Programme of Studies: International Baccalaureate

Diploma Programme

What follows is a description of the Diploma Programme and GWA course offerings. Alternatively, you may wish to visit the IB’s subject briefs webpage for course descriptions.

Course Offerings

IB Diploma Programme students must choose one subject from each of groups 1 to 5; students may choose either an arts subject from group 6, or a second subject from groups 1 to 4. All course offerings are dependent upon availability. All courses are offered at the Standard Level (SL) and Higher Level (HL) unless specified

Group 1: Studies in

Language and Literature

Group 2: Language

Acquisition

Group 3: Individuals

and Societies

Group 4: Sciences

Group 5: Mathematics

Group 6: The Arts

English Literature

Arabic B (HL only)

Business Management

Biology Mathematical Studies SL

Music

English Language and Literature

French B (ab initio SL, SL & HL)

Economics Chemistry Mathematics SL

Theatre

Self-Taught Literature (SL only)

Spanish B (ab initio SL, SL & HL)

Global Politics Design Technology

Mathematics HL

Visual Arts

History Nature of Science (SL only)

Psychology Physics

The Full Diploma Programme

Students are required to take three Higher Level (HL) courses and three Standard Level

(SL) courses One course must be taken from each of groups 1-5. The sixth course can be taken from

group 6 or a second course may be taken from groups 1-4 (several restrictions may apply).

Students must complete all aspects of the Diploma Programme core: the Extended Essay, CAS and the Theory of Knowledge course

Students must complete the above requirements and score at least 24 points when DP results are released in July at the end of the second year of the programme. See “article 13” in the General Regulations: Diploma Programme for a detailed explanation of the requirements that must be met in addition to achieving 24 points.

The Diploma Courses Programme

Students are not required to take any Higher Level (HL) courses unless their Language B placement makes it a requirement. All students must take a full schedule of six courses in each of groups 1-5 with the sixth coming from Group 6 or Groups 1-4 (in addition to two years of TOK.

Students complete a 1500-2000 word research paper which will be assessed using a modified Extended Essay/research paper marking rubric. All students must score a minimum of a “D” on the research paper markscheme.

Students must complete the TOK programme by scoring a minimum of a “D” on the modified assessment markschemes.

The CAS requirements for students taking the Diploma Courses route are as follows: o Students must participate in one substantial creativity, activity and service

experience in each year of the programme. o As part of these CAS experiences, students must meet each of the seven learning

outcomes at least once o Students complete a quality reflection for each CAS experience o Like the Extended Essay/Research Paper, the Diploma Courses CAS

requirements are a graduation requirement.

The Diploma Programme: Core Requirements

The core of the curriculum model consists of the Extended Essay, Theory of Knowledge (TOK) and Creativity, Action, Service (CAS). The following descriptions come directly from the IB. Theory of Knowledge is the only aspect of the three components where students will participate in a class. However, the teacher of this class will also be the CAS advisor for their TOK students as well as help students get started on their Extended Essay, though they will not be students’ Extended Essay advisor. Theory of Knowledge class will also be a time where students will reflect on personal academic goals and the Learner Profile.

Extended Essay The extended essay offers the opportunity for IB 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, intellectual discovery and creativity - resulting in approximately 40 hours of work. It provides students with an 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 than 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. The Theory of Knowledge course is in part intended to encourage students to reflect on the huge cultural shifts worldwide around the digital revolution and the information economy. The extent and impact of the changes vary greatly in

different parts of the world, but everywhere their implications for knowledge are profound. Theory of Knowledge encourages critical thinking about knowledge itself and aims to help young people make sense of that they encounter. Its core content focuses on questions such as the following: What counts as knowledge? How does it grow? What are its limits? Who owns know ledge? What is the value of knowledge? What are the implications of having, or not having, knowledge? TOK activities and discussions aim to help students discover and express their views on knowledge questions. The course encourages students to share ideas with others and to

listen and learn from what others think. In this process students' thinking and their understanding of knowledge as a human construction are shaped, enriched and deepened. Connections may be made between knowledge encountered in different Diploma Programme subjects, in CAS experiences or in extended essay research; distinctions between different kinds of knowledge may be clarified.

Creativity, Activity, 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 - exploring and extending ideas leading to an original or interpretive product or performance

Activity - physical exertion contributing to a healthy lifestyle Service - collaborative and reciprocal engagement with the community in response to

an authentic need Creativity, activity, 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. Creativity, activity, service enables students to enhance their personal and interpersonal development as well as their social and civic development, through experiential learning, lending an important counterbalance to the academic pressures of the rest of the IB Diploma Programme. It should be both challenging and enjoyable - a personal journey of self-discovery that recognizes each student's individual starting point. The CAS programme aims to develop students who: • enjoy and find significance in a range of CAS experiences • purposefully reflect upon their experiences • identify goals, develop strategies and determine further actions for personal growth • explore new possibilities, embrace new challenges and adapt to new roles • actively participate in planned, sustained, and collaborative CAS projects • understand they are members of local and global communities with responsibilities towards each other and the environment As students engage in various activities, reflection plays a key component and is the ultimate indication that students have undertaken and completed their CAS requirements as part of the Diploma Programme. Student CAS goals and reflection must be directly connected to the following seven CAS learning outcomes: • Identify own strengths and develop areas for growth • Demonstrate that challenges have been undertaken, developing new skills in the process • Demonstrate how to initiate and plan a CAS experience • Show commitment to and perseverance in CAS experiences • Demonstrate the skills and recognize the benefits of working collaboratively • Demonstrate engagement with issues of global significance • Recognize and consider the ethics of choices and actions

GROUP 1: STUDIES IN LANGUAGE AND LITERATURE English Literature

English Language and Literature

Language A: Self-Taught Literature

English Language A: Language and Literature

Description: Do you like reading both non-fiction and fiction? In the English Language and Literature class, we read a wide range of texts including opinion columns, plays, novels, editorials, speeches, tweets and blogs. In English A: Language and Literature students explore the power of language, how language can be used to persuade, manipulate, discriminate and empower. We focus on how the writer uses language

in both fiction and non-fiction and explore how context influences the use of language. Topics Studied: Introduction to ‘Close Reading’ and analysis Language and the Individual Language and Social Relations Language and Communities Language and Gender Language and Power Detailed study of Literary Texts Cultural influence on the creation of Literature Contextual influence on the creation of Literature The Language of Persuasion Mass Media & Advertising Language of Campaigns Sensationalism and Bias IB Assessments: Higher Level: Two Presentations (10-15 Minutes) Two Creative Writing Tasks (800-1000 words) Two Analytical Essays (800-1000 words) One Individual Oral Commentary (10 Minutes) Paper 1 (Comparative Commentary) Paper 2 (Essay) Standard Level: Two Presentations (10-15 Minutes) Three Creative Writing Tasks (800-1000 words) One Individual Oral Commentary (10 Minutes) Paper 1 (Commentary) Paper 2 (Essay)

English Language A: Literature

Description: Do you like reading works of imagination? In the English literature class, we read a wide range of fiction (and some non-fiction) including plays, novels, poetry and memoir. The readings are challenging, but accessible. In this class we focus on how the writer does what he or she does in order to create the experience the reader has when interacting with the literature. The IB assessments include an oral commentary, an oral presentation,

an un-timed literary essay and two timed exam essays. Topics Studied: An introduction to “Close Reading” and the skills of literary analysis Reading literature in a cultural context Acquiring a detailed knowledge of literary works both in content and technique Genre study of the conventions of the novel IB Assessments: 10-15 Minute Presentation 10 minute oral commentary for SL; 20 minute oral commentary for HL 1500 word Literary Analysis Paper Essay on an unseen text (prose or poetry) Essay about genre conventions in 2 novels

Language A: Self-Taught

Students can choose to study Language A: Literature in their mother tongue. However this course is only offered at the SL level. They will be expected to meet almost all the same syllabus requirements as for taught SL Literature students. As per IB regulations, no student is permitted to start the self-taught course prior to September of their Grade 11 year.

Self-taught Language A is an independent study of a rigourous Diploma Programme curriculum. Only students who are highly motivated, well organized and have demonstrated exceptional time management skills should consider the self-taught route. Students wanting to do a self-taught programme who have been placed in English Language A are highly recommended to take the English Literature course. This course teaches students all of the necessary skills to prepare for their self-taught exams in ways that the Language and Literature course does not. The school does not provide tutors for the self-taught programme, but does recommend students work with a tutor. A teacher of English Language A is appointed to supervise and advise the self-taught candidate. Self-taught students will be expected to regularly attend scheduled classes to meet with their self-taught supervising teacher. The teacher, in collaboration with the DP coordinator, will: • advise the candidate on choosing a course of study that conforms to IB regulations • ensure that the candidate has access to the works chosen before starting the course of

study • ensure that the candidate is studying the works agreed upon with the supervising

teacher • provide guidance on the techniques required for such tasks as essay writing and the

commentary • give the candidate a clear idea of the course of study, the papers to be taken, their

format and link to the course studied • provide the candidate with the document Language A: literature school supported self-

taught alternative oral assessment procedures and past examination papers • provide the candidate with the published genre questions for the formal oral

commentary specific to the examination session. • supervise the work required for part 1 works in translation • ensure that the candidate has regular access to the Language A: literature guide and is

familiar with the assessment criteria for all assessed components. If more than one student is taking the same self-taught language the booklists must be the same. The teacher, in collaboration with the DP coordinator, will work with students and possibly tutors to choose an appropriate booklist

Students planning to complete the self-taught programme may only begin in September of a student’s Grade 11 year. Booklists will not be approved until the start of the Diploma Programme. The languages listed here have historically been available for study though the list does change to a limited degree on a yearly basis so students should check with the Diploma Programme Coordinator before selecting the self-taught route:

GROUP 2: LANGUAGE Arabic HL

French Ab Initio, SL & HL

Spanish Ab Initio, SL & HL

English B HL

Language B: Ab Initio (SL Only)

Description: The Ab Initio language acquisition course (Latin for “from the beginning”) focuses on intercultural understanding as well as oral and written communication by developing language skills for learners with little or no experience of the target language. The most important consideration is that the language Ab Initio course should be a challenging educational experience for the student. If it has been deemed that a student has the degree of experience and capabilities

for which Ab Initio would no longer be a challenging educational experience then GWA students have two options. First, they can continue in the recommended level of the programme (Language B SL) or they can take an Ab Initio course in a language with which they have “little or no prior experience”. Please see the language placement procedures that follow. Language B Ab Initio courses are offered in the following languages at GWA: French Spanish Topics Studied: Individual and Society: Personal details, appearance and character; education; daily routines; shopping; relationships; food and drink; physical health Leisure and Work: employment; sport; entertainment, transport; holidays; media, technology Urban and Rural Environment: Physical geography; neighborhood; town and services; weather; environmental concerns; global issues IB Assessments: External Assessment Paper 1 (1 hour 30 minutes): Comprehension skills - 40 questions based on four written texts. Paper 2 (1 hour): Production of a written text - two compulsory writing exercises. Written Assignment: Comprehension and production of text - a piece of writing, 200–300 words, in the target language carried out during student’s own time under teacher’s guidance. Internal Assessment Recorded individual oral discussion: • Part 1: Presentation of a picture by the student • Part 2: Follow-up questions • Part 3: General conversation

Language B: Standard and Higher Level

Description: Language B is an additional language-learning course designed for students with some previous learning of that language. It may be studied at either SL or HL. The main focus of the course is on language acquisition and development of language skills. These language skills will be developed through the study and use of a range of written and spoken material. Such material will extend

from everyday oral exchanges to literary texts and will be related to the culture(s) concerned. The material should be chosen to enable students to develop mastery of language skills and intercultural understanding. It should not be intended solely for the study of specific subject matter or content. Language B courses are offered in the following languages at GWA: Arabic French Spanish English (HL Only) Distinction Between SL and HL Both Standard Level and Higher Level courses give students the possibility of reaching a high degree of competence in an additional language while exploring the culture(s) where that language is spoken. The courses aim to develop the students’ linguistic competence and intercultural understanding. There is a common syllabus at SL and HL (with literature as an additional component of the HL course). The differences between levels are determined by the assessment objectives, the depth and breadth of syllabus coverage, the assessment details, the assessment criteria, literature coverage and suggested teaching hours. Topics Studied: SL and HL: Social relationships Information communication technology The media Leisure activities Health Science and technology Customs, celebrations and traditions Global issues with a specific focus on fair trade and environmental sustainability Cultural diversity: language, culture and emigration

Literature Study (HL Only): Students will have to read 2 short novels over the course of the 2 years.

IB Assessments: Paper 1 (1 hour 30 minutes): Comprehension skills SL: 45 comprehension questions on four written texts. HL: 60 questions based on five written texts. Paper 2 (1 hour): Production of a written text SL: One writing task of 250-400 words from a choice of five HL: Two compulsory writing tasks A. 250-400 written task selected from a choice of five B. Argumentative Response of 150-250 words to a stimulus text Written Assignment Comprehension and production of a text SL: Creative writing of 300-400 words, plus a 150-200 word rationale based on a research of sources on one of the core topics under the guidance of the teacher. HL: Creative writing of 500-600 words, plus a 150-200 words rationale, based on the literary texts read under the guidance of the teacher. Internal Assessment: SL&HL Individual Oral: 15 minutes preparation time and a 8 to 10 minute presentation and discussion with the teacher on a topic provided by the teacher. Interactive Oral Activity: Three class room activities on a topic provided by the teacher assessed by the teacher

Language Placement Procedures

It is our goal at GWA to provide our students with the best education we can and help them be as successful as possible. As an authorized International Baccalaureate school it is essential that we abide by IB standards and practices. To this end, it is important that we share the Diploma Programme language placement procedure and policy outlined for us by the IB. For more detailed information on GWA’s Language Policy, please click here. Regarding student placement the IB says the following: “All final decisions on the appropriateness of the course for which students are entered are taken by coordinators in liaison with teachers, using their experience and professional judgment to guide them.” At GWA, Grade 10 teachers, in consultation with the Grade 11 teachers, while reflecting on student language portfolios, will make the decision on the appropriate DP course. Should a student not be comfortable with the placement made they can always choose to study a different language at the level reflective of their experience. The beginner level course in the Diploma Programme is the ab initio course (Latin for “from the beginning”). Regarding placement in this course, the IB explains that it is “designed for students with little or no prior experience [emphasis original] of the language they wish to study...The most important consideration is that the language ab initio course should be a challenging educational experience for the student.” To this end, no student at GWA with more two or more years of experience in a language is permitted to take the ab initio course. There may be cases where students with less than two years are also not a fit for the ab initio programme. If teachers determine that a student is no longer at the beginner stage they will be required to move to the SL programme in the same language or to study a different language at the level reflective of their experience. For example, students may choose to take an ab initio course in a language with which they have “little or no prior experience”. Students who are fluent in a language and are no longer at the acquisition stage cannot be enrolled in a Language B course in that language, no matter the level. Language B courses are meant for language learners; once fluency has been achieved students are then required to study that language in Group 1: Studies in Language and Literature. In most cases this would mean studying literature in the language of fluency via the school supported self-taught route that the IB makes available in a variety of languages. At GWA we have a DP literature teacher dedicated to assisting students through the self-taught option at both the Grade 11 and Grade 12 levels. The other option is to take a Language B course that is appropriate to a student’s capabilities. For example, a student could take an ab initio course in a language with which they have “little or no prior experience”. For students that have some oral fluency but have little experience in writing and reading in that language, the Language B HL may be an appropriate fit, however, the Language B SL and ab initio programmes are not an option. The Language B HL programme will build on the oral skills already in place to help the student improve their reading and writing skills. Ultimately the decision regarding the fit for a Language B HL course will be that of the teacher and DP Coordinator.

Arabic Requirement: Students of the following nationalities (as identified by their passport) must take Arabic B HL. Algeria, Bahrain, Djibouti, Egypt, Iraq, Jordan, Kuwait, Lebanon, Libya, Mauritania, Morocco, Oman, Palestine, Qatar, Saudi Arabia, Somalia, Sudan, Syria, Tunisia, UAE, Union of the Comoros and Yemen. GWA students wanting to continue their Arabic B language development may opt for Arabic B SL programme. It is our goal to help students to be as successful as possible while at the same time ensuring the Diploma Programme is rigourous and academically challenging – both of which are goals of the IB in general and the DP in particular. Prior Learning and Course Placement Many factors determine the group 2 course that a student should take: the student’s best language, the language(s) spoken at home and at school, and any previous knowledge of the language of study. The most important consideration is that the Language B course should be a challenging educational experience for the student, offering not only the opportunity to learn an additional language, but also the means of learning, appreciating and effectively interacting in a culture different from the student’s own. All final decisions on the appropriateness of the course for which students are entered are taken by the Diploma Programme Coordinator in liaison with teachers using their experience and professional judgment to guide them. While DP Language Acquisition placement is at the discretion of the DP Coordinator and the Language Acquisition teachers, the following guidelines will be used as a framework for placement: Admission for Ab Initio course: less than 2 years of prior learning Admission in Group 2 Standard Level course (SL): will be at the sole discretion of the

student’s G10 and G11 language teachers and the DP Coordinator. Admission into Group 2 Higher Level course (HL): will be at the sole discretion of the

student’s G10 and G11 language teachers and the DP Coordinator. When making placement decisions, teachers will consider the following: Maintaining momentum toward language acquisition Languages spoken at home Experience in immersion or bilingual programmes Previous education in a curriculum taught entirely in the target language MYP language acquisition portfolio Ensure the course is a challenging educational experience The language acquisition goals that the student and parents have Other languages known by the student Student’s ability to transfer language learning skills between similar languages If it has been deemed that a student has the degree of experience and capabilities for which ab initio would no longer be a “challenging educational experience” (IB, 2011) GWA-Dubai students have two options. First, they can continue in the recommended DP Language Acquisition course or they can take an ab initio course in a language with which they have “little or no prior experience”.

International Baccalaureate DP Language Course Placement Guide The following table is provided to assist teachers in placing students in an appropriate language course. Each course is described through statements explaining the learning outcomes that students who complete the course with a grade 4 or above (where grade 1 is “very poor” and grade 7 “excellent”) will be able to achieve by the end of the course.

Course Receptive Skills Productive Skills Interactive Skills

Language ab initio SL

Understand, both orally and in writing, simple sentences and some more complex sentences related to the three themes and related topics. Understand simple authentic (adapted where appropriate) written texts and questions related to them in the target language.

Express information fairly accurately, in both writing and in speech, using a range of basic vocabulary and grammatical structures. Communicate orally and respond appropriately to Most questions on the three prescribed themes and related topics. Communicate clearly, in writing, some simple information and ideas in response to a written task.

Understand and respond clearly to some information and ideas within the range of the three prescribed themes and related topics. Engage in simple conversations. Demonstrate some intercultural understanding by reflecting on similarities and differences between the target culture(s) and the student’s own and by providing some appropriate examples and information.

Language B SL

Understand straightforward recorded or spoken information on the topics studied. Understand authentic written texts related to the topics studied and that use mostly everyday language.

Communicate orally in order to explain a point of view on a designated topic Describe with some detail and accuracy experiences, events and concepts. Produce texts where the use of register, style, rhetorical devices and structural elements are generally appropriate to the audience and purpose.

Demonstrate interaction that usually flows coherently, but with occasional limitations Engage in conversations on the topics studied, as well as related ideas. Demonstrate some intercultural engagement with the target language and culture(s).

Language B HL

Understand complex recorded or spoken information on the topics studied. Appreciate literary works In the target language. Understand complex authentic written texts related to the topics studied

Communicate orally in order to explain in detail a point of view. Describe in detail and accurately experiences and events, as well as abstract ideas and concepts. Produce clear texts where the use of register, style, rhetorical devices and structural elements are appropriate to the audience and purpose. Produce clear and convincing arguments in support of a point of view.

Demonstrate interaction that flows coherently with a degree of fluency and spontaneity. Engage coherently in conversations in most situations. Demonstrate some intercultural engagement with the target language and culture(s).

GROUP 3: INDIVIDUALS AND SOCIETIES

Business Management

Economics

Global Politics

History

Psychology

Business Management

Description: The course gives students an overview of how businesses operate and the strategies they use to reach their objectives. Students are given the opportunity to apply theory, make business decisions and be creative. Contemporary case studies are

used to bring the subject to life.

Topics Studied: Business Organization and Environment: How to set up a business and the associated challenges, growth strategies and use of decision making tools. Human Resource Management: Organizing, training, recruiting and motivating people for businesses. Finance and Account: Constructing and interpreting financial statements, cash flow forecasting, investment appraisal, break-even analysis and budgeting (with budget variance analysis). Marketing: The 4 p’s – price, product, place and promotion and the additional 3 p’s for services including processes, people and physical environment. Operations Management: Stock control, capacity utilization, production methods and quality assurance.

IB Assessments: Standard Level: Two written exams and one internal assessment. Paper one is a 1 hour 15 minute exam based on a pre-seen case study and paper 2 is a 1 hour 45 minute exam focused on short case studies and a question based on two of the six concepts. Both exams give the candidate a choice of questions to answer. The internal assessment is a 1500 word written commentary about a problem or an issue a particular business is facing. Students write the research question and select the business they wish to research. Higher Level: Two written exams and one internal assessment. Paper one is a 2 hour 15 minute exam based on a pre-seen case study and paper 2 is a 2 hour 15 minute exam focused on short case studies and a question based on two of the six concepts. Both exams give students a choice of questions to answer. The internal assessment is a 2000 word written report advising a business on a decision. The report is based on primary research meaning students will have to directly contact the business. Students write the research question and select the business they wish to research.

Economics

Description: If you have ever wondered why China is the fastest developing country in the world; why less developed countries don’t simply print more money; why 2 percent of the world controls 50 percent of the world’s wealth; why sports stars are paid $500,000 per week when 1.4 billion people live on

less than $9 per week or why exchange rates change then DP Economics is the course for you. Topics Studied: Microeconomics: How markets work, how prices are set and how the role of the government in providing good and services. Macroeconomics: What the government’s economic targets are and what tools they can use to achieve them. International Economics: How and why countries trade with each other. Development Economics: Why some countries develop faster than others and what developing countries can do to develop faster. IB Assessments: External Assessments SL – Two 1.5 hour exams with supporting case studies where students respond to a range of short and long answer questions based on the topics listed above. HL – Two 1.5 hour exams and one 1-hour exam with supporting case studies where students respond to a range of short and long answer questions based on the topics listed above. Internal Assessments Both HL and SL students are required to complete four internal assessments for HL and SL will be 750 word commentaries based on articles of your choice.

Global Politics

Description: This course explores fundamental political concepts, such as power, equality, sustainability and peace, in a range of contexts and through a variety of approaches. It allows students to develop an understanding of the local, national, international and global dimensions of political activity as well as allowing them the opportunity to explore political issues affecting their own lives.

While the key concepts are prescribed, the context in which global politics is studied determines which contemporary political issues are most relevant to explore and which examples and case studies are of most interest to students. Topics Studied: All standard level and higher level students complete a common core entitled “people, power and politics”. This consists of four units Power, sovereignty and international relations Human rights Development Peace and conflict Higher Level Topics: Environment Poverty Health Identity Borders Security

IB Assessments: External Assessments Paper 1 (SL & HL): Students respond to four questions based on four documents Paper 2 (SL): Extended response paper based on the four core units. Students must write two essays from a choice of eight, each selected from a different core unit. Extended response paper based on the four core units. Paper 2 (HL): Students must write three essays from a choice of eight, each selected from a different core unit. HL extension oral component: Externally assessed oral presentation of selected political issues in two case studies from two different HL extension topics. A 10-minute presentation per case study. Internal Assessment Engagement activity: This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Students undertake an engagement activity and then produce a 2000 word report analysing the political issue explored in that activity.

History

Description: History is more than the study of the past. It is the process of recording, reconstructing and interpreting the past through the investigation of a variety of sources. It is a discipline that gives people an understanding of themselves and others in relation to the world, both past and present.

Students of history will learn how the discipline works. It is an exploratory subject that poses questions without providing definitive answers. In order to understand the past, students must engage with it through both exposure to primary historical sources and the work of historians. Historical study involves the selection and interpretation of data and critical evaluation of it. Students of history should appreciate that historical knowledge changes as each generation applies a different lens to history and as more evidence emerges. A study of history requires and develops an individual’s understanding of, and empathy for, people living in other periods and contexts. Topics Studied Standard Level (SL) and Higher Level (HL) students will study: Peacemaking, peacekeeping-international relations 1918-36 Causes, practices and effects of wars (20th Century) Origins and development of authoritarian and single party states (20th Century) HL students will study: Interwar years: conflict and cooperation (1919‑39)

The Soviet Union and Eastern Europe (1924‑2000)

The Second World War and post-war Western Europe (1939‑2000) IB Assessments External Assessments Paper 1 (SL & HL): Students respond to five questions based on five documents Paper 2 (SL & HL): Two essay questions Paper 3 (HL only): Three essay questions Internal Assessment Historical investigation: In-depth, 2000-word investigation into a topic of a student’s choosing.

Psychology

Description: The IB Psychology course aims to scientifically explore human behavior and mental processes. It looks at the different factors that influence human behavior, like biology, genetics, information processing, environment and culture. There is a large emphasis on research methods and how psychology, as a science, gathers data.

Topics Studied: The biological level of analysis (brain, nervous system, genetic, evolution) The cognitive level of analysis (information processing, memory processes) The sociocultural level of analysis (attitudes, stereotype theories, conformity, group

processes, culture differences) Human relationships (altruism, attraction and mating, violence) Research methods in used psychology (experiments, correlations, statistics) At HL level students are required to study: Abnormal psychology (defining mental disorders, symptoms, diagnosis, treatment) Qualitative research methods (case studies, interviews, observations) IB Assessments: Paper 1: Three short essays and one long essay on biological, cognitive and sociocultural levels of analysis Paper 2: One long essay on human relationships HL Only: One long essay on abnormal psychology Paper 3 (HL only): Three short essays on use of qualitative research methods in psychology Internal Assessment (SL & HL): Replication of a simple psychological study and a research paper based on the results

GROUP 4: SCIENCES Biology

Chemistry

Design Technology

Nature of Science (SL Only)

Physics

Biology

Description: Have you ever wondered how being different from each other has been what has allowed species to survive? Is genetic engineering a good or bad thing? How do you know? How do plants provide more food than they need so that we can survive? Would you like to find out more about the ecology of the desert in which we live and how different plants are

adapted to survive in these harsh conditions?

If you have a natural curiosity about the living world and a desire to seek answers to open-ended questions in an international context you will enjoy DP Biology. This course also has an emphasis on the nature of science that promotes an understanding of how scientists justify knowledge claims and an understanding of the scientific world view. Through experience, knowledge and reflection you will become trained to approach uncertainty scientifically and conduct experiments and lab activities which are exciting and allow you to explore the questions you desire answers to. Topics Studied: Cell and molecular biology Genetics Ecology Evolution Biodiversity Human physiology

Additional HL topics are: Nucleic acids Metabolism Cell respiration and photosynthesis Plant physiology Animal physiology

Students will also study the following options: Human Health & Physiology including human nutrition, digestion, functions of the liver, heart, hormones and metabolism, and transport of respiratory gases.

IB Assessments: The practical activities programme of the courses is central component of the course and consists of 40 hours at the SL level and 60 at the HL level. As well, there is a project where all students studying science will work together on a collaborative scientific investigation, off campus for a day to study real-life science in a real-life scenario. (compulsory)

The Internal Assessment: This task will consist of one major investigation or scientific exploration – 10 hours lab time allocated as block release time outside of usual lessons. Paper 1: multiple choice questions Paper 2: structured longer answer questions Paper 3: This component also has longer answer questions based on the options component of the course

Chemistry

Description: Did you ever see a fireworks display and wonder how it’s possible to produce those colourful and intricate designs in the air? Did you know that the ‘lead’ in you pencil is made of the same atoms as a diamond (carbon) and wonder how this is really possible? Have you read about how the dinosaurs ruled the world for millions of years and suddenly disappeared? Did you know it was chemistry that figured out

the science of why this probably happened? Chemistry is an experimental science – that means that if you enjoy laboratory work and carrying out investigations you will enjoy this course. Do you have an enquiring mind and want to better understand the nature of the living and physical world, are you a logical and analytical thinker? Topics Studied: Stoichiometric relationships (chemistry calculations) Atomic structure Periodicity Chemical bonding and structure Energetics and thermochemistry Chemical kinetics Equilibrium Acids and bases Redox processes Organic chemistry Measurement and data processing Students will also study the following option: Energy: introduction to energy sources – renewable and non-renewable, nuclear fusion and fission, environmental impact including global warming and HL also study electrochemistry, rechargeable batteries and fuel cells, photovoltaic and dye-sensitized solar cells. IB Assessments: The practical activities programme of the courses is central component of the course and consists of 40 hours at the SL level and 60 at the HL level. As well, there is a project where all students studying science will work together on a collaborative scientific investigation, off campus for a day to study real-life science in a real-life scenario. (compulsory) The Internal Assessment: This task will consist of one major investigation or scientific exploration – 10 hours lab time allocated as block release time outside of usual lessons. Paper 1: multiple choice questions. Paper 2: structured longer answer questions. Paper 3: This component also has longer answer data analysis questions as well as questions based on the options component of the course.

Design Technology

“There's no learning without trying lots of ideas and failing lots of times”, Jonathon Ives. Vice President of Design at Apple Mac. In Design Technology, students combine practical and technological skills with creative thinking to design and make products and systems that meet human needs. They learn to use current technologies, like Computer Aided Design (CAD) and Computer Aided Manufacture (CAM),

and consider the impact of future technological developments. Students learn to think creatively while developing real-world skills in problem solving, project planning, communication and time management. The subject is an ideal choice for those students interested in a future design-related education or careers, whether that be industrial, product, fashion, architecture, automotive or graphic design, as well as any engineering or manufacturing industries. With obvious links to Science and Arts, it also has strong connections with Business Management as a lot of the theoretical knowledge taught examines modern manufacturing and business strategies used in modern industry. Prerequisites: It is highly recommended that only students who have taken Design Technology in Grades 9 and 10 register for Diploma Programme Design Technology.

Topics of Study: During the 2 year course, six core topics will be studied by both Standard Level (SL) and Higher Level (HL) students. Higher Level students will study an additional 4 Topics. See below. Core topics studied by all students:

Human Factors and Ergonomics

Resource Management and

Sustainable Production

Modelling

Raw Materials to Final Product

Innovation and Design

Classic Design

Topics for HL students only:

User Centred Design (UCD)

Sustainability

Innovation and Markets

Commercial Production

IB Assessments External Assessments: The topics listed above will be assessed in a series of IB World Exams at the end of Grade 12. Standard and Higher Level Students will sit 2 papers, that cover all the Core theory. Higher Level students will also sit a third paper that covers the additional higher level topics. Each exam is equally weighted. All exams add up to 60% of the final IB Grade. Internal Assessments: Students will produce one Major Design Project worth 40% of the IB Grade. This begins in Grade 11 and is completed in Grade 12. Students will undertake small design tasks prior to this to build up skills and knowledge of the required work. Higher Level students have two additional criteria to be assessed as part of the project.

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Physics

Description: Students who have the desire to understand why things work in the way they do will likely enjoy Physics. It is the most fundamental of the sciences as it seeks to explain the universe itself; from the smallest particles to vast galaxies. The course is suited to students who have an enquiring mind and want to better understand the fundamental nature of the physical world and who enjoy developing their experimental

and investigative skills. Students who are logical and analytical thinkers and enjoy solving mathematical problems will find this course exciting. Students will also explore the social and ethical responsibilities of science and scientists.

At the centre of the physics course is an emphasis on the nature of science that promotes an understanding of how scientists justify knowledge claims and an understanding of the scientific world view. Through experience, knowledge and reflection the student will become trained to approach uncertainty scientifically and will develop aspects of the learner profile. Topics Studied: Measurements and uncertainties Mechanics Thermal physics Waves Electricity and Magnetism Basic relativity and gravitation Atomic, nuclear, and particle physics Energy production

Students will also study the following options: Communications and imaging: Imaging the universe (lenses and telescopes); imaging the earth (satellites); fibre optics; imaging the body. Additional HL topics are: Thermodynamics Wave phenomena Electromagnetic induction Quantum and nuclear physics Fields at work

IB Assessments: The practical activities programme of the courses is central component of the course and consists of 40 hours at the SL level and 60 at the HL level. As well, there is a project where all students studying science will work together on various collaborative scientific investigations. (compulsory) The Internal Assessment: This task will consist of one major investigation or scientific exploration. 10 hours lab time allocated as block release time outside of usual lessons. Paper 1: multiple choice questions Paper 2: structured longer answer questions Paper 3: This component also has longer answer questions based on the options component of the course and also scientific skills associated in scientific research

Nature of Science (SL Only)

Description: What has science contributed to human development since man’s appearance and what are the global challenges to ourselves and the environment? What do we know about the first 3.7 billion years of the universe before man’s existence and how do we know it? What global problems can science solve?

This is a brand new pilot course which is divided equally between Biology, Chemistry and Physics topics. It was designed to keep students interested in the sciences and promote critical thinking and analysis skills. At the centre of the Science course is an emphasis on the nature of science that promotes an understanding of how scientists justify knowledge claims and an understanding of the scientific world view. What is science? Are there different types of science? What is the difference between pure science, applied science and technology? Is science good or bad? Topics Studied: There are 3 basic modules to the DP SL Nature of Science course. The course begins with a module that outlines the Nature of science, the overarching theme that guides, and is embedded within, the rest of the course. The second module illustrates the philosophical methods that science uses to answer questions about our origins and the origins of the universe. The basic question to be addressed will be: How do we know about the past origins of ourselves and our environment even though we cannot observe them directly? In the final module, contexts will be used to examine unfolding sciences and technologies of the 21st century. Contexts include: food science (a broad area that includes deep ethical considerations, eg genetic modification), modern materials (an area that can include areas such as the use of technology to build on the output of pure science), transport issues (modelling, etc). The IB recognize that this may be the last exposure to formal science teaching for many who graduate from it. The over-riding concern is that students should emerge as individuals fully aware of the power of the scientific process, of the ethical issues that surround its practice, and of the wider interaction of science with society in general. IB Assessments: The practical activities programme of the courses is central component of the course and consists of 55 hours. It is only offered at SL level. As well, there is a project where all students studying science will work together on various collaborative scientific investigations. (compulsory) The Internal Assessment: This task will consist of 25 hours of individual investigation or scientific exploration. 15 hours lab time allocated as block release time outside of usual lessons. Paper 1: An understanding of Nature of Science through contextual elements of the scientific subject matter in all 3 areas of science studied. Paper 2: An understanding of Nature of Science independent of the scientific subject matter. It is an opportunity for students to apply the knowledge and skills they have obtained throughout the course to novel scenarios.

GROUP 5: MATHEMATICS Mathematical Studies (SL)

Mathematical SL

Mathematical HL

Mathematical Studies (SL Only)

Description: The IB Diploma Programme Mathematical Studies course, available in standard level only, is for students with varied backgrounds and abilities. The course is designed to build confidence and encourage an appreciation of mathematics in students who do not anticipate a need for mathematics in their future studies. Math Studies emphasizes the application of mathematics and a large section of the content is on statistical techniques. Students who choose this course

are well prepared for careers or further studies in social sciences, humanities, languages and arts. Students will be able to utilize statistics and the logical reasoning that they have learned as part of this course. Topics Studied: Number and algebra: this topic introduces basic elements and concepts of mathematics

and links them to financial applications Descriptive statistics: this topic aims to develop techniques to describe and interpret

sets of data in preparation for further statistical applications. Logic, sets and probability: this topic aims to introduce students to the principles of

logic, to use the set theory and introduce probability by solving the likelihood of random events.

Statistical applications: students will develop techniques in inferential statistics in order to analyze sets of data, interpret and conclude. Topics link to other courses such as biology and psychology.

Geometry and trigonometry: students will learn to draw clear diagrams in two dimensions and to apply appropriate geometric and trigonometric techniques to problem solving.

Mathematical models: Students will learn mathematical functions that can be used to model practical situations. The graphic display calculator will be used extensively as part of this topic.

Introduction to differential calculus: introduces the derivative of a function concept and how to apply it to optimization and other problems.

IB Assessments: External Assessment: Paper 1 (1.5 hours) 15 short response questions with a graphic display calculator used Paper 2 (1.5 hours) 6 extended response questions with a graphic display calculator used Internal Assessment: The internal assessment is an individual project; a piece of written work based on personal research involving the collection, analysis and evaluation of data. Projects may involve modeling, investigations, applications or statistical surveys. Students must demonstrate the ability to use mathematics learned during the course.

Mathematics Standard Level

Description: This course caters for students who already possess a good knowledge of many mathematical concepts and who are equipped with the skills needed to apply mathematical techniques correctly. Many students taking Mathematics SL will expect to need a sound mathematical background as they prepare for their future

studies. The course focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce students to these concepts in a comprehensible and coherent way, rather than insisting on the mathematical rigour required for mathematics HL Topics Studied: Algebra: The aim of this topic is to introduce students to some basic algebraic concepts and applications. Functions and equations: Students will explore the notion of a function as a unifying theme in mathematics, and to apply functional methods to a variety of mathematical situations. It is expected that extensive use will be made of technology in both the development and the application of this topic, rather than elaborate analytical techniques Circular functions and trigonometry: Students will explore circular functions and solve problems using trigonometry. Vectors: this topic will provide a basic introduction to vectors that will include both algebraic and geometric approaches. Calculus: This topic will introduce students to the basic concepts and techniques of differential and integral calculus and their applications. IB Assessments: External Assessment: Paper 1: A non-calculator exam with one section of short response questions and a second section with extended response questions Paper 2: A graphic calculator is required for this exam and it has 2 sections with short response and extended response questions Internal Assessment: Mathematical exploration: Students will select a topic of their own choosing to investigate that may be a mathematical problem or a math issue connected to the real-world.

Mathematics Higher Level (HL)

Description: This course caters to students with a very strong 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. Topics Studied: Algebra: The aim of this topic is to introduce students to some basic algebraic concepts and applications. Functions and equations: Students will explore the notion of a function as a unifying theme in mathematics, and to apply functional methods to a variety of mathematical situations. It is expected that extensive use will be made of technology in both the development and the application of this topic, rather than elaborate analytical techniques Circular functions and trigonometry: Students will explore circular functions and solve problems using trigonometry. Vectors: this topic will provide a basic introduction to vectors that will include both algebraic and geometric approaches. Calculus: This topic will introduce students to the basic concepts and techniques of differential and integral calculus and their applications. Selected option – statistics and probability: This option allows students the opportunity to approach statistics in a practical way, to demonstrate a good level of statistical understanding and to interpret the given results. IB Assessments: External Assessments Paper 1 (2 hours) No calculator allowed Section A: short-response questions Section B: extended-response questions Paper 2 (2 hours) Graphic display calculator required Section A: short-response questions Section B: extended-response questions Paper 3 (1 hour) Graphic display calculator required Extended-response questions based mainly on the selected option (see topics studied) Internal Assessment Mathematical exploration: Students will select a topic of their own choosing to investigate that may be a mathematical problem or a math issue connected to the real-world.

GROUP 6: THE ARTS Music

Theatre Arts

Visual Arts

Music

Description: The aims of the Diploma Music course are to provide an exploration and study of music existing throughout the world as well as a breadth of musical experiences whereby candidates will analyze, identify, compare, and contrast a variety of musical genres. Students will be supported in developing creativity in knowledge, abilities, and understanding of performance and composition and assistance in

developing awareness of the skill set required for holistic musicians. All candidates are expected to develop and demonstrate skills and knowledge in the following areas: Performance (group or solo) Composition Musical contexts Analysis of Music Musical terminology and vocabulary Music theory Topics Studied: Music history (styles, genres, context/time and place) Theory (note reading, key centers, score reading, instrument identification) Performance techniques Compositional approaches. All learning engagements/topics use the elements of music i.e. Pitch, Duration, Tone

Color, Texture, Dynamics and Expressive Techniques, and Structure. IB Assessments: Creating (3 compositions) Performing (20min solo for HL, 20min group for SL) Musical Links Investigation (2000 word script comparing works from two musical

cultures) Listening analysis (2.5 hour listening exam)

Theatre

Description: Theatre will enable students to explore theatre in a variety of contexts and understand how these contexts inform practice (theatre in context). Theatre will also help students understand and engage in the processes of transforming ideas into action (theatre processes) and develop and apply theatre production, presentation and performance skills, working both

independently and collaboratively (presenting theatre). Topics Studied: Theatre in Context: This area of the syllabus addresses the students’ understanding that theatre does not occur in a vacuum. Students examine the personal, theoretical and cultural contexts that inform theatre-making and the ways in which these affect and influence creating, designing, directing, performing and spectating. Theatre Processes: This area of the syllabus addresses the students’ exploration of the skills, techniques and processes involved in theatre-making. Students reflect on their own creative processes and skills acquisition as well as gaining a practical understanding of the processes of others; creators, designers, directors and performers. Presenting Theatre: This area of the syllabus addresses the staging and presentation of theatre as well as the presentation of ideas, research and discoveries through diverse modes of presentation, both practical and written. Students consider the impact theatre can have on the spectator. They are encouraged to think about their own artistic intentions as creators, designers, directors and performers and the impact they wish to have on an audience. IB Assessments: External assessment

Task 1: Solo theatre piece (HL only)

Students at HL research a theatre theorist they have not previously studied, identify an aspect(s) of their theory and create and present a solo theatre piece (4–8 minutes) based on this aspect(s) of theory.

Task 2: Director’s notebook (SL and HL) Students at SL and HL choose a published play text they have not previously studied and develop ideas regarding how it could be staged for an audience.

Task 3: Research presentation (SL and HL)

Students at SL and HL plan and deliver an individual presentation (15 minutes maximum) to their peers in which they outline and physically demonstrate their research into a convention of a theatre tradition they have not previously studied.

Internal assessment

Task 4: Collaborative project (SL and HL)

Students at SL and HL collaboratively create and present an original piece of theatre (lasting 13–15 minutes) for and to a specified target audience, created from a starting point of their choice.

Visual Arts

Description: the aims of the Diploma Visual Arts course are to enable students to make artwork that is influenced by personal and cultural contexts and become informed and critical observers and makers of visual culture and media. Students will also develop perceptual and analytical skills, techniques and processes in order to communicate concepts and ideas.

Topics Studied: Artistic techniques and use of various media Art history (styles, genres, context/time and place) Analyzing critiquing and interpreting artworks Curatorial practices (developing exhibitions) IB Assessments: Comparative study: Students analyze and compare different artworks by different artists. This independent critical and contextual investigation explores artworks, objects and artifacts from differing cultural contexts.

Process portfolio Students submit carefully selected materials which evidence their experimentation, exploration, manipulation and refinement of a variety of visual arts activities during the two-year course.

Exhibition Students submit for assessment a selection of resolved artworks from their exhibition. The selected pieces should show evidence of technical accomplishments during the visual arts course and an understanding of the use of materials, ideas and practices appropriate to visual communication.

HL students will have additional assessment requirements that allow for breadth and greater depth in learning. The assessment tasks require HL students to experiment in greater depth with additional art-making media, techniques and forms. HL students are required to produce a larger body of resolved works and to demonstrate a deeper consideration of how their resolved works communicate with a potential viewer.

University Recognition and Preparation

For information on university recognition of the IB Diploma Programme and course credits students can receive for DP courses visit: www.ibo.org/recognition/university/index.cfm University Guidelines: Whether you are thinking of applying to universities in the UK, Canada, USA, Asia or Europe, it is important to understand the entry requirements prior to choosing your courses. Our goal is to match you with the most challenging courses for which you are prepared be it you follow the Full IB Diploma or IB Diploma Courses. Typically a Full IB Diploma enables you to enter 3 year degree programs in some countries such as the UK, Australia, Asia and some universities in the US (if you earn credit for the HL subjects you sit). IB Diploma Courses at the HL may provide you with waiver of first year courses and give you credit at universities in the USA and Canada. Choosing your Higher Level Courses should be based on your career interests, academic strengths, where you plan on pursuing your degree (which country) and teacher approval. Below is a guide for the top 8 university courses/majors. If you know you will be applying to universities in the UK or Canada please make sure to review the university course requirements prior to completing your course request form. Both the UK and Canada may have universities with very specific course requirements. Meeting with your high school counselor to help determine this will be helpful and welcome.

Medical and Veterinary Sciences o HL Biology o HL Chemistry o Math HL or Math SL (not math studies)

International Development Studies two of:

o Global Politics o History o Economics

Law and Politics two of:

o Global Politics o HL History o Economics o Psychology

Engineering o HL Physics o HL/SL Chemistry o HL Math (SL Math)

Architecture and Industrial Design o HL Visual Arts o HL/SL Design Technology o HL/SL Physics o SL Math (HL for highly selective universities)

Business and/or Economics o HL Business and Management o HL Economics o SL Math (some universities accept Math Studies) o Language B

Computer Science o HL Math (some universities accept Math SL with score of 7)

Psychology o HL Psychology o HL/SL Biology or Chemistry o SL Math or Math Studies

If you are not sure what you want to study yet that is perfectly okay. Choose courses that you are strongest in and most interested in learning about for HL. You should do well on them and your overall IB Predicted Grade should be strong. What to do now:

• Research university entry requirements • Talk to your current teachers about your potential to succeed in the subjects you are

thinking about taking • Talk to current DP1 and 2 students about the course demands • Talk to the teachers who teach the DP courses that interest you • Meet with your counselor

Your counselors have introduced you to Naviance our online university database and career search. Make sure you complete the “Do What You Are” survey and the Career Inventory. Completing both of these will help you in determining which subjects you are better matched for.

University Preparation and the Diploma Programme

Universities consider the IB Diploma to be one of the most demanding secondary school curricula, offering ideal preparation for post-secondary studies. A student's participation in IB courses is, therefore, a very important consideration in admission decisions. It is to a student's distinct advantage to have completed IB courses, but especially so if the student is completing the IB Diploma. If the student is to benefit during the admission process, it is essential for universities to have the applicant's status as either an Full Diploma Student or at least a Diploma Courses Student.

• A Statement from The College and University Task Force (CURT) comprised of university admissions officers from colleges and universities throughout North America.

The DP and University Standards: Study Results “The results of this study clearly confirm the strong relationship between the IB Programme and standards for college readiness and success. The IB standards demonstrate a very high degree of alignment with the Knowledge and Skills for University Success (KSUS) standards in all subject areas. In addition, many of the individual IB standards are at a level more advanced than entry-level college courses. In short, students who participate successfully in IB should be well prepared to succeed in entry-level college general education courses and in some cases to have already learned material covered in such courses.”

• David Conley and Terri Ward, Educational Policy Improvement Center, Eugene, Oregon