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International Baccalaureate Diploma Programme Course Planning Guide Class of 2016
International Baccalaureate
Diploma Programme
Course Planning Guide
Class of 2016
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“The two-year programme is intended for highly motivated students who desire an academically challenging and balanced curriculum that that will prepare them for success at university and life beyond. The course is structured so that students study six academic subjects, three of them at Higher Level and the rest at Standard Level. Aside from these students take a Theory of Knowledge course; write an extended essay in which they investigate a topic of special interest from one of their six DP subjects; and participate actively to complete the requirements of Creativity, Action, Service programme of the school. DP candidates are assessed externally and internally across all their academic subjects.”
IB Mission Statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
What is the IB Diploma Programme?
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IB Learner Profile
IB learners strive to be: Inquirers – nurturing curiosity; developing skills for inquiry
and research; learning independently and with enthusiasm for life
Knowledgeable - developing and using conceptual understanding; exploring knowledge across a range of disciplines; engaging with issues of local and global significance
Thinkers – using critical and creative thinking skills to analyze and taking responsible action on complex problems; exercising initiative in making reasoned and ethical decisions
Communicators – expressing ourselves confidently and creatively in more than one language and in many ways; collaborating effectively and listening to different perspectives of other individuals and groups
Principled – acting with integrity and honesty and with a strong sense of fairness and justice; respecting the dignity of others as well as their rights; taking responsibility for one’s actions and decisions
Open-minded – Critically appreciating our own cultures while at the same time doing so with the values and traditions of other cultures; Seeking and evaluating a range of different points of view
Caring – showing empathy, compassion and respect; having a commitment to service ; making a positive difference in the lives of others and the world
Risk-takers – approaching uncertainty with forethought and determination; working independently and cooperatively with others to explore innovative ideas and strategies; resilient in the face of challenges and change
Balanced – achieving well-being in all aspects of our lives (emotional; physical; mental; social)
Reflective – Understanding our strengths and weaknesses to be able to make positive contributions to the world; supporting our continuing journey to develop ourselves as life-long learners.
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Choosing the “Right” IB Path
Students may elect to participate in the IBDP Programme in one of two ways:
IB Full Diploma A student who successfully gains the full IB Diploma will be awarded “The Diploma of the International Baccalaureate,” and their “Diploma Programme results from IBO.”
IB DP Courses A student who has attempted the full programme with partial success will receive only the “Diploma Programme Course Results from IBO.”
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The Curriculum Requirements IB Diploma Programme students choose three subjects to study in detail at higher level (HL) and three subjects at standard level (SL). Students must select six subjects by choosing one from each of the subject groups. (Refer to the Diploma Programme hexagon).
The curriculum is modelled by a hexagon with six academic areas surrounding the three core requirements.
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Three further compulsory requirements contribute to the uniqueness of the programme. These are:
Extended essay (EE)
The extended essay offers the opportunity for DP students to investigate a topic of special interest, usually one of the student's six DP subjects, and acquaints them with the independent research and writing skills expected at university. It is intended to promote high-level research and writing skills, and intellectual discovery and creativity. The essay should reflect approximately 40 hours of work. Students have the opportunity to engage in personal research on a topic of their choice, under the guidance of a supervisor. This leads to a major piece of formally presented, structured writing of no more that 4,000 words, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject.
Theory of knowledge (TOK)
The interdisciplinary TOK course is designed to develop a coherent approach to learning that transcends and unifies the academic areas and encourages appreciation of other cultural perspectives. TOK activities and discussions aim to help students discover and express their views on knowledge issues. The course encourages students to share ideas with others and to listen and learn from what others think.
Creativity, action, service (CAS)
Creativity, action, service is at the heart of the Diploma Programme, involving students in a range of activities that take place alongside their academic studies throughout the IB Diploma Programme. The component's three strands, often interwoven with particular activities, are characterized as follows:
Creativity - arts and other experiences that involve creative thinking Action - physical exertion contributing to a healthy lifestyle, complementing academic work
elsewhere in the IB Diploma Programme Service - an unpaid and voluntary exchange that has a learning benefit for the student.
Creativity, action, service (CAS) encourages students to be involved in activities as individuals and as part of a team that take place in local, national and international contexts. CAS enables students to enhance their personal and interpersonal skills as well as their social and civic development, through experiential learning, thus lending an important balance to the academic pressures of the rest of the IB Diploma Programme.
The international recognition of the IB DP is outlined on the IBO’s website (www.ibo.org/diploma/recognition).
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Selection into Grade 11
Grade 11 students are carefully selected for places in the Diploma Programme. Normally, the Diploma Coordinator (DPC) is the person in charge of advising students about the appropriate courses they should take. This process is done with the consultation of the students’ teachers. New Grade 11 students in CISM are guided based on their proficiency levels in these areas: language; mathematical ability; previous transcript of records from the schools they came from.
Requirements for the IB Diploma Successful completion of the IB Diploma requires students to take DP courses in the following subject areas over two years. Three are to be taken at Standard Level (SL) and three at Higher Level (HL).
Group 1: Studies in Language & Literature – one course required at SL or HL level
Group 2: Language Acquisition – one course required at SL or HL level
Group 3: Individuals and Societies – one course required at SL or HL level
Group 4: Sciences – one course required at SL or HL level
Group 5: Mathematics – one course required at SL or HL level
Group 6: The Arts – Either one course required at SL or HL level OR a second course required in Groups 3 & 4, at SL or HL level
In addition, all IB Diploma candidates are required to complete the core components of the Diploma Program:
Theory of Knowledge
Extended Essay
Creativity, Action, and Service
From the General Regulations: Diploma Programme - March 2011: Article 13: Award of the IB diploma 13.1 All assessment components for each of the six subjects and the additional IB diploma
requirements must be completed in order to qualify for the award of the IB diploma, except under the conditions stipulated in articles 23 and 24 of these regulations.
13.2 If a diploma candidate is awarded a grade E for TOK or a grade E for the extended essay, the
candidate must achieve 28 points or more to be eligible for the diploma. However, if a candidate is awarded an E for both TOK and the extended essay requirement, the candidate will not qualify for the diploma regardless of the total number of points achieved.
13.3 The IB diploma will be awarded to a candidate whose total score is 24, 25, 26 or 27 points,
provided all the following requirements have been met.
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a. Numeric grades have been awarded in all six subjects registered for the IB diploma.
b. All CAS requirements have been met.
c. At least a grade D has been awarded for both TOK and the extended essay.
d. There is no grade 1 in any subject.
e. There is no grade 2 at higher level.
f. There is no more than one grade 2 at standard level.
g. Overall, there are no more than three grades 3 or below.
h. At least 12 points have been gained in higher level subjects (candidates who register for four higher level subjects must gain at least 16 points at higher level).
i. At least 9 points have been gained on standard level subjects (candidates who register for
two standard level subjects must gain at least 6 points at standard level). j. The candidate has not been found guilty of malpractice by the IB Organization.
13.4 The IB diploma will be awarded to a candidate whose total score is 28 points or above, provided all the following requirements have been met.
a. Numeric grades have been awarded in all six subjects registered for the IB diploma.
b. All CAS requirements have been met.
c. Grades A (highest) to E (lowest) have been awarded for both TOK and an extended essay,
with a grade of at least D in one of them.
d. There is no grade 1 in any subject.
e. There is no more than one grade 2 at higher level.
f. There are no more than three grades 2 at standard level.
g. Overall, there are no more than three grades 3 or below.
h. At least 11 points have been gained on higher level subjects (candidates who register for four higher level subjects must gain at least 14 points at higher level).
i. At least 8 points have been gained on standard level subjects (candidates who register for
two standard level subjects must gain at least 5 points at standard level). j. The candidate has not been found guilty of malpractice by the IB Organization.
13.5 A maximum of three examination sessions is allowed in which to satisfy the requirements
for the award of the IB diploma. The examination sessions need not be consecutive.”
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GROUP SUBJECTS & LEVELS OFFERED Group 1 Studies in Language &
Literature
Literature HL Literature SL Language & Literature HL Language & Literature SL
Group 2 Language Acquisition
Mandarin B SL ab initio Mandarin SL ab initio Spanish SL
Group 3 Individuals and Society
Economics HL Economics SL
Psychology HL Psychology SL
Group 4 Sciences
Biology HL Biology SL Chemistry HL Chemistry SL
Group 5 Mathematics
Mathematics HL Mathematics SL Mathematical Studies SL
Group 6 The Arts (or BMS from
Group 3)
Business & Management HL Business & Management SL Physics HL Physics SL
Central Components only for Full DP prospective candidates
Theory of Knowledge (TOK) Extended Essay (EE) Creativity, Action, Service (CAS)
IA = Internal Assessment (Graded by teacher, moderated by IB Examiner)
EA = External Assessment (Graded by IB Examiner)
Language A = Literature course
Language B = 2nd language
WA = Written Assignment; WT = Written Task
CISM IB Subjects Offered for Class of 2016 Grade 11 – SY 2014-15
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GROUP 1 – Studies in Literature
Literature HL/SL The Language A1 Literature program “is directed towards developing an understanding of the techniques involved in literary criticism and promoting the ability to form independent literary judgments.” (from the Guidance for Language Provision in Groups 1 and 2) At CISM, the major thematic motif of the literature studied is “The Human Condition Through Time.” The course encourages not only knowledge of literature and literary criticism, but also an appreciation for the society/culture that created the works. Hence, the study of world literature is an integral part of the course. Through it, CISM students develop an international perspective as they explore the relationship between a literary text and the society from which it came. The program also seeks to develop a diverse and broad range of skills in these areas: critical thinking; active reading comprehension; literary analysis and criticism; writing; and speaking.
ASSESSMENTS AND THEIR CRITERIA External Assessment Details –HL/SL 70%
Paper 1: Literary analysis—unseen commentary (2 hrs. – HL; 1 ½ hrs. - SL) Literary analysis of one unseen text Paper 2: Literary Essay (2 hrs. – HL; 1 ½ hrs. - SL ) An essay based on at least two works studied in Part 3 Written Assignment A reflective statement and literary essay on one Part 1 work Reflective statement 300-400 words Essay 1200-1500 words
20%
25%
25%
Internal Assessment Details –HL/SL 30% Individual Oral Commentary and Interview (20 minutes) Formal oral commentary on poetry with subsequent questions (10mins.) followed by an interview based on one of the other works (10 mins.) Individual Oral Presentation (10-15 minutes) Internally assessed and moderated through the Part 2 Internal Assessment Task
15%
15%
Diploma Course Descriptions
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GROUP 1 – Studies in Language & Literature
Language & Literature HL/SL The Language A1 Language & Literature program aims to introduce students to a “range of texts from different periods, styles and genres” so that they can develop the ability to “engage in close, detailed analysis . . . and make relevant connections.” Students develop powers of expression, both in “oral and written communication” by studying and appreciating the “different perspectives of people from other cultures, and how these perspectives construct meaning.” The course also promotes an “enjoyment of, and lifelong interest in, language and literature.”
ASSESSMENTS AND THEIR CRITERIA External Assessment Details –HL/SL 70%
Paper 1: Textual analysis (1 hr. and 30 minutes – SL); (2 hrs. – HL) The paper consists of two unseen texts. Students write an analysis of one of these texts. (20 marks) Paper 2: Essay (1 hr. and 30 minutes – SL); (2 hrs. – HL) In response to one of six questions students write an essay based on both the literary texts studied in Part 3. The questions are the same at HL, but the assessment criteria are different. (25 marks) Written Task Students produce at least three written tasks based on material studied in the course. Students submit one written task for external assessment. (20 marks) The task must be 800-1,000 words in length plus a rationale of 200-300 words.
25%
25%
20%
Internal Assessment Details –HL/SL 30% This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Individual Oral Commentary and Interview (20 mins.) Students comment on an extract from a literary text studied in Part 4 of the course. (30 marks) Students are given two guiding questions. Further Oral Activity Students complete at least two further oral activities, one based on Part 1 and one based on Part 2 of the course. The mark of one further oral activity is submitted for final assessment (30 marks)
15%
15%
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GROUP 2 – Language Acquisition
Mandarin B SL IB Mandarin B at CISM is a foreign language program designed for non-native speakers of Mandarin with up to seven years’ experience in the chosen language. The main focus of this program is the acquisition and development of both functional and communicative skills. Standard Level candidates will be able to develop their linguistic skills through various situations. Audio/visual materials presenting Chinese social situations and cultural settings will bring a degree of realism into the classroom. IB themes of exploring Changes; Groups; and Leisure are covered by the whole program. The assessment of the course is criterion-referenced, based on the criteria for evaluation of IB Mandarin B Standard Level.
ASSESSMENTS AND THEIR CRITERIA WEIGHTING External Assessment
Paper 1 (1 hour 30 minutes): Receptive skills - Text-handling exercises on four written texts, based on the core.
Paper 2 (1 hour 30 minutes): Written productive skills - One writing exercise of 250-400 words from a choice of five, based on the options.
Written Assignment: Receptive and written productive skills - Inter-textual reading followed by a written exercise of 300-400 words plus
a 100-word rationale, based on the core.
70%
25%
25%
20%
Internal Assessment Internally assessed by the teacher and externally moderated by the IB.
Individual Oral (8-10 minutes) Based on the options: 15 minutes’ preparation time and a 10-minute (maximum) presentation and discussion with the teacher.
Interactive Oral Activity Based on the core: Three classroom activities assessed by the teacher.
30%
20%
10%
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Mandarin ab initio SL/Spanish ab initio SL
This course is specifically tailored for students with no previous experience in the Mandarin
language. Students desirous of completing the full IB Diploma but who have very limited exposure
to a foreign language studied at CISM can fulfill the Group 2 requirement with this course.
ASSESSMENTS AND THEIR CRITERIA WEIGHTING External Assessment
Paper 1 (1 hour 30 minutes): Receptive skills - Understanding of four written texts. (40 marks) - Text-handling exercises
Paper 2 (1 hour): Productive skills - Two compulsory writing exercises (25 marks) - Section A (7 marks): One question to be answered from a choice of two. - Section B (18 marks): One question to be answered from a choice of
three.
Written Assignment (2 hours): Receptive and productive skills
- A piece of writing, 200-300 words, in the target language carried out in class under teacher supervision (20 marks)
75%
30%
25%
20%
Internal Assessment (10 minutes): Interactive skills Individual Oral (25 marks) Three-part oral internally assessed by the teacher and externally moderated by the IB towards the end of the course.
Part 1: Presentation of a visual stimulus (from a choice of two) by the student
Part 2: Follow-up questions on the visual stimulus Part 3: General conversation including at least two question on the written
assignment
25%
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GROUP 3 - Individuals & Society
Economics HL
Students enrolled in this course are introduced to basic economic theories and concepts that help
them develop international perspectives needed to understand global economic issues. Topics of
study for both levels are: Microeconomics; Macroeconomics; International economics; and
Development economics. Aside from these, Higher Level students study the following: market
failure; theory of the firm and market structures; and terms of trade.
ASSESSMENT COMPONENT for HL WEIGHTING External assessment (4 hours) Paper 1 (1 hour and 30 minutes) - 30% An extended response paper (50 marks) Assessment objectives 1, 2, 3, 4 Section A Syllabus content: section 1—microeconomics Students answer one question from a choice of two. (25 marks) Section B Syllabus content: section 2—macroeconomics Students answer one question from a choice of two. (25 marks) Paper 2 (1 hour and 30 minutes) - 30% A data response paper (40 marks) Assessment objectives 1, 2, 3, 4 Section A Syllabus content: section 3—international economics Students answer one question from a choice of two. (20 marks) Section B Syllabus content: section 4—development economics Students answer one question from a choice of two. (20 marks) Paper 3 (1 hour) - 20% HL extension paper (50 marks) Assessment objectives 1, 2 and 4 Syllabus content, including HL extension material: sections 1 to 4—microeconomics, macroeconomics, international economics, development
80%
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economics Students answer two questions from a choice of three. (25 marks per question) Internal assessment (20 teaching hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Students produce a portfolio of three commentaries, based on different sections of the syllabus and on published extracts from the news media. Maximum 750 words x 3 (45 marks)
20%
Economics SL
ASSESSMENT COMPONENT for SL WEIGHTING External assessment (3 hours) Paper 1 (1 hour and 30 minutes) - 30% An extended response paper (50 marks) Assessment objectives 1, 2, 3, 4 Section A Syllabus content: section 1—microeconomics Students answer one question from a choice of two. (25 marks) Section B Syllabus content: section 2—macroeconomics Students answer one question from a choice of two. (25 marks) Paper 2 (1 hour and 30 minutes) - 30% A data response paper (40 marks) Assessment objectives 1, 2, 3, 4 Section A Syllabus content: section 3—international economics Students answer one question from a choice of two. (20 marks) Section B Syllabus content: section 4—development economics Students answer one question from a choice of two. (20 marks)
80%
Internal assessment (20 teaching hours)
20%
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This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Students produce a portfolio of three commentaries, based on different sections of the syllabus and on published extracts from the news media. Maximum 750 words x 3 (45 marks)
Psychology HL
Students enrolled in this course “develop an awareness of how psychological research can be
applied for the benefit of human beings; ensure that ethical practices are upheld in psychological
enquiry; develop an understanding of the biological, cognitive and socio-cultural influences on
human behavior; develop an understanding of alternative explanations of human behavior; and
understand and use diverse methods of psychological inquiry.
ASSESSMENT COMPONENT for HL WEIGHTING External assessment (4 hours) Paper 1 (2 hours) - 35% Section A: 3 compulsory questions on Part 1 of the syllabus Section B: 3 questions on Part 1 of the syllabus. Students choose ONE to answer in essay form. (46 marks) Paper 2 (2 hours) – 25% 15 questions on Part 2 of the syllabus. Students choose TWO to answer in essay form. (44 marks) Paper 3 (1 hour) - 20% 3 compulsory questions based on an unseen text, covering Part 3 of the syllabus. (30 marks)
80%
Internal assessment A report of a simple experimental study conducted by the student. (28 marks)
20%
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Psychology SL
ASSESSMENT COMPONENT for SL WEIGHTING External assessment (3 hours) Paper 1 (2 hours) - 50% Section A: 3 compulsory questions on Part 1 of the syllabus Section B: 3 questions on Part 1 of the syllabus. Students choose ONE to answer in essay form. (46 marks) Paper 2 (1 hour) – 25% 15 questions on Part 2 of the syllabus. Students choose TWO to answer in essay form. (22 marks)
75%
Internal assessment A report of a simple experimental study conducted by the student. (20 marks)
25%
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GROUP 4 - Sciences
Biology HL/ SL IBDP Biology, an intensive 2-year program that covers the teaching of core topics for both HL and
SL students; additional higher level (AHL) topics and 15 hours for SL options or 25 hours for HL
options.
Distinction between SL and HL Group 4 students at standard level (SL) and higher level (HL) undertake a common core
syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the option studied. They are presented with a syllabus that encourages the development of certain skills, attributes and attitudes, as described in the “Assessment objectives” section of the guide.
While the skills and activities of group 4 science subjects are common to students at both SL and HL, students at HL are required to study some topics in greater depth, in the additional higher level (AHL) material and in the common options. The distinction between SL and HL is one of breadth and depth.
ASSESSMENTS AND THEIR CRITERIA for Higher Level students Assessment will comprise of the following: Internal Assessment - 20%
Internally assessed by the teacher and externally moderated by IBO External Assessment - 80%
Paper 1 - 20% - 1 hour exam time - 40-multiple-choice questions based on core and AHL material, about 15 of which are
common with SL - No use of calculators
Paper 2 - 36% - 2 hours and 15 minutes exam time - Data-based question. - Short-answer and extended-response questions on core and AHL material - Use of calculators is permitted
Paper 3 - 20% - 1 hour and 15 minutes exam time - Section A: candidates answer all questions, two to three short-answer questions based
on experimental skills and techniques and evaluation, using unseen data linked to the core material
- Section B: short-answer and extended response questions from one option. - Use of calculators is permitted.
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ASSESSMENTS AND THEIR CRITERIA for Standard Level students Assessment will comprise of the following: Internal Assessment - 20%
Internally assessed by the teacher and externally moderated by IBO External Assessment - 80%
Paper 1 - 20% - 75 minutes exam time - 30-multiple-choice questions on core material, about 15 of which are common with HL - Use of calculators is not permitted
Paper 2 - 40% - 1 hour and 15 minutes exam time - Data-based question. - Short-answer and extended-response questions on core material. - Use of calculators is permitted.
Paper 3 - 24% - 1 hour exam time - Questions on core and SL option material. - Section A: candidates answer all questions, two to three short-answer questions based
on experimental skills and techniques and evaluation, using unseen data linked to the core material
- Section B: short-answer and extended response questions from one option. - Use of calculators is permitted.
Chemistry HL/SL The Diploma Programme chemistry course includes the essential principles of the subject but also, through selection of an option, allows teachers some flexibility to tailor the course to meet the needs of their students. The course is available at both standard level (SL) and higher level (HL), and therefore accommodates students who wish to study chemistry as their major subject in higher education and those who do not.
Distinction between SL and HL
Group 4 students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the option studied. They are presented with a syllabus that encourages the development of certain skills, attributes and attitudes, as described in the “Assessment objectives” section of the guide.
While the skills and activities of group 4 science subjects are common to students at both SL and HL, students at HL are required to study some topics in greater depth, in the additional higher level (AHL) material and in the common options. The distinction between SL and HL is one of breadth and depth.
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ASSESSMENTS AND THEIR CRITERIA for CHEMISTRY HL Assessment will comprise of the following: Internal Assessment - 20%
Internally assessed by the teacher and externally moderated by IBO External Assessment - 80%
Paper 1 --20% - 40 multiple choice questions on core and AHL, about 15 of which are common with SL - No use of calculators - 1 hour exam time
Paper 2 -36% - Short-answer and extended-response questions on the core and AHL material - Use of calculators is permitted - 2 hours and 15 minutes exam time
Paper 3 - 24% - Questions on core, AHL and option material - Use of calculators is permitted - 1 hour and 15 minutes exam time
ASSESSMENTS AND THEIR CRITERIA for CHEMISTRY SL Assessment will comprise of the following: Internal Assessment - 20%
Internally assessed by the teacher and externally moderated by IBO External Assessment - 80%
Paper 1 --20% - 30 multiple choice questions on core material, about 15 of which are common with HL - No use of calculators - 75 minutes exam time
Paper 2 -36% - Short-answer and extended-response questions on the core material - Use of calculators is permitted - 1 hour and 15 minutes exam time
Paper 3 - 24% - Questions on core and SL option material - Use of calculators is permitted - 1 hour exam time
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GROUP 5 – Mathematics
Mathematics HL This course caters for students with a good background in mathematics who are competent in a range of analytical and technical skills. The majority of these students will be expecting to include mathematics as a major component of their university studies, either as a subject in its own right or within courses such as physics, engineering and technology. Others may take this subject because they have a strong interest in mathematics and enjoy meeting its challenges and engaging with its problems.
ASSESSMENTS AND THEIR CRITERIA for MATHEMATICS HL
External Assessment (5 hours) - 80%
Paper 1 – (2 hours) – 30% - No calculator allowed (120 marks) - Section A – Compulsory short-response questions based on the core syllabus the
syllabus - Section B – Compulsory extended response questions based on the core syllabus
Paper 2 - (2 hours) – 30% - Graphic Display Calculator (GDC) required (120 marks) - Section A – Compulsory short-response questions based on the core syllabus - Section B – Compulsory extended-response questions based on the core syllabus
Paper 3 – (1 hour) – 20 % - Graphic display calculator required (60 marks) - Compulsory extended-response questions based mainly on the syllabus options.
Internal Assessment – 20% This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.
Mathematical exploration An individual exploration of an area of mathematics. (20 marks)
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Mathematics SL This course caters for students who already possess knowledge of basic mathematical concepts, and who are equipped with the skills needed to apply simple mathematical techniques correctly. The majority of these students will expect to need a sound mathematical background as they prepare for future studies in subjects such as chemistry, economics, psychology and business administration.
ASSESSMENTS AND THEIR CRITERIA for MATHEMATICS SL
External Assessment – 80%
Paper 1 - 40% - No calculator allowed - Section A (20%) – Compulsory short-response questions based on the whole syllabus the
syllabus - Section B (20%) – Compulsory extended response questions based on the whole syllabus - 1 hour and 30 minutes exam time
Paper 2 - 40% - Graphic Display Calculator (GDC) required - Section A (20%) – Compulsory short-response questions based on the whole syllabus - Section B (20%) – Compulsory extended-response questions based on the whole syllabus - 1 hour and 30 minutes exam time
Internal Assessment:
Mathematical exploration- 20% An individual exploration of an area of mathematics expressed in a piece of written work. (20 marks)
Mathematical Studies SL The course syllabus focuses on important mathematical topics that are interconnected. The syllabus is organized and structured with the following tenets in mind: placing more emphasis on student understanding of fundamental concepts than on symbolic manipulation and complex manipulative skills; giving greater emphasis to developing students’ mathematical reasoning rather than performing routine operations; solving mathematical problems embedded in a wide range of contexts; using the calculator effectively. The course includes project work, a feature unique to mathematical studies SL within group 5. Each student completes a project, based on their own research; this is guided and supervised by the teacher. The project provides an opportunity for students to carry out a mathematical study of their choice using their own experience, knowledge and skills acquired during the course. This process allows students to take sole responsibility for a part of their studies in mathematics.
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ASSESSMENTS AND THEIR CRITERIA for MATH STUDIES SL External Assessment:
Paper 1 - 40% - Graphic Display Calculator (GDC) allowed - Fifteen compulsory short-response questions based on the whole syllabus - 1 hour and 30 minutes exam time
Paper 2 - 40%
- Graphic Display Calculator (GDC) allowed - Five compulsory extended-response questions based on the whole syllabus - 1 hour and 30 minutes exam time
Internal Assessment
Project - 20% - Individual collection of information or the generation of measurements, and the analysis
and evaluation of the information or measurements.
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GROUP 6 – Business & Management Studies HL/SL from Group 3 (Individuals & Societies) or Physics HL/SL from Group 4 (Sciences)
Business & Management Studies HL/SL The Diploma Programme business management course is designed to develop students’ knowledge and understanding of business management theories, as well as their ability to apply a range of tools and techniques. Students learn to analyse, discuss and evaluate business activities at local, national and international levels. The course covers a range of organizations from all sectors, as well as the socio-cultural and economic contexts in which those organizations operate. Emphasis is placed on strategic decision-making and the operational business functions of human resource management, finance and accounts, marketing and operations management. Links between the topics are central to the course, as this integration promotes a holistic overview of business management. Through the exploration of six concepts underpinning the subject (change, culture, ethics, globalization, innovation and strategy), the business management course allows students to develop their understanding of interdisciplinary concepts from a business management perspective. The course encourages the appreciation of ethical concerns, as well as issues of corporate social responsibility (CSR), at both a local and global level. Through the study of topics such as human resource management, organizational growth and business strategy, the course aims to develop transferable skills relevant to today’s students. These include the ability to: think critically; make ethically sound and well-informed decisions; appreciate the pace, nature and significance of change; think strategically; and undertake long term planning, analysis and evaluation. The course also develops subject-specific skills, such as financial analysis. Distinction between SL & HL: The HL course in business management differs from the SL course in business management in terms of the:
recommended hours devoted to teaching (240 hours for HL compared to 150 hours for SL)
extra depth and breadth required (extension units for HL) nature of the internal assessment task nature of the examination questions.
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ASSESSMENTS AND THEIR CRITERIA MARKS External Assessment : Paper 1
Based on a case study issued in advance, with additional unseen material included in section B. (SL) and sections B and C (HL) 1 hour and 15 minutes (SL) ; 2 hours and 15 minutes (HL)
35%
Paper 2 Assessment objectives 1 – 4 1 hour and 45 minutes (SL); 2 hours and 15 minutes (HL)
40%
Internal Assessment : Written commentary (SL) – maximum 1500 words; Research project (HL) – maximum 2000 words 30 hours (HL) 15 hours (SL)
25%
Physics HL or SL
The Diploma Programme physics course includes the essential principles of the subject but also, through selection of an option, allows teachers some flexibility to tailor the course to meet the needs of their students. The course is available at both SL and HL, and therefore accommodates students who wish to study physics as their major subject in higher education and those who do not.
Distinction between SL and HL
Group 4 students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the option studied. They are presented with a syllabus that encourages the development of certain skills, attributes and attitudes, as described in the “Assessment objectives” section of the guide.
While the skills and activities of group 4 science subjects are common to students at both SL and HL, students at HL are required to study some topics in greater depth, in the additional higher level (AHL) material and in the common options. The distinction between SL and HL is one of breadth and depth.
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ASSESSMENTS AND THEIR CRITERIA for Physics HL Assessment will comprise of the following: Internal Assessment - 20%
Individual investigation This investigation covers assessment objectives 1,3, and 4. Internally assessed by the teacher and externally moderated by IBO
External Assessment - 80% Paper 1 --20%
- 40 multiple-choice questions on core and AHL, about 15 of which are common with SL - No use of calculators - 1 hour exam time
Paper 2 -36% - Short-anwer and extended response questions on the core and AHL material --Use of calculators is permitted. - 2 hours and 15 minutes exam time
Paper 3 - 24% - Questions on core, AHL and option material. - Use of calculators is permitted. - 1 hour and 15 minutes exam time
ASSESSMENTS AND THEIR CRITERIA for Physics SL Assessment will comprise of the following: Internal Assessment - 20%
Individual investigation This investigation covers assessment objectives 1, 3, and 4. Internally assessed by the teacher and externally moderated by IBO
External Assessment - 80% Paper 1 --20%
- 30 multiple-choice questions on core, about 15 of which are common with HL - No use of calculators - 1 hour exam time
Paper 2 -36% - Short-answer and extended response questions on the core material --Use of calculators is permitted. - 2 hours and 15 minutes exam time
Paper 3 - 24% - Questions on core and SL options material. - Use of calculators is permitted. - 1 hour and 15 minutes exam time
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Chinese International School Manila International Baccalaureate Course Sequence
SY 2014-16
Grade 9 Grade 10 Grade 11 Grade 12 Group 1: Studies in Language & Literature
English 9 English 10
IB Literature HL 1 IB Literature SL1 IB Language & Literature HL1 IB Language & Literature SL1
IB Literature HL2 IB Literature SL2 IB Language & Literature HL2 IB Language & Literature SL2
Group 2: Language Acquisition
Chinese Mandarin
Chinese Mandarin
IB Mandarin SL1 IB ab initio Mandarin SL1 IB ab initio Spanish SL1
IB Mandarin SL2 IB ab initio Mandarin SL 2 IB ab initio Spanish SL 2
Group 3: Individuals and Societies
World History Geography
World History Geography
Economics HL1 Economics SL1 Psychology HL 1 Psychology SL 1
Economics HL2 Economics SL2 Psychology HL2 Psychology SL2
Group 4: Sciences
Biological Science/ Chemistry/Physics
Biological Science/ Chemistry/Physics
IB Biology HL1 IB Biology SL1 IB Chemistry HL1 IB Chemistry SL1
IB Biology HL2 IB Biology SL2 IB Chemistry HL2 IB Chemistry SL2
Group 5: Mathematics
Algebra 1 Geometry 1
Algebra 2 Geometry 2
IB Math HL1 IB Math SL1 IB Math Studies SL1
IB Math HL2 IB Math SL2 IB Math Studies SL2
Group 6: The Arts or Electives
Drama Music Physical Education Visual Art Digital Information Literacy Film
Filipino or Spanish Music Physical Education Visual Art Digital Information Literacy
IB Bus & Mgmt. HL1 IB Bus & Mgmt. SL1 IB Physics HL1 IB Physics SL1
IB Bus & Mgmt. HL2 IB Bus & Mgmt. SL2 Physics HL2 Physics SL2
Theory of Knowledge
Theory of Knowledge
Theory of Knowledge
Other CISM Graduation Requirements
Service Learning
Service Learning
Service Learning Junior Project/Extended Essay CAS for Full Diploma
Service Learning Senior Project/Extended Essay CAS for Full Diploma
Key:
HL = Higher Level SL = Standard Level ab initio = from the beginning
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Chinese International School Manila
I. B. Diploma Programme
Year 11 Subject Selection
Name Grade level: Please select one of the following options:
1 subject from each group In Group 6, select one from the other two options listed in this group (see Group 6 column
below)
Group 1 Group 2 Group 3
__ Literature HL __ Literature SL __Language & Literature HL __Language & Literature SL
__ Mandarin B SL __ ab initio Mandarin SL __ab initio Spanish SL
__ Economics HL __Economics SL __Psychology HL __Psychology SL
Group 4 Group 5 Group 6 __ Biology HL __Biology SL __ Chemistry HL __Chemistry SL
__ Mathematics HL __Mathematics SL __ Mathematics Studies SL
___ Business & Management HL __ Business & Management SL __ Physics HL __ Physics SL
PLEASE NOTE: *There is no guarantee that all subjects listed will be offered. *All Diploma Programme candidates take Theory of Knowledge (TOK) in addition to these subjects. Student Signature:
Parent/Guardian Signature:
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Important School Contacts NAME POSITION/SUBJECT E-MAIL ADDRESS
Maria Louisa Sian Head of Schools
Mark Wycherley Headmaster; Theory of Knowledge
Marilyn Velasquez IBDP Coordinator; IB Literature HL/SL; Theory of Knowledge
Wendy Wycherley Lower School Director; Upper School English Head of Department; IB Literature HL/SL; Theory of Knowledge
Mel Andrew Chua Deputy Director for Upper School; IB CAS Coordinator IB Chemistry HL/SL
Korrina Chung IB English A Language & Literature HL/SL
Matt Weizhong Chen Upper School Chinese Mandarin Head of Upper School Chinese Department; IB Mandarin B SL
Therese Lin Lower School Chinese Mandarin Lower School Head of Department; IB ab initio Mandarin
Verlyn Holaysan IB ab initio Mandarin [email protected]
Jean Clauzet IB ab initio Spanish [email protected]
Ernie Roy Azarcon Upper School Social Studies Head of Department; IB Economics HL/SL Business & Mgmt HL/SL
Charlston Chavez Upper School Mathematics Head of Department; IB Mathematics HL/SL; IB Math Studies SL
Jose Paulo Santiago IB Mathematics HL/SL
Carlos Enriquez Jr. IB Mathematics HL/SL; IB Math Studies SL
Jean Torento Upper School Science Head of Department; IB Biology HL/ SL
Patrick Nikkolai Persia IB Physics HL/ SL [email protected]
Sonali Hutchison University Counselor [email protected]
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Notes:
