Handbook for the International Baccalaureate Diploma Programme · 2017. 5. 6. · The International Baccalaureate Diploma Programme (IB DP) was established in Geneva in 1968 to provide

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Handbook for the

International Baccalaureate

Diploma Programme

Association International School

Class of 2019

Academic Management Team

Head of School: Audrey H. Doryumu

Dean of Faculty and Students: Dr Mike Williams

Head of Secondary Division: Dr Suzanne Nti

IB Diploma Coordinator: Ama Serwah Nerquaye-Tetteh

Mail Address: 6 Patrice Lumumba Rd Airport Residential Area Accra

Telephone: +233 302 777735

+233 307 032 103

E-mail: [email protected]

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CONTENTS

Association International School- An Introduction .................................................................................................................................................................. 3

Mission .................................................................................................................................................................................................................................... 3

Our Vision ................................................................................................................................................................................................................................ 4

AIS Christian Worldview .......................................................................................................................................................................................................... 4

The DP- An Introduction .......................................................................................................................................................................................................... 6

The IBO Mission Statement ..................................................................................................................................................................................................... 7

The IB Learner Profile .............................................................................................................................................................................................................. 7

University Entrance ................................................................................................................................................................................................................. 9

The IB Diploma Programme at AIS ......................................................................................................................................................................................... 10

Course Selection .................................................................................................................................................................................................................... 10

IB Assessment ........................................................................................................................................................................................................................ 11

IB Certificates......................................................................................................................................................................................................................... 12

IB Diploma ............................................................................................................................................................................................................................. 12

The Award of the IB Diploma ................................................................................................................................................................................................. 12

Examination Sessions............................................................................................................................................................................................................. 13

Current IB Teachers at AIS ..................................................................................................................................................................................................... 13

The Diploma Core .................................................................................................................................................................................................................. 13

Theory of Knowledge (TOK) ................................................................................................................................................................................................... 14

The Extended Essay ............................................................................................................................................................................................................... 14

Creativity, Activity and Service .............................................................................................................................................................................................. 15

Subjects ................................................................................................................................................................................................................................. 16

Group 1: Language A: Language and Literature (English) ...................................................................................................................................................... 16

Group 2: Languages B French, Spanish .................................................................................................................................................................................. 17

Group 3: Individuals and Societies ......................................................................................................................................................................................... 18

History ................................................................................................................................................................................................................................... 18

Economics .............................................................................................................................................................................................................................. 19

Geography ............................................................................................................................................................................................................................. 21

Group 4: Experimental Sciences ............................................................................................................................................................................................ 22

Computer Science .................................................................................................................................................................................................................. 22

Biology ................................................................................................................................................................................................................................... 23

Chemistry .............................................................................................................................................................................................................................. 25

Physics ................................................................................................................................................................................................................................... 26

Group 5: Mathematics ........................................................................................................................................................................................................... 28

Mathematics HL ..................................................................................................................................................................................................................... 28

Mathematics SL ..................................................................................................................................................................................................................... 30

Group 6 –The Arts.................................................................................................................................................................................................................. 31

Visual Arts .............................................................................................................................................................................................................................. 31

CALENDAR OF DEADLINES ..................................................................................................................................................................................................... 33

AIS IB Policies ......................................................................................................................................................................................................................... 39

Contact .................................................................................................................................................................................................................................. 39

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Association International School- An Introduction

Association International School was founded in 1963 by Colonel George E. Amuah, (rtd.) He

instilled in the school a culture of excellence by recruiting exceptional faculty that reflected

internationalism in the truest sense. By exposing its students to the rigors of a strict

comprehensive education, AIS gave its students an exceptional, well-rounded curriculum, and

AIS students developed the mental discipline they needed to meet the challenges of their future

life. AIS soon became one of the most sought after schools in the country.

The school faced one of its greatest challenges in the 80s, when it was seized following a coup

by Flight Lieutenant Rawlings and converted into a government school. The school lost its

luster, fell into disrepair and lost its great reputation as a school of excellence. Through God’s

intervention in 2009, after 25 years of the seizure of the school, the democratic administration

led by His Excellency President John Agyekum Kufuor released and returned all confiscated

assets to their rightful owners. Thus, after 25 years, AIS was returned to the Amuahs. To God

be the Glory.

In September 2011, the newly renovated AIS opened its doors to the public again. The school

remains at its original site, the main campus, which is set on 5 acres of land in a prime, sought-

after area. It is in its initial phase of a major capital improvement plan, which will eventually

provide state of the art buildings and resources to supplement the classroom and student

education.

Today, AIS has over 300 students on its campus and is still growing. The student and faculty

body of AIS is diverse and truly representational of an international community.

Mission

The mission of Association International School is to foster in students a lifelong commitment to

intellectual exploration, individual growth, social responsibility, and Christ-likeness by inspiring

and supporting them to strive for academic and personal excellence within an ethical

framework that places the highest value on honor and respect for others. We value intellectual

curiosity, and are committed to the education of our students through the development of

empathy, ethical behavior, integrity, discipline and service, based on a firm foundation of

Christian values. We emphasize a strong academic program, creative problem solving,

cooperation and group interaction, an appreciation of culture and beauty, and healthy emotional

and physical growth as well as the preparation of our students for the rigors of

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college/university. Association International School will mold intelligent and compassionate

learners, leaders, and ambassadors of Christ for the glory of God.

Our Vision

To prepare our students as future leaders for ongoing opportunities and challenges the future

will hold.

AIS Christian Worldview

AIS is founded on a firm foundation of Christian values and beliefs. However, we do respect

other religions and beliefs. AIS encourages all student and staff members to recognize and be

tolerant of each other's views. The curricula of the school provides understanding and mutual

respect among students regarding all religious beliefs and practices. We do not require

students to be Christian in order to attend AIS; we are a rigorous school that teaches critical

thinking, respect for other cultures, and ideals, and service to others. However, being a Christ-

centered school, it is understood all students and faculty will honor daily devotions, chapels,

and Christian holidays.

Non-denominational Christian Organization

AIS does not hold affiliation with nor receive funding from any Christian denomination. It is the

goal of AIS to find common ground with all facets of Christianity, focusing on upholding what we

feel to be the core tenants of the Bible. These can be found in our Statement of Faith, and it is

our hope that these create a spirit of unity, service, and transparency among our student body,

our faculty, and us, as an institution.

Statement of Faith

We believe the following as the core of that faith in which we find unity as a diverse

Christian community:

• God is creator of the world and of all humankind.

• Each person is responsible to God for the stewardship of the world and of human life.

• All people have separated themselves from God through sin and this separation can only be

healed through the reconciling work of Jesus Christ as Savior and Lord.

• The possibility of pleasing God depends upon each person's acceptance of Jesus Christ as

Savior, and upon receiving and being obedient to the indwelling of the Holy Spirit of God.

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• The full revelation of God's will to humanity is found in the sixty-six books of the Bible.

As A Christian School, we DO NOT expect:

• that all applying students profess Christianity

• that current students must make a decision to become Christian

As a Christian school, we DO expect:

• members of our community to be respectful of all others and their beliefs

• members attend all events and gatherings and be respectful during times of Christian

observances

• members to actively contribute to the overall atmosphere of peace, unity, and acceptance

As a Christian school, we HOPE:

• all feel loved, accepted, and welcome in our school

• all would come to know the love of God through His Son Jesus Christ

• all would be an encouragement to each other to explore and grow in faith

• all would learn to live selflessly and serve others

If a student feels lead to embrace Christianity, we ask that they respond in their own way to

become a Christ follower. Such decisions should not be made out of undue influence, to please

people, or make a favorable impression. Academic preference is never given or withheld on the

basis of professed faith or religious practice.

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The DP- An Introduction

The International Baccalaureate Diploma Programme (IB DP) was established in Geneva in

1968 to provide an international, and internationally recognized, university-entrance

qualification for students between ages 16-19. The programme aims to develop students who

have excellent breadth and depth of knowledge. It provides students with the values and

opportunities that will enable them to develop sound judgments, make wise choices, and

respect others in the global community, producing students who flourish physically,

intellectually, emotionally and ethically.

As the IB DP has grown, so too has its reputation for excellence; the IB DP is now recognized

in almost every country in the world as one of the pre-eminent pre-university qualifications.

Diploma candidates are required to select one subject from Groups 1 to 5 and one subject from

Group 6 or any other group. Usually, three subjects are studied at Higher Level (240 teaching

hours each) and three at Standard Level (150 teaching hours each). By arranging work in this

fashion, students are able to explore some subjects in depth and some more broadly over the

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two-year period.

Successful candidates meet three other requirements in addition to the six subjects. The

interdisciplinary Theory of Knowledge (TOK) course (100 hours) is designed to develop a

coherent approach to learning which transcends and unifies the academic areas and

encourages appreciation of other cultural perspectives. The Extended Essay (EE) of some

4,000 words (40 hours) offers the opportunity to investigate a topic of special interest and

acquaints students with the independent research and writing skills expected at university.

Participation in the school’s Creativity, Activity, & Service (CAS) programme (150 hours)

encourages students to be involved in sports, artistic pursuits and community service work.

The IBO Mission Statement

The International Baccalaureate Organization aims to develop inquiring, knowledgeable and

caring young people who help to create a better and more peaceful world through intercultural

understanding and respect.

To this end the IBO works with schools, governments and international organizations to

develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate

and lifelong learners who understand that other people, with their differences, can also be right.

The IB Learner Profile

IB 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 recognize

and approach complex problems, and make reasoned, ethical decisions.

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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.

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.

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.

The IB learner profile

Aims of the IB Learner Profile

The aim of all IB programmes is to develop internationally minded people who, recognizing

their common humanity and shared guardianship of the planet, help to create a better and more

peaceful world.

The attributes and descriptors of the learner profile define the type of learner the IBO hopes to

develop through its programmes. These programmes promote the education of the whole

person, emphasizing intellectual, personal, emotional and social growth through all domains of

knowledge. By focusing on the dynamic combination of knowledge, skills, independent critical

and creative thought and international-mindedness, the IBO espouses the principle of

educating the whole person for a life of active, responsible citizenship. Underlying the IB

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programmes is the concept of education of the whole person as a lifelong process. The learner

profile is a profile of the whole person as a lifelong learner.

The learner profile is a central tenet of the IB programmes and central to the definition of what it

means to be internationally minded. Thus, the IBO is placing the focus for schools where it

belongs: on learning. It is not intended to be a profile of the perfect student; rather, it can be

considered as a map of a lifelong journey in pursuit of international-mindedness. It places the

learner firmly at the heart of IB programmes and focuses attention on the processes and the

outcomes of learning.

It is the IBO’s intention that the learner profile will provide a clear and explicit statement of what

is expected of students, teachers and school administrators in terms of learning, and what is

expected of parents in terms of support for that learning.

University Entrance

The IB Diploma is a rigorous and demanding program that provides students with a first-class

preparation for their future after AIS. Students follow a course of study with a global reputation

for academic excellence, and universities throughout the world recognize the IB Diploma as an

entrance qualification to higher education degree courses. In some countries, such as the

United States and Canada, the IB Diploma qualifies students for advanced placement or

academic credits; furthermore, students with the IB Diploma are accepted at a higher rate at

selective U.S. universities than those with other qualifications. In general, European universities

prefer the IB Diploma for entrance over IB Certificates or the High School Diploma. In Ghana,

the IBDP is accepted for university entrance.

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The IB Diploma Programme at AIS

Course Selection

Students should start the process of choosing their personal program by consulting the list of

subjects offered by AIS.

As well as considering their personal strengths in individual subjects, when making course

selections students should also take into account their future education and career plans.

Students should become familiar with the specific requirements of the universities in the

countries to which they intend to apply as different universities in different countries have

different entrance requirements. It is very important that you are aware that specific subjects or

combinations of subjects could be required (or excluded) by the country or university of your

choice. Information about universities around the world is available from AIS’ university

counselor.

It is strongly recommended that students spend as much time as possible discussing their

options with as many people as possible, including parents and teachers. Decisions made at

this stage in a student’s education could affect the rest of their lives, so it is vital that choices

are made only after full research and consultation.

To be eligible for the IB Diploma, each student is required to follow six IB courses, with one

subject taken from groups 1 to 5 and one from Group 6 or any other group in the curriculum

model:

Group 1: language A ( language and literature)

Group 2: second language (language and acquisition)

Group 3: individuals and societies

Group 4: experimental sciences

Group 5: mathematics

Group 6: arts OR one subject from group 1

Further, all IB Diploma students must choose

Three or Two courses at standard level (SL)

In addition, all IB Diploma students must complete:

A course in the Theory of Knowledge (TOK)

A 4,000-word Extended Essay in a subject of their choice

A Creativity, Activity, & Service (CAS) programme

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The following subjects are available at AIS for our IBDP programme at both Higher and

Standard Level.

Group 1

Most students will offer English A: Language and Literature as Language A but it is

possible for students to follow self-taught Language A courses in other languages.

Group 2

French B and Spanish B are available.

Group 3

History, Geography and Economics are the subjects available in this group.

Group 4

Biology, Chemistry, Computer Science and Physics are available here.

Group 5

Mathematics courses offered are Mathematics Higher Level and Mathematics Standard

Level.

Group 6

Visual Arts is offered in this group.

IB Assessment

Each of the six IB subjects which contribute toward the individual candidate’s IB diploma is

assessed on the scale of 1 to 7. The word descriptions for each of these grades are as follows:

1 Very Poor

2 Poor

3 Mediocre

4 Satisfactory

5 Good

6 Very Good

7 Excellent

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Each of the six subjects studied by the student has a maximum of seven points to make a

maximum total of 42. The Theory of Knowledge course and the Extended Essay carry a further

3 points – calculated using a matrix (see below) – bringing the maximum total to 45. Apart from

various specific failing conditions, a candidate needs 24 points for the award of a diploma.

Theory of Knowledge

Ex

ten

de

d E

ssa

y

A B C D E No

submission

A 3 3 2 2 1 N

B 3 2 1 1 0 N

C 2 1 1 0 0 N

D 2 1 0 0 0 N

E 1 0 0 0 Diploma

failed

N

No

submission

N N N N N N

IB Certificates

An IB Certificate will be awarded externally, by the IB, for any IB examination taken.

IB Diploma

A student will be eligible for the award of the IB Diploma if he/she meets the criteria outlined by

the IB (below). This will include taking external examinations in all courses, plus completing

additional work specific to the IB Diploma: Theory of Knowledge (TOK), Creativity, Action, &

Service (CAS) and the Extended Essay. The award of the IB Diploma is made externally by the

IB.

The Award of the IB Diploma

To be a successful IB Diploma student, it is necessary to be punctual both to classes and to

school, to have an excellent attendance record, and to complete work on time and to an

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appropriate standard. In all courses, students must complete mandatory coursework

assignments; typically this coursework amounts to 25% of the final grade for each course,

although in some cases it may be higher or lower. The key to doing this work to an acceptable

standard is organization, and the importance of keeping to internal deadlines cannot be

stressed enough.

In general, in order to receive the IB Diploma, a student will have to score at least a 4 in each

subject, or 24 points or more in total. The full criteria for passing the IB DP are set out below

and students need to be aware that a score of 24 points will not always guarantee a pass.

Details of failing conditions can be found later on in this handbook under Assessment Policy.

Examination Sessions

Final examinations for the IB diploma are offered twice a year – in May and November.

Association International School is a May session school.

Current IB Teachers at AIS

The Diploma Core

The Core IB Curriculum is made up of Theory of Knowledge, Creativity, Activity and Service

and Extended Essay.

Name of Subject Name of Teacher(s)

Language and Literature Ama Serwah Nerquaye-Tetteh

French Lily Agbezuge

Spanish Dzek Atsu Gbemou

History Solomon G.K. Sackitey

Economics Mark Adjei-Tetteh

Geography Emmanuel Arthur

Physics Emmanuel Adu-Saforo

Chemistry Ebenezer Kumah

Biology Christopher Adika

Mathematics HL Joseph Botwe

Mathematics SL Mathias Lawluvi

Visual Arts Ernest Asante-Agyei

CAS Dhalia Sabeh/Mike Williams

TOK Ama Serwah Nerquaye-Tetteh , Solomon Sackitey

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Theory of Knowledge (TOK)

Theory of Knowledge is a course that asks students to reflect on the nature of knowledge, and

on how we know what we claim to know. Students are taught to seek out knowledge through

critical thinking and analysis of the Ways of Knowing: Perception, Emotion, Reason,

Imagination, Faith, Intuition, Memory and Language. The central features of the Theory of

Knowledge course are critical analysis questions called Knowledge Questions.

Students complete one hundred hours over the two-year course. The course is comprised of

eight units focused on the following Areas of Knowledge:

• Mathematics

• Natural Sciences

• Human Sciences

• History

• Art

• Ethics

• Religious Knowledge systems

• Indigenous Knowledge systems

Assessment

Students are assessed based solely on two pieces of work:

The TOK Essay on a prescribed title (1,600 words). This is supervised by a teacher in

the school, and then graded externally by an IB examiner;

The TOK Group Presentation (approximately 10 minutes per student either solely or in

groups of up to three). This is supervised and assessed by a teacher in the school. The

final grade is then sent to the IB.

The final TOK grade and the final Extended Essay grade count for a possible maximum of 3

extra points to be added to a student’s Diploma subjects score. A grade of E will fail the

Diploma.

The Extended Essay

The Extended Essay is is an independent, self-directed piece of research, finishing with a

4,000-word paper. It provides practical preparation for undergraduate research and an

opportunity for students to investigate a topic of special interest to them, which is also related to

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one of the student's six DP subjects. Students are required to devote 40+ hours to the essay

over the course of twelve months.

Subject Choice

The student can choose a topic from any of the subjects they offer. The subject should offer the

opportunity for in-depth research but should also be limited in scope. It should present the

candidate with the opportunity to collect or generate information and/or data for analysis and

evaluation.

The World Studies Extended Essay is a challenging but rewarding experience that allows

students to explore issues of global significance. The chosen topic must address both an issue

of global significance, and invite an interdisciplinary approach

The most successful topics reveal connections between specific and/or local places, people,

phenomena or experiences, and the larger global framework in which they take place.

Extended Essays submitted in Language B Language or Literature must be written in that

language.

All other essays must be in English.

Organization of the Extended Essay

The Extended Essay is limited to 4,000 words and should include an abstract, an introduction,

a development methodology, a conclusion, a bibliography, and any necessary appendices.

Together with the TOK, the EE contributes 3 points as earlier covered to award a possible

maximum of 3 extra points to be added to a student’s Diploma score. Candidates who fail to

submit satisfactory work in either area will fail the Diploma.

Creativity, Activity and Service

CAS involves students in a range of activities alongside their academic studies. The three

strands of CAS, which are often interwoven with particular activities, are characterized as

follows:

Creativity – arts, and other experiences that involve creative thinking.

Activity – physical exertion contributing to a healthy lifestyle, complementing academic

work elsewhere in the DP.

Service – an unpaid and voluntary exchange that has a learning benefit for the student.

The rights, dignity and autonomy of all those involved are respected.

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In order to demonstrate these concepts, students are required to undertake a CAS Project. The

project challenges students to:

show initiative

demonstrate perseverance

develop skills such as collaboration, problem solving and decision making.

Although it is not formally assessed, students reflect on their CAS experiences as part of the

DP, and provide evidence of achieving the learning outcomes for CAS.

Subjects

Group 1: Language A: Language and Literature (English)

Language A: Language and Literature is directed towards developing and understanding the

constructed nature of meanings generated by language and the function of context in this

process (in language and literature). This course is designed for students who have experience

of using the language in an academic context, and supports future academic study in the

subject by developing a high social, aesthetic and cultural literacy, as well as effective

communication skills.

A key aim of the Language A: Language and Literature course is to encourage students to

question the meaning generated by language and texts, which, it can be argued, is rarely

straightforward and unambiguous. Helping students to focus closely on the language of the

texts they study and to become aware of the role of each text’s wider context in shaping its

meaning is central to the course.

Part 1: Language in Cultural Context.

Language in cultural context looks at the audience and purpose of texts and how language,

language changes, and meaning are shaped by culture and context. It involves the study of

topics such as language and power, language and belief, language and taboo, language and

gender, language history and translation.

Part 2: Language and Mass Communication.

Language and mass communication looks at different forms of mass communication and how

these use language to inform, persuade or entertain. It involves the study of topics such as the

media institutions, political and legal language, popular culture, and advertising.

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Part 3: Literature – Texts and Contexts

(HL 3 texts, SL 2 texts). Texts and contexts examine meaning in a text as shaped by culture:

that is, by the contexts of the circumstances of its production, by what the reader brings to it,

and by social context, cultural heritage and historical change.

Part 4: Literature –Critical Study (HL & SL 3 texts), or the close reading of texts.

The assessment model for Language A: Language and Literature is the same at higher level

(HL) and standard level (SL), but there are significant quantitative and qualitative differences

between the levels. For example, HL students study six literary texts, SL students study four;

HL students produce four written tasks of up to 1,000 words during the course, SL students

three; and the questions in the essay assessment paper are the same for both levels, but with

different assessment criteria applied

Assessment

Completion of TWO (HL) or ONE (SL) written assignment(s)

Completion of two oral assessments

Two external examination papers

Group 2: Languages B French, Spanish

Language B (HL or SL) is an additional language learning course designed for students with some previous learning of that language. The foci of these courses are language acquisition, intercultural understanding, and development of language skills. These language skills should 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 are related to the culture(s) concerned. The core—with topics common to both levels—is divided into three areas and is a required area of study: • Communication and media

• Global issues

• Social relationships In addition, at both SL and HL, teachers select two from the following five options: • Cultural diversity

• Customs and traditions

• Health

• Leisure

• Science and technology Assessment for both HL and SL Completion of one Written Assignment:

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• Receptive and written productive skills: Creative writing of 300-400 (SL) or 500-600 (HL) words plus 100-word rationale, based on the core (SL) or 150-word rationale, based on one of the literary texts read. Completion of two oral assessments: • Individual Oral: 15 minutes’ preparation time and a 10-minute (maximum) presentation and discussion with the teacher;

• Interactive Oral (based on the core): three classroom activities assessed by the teacher. Two external examination papers: • Paper 1 (Receptive skills): Text-handling exercises on four written texts, based on the core; • Paper 2 (Written productive skills): Compulsory writing exercises.

Group 3: Individuals and Societies

History

All students, higher and standard level, Students will learn on the prescribed topic – The Move

to Global War.

All students will also explore three key topics in world history.

Authoritarian states (20th century)

Causes and effects of 20th century wars

The Cold War: Superpower tensions and rivalries (20th century)

In addition HL students will study one of four regional options: we have chosen

• History of Africa and the Middle East

Assessment

Historical investigation: 2,000 words (SL 25%, HL 20%)

Paper 1 (HL/SL): Source analysis paper: Five source questions (1 hour)

Paper 2 (HL/SL): Essay paper: two timed essays (1.5 hours)

Based on two of our three world history topics

Paper 3 (HL): Essay paper: three timed essays (2.5 hours) on History of Africa and the

Middle East.

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Economics

The course will enable students to develop an understanding of microeconomic and

macroeconomic theories and concepts and their real world application. In addition, it

develops an awareness of development issues that nations face as they undergo the

process of change.

No prior knowledge of economics is required. Standard level economics students would

benefit if they feel comfortable using mathematical tools such as index numbers,

percentages, simple multiplications and being able to draw and interpret graphs.

Key Questions

Why has the Euro fallen in value? Why is inflation a problem? What factors influence the price of

oil? What policies can a government use to reduce traffic congestion? Why has the Chinese

economy grown so quickly? Why does the US have such a large trade deficit? These are the

types of questions with which the IB Diploma Economics syllabus is concerned.

Course Outline

Section 1: Microeconomics

• Competitive Markets: Demand and Supply

• Elasticity

• Government Intervention

• Market Failure

• Theory of the Firm (HL Only)

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Section 4: Development Economics

• Measuring Economic Development

• The Role of Domestic Factors

• The Role of International Trade

• The Role of Foreign Direct Investment

• The Role of Foreign Aid and Multilateral Development Assistance

• The Role of International Debt

The Balance between Markets and Intervention

Assessment

Internal assessment

Candidates must produce a portfolio of four commentaries, each 650-750 words, based on

a news media extract, linking economic theory to a real-world situation. Three of the four

commentaries must have as their main focus a different section of the syllabus, although it

is acceptable for commentaries to make reference to other sections. The fourth commentary

Section 2: Macroeconomics

• The level of overall economic activity

• Aggregate Demand and Aggregate Supply

• Macroeconomic Objectives

• Fiscal, Monetary and Supply-side Policies Section 3: International Economics

• International Trade Exchange Rates

• The Balance of Payments Economic

• Integration Terms of Trade (HL Only)

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can focus either on a single section or on two or more sections of the syllabus. School

deadlines in both Grade 11 and Grade 12 will be determined for both a draft and final

version of the required commentaries.

External assessment

• Extended-response question paper (HL and SL): 1 hour

• Each question is divided into two parts and may relate to more than one section of the

syllabus.

• A data-response paper (HL and SL): 2 hour

• Short- answer question paper (HL): 1 hour

• This paper is based on all five sections of the syllabus.

Geography

The syllabus consists of one core theme and a number of options. The core theme

“Population, Resources and Development” is common to both standard and higher levels.

Population, Resources and Development

The topics covered in this theme include areas of knowledge, geographical concepts and

skills which are also relevant to other schemes. The theme examines the nature of human

populations and the human ability to exploit resources. Development is essentially a

complex consequence of this exploitation. Thus, it is appropriate that the three topics of

population, resources and development are considered together.

Geography options:

• Lithospheric processes and hazards

• Ecosystems and human activity

• Settlements

• Globalization (higher level only)

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Teaching is largely based on case studies, and students' research skills and inquiry

methodologies are emphasized. Specific skills include data analysis, including simple

statistical analysis, presentation of arguments and results in short essays, map work, etc.

Both higher and standard level will have to carry out Internal Assessment work. A fieldwork

trip is planned for both higher and standard level students, to facilitate practical research

work and completion of the internal assessment.

Assessment

• Internal assessment: Coursework based upon fieldwork undertaken by the student.

• External assessment: External examination (two papers at standard level, three papers at

higher level).

Group 4: Experimental Sciences

Computer Science

IBDP Computer science comes in two levels: Standard Level (SL) and Higher Level (HL). It requires an understanding of the fundamental concepts of computational thinking as well as knowledge of how computers and other digital devices operate. The course is engaging, accessible, inspiring and rigorous. During the course the student will develop computational solutions. This will involve the ability to:

• identify a problem or unanswered question

• design, prototype and test a proposed solution

• liaise with clients to evaluate the success of the proposed solution and make recommendations for future developments.

The contents of the course are tabulated below.

Core (SL/HL) • Topic 1: System fundamentals

• Topic 2: Computer organization

• Topic 3: Networks

• Topic 4: Computational thinking, problem-solving and programming

HL Extension The topics that must be studied, including some practical work, are:

• Topic 5: Abstract data structures

• Topic 6: Resource management

• Topic 7: Control (14 hours) Case study Additional subject content introduced by the annually issued case study

Optional (One of the following is

taught) SL/HL core; HL extension Students study one of the following options: Option A: Databases

Option B: Modelling and simulation Option C: Web science Option D: Object-oriented programming (OOP)

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Internal assessment Solution Practical application of skills through the development of a product and associated documentation Group 4 project The group 4 project is a collaborative activity where students from different group 4 subjects work together on a scientific or technological topic, allowing for concepts and perceptions from across the disciplines to be shared. This is to encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method. The project can be practically or theoretically based.

External Assessment-70% (SL) Paper 1 (1 hour 30 minutes)-45% Paper 2 (1 hour)-25% Internal assessment (40 hours)-30% Group 4 project (10 hours) Calculators: The use of calculators is not permitted in any computer science examination.

External Assessment-80%

(HL) Paper 1 (2 hours 10 minutes)-40% Paper 2 (1 hour 20 minutes)-20% Paper 3 (1 hour)-20% Internal assessment (40 hours)-20% Group 4 project (10 hours) Calculators: The use of calculators is not permitted in any computer science examination.

Biology

Higher level biology is an in-depth study of modern biology and provides a sound foundation for

college and university courses in biology, medicine, biochemistry, environmental studies, etc. A

solid foundation in biology and a good working knowledge of chemistry are required for this

course.

Core

Cell biology

Molecular biology

Genetics

Nucleic acids

Metabolism, cell respiration and

photosynthesis

Ecology

Evolution and biodiversity

Human physiology

Plant biology

Genetics and evolution

Animal physiology

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Standard level biology meets different needs than the Higher Level course. The course

contains compulsory core material and in addition students have to study two optional

topics.

Core

Cell biology

Molecular biology

Genetics

Ecology

Evolution and biodiversity

Human physiology

Options (two of the following are

taught)

Neurobiology and Behavior

Microbes and Biotechnology

Ecology and Conservation Further

Human Physiology

Options (two of the following are

taught)

Neurobiology and Behavior

Microbes and Biotechnology

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Chemistry

Higher level chemistry is an in-depth study of modern chemistry and provides a

sound foundation for college and university courses in chemistry, medicine,

biochemistry, pharmacology, environmental studies, chemical engineering, etc. This

chemistry course requires previous knowledge as certain areas of the subject are

studied in considerable detail.

The comprehensive syllabus contains core material and two option topics:

Core

Stoichiometric relationships

Atomic structure

Periodicity

Chemical bonding and structure

Energetics/thermochemistry

Chemical kinetics

Equilibrium

Acids and bases

Redox processes

Organic chemistry

Measurement and data processing

Measurement and analysis Options (two of the following are

taught)

Biochemistry

Materials

Energy

Medicinal chemistry

Standard level chemistry has been specifically designed for the student who wishes

to know more of the applications of chemistry, while still wanting to further their

knowledge of the more "pure" aspects of the subject.

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The common core of the syllabus covers similar material to the higher level course

although not in the same detail.

Core

Stoichiometric relationships

Atomic structure

Periodicity

Chemical bonding and structure

Energetics/thermochemistry

Chemical kinetics

Equilibrium

Acids and bases

Redox process

Organic chemistry

Measurement and data processing

Options (two of the following are

taught)

Biochemistry

Materials

Energy

Medicinal chemistry

Physics

Higher level physics is relevant to university courses in physics, engineering or

electronics, and would be useful to anyone wishing to study mathematics or science

at a higher level. It encourages the student to think in a logical, consistent and

mathematical way. IB higher level mathematics is extremely useful, although not

essential, for this course. The topics covered are:

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Core

Measurements and uncertainties

Mechanics

Thermal physics

Waves

Electricity and magnetism

Circular motion and gravitation

Atomic, nuclear and particle physics

Energy production

Additional Topics

Wave phenomena

Fields

Options (two from the following)

Astrophysics

Relativity

Electromagnetic Induction

Quantum Physics and Nuclear Physics

Imaging Physics

Engineering Physics

Standard level physics places a strong emphasis on problem solving abilities both in

practical and theoretical work. The course provides a useful grounding in basic physics

and therefore has relevance to the other sciences and mathematics. In addition, work

on language in science and a general understanding of current scientific issues are

given emphasis. Practical work also encourages the student to think resourcefully. The

core topics studied are the same as those for higher level. Two options are also studied.

Core

Measurements and uncertainties

Mechanics

Thermal physics

Waves

Electricity and magnetism

Circular motion and gravitation

Atomic, nuclear and particle physics

Energy production

Options (two from the following)

Astrophysics

Relativity

Imaging Physics

Engineering Physics

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All students are expected to attend a residential field trip in Grade 12 in order to

complete the group 4 project requirement.

Biology, Chemistry, Physics: Assessment

All subjects are assessed through three written examination papers in addition to the

presentation of laboratory reports prepared over the two-year course. All students

must also show evidence of participation in the trans-disciplinary group 4 project.

Higher level Paper 1

Paper 2

Paper 3

Internal Assessment (Laboratory work)

20%

36%

24%

20%

Standard level Paper 1

Paper 2

Paper 3

Internal Assessment (Laboratory work)

20%

40%

20%

20%

Group 5: Mathematics

Mathematics HL

The higher level (HL) mathematics course caters for students with a good

background in mathematics who are competent in a range of analytical and technical

skills. The majority of these students will be expecting to include mathematics as a

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

within courses such as physics, engineering and technology. Others may take this

subject because they have a strong interest in mathematics and enjoy meeting its

challenges and engaging with its problems.

The course consists of the study of seven topics, all of which are compulsory.

Students must study all the sub-topics contained within each of the topics in the

syllabus.

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Study Topics

Topic 1: Algebra

Topic 2: Functions and Equations

Topic 3: Circular Functions and Trigonometry Topic 4: Vectors

Topic 5: Statistics and Probability Topic 6: Calculus

Option syllabus

Students must study all the sub-topics in one of the following options: Topic 8:

Statistics and Probability

Topic 9: Sets, Relations and Groups

Topic 10: Series and Differential Equations Topic 11: Discrete Mathematics

Assessment

Internal assessment

Mathematical exploration 20%: The internally assessed component in this course is

a mathematical exploration. This is a short report written by the student based on a

topic chosen by him or her, and it should focus on the mathematics of that particular

area. The emphasis is on mathematical communication (including formulae,

diagrams, graphs and so on), with accompanying commentary, good mathematical

writing and thoughtful reflection. This accounts for 20% of final assessment.

External assessment

There are three written examination papers:

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Paper 1 (2 hrs): 30% of final assessment (no calculator allowed)

Paper 2 (2 hrs): 30% of final assessment (graphic display calculator (GDC) required)

Paper 3 (1 hr): 20% of final assessment (graphic display calculator (GDC) required)

Mathematics SL

The Standard Level Mathematics course caters for students who already possess

knowledge of basic mathematical concepts, and who are equipped with the skills

needed to apply simple mathematical techniques correctly. The majority of these

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

future studies in subjects such as chemistry, economics, psychology and business

administration.

The course consists of the study of seven topics, all of which are compulsory.

Students must study all the sub-topics contained within each of the topics in the

syllabus.

Study Topics

Topic 1: Algebra

Topic 2: Functions and Equations

Topic 3: Circular Functions and Trigonometry Topic 4: Vectors

Topic 6: Statistics and Probability Topic 7: Calculus

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Assessment

Internal assessment

The internally assessed component in this course is a mathematical exploration.

This is a short report written by the student based on a topic chosen by him or her,

and it should focus on the mathematics of that particular area. The emphasis is on

mathematical communication, with accompanying commentary, good mathematical

writing and thoughtful reflection. This accounts for 20% of the final assessment.

External assessment

There are 2 written papers:

Paper 1 (1 hr 30 min): 40% of final assessment

Paper 2 (1 hr 30 min): 40% of final assessment

Group 6 –The Arts

Visual Arts

IB Visual Arts subject is made up three components namely comparative studies,

process portfolio and exhibition.

Comparative Study: 20%: An ongoing analysis and comparison of different artworks

by different artists. This independent critical and contextual investigation explores

artworks, objects and artifacts from differing cultural contexts. HL students will also

submit an analysis of the extent to which their work and practices have been influenced

by the art and artists examined. Process Portfolio- 40%: is based much on the practice

of keeping a sketchbook, but includes so much more! You will keep a Visual Journal

that will contain written notes, photos, exhibition leaflets, postcards, sketches,

experiments with different media, written analysis of artworks, brainstorms, as well as

more ‘finished’ drawings and paintings. By the end of the course, you should aim to

have about two Visual Journals completed.

Exhibition- 40%: These could be drawings, paintings, prints, ceramics, sculptures,

collages, design work, digital artwork, photography, architectural models, textiles or

mixed media work. Your final Exhibition must show your personal interests and artistic

skills through a range of different media and techniques. Both SL and HL students

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should, as a minimum, working with at least two art-making forms and three art-making

forms, selected from a minimum of one column and two columns respectively.

Assessment OVERVIEW: The Exhibition component of IB Visual Arts will be

internally assessed. In January of IBDP 2, you will organize a final Exhibition of your

work that shows the very best representation of the artwork you produce over the

course of IB Visual Arts.

Portfolio components of IB Visual Arts will be externally assessed by IB examiners.

Assessment by Semester: The IBO weighting of the different areas of Exhibition

(40%), Comparative Study (20%) and Process Portfolio (40%) will be applied each

semester. Certain page guidelines will be given to complete work for the Comparative

Study research and Process Portfolio investigations in your Visual Journal per week or

per semester.

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CALENDAR OF DEADLINES

IB Dates and Deadlines: August 2017 – June 2019

Date(s) Group Activity In Charge

8th-12th August 2017 IB teachers Staff Development Week Academic Management

Team

26th August 2017 IB1 Students start IBDP

IBDP

Coordinator/Boarding

Teachers

28th – 1st September 2017 IB1 IB1 Orientation IBC/CAS /Activities

Coordinator

2nd -3rd September 2017 IB1 IB1 Orientation Trip IBC/CAS/Activities

Coordinator

14th September 2017 IB1 First CAS Meetings/Sign Up IBC/CAS/Activities

Coordinator

4th September 2017 IB1 Classes begin IBDP Coordinator

4th September 2017 IB teachers Curriculum Meeting IBDP Coordinator

25th September 2017 IB1 Group 4 Project – Brainstorming Session Science teachers

2nd October 2017 IB teachers Curriculum Meeting IBDP Coordinator

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12th – 20th October 2017: Mid-Semester Vacation

23rd – 24th October 2017 IB1 Group 4 Project – Action Phase Science teachers

6th November 2017 IB teachers Curriculum Meeting IBDP Coordinator

4th- 12th December 2017 IB1 End of Semester Examinations Secondary Head/IBDP

Coordinator

13th December 2017 IB1 Group 4 Project – Presentation and Evaluation Science teachers

14th December 2017 IB1 CAS Activities end – CAS adviser meetings CAS coordinator and

advisers

15th December 2017 – 10th January 2018

9th January 2018 IB teachers Staff Development Day Academic Management

Team

10th January 2018 IB1 Classes begin IBDP Coordinator/Head of

Secondary

16th January 2018 IB1 Extended Essay: Weekly Tuesday sessions start IB and EE

coordinators/Librarian

5th February 2018 IB teachers Curriculum Meeting IBDP Coordinator

28th February 2018 IB1 History 20th Century Historical Investigations Due History teacher

27th February 2018 IB1 Extended Essay Consultation Day 1 – no lessons

for IB1

EE coordinator and

supervisors

Easter Mid-Semester Break

9th April 2018 IB teachers Curriculum Meeting IBDP Coordinator

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27th April 2018 IG2 Course Options Choices submitted by IG2

Students IBDP Coordinator

2nd May 2018 IB1 Theory of Knowledge – 1st 800-word essay

submitted TOK Teachers

8th May 2018 IB1 CAS Adviser meetings CAS coordinator and

advisors

9th May 2018 IB1 Extended Essay: progress report IB and EE coordinator

28th May– 5th June 2018 IB1 End of IB1 Examinations IBDP Coordinator/Head of

Secondary

8th June – 10th August 2018: Summer Holidays

6th – 10th August 2018 IB teachers Staff Development Week Academic Management

Team

20th August 2018 IB2 EE Day 3 -No classes for IB2. First Draft of EE

due - 2000 words

IBDP Coordinator / EE

Supervisor

9th September 2018 LangLit Written Task 3 due LangLit Teacher

4th September 2018 Visual Arts Comparative Study Full Draft due Art Teacher

18th September 2018 IB2 Math SL/HL IA Draft Deadline

12th – 22nd October 2018: Mid-Semester Vacation

21st October 2018 IB2 Economics IA due Economics Teacher

21st October – 11th November

2018

IB2 Final TOK Presentations TOK teachers

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25th October 2018 IB2 Extended Essay – final draft to supervisors for final

feedback comments

EE coordinator and

supervisors

1st November 2018 IB2 Extended Essays – annotated drafts returned to

students

EE coordinator and

supervisors

20th November 2018 IB teachers Curriculum Meeting IBDP Coordinator

21st – 29th November 2018 IB2 Mid-Year Examinations Head of Secondary

3rd December 2018 IB2 Economics IA 3 due

5th December 2018 IB2 CAS Activities end – CAS adviser meetings CAS coordinator and

advisers

19th November 2018 IB teachers Curriculum Meeting IBDP Coordinator

21st October – 11th November

2018 IB2 Final TOK Presentations TOK teachers

10th December 2018 IB2 Physics, Chemistry and Biology Individual

Investigations 1st draft Due Science Teachers

12th December 2018 IB2 LangLit Written Task 4 due/HL Written Task 2 LangLit Teacher

15th December 2018 IB2 Extended Essay Final Submission IBDP Coordinator /EE

Coordinator

19th December 2018 – 4th January 2019

15th January 2018 IB2 Viva Voce EE coordinator and

supervisors

6th January 2019 IB2 Predicted Grades for College Applications IBDP Coordinator

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teachers submitted

16th January 2019 IB2 Final CAS reflections submitted CAS coordinator and

advisers

24th January 2019 IB2 TOK Final Essay submitted IBDP Coordinator

31st January 2019 IB2 Mathematics Portfolios and Projects Mathematics teachers

31st January 2019 IB2 Geography Fieldwork and Coursework Geography teacher

7th February 2019 IB2 Economics IA due Economics teachers

7th February 2019 IB2 Computer Science Dossiers Computer Science teacher

7th February 2019 IB2 Science Portfolios Science teachers

7th – 14th February 2019 IB2 Written Assignment – language B Group 2 teachers

12th February 2019 IB2 Written assignment – language ab initio Group 2 teachers

12th February 2019 IB teachers Curriculum Meeting IBDP Coordinator

17th – 21st February 2019 IB2 Group 1 Orals Group 1 teachers

24th – 27th February 2019 IB2 Group 2 Orals Group 2 teachers

11th February 2019 IB teachers Curriculum Meeting IBDP Coordinator

22nd February 2019 Final TOK Essay Submitted

3rd – 14th March 2019 IB2 Mock Examinations Head of Secondary

26th March 2019 IB2

teachers

All Internal Assessment Grades submitted IBDP Coordinator

All Predicted Grades submitted

IB2 Art Exhibition starts until end of semester

2nd April 2019 IB2

teachers All Internal Assessment Sample Work submitted IBDP Coordinator

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7th April 2019 IG2 Parents IB Orientation for IG2 Students and Parents IBDP Coordinator

17th April 2019 IB2 Last day of lessons IB Teachers

30th March 2019 IG2 Parents IB Orientation for IG2 Students and Parents IBDP Coordinator

2nd - 12th April 2019: Mid-Semester Break

13th April 2019 IG2 Course Options Choices submitted by IG2

Students IBDP Coordinator

28th April 2019 IG2 Course Options Choices submitted by IG2

Students IBDP Coordinator

30th April 2019 IB teachers Curriculum Meeting IBDP Coordinator

5th May 2019 IB2 IB Final Examinations start IBDP Coordinator

23rd May 2019 IB2 IB Final Examinations end IBDP Coordinator

31st May 2019 IB2 Leavers’ Dinner Academic Management

Team

7th June 2019 IB2 Graduation/Speech Day Academic Management

Team

6th July 2019 IB2 Issue of IB Results IBDP Coordinator

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AIS IB Policies

There are five IB policies that will be provided and must be read together with this

handbook and the General regulations: Diploma Programme - International

Baccalaureate document.

These are the :

Admissions Policy

Assessment Policy

Special Education Needs and Inclusion Policy

Academic Honesty Policy

Language Policy

Contact

For further enquiries, please Contact

Dr Suzanne Nti –Head of Secondary Division on

School Telephone -0302777735

Mobile- : 0245 618613

Email: [email protected]

Ama Serwah Nerquaye-Tetteh – IB Diploma Coordinator on

School Telephone -0302777735

Mobile- : 0266138286

Email: [email protected]

Solomon G.K. Sackitey –Extended Essay Coordinator on

School Telephone -0302777735

Mobile- : 0244786023

Email: [email protected]

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