Grade 11 to 12 Programme - Greenfield Community School

GREENFIELD COMMUNITY SCHOOL INTERNATIONAL

BACCALAUREATE PROGRAMMES OF STUDY

GRADES 11-12 IBCC/IBDP

PROGRAMMES

2014-2015

Table of Contents Message from the Head…………..............................................................................2

GCS International Baccalaureate Diploma and Career-Related Certificate..............3

Criteria for Course Selection .....................................................................................4

IB Diploma and IBCC Qualifications .......................................................................5

Conditions for awarding the IB Diploma and IBCC.................................................5

IBCC Courses………………………………………………………..……………..6 Course selection policies ..........................................................................................10

Course selection guidelines ......................................................................................11

Academic curriculum ...............................................................................................14

Group 1 (Studies in Language and Literature.......................................................16

Group 2 (Language Acquisition)...........................................................................17

Group 3 (Individuals and Societies) .....................................................................18

Group 4 (Experimental Sciences) and Design Technology .............................20

Group 5 (Mathematics).........................................................................................22

Group 6 (The Arts) ...............................................................................................23

Extended Essay.....................................................................................................24

Theory of Knowledge ...........................................................................................25

Creativity, Action and Service (CAS) ..................................................................25

Message from the Head of secondary At GCS, we are pleased to offer our grade 11-12 students the opportunity to undertake either the International Baccalaureate Career-Related Certificate Programme (IBCC) or the International Baccalaureate Diploma Programme (IBDP). The IBCC is a flexible programme that gives students options to either enter the workplace directly or attend certain universities and colleges around the world. Alternatively, the IBDP is a ubiquitously recognized, academically rigorous university-prep programme that is widely considered the world’s most challenging. Both programmes feature a balanced curriculum that helps develop well-rounded students through engagement in creativity, action and service. Likewise, they foster personal development through the IB Learner Profile and instil in young people a sense of international-mindedness, critical thinking, and a sense of altruism.

Both programmes are a great fit with Greenfield Community School and its values. They are designed to help students achieve their personal best in all domains of their lives.

The information that follows will provide important details and should be used to inform stakeholders about which programme is better suited for their learning needs. I encourage parents and students to read the guide carefully, referring to it on a regular basis whilst choosing their senior school options at GCS. We are excited to partner with parents to help each student achieve their personal best in their final years of secondary school.

Ole Bernard Sealey Head of Secondary School [email protected]

2

The IB Learner Profile

The IB Learner Profile underpins the personal development of students in all IB programmes. It is a translation of the IB mission statement into a set of attributes that will help students become productive global citizens in the twenty-first century.

At GCS learners strive to be: Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct

inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognise and approach complex problems, and make reasoned, ethical decisions.

Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

The IB Career-related Certificate (IBCC) “Secondary-level education should provide effective preparation for those proceeding to academic or professional tertiary education as well as for those entering the world of work either as trainees, wage employees or as self-employed entrepreneurs, while inculcating the social skills for productive and peaceful life in today’s interdependent communities. Such an education must necessarily comprise a harmonious balance of academic disciplines, generic practical and social skills and civic responsibility.” (UNESCO 2005)

The International Baccalaureate Career-related Certificate (IBCC) was developed to complement the needs of students interested in pursuing a career-related education at the upper secondary school level. The IBCC offers a learning and assessment programme that promotes access to an International Baccalaureate (IB) education, school retention, responsibility for one’s own actions, skills development, reflection on experiences, and self-esteem through meaningful achievements. A key feature of the certificate is that it provides flexibility to allow for local differences.

The IBCC provides the basis for:

• Effective participation in the changing world of work • Improved mobility and flexibility in employment • Additional training • Further education • Life-long learning.

The IBCC is an academic qualification offered by the IB, taken over two years, designed to support and complement career-related studies. The chosen career-related studies are not offered or awarded by the IB and should be determined by the local context and aligned with student needs, whether they are used to support further studies or to assist direct employment opportunities. It is the school’s responsibility to determine the appropriate career-related studies based on the criteria set by the IB.

The IBCC consists of:

• At least two Diploma Programme courses • An IBCC core • An external career-related Vocational course – (Btec)

The IB Diploma Programme courses IN THE IBCC

IBCC students are expected to study two or more Diploma Programme courses. The courses can be studied at higher level (HL) and/or standard level (SL). The courses can be chosen from Blocks 4, 5 and 6 - see back page for clarification.

The IBCC core

The core is a required element and is at the heart of the IBCC. It enables students to enhance their personal and interpersonal development, with an emphasis on experiential learning. While challenging, the core should also be enjoyable and provide students with a combination of academic and practical skills that will serve them well in their future lives.

For student development to occur, the core should:

• empower students to be responsible for their own learning and development • challenge students to establish and achieve meaningful goals • provide students with flexible strategies to deal with familiar and unfamiliar situations • involve authentic activities that allow students to develop the capacity, and the will, to make a

difference • give students the opportunity to learn, plan, act and reflect • develop both practical and intellectual skills.

The programme core has four components:

1) Approaches to Learning: Students must participate in a course that emphasizes critical

thinking, personal and interpersonal development, problem-solving and the acquisition of practical skills.

2) Community and Service: Students must liaise with members of the community and undertake unpaid and voluntary activities that help the community and that have a learning benefit to the student. The rights, dignity and autonomy of all those involved are respected.

3) Language Development: Students must improve their language proficiency in a target language other than their best/mother tongue language.

4) The Reflective Project: Students must plan and create a project that draws together key aspects of their studies, including the career-related study, approaches to learning and community and service.

The Career-related Qualification The BTEC vocational qualifications (Business and Technical Education Council) is a work-related qualification suitable for a wide range of students, built to accommodate the needs of employers and allow progression to university. This additional qualification provides a more practical, real-world approach to learning alongside the theoretical background provided by the IB Diploma courses. BTECs have been around for 25 years and are recognised by schools, colleges, universities, employers and professional bodies in over 100 countries worldwide.

BTEC National Diploma in Business

Mandatory Units of Work:

Optional Units of Work

• Business Environment • Introduction to marketing • Business Resources • Business Communication

• Managing a Business Unit • Development Planning for a Career in

Business • Understanding Business Ethics • Internet Marketing • Creative Product Promotion • Market Research in Business • Starting a Small Business • Recruitment and Selection in Business

The IBCC and progression opportunities While the rationale for this qualification is that it is career-related and, therefore, to a significant extent focused on the career-related elements of a student’s educational experience, the IBCC has been designed to provide students access to multiple pathways.

The detailed knowledge, skills and understanding gained from studying the Diploma Programme courses, the IBCC core and the career-related study provide opportunities for the following.

• Employment: The transferrable skills fostered in the approaches to learning combined with the specific knowledge and skills developed in the student’s career-related studies provide the opportunity for students to move directly into employment in their chosen field.

• Apprenticeships: In many countries apprenticeship schemes are available where students are given on-the-job training as well as classroom instruction in a particular craft or trade.

• Further education: Students may wish to continue their education at educational institutions that specialize in their chosen field of study.

• Higher education: The mix of career-related skills combined with the knowledge and skills obtained from studying the Diploma Programme courses allows students access to certain universities and colleges.

ADDITIONAL FEES

Both the IBDP and the IBCC have additional fees borne by the parents at the end of Grade 12. IBCC and IBDP student fees range from 2000 to 4500 AED depending on the additional courses taken.

GCS International Baccalaureate Diploma Programme The IBDP is a two-year university preparatory programme which promotes a broad and balanced curriculum. In consultation with the Programme Coordinator and the Head of the Secondary School, students choose a programme of studies that can lead to the completion of an IB Diploma. At the end of two years, students may either:

Α) graduate with an IB Diploma. or Β) graduate with IB certificates in specific subjects.*

All students will benefit from the IB teaching approach which, instead of being content-driven, stresses higher level thinking, critical analysis and inquiry. The International Baccalaureate Diploma Programme is well recognised by universities around the world; many actively seek out full IB Diploma students in their recruitment strategies, offering incentives such as early acceptance, scholarships, residency, and credit exemptions for first year courses. In the programme Students take 7 courses. At least three and not more than four subjects are taken at Higher Level (HL); the remaining courses are taken at Standard Level (SL). There is an interdisciplinary Theory of Knowledge course designed to provide coherence throughout the entire programme by exploring the nature of knowledge across all disciplines. There is also an extended essay (maximum 4000 words) which offers the opportunity to investigate a topic of individual interest and acquaints students with the independent research and writing skills expected at a tertiary level. IBDP students are required to participate in a CAS programme encourages involvement in creative pursuits, athletic activities and community service learning. It is important to note that the programme is unapologetically rigorous. The IB organisation requires diploma candidates to write a set of examinations during May of their Grade 12 year. These examinations are marked externally and make up the majority of marks in each subject. Each subject is graded on a scale of 1 (minimum) to 7 (maximum). The maximum grade is 45 (7 each for six courses and 3 bonus marks for the Extended Essay and TOK). Subject to certain restrictions, an IB Diploma is awarded for a minimum score of 24.

The following table lists the IB courses offered at GCS for the 2014-2015 school year*:

Group Subject Area Standard Level (SL)

Higher Level (HL)

Group 1 Studies in Language and Literature

English English School Supported Self-Taught (by application)

Group 2 Language Acquisition Arabic B Arabic B French B French B German B German B English B English B

Ab Initio options** We are considering changes to our Ab Initio options to best meet student needs.

French Ab Initio

Group 3 Individuals & Societies Business Studies Business Studies

History History Information Technology and Global Systems

Information Technology and Global Systems

On-line Economics or On-line Psychology (These are distance-learning subjects from an on-line provider which incur an additional cost)

Group 4 Experimental Sciences Biology Biology Physics Physics

Group 5 Mathematics Math SL Math Studies (only recommended for students planning to study Humanities at University).

Group 6 The Arts + Chemistry Option Visual Arts Visual Arts Theatre Arts Theatre Arts Chemistry Chemistry

Core Extended Essay Theory of Knowledge Creativity, Action, Service

* To operate within a timetable, certain subject choices will have to be “blocked” against others. This means that students can not necessarily choose every course they wish from the Group 1-6 offerings. Students must prioritize certain choices as selection of one course may negate the choice of another. This decision will be made at the point of course selections.

IB Diploma Qualifications

Students are required to complete the following:

• Six courses – one from each group three courses at Higher Level (HL) three courses at Standard Level (SL) with permission, may substitute a second course from group 4 for the group 6 arts

course • Extended Essay (4000 words) • Theory of Knowledge Course • CAS Portfolio (Creativity, Action, Service)

Conditions for awarding the Diploma

Points are awarded according to subject-specific criteria on a 1 to 7 rubric. To get a Diploma, the student must get a minimum of 24 points and not contain any of the failing conditions listed below. The candidate may also be awarded up to three points with excellent results on the Extended Essay and Theory of Knowledge. This means that there is a total of 45 possible points.

Failing Conditions:

1. Higher Level Subjects a) a grade 2 b) less than a total of 12 points in the HL subjects.

2. Standard Level Subjects a) a grade 1 b) more than one grade 2

3. Overall result a) more than three grades 3 b) more than one 3 if there is a 2 at the standard level

4. A letter grade of ‘E’ on either the Extended Essay or Theory of Knowledge Students who do not receive their IB Diploma will receive IB Certificates for the courses they have completed. It is important to note that while many universities do accept students with IB Certificates, many do not. The IB Diploma is a universally recognized high school qualification whereas the IB Certificates are not. For this reason, it is important to consider subject choices. ARABIC/Thanaweya for Arabic Passport Holders Academic planning and course selection is a very important process in the Senior School years. Requirements for graduation, determined by the KHDA, are quite specific. In addition to the DP and IBCC programmes, in order to get a recognized qualification in Dubai, Arab Passport holders have to fulfill an Arabic A requirement. If an Arab passport holder does not have the language proficiency to study Arabic A, they can take Arabic B in addition to the local “Thanaweya” qualification. This additional qualification is not optional and must be taken by all Arab IBCC and IBDP students. Dual passport holders must still take this course

ISLAMIC EDUCATIOn

All Muslim Students must take 80 minutes of Islamic Studies per week. This applies to IBCC and IBDP candidates. Arab Muslim students take Islamic A (in Arabic) and Non-Arab Muslim students take Islamic B (in English). GCS course selection policies

Students are asked to select their courses in Term 2 of Grade 10 for the next school year. Based on these requests, the timetable is modified and staffing decisions are made. Therefore, it is sometimes not possible for students to change their timetables during the new school year. Students must make careful choices when selecting courses in Grade 10!

Courses are selected for the full reporting period and changes during this period are not permitted, unless clearly justified on educational grounds. Students are allowed the first two weeks of the term to come to a decision before finally committing themselves for the rest of the

reporting period. A “Change of Course” form must be completed and approved first by the programme coordinator, then by the Secondary Head before any changes can be made.

The number of students enrolled in a class is limited to 25. The school holds the right to assign students to alternate options should the maximum number of students within any elective subject be reached. Courses are subject to enrolment of at least eight students, scheduling, and resources.

course selection guidelines

Group One:

• In Grade 11, students must select either “Language and Literature A” HL or SL. The school reserves the right to place students in SL courses should their academic achievement in Grade 10 indicate that this is the more appropriate course.

Group Two:

• In order to ensure a smooth transition from the MYP language program into the Diploma Programme, it is recommended that a student achieve at least a level 4 in Phase 3 in her or his MYP language course for entry into a Standard Level language course at the Diploma level, and for students intending to study at the Higher Level, it is recommended that they achieve a minimum of level 4 in Phase 4. Language B programmes on both the Standard and Higher Levels are offered in A rab ic , French, German and English, provided we get adequate interest from students. Students with either no background in the language or who were studying in either Phase 1 or 2 in the MYP are advised to consider an Ab Initio option. Course selection will be handled on an individual basis.

• 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 students, 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 students’ own. (Language B Guide, International Baccalaureate Organization, 2010)

Group Three:

• We have 3 options for Group 3: History, Business and Management, and ITGS. The Group 3 subjects all require deep analytical skills and organization. Students who plan to go into Arts and Humanities programmes at university should study these at the Higher Level.

Group Four:

• Students planning to take Engineering at university should complete Physics and Chemistry in G11 and G12. Math HL and Physics HL are also highly recommended, if students qualify.

• Students planning to take Sciences at university must check the admissions requirements for entry into the faculty of science. Many universities require two sciences at the Grade 12 level, and some have other stipulations.

• Design Technology is a Group 4 course that can help students achieve their Diplomas/ However, Design Technology is often not accepted for admission into Sciences at universities.

Group Five:

• Math SL (not Math Studies) is a requirement for students entering Science, Business, Psychology, IT and related fields at many universities.

• Math Studies is a non-science preparatory course for university. Students planning to enter

the Humanities, Arts, Fine Arts and Music may choose to take this course.

Group Six:

• Students may substitute a second Group 4 course for their Group 6 course if admission to the university programme requires two sciences, and provided that they are involved in other areas of the Arts.

Academic curriculum

Group 1 Studies in Language & Literature

The English and Arabic Departments are committed to the delivery of effective instruction in key communication skills (oral communication, written communication, and visual communication) within the context of a rich student-centered learning environment that fosters tolerance, humanity, and creativity.

During the Grade 11 and Grade 12 years, students are enrolled in either Higher Level or Standard Level Language A: Language and Literature in which challenging international literary texts are studied and responded to in both oral and written formats. At the end of this two-year programme, students write two IB examinations.

Language A: Language and Literature (Higher and Standard Levels) Languages offered (in class): English (*Students may take another language as a self-taught option at the discretion of the school, this will be at Standard Level only; an external tutor provided by the parents is required.)

Language A: Language and Literature encourages students to enjoy, to analyse and respond critically to selected texts from diverse English-speaking regions and eras. The role of language in society is explored through Parts 1 and 2 of the course, Language in Cultural Context and Language and Mass Communication. Students will study a variety of text types and learn how to critically evaluate a range of written texts, including literary works, and media. Topics include advertising, Language and Power, Language and Gender Stereotypes and Linguistic Colonialism. Students are evaluated through both Internal and External assessments which are mandated by the IB. Internal assessments, worth thirty per cent of a student’s final standing, include both a fifteen minute Individual Oral Commentary, a ten to fifteen minute Individual Oral Presentation and four written tasks.

External assessments comprise of two, two hour papers at Higher Level and two 90 minute papers at Standard Level. Paper 1 examines students’ knowledge on Parts 1 and 2 of the course and comprises unseen texts. Paper 2 examines students’ knowledge of the literary works studied in Part 3 and their social, historical and cultural contexts. Assessment Criteria are often less stringent at Standard Level.

Language B Options: Arabic, French, German, English* SL/HL These courses are designed to allow students with a strong background and interest in one of these languages to expand their proficiency in all three primary skill areas, receptive, productive and interactive. Students will continue to practise using written and oral language in practical and social situations, but will also become familiar with communicating at an increasingly sophisticated level in more expressive and intellectual domains. They will be able to state and defend their opinions on controversial issues and explore cultural aspects of the world. Language (vocabulary, idiomatic expressions and grammatical structures) will be introduced using several different types of texts and discourse that serve particular communicative purposes and which are taken from the following themes or areas of study: Communication and media; Global issues; Social relationships; Cultural diversity; Customs and traditions; Health; Leisure; and Science and Technology. IB Language B SL/HL will build upon the vocabulary and grammar that students have learned in past courses and will continue to develop facility in reading, writing, listening and speaking. Emphasis will be on acquiring, strengthening, and gaining fluency in new vocabulary and grammatical concepts to enable students to function at an increasingly sophisticated level in that language when interacting in both oral and written communicative environments. Strategies and activities to meet course goals include drills, dialogues, debates, role play, dictations, group and individual projects, reading a wide variety of texts, journal writing, free speaking and writing on a theme. Resources, such as texts, class notes and activities, on-line exercises and language programmes, and reading materials, including non-fiction articles, poetry, short stories and novels will constitute a major component of the course materials. IB Language B SL/HL is assessed externally through one examination on text-handling skills, one examination of written productive skills, and one written assignment based on an intertextual reading; together these assessments are worth 70% of the total mark. The internal assessment consists of two oral evaluations constituting 30% of the total mark. In order to ensure a smooth transition from the MYP language program into the Diploma Programme, it is recommended that a student achieve at least a level 4 in Phase 3 for entry into the Standard Level, and for students intending to study at the Higher Level, it is recommended that they achieve a minimum of level 4 in Phase 4. Students with either no background in the language or who were studying in either Phase 1 or 2 at the end of the MYP Programme are advised to consider an Ab Initio option. Course selection will, however, be handled on an individual basis. IB Language B: Ab Initio* French

Ab Initio courses in the Diploma programme focus on practical foundation in speaking, listening, reading and writing of a new language. The courses will provide learners at varying levels of language acquisition with opportunities to expand their vocabulary, to speak in succession, and to write accurately. Emphasis is placed on a wide variety of reading, writing, listening and speaking tasks that encourage students to communicate in a variety of real life situations.

These courses are assessed externally through two written examination papers worth 55%. IB internal assessment will consist of a written piece of coursework worth 20% and oral evaluations constituting 25% of the total mark.

Group 3 (Individuals and Societies) IB Business & Management SL/HL

The Diploma Programme business and management course is a two year course designed to develop an understanding of business theory, as well as an ability to apply business principles, practices and skills. The application of tools and techniques of analysis facilitates an appreciation of complex business activities. The course considers the diverse range of business organizations and activities and the cultural and economic context in which business operates. Emphasis is placed on strategic decision-making and the day-to-day business functions of marketing, production, human resource management and finance. Links between the topics are central to the course, and this integration promotes a holistic overview of business activity.

The business and management course aims to help students understand the implications of business activity in a global market. It is designed to give students an international perspective of business and to promote their appreciation of cultural diversity through the study of topics like international marketing, human resource management, growth and business strategy.

Both HL and SL Students will undertake an Internal Assessment, and two externally assessed exams. The breakdown is as follows:

STANDARD LEVEL BUSINESS & MANAGEMENT

HIGHER LEVEL BUSINESS & MANAGEMENT

Internal Assessment – 25% Internal Assessment – 25%

IB Exam Paper 1 – 35% IB Exam Paper 1 – 40%


IB History SL/HL

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

IB History is a two-year course, which focuses not only on twentieth century European history, but also pays particular attention to the history of Russia from 1854 – 2000. The course will be taught at the higher level, but students may opt to write the standard level exam. The study of history from an international perspective is increasingly important today. In the contemporary context, one of globalization and technological development, different cultures and societies are increasingly in contact and interdependent. The aim of IB History is to explain trends and developments, continuity and change through time and through individual events. The course is concerned with individuals and societies in the widest context: political, social, economic, cultural and technological. The process of historical inquiry, explanation and interpretation is a

never-ending activity, for which historians develop values and conventions which themselves change over time. Students of history investigate a variety of sources, some of which may be of a contentious nature. As new generations seek to explain and analyze the past, they will face problems of determining the accuracy of what is claimed to be reliable historical knowledge and assessing conflicting interpretations of past events.

During the course the student of history is encouraged to reflect on the role of the historian. Does the historian record history, or create it? Can the historian be free of bias in the selection and interpretation of material? Could it be reasonably argued that the individual perception of the historian, despite possible bias, is necessary or even desirable in the interpretation and recording of history? Both HL and SL Students will undertake an Internal Assessment, and two externally assessed exams. HL students will sit an additional exam. The breakdown is as follows:

STANDARD LEVEL HISTORY HIGHER LEVEL HISTORY

Internal Assessment – 25% Internal Assessment – 20%



IB Exam paper 2 – 35%

Ib information technology In A Global SOCIETY (ITGS) Information Technology in a Global Society (ITGS) is a two year IB class designed to discuss issues related to information technology and how our world is affected by IT. This class will require a significant amount of work outside of the classroom. The most significant project requires students to create a solution, using IT, to a customer's need. The course will also look at current events, and familiarize students with many aspects of technology. This course focuses on the study and evaluation of information technology on individuals and society. It explores the advantages and disadvantages of using digitised information both locally and globally. ITGS provides a framework for the student to make informed judgments and decisions about the use of information technology within social contexts, shareing methods of critical investigation and analysis with other social sciences. The course also considers the ethical questions found in the study of philosophy. Students come into contact with IT on a daily basis because it is so pervasive in the world in which we live. This widespread use of IT inevitably raises important questions about social and ethical issues that shape our society of today. ITGS offers a systematic study of these issues, whose range is such that they fall outside the scope of any other single discipline. In the practical aspect of this course, students will take a closer look at the hardware requirements of IT systems; have a look at a broad coverage of different software applications; make a study of communication systems such as the Internet and a look at integrated systems such as robotics and artificial intelligence. All these areas under study will be linked to the impact IT has had on business and employment, education, health, arts, entertainment and leisure, science, the environment, politics, and government. Assessment in ITGS:

• Internal assessment project (30 hours) Students develop an original IT solution to a real

problem for a specified client. Examinations and Grades

• SL: two written examinations totaling three hours and being worth 70% of the grade. One internal assessment project worth 30%.

• HL: three written examinations totaling four hours 45 minutes and being worth 80% of the grade. One internal assessment portfolio worth 20%.

ONLINE GROUP 3 OPTIONS In certain circumstance, students may opt to select an online course in Group 3. We will facilitate this at the student’s request, but please be advised that there is an additional cost for this service.

Group 4 (Experimental Sciences) IB Biology SL/HL

This is a two-year course taught at standard and higher levels. The IB Biology course is a comprehensive course in general Biology. The core syllabus gives students a general understanding of the fundamental concepts of biology while the higher level and optional topics allow students to study specific topics in further detail. Four themes unify the different topics that make up the core, the additional higher level, and the SL and HL options. These are structure and function; universality vs. diversity; equilibrium within systems; and evolution. Structure and function allows students to see how structures allow some functions to occur while preventing others. Universality versus diversity encourages students to see how living organisms are all interconnected due to the similarity in their structures and functions and, yet, these similarities occur in a world of great diversity. Equilibrium within systems focuses on how dynamic equilibrium is maintained within ecosystems and within organisms. The themes of structure and function, universality versus diversity, and equilibrium within systems are connected by the fourth theme of evolution. On the completion of the higher level biology course, students will be well prepared for further study at a college or university level in biology or related courses. IB Biology SL/HL is assessed through three separate examination papers taken at the completion of the course. These exams carry a combined weighting of 76% toward the overall assessment. An internal assessment contributes 24% to each candidate’s overall result. The internal assessment is based upon the student’s practical work during the course (40 hrs for SL; 60 hrs for HL). Please note: we run a Field Trip during Grade 11 for which a further charge of approximately 1500 AED will be levied. IB Chemistry SL/HL

Chemistry is an essential prerequisite for many university science courses and areas of study. Both the HL and SL course allows students to experience the wonder of the micro-world of atoms and molecules that makes up the fabric of the universe. In addition, both courses provide an excellent foundation in all of the different areas of chemistry. The laboratory component of both courses allows students to investigate and use the scientific method, which involves the formation, testing and modification of hypotheses through

observation and measurement. Chemistry also allows the students to develop their problem- solving and analytical skills. It also provides opportunities for the students to become more aware of the moral, ethical, social, economic and environmental implications of using science and technology. IB Chemistry is assessed through three separate examination papers taken at the completion of the course. These exams carry a combined weighting of 76% toward the overall assessment. An internal assessment contributes 24% to each candidate’s overall result. The internal assessment is based upon the student’s laboratory work during the course (40 hrs for SL; 60 hrs for HL). IB Physics SL/HL

Physics is a foundation to the study of most tertiary science courses. Both IB Physics HL and SL aim to help students develop analytical and problem-solving skills. They provide opportunities for students to understand and apply the principles and concepts of physics to practical situations, as well as to stimulate creativity within a global context. To prepare students for further education and for their adult lives, they engage students in the investigation of scientific questions and the development of plausible solutions. Both courses develop and build on students’ sense of wonder about the world around them and encourage a feeling of responsibility to sustain it. The IB Physics course is an intensive course in general physics. The core syllabus gives a non- calculus presentation of the fundamental components of physics. The options look at some of the latest topics developing in physics, including astrophysics, particle physics, and relativity. The Higher Level course will allow students to study some topics to a greater depth, study additional topics and to study extension material of a more demanding nature. At the end of the Higher Level course, a student will be prepared for a college or university career in physics, engineering, or related subjects. IB Physics is assessed through three separate examination papers taken at the completion of the course. These exams carry a combined weighting of 76% toward the overall assessment. An internal assessment contributes 24% to each candidate’s overall result. The internal assessment is based upon the student’s practical work during the course (40 hrs for SL; 60 hrs for HL) and on the participation of the Group 4 project.

IB Design Technology HL/SL Design Technology is ultimately about finding solutions through the use of existing or new technologies. Design consists of gathering information about the problem or opportunity, processing that information, and planning for some kind of intervention either by modifying what is already there or by introducing something new. The designer is interested not just in the material environment but also in the social, technological, economic, environmental, political, legislative and ethical considerations that affect people’s priorities.

Unlike the MYP course, Diploma Design technology focusses on the knowledge of theory, rather than practical making tasks. Only a small percentage of marks are for the two practical tasks constructed throughout the 2 year course.

Design Technology in the Diploma Programme is based on a model of learning that incorporates knowledge, skills and design principles in problem-solving contexts, while at the same time maximizing the use of local and readily available resources. It assumes no previous experience in either technology or design. The intent is not solely the acquisition of knowledge about design and

technology, which may change or become outdated, but it is about learning how to adapt to new experiences and to approach problems with the appropriate skills and the relevant techniques to identify the important elements and, crucially, to develop the optimum solutions. The design cycle is at the core of the course, and it is expected that students will use this process in the practical investigative work as well as in the theory. Each element in the design cycle represents an aspect of design technology, which, when viewed together, constitutes a holistic approach. Any given element is therefore only to be seen in the context of the whole process.

You will be taught the following components and the recommended teaching time for each is also stated:

STANDARD LEVEL:

• Theory (core and options) 95 hours • Practical work (Internal Assignments, Design project and Group 4 project) 55 hours • TOTAL teaching time: 150 hours.

HIGHER LEVEL:

• Theory (core, options and additional higher level topics) 159 hours • Practical work (Internal Assignments, Design project and Group 4 project) 81 hours

Group 5 (Mathematics) IB Mathematical Studies SL Mathematical Studies Standard Level is a two-year IB course designed for students from a variety of backgrounds and abilities. Mathematical Studies provides students with the skills needed to meet the demands of a non-math specialist in a technological society. It aims to emphasise the applications of mathematics in real life situations using investigations, projects and technology. The course will cover the following topics over a two-year period: Grade 11: Number, algebra, descriptive statistics, statistical applications, geometry, trigonometry, mathematical models Grade 12: Sequences and series, financial mathematics, statistical applications, logic, sets, probability, introduction to differential calculus IB Mathematical Studies is assessed externally through two written examination papers worth 80%. IB internal assessment is worth 20% and consists of a project. This must be an individual piece of work completed during Year 2 of the course, involving the collection and/or generation of data. Projects may take the form of mathematical modeling, investigations, applications, statistical surveys, etc. The project is internally assessed by the teacher and externally moderated by the IBO.

IB Mathematics SL

Mathematics Standard Level is a two-year IB course where students build their mathematical skill set in preparation for further studies at the post-secondary level in Sciences and Commerce. The

emphasis in this course is on developing students’ abilities to analyse situations, apply strategies, critically evaluate their technique and communicate logically. Graphic display calculators, software and other technologies are used extensively as students investigate mathematical ideas. The course will cover the following topics over a two-year period: Grade 11: functions, sequences and series, exponentials, logarithms, transformations, the binomial theorem, circular functions and trigonometry, vectors Grade 12: vector applications, statistics, probability, differential calculus, integral calculus IB Mathematics SL is assessed externally through two written examination papers worth 80%. The internally assessed component, the exploration, is worth 20% and offers students the opportunity for developing independence in their mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas. The exploration, which is completed during Term 1 of Grade 12, is internally assessed by the teacher and externally moderated by the IBO.

Group 6 (The Arts) IB Theatre SL/HL

Theatre is a dynamic, collaborative and live art form. It is a practical subject that encourages discovery through experimentation, the taking of risks and the presentation of ideas to others. It results in the development of both theatre and life skills; the building of confidence, creativity and working collaboratively. The IB Diploma Programme theatre course is a multifaceted theatre-making course of study. It gives students the opportunity to make theatre as creators, designers, directors and performers. It emphasizes the importance of working both individually and collaboratively as part of an ensemble. It offers the opportunity to engage actively in the creative process, transforming ideas into action as inquisitive and productive artists. Students experience the course from contrasting artistic perspectives. They learn to apply research and theory to inform and to contextualize their work. The theatre course encourages students to appreciate that through the processes of researching, creating, preparing, presenting and critically reflecting on theatre—as participants and audience members—they gain a richer understanding of themselves, their community and the world. Through the study of theatre, students become aware of their own personal and cultural perspectives, developing an appreciation of the diversity of theatre practices, their processes and their modes of presentation. It enables students to discover and engage with different forms of theatre across time, place and culture and promotes international-mindedness. Distinction between SL and HL: The syllabus clearly indicates a distinction between SL and HL. It allows for greater breadth and depth in the teaching and learning at HL through an additional assessment task which requires HL students to engage with theatre theorists and their theories. Prior learning: The theatre course at both SL and HL requires no previous experience. The course is designed to enable students to experience theatre on a personal level and achievement in this subject is

reflected in how students develop, extend and refine the knowledge, skills and attitudes necessary for studying theatre. Students’ individual ability to be creative and imaginative and to communicate in dramatic form will be developed and extended through the theoretical and practical content of the course. The theatre course provides a relevant learning opportunity for a diverse range of students as it lays an appropriate foundation for further study in theatre, performing arts and other related subjects. In addition, by instilling discipline, and refining communication, creative and collaborative skills it offers a valuable course of study for students who may wish to pursue a career or further education studies in areas unconnected to theatre.

IB Visual Arts SL/HL

Students will spend about 60% of their time on studio work and 40% preparing their investigation workbooks. The course content for HL and SL is similar. However, students at HL will have more time and opportunity to develop ideas and skills, to produce a larger body of work, and to work in greater depth. Studio Work is the practical exploration and artistic production. This can be done through a broad range of media and techniques, determined by the interests and skills of the student. Investigation Workbooks (sketchbooks) are the independent contextual, visual and critical investigations which support and inform the studio work and document all artistic activity and ideas. They include substantial elements of written analysis, evaluation, discussion and reflection.

Assessment is based entirely on the work produced by the student over two years. Students will have an exhibition of their work at the end of the course and will participate in a recorded interview about their work. Although internally assessed, samples of each student’s work will be sent to an examiner for verification.

Extended Essay in the IBDP

One of the important requirements of the IB Diploma is the successful completion of a 4000 word Extended Essay. Students write an in-depth thesis paper on a specific topic, facilitated by a supervisor. To write this paper students are required to engage in independent research through an in-depth study of a question relating to one of the subjects they are studying and is of high interest to them. It is a process through which information that can be analysed and evaluated. Students are not expected to contribute new knowledge within the subject. However, the topic should require personal research and cannot be narrative, summative or descriptive in nature.

The role of the supervisor is to provide encouragement and support and to ensure the authenticity of the work. They must not edit the student’s work; instead, pose questions, indicate where there is awkwardness of structure, or ask about the hypothesis as cues for offering assistance. Supervisors comment on drafts, but editing is solely the student’s responsibility.

In the spring of the Grade 11 year, students will choose their subject and topic, and a supervisor will be assigned. They will also formulate a research question and develop a working bibliography and detailed outline of their paper. Before leaving school in June, students will be in a position to complete a first draft of their essay which will be submitted at the beginning of Grade 12. Students will submit additional drafts and the completed essay. A concluding interview, called a viva voce, is also carried out with the supervisor.

Extended Essays are externally assessed by examiners and are marked on a scale from 0 to 36. This maximum score is made up of the total criterion levels available for each essay, and is divided between general and subject assessment criteria. The Extended Essay contributes to the overall diploma score through the award of up to three points in conjunction with Theory of Knowledge.

Theory of Knowledge in the IBDP

Theory of Knowledge, one of the connective courses of the IB Diploma Programme, is a two- year programme. It invites students to explore knowledge – how it is created, how it is internalised, and how it is shared. The curriculum is comprised of open-ended, thought- provoking questions and through them, students examine their role as a ‘knower’. It is understood that students do not enter this course as empty vessels to be filled with knowledge and wisdom; they are individuals who are already engaged in the process of creating, absorbing, consuming and selecting knowledge. In order to develop a framework which facilitates analysis and discussion, two key categories are explored: ‘ways of knowing’ and ‘areas of knowledge’. This is done within the context of the student’s ‘knower’s perspective’. Students are encouraged to examine and challenge their own assumptions. They also learn to recognise, compare, and evaluate issues of certainty, justification, belief, evidence, and truth within key bodies of human knowledge.

Throughout the programme, students engage in discussion, reading, and forums (both online and in class). Individual and small group presentations are also routinely included. Two formal evaluations are eventually undertaken. Each student is required (individually or in a small group) to create and deliver a presentation which is directly related to a knowledge challenge. This is internally assessed and moderated by IB. The second requirement is to complete a 1200-1600 word essay on one of ten topics prescribed by IB; this is externally evaluated.

Creativity, Action and Service (CAS) Students in Grades 11 and 12 participate in the Creativity, Action and Service (CAS) Programme, an experiential and holistic learning programme which develops ‘the whole’ student by encouraging engagement in ‘the whole’ world beyond the classroom and is at the heart of the Diploma Programme. It puts into practice our commitment to nurturing well-rounded, compassionate global citizens of the 21st century who exemplify the IB Learner Profile and seek to make our world a better place.

The CAS programme involves three key strands: creativity, where students experience the arts and creative thinking; action, where an active healthy lifestyle is explored; and service, where students are involved in voluntary positions supporting school, local and global communities.

Students design a programme that is challenging, yet enjoyable, encompassing eight key learning objectives:

• increased awareness of their strengths and areas for growth • undertaking new challenges • planning and initiation of activities • working collaboratively with others • showing perseverance and commitment in their activities

• engaging with issues of global importance • considering the ethical implications of their actions • developing new skills

CAS experiences can be completed anytime between the start of the Grade 11 school year until May of Grade 12, and can include activities in the summer between DP Year 1 and 2.

Notes and questions

As noted earlier, students taking the IBCC choose 2 options from Blocks 4, 5 and 6 below. IBDP students choose 1 of each of the following blocks – requiring 3 HL subjects and 3 SL subjects. Please the table below to start thinking about your options. Remember, for a course to operate (except for sciences), a minimum of eight students must enroll! For that reason, please put down your first and second choices.

BLOCK Subject Offerings First Choice Second Choice

1. Eng Lang & Lit SL or HL Self-Taught Lang SL IBCC Language Development*

2. French B SL or HL German B SL or HL Arabic B SL or HL English B SL or HL French ab initio SL

IBCC BTEC*

3. Maths SL Maths Studies IBCC BTEC*

4. Physics SL or HL Biology SL or HL

5. Business and Management SL or HL History SL or HL ITGS SL or HL

6. Visual Art SL or HL Theatre SL or HL Chemistry SL or HL

*Mandatory for IBCC students.