearch45ThefourPs(productpricepromotionplace)

SemII

Unit4 Marketing46TheextendedmarketingmixofsevenPs(HLonly)47Internationalmarketing(HLonly)48E-commerce

Unit3 Finance

31Sourcesoffinance32Costsandrevenues33Break-evenanalysis34Finalaccounts(someHLonly)35Profitabilityandliquidityratioanalysis36Efficiencyratioanalysis(HLonly)

SemIII Unit3 Finance37Cashflow38Investmentappraisal(someHLonly)39Budgets(HLonly)

Unit5Operations

Management

51Theroleofoperationsmanagement52Productionmethods53Leanproductionandqualitymanagement(HLonly)54Location55Productionplanning(HLonly)56Researchanddevelopment(HLonly)57Crisismanagementandcontingencyplanning(HLonly)

SemIV Unit2Humanresource

Management

21 Functions and evolution of human resourcemanagement22Organizationalstructure23Leadershipandmanagement24Motivation25Organizational(corporate)culture(HLonly)26Industrialemployeerelations(HLonly)


53

AssessmentsinBusinessandManagement

StudentsrsquosuccessintheBusinessandManagementstandardlevelandhigherlevelcourseis

measuredbycombiningtheirgradesonexternalandinternalassessment

Externalassessment

TheexternalassessmentoftheDiplomaProgrammebusinessmanagementcourseconsists

of twoexaminationpapersat SLandatHL thatareexternally setandexternallymarked

Theyaredesignedtoallowstudentstodemonstratetheircompetencies inrelationtothe

businessmanagementassessmentobjectivesTheexternalcomponentscontribute75to

thefinalassessmentatbothSLandHL

Internalassessment


theendofthecourseTheexternalcomponentscontribute25tothefinalassessmentat

bothSLandHL

SLWrittencommentary

Studentsproduceawrittencommentarybasedonthreetofivesupportingdocuments

aboutarealissueorproblemfacingaparticularorganizationMaximum1500words(25

marks)

HLResearchproject

Studentsresearchandreportonanissuefacinganorganizationoradecisiontobemadeby

anorganization(orseveralorganizations)Maximum2000words(25marks)

ThedetailedassessmentcriteriaandmethodologycanbefoundintheDPBampMguide


54

GROUP3INFORMATIONTECHNOLOGYINAGLOBALSOCIETY(ITGS)

PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN ITGS AT


TheIBDiplomaProgrammeinformationtechnology inaglobalsociety(ITGS)course isthe

study and evaluation of the impacts of information technology (IT) on individuals and

society It explores the advantages and disadvantages of the access and use of digitized

informationatthelocalandgloballevel

ITGS provides a framework for the student to make informed judgments and decisions

abouttheuseofITwithinsocialcontexts

Although ITGS shares methods of critical investigation and analysis with other social

sciences it also considers social and ethical considerations that are common to other

subjects in group 3 Students come into contactwith IT on a daily basis because it is so

pervasive in theworld inwhichwe live This increasinglywidespread use of IT inevitably

raises importantquestionswithregardto thesocialandethicalconsiderations thatshape

oursocietytodayITGSoffersanopportunityforasystematicstudyoftheseconsiderations

whoserangeissuchthattheyfalloutsidethescopeofanyothersinglediscipline

Aims

Theaimsoftheinformationtechnologyinaglobalsociety(ITGS)courseatSLandHLareto

1 Enablethestudenttoevaluatesocialandethicalconsiderationsarisingfromthe

widespreaduseofITbyindividualsfamiliescommunitiesorganizationsand

societiesatthelocalandgloballevel

2 DevelopthestudentrsquosunderstandingofthecapabilitiesofcurrentandemergingIT

systemsandtoevaluatetheirimpactonarangeofstakeholders

3 EnablestudentstoapplytheirknowledgeofexistingITsystemstovariousscenarios

andtomakeinformedjudgmentsabouttheeffectsofITdevelopmentsonthem

4 EncouragestudentstousetheirknowledgeofITsystemsandpracticalITskillsto

justifyITsolutionsforaspecifiedclientorend-user


55

Objectives

The assessment objectives for ITGS reflect those parts of the aims that will be formally

assessedeither internallyorexternallyTheseassessmentswill centreupon thenatureof

individualsandsocietiesand ITsystems It is the intentionofthesecoursesthatstudents

areabletofulfillthefollowingassessmentobjectives

1 Demonstrateknowledgeandunderstandingof

bullawarenessofITapplicationsanddevelopmentsinspecifiedscenarios

bullawarenessofthesocialandethicalsignificanceofspecifiedITapplicationsand

developments

bulltechnicalknowledgeofITGSterminologyconceptsandtoolsandITSystems

bulltopicsrelatedtotheannuallyissuedcasestudy(HLpaper3only)

2 Applyandanalyze

bulltheimpactsofITapplicationsanddevelopmentsinspecifiedscenarios

bullthesocialandethicalsignificanceofspecifiedITapplicationsanddevelopments

bullITknowledgeandmakeconnectionsbetweenspecificscenarios

bulltechnicalknowledgeofITsystemsacquiredthroughindependentresearchto

providesupportingevidenceinpossibledecisionsrelatingtofuturecoursesof

actionrelatedtotheannuallyissuedcasestudy(HLpaper3only)

3 Synthesizeevaluateformulateandjustify

bulllocalandglobalimpactsofspecifiedITdevelopmentsthroughindividually

researchedstudies

bullsolutioninvolvingITtoaspecifiedproblemusingknowledgeofITsystems

bullsocialandethicalimplicationsofspecifiedITpoliciesanddevelopments

bulljustifypossiblestrategiccoursesofactionrelatedtotheannuallyissuedcasestudy

(HLpaper3only)

4 DemonstratetheappropriateusageofITGSskillsofprojectmanagementwithusageof

ITtoolsandtheproductdevelopmentlifecycle(PDLC)tocreateanoriginalproductwith

evidencesforconsultationwithaclientinthedevelopmentofawell-organizedproduct

toresolveaspecificissue


56

SYLLABUSOUTLINE

Semester Unit UnitTitle

SemI

Unit1 OverviewofITGSand3Strands

Unit5 HealthEducationandTraining

Unit9 InternetMultimediadigitalmediaAI

SemII

Unit3 DatabasesandSpreadsheetsIntroductiontoprojectmanagement

Unit4 Roboticsartificialintelligenceandexpertsystems

Unit6 BusinessandEmployment

SemIII

Unit7 ModelingandsimulationPersonalandpubliccommunications

Unit8 ITsystemsinorganizations

Unit2 HardwareSoftwareNetworks

SemIVUnit10 EnvironmentPoliticsandGovernment

Unit11 Homeandleisure

AssessmentsinITGS

Theassessmentsaimtotestallstudentsrsquoknowledgeandunderstandingofkeyconcepts

through

DemonstrationofandetailedawarenessandknowledgeofITapplicationsdevelopment

anditssocialandethicalsignificanceinspecifiedscenarioswithdetailedknowledge

DemonstrationofdetailedtechnicalknowledgeofITGSterminologyconceptsandtools

anddetailedtechnicalknowledgeofITsystems

Explanation of detailed impacts of IT applications and developments in specified

scenarios

Analysis of detailed social and ethical significance of specified IT applications and

developments

Evaluation of detailed local and global impacts of specified IT developments through

individuallyresearchedstudies

EvaluationofdetailedsolutioninvolvingITtoaspecifiedproblemusingknowledgeofIT

systems


57

Demonstration of detailed social and ethical implications of specified IT policies and

developments

DemonstrationofdetailedevidenceofprojectmanagementPDLCandappropriatetool

inthedevelopmentofawell-organizedproducttoresolveaspecificissue

ExternalassessmentItincludesthreepapercomponents

Paper1consistsofstructuredquestionsthatassessinanintegratedwaythethreestrands

ofthesyllabus

Paper2consistsofThispaperconsistsofoneunseenarticle

Paper3consistsofbasedonapre-seencasestudy(forHLonly)

DurationofpapervariesfromSLtoHLlevelampfrompapercomponent

Internalassessment

Thiscomponentisinternallyassessedbytheteacherandexternallymoderatedbythe

IBattheendofthecourse

Project

ThedevelopmentofanoriginalITproductforaspecifiedclientStudentsmustproduce

bullacoverpageusingprescribedformat

bullanoriginalITproduct

bulldocumentationsupportingtheproduct(wordlimit2000words)

InternalassessmentisanintegralpartofthecourseandiscompulsoryforbothSLandHL

studentsItenablesstudentstodemonstratetheapplicationoftheirskillsandknowledge

andtopursuetheirpersonalinterestswithoutthetimelimitationsandotherconstraints

thatareassociatedwithwrittenexaminationsThe internalassessmentshouldasfaras

possible bewoven intonormal classroom teachingover a periodof timeandnot be a

shortintensiveactivityinthecourseorafterthecoursehasbeentaught

The internal assessment requirements at SL and at HL are the same However it

contributes to a different percentage of the overall mark Students are required to

produce a project that consists of a cover page the product (IT solution) and

documentationThefocusoftheITGSprojectisonprovidinganoriginalITsolutionfora

client The internal assessment component as well as being interesting practical and

productiveformsanimportantpartoftheassessmentoftheITGScourseItisimperative

thereforethattheteacherprovidesappropriateguidancetostudents


58

GROUP3PSYCHOLOGYPHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINPSYCHOLOGYAT


Psychologyistherigorousandsystematicstudyofmentalprocessesandbehaviour It isa

complexsubjectwhichdrawsonconceptsmethodsandunderstandingsfromanumberof

different disciplines There is no single approach that would describe or explain mental

processes and behaviour on its own as human beings are complex animals with highly

developed frontal lobes cognitive abilities involved social structures and cultures The

studyofbehaviourandmentalprocessesrequiresamultidisciplinaryapproachandtheuse

of a variety of research techniques whilst recognising that behaviour is not a static

phenomenon it is adaptive and as the world societies and challenges facing societies

changesodoesbehaviour

AtthecoreoftheDPpsychologycourseisanintroductiontothreedifferentapproachesto

understandingbehaviour

bull biologicalapproachtounderstandingbehavior

bull cognitiveapproachtounderstandingbehavior

bull socioculturalapproachtounderstandingbehaviour

Theknowledgeconceptstheoriesandresearchthathavedevelopedtheunderstandingin

thesefieldswillbestudiedandcriticallyevaluatedtoanswersomeofthequestionsbeing

askedbypsychologiststodayFurthermoretheinteractionoftheseapproachestostudying

psychologywillformthebasisofaholisticandintegratedapproachtounderstanding

mentalprocessesandbehaviourasacomplexdynamicphenomenonallowingstudentsto

appreciatethediversityaswellasthecommonalitybetweentheirownbehaviourandthat

ofothersThecontributionandtheinteractionofthethreeapproachescanbebest

understoodthroughtheoptionsTherearefouroptionsinthecourseTheyfocusonareas

ofappliedpsychology

bull abnormalpsychology

bull developmentalpsychology

bull healthpsychology

bull psychologyofrelationships


59

The options provide an opportunity to take what is learned from the study of the

approaches topsychologyandput it into the contextof specific linesof inquiry broaden

studentsrsquo experience of the discipline and develop the studentsrsquo critical inquiry skills

Surrounding theapproachesand theoptionsare theoverarching themesof researchand

ethicsAconsiderationofbothisparamounttothenatureofthesubjectPsychologists

employarangeofresearchmethodsbothqualitativeandquantitativeinordertotesttheir

observations and hypotheses As a part of the core syllabus DP psychology promotes an

understandingofthevariousapproachestoresearchandhowtheyhavebeenusedinorder

tocriticallyreflectontheevidenceaswellasassistinthedesignimplementationanalysis

andevaluationofthestudentsrsquoowninvestigationsPsychologystudieshumanbeingsandas

such it is paramount that the ethical implications in any line of investigation and at all

pointsinthecoursearefullyexploredandunderstoodtoensurethatethicalguidelinesare

followedatalltimes

DistinctionbetweenSLandHL

TherearethreemaindistinctionsbetweenthiscourseatSLandatHL

1ThefollowingextensionstothecoreapproachesarestudiedatHLonly

- theroleofanimalresearchinunderstandinghumanbehaviour

- cognitiveprocessinginthedigitalworld

- theinfluenceofglobalizationonindividualattitudesidentitiesandbehaviour

Thisdifferentiationisreflectedinpaper1sectionBoftheexternalassessment

2SLstudentsarerequiredtostudyoneoptionwhileHLstudentsstudytwooptionsThis

differentiationisreflectedinpaper2oftheexternalassessment

3BothSLandHLstudentswillbeexpectedtoshowtheirunderstandingofapproachesto

researchintheinternalassessmentandforcriterionD(criticalthinking)inpaper1sectionB

and paper 2 responses Additionally HL students will be directly assessed on their

understandingof approaches to research in paper 3 of the external assessment Thiswill

coverbothqualitativeandquantitativeresearchmethods


60

Aims

1 develop an understanding of the biological cognitive and sociocultural factors

affectingmentalprocessesandbehaviour

2 applyanunderstandingofthebiologicalcognitiveandsocioculturalfactorsaffecting

mentalprocessesandbehaviourtoatleastoneappliedareaofstudy

3 understanddiversemethodsofinquiry

4 understand the importanceof ethical practice in psychological research in general

andobserveethicalpracticeintheirowninquiries

5 ensurethatethicalpracticesareupheldinallpsychologicalinquiryanddiscussion

6 developanawarenessofhowpsychologicalresearchcanbeappliedtoaddressreal-

worldproblemsandpromotepositivechange


By the end of the psychology course at SL or at HL students will be expected to

demonstratethefollowing

1Knowledgeandcomprehensionofspecifiedcontent

bull Demonstrateknowledgeandcomprehensionofkeytermsandconceptsin

psychology

bull Demonstrateknowledgeandcomprehensionofarangeofpsychologicaltheories

andresearchstudies

bull Demonstrateknowledgeandcomprehensionofthebiologicalcognitiveand

socioculturalapproachestomentalprocessesandbehavior

bull Demonstrateknowledgeandcomprehensionofresearchmethodsusedin

psychologyApplicationandanalysis

2Applicationandanalysis

bull Demonstrateanabilitytouseexamplesofpsychologicalresearchandpsychological

conceptstoformulateanargumentinresponsetoaspecificquestion

bull Demonstrateapplicationandanalysisofarangeofpsychologicaltheoriesand

researchstudies

bull Demonstrateapplicationandanalysisoftheknowledgerelevanttoareasofapplied

psychology


61

bull AtHLonlyanalysequalitativeandquantitativeresearchinpsychology

3Synthesisandevaluation

Evaluatethecontributionofpsychologicaltheoriestounderstandinghuman

psychology

Evaluatethecontributionofresearchtounderstandinghumanpsychology

Evaluatethecontributionofthetheoriesandresearchinareasofapplied

psychology

AtHLonlyevaluateresearchscenariosfromamethodologicalandethical

perspective

4Selectionanduseofskillsappropriatetopsychology

Demonstratetheacquisitionofskillsrequiredforexperimentaldesigndatacollectionand

presentationdataanalysisandtheevaluationofasimpleexperimentwhiledemonstrating

ethicalpractice

Work in a group to design a method for a simple experimental investigation

organizetheinvestigationandrecordtherequireddataforasimpleexperiment

Writeareportofasimpleexperiment


62

Syllabus

The recommended teaching time is 240 hours to complete HL courses and 150 hours to

complete SL courses as stated in thedocumentGeneral regulationsDiplomaProgramme

(article82)

SyllabusContent-

The approaches to understanding behaviour are laid out in topics The content for each

topic is detailed in the middle column with explanatory notes in the dropdown boxes

Guidance for the content is in the dropdown boxes in the right-hand column The

approaches to behaviour are compulsory for SL and HL students (except for the HL

extension which is for HL students only) The core will be assessed in paper 1 of the

external assessment but it also forms the foundation for teaching and learning in the

optionsTheapproachestoresearchareforbothSLandHLstudentsTheyareorganizedto

reflect the considerationsmadewhen reading or preparing a piece of research Only HL

studentswillbeformallyassessedontheapproachestoresearchinpaper3


63

Biologicalapproachtounderstandingbehaviour

The biological approach to understanding behaviour is largely an investigation into

correlationsDoareasof thebraincorrelatewithbehaviourWhenchanges takeplace in

the brain do changes take place in behaviour or is the reverse the case Could an

individualrsquosbehaviourbepredictedfromtheirgenesIshumanbehavioursubjecttonatural

selection The relationship between biology and behaviour is a complex one of mutual

causality The technology available to investigate this relationship is becoming evermore

sophisticated while the ethics of this line of inquiry are increasingly an area for public

debate

Thebiologicalapproachtobehaviourlooksat

thebrainandbehaviour(SLandHL)

hormonesandbehaviour(SLandHL)

geneticsandbehaviour(SLandHL)

theroleofanimalresearchinunderstandinghumanbehavior(HLonly)

Relevanttoallthetopicsare

the contribution of research methods used in the biological approach to

understandinghumanbehaviour

ethical considerations in the investigation of the biological approach to



64

SYLLABUSOUTLINE

Semester Unit UnitTitletopic

SemI Biologicallevelofanalysis

Physiologyandbehaviourgeneticsandbehaviouranintegrativelookatbehaviour

Cognitivelevelofanalysis

Cognitiveprocessescognitionandemotionanintegrativelookathappiness

Socioculturallevelofanalysis

Socioculturalcognitionsocialandculturalnormsanintegrativeapproachtoprejudiceanddiscrimination

SemII Simpleexperimentalstudy

TheuseofexperimentsinpsychologyoverviewofexperimentalvariablesdifferentkindsofexperimentsCorrelationalstudiesNonexperimentalmethodsinterviewsandcasestudies

Any1optionfromthe2options-1 Abnormal

psychology2 Developmental

psychology

SemIII Any1optionfromthe2options-1Psychologyofrelationships2HealthPsychology

2OptionalforHLstudents

SemIV Qualitativeresearchmethodology

TheoryandpracticeinterviewscasestudiesandobservationsSimpleexperimentalstudy


65

ExternalassessmentcriteriamdashSL

Paper1

SectionA

Paper1 sectionAconsistsof threeshort-answerquestionsusingAO1andAO2command

termsAllthreequestionsarecompulsoryEachquestionismarkedoutof9marksusingthe

rubricbelowforatotalof27marks

SectionB

Paper1sectionBconsistsofasingleessayfromachoiceofthreeTheessayismarkedout

of22marksAO3command termswillbeused in theessayquestionsTheessayswillbe

assessedusingtherubricbelow

Paper2

Paper2consistsofoneessayquestionfortheoptionstudiedEachoptionwillhaveachoice

of threeessaysAllessayswilluseanAO3commandtermTheessay ismarkedoutof22

marks

Focusonthequestion

Knowledgeandunderstanding

Useofresearchtosupportanswer

Criticalthinking

Clarityandorganization

Total

2 6 6 6 2 22

ExternalassessmentcriteriamdashHL

Paper1

SectionA




SectionB

Paper1sectionBconsistsofasingleessay fromachoiceof threeOne twoorallof the

essayswill reference the additional HL topic The essay ismarked out of 22marks AO3

commandtermswillbeusedintheessayquestionsTheessayswillbeassessedusingthe

rubricbelow


66

Focusonthequestion



Criticalthinking


Total

2 6 6 6 2 22

Paper3Paper3assessestheapproachestoresearchinpsychologyThepaperconsistsofaresearch

scenariofollowedbythreeshortanswerquestionsforatotalof24marksThequestionswill

beassessedusingananalyticalmarkscheme

Internalassessment

The internal assessment requirements at SL and at HL are the same Students will

investigateapublishedstudy theoryormodel relevant to their learning inpsychologyby

conductinganexperimentalinvestigationandreportingthefindingsTherequirementswill

beexplainedinmoredetailintheinternalassessmentdetails

InternalassessmentcriteriaSLandHL

TheassessmentoftheinternalassessmenttaskisthesameforbothSLandHLstudentsand

usesthefollowingrubric

Introduction Exploration Analysis Evaluation Total

6 4 6 6 20


67

GROUP3HISTORY

PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN HISTORY AT


History is a dynamic contested evidence-based discipline that involves an exciting

engagement with the past It is a rigorous intellectual discipline focused around key

historicalconceptssuchaschangecausationandsignificance

History is an exploratory subject that fosters a sense of inquiry It is also an interpretive

disciplineallowingopportunityforengagementwithmultipleperspectivesandapluralityof

opinionsStudyinghistorydevelopsanunderstandingofthepastwhichleadstoadeeper

understandingofthenatureofhumansandoftheworldtoday

The IB Diploma Programme (DP) history course is a world history course based on a

comparativeandmulti-perspectiveapproachtohistoryItinvolvesthestudyofavarietyof

typesofhistoryincludingpoliticaleconomicsocialandculturalandprovidesabalanceof

structureandflexibilityThecourseemphasizestheimportanceofencouragingstudentsto

thinkhistoricallyandtodevelophistoricalskillsaswellasgainingfactualknowledgeItputs

apremiumondevelopingtheskillsofcriticalthinkingandondevelopinganunderstanding

of multiple interpretations of history In this way the course involves a challenging and

demandingcriticalexplorationofthepast

There are six key concepts that have particular prominence throughout the DP history

course ChangeContinuityCausationConsequenceSignificancePerspectives

AIMS

TheaimsofthehistorycourseatSLandHLareto

1 developanunderstandingofandcontinuinginterestinthepast

2 encourage students to engage with multiple perspectives and to appreciate thecomplexnatureofhistoricalconceptsissueseventsanddevelopments

3 promoteinternational-mindednessthroughthestudyofhistoryfrommorethanoneregionoftheworld


68

4 develop an understanding of history as a discipline and to develop historical

consciousnessincludingasenseofchronologyandcontextandanunderstandingof

differenthistoricalperspectives

5 developkeyhistoricalskillsincludingengagingeffectivelywithsources

6 increase studentsrsquo understanding of themselves and of contemporary society by

encouragingreflectiononthepast

OBJECTIVES

Assessmentobjective1Knowledgeandunderstanding

bull Demonstratedetailedrelevantandaccuratehistoricalknowledge

bull Demonstrateunderstandingofhistoricalconceptsandcontext

bull Demonstrateunderstandingofhistoricalsources(Internalassessmentandpaper1)

Assessmentobjective2Applicationandanalysis

bull Formulateclearandcoherentarguments

bull Userelevanthistoricalknowledgetoeffectivelysupportanalysis

bull Analyseandinterpretavarietyofsources(Internalassessmentandpaper1)

Assessmentobjective3Synthesisandevaluation

bull Integrateevidenceandanalysistoproduceacoherentresponse

bull Evaluatedifferentperspectivesonhistoricalissuesandeventsandintegratethis

evaluationeffectivelyintoaresponse

bull Evaluatesourcesashistoricalevidencerecognizingtheirvalueandlimitations

(Internalassessmentandpaper1)

bull Synthesizeinformationfromaselectionofrelevantsources(Internalassessment

andpaper1)

Assessmentobjective4Useandapplicationofappropriateskills

bull Structureanddevelopfocusedessaysthatrespondeffectivelytothedemandsofa

question

bull Reflectonthemethodsusedbyandchallengesfacingthehistorian(Internal

assessment)

bull Formulateanappropriatefocusedquestiontoguideahistoricalinquiry(Internal

assessment)


69

bull Demonstrateevidenceofresearchskillsorganizationreferencingandselectionof

appropriatesources(Internalassessment)

SYLLABUS


70

SYLLABUSOUTLINE

Semester UnitTitle UnitContent

SemI PrescribedSubject3TheMovetoGlobalWarCasestudy1JapaneseexpansioninEastAsia(1931ndash1941

bull The impact of Japanese nationalism and militarism onforeignpolicybull Japanese domestic issues political and economic issuesandtheirimpactonforeignrelationsbullPoliticalinstabilityinChinaEventsbull Japanese invasion of Manchuria and northern China(1931)bullSino-JapaneseWar(1937ndash1941)bull The Three PowerTripartite Pact the outbreak of warPearlHarbor(1941)ResponsesbullLeagueofNationsandtheLyttonreportbull Political developmentswithin Chinamdashthe SecondUnitedFrontbull International response including US initiatives andincreasingtensionsbetweentheUSandJapan

SemII WordHistoryTopic10AuthoritarianStates(20thCentury)

Emergenceofauthoritarianstatesbull Conditions in which authoritarian states emergedeconomic factors social division impact ofwarweaknessofpoliticalsystembull Methods used to establish authoritarian statespersuasionandcoercion the roleof leaders ideology theuseofforcepropagandaConsolidationandmaintenanceofpowerbull Useoflegalmethodsuseofforcecharismatic

leadershipdisseminationofpropagandabull Natureextentandtreatmentofoppositionbull Theimpactofthesuccessandorfailureofforeign

policyonthemaintenanceofpowerAimsandresultsofpoliciesbull Aimsandimpactofdomesticeconomicpolitical

culturalandsocialpoliciesbull Theimpactofpoliciesonwomenandminoritiesbull Authoritariancontrolandtheextenttowhichitwas

achievedExamplesofCountriesandLeadersbull Europe-Germany-HitlerAsiaandOceania-China-Mao


71

SemIII Worldhistorytopic12TheColdWarSuperpowertensionsandrivalries(20thcentury)

Rivalrymistrustandaccordbull The breakdown of the Grand Alliance and the

emergence of superpower rivalry in Europe and Asia(1943ndash1949) role of ideology fear and aggressioneconomicinterestsacomparisonoftherolesoftheUSandtheUSSR

bull TheUSUSSRandChinamdashsuperpower relations (1947ndash1979) containment peaceful co-existence Sino-SovietandSino-USrelationsdetente

bull Confrontationandreconciliationreasonsfortheendofthe Cold War (19801991) ideological challenges anddissenteconomicproblemsarmsrace

Leadersandnationsbull Theimpactoftwoleaderseachchosenfromadifferent

regiononthecourseanddevelopmentoftheColdWarbull The economic social and cultural impact of the Cold

War on two countries each chosen from a differentregion

ColdWarCrisesbull ColdWarcrisescasestudiesdetailedstudyofanytwo

ColdWarcrisesfromdifferentregionsexaminationandcomparisonofthecausesimpactandsignificanceofthetwocrises

ExampleofLeadersTrumanandStalinExampleofcrisisTheAmericasCubanMissileCrisis1962EuropeBerlinWall1958-1961

SemIV Casestudy2GermanandItalianexpansion(1933ndash1940)

CausesofexpansionbullImpactoffascismandNazismontheforeignpoliciesofItalyandGermanybullImpactofdomesticeconomicissuesontheforeignpoliciesofItalyandGermanybullChangingdiplomaticalignmentsinEuropetheendofcollectivesecurityappeasementEventsbullGermanchallengestothepost-warsettlements(1933ndash1938)bullItalianexpansionAbyssinia(1935ndash1936)AlbaniaentryintotheSecondWorldWar


72

AssessmentsinHistory-SL

AssessmentComponent Weightings

Externalassessment(2hours30minutes)

Paper1(1hour)

Source-basedpaperbasedonthefiveprescribedsubjectsChooseone

prescribedsubjectfromachoiceoffiveAnswerfourstructuredquestions

(24marks)

Paper2(1hour30minutes)

Essaypaperbasedonthe12worldhistorytopicsAnswertwoessayquestions

ontwodifferenttopics(30marks)

75

30

45

Internalassessment(20hours)

Thiscomponentisinternallyassessedbytheteacherandexternally

moderatedbytheIBattheendofthecourse

Historicalinvestigation

Studentsarerequiredtocompleteahistoricalinvestigationintoatopicof

theirchoice(25marks)

25


73

AssessmentsinHistory-HL

Assessmentcomponent Weighting

Externalassessment(5hours)Paper1(1hour)



(24marks)


Essaypaperbasedonthe12worldhistorytopicsAnswertwoessay

questionsontwodifferenttopics(30marks)

Paper3(2hours30minutes)

SeparatepapersforeachofthefourregionaloptionsFortheselected

regionanswerthreeessayquestions(45marks)

80

20

25

35







20


74

Externalassessmentdetails

Paper1(SLandHL)

Duration1hourWeighting30SL20HL

Paper 1 is a source-based examination paper based on the prescribed subjects Each

prescribedsubjectconsistsof twospecifiedcasestudiesand ineachexaminationsession

thepaperwill focusononeof the twocasestudiesspecified foreachprescribedsubject

ThepaperwillcontainfoursourcesforeachprescribedsubjectSourceswillbeprimaryora

mixtureofprimaryandsecondaryandmaybewrittenpictorialordiagrammaticThepaper

willconsistoffourquestionsforeachprescribedsubjectandstudentsmustanswerallfour

questionsfromtheirchosenprescribedsubjectSomequestionswillbeansweredusingonly

evidencefromoneormoreofthesourcesasindicatedInotherquestionsstudentswillbe

askedtousetheirownknowledgeoftheprescribedsubjectaswellasevidencecontainedin

thesources

FirstquestionpartAThisquestionwilltestunderstandingofoneofthesources3marks

FirstquestionpartBThisquestionwilltestunderstandingofoneofthesources2marks

Secondquestion

Thisquestionwillaskstudentstoanalysethevalueand

limitationsofoneofthesourcesIntheiranalysisofvalue

andlimitationsstudentsshouldrefertotheorigin

purposeandcontentofthespecifiedsource

4marks

Thirdquestion

Thisquestionwillaskstudentstocompareandcontrast

whattwoofthesourcesrevealtoahistorianstudyingthe

particularaspectoftheprescribedsubject

6marks

Fourthquestion

Thiswillbeanevaluativequestionthatasksstudentsto

drawonboththesourcesandtheirownknowledgein

theirevaluation

9marks


75

Themaximummarkforthispaperis24Thepaperismarkedusingapaper-specific

markschemeexceptforthefinalquestionforeachprescribedsubjectwhichismarked

usingthegenericmarkbandsthatfollowinadditiontoapaper-specificmarkscheme

Paper2(SLandHL)

Duration1hour30minutesWeighting45SL25HLPaper2isanessaypaperbasedonthe12worldhistorytopics

Thepaperconsistsof twoquestions foreachof the12topicsStudentsmustanswertwo

questionseachselectedfromadifferenttopicSomecomparativequestionsonthispaper

require that examples be drawn frommore than one regionWhen theword ldquoregionrdquo is

usedinapaper2questionitreferstooneofthefourregionaloptionsdefinedbytheworld

mapintheintroductiontotheworldhistorytopicsintheldquoWorldhistorytopicsrdquosection

Themaximummarkforthispaperis30Thepaperismarkedusinggenericmarkbandsanda

paper-specificmarkscheme

Paper3(HLonly)

Duration2hours30minutesWeighting35

Each of the four HL regional options has a separate examination paper Students are

registeredforoneofthesepapers

The paper 3 examination paper for each regional option will consist of 36 questions

consisting of two essay questions on each of the 18 sections specified for the regional

option Students must answer any three questions Questions that refer to specific

countries eventsorpeopleare restricted to those listed in the syllabusdescriptions The

maximummark for this paper is 45 Thepaper ismarkedusing genericmarkbands anda



76

InternalassessmentdetailsmdashSLandHL


Duration20hours

Weighting25SL20HL

StudentsatbothSLandHLarerequiredtocompleteahistoricalinvestigationintoatopicof

theirchoiceThehistoricalinvestigationismadeofupthreesections

1Identificationandevaluationofsources

2Investigation

3Reflection

Studentshaveafreechoiceoftopicfortheirhistoricalinvestigationmdashthetopicneednotbe

relatedtothesyllabusandstudentsareencouragedtousetheirowninitiativewhen

decidingonatopicHoweverthetopicmustbehistoricalandthereforecannotbeonan

eventthathashappenedinthelast10years

Wordlimit

The word limit for the historical investigation is 2200 words A bibliography and clear

referencingofallsourcesmustbeincludedintheinvestigationbutarenotincludedinthe

overallwordcount

Belowaresuggestedwordallocationsforeachsectionofthehistoricalinvestigation

Section Suggestedword

allocation

Associated

assessmentcriteria

Marks

1Identificationand

evaluationofsources

500 AIdentificationand

evaluationofsources

6

2Investigation 1300 BInvestigation 15

3Reflection 400 CReflection 4

Bibliography Notapplicable Notapplicable Notapplicable

Total(maximumwordlimit) 2200words Total25


77

GROUP4PHYSICS

PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN PHYSICS AT


Thewholeofphysicsmayberegardedasexpertise inproblemsolvingandthemannerin

whichphysicistssolveproblemsbyproposingandprovingnumericalmodelsofphenomena

and calculating their consequences has been widely copied in many practical fields For

instancephysicsliesattheheartofalmostallnewtechnologiesoperationalresearchand

information theory were largely invented by physicists physics has often led major

developmentsinbothmathematicsandcomputingandphysicistsareinstrongdemandin

many fields including defense research the electronics and computer industries and the

city precisely because of the problem-solving skills that they possess In our physics

courses analytical and problem-solving skills are central to all lectures practicals

supervisionsexamplesclassesprojectworkandtheexaminationsParticularskillsofwide

applicabilityincludetrainingindevelopingmodelsofphenomenamathematicalanalysisof

models ability to think in graphical terms ability to think in approximate terms when

appropriate ability in the design of devices computing skills at a deep level ability in

statisticalanalysisandcriticalabilityincludingcriticalanalysisofdataandawillingnessto

questionfundamentals

Aims

Theaimsofphysicscourseathigherlevelandstandardlevelareto

1provideopportunities forscientificstudyandcreativitywithinaglobalcontext thatwill

stimulateandchallengestudents

2 provide a body of knowledge methods and techniques that characterize science and

technology

3 enable students to apply and use a body of knowledgemethods and techniques that

characterizescienceandtechnology

4developanabilitytoanalyseevaluateandsynthesizescientificinformation

5engenderanawarenessoftheneedforandthevalueofeffectivecollaborationand

communicationduringscientificactivities


78

6developexperimentalandinvestigativescientificskills

7developandapplythestudentsrsquoinformationandcommunicationtechnologyskillsinthe

studyofscience

8raiseawarenessofthemoralethicalsocialeconomicandenvironmentalimplicationsof

usingscienceandtechnology

9developanappreciationof thepossibilitiesand limitationsassociatedwith scienceand

scientists

10encourageanunderstandingoftherelationshipsbetweenscientificdisciplinesandthe

overarchingnatureofthescientificmethod

Objectives

Theassessmentobjectives forphysics reflect thosepartsof theaimsthatwillbe formally

assessed either internally or externally These assessments will based on the nature of

science It is the intention of these courses that students are able to fulfill the following

assessmentobjectives

1Demonstrateknowledgeandunderstandingof

afactsconceptsandterminology

bmethodologiesandtechniques

ccommunicatingscientificinformation

2Apply



cmethodsofcommunicatingscientificinformation

3Formulateanalyseandevaluate

ahypothesesresearchquestionsandpredictions


cprimaryandsecondarydata

dscientificexplanations

4 Demonstrate the appropriate research experimental and personal skills necessary to

carryoutinsightfulandethicalinvestigations


79

PastexperienceshowsthatstudentswillbeabletostudyDPPhysicsatSLsuccessfullywith

nobackgroundinorpreviousknowledgeofscienceTheirapproachtostudycharacterized

bythespecificIBlearnerprofileattributesmdashinquirersthinkersandcommunicatorsmdashwillbe

significant here However for most students considering the study physics at HL some

previousexposuretothesubjectwouldbenecessary

SYLLABUSOUTLINE

Semester Unit UnitName

SemI

Unit1 Measurementsanduncertainties

Unit2 Mechanics

Unit6 Circularmotionandgravitation

Unit3 Thermalphysics

SemII Unit5 Electricityandmagnetism

Unit11 Electromagneticinduction(AHL)

Unit4 Waves

Unit9 Wavephenomena(AHL)

SemIII Unit10 Fields(AHL)

OptionC Imaging

Unit6 Atomicnuclearandparticlephysics

Unit12 Quantumandnuclearphysics(AHL)

SemIV Unit7 Energyproduction

Assessmentsinphysics


through


bull constructing analysing and evaluating scientific hypotheses research questions and

predictionsscientificmethodsandtechniquesandscientificexplanations


80


appropriate foreffectivescientific investigationandproblem-solvingandthemanipulative

skillsnecessarytocarryoutscientificinvestigationswithprecisionandsafety

IBAssessments

AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedatthe

end of the two year programme through external examinations Internal Assessment

includingtheGroup4project

The Diploma Programme primarily focuses on formal assessment designed to record

studentachievementatortowardstheendofthecourseofstudyHowevermanyofthe

assessment instruments can also be used formatively during the course of teaching and

learning

InPhysicsthestudentsachievedanumericgrade(1-7)onascaleof7pointthroughexternal

andinternalassessment

Theexternalassessmentincludesthreepaperswhosecombinedweightageis80forboth

HL and SL The remaining 20 (with a total mark out of 24) comes from the internal

assessments which are internally marked by the teachers and moderated by the IB

examiners


PhysicsSL

Paper1

Duration34hourWeighting20Marks30

30multiple-choicequestionsoncoreabout15ofwhicharecommonwithHL

Thequestionsonpaper1testassessmentobjectives12and3

Theuseofcalculatorsisnotpermitted

Nomarksaredeductedforincorrectanswers

Aphysicsdatabookletisprovided

Paper2

Duration11frasl4hoursWeighting40Marks50

Short-answerandextended-responsequestionsoncorematerial



81

Theuseofcalculatorsispermitted


Paper3


ThispaperwillhavequestionsoncoreandSLoptionmaterial

SectionAonedata-basedquestionandseveralshort-answerquestionsonexperimental

work

SectionBshort-answerandextended-responsequestionsfromoneoption




PhysicsHL

Paper1


40multiple-choicequestionsoncoreandAHLabout15ofwhicharecommonwithSL





Paper2


Short-answerandextended-responsequestionsonthecoreandAHLmaterial




Paper3


ThispaperwillhavequestionsoncoreAHLandoptionmaterial


work



82




Internalassessment

The internal assessment is of each studentrsquos practical or laboratory work The internal

assessmentworth 20 of final assessment consists of one scientific investigationwhich

will be internally assessed by the teacher amp externally moderated by the IB The

performance in IAatbothSLampHL ismarkedagainst commonassessmentcriteriawitha

totalmarkoutof24Theindividualinvestigationtaskwilltakeabout10hoursampthewrite

upshouldbeabout6-12pageslongInvestigationexceedingthislengthwillbepenalizedin

communication criterion The individual investigation task should be complex amp

commensuratewiththelevelofcourseThisinvestigationcoversassessmentobjectives12

3and4

The new assessment model uses five criteria to assess the final report of the individual

investigationwiththefollowingrawmarksandweightingsassigned

Personal

engagement

Exploration Analysis Evaluation Communication Total

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



SemesterIExamination Lab activities amp lab report with two criteria explorationampanalysis

20

SemesterIIExamination Lab activities amp lab report with personalengagementexplorationanalysisampevaluationcriteria

20

SemesterIIIExamination Lab activities amp lab report with personalengagementexplorationanalysisampevaluationcriteria

20

SemesterIVExamination FinalInvestigationreportwithallIAcriteria 20


83

GROUP4CHEMISTRY



IBDPChemistrygivesthestudentsanextensiveandinclusiveexperienceintheexperimental

subject of Chemistry a science based on the use of the scientific method to answer

questions about the composition structure and properties of all the things around us

Beginning with the simple atoms and molecules and gradually moving towards complex

reactions and their mechanisms students will require using textbooks laboratory

experimentscurrentworldwideliteraturecomputersimulationsvariouswebsourcesand

scientificjournalstoacquiretheskillstoobjectivelyaccessandpossiblycontributetosolve

someofambiguityinthephysicalthingsinourenvironmentThroughthisinquirystudents

willbecomeawareof latest inventions inchemistryandtheirapplicationsandtheireffect

onourday-to-daylivesandseehowchemistryhasaffectedthequalityoflifetoday

Thecoursewillalsofosterastrongsenseofinterdisciplinaryandinternationalmindedness

inordertounderstandthedevelopmentofvariousconceptsinchemistryandtheinfluence

ofchemistryonothersubjectsIBDPchemistrywouldalsoreinforceuseofvariousICTtools

andenablecommunicationandcooperationamongststudents in their scientificquests to

better prepare them to be the future members of the greater international scientific

community

Throughtheknowledgeofchemistrystudentswillbeabletogainawarenessaboutvarious

disposabletechniquesofchemicalssoastominimizedamagetotheenvironmentandalso

learnhowtodealsafelywiththechemicals


84

Aims

TheaimsofIBChemistryareto

providestudentswithopportunities forscientificstudyandcreativitytohelpthem

critically analyze evaluate and synthesize scientific information that they study in

thecourseandinthemedia

provideabodyofknowledgeinthecontentareaofChemistrytoenablestudentsto

seetheredundancyandrepeatedapplicationofconceptsthatarecommonthreads

inallmatter

developexperimentalandinvestigativescientificskills

providetheopportunityforstudentstoskillfullyperformlaboratoryexperimentation

using the scientific method including stating a problem forming a hypothesis

testing the hypothesis under controlled conditions collecting data and drawing

conclusionsuponwhichtheycanvalidatemodifyorrefutethehypothesis

provide opportunities for students to see the advantages of cooperation and

collaborationamongsttheircolleaguesduringscientificinvestigation

introducestudentstothemostrecenttechniquesandmethodsusedininvestigative

scienceandtechnologyundercontrolledlaboratoryconditions

tomakestudentsaware thatwhat is truedoesnotbeginandendwithscience

butthatscienceisanevolvingprocessthatstrivestogetclosertothetruth

raise an awareness of the moral ethical social economic and environmental

implicationsofusingscientifictechnology

provide valid information to students that shows the interrelatedness of all

disciplines of sciencewith one another in order that they become aware that no

sciencedisciplinestandsalone

Objectives

Theassessmentobjectivesforbiologychemistryandphysicsreflectthosepartsoftheaims

thatwillbeformallyassessedeitherinternallyorexternallyTheseassessmentswillcentre

upon the nature of science It is the intention of these courses that students are able to

fulfillthefollowingassessmentobjectives




85



2Apply











SYLLABUS


SemISemII

Unit1 Stoichiometricrelationships 1

Unit2 AtomicStructure 313

Unit3 Periodicity 414

Unit4 Chemicalbondandstructure 717

Unit5 Thermochemistry 919

Unit6 ChemicalKinetics 1121

SemIIISemIV

Unit7 Chemicalequilibrium 212

Unit8 Measuringanddataprocessing 12

Unit9 Redoxprocesses 515

Unit10 AcidsandBases 818

Unit11 Organicchemistry 1020

Unit12 Option 616


86

ASSESSMENTS

AssessmentsinChemistry

AssessmentsarethesoulandreflectionofdegreeoflearningbystudentsTheassessment

marks will be communicated to the students IBDP coordinator parents Scheduled

formativeassessmentswillbeconductedinvariousformslikequizzeswrittentestsgroup

discussionspresentationreportwritingonavisittoanindustryorafieldtripetc

As a part of summative assessments written examinations will be conducted for the

students For this purposenearly 50questionswill be taken frompast year papers and

remainingwouldbeframedbythesubjectteachermatchingthepatternsandstandardsof

IBDPexaminationpapers

DuringInternalAssessments(IA)varioustypesoflabsfromdifferenttopicsandsub-topics

wouldbeconductedMostoftheassessmentswouldbemarkedbymewhereassomewill

beevaluatedbypeergroupaswellbythesubjectteacher

ExternalassessmentdetailsmdashSL

Paper1


bull 30multiple-choicequestionsoncoreabout15ofwhicharecommonwithHL

bull Thequestionsonpaper1testassessmentobjectives12and3

bull Theuseofcalculatorsisnotpermitted

bull Studentswillbeprovidedwithaperiodictable

bull Nomarksaredeductedforincorrectanswers

Paper2


bull Short-answerandextended-responsequestionsoncorematerial


bull Theuseofcalculatorsispermitted

bull Achemistrydatabookletistobeprovidedbytheschool

Paper3


bull ThispaperwillhavequestionsoncoreandSLoptionmaterial


87

Section A one data-based question and several short-answer questions on

experimentalwork





ExternalassessmentdetailsmdashHL

Paper1


bull 40multiple-choicequestionsoncoreandAHLabout15ofwhicharecommonwith

SL





Paper2


bull Short-answerandextended-responsequestionsonthecoreandAHLmaterial




Paper3


bull ThispaperwillhavequestionsoncoreAHLandoptionmaterial

bull Section A one data-based question and several short-answer questions on

experimentalwork

bull SectionBshort-answerandextended-responsequestionsfromoneoption





88

Internal Assessments (IA) Internal assessmentswill be extended over the period of two

years The labs aredesigned in such away that they cover concepts fromvarious topics

Thatwill help students understand topics in a betterway Labswill be framed in such a

manner so that students develop all necessary experimental skillswhich are required for

meetingnecessarycriteriaforthefinalinvestigationHoweverstudentswillbeencouraged

todevelopvariousmanipulativeskillsthroughtheirlabs

Atotalof40hourslabforHLand20hourslabforSLstudentshavebeenplannedSomeof

thelabswouldbedoneinagroupoftwoThiswouldhelpstudentstodevelopsharingand

communicate with each other better and respect each otherrsquos view The completion of

Internals would be done as per the schedule ascertained by the school There may be

occasionswherebytheinternalswouldbemoderatedbythesciencedepartmentteachers

toenhancelsquolearningbysharingrsquopracticeandalsotocreatemoretransparencyinwork

Besides a 10 hours of investigationwould be planned towards the beginning of the 3rd

termand thenecessary skills required for the samewouldbedeveloped through various

labshands-onactivitiesanddemonstrations

Personal

engagement


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



SemesterIExamination Labactivitiesamplabreportwithtwocriteriaexplorationampanalysis

20

SemesterIIExamination Lab activities amp lab report with personalengagement exploration analysis ampevaluationcriteria

20

SemesterIIIExamination Lab activities amp lab report with personalengagement exploration analysis ampevaluationcriteria

20



89

GROUP4BIOLOGYIntroduction

Biology isadiversescienceembracingahugebodyof informationabout livingorganisms

This course isdesigned toallow students todevelopa limitedamountofdetailed factual

knowledgewhilstgainingabroadunderstandingofkeybiologicalprinciples

Biologists attempt to understand the living world at all levels using many different

approachesand techniquesAtoneendof thescale is thecell itsmolecularconstruction

and complexmetabolic reactions At the other endof the scale biologists investigate the

interactionsthatmakewholeecosystemsfunction

Manyareasofresearchinbiologyareextremelychallengingandmanydiscoveriesremainto

bemade

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

progress is sorely needed at a timewhen the growing human population is placing ever

greaterpressureonfoodsuppliesandonthehabitatsofotherspeciesand isthreatening

theveryplanetweoccupy

AtChoithramInternationalthecoursewillutilizeavarietyofteachingandlearningstyles

Byitsverynaturebiologylendsitselftoanexperimentalapproachandthiswillbereflected

throughoutthecourseWeprovideafavorablelearningatmospheretoouryounglearners

sothatstudenttakeschargeoftheirownlearningthroughguidedlaboratoryinvestigations

iTunesCoursesprojectworkproblemsolvingmethodampthroughperiodicalsearches


90

Aims

1appreciatescientificstudyandcreativitywithinaglobalcontextthroughstimulatingand

challengingopportunities

2 acquire a body of knowledge methods and techniques that characterize science and

technology

3applyanduseabodyofknowledgemethodsand techniques that characterize science

andtechnology


5developacriticalawarenessoftheneedforandthevalueofeffectivecollaborationand


6 develop experimental and investigative scientific skills including the use of current

technologies

7developandapply21stcenturycommunicationskillsinthestudyofscience

8becomecriticallyawareasglobalcitizensoftheethicalimplicationsofusingscienceand

technology

9developanappreciationofthepossibilitiesandlimitationsofscienceandtechnology

10 develop anunderstandingof the relationships between scientific disciplines and their

influenceonotherareasofknowledge

Objectives

Itistheintentionofthesecoursesthatstudentsareabletofulfilthefollowingassessment

objectives





2Apply







91




4Demonstratetheappropriateresearchexperimentalandpersonalskillsnecessaryto


Pastexperienceshows that studentswillbeable to studyagroup4 sciencesubjectatSL

successfullywithnobackground in or previous knowledgeof science Their approach to

learningcharacterizedbytheIBlearnerprofileattributeswillbesignificanthere

Howeverformoststudentsconsideringthestudyofagroup4subjectatHLwhilethereis

no intention to restrict access to group 4 subjects some previous exposure to formal

scienceeducationwouldbenecessarySpecifictopicdetailsarenotspecifiedbutstudents

who have undertaken the IB Middle Years Programme (MYP) or studied an equivalent

nationalsciencequalificationoraschool-basedsciencecoursewouldbewellpreparedfor

anHLsubject


92

SYLLABUSOUTLINE

Semester Topicstobecovered

SemI

Topic1Cellbiology11Introductiontocells12Ultrastructureofcells13Membranestructure14Membranetransport15Theoriginofcells16CelldivisionTopic2Molecularbiology21Moleculestometabolism22Water23Carbohydratesandlipids24Proteins25Enzymes26StructureofDNAandRNA27DNAreplicationtranscriptionandtranslation

Topic7Nucleicacids71DNAstructureandreplication72Transcriptionandgeneexpression73TranslationTopic8Metabolismcellrespirationandphotosynthesis81Metabolism28Cellrespiration82Cellrespiration

SemII

29Photosynthesis83Photosynthesis

Topic3Genetics31Genes32Chromosomes33Meiosis34Inheritance35GeneticmodificationandbiotechnologyTopic10Geneticsandevolution101Meiosis102Inheritance103GenepoolsandspeciationTopic4Ecology41Speciescommunitiesandecosystems42Energyflow43Carboncycling44Climatechange


93

Topic611ampOptionDHumanphysiology

61DigestionandabsorptionD1HumannutritionD2DigestionD3Functionsoftheliver62ThebloodsystemD4TheheartIA

SemIII

Topic611ampOptionDHumanphysiology64GasexchangeD6Transportofrespiratorygases65Neuronsandsynapses66HormoneshomeostasisandreproductionD5Hormonesandmetabolism112Movement63Defenceagainstinfectiousdisease111Antibodyproductionandvaccination

SemIV

113Thekidneyandosmoregulation114SexualreproductionTopic9Plantbiology91Transportinthexylemofplants92Transportinthephloemofplants93Growthinplants94ReproductioninplantsTopic5Evolutionandbiodiversity51Evidenceforevolution52Naturalselection53Classificationofbiodiversity54Cladistics

AssessmentinBiology

AssessmentisanintegralpartofteachingandlearningCandidateswillbeassessedthrough

external examinations Internal Assessment including the Group 4 project teacher-

generatedchallengingampopenendedtasksduringtheunit (Formativeassessments) )with

selfandpeerassessmentampstructuredworksheetsor testsat theendofunit (summative

assessments)

The Diploma Programme primarily focuses on summative assessment designed to record



learning


94

In Biology the students achieved a numeric grade (1-7) on a scale of 7 point through





examiners


Paper1consistsofmultiplechoicequestionsfromcoreampAHL

Paper2consistsofdatabasedshort-answerandextended-responsequestionsoncoreand

AHLmaterial

Paper 3 consists of short-answer and extended-response questions from one optionamp

questionbasedonexperimentalskillsfromcore

UseofcalculatorisnotpermittedinPaper1butispermittedinPaper2amp3

DurationofpapervariesfromSLtoHLlevelandfrompapercomponent

Internalassessment









3 and 4 The new assessment model uses five criteria to assess the final report of the

individualinvestigationwiththefollowingrawmarksandweightingsassigned

Personalengagement


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


95

Table2Internalassessmentsspannedthroughoutthetwo-yearprogramme


SemesterIExamination Lab activities amp lab report with two criteria

explorationampanalysis

20

SemesterIIExamination Lab activities amp lab report with personal

engagement exploration analysis amp evaluation

criteria

20

SemesterIIIExamination Lab activities amp lab report with personal


criteria

20



96

GROUP3ANDGROUP4ESSPHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINESSATCHOITHRAM

INTERNATIONALINDORE

ESSisaninterdisciplinarygroup3and4coursethatisofferedonlyatstandardlevel(SL)As

an interdisciplinary course ESS is designed to combine themethodology techniques and

knowledge associated with group 4 (sciences) with those associated with group 3

(individualsandsocieties)Becauseit isaninterdisciplinarycoursestudentscanstudyESS

andhaveitcountaseitheragroup3oragroup4courseorasbothIfstudentschoosethe

latter option this leaves the opportunity to study an additional subject from any other

groupincludinganadditionalgroup3orgroup4subjectESSisacomplexcourserequiring

adiversesetofskillsfromitsstudentsItisfirmlygroundedinbothascientificexploration

ofenvironmentalsystemsintheirstructureandfunctionandintheexplorationofcultural

economicethicalpoliticalandsocial interactionsofsocietieswiththeenvironmentAsa

resultofstudyingthiscoursestudentswillbecomeequippedwiththeabilitytorecognize

and evaluate the impact of our complex system of societies on the natural world The

interdisciplinarynatureofthecourserequiresabroadskillsetfromstudentsandincludes

the ability to perform research and investigations and to participate in philosophical

discussion The course requires a systems approach to environmental understanding and

problem-solvingandpromotesholisticthinkingaboutenvironmentalissuesItisrecognized

that to understand the environmental issues of the 21st century and suggest suitable

management solutions both thehumanandenvironmental aspectsmust beunderstood

Studentsshouldbeencouragedtodevelopsolutionsfromapersonaltoacommunityandto

a global scaleThrough the exploration of cause and effect the course investigates how

values interact with choices and actions resulting in a range of environmental impacts

Studentsdevelopanunderstanding that theconnectionsbetweenenvironmental systems

and societies are diverse varied and dynamic The complexity of these interactions

challenges those working towards understanding the actions required for effective

guardianshipoftheplanetandsustainableandequitableuseofsharedresources


97

AIMS

ThesystemsapproachprovidesthecoremethodologyofthiscourseItisamplifiedbyother

sources such as economic historical cultural socio-political and scientific to provide a

holisticperspectiveonenvironmentalissues

TheaimsoftheEnvironmentalSystemsandSocietiescourseareto

1 acquiretheknowledgeandunderstandingsofenvironmentalsystemsatavarietyof

scales

2 apply the knowledge methodologies and skills to analyse environmental systems

andissuesatavarietyofscales

3 appreciate the dynamic interconnectedness between environmental systems and

societies

4 valuethecombinationofpersonallocalandglobalperspectivesinmakinginformed

decisionsandtakingresponsibleactionsonenvironmentalissues

5 be critically aware that resources are finite and that these could be inequitably

distributed and exploited and thatmanagement of these inequities is the key to

sustainability

6 developawarenessofthediversityofenvironmentalvaluesystems

7 develop critical awareness that environmental problemsare caused and solvedby

decisions made by individuals and societies that are based on different areas of

knowledge

8 engagewiththecontroversiesthatsurroundavarietyofenvironmentalissues

9 createinnovativesolutionstoenvironmentalissuesbyengagingactivelyinlocaland

globalcontexts

OBJECTIVES

TheseobjectivesreflecthowtheaimsoftheESScoursewillbeassessedItistheintention

ofthiscoursethatstudentsinthecontextofenvironmentalsystemsandrelatedissuesare

abletofulfillthefollowingassessmentobjectives

1 Demonstrateknowledgeandunderstandingofrelevant

bull factsandconcepts

bull methodologiesandtechniques


98

bull valuesandattitudes

2 Applythisknowledgeandunderstandingintheanalysisof

bull explanationsconceptsandtheories

bull dataandmodels

bull casestudiesinunfamiliarcontexts

bull argumentsandvaluesystems

3 Evaluatejustifyandsynthesizeasappropriate

bull explanationstheoriesandmodels

bull argumentsandproposedsolutions

bull methodsoffieldworkandinvestigation

bull culturalviewpointsandvaluesystems

4 Engage with investigations of environmental and societal issues at the local and

globallevelthrough

bull evaluatingthepoliticaleconomicandsocialcontextsofissues

bull selecting and applying the appropriate research and practical skills

necessarytocarryoutinvestigations

bull suggesting collaborative and innovative solutions that demonstrate

awareness and respect for the cultural differences and value systems of

others

PastexperienceshowsthatstudentswillbeabletostudyDPESSatSLsuccessfullywithno

backgroundinorpreviousknowledgeofscienceTheirapproachtostudycharacterizedby

the specific IB learner profile attributesmdashinquirers thinkers and communicatorsmdashwill be

significanthere


99

SYLLABUSOUTLINE


SemI

Unit1Foundationsofenvironmentalsystemsandsocieties

11Environmentalvaluesystems

12Systemsandmodels

13Energyandequilibria

14Sustainability

15Humansandpollution

Unit2 Ecosystemsandecology

21Speciesandpopulations

22Communitiesandecosystems

23Flowsofenergyandmatter

24Biomeszonationandsuccession

25Investigatingecosystems

Unit3 Biodiversityandconservation

31Anintroductiontobiodiversity

32Originsofbiodiversity

33Threatstobiodiversity

34Conservationofbiodiversity

SemII

Unit4Waterandaquaticfoodproductionsystemsandsocieties

41Introductiontowatersystems

42Accesstofreshwater

43Aquaticfoodproductionsystems

44Waterpollution

Unit5

Soilsystemsandterrestrialfoodproductionsystemsandsocieties

51Introductiontosoilsystems

52Terrestrialfoodproductionsystemsandfoodchoices

53Soildegradationandconservation

SemIII Unit6 Atmosphericsystemsandsocieties 61Introductiontotheatmosphere


100

62Stratosphericozone

63Photochemicalsmog

64Aciddeposition

Unit7 Climatechangeandenergyproduction 71Energychoicesandsecurity

72Climatechangemdashcausesandimpacts

73Climatechangemdashmitigationandadaptation

SemIV Unit8 Humansystemsandresourceuse 81Humanpopulationdynamics

82Resourceuseinsociety

83Soliddomesticwaste

84Humanpopulationcarryingcapacity

ASSESSMENTOUTLINE

IBASSESSMENTS





assessments)The Diploma Programme primarily focuses on summative assessment

designed to record student achievement at or towards the end of the course of study

However many of the assessment instruments can also be used formatively during the

courseofteachingandlearningInESSthestudentsachieveanumericgrade(1-7)onascale

of7pointthroughexternalandinternalassessment

AssessmentComponent Weighting Duration

Paper1ndashCaseStudy35marks

25 1hour

Paper2ndashShortanswersandstructuredessays65marks

50 2hours

InternalAssessmentndashIndividualinvestigation30marks

25 10hours


101

EXTERNALASSESSMENT

Twodifferentmethodsareusedtoassessstudents

bullDetailedmarkschemesspecifictoeachexaminationpaper

bullMarkbands

The markbands are related to the assessment objectives and the grade descriptors

establishedfortheenvironmentalsystemsandsocietiescourseThegradedescriptorsare

availableontheonlinecurriculumcentreanddescribetheextenttowhichtheassessment

objectives should be met for each grade level The markschemes are specific to each

examination

Theexternalassessmentincludestwopaperswhosecombinedweightageis75forSLThe

remaining comes from the internal assessments which are internally marked by the

teachersandmoderatedbytheIBexaminers

Paper1-consistsofcasestudyStudentswillbeprovidedwitharangeofdatainavariety

of forms relating to a specific case study Students are required to make reasoned and

balancedjudgmentsbyanalyzingthisdata

Paper2-consistsofsections-AandBInsectionAshortanswerquestionsandinsectionB

essaytypequestions

UseofcalculatorisnotpermittedinPaper1butispermittedinPaper2

INTERNALASSESSMENT

The internal assessment includes25 Internal assessment inenvironmental systemsand

societiescomprisesaseriesofpracticalandfieldworkactivitiesthatareundertakenaspart

ofthepracticalschemeofworkTheinternalassessmentmodeladdressesobjectives6and

7inparticularbutalsoobjectives1to5ofthecourseobjectives

Table1Theperformanceininternalassessmentisjudgedagainstfourassessmentcriteria

Identifyingthecontext

Planning ResultsAnalysisandConclusion

DiscussionandEvaluation

Applications Communication Total

6(20) 6(20) 6(20) 6(20) 3(10) 3(10) 30(100)


102

TABLE2INTERNALASSESSMENTSSPANNEDTHROUGHOUTTHETWOYEARPROGRAMME


SemesterIExamination Labactivitiesexperiments 20

SemesterIIExamination InvestigationReportPlanning 20

SemesterIIIExamination InvestigationRACandDEV 20

SemesterIVExamination AllInvestigationReportswithallCriteria

20


103

GROUP4COMPUTERSCIENCE

PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN COMPUTER SCIENCE AT


ComputerScienceisanacademicdisciplinethatisdevelopingatanextraordinaryspeedIts

scopeand influence isnowbeing felt inall areasof lifeGraduatesof the futurewill find

employmentopportunities intraditionalareassuchas industrycommerceeducationand

financial services aswell as in new areas such as film television and the entertainment

industry in general electronic publishing health care and all aspects of the rapidly

expandingcommunicationindustrythatisbasedontheInternet

The aims of all our programmes are that you get a sound understanding of the

fundamentals of Computer Science that you have the opportunity to develop a deeper

knowledge of certain topics which are of particular interest to you and that you gain

considerable practical experience of developing computer systems Additionally the

programmes have been designed so that you can develop your personal and

communicationskillsanddevelopanawarenessofthebusinessenvironment

Aims

1 Theaimsofcomputersciencecourseathigherlevelandstandardlevelareto

2 provide opportunities for study and creativity within a global context that will

stimulate and challenge students developing the skills necessary for independent

andlifelonglearning

3 provideabodyofknowledgemethodsandtechniquesthatcharacterizecomputer

science

4 enablestudentstoapplyanduseabodyofknowledgemethodsandtechniquesthat

characterizecomputerscience

5 demonstrate initiative in applying thinking skills critical to identify and resolve

complexproblems

6 engenderanawarenessoftheneedforandthevalueofeffectivecollaborationand

communicationinresolvingcomplexproblems

7 develop logical and critical thinking as well as experimental investigative and

problem-solvingskills


104

8 developandapplythestudentsrsquoinformationandcommunicationtechnologyskillsin

the study of computer science to communicate information confidently and

effectively

9 raise awareness of the moral ethical social economic and environmental

implicationsofusingscienceandtechnology

10 develop an appreciation of the possibilities and limitations associated with

continueddevelopmentsinITsystemsandcomputerscience

1 encourage anunderstandingof the relationshipsbetween scientific disciplines and

theoverarchingnatureofthescientificmethod

Objectives

It is the intention of the Diploma Programme computer science course that students

achievethefollowingobjectives

1Knowandunderstand

a relevantfactsandconcepts

b appropriatemethodsandtechniques

c computerscienceterminology

d methodsofpresentinginformation

2Applyanduse


b relevantdesignmethodsandtechniques

c terminologytocommunicateeffectively

d appropriatecommunicationmethodstopresentinformation

3Constructanalyseevaluateandformulate

a successcriteriasolutionspecificationsincludingtaskoutlinesdesignsandtestplans

b appropriatetechniqueswithinaspecifiedsolution

4Demonstratethepersonalskillsofcooperationandperseveranceaswellasappropriate

technicalskillsforeffectiveproblem-solvingindevelopingaspecifiedproduct


105

SYLLABUSOUTLINE


SemI Unit1

ComputerOrganization

Computerarchitecture Secondarymemory Operatingsystemsand

applicationsystems Binaryrepresentation Simplelogicgates

Unit2

Computationalthinkingproblem-solvingandprogramming

Thinkingprocedurally Thinkinglogically Thinkingahead Thinkingconcurrently Thinkingabstractly Connectingcomputational

thinkingandprogramdesign Introductiontoprogramming Useofprogramminglanguages

SemII

Unit3 SystemFundamentals

Planningandsysteminstallation Userfocus Systembackup Softwaredeployment Systemdesignbasics Componentsofacomputer

system Systemdesignandanalysis Humaninteractionwiththe

system

Unit4 Abstractdatastructures

Thinkingrecursively Abstractdatastructures Linkedlists Trees Applications

Unit5 Options-PartOneDatabase

ModellingandSimulation


106

WebScience

ObjectOrientedProgramming

SemIII

Unit5 Options-PartTwo

Database


WebScience


Unit6 Networks Networkfundamentals Datatransmission Wirelessnetworking

SemIV

Unit7 ResourceManagement

Systemresources Roleoftheoperatingsystem

Unit8 Control Centralizedcontrolsystems Distributedsystems

IBAssessments





assessments)




learning

Studentsrsquo success in the computer science standard level and higher level course is



107

ExternalAssessment

Theexternalassessment includesthreepaperswhosecombinedweightage is80forHL

and70forSLTheremainingcomes fromthe internalassessmentswhichare internally

markedbytheteachersandmoderatedbytheIBexaminers

Paper1consistsofshortanswerquestionsandstructuredquestions

Paper2consistsofquestionsinrelationtotheoptionchosenand

Paper3consistsofquestionsbasedonpre-seencasestudyproducedannuallybytheIB

Theuseofcalculatorsisnotpermittedinanycomputerscienceexamination

InternalAssessment

The internal assessment requirements at SL and at HL are the same However these

requirements contribute to a different percentage of the overall mark Students are

required to produce a solution that consists of a cover page the product and the

documentation The focus of the solution is on providing either an original product or

additionalfunctionalitytoanexistingproductforaclient

The internal assessment component (solution) aswell as being practical and productive

formsanimportantpartoftheassessmentofthecomputersciencecourseItisimperative




Criteria Planning SolutionOverview

Development FunctionalityandProductivityofproduct

Evaluation TotalMarks

(Marks) 6(176) 6(176) 12(352) 4(117) 6(176) 34(100)


108

The IA collected in IV Term Examination will be the Final IA to be sent to IB formoderation

Examination InternalAssessmentComponent

Weightage(HL) Weightage(SL)

SemesterIExamination ReportonCriteriaAPlanning

20 30

SemesterIIExamination CriteriaBSolutionOverview

20 30

SemesterIIIExamination CriteriaCDevelopmentCriteriaDFunctionalityandProductivityofproduct

20 30

SemesterIVExamination CriteriaEEvaluation 20 30


109

THEGROUP4PROJECTThe group 4 project is a collaborative activity where students from different group 4

subjects work together on a scientific or technological topic allowing for concepts and

perceptions from across the disciplines to be shared The project can be practically or

theoreticallybasedCollaborationbetweenschools indifferentregions isencouragedThe

10hoursallocatedtothegroup4projectwhicharepartoftheteachingtimesetasidefor

IAcanbedividedintothreestagesplanningactionandevaluation


110

GROUP5MATHHL

PHILOSOPHY STATEMENT OF TEACHING AND LEARNING IN MATH HL AT


Thenatureofmathematicscanbesummarizedinanumberofwaysforexampleitcanbe

seenasawell-definedbodyofknowledgeasanabstract systemof ideasorasauseful

tool Formany people it is probably a combination of these but there is no doubt that

mathematical knowledgeprovides an important key tounderstanding theworld inwhich

welive

Mathematics can enter our lives in a number of ways we buy produce in the market

consultatimetablereadanewspapertimeaprocessorestimatea lengthMathematics

formostofusalsoextends intoourchosenprofessionvisualartistsneedto learnabout

perspective musicians need to appreciate the mathematical relationships within and

betweendifferentrhythmseconomistsneedtorecognizetrendsinfinancialdealingsand

engineers need to take account of stress patterns in physical materials Scientists view

mathematicsasalanguagethatiscentraltoourunderstandingofeventsthatoccurinthe

natural world Some people enjoy the challenges offered by the logical methods of

mathematics and the adventure in reason that mathematical proof has to offer Others

appreciatemathematicsasanaestheticexperienceorevenasacornerstoneofphilosophy

This prevalence of mathematics in our lives with all its interdisciplinary connections

providesaclearandsufficientrationaleformakingthestudyofthissubjectcompulsoryfor

studentsstudyingthefulldiploma

The IB DP Math course focuses on developing important mathematical concepts in a

comprehensible coherent and rigorous way Students are encouraged to apply their

mathematical knowledge to solve problems set in a variety of meaningful contexts

Development of each topic should feature justification and proof of results Students

embarking on this course should expect to develop insight into mathematical form and

structureandshouldbeintellectuallyequippedtoappreciatethelinksbetweenconceptsin

different topic areas They should also be encouraged to develop the skills needed to

continuetheirmathematicalgrowthinotherlearningenvironments


111

Aims

Theaimsofallmathematicscourses(group5subject)aretoenablestudentsto

1 Enjoy mathematics and develop an appreciation of the elegance and power of

mathematics

2Developanunderstandingoftheprinciplesandnatureofmathematics

3Communicateclearlyandconfidentlyinavarietyofcontexts

4Develop logicalcriticalandcreativethinkingandpatienceandpersistence inproblem-

solving

5Employandrefinetheirpowersofabstractionandgeneralization

6 Apply and transfer skills to alternative situations to other areas of knowledge and to

futuredevelopments

7 Appreciate how developments in technology and mathematics have influenced each

other

8 Appreciate the moral social and ethical implications arising from the work of

mathematiciansandtheapplicationsofmathematics

9 Appreciate the international dimension in mathematics through an awareness of the

universalityofmathematicsanditsmulticulturalandhistoricalperspectives

10 Appreciate the contribution of mathematics to other disciplines and as a particular

ldquoareaofknowledgerdquointheTOKcourse

Objectives

Problem-solving is central to learning mathematics and involves the acquisition of

mathematicalskillsandconceptsinawiderangeofsituationsincludingnon-routineopen-

endedandreal-worldproblemsHavingfollowedaDPmathematicscoursestudentswillbe

expectedtodemonstratethefollowing

1Knowledgeandunderstanding recall selectanduse their knowledgeofmathematical

factsconceptsandtechniquesinavarietyoffamiliarandunfamiliarcontexts

2Problem-solvingrecallselectandusetheirknowledgeofmathematicalskillsresultsand

modelsinbothrealandabstractcontextstosolveproblems


112

3 Communication and interpretation transform common realistic contexts into

mathematicscommentonthecontextsketchordrawmathematicaldiagramsgraphsor

constructions both on paper and using technology record methods solutions and

conclusionsusingstandardizednotation

4Technologyusetechnologyaccuratelyappropriatelyandefficientlybothtoexplorenew

ideasandtosolveproblems

5Reasoningconstructmathematicalargumentsthroughuseofprecisestatementslogical

deductionandinferenceandbythemanipulationofmathematicalexpressions

6 Inquiry approaches investigate unfamiliar situations both abstract and real-world

involving organizing and analysing information making conjectures drawing conclusions

andtestingtheirvalidity

SYLLABUSOUTLINESemester Unit UnitName UnitTopics

SemI

Unit1 Algebra SequencesandseriesBinomialTheoremMathematicalInductionLogarithmandExponentialMathematicalInductionComplexNumbers

Unit2 Functions DomainandRangeInverseFunctionsCompositefunctionsInverseFunctionsTransformationFunction

SemII Unit3 Trigonometry bullRadianMeasurebullNonrightangledtrigonometrybullTrigonometricgraphsandfunctionsbullTrigonometricequationsandidentities

Unit4 DifferentialCalculus

bullMeaningofderivativedifferentiationusingfirstprinciplebulldifferentiationofalgebraicexponentialtrigonometriclogarithmicfunctionsbullconceptoftangentnormalmaximaandminimabullApplicationofderivativebullKinematics

Semr3 Unit4(Contd)

IntegralCalculus

bullMeaningofAntiderivativebullIntegrationofalgebraicexponentialtrigonometriclogarithmicfunctionsbullSubstitutionMethod


113

bullIntegrationofproductoftwofunctionsbullKinematicsbullAreaandVolumeofafunction

Unit5 Statistics bullFrequencyDistributionbullProbabilitybullDiscreteRandomVariablebullContinuousrandomvariablebullBinomialDistributionbullPoissonDistributionbullNormalDistribution

Unit6 Vectors bullMeaningofVectorsbullConceptofaddingvectorsusingtrianglelawbullVectorequationofalineandplanebullIntersectionoftwolinesbullIntersectionofalineandplanebullApplicationofvectors

Sem4 OptionalPaper

Statistics LinearcombinationofindependentrandomvariablesSamplingDiscreteandcontinuousprobabilitydistributionsCumulativeprobabilitydistributionsProbabilitygeneratingfunctionssamplingDistributiontestingofhypothesisBivariatedata


114

AssessmentsinMATHSHL

Externalassessment5hrs80

Writtenpapers

Paper12hrs30

Nocalculatorallowed(100Marks)

SectionA

Compulsoryshort-responsequestionsbasedonthecompulsorycoreofthesyllabus

SectionB

Compulsoryextended-responsequestionsbasedonthecompulsorycoreofthesyllabus

Paper22hrs30

Graphicdisplaycalculator(GDC)required(100Marks)

SectionA


SectionB


Paper31hr20


Extended-responsequestionsbasedmainlyonthesyllabusoptions

Internalassessment20


theendofthecourse

Mathematicalexploration

InternalassessmentinmathematicsHLisanindividualexploration


115

GROUP5MATHSLIntroduction





welive























116

Aims



mathematics




solving



futuredevelopments


other







Objectives










117












SYLLABUSOUTLINE


SemI Unit1 Algebra 11sequenceandseries

12Binomialtheorem

13exponentsandlogarithm

SemIandII Unit2

Functionsandequations 21Conceptoffunctions

22Graphsoffunctions

23transformationoffunctions

24Quadraticfunctions

25reciprocalfunctions

26Exponentialfunctions

27solvingequations

28Applicationsofgraphingskillsandequationsolving

SemII Unit3

Circularfunctionsandtrigonometry

31Thecircle

32Unitcirclesineandcosinefunctions


118

33Pythagoreananddoubleangleproperties

34Circularfunctions

35Solvingtrigonometricequations

36Solutionoftriangles

SemIII Unit4 Vectors 41Vectorasdisplacementinplane

42Scalarproduct

43Vectorequations

44Distinguishingbetweencoincidentandparallel

lines

SemIIIandIV

Unit5 Statisticsandprobability

51Conceptsofpopulationsamplerandomsamplediscreteandcontinuousdata

52Statisticalmeasuresandtheirinterpretations

53Cumulativefrequencycumulativefrequencygraphs

54Linearcorrelationofbivariatedata

55Conceptsoftrialoutcomeequallylikelyoutcomessamplespace(U)andevent

56Combinedevents

57Conceptofdiscreterandomvariablesandtheirprobabilitydistributions

58Binomialdistribution

59Normaldistributionsandcurves

Unit6 Calculus Informalideasoflimitandconvergence Differentiationofpolynomialexponential

logarithmicandtrigonometricfunctions Derivativeinterpretedasgradientfunctionand

asrateofchange Tangentsandnormalsandtheirequations Thechainruleforcompositefunctions Theproductandquotientrules Thesecondderivative LocalmaximumandminimumpointsTesting

formaximumorminimum Pointsofinflexionwithzeroandnon-zero

gradients


119

Graphicalbehaviouroffunctions Optimization Indefiniteintegrationasanti-differentiation Integrationbyinspectionorsubstitution Anti-differentiationwithaboundarycondition

todeterminetheconstantterm Definiteintegralsbothanalyticallyandusing

technology Areasundercurves(betweenthecurveandthe

x-axis) Areasbetweencurves Volumesofrevolutionaboutthex-axis Kinematicproblemsinvolvingdisplacements

velocityvandaccelerationa


120

AssessmentsinMathematicsSL

Assessmentoutline

ForMathematicsSL


Writtenpapers

Paper11frac12hrs40


SectionA


SectionB


Paper21frac12hrs40


SectionA


SectionB




theendofthecourse


InternalassessmentinmathematicsSLisanindividualexploration

Thisisapieceofwrittenworkthatinvolvesinvestigatinganareaofmathematics(20

marks)


121

GROUP5MATHSTUDIESSL

PHILOSOPHYSTATEMENTOFTEACHINGANDLEARNINGINMATHSTUDIESSL



seenasawell-definedbodyofknowledgeasanabstractsystemofideasorasausefultool

For many people it is probably a combination of these but there is no doubt that


welive























122

Aims



mathematics




solving



futuredevelopments


other







ObjectivesProblem-solving is central to learning mathematics and involves the acquisition of









123


mathematicscommentonthecontext sketchordrawmathematicaldiagramsgraphsor










SYLLABUSOUTLINE


SemI

Unit1

NumbersandAlgebra

11NumbersApproximationsandEstimations

12PairofLinearequationsandquadraticequations

13Conversionofunitsandcurrency

14SequencesandSeries(APandGP)

15CompoundInterestandannualDepreciation

Unit2 DescriptiveStatistics

21ClassificationofDiscreteandContinuousdata

22Groupedfrequencydata

23Pictorialrepresentationofdata

24Measureofcentraltendencies

25MeasureofDispersion

Unit3LogicSetsandProbability

31LogicConnectorsandTruthtables

32BasicsettheoryandVenndiagrams

33ProbabilityandExpectedvalue

34Probabilityofcombinedeventstreediagramsandconditionalprobability

SemII Unit4GeometryandTrigonometry

51Equationoflinein2DslopeinterceptsandpointofIntersection

52Trigonometricratiosanglesofelevationanddepression


124

53SineruleCosineruleandareaoftriangle

54Geometryof3dimensionalsolidfigureslikecuboidrightprismpyramidcylinderconesphereandhemisphere

55VolumesandSurfaceareasofsolidfigures

SemIII

Unit5

StatisticalApplications

41NormalDistributionInversenormalcalculations

42ConceptofCorrelationScatterdiagramandproductmomentcorrelation

43Regressionlineanditsuseinprediction

44TheChi-squaretestofindependencenullhypothesisdegreesoffreedomp-valuesandexpectedfrequencies

Unit6 64DrawingaccurategraphsandusingGDCtosolveequationsinvolvingcombinationoffunctions

SemIV Unit7IntroductiontoDifferentialCalculus

71ConceptofthederivativeasarateofchangeTangenttoacurve

72Diffoffunctionax^nandequationofthetangentatagivenpoint

73IncreasinganddecreasingfunctionsStationarypointsLocalmaximumandminimumpoints

74Optimizationproblems


125

AssessmentsinMathematicalStudiesSL


Writtenpapers

Paper11hr30mins40

15compulsoryshort-responsequestionsbasedonthewholesyllabus

Graphicdisplaycalculator(GDC)required

Paper21hr30mins40

6compulsoryextended-responsequestionsbasedonthewholesyllabus



ProjectTheprojectisanindividualpieceofworkinvolvingthecollectionofinformationor

thegenerationofmeasurementsandtheanalysisandevaluationoftheinformationor

measurements


126

GROUP6VISUALARTS

Introduction

VisualartisanintegralpartofdaytodaylifeItrangesfromtraditionalformsembeddedin

localandwidercommunitiessocietiesandculturestothevariedanddivergentpractices

associatedwithnewemergingandcontemporaryformsofvisuallanguage

WeatChoithramInternationalcelebratevisualartsnotonlyinthewaywecreateimages

andobjectsbutalsointhewayweappreciateenjoyrespectandrespondtothepractices

ofart-makingbyothersfromaroundtheworld

Visual arts course encourages students to challenge their own creative and cultural

expectationsandboundaries It isa thought-provokingcourse inwhichstudentsdevelop

analyticalskillsinproblem-solvinganddivergentthinkingwhileworkingtowardstechnical

proficiencyandconfidenceasart-makersThecourseisdesignedforstudentswhoaspire

to study visual arts in higher education as well as for those who are seeking lifelong

enrichmentthroughvisualarts

AIMS

Theaimsoftheartssubjectsaretoenablestudentsto

1Enjoylifelongengagementwiththearts

2Becomeinformedreflectiveandcriticalpractitionersinthearts

3Understandthedynamicandchangingnatureofthearts

4Exploreandvaluethediversityoftheartsacrosstimeplaceandcultures

5Expressideaswithconfidenceandcompetence

6Developperceptualandanalyticalskills

InadditiontheaimsoftheVisualartscourseatSLandHLaretoenablestudentsto

7Makeartworkthatisinfluencedbypersonalandculturalcontexts

8Becomeinformedandcriticalobserversandmakersofvisualcultureandmedia

9Developskillstechniquesandprocessesinordertocommunicateconceptsandideas


127

OBJECTIVES

HavingfollowedthevisualartscourseatSLorHLstudentswillbeexpectedto

Assessmentobjective1demonstrateknowledgeandunderstandingofspecifiedcontent

aIdentifyvariouscontextsinwhichthevisualartscanbecreatedandpresented

b Describe artwork from differing contexts and identify the ideas conventions and

techniquesemployedbytheart-makers

cRecognizetheskillstechniquesmediaformsandprocessesassociatedwiththevisual

arts

dPresentworkusingappropriatevisualartslanguageasappropriatetointentions

Assessment objective 2 demonstrate application and analysis of knowledge and

understanding

aExpressconceptsideasandmeaningthroughvisualcommunication

bAnalyseartworksfromavarietyofdifferentcontexts

c Apply knowledge andunderstandingof skills techniquesmedia forms andprocesses

relatedtoartmaking

Assessmentobjective3demonstratesynthesisandevaluation

aCriticallyanalyseanddiscussartworkscreatedbythemselvesandothersandarticulate

aninformedpersonalresponse

b Formulate personal intentions for theplanning development andmakingof artworks

thatconsiderhowmeaningcanbeconveyedtoanaudience

c Demonstrate the use of critical reflection to highlight success and failure in order to

progresswork

d Evaluate how andwhy art-making evolves and justify the choicesmade in their own

visualpractice

Assessment objective 4 select use and apply a variety of appropriate skills and

techniques

aExperimentwithdifferentmediamaterialsandtechniquesinart-making


128

bMakeappropriatechoicesintheselectionofimagesmediamaterialsandtechniquesin

art-making

cDemonstratetechnicalproficiencyintheuseandapplicationofskillstechniquesmedia

imagesformsandprocesses

dProduceabodyofresolvedandunresolvedartworksasappropriatetointentions

SYLLABUSOUTLINE

Semester UnitName UnitTopics

SemI

Formalanalysis-ElementsofartPrinciplesofdesignExplorationofthedevelopmentofart-makingskillsandtechniquesExperimentswithmediaandtechnologiesandpersonalreflectionsInvestigationofownartdevelopmentinthecontextofrelatedartgenresDetailedevaluationsandcriticalanalysisArt-makingforms-experiencesinmediaandtechniques(includingtwo-dimensionalformsthree-dimensionalformsandlens-basedelectronicandscreen-basedforms)withparticularreferencetothehistoricaldevelopmentofprocessesandtechniquesanddifferentculturalandtraditionalusesoftheseTwo-dimensionalformsDrawingsuchascharcoalpencilinkcollagePaintingsuchasacrylicoilwatercolourmurals

SemII

Comparativeanalysisoftheworksofartistsfromaperiodofarthistoryorartmovement Introductiontotheuseofthevisualartsjournalasarecordofindividualinquiryandinvestigation with particular emphasis on how toappropriatelycitesourcesArthistorymdashanoverviewofdevelopmentsandmovementsfrom earliest times to the present day Introduction to arangeofmodels for analysing critiquing interpreting anddeconstructing artworks offering opportunities forstudents to engage with these and become familiar with


129

themArtcriticismorrespondingtoartwithreferencetovariouscultural contexts differing art forms and artists learningspecialist art vocabulary and terms through the use of aglossaryTechnical instruction and demonstrations in the use ofparticular media (such as oil painting ink drawing claymodellingdigital techniquesandsoon)withreferencetoparticular artists Investigation of the historical andtechnological changes and developments of particularmediaandtechniquesClasstheorylessons(suchascolourtheoryhistoryofpigmentsandsoon)

SemIII

Introduction of 3D Three-dimensional Forms Claymodelling such as hand built forms thrown vesselsmould-made objects Constructed sculpture such asassemblage paper glass etc Designed objects such asmodels interior design jewellery Site specificephemeralsuchaslandartinstallationFamiliarization with various art genres styles regionalschoolsandassociationsArtcriticismorrespondingtoartbullinvestigatingthehistoricalandtechnologicalchangesanddevelopments of particular media and techniques bullassociated relevant class theory lessons (such as colourtheoryhistoryofpigmentsandsoon)Communicating through visual and written meansProducingabodyofartworkthroughaprocessofreflectionand evaluation showing a synthesis of skill media andconcept

SemIV

Introduction of Lens-based electronic and screen-basedforms - photography Presentation of resolved works forexhibitionwithexplanationCuratorialpractices- throughvisits togalleriesandartistsrsquostudios reviewing catalogues for local exhibitionspresentations by visiting artists and exploration ofalternative display spaces The study of artist statementsand accepted conventions for titling and annotatingexhibitedworksExhibition of studentsrsquo own work supported byappropriateartiststatementswithattentiontodisplayand


130

labelling Individual drafting and redrafting of artiststatementsofintentionStudioworkinthelightofstudentrsquosowndevelopingartiststatementsPresentationtechniqueswhichincluderefiningpersonal statements matting mounts layout andproducingexhibitiontextArt criticism or responding to art via various modelsIndividualpresentationsExhibition text - compilation ofwrittenmaterial studentsidentify contextualize and justify their selections forexhibition

HLstudentsshouldasaminimumexperienceworkingwithatleastthreeart-makingforms

selected fromaminimumof twocolumnsof the tablebelowTheexamplesgivenare for

guidanceonlyandarenotintendedtorepresentadefinitivelist

SYLLABUSOUTLINE

Two-dimensionalforms Three-dimensionalforms Lens-based electronicandscreen-basedforms

bull Drawing such ascharcoal pencil inkcollage

bull Painting such as acrylicoilwatercolourmurals

bull Printmaking such asrelief intaglioplanographicchinecolleacute

bull Graphics such asillustration and designgraphicnovelstoryboard

Carved sculpture such as carvedwoodstoneblock

bullModelled sculpture such as waxpolymerclays

bull Constructed sculpture such asassemblagebricolagewoodplasticpaperglass

bull Cast sculpture such as plasterwax bronze paper plastic glass bullCeramics such as hand built formsthrownvesselsmould-madeobjects

bullDesigned objects such asmodelsinteriordesignjewellery

bull Site specificephemeral such aslandartinstallationperformanceart

bull Textiles such as fibre weavingconstructedtextiles

Time-based andsequential art such asstop-motion digitalanimationvideoartbullLensmedia such as analogue(wet) photography digitalphotographymontage

bullLens-lessmedia suchasphotogramrayographscenography pinholephotography cyanotypesaltedpaper

bull Digitalscreen basedsuch as vector graphicssoftware developedpainting design andillustration


131

ExternalassessmentcriteriamdashSLandHL

Part1ComparativestudySummary

Weighting20

Students are required toanalyseand compareartworks objectsor artifactsbydifferent

artists This independent critical and contextual investigation should explore artworks

objectsandartifactsfromdifferingculturalcontexts

Students select artworks objects and artifacts for comparison from differing cultural

contextsthatmayhavebeenproducedacrossanyoftheart-makingformsandthathold

individualresonanceforthestudentandhaverelevancetotheirownartmakingpractice

ThisisofparticularimportancetoHLstudents

StudentsatbothSLandHLmustexamineandcompareatleastthreepiecesatleasttwo

ofwhichshouldbebydifferentartists

Students use research and inquiry skills to investigate and interpret the selected pieces

usingbothvisualandwrittenformsofnotationStudentsmustsupporttheirinterpretation

withreferencestosoundandreliablesources

Candidates are required to submit the list of sources used and in-text referencing is

requiredthroughoutthecomparativestudy

Part1Comparativestudy Marks Total

A Identificationandanalysisofformalqualities 6 30

B Analysisandunderstandingoffunctionandpurpose 6

C Analysisandevaluationofculturalsignificance 6

D Makingcomparisonsandconnections 6

E Presentationandsubject-specificlanguage 6

F (HLonly)Makingconnectionstoownart-makingpractice 12 42

FormalrequirementsofthetaskmdashSL

bullSLstudentssubmit10ndash15screenswhichexamineandcompareat leastthreeartworks

objectsorartifactsatleasttwoofwhichneedtobebydifferentartistsTheworksselected

forcomparisonandanalysisshouldcomefromdifferingculturalcontexts

bullSLstudentssubmitalistofsourcesused


132

FormalrequirementsofthetaskmdashHL

bullHLstudentssubmit10ndash15screenswhichexamineandcompareatleastthreeartworks



bullHLstudentssubmit3ndash5additionalscreenswhichanalysetheextenttowhichtheirwork

andpracticeshavebeeninfluencedbytheartandartistsexamined

bullHLstudentssubmitalistofsourcesused

ExternalassessmenttasksmdashSLandHL

Part2Processportfolio

Weighting40

Students at SL and HL submit carefully selected materials which demonstrate their

experimentation exploration manipulation and refinement of a variety of visual arts

activities during the two-year course The selected process portfolio work 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

Thework selected for submission should showhow studentshaveexploredandworked

withavarietyoftechniqueseffectsandprocessesinordertoextendtheirart-makingskills

base

Part2Processportfolio SLmarks

SLtotal

HLmarks

HLtotal

A Skillstechniquesandprocesses 12 34 12 34

B Criticalinvestigation 6 6

C Communicationofideasandintentions 6 6

D Reviewingrefiningandreflecting 6 6

E Presentationandsubject-specificlanguage 4 4


133


bull SL students submit 9ndash18 screens which evidence their sustained experimentation

exploration manipulation and refinement of a variety of art-making activities For SL

studentsthesubmittedworkmustbeinatleasttwoart-makingformseachfromseparate

columnsoftheart-makingformstable


bull HL students submit 13ndash25 screens which evidence their sustained experimentation

exploration manipulation and refinement of a variety of art-making activities For HL

studentsthesubmittedworkmusthavebeencreated inat leastthreeart-makingforms

selectedfromaminimumoftwocolumnsoftheart-makingformstable


Part3Exhibition

Weighting40

Students at SL and HL submit for assessment a selection of resolved artworks for 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 to realize their intentions Students also evidence the decision-making process

whichunderpinstheselectionofthisconnectedandcohesivebodyofworkforanaudience

intheformofacuratorialrationale

Students at SL select 4ndash7 artworks for submission while students at HL select 8ndash11

artworksforsubmission

Part3Exhibition SLmarks SLTotal HLmarks

HLtotal

A Coherentbodyofworks 9 30 9 30

B Technicalcompetence 9 9

C Conceptualqualities 9 9

D Curatorialpractice 3 3


134


SLstudentssubmitacuratorialrationalethatdoesnotexceed400words

bullSLstudentssubmit4ndash7artworks

bullSL studentssubmitexhibition text (stating the titlemediumandsizeof theartworkas

wellasanoutlineofintentionsandorreferencetosourcesofinspiration)foreachselected

artwork

bullSLstudentssubmittwoexhibitionphotographsonlytheselectedartworkssubmittedfor

assessmentshouldappearintheexhibitionphotographs


bullHLstudentssubmitacuratorialrationalethatdoesnotexceed700words

bullHLstudentssubmit8ndash11artworks

bullHL students submitexhibition text (stating the titlemediumandsizeof theartworkas


artwork

bullHLstudentssubmittwoexhibitionphotographsonlytheselectedartworkssubmittedfor



135

InternalAssessmentCalendar2018-20

IACalendar-DPBatch2018-20

MONTH DATE SUBJECT IADETAIL WEIGHTAGE2018 DPYearI

AUGUST 17th EnglishLanguageampLiterature

WT1firstdraft

SEPTEMBER 1st EnglishLanguageampLiterature

WT1finaldraft 20

15th HindiLiterature FinalIOP 15

28thamp29th EnglishLanguageampLiterature

FOA1 15

Oct-Nov2018

15thOct-31stOct2018

SummativeAssessmentSemesterIExamination

OCTOBER 10th Visualart Processportfolio-3-4pagesStudiowork-2artworks

NOVEMBER 19th EnglishLanguageampLiterature

WT2firstdraft

30th Economics Microeconomics-firstdraft DECEMBER 1stand3rd English

LanguageampLiterature

FinalIOC 15

14th Economics Microeconomics-Final 20

17th EnglishLanguageampLiterature

WT2finalsubmission 20

2019 DPYearI

JANUARY

19th HindiLiterature IOC 15

FEBRUARY 11thamp12th EnglishLanguageampLiterature

FOA2 15

5th Group4Project IntroductiontoGroup4Project

8th Group4Project PlanningPhase

19th Group4Project ActionPhase

28th Group4Project EvaluationPhase

MARCH 5th English WT3firstdraft


136


19thand20th

TOK TOKpresentation 33

21st Economics Macroeconomics-Firstdraft 20



APRIL 10th-25thApril2019

SummativeAssessmentSemesterIIExamination(EndofYearI)

APRIL 1st Visualart Processportfolio-4-5pagesStudiowork-3-4artworks

Comparativestudy

MAY-JUNE SUMMERVACATION

JULY 11th Economics Macroeconomics-FinalSubmission

AUGUST 8th ESS FirstDraft

26th Mathematics FinalisethetopicofIA 20

SEPTEMBER 12th BusinessManagement

BMIAFirstDraft 25

18th-21st FrenchHLSLAbinitio

IOA 25

24th Psychology FirstDraftPsychologyIA 20

26th Mathematics FirstDraftMathIA 20

OCTOBER 1st HindiLiterature FirstDraftHindiWA 25

4th Economics Internationaleconomics-Firstdraft

10th Visualart Processportfolio-5-6pagesStudiowork-3-4artworks

Comparativestudy

17th ITGS FirstDraft-Project 2030

27th Chemistry FirstdraftChemistryIA

28th HindiLiterature FinalSubmissionofHindiWA 25

31st Mathematics FinalSubmissionofMathIA 20

Oct2019 14th-25thOct2019

SummativeAssessmentSemesterIIIExamination

NOVEMBER 4th BusinessManagement

FinalSubmissionBMIA 25

10th ESS FinalSubmissionESSIA 25

15th Psychology FinalSubmissionPsychologyIA

20th TOK FirstdraftTOKEssay

25th EE FirstDraft


137

29th Economics Internationaleconomics-Final 20

DECEMBER 5th CS FirstDraftSubmission SL30HL20

13th Chemistry FinalIAsubmission 20

16th ITGS FinalSubmission-Project 2030

18th Biology FirstDraft

19th Physics FinalIAsubmission 20

20th CS FinalIASubmission

2020 Year2

JANUARY 4th Biology FinalIAsubmission 20

9th-11th EE FinalSubmissionandViva

15th TOK FinalTOKEssaysubmission 66

FEBRUARY 10th-24thFeb2020

MockExamination(DP2)

MARCH Visualart FINALEXHIBITIONProcessportfolio-13-25pages

Studiowork-8-11artworkswithtextandCuratorialrationale

Comparativestudyfinalsubmission

40

40

20

Total100


138

CHANNELSOFCOMMUNICATIONWebelievethatthechallengesareresolvedat thepointof theoriginusingthefollowing

procedure

Speaktothepersonclosesttotheproblem(thepastoralfacilitatorTutor)

Speaktothecoordinator

CommunicatewithHead of Senior School Head of School only if thematter has not

beenresolvedbytherespectiveteacher

If the concern relates to the general school matters administrative decisions or the

school policies you should contact the Head of Senior School first and thereafter the

HeadofSchool

Parentteachermeeting(PTM)

Parent-TeachermeetingwillbeheldaftereverysummativeassessmentOccasionallythe

parentsmight schedulemeetings through prior appointment with the DP coordinator as

wellasDPTeachers

TheFormativeAssessmentsareaimedtopreparethestudentsforSummativeAssessments

and include specially designed tasktest to monitor students learning Formative

Assessments include minimum of two tests per semester and one open ended task to

develop theLearnerProfilesandATLskillsTheperformance in the testswillbe recorded

andreported to thestudentbysubject teacherswithproper feedback Ifa student isnot

meetingtheminimumachievement level inthetests thentheparentsof thestudentare

calledinschoolforgettingnotified

AssignmentsorHomeWork

Homeworkisavitalcomponentforpracticingandmasteringtheskillsandknowledgelearnt

intheclassThedaytodayworkthatiscompletedafterthelessonsprovidesbothformative

learningandevaluation

Homeworkisanintegralpartofthelearningandisgivenatthediscretionoftheteachers

andmayvaryfromtimetotimeandsubjecttosubject


139

STAYINGAFTERSCHOOL

Theschoolisscheduledtocloseat310pmforthestudentsAclosesupervisionisrequired

forthestudentswhowishtostaybackaftertheprescribeddeparturetimePriorpermission

from the parent Head of School and Programme Coordinator is required so that the

arrangementscanbemade

ATTENDANCE1 Parents should ensure that theirward comes to school regularly as 85attendance is

compulsoryforeverystudent

2 No student should remain absent from school without a pre-approved application for

leave

3 Please avoid calling your child home before the school time except in case of an

emergency

4Pleasedonotsendstudenttoschoolifhesheissufferingfromacontagiousdiseasetill

hesheiscompletelyfreefrominfection

5 If a student turnsup lateheshemusthave the late comingapplication signedby the

parentsbeforeheshereportstoschool

6Whenever the student is absent or on leave due tomedical reasons the certificate of

doctorshouldbeprovidedalongwiththeapplication


140

SCHOOLUNIFORMBoys

Pattern FullpantswithsidepocketsonehippocketNolowwaisttrouserstobeworn

Colour NavyBluetrouserswithWhiteshirtandNavyblueTie

Sweater Navybluesweaterwith lsquoVrsquoneckNavyblueBlazerwithschool logoNavyblueHoodywithschoolname

Turban or headgear

Navyblue(OnlyforSikhs)

Sportsdress WhitecollaredTshirtandNavybluetrackpantswithschoollogoandblacksportsshoes

Girls

Pattern Pleated skirts shirt with cape collar scarf The skirts need to be ofkneelength

Colour Navyblueskirtswithwhiteshirtsandredscarf


Sportsdress WhitecollaredTshirtandNavybluetrackpantswithschoollogoandblacksportsshoesSportsshortscanbecarriedtoschoolandwornasperthesportsscheduleonly

RulesforUniform

Uniformshouldbeproperlyironedandshoesshouldbepolishedregularly

Students must come to school in school uniform on all days including vacations

whateveristhepurpose

The uniform for the boys and the girls should be comfort fit so as not to cause any

inconvenience


141

CODEOFCONDUCTThe school Codeof Conduct comprises principles standards of behavior identification of

disruptivebehaviorandconsequencesofnon-complianceItspurposeistocreateasafeand

productivelearningenvironmentbyoutlininganexpectedbehaviorcodeamongststudents

Inordertodevelopasenseofresponsibilityfortheiractionsandanawarenessoftheneed

to care for and value the rights of others a code of conduct has been developed in our

schoolandanydeviationsfromthesamewillbedealtwithstrictlybytheauthorities

1 Students should demonstrate respect for others irrespective of racial gender cultural

andreligiousdifferences

2Studentsshoulddemonstrateself-disciplineandcometoschoolontime

3Studentsshouldfollowtheestablishedrulesandtakeresponsibilityoftheirownactions

4Studentsshouldexhibitapositiveandcooperativeattitudetowardsschoolandlearning

5Studentsshouldavoiduseofprofaneandobscenelanguagesandgestures

6Studentsshouldkeepschoolequipmentandbooksingoodcondition

7Studentsshouldreturnborrowedpropertyingoodcondition

8Studentsshouldreturnthelostitemstotheschooloffice

9Studentsshoulddepositlitterandwasteinappropriatecontainers

10Studentsshouldleaveothersrsquopropertyalone

11Studentsshouldmaintainasafecleanenvironmentforothers

12 Students should refrain from bringing any harmful substance to school that may

compromisethesafetyofothers

13 Committing an act of Vandalism that causes damage to school property would be a

punishableoffence

14 Students are not allowed to leave the school premises without obtaining prior

permissionfromconcernedschoolauthoritiesandparents

15Any improperdisplayofaffection towardsother studentorengaging in inappropriate

socialbehaviourisapunishableoffence

16AnyotherelectronicdeviceotherthanthecalculatorlikehandycamscellphonesCDs

shouldnotbebroughttoschool


142

SCHOOLTRANSPORT

This facility isprovided toall desirous studentsonpayment It is the responsibilityof the

parent to ensure that their children are made to board the bus and escorted home on

returnfromtheirrespectivebusstopsNorequestfromparenttodroptheirchildrenata

busstopotherthantheoneallottedwillbeentertainedIncaseyouneedtochangethebus

stopaformalletteraddressedtoadministrativeinchargemustbesentstatingthereason

forchange

TELEPHONECALLSParentsshouldnotcallstudentswhiletheclassesaregoingonTheyarerequestedtoleave

amessageattheschoolreceptionunlessitisanemergencyAlsostudentscanmakephone

callsonlyduringthebreaktime ifthematter isurgentandrequires immediateattention

Phonecallsshouldnotbemadeforcallingassignmentsorhomeworktoschoolwhichisa

partofstudentrsquosresponsibility


143

EMERGENCYPROCEDURESIn the event of an emergency at school due to any untoward accident during play the

studentisdriventoChoithramhospitalwhichisinsidetheChoithrampremisesTheparent

ofthestudentiscontactedbytheschoolattheemergencynumbers

SCHOOLLEAVINGCERTIFICATEToobtain a school leaving certificatetransfer certificate the school requires at least one

weekrsquoswrittennotice

PASTORALCAREPastoral care forms an integral element of the philosophy and mission statement at

Choithram International and all staffmembers have a responsibility to care for thewell-

being of our students Its significance is reflected in our structures leadership roles

proceduresandcurriculumItalsounderpinsthedaily interactionsbetweenandamongst

bothstaffandstudents

Eachgrade level issupportedbytwotutors theuniversityguidancecounselorandthe IE

CoordinatorforstudentlearningsupportThetutoristhefirstpointofcontactforstudents

andparentsPastoralcareinvolvesregularone-to-onetrackingandmentoringofstudents

It focuses on thewell-being and progression of each student on an individual basis Our

pastoral curriculum is comprehensive age appropriate and addresses the students social

and emotional development It equips them with the skills they will need to face the

challenges in an ever-changing world Everyday students interact with their tutors and

classmates on several issues of global importance which helps in generating awareness

among the young learners The main aim of the pastoral curriculum is to inculcate and

strengthenthelearnerprofileattributesinstudents


144

CLUBSANDHOUSESATCIAtCItheDPstudentsaregivenanopportunitytorunanyoftheCIclubsastheCreativity

aspectforCAS

Clubsprovide studentswithopportunities to learn inways thatmaynotbeanoptionby

simplyconcentratingonacademicsClubsoftenprovidestudentswiththechancetospend

time and make friends with those who have the same interests Once students have

somethingincommonschoolbecomesamorepositiveplacetobeAtChoithramweoffer

various clubs like the instrument club dance club creativewriting club drama club etc

These club activities serve as a positive outlet for students to socialize and expand their

horizons

TheHousesystemisofgreatimportancetoschoollifeItsfunctionistoinculcateafeeling

of belongingness and the spirit of fair competition among the students and encourage it

withintheschoolTheinter-Houseactivitiesgiveallstudentstheopportunitytoparticipate

in representative sport music and other activities with the aim of raising self-esteem

developing self-confidence and giving opportunities for leadership and teamwork beyond

thosealreadyavailablewithinschool

AschoolisdividedintoourhousesandeachstudentisallocatedtoonehouseHousesmay

competewithoneanotherat sportsandmaybe inotherways thusprovidinga focus for

grouployaltyorteamwork

At Choithram International we have four Houses named Gandhi Lincoln Mandela and

Tagore these names represent certain qualities and attributes which are personified in

theseiconicfigures


145

SPORTSATCISportsplayan important role ina childrsquosgrowth

and development Sports not only have health

benefits but also increase the concentration

developasenseofselfbringindividualstogether

At Choithram International we offer various

sports activities ie Football Basketball Lawn

tennisTabletennisBadmintonandCricket

LIBRARYATCIThe library at Choithram International aspires to make every aspect of the library

experience appealing and enjoyable for the student as well as the teachers We are

accoutredwithawiderangeofresourcesasbooksencyclopediasmagazinesnewspapers

andebooksibooksthatareavailabletosupportchildrenrsquosstudyWeencouragereadingfor

pleasure by providing access to the electronic resources and cultivate childrenrsquos research

andenquiryskillsduringourDEAR(DropEverythingAndRead) lessonsWealsomakethe

libraryafunandexcitingplacetobebyconductinglotsofactivities


146

DiplomaProgrammePointMatrix


147

LANGUAGEPOLICYLANGUAGEPHILOSOPHYChoithram International (CI) has English as the language of instruction and surveys andstatisticalanalysishaveidentifiedHindiastheMotherTongueforover80ofthestudentpopulationCIlanguagepolicyallowsstudentstostrengthentheirMotherTongueacquireproficiencyintheLanguageofInstructionandaspiretowardsmultilingualismForthisFrenchisofferedinLOTE(LanguageotherthanEnglish)-PYPLanguage-B-MYPampDPTheschooliscommittedto providing asmuch opportunity for bilingualmultilingual language learning as possibleacrossallthreeprogrammesCIworksontheIBideologyofldquoallteachersarelanguageteachersrdquoEveryteacherstrivestodevelopaconduciveenvironmenttoguidethestudenttowardsdevelopingcommunicationaswellasintrospectionfromtheMotherTonguetowardsthelanguageofinstructionLANGUAGELEARNINGATCILanguage learning is a part of all subject areas for gaining expertise in subject-specificterminology specific demands of different types of questions making connections fromclassroomexperiencestothetasksexamsandinwrittenandoralexpressionHomeRoomTeachers (HRTs) Tutors and subject teachers provide the studentswith opportunities todevelopeffectivecommunicationskillsintheirdisciplinesThesixskillsoflanguagelearningListeningSpeakingReadingWritingViewingandPresentingarefirmlyentrenchedinthecurriculumfromPYPtoDPAll CI teachers provide opportunities for prior understandings to be shared in order forbackground knowledge to be built upon to scaffoldmeaning to extend language and toaffirm identity It is accepted and understood that new learning and understanding isconstructeduponpreviousexperiencesandconceptualunderstandingsinadevelopmentalcontinuumTheongoinglanguagedevelopmentofourstudentsisthesharedresponsibilityofteachersparentsandstudentsLanguage learning is enhancedwhen parents andmembers of thewider community aresupportiveofthe learningprocessandare involvedin itTheschoolpromotescommunityawareness involvementand supportbypromotingandutilisingpositivecommunity linksespecially parents and teachers share the major responsibility for the education of thechildrenBELIEFSANDAIMSTheCIlanguagephilosophyaimsto Enable students to learn and use language effectively appropriately accurately andconfidentlyExtendactiveMotherTonguesupporttoallstudentstofacilitateoptimumlearningDevelopstudentsrsquoauraloralreadingwritingviewingandpresentingskillsEnablestudentstodevelopanduselanguageskillsinavarietyofcontextsandpurposes Promote the appreciation understanding and analysis of language and literature fromdiverse cultural and ethnic backgrounds varied perspectives of people belonging todifferentcultures


148

UnderstandthespecificvocabularyandtermsusedindifferentsubjectareasEncouragestudentstoemployBasicInterpersonalCommunicativeSkills(BICS)inandoutof the classroom toaid in student-teacherand student-peer relationships andeffectivelymove towardsdevelopingCognitiveAcademic LanguageProficiency (CALP)11GuidelinesfordevelopingaschoollanguagepolicyInternationalBaccalaureateOrganizationCILANGUAGEPROFILEStatistical analysis reveals that over 80 students come from familieswhere theMotherTongueandthepreferredlanguageofcommunicationathomeisHindioritsdialectsoracombinationofbothInPYPafteradmissionofa studentparentsare required to fill in the form forLanguageProfilingForMYPandDPLanguageProfilingFormmadeavailableattheFrontDeskisapartoftheadmissionprocedureand is tobefilledbybothparentsandstudentstogetherAdmissionCounselorandFrontOfficeExecutiveprovideGoogleFormforthepurposeThisisdonetoestablishthestudentrsquoslanguagebackgroundandproficienciesEntranceevaluationtestsfornewadmissionsareconductedinEnglishtogaugetheproficiencyandidentifyanyspecificlanguageneedsofthestudentsLANGUAGEASSESSMENTSAll assessments across the programmes are formulated as per the CI Assessment PolicyFormativeandSummativeAssessmentsforalllanguagesareplannedperiodicallyStudentsareobservedandassessed intheclassroomsthroughoralpresentationswrittenassessments student-ledclassespeerassessmentsgroupactivitiesetcAll suchactivitiesareplannedkeepingspecific learnersrsquoneeds learningoutcomestaskspecificclarificationsandassessmentcriteriainmindMOTHERTONGUEDEVELOPMENTCI ensures the Mother Tongue (established as Hindi) is appropriately developed andmaintainedWe have awell-structured curriculum and strong facultymembers across allthe three programmes to aid the Mother Tongue development The Mother TongueCoordinatormonitorstheMotherTonguemaintenanceacrossthedifferentProgrammesIn MYP and DP for the small percentage of students for whom the Mother Tongue isneither English nor Hindi we counsel the parents regarding the importance of MotherTongue development and make the option of a self-taught course available for suchstudents(Appendix-4)IfastudentofforeignoriginexpressesaninterestinlearningHinditheschooloffersitasanoptionforLanguageAcquisitionPROGRAMME-SPECIFICPOLICYIMPLEMENTATIONPRIMARYYEARSPROGRAMMEApartfromEnglishandHinditheprogrammeoffersFrenchasLOTE(LanguageotherthanEnglish)whichisofferedPYP3onwardsLanguageLearningatCIPYPisaimedatpromotingstudentsrsquocapacitytouselanguagetoFulfiltheireverydayneedsDevelopmaintainandexpresstheirownsenseofidentity


149

EstablishandmaintainrelationshipswithothersOrganisetheirthoughtsandlearnabouttheworldReflectupontheirexperiencesthoughtsandfeelingsandsharethesewithothersObtaininformationtodirectandadviceothersMakedecisionsandsolveproblemsinvolvingthemselvesandothersParticipateinrecreationalandimaginativeactivitiesAppreciateandcontributetowardstheirculturalheritagesInterrelatetheskillsoflisteningspeakingreadingwritingviewingandpresentingStudents in PYP are represented by awide range of personal and social backgrounds Tocatertothisrangeofstudentswebelievethelifelongprocessof learning languageisbestdevelopedthroughScaffoldingandmonitoringoflearningexperiencesRecognitionofindividuallearningstylesandratesProvisionofpurposefullearningexperiencesFosteringofthelearnerprofileattributesRecognitionandvaluingofpriorlearningexperiencesValuingdiversityofculturalintellectualandphysicalaspectsStudentsmaking the transition fromPYP toMYP should be able to use the languages toexpresseffectivelyInFrenchthelearnerisexpectedtobeabletodevelopanelementaryunderstandingandvocabularyforuse(Appendix-1)MIDDLEYEARSPROGRAMMECIMYPoffersLanguageandLiterature-EnglishandHinditoitslearnersLanguageAcquisition(LanguageB)-EnglishHindiFrench isoffereddependingon theLanguagepathwaysastudenthascoveredpreviouslyLanguageAcquisitionisstructuredinphasestoacknowledgeastudentrsquosproficiencylevelinthelanguageThephasesdonotcorrespondtothelearnersrsquoagegroupsorMYPyears If a student consistently scores Level 4 or more than that throughout an academicsession heshewill be promoted to the next phase otherwise heshecontinues in thesamephaseasbeforeAstudentwithnopriorexposuretoanyLanguageBoptionsavailablecanacquirethelanguagefromPhase1 The appropriate phase for a newly admitted student is determined throughLanguageProficiencyTestsEALLanguagesupportlessonsareprovideddependingonthestudentrsquoslanguageneedsThelanguagepathwayforastudentcontinuingfromMYPtoDPisaccordingtothetablegiveninAppendix-2MYP students continuing into theDPwill have developed an enquiring andreflectingapproachtolanguagelearningTheywillhavebilingualskillstobeappliedtoandextendedinDPlanguagecourses


150

DIPLOMAPROGRAMMECIoffersEnglishALanguageandLiteratureandHindiALiteraturetoitslearnersinDP TheDP language courses endeavour tomake students observe and analyze the crucialrolelanguageplaysinshapinganindividualrsquoscultureandidentityandtheimpactlanguagehas on society through mass communication along with aspects of literary analysisappreciationandliterarycriticismLanguageBofferedinEnglishHindiandFrenchisaimedatgainingsufficientproficiencyintheselanguagesatAbinitioSLorHLLevels The curriculum is aimed towards preparing the students for university admissions atnationalandinternationallevelsPROGRAMMESPECIFICLANGUAGESUPPORTPRIMARYYEARSPROGRAMMELanguage Teaching (by the year level teacher subject teacher or supportenrichmentteacher)isrecommended As a language inquiry to directly support the collaboratively planned programme ofinquiryAsaconnectedexperiencewithinthetransdisciplinaryunitofinquiryAsastandaloneteachingtodirectlysupportaspecificneedinatransdisciplinaryunitofinquiryAspartoftheagreeduponknowledgeandskillstoindirectlysupporttheprogrammeofinquiryMIDDLEYEARSANDDIPLOMAPROGRAMMEAtthebeginningofthesessionlanguageteachersidentifystudentsinneedoflanguagesupport basing on their performance in previous yearLanguage Proficiency Tests (as perrelevance)giventothem After termsemester end assessments language teachers subject teachers and TutorstogetheranalyzetheresultThosestudentswhostruggleinwrittenororalexpressionsinthelanguagesareassignedsupport classes under the guidance of language teachers which includewriting and oralpracticebasedonacademiccontentandmovingtowardsgainingefficiencyREVIEW PROCESS The language policy is reviewed every two years by the LanguageSteeringCommitteeasapartoftheCIcurriculumreviewcycleorifanyspecialrequirementarises The Language Steering Committee is also responsible for overseeing effectiveimplementationoftheCILanguagePolicy


151

INCLUSIVEEDUCATIONPOLICY

Inclusive Education Policy of CI is directly aligned with the motto of the organizationldquobecause every child deserves the bestrdquo It recognizes all students in spite of their widevariety of cultural backgrounds and believes that children possess a range of academicphysical emotional and social needs We believe in the inclusion of all students byresponding positively to their unique needs We aim to maximize the potential of allstudents through the removal of barriers and increase their learning opportunities Thepolicy ensures that curriculum planning and assessment for children with inclusiveeducationalneedstakesaccountofthetypeandextentofthedifficultyexperiencedbythechild It also provides a safe place to the students to come and share their personalproblemsaswellTheinformationsharedbyoraboutthestudentwillbekeptconfidentialandwillbesharedwiththeteachersresponsiblefortheeducationofthechildonlythroughconsultationwithparentsPolicyaims tocreateanenvironment tomeet the Inclusiveeducationalneedsofevery child it ensures that thediverse learningneedsof childrenare identified assessedand catered and enables all learners to have full access to all elements of the schoolcurriculumremovingallbarrierstolearningItalsostatesroleandresponsibilityofstaffinprovidingforchildrsquosInclusiveEducationalneedsandensuresthatparentsareabletoplaytheirpartactivelyinsupportingtheirchildrsquoseducationInclusiveEducationPolicyisalignedwiththeschoolrsquosadmissionpolicyitexpectsallparentstoconfidethediverselearningneedsoftheirchild(ifany)atthetimeofadmissionsothattheinterventionmaybeplannedrightfromtheadmissionThestudentshavetogothrougha strategicallydesignedpsychometric test to reveal theirdiverse learningneeds IEpolicycaters to diverse learning needs ranging from ADHD specific learning disabilities Highabilities amp multiple intelligences as well as different learning styles of learners physicaldisabilities or speechdisorders Social emotional andbehavioral difficulties and languagedifficultiesinchildren[ReferIEpolicydocumentfordetails]Homeroomteachercoordinateswithsubject tutorsand to identifyastudentwithdiverselearning needs emotional needs and report it to concerned coordinator then through aproper referral procedure the student is referred to IE coordinatorschool counselorfurtherplanofactionisdecidedbytheIEcoordinator[ReferIEpolicydocument]CIensuresadequatein-housesupporttoovercomebehavioralandlearningissuesinchildTheschoolsupportthestudentsattwolevelsnamelyschoolactionplanandschoolactionplusplanandanIEPwillbewritteninboththecases[ReferIEpolicydocumentfordetails]SchoolmaymakeseparatearrangementforassessmentsofstudentswithlearningdifficultyasperthenormsofIBAllAccessarrangementswillbecateredtoforthesestudentsduringall formativesummativeandformalexaminationsforMYPandDPasper IBrsquosassessmentaccessrequirement[ReferIEpolicydocumentfordetails]The policy clearly states the role and responsibilities of program coordinators teachersparentsandstudentsaswell[ReferIEpolicydocumentfordetails]


152

ASSESSMENTPOLICYTheprimarypurposeofassessmentandevaluationatChoithramInternationalistosupportand improve theprocessof teaching and learningAs all studentshavedifferent learningstylesexperiencesandabilitiessotheassessmentandevaluationoftheirlearningmustbefairtoallstudentsbevariedinnatureandallowstudentstodemonstratethefullrangeoftheirlearningTeaching learning and Assessment are intertwined and interdependent and should befocusedonthehabitsofmindcriticalthinkingskills21stcenturyskillsknowledgeconceptandattitudesthatwillprovideforsuccesswithintheIBprograminschoolandbeyondAssessmentisavitalpartofthelearningprocessThepurposeofassessmentistheholisticdevelopmentofthelearnerswhichhelpsthemtounderstandtheircapabilitiesandenablesthemtoovercometheirshortcomingsAssessment reflects learning and is a process involving diagnostic assessment at thebeginning of each learning cycle formative assessment throughout and summativeassessment generallyat theendSummativeassessmentprovidesperiodic snapshotsofastudentrsquos academic progress while formative assessment essentially provides feedbackduringthelearningprocesstohelpteachersplanappropriatenextstepsforstudentsandforstudentstounderstandwhat isrequiredoftheminthe learningprocessLearningandassessmentatCIiscriterion-relatedandhaseducationalandpedagogicalvalueAssessmentsinDPAssessmentsoftheDParecriterion-relatedbasedonthefollowingaimswhichareelaboratedintheremainderofthissectionAssessmentpracticesTherearethreetypesofassessmentsinDPFormativeAssessmentsFormativeassessmentsareaimedtopreparethestudentsforsummativeassessmentsandinclude especially designed tasks to monitor student learning They may be formal orinformal (Observation Open ended tasks Performance Process journals Portfolioassessmentsquizzesclasstests)Theformativeassessmentswillincludeatleasttwomarkbasedassessmentsandoneopenendedtaskpersemesterto identifythe learningneedsandtogiveadetailedfeedbackonteachingandlearningSummativeAssessmentAt CIDiplomaprogramme is comprisedof semesters and at the endof each semester amarkbasedsummativeassessmentisheldTheweightingforthewrittenexaminationandInternalassessmentsisdifferentinsubjectsThefoursemesterexamsareasfollowsSemIExaminationSemIIExaminationalsoknownasEndofYearExamSemIIIExaminationSemIVExaminationalsoknownasMockExamFinalSummativeAssessments(FormalAssessments)Thefinalsummativeexamincludes


153

1 IBDPexaminations(Includingsomeexternallyassessedcomponents)2 InternalAssessment-TheInternalassessmentsforallsubjectsaremarkedby

subjectteacherandmoderatedexternally3 AssessmentsofCorecomponents

TOKassessmentsconsistofacombinationofareinternallyassessedTOKPresentationwithaweightage of 33 and externally assessed essays with aweightage of 67 These twocomponentsfinallycontributetoagradefromA-EExtendedessaysareexternallyassessedandgradedonscaleofA-EThealphabeticalgradesofEEampTOKfetchanumericalgradeonascaleof3 fromdiplomapointmatrixCompletionofCASrequirements ismandatory forDiploma candidates Different DP subjects have different weightage for external andinternalassessmentsinallexaminationsasperthesubjectguidesldquoFormalassessmentsinDPistheassessmentdirectlycontributetofinalqualificationrepresentsthefinalsummativeassessmentinIBcontinuumofeducationrdquo[1]Formal examination of the DP includes some multiple-choice tests for a few subjectsstructuredandunstructuredexaminationformostsubjectsintendedtobetakenattheendof the two-year course and some internal assessments to be completed by students atvarious timesunder various conditions (asper the internal deadlineplanner) during theircoursewhichwillbeexternallymoderatedThestudentperformanceismarkedandgradedasperIBrsquossubject-specificgradeboundariesonascaleof1to7ThefinalDPscoreisgivenout of 45 of which a total of 42 come from 6 subjects of 7 points each and 3 from acombinationofTOKandEEgradesThefinaldiplomascoreandtheindividualsubjectpointsincluding the core component grades and completion of CAS requirements determinewhetherthestudentsecuresadiplomaoracourseAllsummativeassessmentsareassessedusinglatestsubject-specificgradeboundariesonascale of 1-7 given by IB so that students have a clear understanding of expectations andthereby find scope of improvement This will give a truly comprehensive feedback tostudentsInternal standardization of assessment is a regular feature of DP at CI Internalstandardization is done for the internal assessments TOK essays amp extended essays incollaborationwithinthedepartmentforIAsampEEswheremorethanoneteacherisinvolvedinteachingthecourseandwithalltheteachersforTOKEssaysThishelpstheteacherstoproduceauthenticampreliablepiecesofworkfromstudentsCIplansitsInternalAssessmentsubmissiondeadlinesintheformofanIADeadlineCalendarand publishes the same in the beginning of the academic year This calendar is strictlyfollowedby the studentswithan increasingdegreeofpenalties inplace for lackadaisicalstudentswhomissdeadlinesConductingExaminationTheschoolhasastrongExaminationdepartmentandexperiencedfacultywhotakecareofconductingthesummativeandformalexaminationsfromtimetotimeasperIBregulationTheexaminationisconductedunderthevigilanceoftrainedteachersRecordingandReportingRecordingandreportingofsummativeassessmentswillbedonetotheparentsandstudentsattheendofeachsemesterthroughaPTMThereportcardisitselfacomprehensive


154

documentwhichgivesdetailedprogressaboutstudentrsquosacademicperformancethroughoutthe twoyears ineachdisciplineandcorecomponentsafter summativeassessments Theperformance of the student is recorded in the form of an Achieved grade and an Effortgrade The achieved grade is based on the studentrsquos performance in the summativeassessmentsandtheeffortgradeportraysthelevelofeffortstudenthasputinduringeachsemesterAttheendofeachsemesterthetutorssharethereportcardwiththeparentsthroughmailsandthenfacetofacereportingisdoneinparentteachermeetingStudent-led conferencesmark the part of first PTMwhere the students take initiative indemonstrating theirunderstanding throughavarietyofdifferent learningsituationsTheyshareassessmentdataabouttheirlearningwiththeirparentssupportedwithaportfolioofachievement and also reflect on the development of ATL skills The student identifiesstrengthsandareasforimprovementItenablesparentstogainaclearinsightintothekindofworktheirchildisdoingandoffersanopportunityforthemtodiscussitwiththeirchildThereafterthetutorsandsubjectteacherscommunicatetheperformanceofstudentsintheformofassessmentdataopenlyandtransparentlysupportedbythestudentrsquosworkAfter every summative assessment result is analysed to identify the students who needextralearningsupportTheschoolhasaninterventionplantohelpthestudentswhosecureagrade3orlessatSLand4orlessatHLinassessmentsintheformofremedialsupportclasseswhichareplannedasperthefreelessonsofthestudentsPredictedGradesPredicted grades for each subject are given to theDiploma studentswhich serve for theuniversity admission The same are also uploaded on the official IB site which helps inmoderation Predicted grades are given on the basis teachersrsquo judgement and studentrsquosperformanceresponsesinFormativeandSummativeAssessmentsAssessmentaccesstostudentswithdifferentlearningneedsTasksandthetimedurationwillbedefinedkeepinginmindtheindividuallearningneedsofstudentsExtratimeandadditionalsupportwillbeextendedtostudentswhohavetroublekeepingupwithclassroomteachingandlearningandassessmentsasperthereportoftheInclusiveeducation coordinator Inclusiveeducation coordinatorwill be regularlyupdatedabouttheprogressofstudentswithlearningdifficultysoastorefineassessmentroadmapsAllAccessarrangementswillbecateredtoforstudentswithlearningdifficultyduringfinalsummativeassessmentofDPasper IBmandateAll furtheraccommodationsprovidedbyschoolforstudentwithlearningdifficultyarementionedinInclusiveEducationPolicyNOTEMay2018gradeboundarieswillbefollowedforallsummativeassessments


155

ACADEMICHONESTYPOLICYAcademichonestyandintegrityisanindispensablepartoftheInternationalBaccalaureateOrganizationandanessentialpartofChoithramInternationalAcademicHonestyPolicyofCIcloselyfollowstheIBpublicationAcademicHonestyGuidanceforSchoolsThepurposeofthispolicyistoclearlystatetheexpectationsthatthefacultyhasfromthestudentsandrole and responsibilities of the teachers andparents to ensure that the learners presentauthenticworkAcademicHonestyshouldbeviewedpositivelybyallthestakeholdersandactwith integrityandhonestytakingresponsibilityofouractionsandtheirconsequencesThusstrivingtobeldquoPrincipledrdquoAcademicMisconductincludesthefollowing

1 Plagiarismbull Notacknowledgingtheoriginalsourceofinformationorideasbull NotusingProperIn-textcitationsbull CloselyParaphrasedmaterialthatistoosimilartooriginalsourceshouldalsobe

in-textcited2 Collusion3 Duplicationofwork4 Fakingwebsitesincitations

Malpracticealsoincludesanyotherbehaviorthatgainsanunfairadvantageforacandidateor that affects the results of another candidate like taking unauthorizedmaterial into anexamroomormisconductduringanexaminationortakingundueadvantagefromexternaltutorwhileperforminghomeassignmentsResponsibilitiesofstudentsCandidatemustbeartheconsequencesifheshesubmitsanyworkthatisnothisherownregardlessofwhethertheplagiarismwasunintentionalordeliberateStudentsareexpectedNotto indulge inanykindofacademiccollusionplagiarismduplicationofworkandallotherformsofcheating Inform the staff when any other student has committed any of the abovementionedacademicdishonestyPresent authentic work by ensuring that they have used proper citations and usingauthenticwebsitesbyevaluatingtheresources Present work that acknowledges all the sources used in the work submitted withoutfakingthewebsitesormissinganyreferencesSubmitalltheworktaskswithalongwiththechecklisttoensureproficientresearchskillspracticedandacademichonestypolicyimplementedassignedThecandidateisultimatelyresponsibleforensuringthatallworksubmittedforassessmentisauthenticwithworkorideasofothersfullyandcorrectlyacknowledged


156

ResponsibilitiesofparentsTodevelopasenseofacademichonestyintheirchildandbeviewedpositivelyToguidetheirchildtoanextentratherthanhelpingbeyondlimitToalwaysensureandencouragetheirchildtopresentauthenticworkToencouragetheirchildtoacknowledgeallthesourcesreferredtoforthecompletionoftheworkandtouseproperin-textcitationsToguidetheirchildinevaluatingauthenticresourcesoridentifyingqualityresourcesTosupporttheschoolstaffindevelopingasenseofresponsibilityintheirchildtobecomeprincipledEnforcementofthepolicyThe school reserves all rights to check the student-submitted work for authenticity Themethodofcheckingcanrange fromuseofexternalwebsites toothermethodswhich theteacherdeemsfitinordertoverifytheoriginalityofstudentworkConsequencesofviolationofacademichonestypolicyThe students need to be principled and maintain the norms of Academic honestyMalpractice incidents will be discussed with the student and then reported to parentscounselorsandCoordinatorsTheactionagainstmalpracticewillbetakeninthreephasesfromMYP1onwards1Firstviolationofnormswill call fornogrades (0) in theassignmentassessmentunderconsiderationParentswouldbecalledtotheschoolandintimatedverballyaboutthesame2Secondviolationofnormswillcallfornogrades(0)intheassignmentassessmentunderconsiderationParentswouldbecalledtotheschoolandintimatedaboutwrittenwarningissuedtotheirwards3Thirdviolationofnormscallsforexpulsionfromschool


157

ICTPOLICYAt CI we believe that well-integrated use of technology resources makes twenty-first-century learning possible Students are often more actively engaged in projects whentechnologytoolsareaseamlesspartofthe learningprocess iPadsareusedasateachingandlearningtoolatCIICTrulesandregulations

Using the computer network is a privilege and shall be governed by the ChoithramInternationalrsquos policies anddiscretion This codeofpractice is tobeadheredby all Strictaction will be taken against those students who fail to follow these policies and rulesChoithramInternationalandtheSchoolrsquosManagementbyAuthorityhaveadutytoensurethatallusersaresafeandshallnotbeexposedtoany illegalor inappropriatecontentTothiseffect fromtime to time theSchoolrsquosAuthority shallbeexercised toensure thatnosuch illegal or inappropriate content is stored in electronic devices within the Schoolcampus These restrictions are not intended to interfere with the studentsrsquo educationShould students feel the need to understand these policies better they may talk to anauthorisedmemberoftheITDepartmenttodiscusstheirqueriesInternetandemailusearesubjecttomonitoringbytheSchoolanditsapprovedSoftwareand Firewall systems No personal Internetmedia (JIOWifi device SIM dongal etc) andstoragedevicesareallowedtobeusedbystudentsoncampusAllstudentshavetouseonlytheschoolWiFiorLANThecostofdamagingorlosinganyschoolrsquosICTequipmenthastobebornebythestudentusertowhomithasbeenissuedThemobilephonesandiPadswithSIMcardsmustnotbeusedontheSchoolcampusandmust be deposited at the School reception Students are not allowed to use theirlaptopsiPadsduringalessonwithoutspecificallybeingaskedtodosobytheteachertakingthelessonStudentsshouldnotunderanyconditionsharephotosoranypropertyoftheschoolwithanypersonorthirdpartyNorshouldstudentsshareanyphototakenintheschoolpremisesonanysocialmediawithoutpriorpermissionSocialnetworkingsitesandallkindsofonlinechattingtoolsareprohibitedforuseduringschoolhoursanddailyreportswouldbesenttoHeadofSchoolforallkindofbreachattemptsTheSchool logoandname in fact anyorganisations logoandnameare the intellectualproperties of the concerned organisations and using themwithout their permission is aninfringement of DPA (Data Protection Act) 2011 Information Technology Act 2008 andCopyrightsActStudentsindulginginputtingupstrongly-wordedpostsagainsttheSchoolcommunity or any engagement on social media that goes against the discipline anddecorumofChoithramInternationalwillbedealtwithseverelySoundMusicGamesorAppsbullTheSchoolprotocol involves installingprofilesrestrictionsonthestudents iPadDuetothispracticetheAPPSTOREwillbeblockedStudentswillbeallowedtodownloadallthecurriculum-relevantappsatthebeginningofthetermandthentheprofileswillbeinstalledProfileswillberemovedduringvacationsbullTheSchoolisnotresponsibleforanytypeoflossdamageortheftofhardwaresoftwareanddatafromthestudentrsquosiPadlaptop


158

bull Soundmust bemuted at all times unless permission is obtained from the teacher forinstructionalpurposesbull The iPad name should be the studentrsquos name and hisher grade The students are notallowedtogiveanyrandomnametotheiriPadslaptopsbullMusicrelatedtothecurriculumisallowedontheiPadandcanbeusedatthediscretionoftheteacheranddiscretepoliciesbullThe studentsarenotallowed tocarryearphonesandanyothermedia storagedevices(Pendrive External harddisk MP3 Player) unless permission is given by the ProgrammeCoordinatorbullAppscanbeusedatthediscretionoftheteacherTheseappsneedtobedirectlyrelatedtothecurriculumandapprovedbythesubjectteacherbull Educational games can be used with prior permission from the coordinator and thesubjectteacherbullNogamesmoviesandanykindofvideos(TVShows)shouldbefoundinanyiPadslaptopsastheyarenotallowedinSchoolpremisesIfthesearefoundinthestudentrsquosiPadslaptopsthat device will be confiscated and a case against the student will be forwarded to therespective coordinator and HOS and returning the device to the student shall be at thediscretionofthecoordinatororHOSUseoftheInternetThe internet is provided to help studentswith learning activities such as research onlineactivitiesonlineeducationalgamesandmanyotherthingsTheinternetisnottobeusedtoaccess anything which is illegal or anything that someone else may find offensive ThisincludespornographydiscriminationandracialorreligioushatredIfthestudentisunsureaboutthisruleorcomesacrossanythingthatthestudentfeelsisinappropriatethestudentshouldturnhishercomputermonitoroffandinformtheteacherimmediatelyThe Internet is a vast world and the student as a responsible user of Internet shouldrespectothers sentimentsemotionsbeliefsandcultureThe student shouldnotbyanymeansinvolvehimselfherselfinanykindofcyber-bullyingorsendingsharingoffensiveordisrespectfulcommentsabouttheschoolandothersIngeneralwhenusingtheComputersiPadsthestudentshallbullalwaysusehisherowndevicenotanybodyelse(Thestudentsaresuggestedtostickalabelwhichcarriestheirnamesandgrades)bullalwaysbehaveinasensiblematurewayrespectingothersatalltimesbullkeeptheirpasswordsecretbullreportanysuspectedbreachofnetworksecurity(whetherbymyselforothers)totheITteachertheSchoolsNetworkManagerortheProgrammeCoordinatorbull not damage the computer computer systems or network If the student discovers anymethodsofcausingsuchdamageheshewillreportthemtotheITDepartmentWhenusingtheInternetandemailthestudentshallbullrefrainfromaccessinganynewsgroupslinkswebpagesorotherareasofcyberspacethatwould be considered offensive in the judgment of the IT Department because ofpornographicracistviolentillegalillicitorothercontentbull take responsibility for monitoring and appropriately reject any newsgroups links webpagesorotherareasofcyberspaceaccessedbyhimher


159

bull never use valuable computer time playing non-educational games or accessinginformationwhichisnotpartofmyschoolworkbullnevertrytobypassanyofthesecuritysystemsinplaceThissecurityisinplacetoprotectthestudentfromillegalsitesandtostoppeoplefromhackingintootherpeoplesaccountsbull always be respectful of others and use appropriate language both to those aroundhimherandthosethestudent is incontactthroughthenetworkThestudentwill refrainfromusingobsceneharassingorabusivelanguageandwillreportanycasesofsuchusageagainsthimherorotherstohisherTutorandITDepartmentbull not download software games music graphics or video without first asking the ICTteacherandobtainingpermissionfromthecopyrightholderifrequiredbulluseanydownloadedmaterialinanappropriatemannerinhisherworklistingitssourceinabibliographyandclearlyspecifyinganydirectlyquotedmaterialbull never reveal personal information including passwords names addresses credit carddetailstelephonenumbersandphotographsofhimselfherselfandothersIfthestudentisuncertainas to theneedtorevealanyof this information thestudentshouldaskhisherteacherparent


160

LISTOFHOLIDAYS(SESSION2018-19)Datesfortheclosingandre-openingoftheSessionwouldbedeclaredlater

220818 Wednesday Id-ul-ZuhaBakara-Eid

26082018 Sunday RakshaBandhan

3918 Monday Janmashthami

13918 Thursday GaneshChaturthi

21918 Friday Moharrum

24918 Monday nextdaytoAnantChaturdashi

21018 Tuesday GandhiJayanti

181010to211018 ThursdaytoSunday Dussehravacations

51118to91118 MondaytoFriday Diwalivacations

211118 Wednesday Eid-e-Milad

231118 Friday GurunanakJayanti

221218-1119 SaturdaytoTuesday ChristmasBreak

040319 Monday MahaShivratri

21319 Thursday Holi

22319 Friday GoodFriday

25319 Monday RangPanchami

14419 Sunday RamNavamiampAmbedkarJayanti

17419 Wednesday MahavirJayanti


161

References

1 Language A Language and Literature guide First examinations 2015 copyInternationalBaccalaureateOrganization2011

2 Language A Literature guide First examinations 2015 copy InternationalBaccalaureateOrganization2011

3 French Ab initio guide First examinations 2020 copy International BaccalaureateOrganization2018

4 Language B guide First examinations 2020 copy International BaccalaureateOrganization2018

5 Economics guide First examinations 2013 copy International BaccalaureateOrganization2010

6 Business and Management guide First examinations 2016 copy InternationalBaccalaureateOrganization2012

7 Information Technology in Global Society guide First examinations 2012 copyInternationalBaccalaureateOrganization2010

8 HistoryguideFirstexaminations2020copyInternationalBaccalaureateOrganization2018

9 Environment Systems and Society guide First examinations 2011copy InternationalBaccalaureateOrganization2012

10 PhysicsguideFirstexaminations2016copyInternationalBaccalaureateOrganization2014

11 Chemistry guide First examinations 2016 copy International BaccalaureateOrganization2014

12 BiologyguideFirstexaminations2016copyInternationalBaccalaureateOrganization2014

13 Computer Science guide First examinations 2014 copy International BaccalaureateOrganization2012

14 MathematicsHLguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012

15 MathematicsSLguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012

16 MathematicsStudiesSLguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012

17 VisualArtsguideFirstexaminations2014copyInternationalBaccalaureateOrganization2012

18 Gradedescriptors(ForusefromDecember2017)


162

ANNEXURE1

GRADEDESCRIPTORS

Group1(Studiesinlanguageandliterature)

Grade7

Demonstratesexcellentunderstandingandappreciationoftheinterplaybetweenformand

content in regard to the question or task responses thatmay be convincing detailed

independent in analysis synthesis and evaluation highly developed levels of expression

bothorallyandinwritingverygooddegreeofaccuracyandclarityverygoodawareness

ofcontext andappreciationoftheeffectontheaudiencereaderveryeffectivestructure

withrelevanttextualdetailtosupportacriticalengagementwiththethoughtsandfeelings

expressedinthework(s)

Demonstratesrefinedappreciationof literarystyleandafullengagementwiththeactof

transforming literature into performance the personal qualities necessary to work with

othersinapurposefulandeffectivemanner

Grade6

Demonstratesverygoodunderstandingandappreciationoftheinterplaybetweenformand

contentinregardtothequestionortaskresponsesthataremainlyconvincingaswellas

detailed and independent to some degree in analysis synthesis and evaluation well-

developed levels of expression both orally and inwriting good degree of accuracy and

claritygoodawarenessofcontextandappreciationof theeffectontheaudiencereader

effective structurewith relevant textual detail to support a critical engagementwith the

thoughtsandfeelingsexpressedinthework(s)

Demonstratesclearappreciationof literary styleanda solidengagementwith theactof

transformingliteratureintoperformancewillingnesstoworkwithothersinaconstructive

manner

Grade5

Demonstrates good understanding and appreciation of the interplay between form and

contentinregardtothequestionortaskresponsesthatoffergenerallyconsideredand

valid analysis synthesis and or evaluation good levels of expression bothorally and in

writingadequatedegreeofaccuracyandclarityawarenessofcontextandappreciationof


163

theeffectontheaudiencereaderclearstructurewithrelevanttextualdetailtosupportan

engagementwiththethoughtsandfeelingsexpressedinthework(s)

Demonstrates an appreciation of literary style and an engagement with the act of

transformingliteratureintoperformancerecognizableinvolvementtoworkwithothersina

cooperativemanner

Grade4

Demonstratesadequate knowledgeandunderstandingof thequestionor task responses

that are generally valid in analysis and or synthesis satisfactory powers of expression

both orally and in writing only some lapses in accuracy and clarity some awareness of

context and appreciation of the effect on the audience reader a basic structure within

whichthethoughtsandfeelingsofthework(s)areexplored

Demonstrates some appreciation of literary style and some commitment in the act of

transformingliteratureintoperformanceanacceptanceoftheneedtoworkwithothers

Grade3

Demonstratessomeknowledgeandsomeunderstandingofthequestionortaskresponses

thatareonlysometimesvalidandorappropriatelydetailedsomeappropriatepowersof

expressionbothorallyand inwriting lapses inaccuracyandclarity limitedawarenessof

context and appreciation of the effect on the audiencereader some evidence of a

structurewithinwhichthethoughtsandfeelingsofthework(s)areexplored

Demonstrates little appreciation of literary style andmodest commitment to the act of

transforming literature into performance little apparent attempt to work with others

effectively

Grade2

Demonstratessuperficialknowledgeandunderstandingofthequestionortaskresponses

that are of generally limited validity limited powers of expression both orally and in

writing significant lapses in accuracy and clarity little awareness of context and

appreciationoftheeffectontheaudiencereaderrudimentarystructurewithinwhichthe

thoughtsandfeelingsofthework(s)areexplored

Demonstratesverylittleappreciationof literarystyleandlittlecommitmenttotheactof

transforming literature intoperformancesparseevidenceof involvement inworkingwith

otherseffectively


164

Grade1

Demonstrates very rudimentary knowledge and understanding of the question or task

responsesthatareofverylimitedvalidityverylimitedpowersofexpressionbothorally

and in writing widespread lapses in accuracy and clarity no awareness of context and

appreciationoftheeffectontheaudiencereaderveryrudimentarystructurewithinwhich

thethoughtsandfeelingsofthework(s)areexplored

Demonstratesverylittleappreciationofliterarystyleandnegligibleinvolvementwiththe

actoftransformingliteratureintoperformanceinabilitytoworkwithothers

Appliestoliteratureandperformanceonly


165

Group2(languageacquisition)

LanguageB(HL)

Grade7

Studentsspeakwithclarityandfluencyusearichlyvariedandidiomaticrangeoflanguage

veryaccuratelyhandleideaseffectivelyandskillfullywithactiveandcomplexinteraction

demonstrateathoroughunderstandingofthemeaningandpurposeofwrittentextshave

little difficulty with the most difficult questions recognize almost all the subtleties of

specific language usage write detailed and expressive texts demonstrating an excellent

command of vocabulary and complex structures with a consistently high level of

grammaticalaccuracydemonstrateclarityofthoughtintheorganizationoftheirworkand

anabilitytoengageconvinceandinfluencetheaudience

Grade6

Studentsspeakclearlyfluentlyandnaturallyuseavariedandidiomaticrangeoflanguage

accurately handle ideas effectively with active and full interaction demonstrate a very

goodunderstandingofthemeaningandpurposeofwrittentextshavelittledifficultywith

moredifficultquestionsrecognizemostofthesubtletiesofspecificlanguageusagewrite

detailedtextsdemonstratingaverygoodcommandofvocabularyandcomplexstructures

withaverygood levelofgrammaticalaccuracyadapt theirwritingappropriately tosuit

theintendedaudienceandpurposeexpresstheirideasandorganizetheirworkcoherently

andconvincingly

Grade5

Students speak mostly clearly and fluently use a varied range of language mostly

accurately handle ideas mostly effectively with generally full interaction demonstrate a

goodunderstandingof themeaning andpurpose ofwrittentextshavesomedifficulties

withmoredifficult questions recognize some subtleties of specific languageusagewrite

fairly detailed texts demonstrating a good command of vocabulary with a good level of

grammaticalaccuracyshowareasonableabilitytoadapttheirwritingtosuittheintended

audienceandpurposeexpresstheirideasandorganizetheirworkcoherently

Grade4

Students speak generally clearly use a basic range of language correctly handle ideas

adequatelywithfullinteractionattimesdemonstrateanadequateunderstandingofthe


166

meaning and purpose of written texts have some difficulties with almost all difficult

questions and some average questions recognize a few subtleties of specific language

usagewrite texts demonstrating an adequate commandof vocabularywith an adequate

levelofgrammaticalaccuracyshowsomeabilitytoadapttheirwritingtosuittheintended

audienceandpurposeexpresstheirideasandorganizetheirworkappropriately

Grade3

Studentsspeakhesitantlyandattimesunclearlyuseasimplerangeoflanguagecorrectly

attimeshandleideaswithsomedifficultywithfairlylimitedinteractiondemonstratesome

understandingofthemeaningandpurposeofwrittentextshavedifficultieswithquestions

ofaveragedifficultywrite textsdemonstratingabasiccommandofvocabularyandsome

awarenessofgrammaticalstructureproduceanidentifiabletexttypemakesomeattempt

atexpressingtheirideasandorganizingtheirwork

Grade2

Students speak hesitantly and generally unclearly use a limited range of language often

incorrectly handle ideas with difficulty with restricted interaction demonstrate a fairly

limitedunderstandingof themeaningandpurpose ofwrittentextshavedifficultieswith

someeasyquestionswritetextsdemonstratingafairlylimitedcommandofvocabularyand

little awareness of grammatical structure produce an identifiable text typewith limited

successmakesomeattemptatbasicorganizationcontentisrarelyconvincing

Grade1

Students speak hesitantly and unclearly use a very limited range of language mostly

incorrectlyhandleideaswithgreatdifficultywithveryrestrictedinteractiondemonstratea

limitedunderstandingofthemeaningandpurposeofwrittentextshavedifficultieseven

with easiest questions write texts demonstrating a limited command of vocabulary and

little awareness of grammatical structure produce a barely identifiable text type lack

organizationtoanextentthatcontentisunconvincing


167

LanguageB(SL)

Grade7




more difficult questions write detailed texts demonstrating a very good command of

vocabularyandcomplexstructureswithaverygoodlevelofgrammaticalaccuracyadapt

theirwritingeffectivelytosuittheintendedaudienceandpurposeexpresstheirideasand

organizetheirworkcoherentlyandconvincingly

Grade6


accurately handle ideasmostly effectivelywith generally full interaction demonstrate a


withmoredifficultquestionswritefairlydetailedtextsdemonstratingagoodcommandof

vocabularywithagoodlevelofgrammaticalaccuracyadapttheirwritingappropriatelyto

suit the intended audience and purpose express their ideas and organize their work

coherently

Grade5


adequatelywith full interaction at timesdemonstrateanadequateunderstandingof the


questionsandsomeaveragequestionswritetextsdemonstratinganadequatecommand

ofvocabularywithanadequatelevelofgrammaticalaccuracyshowareasonableabilityto

adapt theirwriting to suit the intended audience and purpose express their ideas and

organizetheirworkappropriately

Grade4

Studentsspeakhesitantlyandattimesunclearlyuseasimplerangeoflanguagecorrectlyat

timeshandle ideaswith somedifficultywith fairly limited interactiondemonstrate some



awarenessofgrammaticalstructureshowsomeabilitytoadapttheirwritingtosuitthe


168

intended audience and purpose make some attempt at expressing their ideas and

organisingtheirwork

Grade3





little awareness of grammatical structure produce an identifiable text typemake some

attemptatbasicorganizationcontentisrarelyconvincing

Grade2






successlackorganizationtoanextentthatcontentisunconvincing

Grade1

Students speak very hesitantly and unclearly use a very limited range of language

incorrectlyhandleideasunsuccessfullywithveryrestrictedinteractiondemonstrateavery

limitedunderstandingof themeaningandpurposeofwritten texts havedifficultieswith

almostallquestionswritetextsdemonstratingaverylimitedcommandofvocabularyand

verylittleawarenessofgrammaticalstructureproduceabarelyidentifiabletexttypelack

organizationtoanextentthatcontentisconfusing


169

Languageabinitio(SL)

Grade7

Receptive skills students respond clearly and effectively to all simple andmost complex

informationandideas

Interactive skills students respond accurately communicate effectively and demonstrate

comprehension pronunciation and intonation always facilitate the understanding of the

message students sustain participation and make good independent contributions The

messageisalwaysclear

Productive skills students develop ideas well using an effective logical structure they

successfullyusearangeofsimpleandsomecomplexcohesivedevicestheyusebothbasic

andcomplexgrammaticalstructuresaccuratelyHowevertheymaymakeoccasionalerrors

in complex structures they use varied and effective vocabulary and appropriate register

theydemonstrateclearevidenceofinterculturalunderstandingwhererequired

Grade6

Receptiveskills studentsrespondclearlytoallsimpleandmostcomplexinformationand

ideas

Interactive skills students respond mostly accurately communicate almost always

effectively and demonstrate comprehension pronunciation and intonation almost always

facilitate the understanding of themessage students almost always sustain participation

andmakeindependentcontributionsThemessageisalmostalwaysclear

Productiveskillsstudentsdevelopideaswellusingalogicalstructuretheysuccessfullyuse

a range of simple and some complex cohesive devices they use both basic and complex

grammatical structures accurately However they may make several errors in complex

structures they use varied vocabulary and appropriate register they almost always

demonstrateclearevidenceofinterculturalunderstandingwhererequired

Grade5

Receptive skills students generally respond clearly to simple and some complex

informationandideas

Interactive skills students respondaccurately and generally demonstrate comprehension

pronunciationandintonationoftenfacilitatetheunderstandingofthemessagestudents


170

generallysustainparticipationandmakesome independentcontributionsThemessage is

oftenclear

Productive skills students develop some ideas using a logical structure they often use a

rangeofsimpleandsomecomplexcohesivedevicestheyusebasicgrammaticalstructures

accurately However complex structures are rarely accurate they use a range of basic

vocabulary and appropriate register they often demonstrate evidence of intercultural

understandingwhererequired

Grade4

Receptiveskillsstudentsrespondclearlytomostsimpleinformationandideas

Interactive skills students respond accurately and demonstrate comprehension in simple

exchanges pronunciation and intonation usually facilitate the understanding of the

messagestudentssustainparticipationinsimpleexchangesThemessageisusuallyclear

Productiveskillsstudentsdevelopbasicideasusingalogicalstructuretheyusearangeof

simplecohesivedevicessuccessfullytheyusemostbasicgrammaticalstructuresaccurately

theyusebasic vocabularyandappropriate register successfully theyusuallydemonstrate

evidenceofinterculturalunderstandingwhererequired

Grade3

Receptiveskillsstudentssometimesrespondclearlytosimpleinformation

Interactive skills students sometimes respond accurately and sometimes demonstrate

comprehensioninsimpleexchangespronunciationandintonationsometimesfacilitatethe

understanding of the message students sometimes sustain participation in simple

exchangesThemessageissometimesclear

Productive skills students sometimes develop basic ideas they sometimes use simple

cohesivedevicessuccessfullytheysometimesusebasicgrammaticalstructuresaccurately

theysometimesusebasicvocabularyandappropriateregistersuccessfullytheysometimes

demonstrateevidenceofinterculturalunderstandingwhererequired

Grade2

Receptiveskillsstudentsrarelyrespondclearlytosimpleinformation

Interactive skills students rarely respond accurately or demonstrate comprehension

pronunciationand intonation rarely facilitate theunderstandingof themessage students

rarelysustainparticipationinsimpleexchangesThemessageisrarelyclear


171

Productive skills students rarely develop basic ideas they rarely use simple cohesive

devices they rarely use simple grammatical structures accurately they rarely use basic

vocabulary or appropriate register successfully they rarely demonstrate evidence of

interculturalunderstandingwhererequired

Grade1

Receptiveskillsstudentsveryrarelyrespondclearlytosimpleinformation

Interactive skills students very rarely respondaccuratelyordemonstrate comprehension

pronunciation and intonation very rarely facilitate the understanding of the message

students very rarely sustainparticipation in simpleexchanges Themessage is very rarely

clear

Productive skills students very rarelydevelop ideas they very rarelyuse simple cohesive

devices theyvery rarelyusebasicgrammatical structuresaccurately theyvery rarelyuse

basicvocabularyorappropriateregistersuccessfullytheyveryrarelydemonstrateevidence

ofinterculturalunderstandingwhererequired


172

Group3(individualsandsocieties)

Grade7

Demonstratesconceptualawarenessinsightandknowledgeandunderstandingwhichare

evidentintheskillsofcriticalthinkingahighlevelofabilitytoprovideanswerswhichare

fully developed structured in a logical and coherent manner and illustrated with

appropriate examples a precise use of terminology which is specific to the subject

familiaritywith the literature of the subject the ability to analyse and evaluate evidence

andtosynthesizeknowledge andconceptsawareness ofalternative pointsofviewand

subjective and ideological biases and the ability to come to reasonable albeit tentative

conclusionsconsistentevidenceofcriticalreflectivethinkingahighlevelofproficiencyin

analysingandevaluatingdataorproblemsolving

Grade6

Demonstratesdetailedknowledgeandunderstandinganswerswhicharecoherentlogically

structured and well developed consistent use of appropriate terminology an ability to

analyseevaluateandsynthesizeknowledgeandconceptsknowledgeofrelevantresearch

theoriesandissuesandawarenessofdifferentperspectivesandcontextsfromwhichthese

have been developed consistent evidence of critical thinking an ability to analyse and

evaluatedataortosolveproblemscompetently

Grade5

Demonstratesasoundknowledge andunderstandingofthesubjectusingsubject-specific

terminologyanswerswhichare logicallystructuredandcoherentbutnotfullydeveloped

an ability to provide competent answerswith some attempt to integrate knowledge and

concepts a tendency to be more descriptive than evaluative although some ability is

demonstratedtopresentanddevelopcontrastingpointsofviewsomeevidenceofcritical

thinkinganabilitytoanalyseandevaluatedataortosolveproblems

Grade4

Demonstratesasecureknowledgeandunderstandingofthesubjectgoingbeyondthemere

citing of isolated fragmentary irrelevant or ldquocommon senserdquo points some ability to

structure answers but with insufficient clarity and possibly some repetition an ability to

express knowledge and understanding in terminology specific to the subject some

understandingofthewayfactsorideasmayberelatedandembodiedinprinciplesand


173

conceptssomeabilitytodevelopideasandsubstantiateassertionsuseofknowledgeand

understanding which is more descriptive than analytical some ability to compensate for

gapsinknowledgeandunderstandingthroughrudimentaryapplicationorevaluationofthat

knowledgeanabilitytointerpretdataortosolveproblemsandsomeabilitytoengagein

analysisandevaluation

Grade3

Demonstratessomeknowledgeandunderstandingofthesubjectabasicsenseofstructure

thatisnotsustainedthroughouttheanswersabasicuseofterminologyappropriatetothe

subjectsomeabilitytoestablishlinksbetweenfactsorideassomeabilitytocomprehend

dataortosolveproblems

Grade2

Demonstrates a limited knowledge and understanding of the subject some sense of

structureintheanswersalimiteduseofterminologyappropriatetothesubjectalimited

ability to establish links between facts or ideas a basic ability to comprehenddata or to

solveproblems

Grade1

Demonstrates very limited knowledge and understanding of the subject almost no

organizationalstructureintheanswers inappropriateorinadequateuseofterminologya

limitedabilitytocomprehenddataortosolveproblems


174

Group4(sciences)

Grade7

Displays comprehensive knowledge of factual information in the syllabus and a thorough

command of concepts and principles Selects and applies relevant information concepts

and principles in a wide variety of contexts Analyses and evaluates quantitative andor

qualitative data thoroughly Constructs detailed explanations of complex phenomena and

makes appropriate predictions Solves most quantitative andor qualitative problems

proficiently Communicates logically and concisely using appropriate terminology and

conventionsShowsinsightororiginality

Demonstrates personal skills perseverance and responsibility in a wide variety of

investigative activities in a very consistent manner Works very well within a team and

approaches investigations in an ethical manner paying full attention to environmental

impactDisplayscompetenceinawiderangeofinvestigativetechniquespaysconsiderable

attentiontosafetyandisfullycapableofworkingindependently

Grade6

Displays very broad knowledge of factual information in the syllabus and a thorough

understanding of concepts and principles Selects and applies relevant information

concepts and principles in most contexts Analyses and evaluates quantitative andor

qualitative data with a high level of competence Constructs explanations of complex

phenomenaandmakesappropriatepredictionsSolvesbasicorfamiliarproblemsandmost

newor difficult quantitative andor qualitative problems Communicates effectively using

appropriateterminologyandconventionsShowsoccasionalinsightororiginality


investigative activities in a very consistent manner Works well within a team and

approaches investigations in an ethical manner paying due attention to environmental

impactDisplayscompetenceinawiderangeofinvestigativetechniquespaysdueattention

tosafetyandisgenerallycapableofworkingindependently

Grade5

Displays broad knowledge of factual information in the syllabus Shows sound

understandingofmostconceptsandprinciplesandappliestheminsomecontextsAnalyses


175

andevaluatesquantitativeandorqualitativedatacompetentlyConstructsexplanationsof

simple phenomena Solves most basic or familiar problems and some new or difficult

quantitativeandorqualitativeproblemsCommunicatesclearlywith littleorno irrelevant

material

Demonstrates personal skills perseverance and responsibility in a variety of investigative

activitiesinafairlyconsistentmannerGenerallyworkswellwithinateamandapproaches

investigations in an ethical manner paying attention to environmental impact Displays

competence in a range of investigative techniques pays attention to safety and is

sometimescapableofworkingindependently

Grade4

Displaysreasonableknowledgeoffactualinformationinthesyllabusthoughpossiblywith

somegapsShowsadequatecomprehensionofmostbasicconceptsandprinciplesbutwith

limitedabilitytoapplythemDemonstratessomeanalysisorevaluationofquantitativeor

qualitative data Solves some basic or routine problems but shows limited ability to deal

with new or difficult situations Communicates adequately although responses may lack

clarity and include some repetitive or irrelevant material Demonstrates personal skills

perseverance and responsibility in a variety of investigative activities although displays

some inconsistency Works within a team and generally approaches investigations in an

ethicalmanner with some attention to environmental impact Displays competence in a

range of investigative techniques pays some attention to safety although requires some

closesupervision

Grade3

Displays limited knowledge of factual information in the syllabus Shows a partial

comprehensionofbasic concepts andprinciples andaweakability to apply them Shows

someabilitytomanipulatedataandsolvebasicorroutineproblemsCommunicateswitha

possiblelackofclarityandusessomerepetitiveorirrelevantmaterial

Demonstrates personal skills perseverance and responsibility in some investigative

activities in an inconsistent manner Works within a team and sometimes approaches

investigationsinanethicalmannerwithsomeattentiontoenvironmentalimpactDisplays

competence in some investigative techniques occasionally pays attention to safety and

requiresclosesupervision


176

Grade2

Displays little recall of factual information in the syllabus Showsweak comprehensionof

basicconceptsandprincipleswith littleevidenceofapplicationExhibitsminimalabilityto

manipulatedataandlittleornoabilitytosolveproblemsOffersresponseswhichareoften

incompleteorirrelevantRarelydemonstratespersonalskillsperseveranceorresponsibility

in investigative activities Works within a team occasionally but makes little or no

contributionOccasionallyapproaches investigations inanethicalmannerbutshowsvery

littleawarenessoftheenvironmental impactDisplayscompetenceinaverylimitedrange

ofinvestigativetechniquesshowinglittleawarenessofsafetyfactorsandneedingcontinual

andclosesupervision

Grade1

Recallsfragmentsoffactualinformationinthesyllabusandshowsverylittleunderstanding

of any concepts or principles Rarely demonstrates personal skills perseverance or

responsibility in investigative activities Does not work within a team Rarely approaches

investigations inanethicalmanneror showsanawarenessof theenvironmental impact

Displaysvery little competence in investigative techniquesgenerallypaysnoattention to

safetyandrequiresconstantsupervision


177

Computerscience

Grade7

Displayscomprehensiveknowledgeofcomputersciencefactualinformationandathorough

command and understanding of concepts and principles Selects applies and analyses

relevant information concepts and principles in awide variety of contexts to solvemost

problems proficiently Able to interpret and construct fairly complex algorithms and

produce workable and mostly efficient solutions Communicates logically and concisely

usingappropriateterminologyShowsinsightandinitiativeinextendedresponsesAbleto

produce a complete plan and provides a fully consistent design overview The product

developedcompletelymatchestheplanandworksThedocumentationiscompleteandthe

product is fully tested and evaluated The use of techniques in solving problems

demonstrateshighlevelsofcomplexityandingenuity

Grade6

Displays very broad knowledge of computer science factual information and an


conceptsandprinciplesinmostcontextstosolvebasicorfamiliarproblemsandmostnew

or difficult problems Able to interpret and construct fairly complex algorithms with few

errors to produce workable solutions Communicates effectively using appropriate

terminologyShowsoccasionalinsightorinitiativeinextendedresponsesAbletoproducea

plananddesignoverviewTheproductmatchestheplanandworksThedocumentationis

completeandtheproducthasbeentestedandevaluatedTheuseoftechniquesinsolving

problemsdemonstratesaverygoodlevelofcomplexityandingenuity

Grade5

Displays broad knowledge of computer science factual information Shows sound

understandingofmostconceptsandprinciplesandappliestheminsomecontextstosolve

mostbasicorfamiliarproblemsandsomenewordifficultproblemsAbletointerpretand

constructfairlycomplexalgorithmsandproduceapartiallyworkableorinefficientsolution

Communicatesclearlyusingappropriate terminologywith littleorno irrelevantmaterial

Able to produce a partial plan and a design overview thatmeets plan requirements The

productworksbutdoesnotfullymatchtheplanThetestinganddocumentationis


178

complete but evaluation is incomplete The use of techniques in solving problems

demonstratesagoodlevelofcomplexityandingenuity

Grade4

Displaysreasonableknowledgeofcomputersciencefactualinformationthoughwithsome

gaps Shows adequate comprehension of most basic concepts and principles but with

limited ability to apply them Solves some basic or routine problems but shows limited

ability to deal with new or difficult situations Able to interpret and construct simple

algorithms Communicates adequately using mostly correct terminology although

responseslackclarityandincludesomerepetitiveorirrelevantmaterialAbletoproducea

basicplanandadesignoverviewTheproductmostlyworksbutdoesnotmatchallaspects

of the plan The documentation is complete and there is evidence of testing but the

evaluation is incomplete The use of techniques in solving problems demonstrates an

adequatelevelofcomplexityandingenuity

Grade3

Displays limited knowledge of computer science factual information Shows a partial

comprehensionofbasicconceptsandprinciplesand limitedability toapply themAbleto

interpret or construct simple algorithms Communicates using basic terminology with a

lackofclarityandsomerepetitiveorirrelevantmaterialProducesanincompleteplanand

designoverviewTheproductmatchessomeaspectsoftheplanandthereissomeevidence

of testingorevaluation in thedocumentation Theuseof techniques insolvingproblems

demonstratesalimitedlevelofcomplexityandingenuity

Grade2

DisplayslittlerecallofcomputersciencefactualinformationShowslimitedcomprehension

ofbasicconceptsandprinciplesandlittleevidenceofapplicationSomeevidenceofbeing

able to interpret or construct simple algorithms Offers responses which are often

incompleteorirrelevantProducesaweakandincompleteplanThedesignoverviewispoor

and does not match the plan The product is poor and does not work There is limited

evidence of testing poor documentation and limited or no evaluation The use of

techniquesinsolvingproblemsdemonstratesalowlevelofcomplexityandingenuity


179

Grade1

Recalls fragments of computer science factual information and shows very little

understanding of any concepts or principles Little or no ability at algorithm construction

andinterpretationTheirdesignoverviewandplanarenotattemptedThereis littleorno

evidence of a working product and little or no evidence of testing documentation or

evaluation The use of techniques in solving problems fails to demonstrate any level of

complexityoringenuity


180

Group5(mathematics)

Grade7

Demonstrates a thorough knowledge and comprehensive understanding of the syllabus

successfully constructs and appliesmathematical arguments at a sophisticated level in a

wide variety of contexts successfully uses problem-solving techniques in challenging

situations recognizes patterns and structures makes generalizations and justifies

conclusionsunderstandsandexplainsthesignificanceandvalidityofresultsanddrawsfull

and relevant conclusions communicates mathematics in a clear effective and concise

mannerusing correct techniquesnotation and terminologydemonstrates theability to

integrate knowledge understanding and skills from different areas of the course uses

technology correctly in challenging situationsmdashmakes efficient use of calculatorrsquos

functionalitywhenrequired

Grade6

Demonstrates a broad knowledge and comprehensive understanding of the syllabus

successfullyconstructs andappliesmathematicalarguments inavarietyofcontextsuses

problem-solving techniques in challenging situations recognizes patterns and structures

andmakessomegeneralizationsunderstandsandexplainsthesignificanceandvalidityof

resultsanddrawsrelevantconclusionscommunicatesmathematicsinaclearandeffective

mannerusingcorrecttechniquesnotationandterminologydemonstratessomeabilityto


technologycorrectlyinroutinesituationsmdashmakesefficientuseofcalculatorrsquosfunctionality

whenrequired

Grade5

Demonstrates a broad knowledge and good understanding of the syllabus applies

mathematical arguments in performing routine tasks successfully uses problem-solving

techniques in routine situations successfully carries out mathematical processes in a

varietyofcontextsandrecognizespatternsandstructuresunderstandsthesignificanceof

results and draws some conclusions communicates mathematics effectively using

appropriatetechniquesnotationandterminologydemonstratesanawarenessofthelinks


181

between different areas of the course makes use of calculatorrsquos functionality when

requiredmdashmayoccasionallybeinefficient

Grade4

Demonstratesasatisfactoryknowledgeofthesyllabusappliesmathematicalargumentsin

performing some routine tasks uses problem-solving techniques in routine situations

successfullycarriesoutmathematicalprocesses instraightforwardcontextsshowssome

abilitytorecognizepatternsandstructureshaslimitedunderstandingofthesignificanceof

results and attempts to draw some conclusions communicatesmathematics adequately

using some appropriate techniques notation and terminology makes some use of

calculatorrsquos functionality but perhaps not alwayswhen requiredmdashmay be inefficient at

times

Grade3

Demonstratespartialknowledgeofthesyllabusandlimitedunderstandingofmathematical

arguments in per forming some routine task s attempts to carry out mathematical

processes in straight forward contexts makes an attempt to use problem-solving

techniquesinroutinesituationscommunicatessomemathematicsusingsomeappropriate

techniquesnotationorterminologyoccasionallyusescalculatorrsquosfunctionalitybutoften

inefficiently does not always use it when required and may use an inefficient analytic

approach

Grade2

Demonstrates limited knowledge of the syllabus attempts to carry out mathematical

processesatabasic levelcommunicatessomemathematicsbutoftenuses inappropriate

techniques notation or terminology unable to use calculator correctly when requiredmdash

questionsexclusivelyrequiringtheuseoftheGDCaregenerallynotattempted

Grade1

Demonstratesminimal knowledgeof the syllabus demonstrates little or no ability touse

mathematicalprocessesevenwhenattemptingroutinetaskscommunicatesonlyminimal

mathematics and consistently uses inappropriate techniques notation or terminology is

unabletomakeeffectiveuseoftechnology


182

Group6(arts)Grade7

Demonstrates in-depth and comprehensive knowledge and understanding of the media

usedwithpreciseuseof terminology tocommunicate thisunderstandingHighlyeffective

use of research investigation and technical skills In-depth understanding of artistic

intention and engagement with the artistic process demonstrated in consistent

developmentofideascreativityandcriticalreflection

Grade6

Demonstratesdetailedknowledgeandunderstandingof themediausedwithappropriate

and consistent use of terminology to communicate this understanding Effective use of

research investigation and technical skills Understanding of artistic intention and

engagementwiththeartisticprocessdemonstratedindevelopmentofideascreativityand

criticalreflection

Grade5

Demonstratessoundknowledgeandunderstandingofthemediausedwithappropriateuse

of terminology to communicate this understanding Research investigation and technical

skills are evident and sometimes well developed Evidence of understanding of artistic

intentionandtheartisticprocessanddevelopmentofideascreativityandcriticalreflection

Grade4

Demonstrates secure knowledge and understanding of themedia usedwith appropriate

useofterminologytocommunicatethisunderstandingResearchandorinvestigationskills

areevidentbutnotwelldevelopedSomeunderstandingofartisticintentionandtheartistic

process that is understanding of the work of others the studentrsquos own work and the

connections between these Some evidence through the studentrsquos own work of

understanding of the artistic process Technical skills are evident but not necessarilywell

developedThereissomeevidenceofdevelopmentofideasandsomeevidenceofcreativity

andcriticalreflection

Grade3

Demonstrates basic knowledge and understanding of the media used with some use of

terminology to communicate this understanding There is evidence of research andor

investigationbutthisremainsundevelopedPartialunderstandingofartisticintentionthat

isunderstandingoftheworkofothersandthestudentrsquosownworkEvidenceinthe


183

studentrsquos own work of limited artistic process and technical skills Creativity and critical

reflectionemergeoccasionallyinthework

Grade2

Demonstrates little knowledge and understanding of themedia usedwith limited use of

terminology There is evidence of superficial research andor investigation The studentrsquos

ownworkdemonstratesvery limitedartisticprocess technicalskillscreativityandcritical

reflection

Grade1

Demonstratesverylittleknowledgeandunderstandingofthemediausedwithinadequate

use of terminology Irrelevant research andor investigation The studentrsquos own work

demonstratesalmostnoartisticprocesstechnicalskillscreativityorcriticalreflection


184

Extendedessaygradedescriptors

GradeA

Demonstrateseffectiveresearchskillsresultinginawell-focusedandappropriateresearch

questionthatcanbeexploredwithinthescopeofthechosentopiceffectiveengagement

withrelevantresearchareasmethodsandsourcesexcellentknowledgeandunderstanding

ofthetopicinthewidercontextoftherelevantdisciplinetheeffectiveapplication

ofsourcematerialandcorrectuseofsubject-specificterminologyandorconceptsfurther

supportingthisconsistentandrelevantconclusionsthatareproficientlyanalysedsustained

reasoned argumentation supported effectively by evidence critically evaluated research

excellent presentationof theessaywhereby coherence and consistency further supports

thereadingoftheessayandpresentandcorrectlyappliedstructuralandlayoutelements

Engagementwiththeprocessisconceptualandpersonalkeydecision-makingduringthe

researchprocess isdocumentedandpersonalreflectionsareevidenced includingthose

thatareforward-thinking

GradeB

Demonstrates appropriate research skills resulting in a research question that can be

explored within the scope of the chosen topic reasonably effective engagement with

relevant researchareasmethodsandsourcesgoodknowledgeandunderstandingof the

topic in thewider context of the relevant discipline a reasonably effective applicationof

source material and use of subject-specific terminology andor concepts consistent

conclusions that are accurately analysed reasoned argumentation often supported by

evidenceresearchthatattimesevidencescriticalevaluationandaclearpresentationofall

structuralandlayoutelementswhichfurthersupportsthereadingoftheessay

Engagementwiththeprocessisgenerallyevidencedbythereflectionsandkeydecision-

makingduringtheresearchprocessisdocumented

GradeC

Demonstratesevidenceofresearchundertakenwhichhasledtoaresearchquestionthatis

not necessarily expressed in away that can be exploredwithin the scope of the chosen

topicpartiallyeffectiveengagementwithmostlyappropriateresearchareasmethodsand

sourcesmdashhowevertherearesomediscrepanciesinthoseprocessesalthoughthesedonot

interferewiththeplanningandapproachsomeknowledgeandunderstandingofthetopic

inthewidercontextofthedisciplinewhichismostlyrelevanttheattemptedapplicationof


185

sourcematerial and appropriate terminology andor concepts an attempted synthesis of

research results with partially relevant analysis conclusions partly supported by the

evidence discussion that is descriptive rather than analytical attempted evaluation

satisfactorypresentationof theessaywithweaknesses thatdonothinder the readingof

the essay and some structural and layout elements that are missing or are incorrectly

appliedEngagementwiththeprocessisevidencedbutshowsmostlyfactualinformation

withpersonalreflectionmostlylimitedtoproceduralissues

GradeD

Demonstratesa lackof research resulting inunsatisfactory focusandaresearchquestion

that is not answerable within the scope of the chosen topic at times engagement with

appropriate research methods and sources but discrepancies in those processes that

occasionally interfere with the planning and approach some relevant knowledge and

understanding ofthe topic in the wider context of the discipline which are at times

irrelevanttheattemptedapplicationofsourcematerialbutwithinaccuraciesintheuseof

or underuse of terminology andor concepts irrelevant analysisand inconsistent

conclusionsasaresultofadescriptivediscussionalackofevaluationpresentationofthe

essaythatattimes is illogicalandhindersthereadingandstructuralandlayoutelements

that are missingEngagement with the process is evidenced but is superficial with

personalreflectionsthataresolelynarrativeandconcernedwithproceduralelements

GradeE(Failingcondition)

Demonstrates an unclear nature of the essay a generally unsystematic approach and

resulting unfocused research question limited engagement with limited research and

sourcesgenerally limitedandonlypartiallyaccurateknowledgeandunderstandingofthe

topic in the wider contextof the relevant discipline ineffective connections in the

applicationofsourcematerialandinaccuraciesintheterminologyandorconceptsuseda

summarizing of results of researchwith inconsistent analysis an attemptedoutline of an

argumentbutonethatisgenerallydescriptiveinnatureandalayoutthatgenerallylacks

orincorrectlyappliesseverallayoutandstructuralelements

Engagement with the process is limited with limited factual or decision- making

informationandnopersonalreflectionontheprocess


186

Theoryofknowledgegradedescriptors

GradeA

Pertinent knowledge issues are explored thoroughly and linked effectively to areas of

knowledgeandorwaysofknowingThereisstrongevidenceofapersonalexplorationof

knowledge issues includingconsiderationofdifferentperspectivesArgumentsareclearly

developed and well supported by effective concrete examples counterclaims and

implicationsareexplored

GradeB

Pertinentknowledgeissuesareexplainedandlinkedtoareasofknowledgeandorwaysof

knowingThere issomeevidenceofapersonalexplorationofknowledge issues including

considerationofdifferentperspectivesArguments arepartially developedand supported

by effective concrete examples counterclaims are explored and some implications

identified

GradeC

Somepertinent knowledge issues aredescribedand linked to areasof knowledgeandor

waysofknowingThere is limitedevidenceofapersonalexplorationofknowledgeissues

somedifferentperspectivesaredescribedbutnotexploredArgumentsaredevelopedtoa

limitedextentandsupportedbyexamplescounterclaimsareidentified

GradeD

Some pertinent knowledge issues are identified with only superficial links to areas of

knowledgeandorwaysofknowingThere issimplisticpersonalexplorationofknowledge

issuesandminimal referencetodifferentperspectivesArgumentsarenotdevelopedand

notsupportedbyeffectiveexamples

GradeE

Demonstrateslittleornoevidenceofknowledgeissues


187

The Grade Boundaries of May 2018 will be followed for assessing all Semester

ExaminationItwillbesharedassoonasreleasedbytheIB


2

MESSAGEFROMTHEHOS

DearStudents

AwarmandheartfeltwelcometoyoufortheDiplomaProgramme2018-2020atChoithram

International

Educationas I firmlybelieve isnotmerely fillingupof themindwith factsbuta journey

towardslearningwhichneverendsIfyoualldevelopapassionforlearningyouwillnever

cease togrowMoreoverat theonsetofyour journey letmetellyounot tobeafraidof

errorsforasJamesJoycehassaidldquoAmanrsquoserrorsarehisportalsofdiscoveryrdquo

TheonlyadviceIwouldgiveistobeopentonewideasexperiencesanddirectionsforyou

neverknowwhatmightpiqueyourinterestHopeyourexperienceherewillbechallenging

rewardingandenjoyable

Welcometothisamazingcommunity

DilipVasu


3






andvaluesrdquo










002328


4













5



6











7














encounter









MerciBeaucoup



8













9



Programmes




thinking










10

DIPLOMAPROGRAMME




whichare



FrenchBabinitio













subjects






11

Thecore



a4000-wordpaper






















12















13



essay











uncertainworld




EE(EXTENDEDESSAY)







14



involve


personalchallenge






themselves


15



























16



Aims


areto






writtenandreceived








audienceandpurpose

Objectives


Literaturecourse







ofatext


17





styleonthereader






contextoftexts


texts



meaning



oralcommunication






18




Part1


GENDER GENDER



Part2





Part3





Part4






19



20


21

SYLLABUSOUTLINE


SemI



SemII




22















beheldinSemII


23




70

25

25

20


30

15

15


24



70

25

25

20


30

15

15


25








literature














literature



only)


26


Partofthecourse

SL HL






Part2Detailedstudy




Part3Literarygenres





Part4Options





27

SYLLABUSOUTLINE


Year1

Part4ndashOptions

Kabir







Poetry-Nagarjun


Year2






PART3-LiteraryGenre











dueinSemIII


28









writing







Aims











ofknowledge


29





additionallanguage


Objectives


to





andaccuracy



texts


30

SYLLABUSOUTLINE

Year









Forabetterworld





EqualityFraternity



31

ASSESSMENTS




course






32

HindiBSL

HindiBHL


33



25





34

GROUP2FRENCHB






















35

Aims











knowledge



thinkingskills


additionallanguage


Objectives


abilityto





accuracy



texts


36

SYLLABUSOUTLINE









37

ASSESSMENTS




course





FrenchBSL


38

FrenchBHL



25





39























40

Aims











knowledge



thinkingskills


additionallanguage


Objectives




purposes




fluencyandaccuracy



audio-visualtexts


41

SYLLABUSOUTLINE


SemI



13Eatinganddrinking

14Physicalwellbeing


22Leisure

23Holidays


SemII


32Entertainment

33Media

34Technology

SemIII


42Education

43Theworkplace

44Socialissues

SemIV


52Physicalgeography

53Theenvironment

54Globalissues

AssessmentsinFrench




course



42


grade)



categories


Paper1(1hour) 25









fromallfivethemes

Internalassessment






Materials


- ibook






43










25


25


25


25


44
























45

Aims







society














ofchange



followedthe






topics


46





contexts














relationships


47

SYLLABUSOUTLINE










48



through














(Weightage40)



40)




(Weightage30)



30)



49
















750wordsx3(45marks)









50


















Aims




behaviour



andglobalcontext





51






content


















52

SYLLABUSOUTLINE


SemI

Unit1

Business

Organisation

and

Environment


Unit4 Marketing


SemII


Unit3 Finance



Unit5Operations

Management



Management



53




Externalassessment






Internalassessment



bothSLandHL

SLWrittencommentary



marks)

HLResearchproject





54

















Aims












55

Objectives








developments



2 Applyandanalyze









researchedstudies




(HLpaper3only)






56

SYLLABUSOUTLINE


SemI




SemII




SemIII






AssessmentsinITGS


through






scenarios


developments




systems


57


developments





ofthesyllabus




Internalassessment



Project



















58

























ofappliedpsychology






59













followedatalltimes
















60

Aims
















psychology


andresearchstudies









researchstudies


psychology


61




psychology



psychology


perspective




ethicalpractice





62

Syllabus



(article82)

SyllabusContent-











63









debate












64

SYLLABUSOUTLINE












psychology






65


Paper1

SectionA




SectionB




Paper2



marks

Focusonthequestion



Criticalthinking


Total

2 6 6 6 2 22


Paper1

SectionA




SectionB




rubricbelow


66

Focusonthequestion



Criticalthinking


Total

2 6 6 6 2 22




Internalassessment









6 4 6 6 20


67

GROUP3HISTORY




















AIMS






68







OBJECTIVES
















andpaper1)



question


assessment)


assessment)


69



SYLLABUS


70

SYLLABUSOUTLINE











71















72




Paper1(1hour)



(24marks)




75

30

45







25


73






(24marks)







80

20

25

35







20


74


Paper1(SLandHL)











thesources



Secondquestion





4marks

Thirdquestion




6marks

Fourthquestion



theirevaluation

9marks


75




Paper2(SLandHL)









Paper3(HLonly)











76



Duration20hours

Weighting25SL20HL




2Investigation

3Reflection





Wordlimit



overallwordcount



allocation

Associated

assessmentcriteria

Marks

1Identificationand

evaluationofsources


evaluationofsources

6






77

GROUP4PHYSICS


















Aims





technology







78



studyofscience




scientists



Objectives









2Apply












79






SYLLABUSOUTLINE


SemI


Unit2 Mechanics





Unit4 Waves



OptionC Imaging






through





80




IBAssessments







learning






examiners


PhysicsSL

Paper1







Paper2





81



Paper3




work





PhysicsHL

Paper1







Paper2






Paper3




work



82




Internalassessment









3and4



Personal

engagement


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




20


20


20



83

GROUP4CHEMISTRY


















community





84

Aims







inallmatter

















Objectives








85



2Apply











SYLLABUS


SemISemII







SemIIISemIV






Unit12 Option 616


86

ASSESSMENTS














Paper1







Paper2






Paper3




87


experimentalwork






Paper1



SL





Paper2






Paper3




experimentalwork






88
















Personal

engagement


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




20


20


20



89










bemade











90

Aims




technology


andtechnology





technologies



technology




Objectives


objectives





2Apply







91














anHLsubject


92

SYLLABUSOUTLINE


SemI



SemII




93



SemIII


SemIV


AssessmentinBiology





assessments)




learning


94






examiners




AHLmaterial





Internalassessment











Personalengagement


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


95





20



criteria

20



criteria

20



96


INTERNATIONALINDORE



























97

AIMS






scales




societies





sustainability




knowledge



globalcontexts

OBJECTIVES








98




bull dataandmodels









globallevelthrough






others




significanthere


99

SYLLABUSOUTLINE


SemI



12Systemsandmodels


14Sustainability













SemII





44Waterpollution

Unit5







100


63Photochemicalsmog

64Aciddeposition








ASSESSMENTOUTLINE

IBASSESSMENTS












25 1hour


50 2hours


25 10hours


101

EXTERNALASSESSMENT



bullMarkbands





examination








essaytypequestions


INTERNALASSESSMENT










6(20) 6(20) 6(20) 6(20) 3(10) 3(10) 30(100)


102







20


103
















Aims




andlifelonglearning


science




complexproblems






104



effectively







Objectives



1Knowandunderstand





2Applyanduse











105

SYLLABUSOUTLINE


SemI Unit1




Unit2




SemII




system






106

WebScience


SemIII


Database


WebScience



SemIV




IBAssessments





assessments)




learning




107

ExternalAssessment








InternalAssessment














(Marks) 6(176) 6(176) 12(352) 4(117) 6(176) 34(100)


108





20 30


20 30


20 30



109








110

GROUP5MATHHL







welive























111

Aims



mathematics




solving



futuredevelopments


other







Objectives










112













SemI






Semr3 Unit4(Contd)

IntegralCalculus



113




Sem4 OptionalPaper



114



Writtenpapers

Paper12hrs30


SectionA


SectionB


Paper22hrs30


SectionA


SectionB


Paper31hr20





theendofthecourse




115






welive























116

Aims



mathematics




solving



futuredevelopments


other







Objectives










117












SYLLABUSOUTLINE



12Binomialtheorem


SemIandII Unit2


22Graphsoffunctions





27solvingequations


SemII Unit3


31Thecircle



118


34Circularfunctions




42Scalarproduct

43Vectorequations


lines

SemIIIandIV







56Combinedevents








gradients


119







120


Assessmentoutline

ForMathematicsSL


Writtenpapers

Paper11frac12hrs40


SectionA


SectionB


Paper21frac12hrs40


SectionA


SectionB




theendofthecourse




marks)


121

GROUP5MATHSTUDIESSL







welive























122

Aims



mathematics




solving



futuredevelopments


other
















123












SYLLABUSOUTLINE


SemI

Unit1

NumbersandAlgebra





















124




SemIII

Unit5













125



Writtenpapers

Paper11hr30mins40



Paper21hr30mins40






measurements


126

GROUP6VISUALARTS

Introduction













AIMS













127

OBJECTIVES







arts



understanding




relatedtoartmaking







progresswork


visualpractice


techniques



128


art-making




SYLLABUSOUTLINE


SemI


SemII



129


SemIII


SemIV



130





SYLLABUSOUTLINE

















131



Weighting20




























132










Weighting40






communication



base


SLtotal

HLmarks

HLtotal







133












Part3Exhibition

Weighting40










HLtotal






134






artwork








artwork




135





WT1firstdraft


WT1finaldraft 20



FOA1 15

Oct-Nov2018

15thOct-31stOct2018




WT2firstdraft



FinalIOC 15




2019 DPYearI

JANUARY



FOA2 15







136


19thand20th








Comparativestudy






BMIAFirstDraft 25


IOA 25






Comparativestudy












25th EE FirstDraft


137








2020 Year2









40

40

20

Total100


138


procedure







HeadofSchool




wellasDPTeachers















139

STAYINGAFTERSCHOOL








leave


emergency








140

SCHOOLUNIFORMBoys




Turban or headgear



Girls





RulesforUniform





inconvenience


141






















punishableoffence








142

SCHOOLTRANSPORT






forchange







143






















144


aspectforCAS







horizons












theseiconicfigures


145
















146



147



148



149



150



151




152



153





154



155






156



157




158



159



160















21319 Thursday Holi






161

References




















162

ANNEXURE1

GRADEDESCRIPTORS


Grade7











Grade6










manner

Grade5






163





cooperativemanner

Grade4








Grade3








effectively

Grade2








otherseffectively


164

Grade1










165


LanguageB(HL)

Grade7









Grade6








andconvincingly

Grade5








Grade4




166






Grade3







Grade2







Grade1








167

LanguageB(SL)

Grade7








Grade6







coherently

Grade5








Grade4







168


organisingtheirwork

Grade3







Grade2







Grade1








169


Grade7


informationandideas










Grade6


ideas










Grade5


informationandideas




170


oftenclear






Grade4









Grade3










Grade2






171





Grade1





clear






172


Grade7










Grade6







Grade5







Grade4







173






Grade3





Grade2




solveproblems

Grade1





174

Group4(sciences)

Grade7













Grade6













Grade5




175




material






Grade4











closesupervision

Grade3











176

Grade2









andclosesupervision

Grade1








177

Computerscience

Grade7











Grade6










Grade5









178



Grade4











Grade3








Grade2









179

Grade1








180

Group5(mathematics)

Grade7











Grade6









whenrequired

Grade5








181



Grade4








times

Grade3







approach

Grade2





Grade1






182

Group6(arts)Grade7






Grade6





criticalreflection

Grade5





Grade4









Grade3






183



Grade2




reflection

Grade1





184


GradeA













GradeB











GradeC








185








GradeD
























186


GradeA






GradeB





identified

GradeC





GradeD





GradeE



187




3






andvaluesrdquo










002328


4













5



6











7














encounter









MerciBeaucoup



8













9



Programmes




thinking










10

DIPLOMAPROGRAMME




whichare



FrenchBabinitio













subjects






11

Thecore



a4000-wordpaper






















12















13



essay











uncertainworld




EE(EXTENDEDESSAY)







14



involve


personalchallenge






themselves


15



























16



Aims


areto






writtenandreceived








audienceandpurpose

Objectives


Literaturecourse







ofatext


17





styleonthereader






contextoftexts


texts



meaning



oralcommunication






18




Part1


GENDER GENDER



Part2





Part3





Part4






19



20


21

SYLLABUSOUTLINE


SemI



SemII




22















beheldinSemII


23




70

25

25

20


30

15

15


24



70

25

25

20


30

15

15


25








literature














literature



only)


26


Partofthecourse

SL HL






Part2Detailedstudy




Part3Literarygenres





Part4Options





27

SYLLABUSOUTLINE


Year1

Part4ndashOptions

Kabir







Poetry-Nagarjun


Year2






PART3-LiteraryGenre











dueinSemIII


28









writing







Aims











ofknowledge


29





additionallanguage


Objectives


to





andaccuracy



texts


30

SYLLABUSOUTLINE

Year









Forabetterworld





EqualityFraternity



31

ASSESSMENTS




course






32

HindiBSL

HindiBHL


33



25





34

GROUP2FRENCHB






















35

Aims











knowledge



thinkingskills


additionallanguage


Objectives


abilityto





accuracy



texts


36

SYLLABUSOUTLINE









37

ASSESSMENTS




course





FrenchBSL


38

FrenchBHL



25





39























40

Aims











knowledge



thinkingskills


additionallanguage


Objectives




purposes




fluencyandaccuracy



audio-visualtexts


41

SYLLABUSOUTLINE


SemI



13Eatinganddrinking

14Physicalwellbeing


22Leisure

23Holidays


SemII


32Entertainment

33Media

34Technology

SemIII


42Education

43Theworkplace

44Socialissues

SemIV


52Physicalgeography

53Theenvironment

54Globalissues

AssessmentsinFrench




course



42


grade)



categories


Paper1(1hour) 25









fromallfivethemes

Internalassessment






Materials


- ibook






43










25


25


25


25


44
























45

Aims







society














ofchange



followedthe






topics


46





contexts














relationships


47

SYLLABUSOUTLINE










48



through














(Weightage40)



40)




(Weightage30)



30)



49
















750wordsx3(45marks)









50


















Aims




behaviour



andglobalcontext





51






content


















52

SYLLABUSOUTLINE


SemI

Unit1

Business

Organisation

and

Environment


Unit4 Marketing


SemII


Unit3 Finance



Unit5Operations

Management



Management



53




Externalassessment






Internalassessment



bothSLandHL

SLWrittencommentary



marks)

HLResearchproject





54

















Aims












55

Objectives








developments



2 Applyandanalyze









researchedstudies




(HLpaper3only)






56

SYLLABUSOUTLINE


SemI




SemII




SemIII






AssessmentsinITGS


through






scenarios


developments




systems


57


developments





ofthesyllabus




Internalassessment



Project



















58

























ofappliedpsychology






59













followedatalltimes
















60

Aims
















psychology


andresearchstudies









researchstudies


psychology


61




psychology



psychology


perspective




ethicalpractice





62

Syllabus



(article82)

SyllabusContent-











63









debate












64

SYLLABUSOUTLINE












psychology






65


Paper1

SectionA




SectionB




Paper2



marks

Focusonthequestion



Criticalthinking


Total

2 6 6 6 2 22


Paper1

SectionA




SectionB




rubricbelow


66

Focusonthequestion



Criticalthinking


Total

2 6 6 6 2 22




Internalassessment









6 4 6 6 20


67

GROUP3HISTORY




















AIMS






68







OBJECTIVES
















andpaper1)



question


assessment)


assessment)


69



SYLLABUS


70

SYLLABUSOUTLINE











71















72




Paper1(1hour)



(24marks)




75

30

45







25


73






(24marks)







80

20

25

35







20


74


Paper1(SLandHL)











thesources



Secondquestion





4marks

Thirdquestion




6marks

Fourthquestion



theirevaluation

9marks


75




Paper2(SLandHL)









Paper3(HLonly)











76



Duration20hours

Weighting25SL20HL




2Investigation

3Reflection





Wordlimit



overallwordcount



allocation

Associated

assessmentcriteria

Marks

1Identificationand

evaluationofsources


evaluationofsources

6






77

GROUP4PHYSICS


















Aims





technology







78



studyofscience




scientists



Objectives









2Apply












79






SYLLABUSOUTLINE


SemI


Unit2 Mechanics





Unit4 Waves



OptionC Imaging






through





80




IBAssessments







learning






examiners


PhysicsSL

Paper1







Paper2





81



Paper3




work





PhysicsHL

Paper1







Paper2






Paper3




work



82




Internalassessment









3and4



Personal

engagement


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




20


20


20



83

GROUP4CHEMISTRY


















community





84

Aims







inallmatter

















Objectives








85



2Apply











SYLLABUS


SemISemII







SemIIISemIV






Unit12 Option 616


86

ASSESSMENTS














Paper1







Paper2






Paper3




87


experimentalwork






Paper1



SL





Paper2






Paper3




experimentalwork






88
















Personal

engagement


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




20


20


20



89










bemade











90

Aims




technology


andtechnology





technologies



technology




Objectives


objectives





2Apply







91














anHLsubject


92

SYLLABUSOUTLINE


SemI



SemII




93



SemIII


SemIV


AssessmentinBiology





assessments)




learning


94






examiners




AHLmaterial





Internalassessment











Personalengagement


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


95





20



criteria

20



criteria

20



96


INTERNATIONALINDORE



























97

AIMS






scales




societies





sustainability




knowledge



globalcontexts

OBJECTIVES








98




bull dataandmodels









globallevelthrough






others




significanthere


99

SYLLABUSOUTLINE


SemI



12Systemsandmodels


14Sustainability













SemII





44Waterpollution

Unit5







100


63Photochemicalsmog

64Aciddeposition








ASSESSMENTOUTLINE

IBASSESSMENTS












25 1hour


50 2hours


25 10hours


101

EXTERNALASSESSMENT



bullMarkbands





examination








essaytypequestions


INTERNALASSESSMENT










6(20) 6(20) 6(20) 6(20) 3(10) 3(10) 30(100)


102







20


103
















Aims




andlifelonglearning


science




complexproblems






104



effectively







Objectives



1Knowandunderstand





2Applyanduse











105

SYLLABUSOUTLINE


SemI Unit1




Unit2




SemII




system






106

WebScience


SemIII


Database


WebScience



SemIV




IBAssessments





assessments)




learning




107

ExternalAssessment








InternalAssessment














(Marks) 6(176) 6(176) 12(352) 4(117) 6(176) 34(100)


108





20 30


20 30


20 30



109








110

GROUP5MATHHL







welive























111

Aims



mathematics




solving



futuredevelopments


other







Objectives










112













SemI






Semr3 Unit4(Contd)

IntegralCalculus



113




Sem4 OptionalPaper



114



Writtenpapers

Paper12hrs30


SectionA


SectionB


Paper22hrs30


SectionA


SectionB


Paper31hr20





theendofthecourse




115






welive























116

Aims



mathematics




solving



futuredevelopments


other







Objectives










117












SYLLABUSOUTLINE



12Binomialtheorem


SemIandII Unit2


22Graphsoffunctions





27solvingequations


SemII Unit3


31Thecircle



118


34Circularfunctions




42Scalarproduct

43Vectorequations


lines

SemIIIandIV







56Combinedevents








gradients


119







120


Assessmentoutline

ForMathematicsSL


Writtenpapers

Paper11frac12hrs40


SectionA


SectionB


Paper21frac12hrs40


SectionA


SectionB




theendofthecourse




marks)


121

GROUP5MATHSTUDIESSL







welive























122

Aims



mathematics




solving



futuredevelopments


other
















123












SYLLABUSOUTLINE


SemI

Unit1

NumbersandAlgebra





















124




SemIII

Unit5













125



Writtenpapers

Paper11hr30mins40



Paper21hr30mins40






measurements


126

GROUP6VISUALARTS

Introduction













AIMS













127

OBJECTIVES







arts



understanding




relatedtoartmaking







progresswork


visualpractice


techniques



128


art-making




SYLLABUSOUTLINE


SemI


SemII



129


SemIII


SemIV



130





SYLLABUSOUTLINE

















131



Weighting20




























132










Weighting40






communication



base


SLtotal

HLmarks

HLtotal







133












Part3Exhibition

Weighting40










HLtotal






134






artwork








artwork




135





WT1firstdraft


WT1finaldraft 20



FOA1 15

Oct-Nov2018

15thOct-31stOct2018




WT2firstdraft



FinalIOC 15




2019 DPYearI

JANUARY



FOA2 15







136


19thand20th








Comparativestudy






BMIAFirstDraft 25


IOA 25






Comparativestudy












25th EE FirstDraft


137








2020 Year2









40

40

20

Total100


138


procedure







HeadofSchool




wellasDPTeachers















139

STAYINGAFTERSCHOOL








leave


emergency








140

SCHOOLUNIFORMBoys




Turban or headgear



Girls





RulesforUniform





inconvenience


141






















punishableoffence








142

SCHOOLTRANSPORT






forchange







143






















144


aspectforCAS







horizons












theseiconicfigures


145
















146



147



148



149



150



151




152



153





154



155






156



157




158



159



160















21319 Thursday Holi






161

References




















162

ANNEXURE1

GRADEDESCRIPTORS


Grade7











Grade6










manner

Grade5






163





cooperativemanner

Grade4








Grade3








effectively

Grade2








otherseffectively


164

Grade1










165


LanguageB(HL)

Grade7









Grade6








andconvincingly

Grade5








Grade4




166






Grade3







Grade2







Grade1








167

LanguageB(SL)

Grade7








Grade6







coherently

Grade5








Grade4







168


organisingtheirwork

Grade3







Grade2







Grade1








169


Grade7


informationandideas










Grade6


ideas










Grade5


informationandideas




170


oftenclear






Grade4









Grade3










Grade2






171





Grade1





clear






172


Grade7










Grade6







Grade5







Grade4







173






Grade3





Grade2




solveproblems

Grade1





174

Group4(sciences)

Grade7













Grade6













Grade5




175




material






Grade4











closesupervision

Grade3











176

Grade2









andclosesupervision

Grade1








177

Computerscience

Grade7











Grade6










Grade5









178



Grade4











Grade3








Grade2









179

Grade1








180

Group5(mathematics)

Grade7











Grade6









whenrequired

Grade5








181



Grade4








times

Grade3







approach

Grade2





Grade1






182

Group6(arts)Grade7






Grade6





criticalreflection

Grade5





Grade4









Grade3






183



Grade2




reflection

Grade1





184


GradeA













GradeB











GradeC








185








GradeD
























186


GradeA






GradeB





identified

GradeC





GradeD





GradeE



187




4













5



6











7














encounter









MerciBeaucoup



8













9



Programmes




thinking










10

DIPLOMAPROGRAMME




whichare



FrenchBabinitio













subjects






11

Thecore



a4000-wordpaper






















12















13



essay











uncertainworld




EE(EXTENDEDESSAY)







14



involve


personalchallenge






themselves


15



























16



Aims


areto






writtenandreceived








audienceandpurpose

Objectives


Literaturecourse







ofatext


17





styleonthereader






contextoftexts


texts



meaning



oralcommunication






18




Part1


GENDER GENDER



Part2





Part3





Part4






19



20


21

SYLLABUSOUTLINE


SemI



SemII




22















beheldinSemII


23




70

25

25

20


30

15

15


24



70

25

25

20


30

15

15


25








literature














literature



only)


26


Partofthecourse

SL HL






Part2Detailedstudy




Part3Literarygenres





Part4Options





27

SYLLABUSOUTLINE


Year1

Part4ndashOptions

Kabir







Poetry-Nagarjun


Year2






PART3-LiteraryGenre











dueinSemIII


28









writing







Aims











ofknowledge


29





additionallanguage


Objectives


to





andaccuracy



texts


30

SYLLABUSOUTLINE

Year









Forabetterworld





EqualityFraternity



31

ASSESSMENTS




course






32

HindiBSL

HindiBHL


33



25





34

GROUP2FRENCHB






















35

Aims











knowledge



thinkingskills


additionallanguage


Objectives


abilityto





accuracy



texts


36

SYLLABUSOUTLINE









37

ASSESSMENTS




course





FrenchBSL


38

FrenchBHL



25





39























40

Aims











knowledge



thinkingskills


additionallanguage


Objectives




purposes




fluencyandaccuracy



audio-visualtexts


41

SYLLABUSOUTLINE


SemI



13Eatinganddrinking

14Physicalwellbeing


22Leisure

23Holidays


SemII


32Entertainment

33Media

34Technology

SemIII


42Education

43Theworkplace

44Socialissues

SemIV


52Physicalgeography

53Theenvironment

54Globalissues

AssessmentsinFrench




course



42


grade)



categories


Paper1(1hour) 25









fromallfivethemes

Internalassessment






Materials


- ibook






43










25


25


25


25


44
























45

Aims







society














ofchange



followedthe






topics


46





contexts














relationships


47

SYLLABUSOUTLINE










48



through














(Weightage40)



40)




(Weightage30)



30)



49
















750wordsx3(45marks)









50


















Aims




behaviour



andglobalcontext





51






content


















52

SYLLABUSOUTLINE


SemI

Unit1

Business

Organisation

and

Environment


Unit4 Marketing


SemII


Unit3 Finance



Unit5Operations

Management



Management



53




Externalassessment






Internalassessment



bothSLandHL

SLWrittencommentary



marks)

HLResearchproject





54

















Aims












55

Objectives








developments



2 Applyandanalyze









researchedstudies




(HLpaper3only)






56

SYLLABUSOUTLINE


SemI




SemII




SemIII






AssessmentsinITGS


through






scenarios


developments




systems


57


developments





ofthesyllabus




Internalassessment



Project



















58

























ofappliedpsychology






59













followedatalltimes
















60

Aims
















psychology


andresearchstudies









researchstudies


psychology


61




psychology



psychology


perspective




ethicalpractice





62

Syllabus



(article82)

SyllabusContent-











63









debate












64

SYLLABUSOUTLINE












psychology






65


Paper1

SectionA




SectionB




Paper2



marks

Focusonthequestion



Criticalthinking


Total

2 6 6 6 2 22


Paper1

SectionA




SectionB




rubricbelow


66

Focusonthequestion



Criticalthinking


Total

2 6 6 6 2 22




Internalassessment









6 4 6 6 20


67

GROUP3HISTORY




















AIMS






68







OBJECTIVES
















andpaper1)



question


assessment)


assessment)


69



SYLLABUS


70

SYLLABUSOUTLINE











71















72




Paper1(1hour)



(24marks)




75

30

45







25


73






(24marks)







80

20

25

35







20


74


Paper1(SLandHL)











thesources



Secondquestion





4marks

Thirdquestion




6marks

Fourthquestion



theirevaluation

9marks


75




Paper2(SLandHL)









Paper3(HLonly)











76



Duration20hours

Weighting25SL20HL




2Investigation

3Reflection





Wordlimit



overallwordcount



allocation

Associated

assessmentcriteria

Marks

1Identificationand

evaluationofsources


evaluationofsources

6






77

GROUP4PHYSICS


















Aims





technology







78



studyofscience




scientists



Objectives









2Apply












79






SYLLABUSOUTLINE


SemI


Unit2 Mechanics





Unit4 Waves



OptionC Imaging






through





80




IBAssessments







learning






examiners


PhysicsSL

Paper1







Paper2





81



Paper3




work





PhysicsHL

Paper1







Paper2






Paper3




work



82




Internalassessment









3and4



Personal

engagement


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




20


20


20



83

GROUP4CHEMISTRY


















community





84

Aims







inallmatter

















Objectives








85



2Apply











SYLLABUS


SemISemII







SemIIISemIV






Unit12 Option 616


86

ASSESSMENTS














Paper1







Paper2






Paper3




87


experimentalwork






Paper1



SL





Paper2






Paper3




experimentalwork






88
















Personal

engagement


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




20


20


20



89










bemade











90

Aims




technology


andtechnology





technologies



technology




Objectives


objectives





2Apply







91














anHLsubject


92

SYLLABUSOUTLINE


SemI



SemII




93



SemIII


SemIV


AssessmentinBiology





assessments)




learning


94






examiners




AHLmaterial





Internalassessment











Personalengagement


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


95





20



criteria

20



criteria

20



96


INTERNATIONALINDORE



























97

AIMS






scales




societies





sustainability




knowledge



globalcontexts

OBJECTIVES








98




bull dataandmodels









globallevelthrough






others




significanthere


99

SYLLABUSOUTLINE


SemI



12Systemsandmodels


14Sustainability













SemII





44Waterpollution

Unit5







100


63Photochemicalsmog

64Aciddeposition








ASSESSMENTOUTLINE

IBASSESSMENTS












25 1hour


50 2hours


25 10hours


101

EXTERNALASSESSMENT



bullMarkbands





examination








essaytypequestions


INTERNALASSESSMENT










6(20) 6(20) 6(20) 6(20) 3(10) 3(10) 30(100)


102







20


103
















Aims




andlifelonglearning


science




complexproblems






104



effectively







Objectives



1Knowandunderstand





2Applyanduse











105

SYLLABUSOUTLINE


SemI Unit1




Unit2




SemII




system






106

WebScience


SemIII


Database


WebScience



SemIV




IBAssessments





assessments)




learning




107

ExternalAssessment








InternalAssessment














(Marks) 6(176) 6(176) 12(352) 4(117) 6(176) 34(100)


108





20 30


20 30


20 30



109








110

GROUP5MATHHL







welive























111

Aims



mathematics




solving



futuredevelopments


other







Objectives










112













SemI






Semr3 Unit4(Contd)

IntegralCalculus



113




Sem4 OptionalPaper



114



Writtenpapers

Paper12hrs30


SectionA


SectionB


Paper22hrs30


SectionA


SectionB


Paper31hr20





theendofthecourse




115






welive























116

Aims



mathematics




solving



futuredevelopments


other







Objectives










117












SYLLABUSOUTLINE



12Binomialtheorem


SemIandII Unit2


22Graphsoffunctions





27solvingequations


SemII Unit3


31Thecircle



118


34Circularfunctions




42Scalarproduct

43Vectorequations


lines

SemIIIandIV







56Combinedevents








gradients


119







120


Assessmentoutline

ForMathematicsSL


Writtenpapers

Paper11frac12hrs40


SectionA


SectionB


Paper21frac12hrs40


SectionA


SectionB




theendofthecourse




marks)


121

GROUP5MATHSTUDIESSL







welive























122

Aims



mathematics




solving



futuredevelopments


other
















123












SYLLABUSOUTLINE


SemI

Unit1

NumbersandAlgebra





















124




SemIII

Unit5













125



Writtenpapers

Paper11hr30mins40



Paper21hr30mins40






measurements


126

GROUP6VISUALARTS

Introduction













AIMS













127

OBJECTIVES







arts



understanding




relatedtoartmaking







progresswork


visualpractice


techniques



128


art-making




SYLLABUSOUTLINE


SemI


SemII



129


SemIII


SemIV



130





SYLLABUSOUTLINE

















131



Weighting20




























132










Weighting40






communication



base


SLtotal

HLmarks

HLtotal







133












Part3Exhibition

Weighting40










HLtotal






134






artwork








artwork




135





WT1firstdraft


WT1finaldraft 20



FOA1 15

Oct-Nov2018

15thOct-31stOct2018




WT2firstdraft



FinalIOC 15




2019 DPYearI

JANUARY



FOA2 15







136


19thand20th








Comparativestudy






BMIAFirstDraft 25


IOA 25






Comparativestudy












25th EE FirstDraft


137








2020 Year2









40

40

20

Total100


138


procedure







HeadofSchool




wellasDPTeachers















139

STAYINGAFTERSCHOOL








leave


emergency








140

SCHOOLUNIFORMBoys




Turban or headgear



Girls





RulesforUniform





inconvenience


141






















punishableoffence








142

SCHOOLTRANSPORT






forchange







143






















144


aspectforCAS







horizons












theseiconicfigures


145
















146



147



148



149



150



151




152



153





154



155






156



157




158



159



160















21319 Thursday Holi






161

References




















162

ANNEXURE1

GRADEDESCRIPTORS


Grade7











Grade6










manner

Grade5






163





cooperativemanner

Grade4








Grade3








effectively

Grade2








otherseffectively


164

Grade1










165


LanguageB(HL)

Grade7









Grade6








andconvincingly

Grade5








Grade4




166






Grade3







Grade2







Grade1








167

LanguageB(SL)

Grade7








Grade6







coherently

Grade5








Grade4







168


organisingtheirwork

Grade3







Grade2







Grade1








169


Grade7


informationandideas










Grade6


ideas










Grade5


informationandideas




170


oftenclear






Grade4









Grade3










Grade2






171





Grade1





clear






172


Grade7










Grade6







Grade5







Grade4







173






Grade3





Grade2




solveproblems

Grade1





174

Group4(sciences)

Grade7













Grade6













Grade5




175




material






Grade4











closesupervision

Grade3











176

Grade2









andclosesupervision

Grade1








177

Computerscience

Grade7











Grade6










Grade5









178



Grade4











Grade3








Grade2









179

Grade1








180

Group5(mathematics)

Grade7











Grade6









whenrequired

Grade5








181



Grade4








times

Grade3







approach

Grade2





Grade1






182

Group6(arts)Grade7






Grade6





criticalreflection

Grade5





Grade4









Grade3






183



Grade2




reflection

Grade1





184


GradeA













GradeB











GradeC








185








GradeD
























186


GradeA






GradeB





identified

GradeC





GradeD





GradeE



187




5



6











7














encounter









MerciBeaucoup



8













9



Programmes




thinking










10

DIPLOMAPROGRAMME




whichare



FrenchBabinitio













subjects






11

Thecore



a4000-wordpaper






















12















13



essay











uncertainworld




EE(EXTENDEDESSAY)







14



involve


personalchallenge






themselves


15



























16



Aims


areto






writtenandreceived








audienceandpurpose

Objectives


Literaturecourse







ofatext


17





styleonthereader






contextoftexts


texts



meaning



oralcommunication






18




Part1


GENDER GENDER



Part2





Part3





Part4






19



20


21

SYLLABUSOUTLINE


SemI



SemII




22















beheldinSemII


23




70

25

25

20


30

15

15


24



70

25

25

20


30

15

15


25








literature














literature



only)


26


Partofthecourse

SL HL






Part2Detailedstudy




Part3Literarygenres





Part4Options





27

SYLLABUSOUTLINE


Year1

Part4ndashOptions

Kabir







Poetry-Nagarjun


Year2






PART3-LiteraryGenre











dueinSemIII


28









writing







Aims











ofknowledge


29





additionallanguage


Objectives


to





andaccuracy



texts


30

SYLLABUSOUTLINE

Year









Forabetterworld





EqualityFraternity



31

ASSESSMENTS




course






32

HindiBSL

HindiBHL


33



25





34

GROUP2FRENCHB






















35

Aims











knowledge



thinkingskills


additionallanguage


Objectives


abilityto





accuracy



texts


36

SYLLABUSOUTLINE









37

ASSESSMENTS




course





FrenchBSL


38

FrenchBHL



25





39























40

Aims











knowledge



thinkingskills


additionallanguage


Objectives




purposes




fluencyandaccuracy



audio-visualtexts


41

SYLLABUSOUTLINE


SemI



13Eatinganddrinking

14Physicalwellbeing


22Leisure

23Holidays


SemII


32Entertainment

33Media

34Technology

SemIII


42Education

43Theworkplace

44Socialissues

SemIV


52Physicalgeography

53Theenvironment

54Globalissues

AssessmentsinFrench




course



42


grade)



categories


Paper1(1hour) 25









fromallfivethemes

Internalassessment






Materials


- ibook






43










25


25


25


25


44
























45

Aims







society














ofchange



followedthe






topics


46





contexts














relationships


47

SYLLABUSOUTLINE










48



through














(Weightage40)



40)




(Weightage30)



30)



49
















750wordsx3(45marks)









50


















Aims




behaviour



andglobalcontext





51






content


















52

SYLLABUSOUTLINE


SemI

Unit1

Business

Organisation

and

Environment


Unit4 Marketing


SemII


Unit3 Finance



Unit5Operations

Management



Management



53




Externalassessment






Internalassessment



bothSLandHL

SLWrittencommentary



marks)

HLResearchproject





54

















Aims












55

Objectives








developments



2 Applyandanalyze









researchedstudies




(HLpaper3only)






56

SYLLABUSOUTLINE


SemI




SemII




SemIII






AssessmentsinITGS


through






scenarios


developments




systems


57


developments





ofthesyllabus




Internalassessment



Project



















58

























ofappliedpsychology






59













followedatalltimes
















60

Aims
















psychology


andresearchstudies









researchstudies


psychology


61




psychology



psychology


perspective




ethicalpractice





62

Syllabus



(article82)

SyllabusContent-











63









debate












64

SYLLABUSOUTLINE












psychology






65


Paper1

SectionA




SectionB




Paper2



marks

Focusonthequestion



Criticalthinking


Total

2 6 6 6 2 22


Paper1

SectionA




SectionB




rubricbelow


66

Focusonthequestion



Criticalthinking


Total

2 6 6 6 2 22




Internalassessment









6 4 6 6 20


67

GROUP3HISTORY




















AIMS






68







OBJECTIVES
















andpaper1)



question


assessment)


assessment)


69



SYLLABUS


70

SYLLABUSOUTLINE











71















72




Paper1(1hour)



(24marks)




75

30

45







25


73






(24marks)







80

20

25

35







20


74


Paper1(SLandHL)











thesources



Secondquestion





4marks

Thirdquestion




6marks

Fourthquestion



theirevaluation

9marks


75




Paper2(SLandHL)









Paper3(HLonly)











76



Duration20hours

Weighting25SL20HL




2Investigation

3Reflection





Wordlimit



overallwordcount



allocation

Associated

assessmentcriteria

Marks

1Identificationand

evaluationofsources


evaluationofsources

6






77

GROUP4PHYSICS


















Aims





technology







78



studyofscience




scientists



Objectives









2Apply












79






SYLLABUSOUTLINE


SemI


Unit2 Mechanics





Unit4 Waves



OptionC Imaging






through





80




IBAssessments







learning






examiners


PhysicsSL

Paper1







Paper2





81



Paper3




work





PhysicsHL

Paper1







Paper2






Paper3




work



82




Internalassessment









3and4



Personal

engagement


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




20


20


20



83

GROUP4CHEMISTRY


















community





84

Aims







inallmatter

















Objectives








85



2Apply











SYLLABUS


SemISemII







SemIIISemIV






Unit12 Option 616


86

ASSESSMENTS














Paper1







Paper2






Paper3




87


experimentalwork






Paper1



SL





Paper2






Paper3




experimentalwork






88
















Personal

engagement


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




20


20


20



89










bemade











90

Aims




technology


andtechnology





technologies



technology




Objectives


objectives





2Apply







91














anHLsubject


92

SYLLABUSOUTLINE


SemI



SemII




93



SemIII


SemIV


AssessmentinBiology





assessments)




learning


94






examiners




AHLmaterial





Internalassessment











Personalengagement


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


95





20



criteria

20



criteria

20



96


INTERNATIONALINDORE



























97

AIMS






scales




societies





sustainability




knowledge



globalcontexts

OBJECTIVES








98




bull dataandmodels









globallevelthrough






others




significanthere


99

SYLLABUSOUTLINE


SemI



12Systemsandmodels


14Sustainability













SemII





44Waterpollution

Unit5







100


63Photochemicalsmog

64Aciddeposition








ASSESSMENTOUTLINE

IBASSESSMENTS












25 1hour


50 2hours


25 10hours


101

EXTERNALASSESSMENT



bullMarkbands





examination








essaytypequestions


INTERNALASSESSMENT










6(20) 6(20) 6(20) 6(20) 3(10) 3(10) 30(100)


102







20


103
















Aims




andlifelonglearning


science




complexproblems






104



effectively







Objectives



1Knowandunderstand





2Applyanduse











105

SYLLABUSOUTLINE


SemI Unit1




Unit2




SemII




system






106

WebScience


SemIII


Database


WebScience



SemIV




IBAssessments





assessments)




learning




107

ExternalAssessment








InternalAssessment














(Marks) 6(176) 6(176) 12(352) 4(117) 6(176) 34(100)


108





20 30


20 30


20 30



109








110

GROUP5MATHHL







welive























111

Aims



mathematics




solving



futuredevelopments


other







Objectives










112













SemI






Semr3 Unit4(Contd)

IntegralCalculus



113




Sem4 OptionalPaper



114



Writtenpapers

Paper12hrs30


SectionA


SectionB


Paper22hrs30


SectionA


SectionB


Paper31hr20





theendofthecourse




115






welive























116

Aims



mathematics




solving



futuredevelopments


other







Objectives










117












SYLLABUSOUTLINE



12Binomialtheorem


SemIandII Unit2


22Graphsoffunctions





27solvingequations


SemII Unit3


31Thecircle



118


34Circularfunctions




42Scalarproduct

43Vectorequations


lines

SemIIIandIV







56Combinedevents








gradients


119







120


Assessmentoutline

ForMathematicsSL


Writtenpapers

Paper11frac12hrs40


SectionA


SectionB


Paper21frac12hrs40


SectionA


SectionB




theendofthecourse




marks)


121

GROUP5MATHSTUDIESSL







welive























122

Aims



mathematics




solving



futuredevelopments


other
















123












SYLLABUSOUTLINE


SemI

Unit1

NumbersandAlgebra





















124




SemIII

Unit5













125



Writtenpapers

Paper11hr30mins40



Paper21hr30mins40






measurements


126

GROUP6VISUALARTS

Introduction













AIMS













127

OBJECTIVES







arts



understanding




relatedtoartmaking







progresswork


visualpractice


techniques



128


art-making




SYLLABUSOUTLINE


SemI


SemII



129


SemIII


SemIV



130





SYLLABUSOUTLINE

















131



Weighting20




























132










Weighting40






communication



base


SLtotal

HLmarks

HLtotal







133












Part3Exhibition

Weighting40










HLtotal






134






artwork








artwork




135





WT1firstdraft


WT1finaldraft 20



FOA1 15

Oct-Nov2018

15thOct-31stOct2018




WT2firstdraft



FinalIOC 15




2019 DPYearI

JANUARY



FOA2 15







136


19thand20th








Comparativestudy






BMIAFirstDraft 25


IOA 25






Comparativestudy












25th EE FirstDraft


137








2020 Year2









40

40

20

Total100


138


procedure







HeadofSchool




wellasDPTeachers















139

STAYINGAFTERSCHOOL








leave


emergency








140

SCHOOLUNIFORMBoys




Turban or headgear



Girls





RulesforUniform





inconvenience


141






















punishableoffence








142

SCHOOLTRANSPORT






forchange







143






















144


aspectforCAS







horizons












theseiconicfigures


145
















146



147



148



149



150



151




152



153





154



155






156



157




158



159



160















21319 Thursday Holi






161

References




















162

ANNEXURE1

GRADEDESCRIPTORS


Grade7











Grade6










manner

Grade5






163





cooperativemanner

Grade4








Grade3








effectively

Grade2








otherseffectively


164

Grade1










165


LanguageB(HL)

Grade7









Grade6








andconvincingly

Grade5








Grade4




166






Grade3







Grade2







Grade1








167

LanguageB(SL)

Grade7








Grade6







coherently

Grade5








Grade4







168


organisingtheirwork

Grade3







Grade2







Grade1








169


Grade7


informationandideas










Grade6


ideas










Grade5


informationandideas




170


oftenclear






Grade4









Grade3










Grade2






171





Grade1





clear






172


Grade7










Grade6







Grade5







Grade4







173






Grade3





Grade2




solveproblems

Grade1





174

Group4(sciences)

Grade7













Grade6













Grade5




175




material






Grade4











closesupervision

Grade3











176

Grade2









andclosesupervision

Grade1








177

Computerscience

Grade7











Grade6










Grade5









178



Grade4











Grade3








Grade2









179

Grade1








180

Group5(mathematics)

Grade7











Grade6









whenrequired

Grade5








181



Grade4








times

Grade3







approach

Grade2





Grade1






182

Group6(arts)Grade7






Grade6





criticalreflection

Grade5





Grade4









Grade3






183



Grade2




reflection

Grade1





184


GradeA













GradeB











GradeC








185








GradeD
























186


GradeA






GradeB





identified

GradeC





GradeD





GradeE



187




6











7














encounter









MerciBeaucoup



8













9



Programmes




thinking










10

DIPLOMAPROGRAMME




whichare



FrenchBabinitio













subjects






11

Thecore



a4000-wordpaper






















12















13



essay











uncertainworld




EE(EXTENDEDESSAY)







14



involve


personalchallenge






themselves


15



























16



Aims


areto






writtenandreceived








audienceandpurpose

Objectives


Literaturecourse







ofatext


17





styleonthereader






contextoftexts


texts



meaning



oralcommunication






18




Part1


GENDER GENDER



Part2





Part3





Part4






19



20


21

SYLLABUSOUTLINE


SemI



SemII




22















beheldinSemII


23




70

25

25

20


30

15

15


24



70

25

25

20


30

15

15


25








literature














literature



only)


26


Partofthecourse

SL HL






Part2Detailedstudy




Part3Literarygenres





Part4Options





27

SYLLABUSOUTLINE


Year1

Part4ndashOptions

Kabir







Poetry-Nagarjun


Year2






PART3-LiteraryGenre











dueinSemIII


28









writing







Aims











ofknowledge


29





additionallanguage


Objectives


to





andaccuracy



texts


30

SYLLABUSOUTLINE

Year









Forabetterworld





EqualityFraternity



31

ASSESSMENTS




course






32

HindiBSL

HindiBHL


33



25





34

GROUP2FRENCHB






















35

Aims











knowledge



thinkingskills


additionallanguage


Objectives


abilityto





accuracy



texts


36

SYLLABUSOUTLINE









37

ASSESSMENTS




course





FrenchBSL


38

FrenchBHL



25





39























40

Aims











knowledge



thinkingskills


additionallanguage


Objectives




purposes




fluencyandaccuracy



audio-visualtexts


41

SYLLABUSOUTLINE


SemI



13Eatinganddrinking

14Physicalwellbeing


22Leisure

23Holidays


SemII


32Entertainment

33Media

34Technology

SemIII


42Education

43Theworkplace

44Socialissues

SemIV


52Physicalgeography

53Theenvironment

54Globalissues

AssessmentsinFrench




course



42


grade)



categories


Paper1(1hour) 25









fromallfivethemes

Internalassessment






Materials


- ibook






43










25


25


25


25


44
























45

Aims







society














ofchange



followedthe






topics


46





contexts














relationships


47

SYLLABUSOUTLINE










48



through














(Weightage40)



40)




(Weightage30)



30)



49
















750wordsx3(45marks)









50


















Aims




behaviour



andglobalcontext





51






content


















52

SYLLABUSOUTLINE


SemI

Unit1

Business

Organisation

and

Environment


Unit4 Marketing


SemII


Unit3 Finance



Unit5Operations

Management



Management



53




Externalassessment






Internalassessment



bothSLandHL

SLWrittencommentary



marks)

HLResearchproject





54

















Aims












55

Objectives








developments



2 Applyandanalyze









researchedstudies




(HLpaper3only)






56

SYLLABUSOUTLINE


SemI




SemII




SemIII






AssessmentsinITGS


through






scenarios


developments




systems


57


developments





ofthesyllabus




Internalassessment



Project



















58

























ofappliedpsychology






59













followedatalltimes
















60

Aims
















psychology


andresearchstudies









researchstudies


psychology


61




psychology



psychology


perspective




ethicalpractice





62

Syllabus



(article82)

SyllabusContent-











63









debate












64

SYLLABUSOUTLINE












psychology






65


Paper1

SectionA




SectionB




Paper2



marks

Focusonthequestion



Criticalthinking


Total

2 6 6 6 2 22


Paper1

SectionA




SectionB




rubricbelow


66

Focusonthequestion



Criticalthinking


Total

2 6 6 6 2 22




Internalassessment









6 4 6 6 20


67

GROUP3HISTORY




















AIMS






68







OBJECTIVES
















andpaper1)



question


assessment)


assessment)


69



SYLLABUS


70

SYLLABUSOUTLINE











71















72




Paper1(1hour)



(24marks)




75

30

45







25


73






(24marks)







80

20

25

35







20


74


Paper1(SLandHL)











thesources



Secondquestion





4marks

Thirdquestion




6marks

Fourthquestion



theirevaluation

9marks


75




Paper2(SLandHL)









Paper3(HLonly)











76



Duration20hours

Weighting25SL20HL




2Investigation

3Reflection





Wordlimit



overallwordcount



allocation

Associated

assessmentcriteria

Marks

1Identificationand

evaluationofsources


evaluationofsources

6






77

GROUP4PHYSICS


















Aims





technology







78



studyofscience




scientists



Objectives









2Apply












79






SYLLABUSOUTLINE


SemI


Unit2 Mechanics





Unit4 Waves



OptionC Imaging






through





80




IBAssessments







learning






examiners


PhysicsSL

Paper1







Paper2





81



Paper3




work





PhysicsHL

Paper1







Paper2






Paper3




work



82




Internalassessment









3and4



Personal

engagement


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




20


20


20



83

GROUP4CHEMISTRY


















community





84

Aims







inallmatter

















Objectives








85



2Apply











SYLLABUS


SemISemII







SemIIISemIV






Unit12 Option 616


86

ASSESSMENTS














Paper1







Paper2






Paper3




87


experimentalwork






Paper1



SL





Paper2






Paper3




experimentalwork






88
















Personal

engagement


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




20


20


20



89










bemade











90

Aims




technology


andtechnology





technologies



technology




Objectives


objectives





2Apply







91














anHLsubject


92

SYLLABUSOUTLINE


SemI



SemII




93



SemIII


SemIV


AssessmentinBiology





assessments)




learning


94






examiners




AHLmaterial





Internalassessment











Personalengagement


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


95





20



criteria

20



criteria

20



96


INTERNATIONALINDORE



























97

AIMS






scales




societies





sustainability




knowledge



globalcontexts

OBJECTIVES








98




bull dataandmodels









globallevelthrough






others




significanthere


99

SYLLABUSOUTLINE


SemI



12Systemsandmodels


14Sustainability













SemII





44Waterpollution

Unit5







100


63Photochemicalsmog

64Aciddeposition








ASSESSMENTOUTLINE

IBASSESSMENTS












25 1hour


50 2hours


25 10hours


101

EXTERNALASSESSMENT



bullMarkbands





examination








essaytypequestions


INTERNALASSESSMENT










6(20) 6(20) 6(20) 6(20) 3(10) 3(10) 30(100)


102







20


103
















Aims




andlifelonglearning


science




complexproblems






104



effectively







Objectives



1Knowandunderstand





2Applyanduse











105

SYLLABUSOUTLINE


SemI Unit1




Unit2




SemII




system






106

WebScience


SemIII


Database


WebScience



SemIV




IBAssessments





assessments)




learning




107

ExternalAssessment








InternalAssessment














(Marks) 6(176) 6(176) 12(352) 4(117) 6(176) 34(100)


108





20 30


20 30


20 30



109








110

GROUP5MATHHL







welive























111

Aims



mathematics




solving



futuredevelopments


other







Objectives










112













SemI






Semr3 Unit4(Contd)

IntegralCalculus



113




Sem4 OptionalPaper



114



Writtenpapers

Paper12hrs30


SectionA


SectionB


Paper22hrs30


SectionA


SectionB


Paper31hr20





theendofthecourse




115






welive























116

Aims



mathematics




solving



futuredevelopments


other







Objectives










117












SYLLABUSOUTLINE



12Binomialtheorem


SemIandII Unit2


22Graphsoffunctions





27solvingequations


SemII Unit3


31Thecircle



118


34Circularfunctions




42Scalarproduct

43Vectorequations


lines

SemIIIandIV







56Combinedevents








gradients


119







120


Assessmentoutline

ForMathematicsSL


Writtenpapers

Paper11frac12hrs40


SectionA


SectionB


Paper21frac12hrs40


SectionA


SectionB




theendofthecourse




marks)


121

GROUP5MATHSTUDIESSL







welive























122

Aims



mathematics




solving



futuredevelopments


other
















123












SYLLABUSOUTLINE


SemI

Unit1

NumbersandAlgebra





















124




SemIII

Unit5













125



Writtenpapers

Paper11hr30mins40



Paper21hr30mins40






measurements


126

GROUP6VISUALARTS

Introduction













AIMS













127

OBJECTIVES







arts



understanding




relatedtoartmaking







progresswork


visualpractice


techniques



128


art-making




SYLLABUSOUTLINE


SemI


SemII



129


SemIII


SemIV



130





SYLLABUSOUTLINE

















131



Weighting20




























132










Weighting40






communication



base


SLtotal

HLmarks

HLtotal







133












Part3Exhibition

Weighting40










HLtotal






134






artwork








artwork




135





WT1firstdraft


WT1finaldraft 20



FOA1 15

Oct-Nov2018

15thOct-31stOct2018




WT2firstdraft



FinalIOC 15




2019 DPYearI

JANUARY



FOA2 15







136


19thand20th








Comparativestudy






BMIAFirstDraft 25


IOA 25






Comparativestudy












25th EE FirstDraft


137








2020 Year2









40

40

20

Total100


138


procedure







HeadofSchool




wellasDPTeachers















139

STAYINGAFTERSCHOOL








leave


emergency








140

SCHOOLUNIFORMBoys




Turban or headgear



Girls





RulesforUniform





inconvenience


141






















punishableoffence








142

SCHOOLTRANSPORT






forchange







143






















144


aspectforCAS







horizons












theseiconicfigures


145
















146



147



148



149



150



151




152



153





154



155






156



157




158



159



160















21319 Thursday Holi






161

References




















162

ANNEXURE1

GRADEDESCRIPTORS


Grade7











Grade6










manner

Grade5






163





cooperativemanner

Grade4








Grade3








effectively

Grade2








otherseffectively


164

Grade1










165


LanguageB(HL)

Grade7









Grade6








andconvincingly

Grade5








Grade4




166






Grade3







Grade2







Grade1








167

LanguageB(SL)

Grade7








Grade6







coherently

Grade5








Grade4







168


organisingtheirwork

Grade3







Grade2







Grade1








169


Grade7


informationandideas










Grade6


ideas










Grade5


informationandideas




170


oftenclear






Grade4









Grade3










Grade2






171





Grade1





clear






172


Grade7










Grade6







Grade5







Grade4







173






Grade3





Grade2




solveproblems

Grade1





174

Group4(sciences)

Grade7













Grade6













Grade5




175




material






Grade4











closesupervision

Grade3











176

Grade2









andclosesupervision

Grade1








177

Computerscience

Grade7











Grade6










Grade5









178



Grade4











Grade3








Grade2









179

Grade1








180

Group5(mathematics)

Grade7











Grade6









whenrequired

Grade5








181



Grade4








times

Grade3







approach

Grade2





Grade1






182

Group6(arts)Grade7






Grade6





criticalreflection

Grade5





Grade4









Grade3






183



Grade2




reflection

Grade1





184


GradeA













GradeB











GradeC








185








GradeD
























186


GradeA






GradeB





identified

GradeC





GradeD





GradeE



187




7














encounter









MerciBeaucoup



8













9



Programmes




thinking










10

DIPLOMAPROGRAMME




whichare



FrenchBabinitio













subjects






11

Thecore



a4000-wordpaper






















12















13



essay











uncertainworld




EE(EXTENDEDESSAY)







14



involve


personalchallenge






themselves


15



























16



Aims


areto






writtenandreceived








audienceandpurpose

Objectives


Literaturecourse







ofatext


17





styleonthereader






contextoftexts


texts



meaning



oralcommunication






18




Part1


GENDER GENDER



Part2





Part3





Part4






19



20


21

SYLLABUSOUTLINE


SemI



SemII




22















beheldinSemII


23




70

25

25

20


30

15

15


24



70

25

25

20


30

15

15


25








literature














literature



only)


26


Partofthecourse

SL HL






Part2Detailedstudy




Part3Literarygenres





Part4Options





27

SYLLABUSOUTLINE


Year1

Part4ndashOptions

Kabir







Poetry-Nagarjun


Year2






PART3-LiteraryGenre











dueinSemIII


28









writing







Aims











ofknowledge


29





additionallanguage


Objectives


to





andaccuracy



texts


30

SYLLABUSOUTLINE

Year









Forabetterworld





EqualityFraternity



31

ASSESSMENTS




course






32

HindiBSL

HindiBHL


33



25





34

GROUP2FRENCHB






















35

Aims











knowledge



thinkingskills


additionallanguage


Objectives


abilityto





accuracy



texts


36

SYLLABUSOUTLINE









37

ASSESSMENTS




course





FrenchBSL


38

FrenchBHL



25





39























40

Aims











knowledge



thinkingskills


additionallanguage


Objectives




purposes




fluencyandaccuracy



audio-visualtexts


41

SYLLABUSOUTLINE


SemI



13Eatinganddrinking

14Physicalwellbeing


22Leisure

23Holidays


SemII


32Entertainment

33Media

34Technology

SemIII


42Education

43Theworkplace

44Socialissues

SemIV


52Physicalgeography

53Theenvironment

54Globalissues

AssessmentsinFrench




course



42


grade)



categories


Paper1(1hour) 25









fromallfivethemes

Internalassessment






Materials


- ibook






43










25


25


25


25


44
























45

Aims







society














ofchange



followedthe






topics


46





contexts














relationships


47

SYLLABUSOUTLINE










48



through














(Weightage40)



40)




(Weightage30)



30)



49
















750wordsx3(45marks)









50


















Aims




behaviour



andglobalcontext





51






content


















52

SYLLABUSOUTLINE


SemI

Unit1

Business

Organisation

and

Environment


Unit4 Marketing


SemII


Unit3 Finance



Unit5Operations

Management



Management



53




Externalassessment






Internalassessment



bothSLandHL

SLWrittencommentary



marks)

HLResearchproject





54

















Aims












55

Objectives








developments



2 Applyandanalyze









researchedstudies




(HLpaper3only)






56

SYLLABUSOUTLINE


SemI




SemII




SemIII






AssessmentsinITGS


through






scenarios


developments




systems


57


developments





ofthesyllabus




Internalassessment



Project



















58

























ofappliedpsychology






59













followedatalltimes
















60

Aims
















psychology


andresearchstudies









researchstudies


psychology


61




psychology



psychology


perspective




ethicalpractice





62

Syllabus



(article82)

SyllabusContent-











63









debate












64

SYLLABUSOUTLINE












psychology






65


Paper1

SectionA




SectionB




Paper2



marks

Focusonthequestion



Criticalthinking


Total

2 6 6 6 2 22


Paper1

SectionA




SectionB




rubricbelow


66

Focusonthequestion



Criticalthinking


Total

2 6 6 6 2 22




Internalassessment









6 4 6 6 20


67

GROUP3HISTORY




















AIMS






68







OBJECTIVES
















andpaper1)



question


assessment)


assessment)


69



SYLLABUS


70

SYLLABUSOUTLINE











71















72




Paper1(1hour)



(24marks)




75

30

45







25


73






(24marks)







80

20

25

35







20


74


Paper1(SLandHL)











thesources



Secondquestion





4marks

Thirdquestion




6marks

Fourthquestion



theirevaluation

9marks


75




Paper2(SLandHL)









Paper3(HLonly)











76



Duration20hours

Weighting25SL20HL




2Investigation

3Reflection





Wordlimit



overallwordcount



allocation

Associated

assessmentcriteria

Marks

1Identificationand

evaluationofsources


evaluationofsources

6






77

GROUP4PHYSICS


















Aims





technology







78



studyofscience




scientists



Objectives









2Apply












79






SYLLABUSOUTLINE


SemI


Unit2 Mechanics





Unit4 Waves



OptionC Imaging






through





80




IBAssessments







learning






examiners


PhysicsSL

Paper1







Paper2





81



Paper3




work





PhysicsHL

Paper1







Paper2






Paper3




work



82




Internalassessment









3and4



Personal

engagement


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




20


20


20



83

GROUP4CHEMISTRY


















community





84

Aims







inallmatter

















Objectives








85



2Apply











SYLLABUS


SemISemII







SemIIISemIV






Unit12 Option 616


86

ASSESSMENTS














Paper1







Paper2






Paper3




87


experimentalwork






Paper1



SL





Paper2






Paper3




experimentalwork






88
















Personal

engagement


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




20


20


20



89










bemade











90

Aims




technology


andtechnology





technologies



technology




Objectives


objectives





2Apply







91














anHLsubject


92

SYLLABUSOUTLINE


SemI



SemII




93



SemIII


SemIV


AssessmentinBiology





assessments)




learning


94






examiners




AHLmaterial





Internalassessment











Personalengagement


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


95





20



criteria

20



criteria

20



96


INTERNATIONALINDORE



























97

AIMS






scales




societies





sustainability




knowledge



globalcontexts

OBJECTIVES








98




bull dataandmodels









globallevelthrough






others




significanthere


99

SYLLABUSOUTLINE


SemI



12Systemsandmodels


14Sustainability













SemII





44Waterpollution

Unit5







100


63Photochemicalsmog

64Aciddeposition








ASSESSMENTOUTLINE

IBASSESSMENTS












25 1hour


50 2hours


25 10hours


101

EXTERNALASSESSMENT



bullMarkbands





examination








essaytypequestions


INTERNALASSESSMENT










6(20) 6(20) 6(20) 6(20) 3(10) 3(10) 30(100)


102







20


103
















Aims




andlifelonglearning


science




complexproblems






104



effectively







Objectives



1Knowandunderstand





2Applyanduse











105

SYLLABUSOUTLINE


SemI Unit1




Unit2




SemII




system






106

WebScience


SemIII


Database


WebScience



SemIV




IBAssessments





assessments)




learning




107

ExternalAssessment








InternalAssessment














(Marks) 6(176) 6(176) 12(352) 4(117) 6(176) 34(100)


108





20 30


20 30


20 30



109








110

GROUP5MATHHL







welive























111

Aims



mathematics




solving



futuredevelopments


other







Objectives










112













SemI






Semr3 Unit4(Contd)

IntegralCalculus



113




Sem4 OptionalPaper



114



Writtenpapers

Paper12hrs30


SectionA


SectionB


Paper22hrs30


SectionA


SectionB


Paper31hr20





theendofthecourse




115






welive























116

Aims



mathematics




solving



futuredevelopments


other







Objectives










117












SYLLABUSOUTLINE



12Binomialtheorem


SemIandII Unit2


22Graphsoffunctions





27solvingequations


SemII Unit3


31Thecircle



118


34Circularfunctions




42Scalarproduct

43Vectorequations


lines

SemIIIandIV







56Combinedevents








gradients


119







120


Assessmentoutline

ForMathematicsSL


Writtenpapers

Paper11frac12hrs40


SectionA


SectionB


Paper21frac12hrs40


SectionA


SectionB




theendofthecourse




marks)


121

GROUP5MATHSTUDIESSL







welive























122

Aims



mathematics




solving



futuredevelopments


other
















123












SYLLABUSOUTLINE


SemI

Unit1

NumbersandAlgebra





















124




SemIII

Unit5













125



Writtenpapers

Paper11hr30mins40



Paper21hr30mins40






measurements


126

GROUP6VISUALARTS

Introduction













AIMS













127

OBJECTIVES







arts



understanding




relatedtoartmaking







progresswork


visualpractice


techniques



128


art-making




SYLLABUSOUTLINE


SemI


SemII



129


SemIII


SemIV



130





SYLLABUSOUTLINE

















131



Weighting20




























132










Weighting40






communication



base


SLtotal

HLmarks

HLtotal







133












Part3Exhibition

Weighting40










HLtotal






134






artwork








artwork




135





WT1firstdraft


WT1finaldraft 20



FOA1 15

Oct-Nov2018

15thOct-31stOct2018




WT2firstdraft



FinalIOC 15




2019 DPYearI

JANUARY



FOA2 15







136


19thand20th








Comparativestudy






BMIAFirstDraft 25


IOA 25






Comparativestudy












25th EE FirstDraft


137








2020 Year2









40

40

20

Total100


138


procedure







HeadofSchool




wellasDPTeachers















139

STAYINGAFTERSCHOOL








leave


emergency








140

SCHOOLUNIFORMBoys




Turban or headgear



Girls





RulesforUniform





inconvenience


141






















punishableoffence








142

SCHOOLTRANSPORT






forchange







143






















144


aspectforCAS







horizons












theseiconicfigures


145
















146



147



148



149



150



151




152



153





154



155






156



157




158



159



160















21319 Thursday Holi






161

References




















162

ANNEXURE1

GRADEDESCRIPTORS


Grade7











Grade6










manner

Grade5






163





cooperativemanner

Grade4








Grade3








effectively

Grade2








otherseffectively


164

Grade1










165


LanguageB(HL)

Grade7









Grade6








andconvincingly

Grade5








Grade4




166






Grade3







Grade2







Grade1








167

LanguageB(SL)

Grade7








Grade6







coherently

Grade5








Grade4







168


organisingtheirwork

Grade3







Grade2







Grade1








169


Grade7


informationandideas










Grade6


ideas










Grade5


informationandideas




170


oftenclear






Grade4









Grade3










Grade2






171





Grade1





clear






172


Grade7










Grade6







Grade5







Grade4







173






Grade3





Grade2




solveproblems

Grade1





174

Group4(sciences)

Grade7













Grade6













Grade5




175




material






Grade4











closesupervision

Grade3











176

Grade2









andclosesupervision

Grade1








177

Computerscience

Grade7











Grade6










Grade5









178



Grade4











Grade3








Grade2









179

Grade1








180

Group5(mathematics)

Grade7











Grade6









whenrequired

Grade5








181



Grade4








times

Grade3







approach

Grade2





Grade1






182

Group6(arts)Grade7






Grade6





criticalreflection

Grade5





Grade4









Grade3






183



Grade2




reflection

Grade1





184


GradeA













GradeB











GradeC








185








GradeD
























186


GradeA






GradeB





identified

GradeC





GradeD





GradeE



187




8













9



Programmes




thinking










10

DIPLOMAPROGRAMME




whichare



FrenchBabinitio













subjects






11

Thecore



a4000-wordpaper






















12















13



essay











uncertainworld




EE(EXTENDEDESSAY)







14



involve


personalchallenge






themselves


15



























16



Aims


areto






writtenandreceived








audienceandpurpose

Objectives


Literaturecourse







ofatext


17





styleonthereader






contextoftexts


texts



meaning



oralcommunication






18




Part1


GENDER GENDER



Part2





Part3





Part4






19



20


21

SYLLABUSOUTLINE


SemI



SemII




22















beheldinSemII


23




70

25

25

20


30

15

15


24



70

25

25

20


30

15

15


25








literature














literature



only)


26


Partofthecourse

SL HL






Part2Detailedstudy




Part3Literarygenres





Part4Options





27

SYLLABUSOUTLINE


Year1

Part4ndashOptions

Kabir







Poetry-Nagarjun


Year2






PART3-LiteraryGenre











dueinSemIII


28









writing







Aims











ofknowledge


29





additionallanguage


Objectives


to





andaccuracy



texts


30

SYLLABUSOUTLINE

Year









Forabetterworld





EqualityFraternity



31

ASSESSMENTS




course






32

HindiBSL

HindiBHL


33



25





34

GROUP2FRENCHB






















35

Aims











knowledge



thinkingskills


additionallanguage


Objectives


abilityto





accuracy



texts


36

SYLLABUSOUTLINE









37

ASSESSMENTS




course





FrenchBSL


38

FrenchBHL



25





39























40

Aims











knowledge



thinkingskills


additionallanguage


Objectives




purposes




fluencyandaccuracy



audio-visualtexts


41

SYLLABUSOUTLINE


SemI



13Eatinganddrinking

14Physicalwellbeing


22Leisure

23Holidays


SemII


32Entertainment

33Media

34Technology

SemIII


42Education

43Theworkplace

44Socialissues

SemIV


52Physicalgeography

53Theenvironment

54Globalissues

AssessmentsinFrench




course



42


grade)



categories


Paper1(1hour) 25









fromallfivethemes

Internalassessment






Materials


- ibook






43










25


25


25


25


44
























45

Aims







society














ofchange



followedthe






topics


46





contexts














relationships


47

SYLLABUSOUTLINE










48



through














(Weightage40)



40)




(Weightage30)



30)



49
















750wordsx3(45marks)









50


















Aims




behaviour



andglobalcontext





51






content


















52

SYLLABUSOUTLINE


SemI

Unit1

Business

Organisation

and

Environment


Unit4 Marketing


SemII


Unit3 Finance



Unit5Operations

Management



Management



53




Externalassessment






Internalassessment



bothSLandHL

SLWrittencommentary



marks)

HLResearchproject





54

















Aims












55

Objectives








developments



2 Applyandanalyze









researchedstudies




(HLpaper3only)






56

SYLLABUSOUTLINE


SemI




SemII




SemIII






AssessmentsinITGS


through






scenarios


developments




systems


57


developments





ofthesyllabus




Internalassessment



Project



















58

























ofappliedpsychology






59













followedatalltimes
















60

Aims
















psychology


andresearchstudies









researchstudies


psychology


61




psychology



psychology


perspective




ethicalpractice





62

Syllabus



(article82)

SyllabusContent-











63









debate












64

SYLLABUSOUTLINE












psychology






65


Paper1

SectionA




SectionB




Paper2



marks

Focusonthequestion



Criticalthinking


Total

2 6 6 6 2 22


Paper1

SectionA




SectionB




rubricbelow


66

Focusonthequestion



Criticalthinking


Total

2 6 6 6 2 22




Internalassessment









6 4 6 6 20


67

GROUP3HISTORY




















AIMS






68







OBJECTIVES
















andpaper1)



question


assessment)


assessment)


69



SYLLABUS


70

SYLLABUSOUTLINE











71















72




Paper1(1hour)



(24marks)




75

30

45







25


73






(24marks)







80

20

25

35







20


74


Paper1(SLandHL)











thesources



Secondquestion





4marks

Thirdquestion




6marks

Fourthquestion



theirevaluation

9marks


75




Paper2(SLandHL)









Paper3(HLonly)











76



Duration20hours

Weighting25SL20HL




2Investigation

3Reflection





Wordlimit



overallwordcount



allocation

Associated

assessmentcriteria

Marks

1Identificationand

evaluationofsources


evaluationofsources

6






77

GROUP4PHYSICS


















Aims





technology







78



studyofscience




scientists



Objectives









2Apply












79






SYLLABUSOUTLINE


SemI


Unit2 Mechanics





Unit4 Waves



OptionC Imaging






through





80




IBAssessments







learning






examiners


PhysicsSL

Paper1







Paper2





81



Paper3




work





PhysicsHL

Paper1







Paper2






Paper3




work



82




Internalassessment









3and4



Personal

engagement


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




20


20


20



83

GROUP4CHEMISTRY


















community





84

Aims







inallmatter

















Objectives








85



2Apply











SYLLABUS


SemISemII







SemIIISemIV






Unit12 Option 616


86

ASSESSMENTS














Paper1







Paper2






Paper3




87


experimentalwork






Paper1



SL





Paper2






Paper3




experimentalwork






88
















Personal

engagement


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




20


20


20



89










bemade











90

Aims




technology


andtechnology





technologies



technology




Objectives


objectives





2Apply







91














anHLsubject


92

SYLLABUSOUTLINE


SemI



SemII




93



SemIII


SemIV


AssessmentinBiology





assessments)




learning


94






examiners




AHLmaterial





Internalassessment











Personalengagement


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


95





20



criteria

20



criteria

20



96


INTERNATIONALINDORE



























97

AIMS






scales




societies





sustainability




knowledge



globalcontexts

OBJECTIVES








98




bull dataandmodels









globallevelthrough






others




significanthere


99

SYLLABUSOUTLINE


SemI



12Systemsandmodels


14Sustainability













SemII





44Waterpollution

Unit5







100


63Photochemicalsmog

64Aciddeposition








ASSESSMENTOUTLINE

IBASSESSMENTS












25 1hour


50 2hours


25 10hours


101

EXTERNALASSESSMENT



bullMarkbands





examination








essaytypequestions


INTERNALASSESSMENT










6(20) 6(20) 6(20) 6(20) 3(10) 3(10) 30(100)


102







20


103
















Aims




andlifelonglearning


science




complexproblems






104



effectively







Objectives



1Knowandunderstand





2Applyanduse











105

SYLLABUSOUTLINE


SemI Unit1




Unit2




SemII




system






106

WebScience


SemIII


Database


WebScience



SemIV




IBAssessments





assessments)




learning




107

ExternalAssessment








InternalAssessment














(Marks) 6(176) 6(176) 12(352) 4(117) 6(176) 34(100)


108





20 30


20 30


20 30



109








110

GROUP5MATHHL







welive























111

Aims



mathematics




solving



futuredevelopments


other







Objectives










112













SemI






Semr3 Unit4(Contd)

IntegralCalculus



113




Sem4 OptionalPaper



114



Writtenpapers

Paper12hrs30


SectionA


SectionB


Paper22hrs30


SectionA


SectionB


Paper31hr20





theendofthecourse




115






welive























116

Aims



mathematics




solving



futuredevelopments


other







Objectives










117












SYLLABUSOUTLINE



12Binomialtheorem


SemIandII Unit2


22Graphsoffunctions





27solvingequations


SemII Unit3


31Thecircle



118


34Circularfunctions




42Scalarproduct

43Vectorequations


lines

SemIIIandIV







56Combinedevents








gradients


119







120


Assessmentoutline

ForMathematicsSL


Writtenpapers

Paper11frac12hrs40


SectionA


SectionB


Paper21frac12hrs40


SectionA


SectionB




theendofthecourse




marks)


121

GROUP5MATHSTUDIESSL







welive























122

Aims



mathematics




solving



futuredevelopments


other
















123












SYLLABUSOUTLINE


SemI

Unit1

NumbersandAlgebra





















124




SemIII

Unit5













125



Writtenpapers

Paper11hr30mins40



Paper21hr30mins40






measurements


126

GROUP6VISUALARTS

Introduction













AIMS













127

OBJECTIVES







arts



understanding




relatedtoartmaking







progresswork


visualpractice


techniques



128


art-making




SYLLABUSOUTLINE


SemI


SemII



129


SemIII


SemIV



130





SYLLABUSOUTLINE

















131



Weighting20




























132










Weighting40






communication



base


SLtotal

HLmarks

HLtotal







133












Part3Exhibition

Weighting40










HLtotal






134






artwork








artwork




135





WT1firstdraft


WT1finaldraft 20



FOA1 15

Oct-Nov2018

15thOct-31stOct2018




WT2firstdraft



FinalIOC 15




2019 DPYearI

JANUARY



FOA2 15







136


19thand20th








Comparativestudy






BMIAFirstDraft 25


IOA 25






Comparativestudy












25th EE FirstDraft


137








2020 Year2









40

40

20

Total100


138


procedure







HeadofSchool




wellasDPTeachers















139

STAYINGAFTERSCHOOL








leave


emergency








140

SCHOOLUNIFORMBoys




Turban or headgear



Girls





RulesforUniform





inconvenience


141






















punishableoffence








142

SCHOOLTRANSPORT






forchange







143






















144


aspectforCAS







horizons












theseiconicfigures


145
















146



147



148



149



150



151




152



153





154



155






156



157




158



159



160















21319 Thursday Holi






161

References




















162

ANNEXURE1

GRADEDESCRIPTORS


Grade7











Grade6










manner

Grade5






163





cooperativemanner

Grade4








Grade3








effectively

Grade2








otherseffectively


164

Grade1










165


LanguageB(HL)

Grade7









Grade6








andconvincingly

Grade5








Grade4




166






Grade3







Grade2







Grade1








167

LanguageB(SL)

Grade7








Grade6







coherently

Grade5








Grade4







168


organisingtheirwork

Grade3







Grade2







Grade1








169


Grade7


informationandideas










Grade6


ideas










Grade5


informationandideas




170


oftenclear






Grade4









Grade3










Grade2






171





Grade1





clear






172


Grade7










Grade6







Grade5







Grade4







173






Grade3





Grade2




solveproblems

Grade1





174

Group4(sciences)

Grade7













Grade6













Grade5




175




material






Grade4











closesupervision

Grade3











176

Grade2









andclosesupervision

Grade1








177

Computerscience

Grade7











Grade6










Grade5









178



Grade4











Grade3








Grade2









179

Grade1








180

Group5(mathematics)

Grade7











Grade6









whenrequired

Grade5








181



Grade4








times

Grade3







approach

Grade2





Grade1






182

Group6(arts)Grade7






Grade6





criticalreflection

Grade5





Grade4









Grade3






183



Grade2




reflection

Grade1





184


GradeA













GradeB











GradeC








185








GradeD
























186


GradeA






GradeB





identified

GradeC





GradeD





GradeE



187



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