International Baccalaureate (IB) Diploma …...The International Baccalaureate (IB) Diploma Programme (DP) is a comprehensive and rigorous two-year academic programme, which offers

International Baccalaureate (IB) Diploma Programme (DP)

and Career-related Programme (CP)

2018- 2020Guide for IBDP and IBCP Students

THE INTERNATIONAL SCHOOL OF THE HAGUE: GUIDING STATEMENTS 4Vision 4Mission 4Value Statements 4▪ Curious 4▪ Connected 4▪ Compassionate 4

THE IB LEARNER PROFILE 5

THE IB DIPLOMA PROGRAMME 6Welcome to the IB Diploma Programme at ISH 6The IB Diploma Programme at a Glance 6▪ TheDPCurriculumModel 7▪ GeneralConditionsforanIBDiploma 7▪ TheDPAssessmentModel 8The IBDP Core 8▪ TheoryofKnowledge 8▪ TheExtendedEssay 9▪ BonusPointsMatrix 9▪ Creativity,ActivityandService 9The DP Subjects 10▪ Group1:StudiesinLanguageandLiterature 11▪ Group2:LanguageAcquisition 14▪ Groups1and2:TutoredandSelf-taughtLanguages 16▪ Group3:IndividualsandSocieties 17▪ Group4:Sciences 26▪ InterdisciplinarySubjects:EnvironmentalSystemsandSocieties(Groups3and4) 30▪ Group5:Mathematics 31▪ Group6:TheArts 33▪ OnlineCourses 37Physical and Health Education 38Assessment and Grading 39▪ AssessmentintheDP 39▪ DPGrades 39▪ PromotionfromYear12toYear13 40Award of the IB Diploma 43▪ RequirementsfortheAwardoftheIBDiploma 43

THE IB CAREER-RELATED PROGRAMME 45Welcome to the IB Career-related Programme at ISH 45The IB Career-related Programme at a Glance 45▪ TheCPCurriculumModel 46▪ TheCPAssessmentModel 47The IBCP Core 47▪ PersonalandProfessionalSkills 48▪ ServiceLearning 49▪ LanguageDevelopment 50▪ TheReflectiveProject 51

Career-related Studies: BTEC in Business 52▪ PearsonBTECLevel3NationalDiplomainBusiness 52▪ Assessment 52

▪ Skillsneededtosuccessfullycompletethecourse 53▪ RecordingStudentAchievement 53▪ PromotionfromYear12toYear13 54▪ Re-sitexaminationattheendofYear12 54▪ AwardoftheCPCertificate 55

LIFE IN THE UPPER SCHOOL 56An IBDP/CP Student’s Study Programme 56▪ TimetableandFreePeriods 56▪ MissedLessons60 56Pastoral Care 56▪ TheRoleoftheMentor 57▪ TheMentorProgramme 57▪ TheRoleoftheYearLeaderandAssistantYearLeader 57Other Support Structures 57▪ LibraryResourceCentre 57▪ CareersGuidance 58▪ LearningSupport 58▪ Well-Being 59

SCHOOL RULES 60Absences and Lates 60Meeting School Expectations 61▪ ConsequencesofNotMeetingSchoolExpectationse 61Homework Guidelines 62Late Work Protocol 62▪ FormalWrittenAssessments 62▪ OralFormalAssessments 62▪ OtherLateWork 63▪ Catch-upWorkorTests 63Ethical Behaviour and Academic Integrity 63▪ ConsequencesofAcademicMisconduct 64Subject Changes 67

KEY STAFF FOR THE UPPER SCHOOL 68The Role of the Deputy Heads 68Other Key Staff 68

FURTHER READING 69

BIBLIOGRAPHY 69

THE INTERNATIONAL SCHOOL OF THE HAGUE: GUIDING STATEMENTS

Vision

Toshapeabetterfutureforall:inspiringstudentstobecomecompassionateandproactiveglobalcitizens

Mission

Curious,connectedandcompassionate:inspiringpersonalexcellenceinourstronganddiversecommunity

Value Statements

Curious• We are open-minded critical thinkers who learn through inquiry, reflection and engaging with differentperspectives

• Welearnaboutourselvesandtheworldaroundusthroughserviceandexperientiallearning• Weareindependentandinterdependentlife-longlearners

Connected• Wetakeprideinthestrengthofourcommunityandthediversitywithinit• Wevalueourindividualidentitiesandcelebrateculturaldiversity• Weconnectwithlocalandglobalcommunitiesthroughourlearning

Compassionate• Wedevelopself-respectandshowcompassiontoothers• Wetakeresponsibilityforouractionsandstrivetohaveapositiveimpact• Weshowcourageandactwithintegrity,fairnessandrespect

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THE IB DIPLOMA PROGRAMME

Welcome to the IB Diploma Programme at ISH

Welcome to the International Baccalaureate (IB) Diploma Programme (DP) at the International School ofTheHague (ISH). Youhavenow successfully completed yourmiddle school educationand youhavedecidedtocontinueyoureducationby following the IBDP inorder togain skills andknowledge thatprepareyou forprofessionallifeoruniversity.

Anewacademicchallengeawaitsyou.Indeed,theIBDPisarealchallenge:fullofintellectualstimulationandrich inopportunitiesforcritical thinkingand independentwork. It isatwo-yearprogrammewhich leadstoaqualificationthatiswidelyacceptedbyuniversitiesallovertheworld.Itisapre-universitycourse,whichmeansthatyouneedtobeacademicallyableandmotivatedtostudynotonlyinclassbutalsoinyourowntime.Itisachallengingacademicprogrammewithrigorousassessmentanditrequiresgoodself-managementskillsandresilience;youneedtobewillingtocommittoseriousstudyandbedeterminedtokeeptothedeadlinesforassignmentsaswellasotherrequirements.However,youshouldnotforgetthattherearemanyrewards:youwillgetaqualificationthatishighlyattractivetouniversities,nottomentionarichexperiencethatgoeswellbeyondstudyingacademicsubjectsandwhichincludesacquiringskillsforlifelonglearning.Furthermore,youwilllearntoworkingroups,setjointtargetsandachievethem.Ifyoudevelopthoseskills,withthesupportofyourteachers,youwillbesuccessfulinthischallengingprogramme.Andindoingso,andwhiletakingadvantageoftherangeofopportunitiesofferedbyourschool todevelopyourselvespersonally,aswell-rounded individuals,youwillaccomplishthemissiontheIBhassetforitself:todevelopinquiring,knowledgeableandcaringyoungpeoplewhohelptocreateabetterandmorepeacefulworldthroughinterculturalunderstandingandrespect;active,compassionateandlifelonglearnerswhounderstandthatotherpeople,withtheirdifferences,canalsoberight.

Asaschool,weofferanacademicandpastoralstructurethatsupportsyou.However,wealsoexpectourstudentstogrowinmaturityandresponsibility,sothatyoucanincreasinglyorganizeyourworkloadaccordingtolong-termdeadlines.Beingreliableinmeetingdeadlinesformorecomplexworkisagreatskilltoacquire,asitpreparesyoufortheapproachtolearningyouwillneedatuniversity.

OfferingabalanceofsupportandownershiptoourYear12and13studentshasprovensuccessfulattheISH.WeareproudofourIBDPresultsandthevastmajorityofourstudentsmoveontoverygooduniversitiesintheworld.Theyfindthemselveswellpreparedforindependentstudyandbecomeresponsiblecitizensofaglobalcommunity.Asaschool,weoffertheframework,butitisreallyourstudentswhosecommitmentandexcellencecontributeconsiderablytothequalityoftheeducation.Beingpartofthislearningcommunityyouwillencounteropenness,expertiseandagenuineinterestinyoursuccessfromourstaffandothermembersofthecommunity.Youwillalsofindfriendsandfellowlearnersfrommorethan80differentcultures.

WebelievethattheIBDPattheISHisamostenjoyableandunforgettableexperienceandwewishyouallthebest.

The IB Diploma Programme at a Glance

TheInternationalBaccalaureate(IB)DiplomaProgramme(DP)isacomprehensiveandrigoroustwo-yearacademicprogramme,whichoffersexcellentpreparationforhighereducation.Itisaninternationalcurriculumrecognizedinmanycountriesaroundtheworld.ThegeneralobjectivesoftheIBDParetoprovidestudentswithabalancededucation, to facilitate geographic and cultural mobility, and to promote international-mindedness throughaholistic learningexperience. Inthe50yearssince its founding, the IBDPhasbecomeasymbolofacademicintegrityand intellectualpromise.Thestudentwhosatisfies itsdemandsdemonstratesastrongcommitmenttolifelonglearning,bothintermsofthemasteryofsubjectcontentandinthedevelopmentoftheskillsanddisciplinenecessaryforsuccessinacompetitiveworld.

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The DP Curriculum Model

TheDPcurriculumcomprisessix subject groups andaCore:u Group1:StudiesinLanguageand Literatureu Group2:LanguageAcquisitionu Group3:IndividualsandSocietiesu Group4:Sciencesu Group5:Mathematicsu Groups6:TheArtsu TheCore:

• Creativity,ActivityandService(CAS)• TheoryofKnowledge(TOK)• ExtendedEssay(EE)

CentraltothephilosophyoftheIBDP,inadditiontothethreeDP Coreelementsmentionedabove,aretheIB Learner Profileandtheapproaches to learning and approaches to teaching.

The tenattributesof the IB LearnerProfileexpress thevalues inherent to the IB continuumof internationaleducation:thesearevaluesthatshouldinfuseallelementsofthethreeprogrammesand,therefore,thecultureandethosofallIBWorldSchools.IBstudentsstrivetobe:inquirers,knowledgeable,thinkers,communicators,principled,open-minded,caring,risk-takers,balanced,andreflective.TheIBprogrammespromotetheeducationof thewholeperson,emphasizing intellectual,personal,emotionalandsocialgrowth throughalldomainsofknowledge.

The approaches to learning(ATL),whichtheIBprogrammesaimtodevelop,arecognitive,meta-cognitiveandaffectiveskillswhicharecrucialforeffectivelearningaswellasinpreparingstudentseffectivelyforlifebeyondschool.TherearefiveATLcategories:thinkingskills,communicationskills,socialskills,self-managementskills,andresearchskills.BydevelopingATLskillsandtheattributesofthelearnerprofile,DPstudentscanbecome“self-regulatedlearners”(Kaplan1998).

The IB promotes a broadly constructivist and student-centred approach to teaching which is based onconnectedness and concurrency of learning. There are six key pedagogical principles that underpin all IBprogrammes.Teachingis:basedoninquiry;focusedonconceptualunderstanding;developedinlocalandglobalcontexts; focusedon effective teamwork and collaboration; differentiated tomeet the needs of all learners;informedbyassessment(formativeandsummative).

General Conditions for an IB Diploma

InordertofulfiltherequirementsforanIBdiploma,studentsmust study:u Sixsubjects,ofwhichatleast3mustbeatHigherLevel(HL);u Atleasttwolanguages(Groups1and2),ofwhichatleastonemustbeaLanguageA(Group1);u AtleastoneIndividualsandSocietiessubject(Group3);1

u AtleastoneScience(Group4);u Mathematics(Group5).

1Anexceptionismadeforstudentswhohavetotake3sciencesduetouniversityrequirements(e.g.medicineinTheNetherlands).These

packagesneedtoreceivespecialauthorizationfromtheIBO.EnvironmentalSystemsandSocieties(ESS)isaninterdisciplinarysubjectthat

cancountforbothGroups3and4.

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Failure to fulfil these requirements set by the IBO for a DP package will result in a student not being eligible for an IB diploma. AsubjectpackagethatdoesnotmeettheserequirementsmaybeeligibleforanIBcertificate;however,thisisnotgenerallyacceptedbyuniversities.

Inaddition,studentsmustsatisfyIBDPconditionsincreativity,activityandservice(CAS),theoryofknowledge(TOK)andtheextendedessay.ThesearethethreeelementsoftheDPCore,whicharecompulsoryforallstudents.

The DP Assessment Model

ThefinalIBDPgradeswillbebasedonbothexternallyassessedcomponentsandinternallyassessedcomponents.

Externalassessment(EA)issenttotheIBandmarkedbyIBexaminers,andincludestheexaminationstakenattheendofthetwo-yearcourse(intheMayandNovembersessions)aswellasavarietyofothertasksthatstudentshavetocompleteinthedifferentsubjectsatvarioustimesundervariousconditionsduringthetwo-yearcourse(e.g.thewrittenassignmentsandwrittentasksforthelanguageAandBcourses,certainassessmentcomponentsinsomeoftheartscourses,theextendedessay,thetheoryofknowledgeessay).Externalassessmentincludes:essays,structuredproblems,short-responsequestions,data-responsequestions,text-responsequestions,case-studyquestions,multiple-choicequestions.

Most courses also include assessment components which are internally marked by teachers and externallymoderatedbytheIB.Internalassessment(IA)includes:oralworkinlanguages,fieldworkingeography,laboratoryworkinthesciences,investigationsinmathematics,artisticperformances.

Thechapteron“TheDPSubjects”providesdescriptionsofeachsubjectofferedatISHaswellasthebreakdownofthefinalgradesintermsofthedifferentformalassessmentcomponentsthatwilldeterminethefinaldiplomagradeforeachsubject.

The IBDP Core

Theory of Knowledge

Theory of Knowledge (TOK) is an important and integral part of the IBDP curriculum, and one of the threecomponentsoftheIBDPCore.StudentscannotbeawardedtheIBdiplomaiftheyhavenotcompletedtheTOKcourse,eveniftheyhavecompletedallothersubjectrequirements.

Thecourseexamineshowweknowwhatweclaimtoknow.Itisacriticalthinkingcoursewhichencouragesstudentstothinkaboutthenatureofknowledge,toreflectontheprocessofacquiringknowledgeinvariousareas,ontheprocessoflearninginallthesubjectstheystudyaspartoftheDP,andtomakeconnectionsacrossthem.

AsanintegralpartoftheIBDPprogramme,TOKissubjecttoassessment.Throughoutthecoursestudentswillberequiredtotakeanactivepartinclassdiscussionsandtoreflectonandusetheknowledgeandskillsacquired.Therearetwoformalassessmentcomponents:uAnoralpresentationassessedinternallyandmoderatedexternally.ThisiscompletedinYear12andaccounts

foronethirdofthefinalgrade.uAnessayonatitlechosenfromthelistoftitlesprescribedbytheIB.Themaximumlengthoftheessay1,600

words.TheessayiscompletedinYear13,isexternallyassessedandaccountsfortwothirdsofthefinalTOKgrade.

InTOK,assessmentiscriterion-based,andstudentsreceivemarksbetween10and1,with10beingthehighestmark.ThesemarksareconvertedintogradesfromAtoE,withAbeingthehighestgrade.

IfastudentfailstocompletetheassessmentandsubjectrequirementsorisawardedagradeEforTOK,whichisafailingcondition,thestudentwillnotqualifyfortheIBdiploma.


The Extended Essay

TheExtendedEssay(EE) isa4,000-wordresearchessaywhichprovideseachstudentwiththeopportunitytoinvestigateatopicofspecialinterest.TheextendedessayacquaintsIBDPstudentswiththekindofindependentresearchandwritingskillsexpectedbyuniversities.TheIBrecommendsthatastudentshoulddevoteatotalofabout40hoursofprivatestudyandwritingtimetotheessay.TheEEmaybewritteninoneoftheIBDPsubjects,includingmany languages; it is advisable for students to choose a topic froma subject they are enrolled in,preferablyatHL.Eachstudentisassignedasupervisorforsupport.

Forfurtherdetails,seeourISHExtendedEssayGuide;thisis issuedtoallstudentsinYear12andcanalsobefoundonManageBac.

TheEEisentirelyexternallyassessed.Intotal,studentscanachieveamaximumof34points;thepointswillbeconvertedintoagradeA(=excellent)toE(=elementary).

PleasenotethatifastudentgetsagradeEfortheextendedessay,thestudentwillnotbeawardedtheIBdiploma.

Bonus Points Matrix

DependingonthefinalassessmentoftheTOKandEE components, up to three bonus points can beawarded for the diploma. This is illustrated in thematrixbelow.

For example, a candidate who writes a goodextended essay (grade B) andwhose performanceinTOKisjudgedtobesatisfactory(gradeC),willbeawarded2bonuspoints.Whereasacandidatewhosubmits an elementary extended essay (grade E)willnotonlyscorenobonuspoints,butwillnotbeawardedadiplomairrespectiveofallothergrades.

[Grades: A = excellent, B = good, C = satisfactory, D=mediocre,E=elementary(N=notsubmitted)]

Creativity, Activity and Service

Creativity,ActivityandService(CAS)isatthecoreoftheIBDP.uCASistheIBLearnerProfileinaction–agoodCASprogrammecandevelopalltheIBlearnerprofileattributes.uCASaims todevelop thewholeperson. It complements the academicdemandsof the IBDPandoffers a

balancetoacademicactivities.uCAS is experiential learning. In addition to academic/intellectual skills, CASengagesother intelligences in

orderforstudentstolearnthroughdoing.uAttheheartofCASisacommitmenttopersonalandsocialdevelopment.uWhenwellcarriedout,CASshouldbuildself-esteem,self-confidence,autonomyandself-reliance.uWhileCASisbothinspiredandinformedbycomponentsofthestudent’sDP,CASmustnotreplicateother

officialIBDPrequirements.uSuccessfulcompletionofCASisacorerequirementoftheIBDP:CASdoesnotcontributetothetotalpoint

score,butauthenticatedparticipationisarequirementfortheawardofthediploma.

ThethreestrandsofCAScanbecharacterisedasfollows:uCreativity–artsandothernewexperiencesthatinvolvecreativethinking;uActivity–participationinsportorotheractivitiesrequiringphysicalexertion;uService–involvementinmakingameaningfulcontributiontothecommunity.

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ToK/EE

A

B

C

D

E

A B C D E

Failing condition

Failing condition


The emphasis in CAS is on learning by doing real tasks that have real consequences, and reflecting on these experiences. The purpose is for students to be involved in activities that will make a significant difference to their lives and also to the lives of others, as well as challenge themselves to extend existing skills or learn new ones. CAS should be both challenging and enjoyable, a personal journey of self-discovery that will be different for each student.

More detailed descriptions and the up-to-date deadlines for all the DP core components are provided in the ISH Extended Essay Guide, the CAS Handbook, and the IBDP Internal & External Assessment Guide. You will also receive a year planner, which will include an overview of all deadlines. These documents can be found on ManageBac. Some of them (e.g. the ISH Extended Essay Guide), will be released later in Year 12 and you will be notified of this in due time.

The DP Subjects

The table below lists all the DP subjects offered at the ISH:

(Abbreviations: ITGS = Information Technology in a Global Society, ESS = Environmental Systems and Societies)

This chapter includes brief descriptions of all the subjects offered at ISH as well as outlines of the formal summative assessment in each subject. This is the assessment that directly contributes to the final IB diploma results and includes internally and externally assessed components to assess student performance: uexternal assessment (EA): this is assessment which is externally marked by IB examiners, and includes the

examinations taken at the end of Year 13 and a variety of other tasks spread over different subjects and completed by students at various times under various conditions during their course (e.g. the EE, the TOK essay, the written assignments in the Language courses).

uinternal assessment (IA): most courses also include assessment components internally marked by teachers and externally moderated by the IB. Internal assessment includes: oral work in languages, fieldwork in

IBDP Subject Groups

Group 1:Studies in

Language and Literature

English A Lit HL / SL

English A Lang Lit HL / SL

Dutch A Lit HL / SL

Dutch A Lang Lit HL / SL

Spanish A Lang Lit HL / SL

German A Lang Lit HL / SL

French A Lang Lit HL / SL

Other Lang A Literature:

Tutored HL/ SLSelf-taught SL

Group 3:Individuals and Society

Business Management

HL / SLEconomics

HL / SLGeography

HL / SLHistory HL/ SL

Global Politics HL/ SL

Psychology SL

ESS SL

Online: Philosophy SL

ITGS SL

Group 5:Mathematics

Mathematics HL

Mathematics SL

Maths Studies SL

Group 4:Experimental

Sciences

Biology HL / SL

Physics HL / SL

Chemistry HL / SL

Computer ScienceHL / SL

Design Technology HL / SLESS SL

Group 6:The Arts

Visual ArtsHL / SL

Music HL / SLTheatreHL / SL

Online:Film SL

Group 2:Language

Acquisition

English B HL / SL

Dutch B HL / SL

Spanish B HL / SL

German B HL / SL

French B HL / SL

Other Lang B: tutoredOnline:

French Ab InitioSpanish Ab Initio

Mandarin Ab Initio

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geography, laboratory work in the sciences, investigations in mathematics, artistic performances, the TOK oral presentation.

More detailed descriptions and the up-to-date deadlines for the formal assessments in all subjects, including the DP core, are provided in the IBDP Internal & External Assessment Guide. You will also receive a year planner, which will include an overview of all deadlines. These documents can be found on ManageBac.

In addition, other assessments will be completed during the school year in each subject; these include formative assignments and summative assessments that contribute to school reports and determine promotion from Year 12 to Year 13 (see the chapter “Assessment and Grading” for more information).

Group 1: Studies in Language and Literature

All Language A courses at ISH are intended for students who have studied the language as a Language and Literature subject in the MYP or at an equivalent level.

Language A: Literature

The literature course, offered in English and Dutch, aims to develop in students an understanding of the techniques involved in literary criticism and an ability to form independent literary judgments. Students will study a total of 13 texts at HL and 11 texts at SL.

Course Structure

Part 1: Works in translation (SL: 2 works; HL: 3 works)This part of the course is a literary study of works in translation, based on close reading of the works themselves. Through that study students are encouraged to appreciate different perspectives of people from other cultures and to consider the role that culture plays in making sense of literary works.

Part 2: Detailed study (SL: 2 works; HL: 3 works)In this part of the course, the focus is on detailed analysis of a work, both in terms of content and technique. Each work studied must be from a different literary genre and by a different author. At HL one of the genres must be poetry.

Part 3: Literary genres (SL: 3 works; HL: 4 works)In Part 3, a group of works selected from the same literary genre is studied in depth. Each genre has recognisable techniques which we refer to as literary conventions and writers use these conventions, along with other literary features, in order to achieve particular artistic ends.

Part 4: Options (SL: 3 works; HL: 3 works)u Option 1: School based choice

All works are freely chosen by the teacher. This option provides teachers with the opportunity to choose the approach that best suits their own interests and backgrounds, as well as those of their students.

u Option 2: The study of prose other than fiction leading to various forms of student writing This option will acquaint students with various forms of writing which fall outside the realm of such fictional forms as novels or short stories. ‘Prose other than fiction’ may include travel writing, autobiography, letters, essays, speeches, or more contemporary experiments in creative non-fiction.

u Option 3: New textualities This option provides an opportunity for students to study rapidly evolving text forms. Examples of such text forms are: graphic novels, hyper-text narratives, and fan fiction which blend media and defy easy categorization.

u Option 4: Literature and film In this option the three works at the centre of the study must be printed works and the study will focus on adaptation, re-mediation, comparative narrative strategies, or skills of reading and viewing. That is, it is not a media study unit.

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Language A: Language and Literature

The languageand literature course, offered in English,Dutch, Spanish, FrenchandGerman, aims todevelopin studentsanunderstandingofhow language,cultureandcontextdetermine theways inwhichmeaning isconstructedintexts.Bothliteraryandnon-literarytextsareusedtoenablestudentstodevelopanappreciationofthenature,power,andbeautyoflanguageandliterature.Thecourseisdividedintofourparts:tworelatetothestudyoflanguageandtwotothestudyofliterature.

Course Structure

Part 1: Language in cultural contextIn part 1, students are given the opportunity to explore how language develops in specific culturalcontexts,how it impactson theworld,andhow languageshapesboth individualandgroup identity.Studentswill have to pay particular attention to the role of language in relation to themany areasinvolvedintheconstructionofmeaningandunderstandingofparticularissuesintheworld.

Part 2: Language and mass communicationInpart2,studentsconsiderthewaylanguageisusedinthemedia.Massmedia includenewspapers,

Assessment componentsExternal assessmentPaper 1: Literary analysis: unseen commentary (2 hours) Thepaperconsistsoftwounseenpassages:oneproseandonepoetry.Studentschooseoneandwritealiterarycommentary.(20marks)Paper 2: Essay (2 hours) Thepaperconsistsofthreequestionsforeachliterarygenre.Inresponsetoonequestionstudentswriteanessaybasedonatleasttwoworksstudiedinpart3.(25marks)Written Assignment Areflectivestatement(300-400words)andaliteraryessay(1200-1500words)ononeworkstudiedinpart1(25marks)Internal assessmentIndividual oral commentary and interview (20 minutes)Formaloralcommentaryonpoetrystudiedinpart2withsubsequentquestions(10minutes)followedbyandinterviewbasedononeoftheotherpart2works(10minutes)(30marks)Individual oral presentation (10-15 minutes)Thepresentationisbasedonworksstudiedinpart4.Itisinternallyassessedandexternallymoderatedthroughthepart2internalassessmenttask.(30marks)External assessmentPaper 1: Guided literary analysis (1 hour 30 minutes) Thepaperconsistsoftwounseenpassages:oneproseandonepoetry.Studentschooseoneandwriteaguidedliteraryanalysisinresponsetotwoquestions.(20marks)Paper 2: Essay (1 hour 30 minutes) Thepaperconsistsofthreequestionsforeachliterarygenre.Inresponsetoonequestionstudentswriteanessaybasedonatleasttwoworksstudiedinpart3.(25marks)Written assignmentAreflectivestatement(300-400words)andaliteraryessay(1200-1500words)ononeworkstudiedinpart1.(25marks)Internal assessmentIndividual oral commentary (10 minutes) Studentspresentaformaloralcommentaryandanswersubsequentquestionsonanextractfromaworkstudiedinpart2.(30marks)Individual oral presentation (10-15 minutes)Thepresentationisbasedonworksstudiedinpart4.Itisinternallyassessedandexternallymoderatedthroughthepart2internalassessmenttask.(30marks)

HL

SL

Weighting70%20%

25%

25%

30%15%

15%

70%20%

25%

25%

30%15%

15%


magazines,theInternet(forexample,socialnetworking),mobiletelephony,radioandfilm.Thispartalsoaddressestheissueofhowtheproductionandreceptionoftextsisinfluencedbythemediumthroughwhichtheyaredelivered.

Part 3: Literature – texts and contexts (SL: 2 works; HL: 3 works)Meaninginatextisshapedbycultureandbythecontextsofthecircumstancesofitsproduction.Itisalsoshapedbywhatthereaderbringstoit.Literarytextsarenotcreatedinavacuum,butareinfluencedbysocialcontext,culturalheritageandhistoricalchange.

Part 4: Literature – critical (SL: 2 works; HL: 3 works)Closereadingisconsideredtobeacoreskill intheunderstandingandinterpretationof literature.Bylookingcloselyatthedetailofliterarytexts,studentsdevelopawarenessoftheirrichcomplexitiesandtheintricaciesoftheirconstruction.

Assessment componentsExternal assessmentPaper 1: Comparative textual analysis (2 hours) Thepaperconsistsoftwopairsofunseentexts.Studentswriteacomparativeanalysisofonepairoftexts.(20marks)Paper 2: Essay (2 hours)Inresponsetooneofsixquestionsstudents,writeanessaybasedonboththeliterarytextsstudiedinpart3.(25marks) Written tasksStudentsproduceatleastfourwrittentasksbasedonmaterialstudiedinthecourse.Studentssubmittwoofthesetasksforexternalassessment.OneofthetaskssubmittedmustbeacriticalresponsetooneoftheprescribedquestionsfortheHLadditionalstudy.Eachtaskmustbe800–1,000wordsinlength;task1shouldbeaccompaniedbyarationaleof200–300words,whiletask2shouldbeaccompaniedbyashortoutline.(20marksforeachtask)Internal assessmentIndividual oral commentary Studentscommentonanextractfromaliterarytextstudiedinpart4ofthecourse.Studentsaregiventwoguidingquestions.(30marks)Further oral activity Studentscompleteatleasttwofurtheroralactivities,onebasedonpart1andonebasedonpart2ofthecourse.Themarkofonefurtheroralactivityissubmittedforfinalassessment.(30marks)External assessmentPaper 1: Textual analysis (1 hour 30 minutes)Thepaperconsistsoftwounseentexts.Studentswriteananalysisofoneofthesetexts.(20marks)Paper 2: Essay (1 hour 30 minutes)Inresponsetooneoutofsixquestions,studentswriteanessaybasedonbothoftheliterarytextsstudiedinpart3.ThequestionsarethesameasHL,buttheassessmentcriteriaaredifferent.(25marks)Written taskStudentsproduceatleastthreewrittentasksbasedonmaterialstudiedinthecourse.Studentssubmitonewrittentaskforexternalassessment.Thistaskmustbe800–1,000wordsinlengthplusarationaleof200–300words.(20marks)Internal assessmentIndividual oral commentaryStudentscommentonanextractfromaliterarytextstudiedinpart4ofthecourse.Studentsaregiventwoguidingquestions.(30marks)Further oral activityStudentscompleteatleasttwofurtheroralactivities,onebasedonpart1andonebasedonpart2ofthecourse.Themarkofonefurtheroralactivityissubmittedforfinalassessment.(30marks)

HL

SL

Weighting70%25%

25%

20%

30%15%

15%

70%25%

25%

20%

30%15%

15%

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Group 2: Language Acquisition

IBDP students at ISH can take language B courses in English, Dutch, Spanish, French and German. Learningthelanguagewillbeachievedthroughthedevelopmentofthereceptive,productiveandinteractiveskillsandcompetencies;thiswillbeaccomplishedthroughavarietyofactivitiesinoralandwrittenforms.Atthesametime,thecourseaimstodevelopinterculturalunderstandingbyexposingthestudenttodifferentculturesconnectedtothetargetlanguage.

Language B

The language B courses are additional language-learning courses designed for students with some previousexperienceoflearningthatlanguage,butnotcompetenceatnativelevel.Thecoursesgivestudentsthepossibilityofreachingahighdegreeofcompetenceinanadditionallanguagethroughthestudyoflanguage, themesandtexts.Indoingso,theyalsodevelopconceptual understandingsofhowlanguageworks,asappropriatetothelevelof thecourse.Communication isevidenced through receptive,productiveand interactiveskills acrossarangeofcontextsandpurposesthatareappropriatetothelevelofthecourse.Thecoursesaimtodevelopthestudents’linguisticcompetenceandinterculturalunderstanding.

AtbothlevelsoflanguageB(SLandHL),studentslearntocommunicateinthetargetlanguageinfamiliarandunfamiliarcontexts.Theydescribesituations,narrateevents,makecomparisons,explainproblems,andstateandsupporttheirpersonalopinionsonavarietyoftopicsrelatingtocoursecontent.Thestudyoftwoliteraryworksoriginallywritten in the target language is requiredonlyat languageBHL.Thedistinctionbetween languageBSLandHLcanalsobeseeninthelevelofcompetencythestudent isexpectedtodevelopinthereceptive,productiveandinteractiveskillsandthenumberofteachinghours.

Course Structure

Thesyllabusconsistsoffiveprescribedthemes,whichproviderelevantcontextsforstudyatalllevelsoflanguageacquisitionintheDP,andopportunitiesforstudentstocommunicateaboutmattersofpersonal,localornational,andglobalinterest.Thefiveprescribedthemesare:uidentitiesuexperiencesuhumaningenuityusocialorganizationusharingtheplanet

Thethemesallowstudentstocomparethetargetlanguageandculture(s)tootherlanguagesandcultureswithwhichtheyarefamiliar.ThethemesalsoprovideopportunitiesforstudentstomakeconnectionstootherdisciplinaryareasintheDP.ThethemesareinspiredbythetransdisciplinarythemesofthePYPandtheglobalcontextsoftheMYP.

ThefiveprescribedthemesmustallbeaddressedequallyinthelanguageBcourse;beyondthat,teachersarefreetoworkwiththethemesinawaythatbesthelpsthemtoorganizeacourseplanandbuilduponstudents’interestsinthetargetlanguageanditscultures,andthatbesthelpsstudentstomeettheexpectationsofthesyllabuswithregardtolanguageandtexts.TheIBprovideslistsofrecommended topicsforeachtheme,whichareappropriateforstudentstoachievetheaimsandobjectivesofthecourse.

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Intheory,atextisanythingfromwhichinformationcanbeextracted,includingthewiderangeoforal,writtenandvisualmaterialspresentinsociety.Forthepurposesofteachingandlearninginalanguageacquisitioncourse,thelanguageBsyllabusorganizewritten,visual,audioandaudio-visualtextsintothreebroadcategories:personal,professionalandmassmediatexts.TheguidingprincipleforusingtextsintheDPlanguageacquisitioncoursesistodevelopstudents’receptive,productiveandinteractiveskillsinthetargetlanguagebyfocusingtheirattentiononthewaysinwhichgoodcommunicatorsconsidertheaudience,contextandpurposeofwhattheywanttosayorwriteintheprocessofchoosinganddevelopinganappropriatetexttypetoconveyamessage.

The use of literary works to develop students’ receptive and productive skills is encouraged at all levels oflanguageacquisitionintheDP;however,intermsofformalrequirementsofthesyllabusandassessmentoutline,thestudyoftwoliteraryworksoriginallywritteninthetargetlanguageisarequirementatHLinlanguageB.HLstudentsareexpectedtounderstandfundamentalelementsoftheliteraryworksstudied,suchasthemes,plotandcharacters.ItmustbeemphasizedthatliterarycriticismisnotanobjectiveofthelanguageBcourse;literarycriticismlieswithintheremitoftheDPstudiesinlanguageandliteraturecourses.InlanguageBHL,literatureisintendedasastimulusforideastobeexplored,principallythroughoralassessment.

AllDPlanguageprogrammesubjectgroupspromoteavisionoflearninginwhichthedevelopmentoflanguageskillsandconceptualunderstandingsof languagearecomplementarytoeachother,sothatthetotal learningexperienceofthestudentisasrobustaspossible.Thus,DPstudentsbecomemoreaccomplishedcommunicatorsinthelanguagestheystudywhentheirabilitiestoread,writeandspeakaboutcoursecontentarereinforcedandextendedbyanunderstandingofwhyandhowpeopleuselanguagetocommunicate.Certainconceptualunderstandingsof languagearefundamentaltosuccessfulcommunicationandshouldbedeveloped inallDPlanguageacquisitioncourses.Theseincludeconceptssuchasaudience,context,purpose,meaningandvariation.

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ThemeIdentities

Experiences

Human ingenuity

Social organization

Sharing the planet

Guiding principleExplorethenatureoftheselfandwhatitistobehuman.

Exploreandtellthestoriesoftheevents,experiencesandjourneysthatshapeourlives.

Explorethewaysinwhichhumancreativityandinnovationaffectourworld.

Explorethewaysinwhichgroupsofpeopleorganizethemselves,orareorganized,throughcommonsystemsorinterests.

Explorethechallengesandopportunitiesfacedbyindividualsandcommunitiesinthemodernworld.

Optional recommended topicsLifestylesHealthandwellbeingBeliefsandvaluesSubculturesLanguageandidentityLeisureactivitiesHolidaysandtravelLifestoriesRitesofpassageCustomsandtraditionsMigrationEntertainmentArtisticexpressionsCommunicationandmediaTechnologyScientificinnovationSocialrelationshipsCommunitySocialengagementEducationTheworkingworldLawandorderTheenvironmentHumanrightsPeaceandconflictEqualityGlobalizationEthicsUrbanandruralenvironment


Groups 1 and 2: Tutored and Self-taught Languages

TherearetwooptionsforstudentswhodonothavearegularISHteacherfortheirlanguageAintheIBDP;insomecases,thiscanapplytolanguageBaswell.

Tutored Language A Literature and Tutored Language B

StudentscanberegisteredastutoredlanguageAstudents.Thismeansyouwillhaveatutorwhoteachesyou,givesyouassignmentsandmarksyourwork.ThisoptioncanbetakenatHLandSL.

Youandyourparentswillhavetomakearrangementswiththetutorregardinglessontimesandpayment.HLstudentsusuallymeettheirtutorstwiceaweekforadoublelesson(2x90minutes)andSLstudentsusuallyhavelessonsonceaweek(1x90minutes).Wherepossibleschoolwillhelpyoutofindatutor.TutoredstudentstakeexamsandmockexamsinYear13,andreportgradeswillbeprovidedfortutoredlanguageAlikeforyourothersubjects.Yourtutorwillalsoconductyouroralexamandhelpyouwithyourwrittenassignment.

EntrancerequirementsforthelanguageA-literatureoption:Youneedtobeabletoread,writeandspeakyourlanguageAfluently.Ideally,youshouldbetakinglessonswithamothertonguetutororamemberofyourfamilyinYears7-11sothatyoupractisereading,writingandspeakinginaformalcontext.YourtutorwillhelpyoutodeveloptheseskillsfurtherinYears12and13.

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Assessment componentsExternal assessmentPaper 1 (1 hour 30 minutes)Productiveskills—writing(30marks)Onewritingtaskof450–600wordsfromachoiceofthree,eachfromadifferenttheme,choosingatexttypefromamongthoselistedintheexaminationinstructions.Paper 2 (2 hours)Receptiveskills—separatesectionsforlisteningandreading(65marks)● Listeningcomprehension(1hour)(25marks)● Readingcomprehension(1hour)(40marks)Comprehensionexercisesonthreeaudiopassagesandthreewrittentexts,drawnfromallfivethemes.Internal assessmentIndividual oral assessmentAconversationwiththeteacher,basedonanextractfromoneoftheliteraryworksstudiedinclass,followedbydiscussionbasedononeormoreofthethemesfromthesyllabus.(30marks)External assessment Paper 1 (1 hour 15 minutes)Productiveskills—writing(30marks)Onewritingtaskof250–400wordsfromachoiceofthree,eachfromadifferenttheme,choosingatexttypefromamongthoselistedintheexaminationinstructions.Paper 2 (1 hour 45 minutes)Receptiveskills—separatesectionsforlisteningandreading(65marks)● Listeningcomprehension(45minutes)(25marks)● Readingcomprehension(1hour)(40marks)Comprehensionexercisesonthreeaudiopassagesandthreewrittentexts,drawnfromallfivethemes.Internal assessmentIndividual oral assessmentAconversationwiththeteacher,basedonavisualstimulus,followedbydiscussionba-sedonanadditionaltheme.(30marks)

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Formanylanguages,itisalsopossibletotakethetutoredlanguageBoption.Forthisoption,thearrangementswithregardtotutors,numberoflessons,exams,reports,oralsandwrittenassignmentarethesameasforthelanguageA-literatureoption.Ifyouwishtotakethisoption,youmusthaveahighdegreeofcompetenceinyourlanguagebutnotatnativelevel.

Thesecoursesfollowthesameassessmentmodelastheregular,taughtlanguageAandlanguageBcourses.

MsBowdencoordinatesMotherTongueLanguagesintheMYPandTutoredLanguagesAandBintheDP.PleasecontactherforfurtherinformationaboutworkingwithatutorinYears7–13.MsBowden’semailaddress [email protected].

Self-taught Language A Literature

Studentscanberegisteredasself-taughtlanguageAstudents.Thismeansyoudonothaveateacherortutor.ThisoptioncanonlybetakenatSL.Weseeitasanoptionforstudentswherenotutorcanbefoundoradditionalpaymentforatutorisnotpossible.Thereisnoself-taughtlanguageB.

Self-taught languageA requiresverygoodorganisational skills, independent learningandamatureapproachbecauseeachstudentisactuallyresponsiblefortheirowncourse.Youwillhaveafewmeetingsperyearsothatyouunderstandwhatisexpectedofyou.TherewillbenoexamsinYear12,ormockexamsinYear13,andyouwillnotgetanyreportgradesforself-taughtlanguageAinYears12and13.

Entrancerequirements:Youneedtobeabletoread,writeandspeakyourlanguageAfluently.Ideally,youshouldbetakinglessonswithamothertonguetutororamemberofyourfamilyinYears7-11sothatyoupractisereading,writingandspeakinginaformalcontext.Taskslikereadinganovel,writingasummaryoranessayaboutthenovelandgivinganoralpresentationaboutitcanhelpyoupreparefortheself-taughtcourseintheIBDP.

MsBergmancoordinatesSelf-taughtLanguageA.Detailsof thecourse– including registration forself-taughtlanguageA,thechoiceofbooksandthenatureofassignments–willbeannouncedatthefirstgroupmeetinginYear12.MsBergman’[email protected].

Group 3: Individuals and Societies

Group3,individualsandsocieties,encompassesabroadrangeofsubjects.AtISH,weofferthefollowingGroup

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Assessment componentsExternal assessmentPaper 1: Guided literary analysis (1 hour 30 minutes) Thepaperconsistsoftwopassages:oneproseandonepoetry.Studentschooseoneandwriteaguidedliteraryanalysisinresponsetotwoquestions.(20marks)Paper 2: Essay (1 hour 30 minutes) Thepaperconsistsofthreequestionsforeachliterarygenre.Inresponsetoonequestionstudentswriteanessaybasedonatleasttwoworksstudiedinpart3.(25marks)Written assignmentAreflectivestatement(300-400words)andaliteraryessay(1200-1500words)ononeworkstudiedinpart1.(25marks)Alternative oral examinationIndividual oral commentary (10 minutes) Studentspresentaformaloralcommentaryonanextractfromaworkstudiedinpart2.(30marks)Individual oral presentation (10 minutes)Studentsmakeapresentationbasedontwoworksstudiedinpart4.(30marks)

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mailto: [email protected]

mailto:[email protected]

3subjects:businessmanagement,economics,geography,history,globalpoliticsandpsychology.StudentscanchoosewhethertostudythesesubjectsatHLorSL,withtheexceptionofpsychology,whichisofferedasanSLsubjectonly.Aninterdisciplinarysubjectwithscience,environmentalsystemsandsocieties(ESS),canalsoonlybe studiedatSL.Althougheachof thesecourseshasverydistinct content, they involvecommonskills. Eachsubject isdesignedto foster thecapacity tocriticallyanalyseandevaluatetheories,conceptsandargumentsrelatingtothenatureandactivitiesofindividualsandsocieties.

Business Management

Businessmanagement,offeredatbothHLandSL,isarigorousanddynamicdisciplinethatexaminesbusinessdecision-making processes and how these decisions impact on and are affected by internal and externalenvironments.Itisthestudyofboththewayinwhichindividualsandgroupsinteractinanorganizationandofthetransformationofresources.

Theidealsofinternationalco-operationandresponsiblecitizenshipareattheheartofDPbusinessmanagement.The course encourages the appreciation of ethical concerns and issues of social responsibility in the globalbusinessenvironment.Studentsshouldbeabletomakesenseoftheforcesandcircumstancesthatdriveandrestrainchangeinaninterdependentandmulticulturalworld.Thebusinessmanagementcoursewillcontributetostudents’developmentascriticalandeffectiveparticipantsinlocalandworldaffairs.

TheaimsofthebusinessmanagementcourseatHLandSLareto:uencourageaholisticviewoftheworldofbusiness;uempowerstudentstothinkcriticallyandstrategicallyaboutindividualandorganizationalbehaviour;upromotetheimportanceofexploringbusinessissuesfromdifferentculturalperspectives;uenablethestudenttoappreciatethenatureandsignificanceofchangeinalocal,regionalandglobalcontext;upromoteawarenessoftheimportanceofenvironmental,socialandethicalfactorsintheactionsofindividuals

andorganisations;udevelopanunderstandingoftheimportanceofinnovationinabusinessenvironment.

By the end of the business management course, students are expected to reach the following assessmentobjectives:

1) Demonstrateknowledgeandunderstandingof:■ thebusinessmanagementtools,techniquesandtheoriesspecifiedinthesyllabuscontent;■ thesixconceptsthatunderpinthesubject;■ realworldbusinessproblemsissuesanddecisions;■ theHLextensiontopics(HLonly).

2) Demonstrateapplicationandanalysisof:■ knowledgeandskillstoavarietyofrealworldandfictionalbusinesssituations;■ business decisions by explaining the issues at stake, selecting and interpreting data, and applying

appropriatetools,techniques,theoriesandconcepts;■ theHLextensiontopics(HLonly).

3) Demonstratesynthesisandevaluationof:■ businessstrategiesandpractices,showingevidenceofcriticalthinking;■ businessdecisions,formulatingrecommendations;■ theHLextensiontopics(HLonly).

4) Demonstrateavarietyofappropriateskillsto:■ producewell-structuredwrittenmaterialusingbusinessterminology;■ selectandusequantitativeandqualitativebusinesstools,techniquesandmethods;■ selectandusebusinessmaterial,fromarangeofprimaryandsecondarysources;■ theHLextensiontopics(HLonly).


Syllabus

TheHLcoursediffersfromtheSLcourseintermsofdepthandbreadth,thenatureoftheinternalassessmentandthenatureoftheexaminationquestions.Allstudentsstudythefollowingsyllabus:uUnit1:BusinessorganisationandenvironmentuUnit2:HumanresourcemanagementuUnit3:FinanceandaccountsuUnit4:MarketinguUnit5:Operationsmanagement

Theseunitsarecoveredinavarietyofways.Contextualisedlearningiscriticalandstudentsacquireunderstandingthroughtheuseofcasestudiesandresearch.Students’ownabilitytocarryoutresearchisakeyskillforsuccess.

Nopriorknowledgeofbusinessandmanagementisnecessaryforstudents;however,afamiliaritywithbusinessconceptswouldbeanadvantage,aswouldcompletingthebusinessandeconomicscoursesintheIBMYP.

Economics

TheIBDPeconomicscourseemphasizestheeconomictheoriesofmicroeconomics,whichdealwitheconomicvariablesaffecting individuals,firmsandmarkets,andtheeconomic theoriesofmacroeconomics,whichdealwith economic variables affecting countries, governments and societies. Theseeconomic theories arenot tobestudiedinavacuum–rather,theyaretobeappliedtoreal-worldissues.Prominentamongtheseissuesarefluctuationsineconomicactivity,internationaltrade,economicdevelopmentandenvironmentalsustainability.

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Assessment componentsExternal assessmentPaper 1 (2 hours 15 minutes)Studentsanswerquestionsbasedonacasestudyissuedinadvance,withadditionalunseenmaterialforsectionsBandC.Syllabuscontent:Units1–5includingHLextensiontopics(60marks)Paper 2 (2 hours 15 minutes)StructuredquestionsbasedonstimulusmaterialplusanessaybasedprimarilyontwoconceptsthatunderpinthecourseSyllabuscontent:Units1–5includingHLextensiontopics(70marks)Internal assessmentResearch projectStudentsresearchandreportonanissuefacinganorganisationoradecisiontobemadebyanorganisation(orseveralorganisations).Maximum2000words.(25marks)External assessmentPaper 1 (1 hour 15 minutes)Studentsanswerquestionsbasedonacasestudyissuedinadvance,withadditionalunseenmaterialforsectionB.Syllabuscontent:Units1–5(40marks)Paper 2 (1 hour 45 minutes)StructuredquestionsbasedonstimulusmaterialplusanessaybasedprimarilyontwoconceptsthatunderpinthecourseSyllabuscontent:Units1–5(50marks)Internal assessmentWritten commentaryStudentsproduceawrittencommentarybasedonthreetofivesupportingdocumentsaboutarealissueorproblemfacingaparticularorganisation.Maximum1500words.(25marks)

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Theeconomicscourseencouragesstudentstodevelopinternationalperspectives,fostersaconcernforglobalissues,andraisesstudents’awarenessoftheirownresponsibilitiesatalocal,nationalandinternationallevel.Thecoursealsoseekstodevelopvaluesandattitudesthatwillenablestudentstoachieveadegreeofpersonalcommitmentintryingtoresolvetheseissues,appreciatingoursharedresponsibilityascitizensofanincreasinglyinterdependentworld.

TheaimsoftheeconomicssyllabusesatHLandSLareto:udevelopdisciplinedskillsofeconomicreasoning;udevelopanabilitytoapplythetoolsofeconomicanalysistopastandcontemporarysituationsanddata,and

toexplainthefindingsclearly;udevelopanunderstandingofhowindividuals,organisations,societiesandregionsorganisethemselvesinthe

pursuitofeconomicobjectives;udevelopanabilitytoevaluateeconomictheories,concepts,situationsanddatainawaywhichisrationaland

unbiased;udevelopinternationalperspectivesthatfeaturearespectforandunderstandingoftheinterdependenceand

thediversityofeconomicrealitiesinwhichindividuals,organisationsandsocietiesfunction.

Forbothlevels,nodifficultmathematicsisinvolvedapartfrombasicalgebra.However,itisnecessarytobeathomewithgraphsandbecapableofrationalthinkingandexpressingideasinclearEnglish.Studentswillneedtobeabletousedatainawritten,numericalandgraphicalform.IBDPeconomicsisastart-upsubject,i.e.thecourseassumesnopriorknowledge.

Studentsofeconomicswouldofcoursebewellqualifiedfora job inbusiness,butotherareasthatmightbeconsideredwouldincludeinternationalrelations,journalismandlaw.

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Assessment componentsExternal assessmentPaper 1 (1 hour 30 minutes)Anextendedresponsepaper(50marks)Paper 2 (1 hour 30 minutes)Adataresponsepaper(40marks)Paper 3 (1 hour)HLextensionpaper:studentsanswertwoquestionsfromachoiceofthree.Syllabuscontent,includingHLextensionmaterial:sections1to4—microeconomics,macroeconomics,internationaleconomics,developmenteconomics(50marks)Internal assessmentPortfolio Studentsproduceaportfolioofthreecommentaries,basedondifferentsectionsofthesyllabusandonpublishedextractsfromthenewsmedia.Maximum750wordsx3(45marks)External assessmentPaper 1 (1 hour 30 minutes)Anextendedresponsepaper(50marks)Paper 2 (1 hour 30 minutes)Adataresponsepaper(40marks)Internal assessmentPortfolio Studentsproduceaportfolioofthreecommentaries,basedondifferentsectionsofthesyllabusandonpublishedextractsfromthenewsmedia.Maximum750wordsx3(45marks)

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History

Historicalknowledgeisimportantinthemodernworld,wheredifferentculturesandtraditionshavetounderstandone another. History prepares students for many university courses and careers including law, politics andjournalism.ThecourseatISHhasbeendesignedtoensureitisaworldhistorycourseandthatsocial,economicandpoliticalaspectsarestudied.

History studentsarealwaysencouraged todevelopandexpress theirownopinionsboth in classdiscussionsand in theirwriting. Contemporary historical sources are also used regularly in lessons to develop students’evaluationskills.

TherearesixkeyconceptsthathaveparticularprominencethroughouttheDPhistorycourse:

Syllabus

BothHLandSLstudentsstudythefollowingtopics:uPrescribedsubject:

■ Themovetoglobalwar:Thisisasource-basedunitfocusingonItalian,GermanandJapaneseexpansionisminthebuild-uptotheSecondWorldWar.

uWorldhistorytopics:■ TheColdWar:Superpowertensionsandrivalries■ Authoritarianstates(20thcentury):Casestudiesintotheoriginsanddevelopmentofauthoritarianand

single-partystatesareCastroandMao.

HLstudentsarealsorequiredtostudyanadditionalregionaloption.Theoptionstudiedatourschoolis:AspectsofthehistoryofAsiaandOceania.Studentscompletetwoin-depthstudies;thetopicsstudiedare:uTopic14:ThePeople’sRepublicofChinauTopic15:ColdWarconflictsinAsia

Throughoutthecoursethehistoricalskillsbeingdevelopedandrefinedare:udemonstrationofhistoricalunderstandingthroughtheacquisition,selectionandeffectiveuseofknowledge;upresentationofclear,concise,relevantandwell-substantiatedarguments;ucriticalevaluation,interpretationanduseofsourcematerialashistoricalevidence;uidentificationandevaluationofdifferentapproachesto,andinterpretationsofhistoricalevents.

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Change

Perspectives

Significance

Continuity

Causation

Consequence

Keyconcepts

Key concepts for DP history


Geography

TheDPgeographycourseintegratesbothphysicalandhumangeographyandincludeselementsofbothscientificand socio-economic methodologies. The course is centred around key concepts and themes, and presentsopportunities toexaminemajor issuesand concernsof today. Through the studyof geography, the studentsdevelopanawarenessofotherculturesandtheirdifferences.

ThestudyofgeographyintheIBDPcanbearealassetforanycourseatuniversityasitprovidesagoodknowledgeofchallengingissuesandavarietyofskills,andoffersbroadcareeropportunities.Ageographyqualificationcanleadtocareersinawiderangeoffieldssuchas:atmosphericscience,geology,urbanandruralplanning,transportmanagement,ecologyandrecreationalmanagement.

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Assessment componentsExternal assessmentPaper 1 (1 hour)Source-basedpaperbasedontheprescribedsubject:Themovetoglobalwar.Studentsanswerfourstructuredquestionsontheprescribedsubject.(24marks)Paper 2 (1 hour 30 minutes)Essaypaperbasedontheworldhistorytopics:Authoritarianstates;TheColdWar.Studentsanswertwoessayquestionsonthetwodifferenttopics.(30marks)Paper 3 (2 hours 30 minutes)Paperontheregionaloption:aspectsofthehistoryofAsiaandOceania.Studentsanswerthreeessayquestionsforthisoption.(45marks)Internal assessmentHistoricalinvestigation(1,500-2,000words)Anin-depthhistoricalinvestigationintoatopicchosenbythestudent(25marks)External assessmentPaper 1 (1 hour)Source-basedpaperbasedontheprescribedsubject:Themovetoglobalwar.Studentsanswerfourstructuredquestionsontheprescribedsubject.(24marks)Paper 2 (1 hour 30 minutes)Essaypaperbasedontheworldhistorytopics:Authoritarianstates;TheColdWar.Studentsanswertwoessayquestionsonthetwodifferenttopics.(30marks)Internal assessmentHistorical investigation (1,500-2,000 words)Anin-depthhistoricalinvestigationintoatopicchosenbythestudent(25marks)

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The aimsofthegeographycourseatbothHLandSLareto:uencouragethesystematicandcriticalstudyofhumanexperienceandbehaviour,andofphysical,economic

andsocialenvironments;udevelopinthestudentthecapacitytoidentify,toanalysecriticallyandtoevaluatetheories,conceptsand

argumentsaboutthenatureandactivitiesoftheindividualandsociety;uenablethestudenttocollect,describeandanalysedatausedinstudiesofsociety,totesthypotheses,andto

interpretcomplexdataandsourcematerial;udevelopanunderstandingoftheinterrelationshipsbetweenpeople,places,spacesandtheenvironment;udevelopaconcernforhumanwelfareandthequalityoftheenvironment,andanunderstandingoftheneed

forplanningandsustainablemanagement;utoenablestudentstoappreciatetherelevanceofgeographyinanalysingcontemporaryissuesandchallenges,

anddevelopaglobalperspectiveofdiversityandchange.

Syllabus

Thecoretheme,geographicperspectives–globalchange,iscompulsoryforbothHLandSL;thisincludesthefollowingcompulsorytopics:uChangingpopulationuGlobalclimate–vulnerabilityandresilienceuGlobalresourceconsumptionandsecurity

Accompanying thecore isa seriesofoptions. Theoptionalgeographic themesareamixtureofphysicalandhuman geography. SL students study two options, for the HL course three options are chosen. The optionscurrentlytaughtare:uB:OceansandcoastalmarginsuF:FoodandhealthuG:Urbanenvironments(HLonly)

TheHLstudentsalsostudythetopicofgeographicperspectives–globalInteractions.

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Assessment componentsExternal assessmentPaper 1 (2 hours 15 minutes)Geographicthemes—threeoptions(60marks)Paper 2 (1 hour 15 minutes)Core:Geographicperspectives—globalchange(50marks)Paper 3 (1 hour) Geographicperspectives—globalinteractions(28marks)Internal assessmentFieldworkThefieldworkleadstoawrittenreport(2,500words)basedonafieldworkquestion,informationcollectionandanalysiswithevaluation(25marks)External assessmentPaper 1 (1 hour 30 minutes)Geographicthemes—twooptions(40marks)Paper 2 (1 hour 15 minutes)Core:Geographicperspectives—globalchange(50marks)Internal assessmentFieldworkThefieldworkleadstoawrittenreport(2,500words)basedonafieldworkquestion,informationcollectionandanalysiswithevaluation(25marks)

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Global Politics

The subject aims to interconnect individuals and societies in an increasingly challenging and dynamic globalsociety, providing andexploring variousperspectives andapproaches to (contemporary)politics. The subjectcentresaroundthreemainconcepts:people(communities,groupsandindividuals);power(dynamics,tensionandoutcomes)andpolitics(conflict,migrationandclimate).

These(andother)conceptsareexploredonlocal,national,internationalandgloballevel,linkingabstractpoliticalconceptstorealworldexamples(suchasModelUnitedNationsandGlobalIssuesNetwork).Thecourseconsistsoffourcoreunits,whicharetaughtatbothSLandHL:uPower,sovereigntyandinternationalrelations(e.g.Stateandcooperation,IGO’s,NGO’s,theUN)uHumanrights(e.g.protectionandenforcement,theUniversalDeclarationofHumanRights)uDevelopment(e.g.sustainabledevelopmentandwell-being,GNPandHDI)uPeaceandconflict(e.g.justificationandcausesofviolenceandtheInternationalCriminalCourt)

In addition, theHL course also includes the topic of global political challenges; political issues in twoof thefollowingsixglobalpoliticalchallengesareresearchedandpresentedthroughacasestudyapproach:environment,poverty,health,identity,borders,andsecurity.

Psychology

Psychologyistherigorousandsystematicstudyofmentalprocessesandbehaviour.Itisacomplexsubjectwhichdrawsonconcepts,methodsandunderstandingsfromanumberofdifferentdisciplines.Thestudyofbehaviourandmentalprocessesrequiresamultidisciplinaryapproachandtheuseofavarietyofresearchtechniqueswhilstrecognisingthatbehaviourisnotastaticphenomenon,itisadaptive,andastheworld,societiesandchallengesfacingsocietieschange,sodoesbehaviour.

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Assessment componentsExternal assessmentPaper 1 (1 hour 15 minutes)Stimulus-basedpaperbasedonatopicfromoneofthefourcoreunitsFourcompulsoryshort-answer/structuredquestions(25marks)Paper 2 (2 hours 45 minutes)Extendedresponsepaperbasedonthefourcoreunits.Studentsmustwritethreeessaysfromachoiceofeight,eachselectedfromadifferentcoreunit(75marks)Internal assessmentEngagement ActivityAwrittenreport(2,000words)onapoliticalissueexploredthroughengagementandresearch(20marks)HL extension: global political challenges Twovideo-recordedoralpresentations(10-minutemaximumeach)oftwocasestudieschosenfromtwodifferentHLextensiontopics(20marks)External assessmentPaper 1 (1 hour 15 minutes)Stimulus-basedpaperbasedonatopicfromoneofthefourcoreunitsFourcompulsoryshort-answer/structuredquestions(25marks)Paper 2 (1 hour 45 minutes)Studentsmustwritetwoessaysfromachoiceofeight,eachselectedfromadifferentcoreunit(50marks)Internal assessmentEngagement ActivityAwrittenreport(2000words)onapoliticalissueexploredthroughengagementandresearch(20marks)

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TheaimsofthepsychologycourseatSLandatHLareto:udevelopanunderstandingofthebiological,cognitiveandsocioculturalfactorsaffectingmentalprocessesand

behaviouruapplyanunderstandingofthebiological,cognitiveandsocioculturalfactorsaffectingmentalprocessesand

behaviourtoatleastoneappliedareaofstudyuunderstanddiversemethodsofinquiryuunderstandtheimportanceofethicalpracticeinpsychologicalresearchingeneralandobserveethicalpractice

intheirowninquiriesuensurethatethicalpracticesareupheldinallpsychologicalinquiryanddiscussionudevelop an awarenessof howpsychological research canbe applied to address real-world problems and

promotepositivechange.

Syllabus

At the core of the DP psychology course is an introduction to three different approaches to understandingbehaviour:ubiologicalapproachtounderstandingbehaviourucognitiveapproachtounderstandingbehaviourusocioculturalapproachtounderstandingbehaviour.

Theknowledge,concepts,theoriesandresearchinthesefieldswillbestudiedandcriticallyevaluatedtoanswersome of the questions being asked by psychologists today. The interaction of these approaches to studyingpsychologywill form thebasis of a holistic and integrated approach to understandingmental processes andbehaviour as a complex, dynamic phenomenon, allowing students to appreciate the diversity aswell as thecommonalitybetweentheirownbehaviourandthatofothers.

The contribution and the interaction of the three approaches can be best understood through the options. Therearefouroptionsinthecourse.Theyfocusonareasofappliedpsychology:1. abnormalpsychology2. developmentalpsychology3. healthpsychology4. psychologyofhumanrelationships.

Theoptionsprovideanopportunitytotakewhatislearnedfromthestudyoftheapproachestopsychologyandputitintothecontextofspecificlinesofinquiry,broadenstudents’experienceofthedisciplineanddevelopthestudents’criticalinquiryskills.SLstudentsstudyoneoption,whileHLstudentsstudytwo.

Surroundingtheapproachesandtheoptionsaretheoverarchingthemesofresearchmethodologyandethics. Aconsiderationofbothisparamounttothenatureofthesubject.

ThissubjectisonlyofferedatSLatourschool.

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Group 4: Sciences

ISH offers physics, chemistry, biology, computer science and design technology as Group 4 subjects. AninterdisciplinarysubjectwithIndividualsandSocieties,namelyenvironmentalsystemsandsocieties(ESS),canalsobestudiedatSL.Acommoncurriculummodelappliestoallthesciences.ThismodeloffersaparallelstructureatbothHLandSL,wherebyacoreofmaterial isstudied,togetherwithoptiontopics.BystudyinganyoftheGroup4subjects,studentswillbecomeawareofhowscientistsworkandcommunicatewitheachother.Whilethescientificmethodmaytakeonawidevarietyofforms,itistheemphasisonapracticalapproachthroughexperimentalworkthatdistinguishestheGroup4subjects.

Studentsspendatleast25%ofteachingtimefollowinganinternallyassessedschemeofpracticalinvestigativework.There isalsoan interdisciplinary scienceproject thatallowsstudents toappreciate theenvironmental,socialandethicalimplicationsofscienceandmirrorstheworkofrealscientists,allowingstudentstounderstandthelimitationsofscientificstudy,forexample,theshortageofappropriatedataand/orthelackofresources.ThisistheGroup4project,inwhichallDPsciencestudentsmustparticipate;atISHtheGroup4projectisorganisedattheendofyear12.Theemphasisofthisprojectisoninterdisciplinarycooperationandtheprocessesinvolvedinscientificinvestigationratherthantheproductsofsuchinvestigations.Thegroup4projectisacollaborativeactivitywhere students fromdifferent group 4 subjectswork together on a scientific or technological topic,allowingforconceptsandperceptionsfromacrossthedisciplinestobeshared in linewiththecourseaimof“developinganunderstandingof the relationshipsbetweenscientificdisciplinesand their influenceonotherareasofknowledge”.Theprojectcanbepracticallyortheoreticallybased.

TheIBDPsciencesubjectsprovidestudentswithknowledgeandunderstandingtobecomeconfidentcitizensinatechnologicalworldandencouragethedevelopmentofanappreciationofthescientificcontributionsofpeoplefromdifferentculturesandbackgrounds.

Group4studentsatbothSLandHLundertakeacommoncoresyllabus,acommoninternalassessmentschemeandhavesomeoverlappingelementsintheoptionsstudied.Whiletheskillsandactivitiesofgroup4sciencesubjectsarecommontostudentsatbothSLandHL,studentsatHLarerequiredtostudysometopicsingreaterdepth,bothintheadditionalHLcorematerialandinthecommonoptions.ThedistinctionbetweenSLandHLisoneofbreadthanddepth.

Biology

Althoughbiologistshaveaccumulatedhugeamountsofinformationaboutlivingorganisms,theaimofthecourseisnottosimplyteachthestudentsalargenumberofseeminglyunrelatedfacts.IntheDPbiologycourse,itishopedthatstudentswillacquireabodyoffactsandatthesametimedevelopabroad,generalunderstandingoftheprinciplesofthesubject.

The DP biology SL and HL courses are built around four basic biological concepts: structure and function,universalityversusdiversity,equilibriumwithinsystems,andevolution.

Biologyisanexcellentcourseforallstudents,bothforthosecontinuingtheircareerinscience(suchasforestry,agriculturalsciences,environmentalsciences,microbiology,biochemistry,healthrelatedstudieslikemedicine,dentistry,veterinarysciences,nursing,physiotherapy,biophysicalsciences)aswellasthosewithothercareeroptions.

Chemistry

Chemistry is an experimental science that combines academic study with the acquisition of practical andinvestigationalskills.Itiscalledthecentralscienceaschemicalprinciplesunderpinboththephysicalenvironmentinwhichweliveandallbiologicalsystems.Apartfrombeingasubjectworthyofstudyinitsownright,chemistryisaprerequisiteformanyothercoursesinhighereducation,suchasmedicine,biologicalscienceandenvironmentalscience,andservesasusefulpreparationforemployment.


Physics

Physicsisthemostfundamentaloftheexperimentalsciencesasitseekstoexplaintheuniverseitself,fromtheverysmallestparticles–quarks,whichmaybetrulyfundamental–tothevastdistancesbetweengalaxies.

TheDPphysicscourseallowsstudentstodeveloptraditionalpracticalskillsandtechniquesandincreasefacilityintheuseofmathematics,whichisthelanguageofphysics.Physicsalsoallowsstudentstodevelopinterpersonalskills,andinformationandcommunicationtechnologyskillswhichareessentialinmodernscientificendeavourandareimportantlife-enhancing,transferableskillsintheirownright.

Goodqualifications in IBDPphysics areneeded for entry intouniversities that offer courses such as physics,engineering,medicine,dentistryandevendiversesubjectssuchasmanagement.

Computer Science

Computersciencerequiresanunderstandingofthefundamentalconceptsofcomputationalthinkingaswellasknowledgeofhowcomputersandotherdigitaldevicesoperate.Thecorecomputersciencesyllabus,whichbothSLandHLstudentsmuststudy,coversthesecoretopics:uSystemfundamentalsuComputerorganizationuNetworksuComputationalthinking,problem-solvingandprogramming

HLstudentsmuststudythefollowingadditionalcoretopics:uAbstractdatastructuresuResourcemanagementuControl

Inaddition,studentsstudyoneofthefollowingoptions:uOptionA:DatabasesuOptionB:ModellingandsimulationuOptionC:WebscienceuOptionD:Object-orientedprogramming(OOP)EachoptionincludesanHLextension.AtISH,wefollowoptionC:Webscience.

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Assessment components (Biology, Chemistry, Physics)External assessmentPaper1(1hour)Paper2(2hours15minutes)Paper3(1hour15minutes)Internal assessmentIndividual investigation (10 hours)Anindividualscientificinvestigation–fulllabreportnotlongerthan12pages–assessedforpersonalengagement,exploration,analysis,evaluationandcommunicationExternal AssessmentPaper1(45minutes)Paper2(1hour15minutes)Paper3(1hour)Internal assessmentIndividual investigation (10 hours)Anindividualscientificinvestigation–fulllabreportnotlongerthan12pages–assessedforpersonalengagement,exploration,analysis,evaluationandcommunication

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TheDPcomputersciencecourseisengaging,accessible,inspiringandrigorous.Ithasthefollowingcharacteristics:uItdrawsonawidespectrumofknowledge.uItenablesandempowersinnovation,explorationandtheacquisitionoffurtherknowledge.uItinteractswithandinfluencescultures,societyandhowindividualsandsocietiesbehave.uItraisesethicalissues.uItisunderpinnedbycomputationalthinking.

Computationalthinkinginvolvestheabilityto:uthinkprocedurally,logically,concurrently,abstractly,recursivelyandthinkahead;uutilizeanexperimentalandinquiry-basedapproachtoproblem-solving;udevelopalgorithmsandexpressthemclearly;uappreciate how theoretical and practical limitations affect the extent to which problems can be solved

computationally.

Duringthecoursethestudentwilldevelopcomputationalsolutions.Thiswillinvolvetheabilityto:uidentifyaproblemorunansweredquestion;udesign,prototypeandtestaproposedsolution;uliaisewithclientstoevaluatethesuccessoftheproposedsolutionandmakerecommendationsforfuture

developments.

DPcomputersciencestudentswillbecomeawareofhowcomputerscientistsworkandcommunicatewitheachotherandwithotherstakeholdersinthesuccessfuldevelopmentandimplementationofITsolutions.


Design Technology

TheDPdesigntechnologycourse,offeredatHLandSL,aimstodevelopinternationally-mindedpeoplewhoseenhancedunderstandingof design and the technologicalworld can facilitateour sharedguardianshipof theplanetandcreateabetterworld.

Inquiryandproblem-solvingareattheheartofthesubject.Thecourserequirestheuseofthedesigncycleasatool,inordertostructuretheinquiryandanalysisofproblems,thedevelopmentoffeasiblesolutions,andthetestingandevaluationofthesolution. Indesigntechnology,asolutioncanbedefinedasamodel,prototype,productorsystemthatstudentshavedevelopedindependently.

Thiscourseprovidesthestudentswiththeopportunityforhands-onexperimentation;theyarecarryingoutsomeofthesameprocessesthatdesignersundertake.

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Assessment componentsExternal assessmentPaper 1 (2 hours 10 minutes)SyllabusContent:CoreSectionAconsistsofseveralcompulsoryshortanswerquestionstestingmainlyobjectives1and2.SectionBconsistsoffivecompulsorystructuredquestionsthatmaybesubdivided.(100marks)Paper 2 (1 hour 20 minutes)SyllabusContent:OptionSectionAconsistsofcommonquestions(totheSL/HLcore)fortheoptionchosen.SectionBconsistsofquestionsfortheoptionchosenrelatingtotheHLextension.(65marks)Paper 3 (1 hour)ThispaperisbasedonacasestudyproducedannuallybytheIB.Thepaperconsistsoffourstructuredquestions,whichassessthewholesyllabusinanintegratedway.Studentsarerequiredtoanswerallofthequestions.Thequestionsarerelatedtothescenariointhecasestudy.Inadditiontothecasestudyfurtherstimulusmaterialmaybeprovidedintheexaminationpaper.(30marks)Internal AssessmentDevelopmentofacomputationalsolution(30hours)Thefocusofthesolutionisonprovidingeitheranoriginalproductoradditionalfunctionalitytoanexistingproductforaclient.(34marks)External AssessmentPaper 1 (1 hour 30 minutes)SyllabusContent:CoreSectionAconsistsofseveralcompulsoryshortanswerquestionstestingmainlyobjectives1and2.SectionBconsistsofthreecompulsorystructuredquestionsthatmaybesubdivided.(70marks)Paper2(1hour)SyllabusContent:OptionStudentsarerequiredtoanswerallthequestionsfortheoptionchosen.(45marks)InternalAssessmentDevelopmentofacomputationalsolution(30hours)Thefocusofthesolutionisonprovidingeitheranoriginalproductoradditionalfunctionalitytoanexistingproductforaclient.(34marks)

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Thecoursehasabalanceoftheoryandpracticaltasks.60hourswillbespentonpracticaltasksusingourbrand-newCAD/CAMfacilities.Computeraideddesignandmanufacturewillbeourfocus,whenexploringavarietyoftechniquesusinglasercuttingand3Dprinting.

Thecoresyllabus,whichbothSLandHLmuststudy,includesthefollowingtopics:uHumanfactorsandergonomicsuResourcemanagementandsustainableproductionuModellinguFinalproductionuInnovationanddesignuClassicdesign

Inaddition,HLstudentsstudythefollowingtopics:uUser-centreddesign(UCD)uSustainabilityuInnovationandmarketsuCommercialproduction

Interdisciplinary Subjects: Environmental Systems and Societies (Groups 3 and 4)

This subject is only offered at SL. The prime intent of this course is to provide students with a coherentperspectiveoftheinterrelationshipsbetweenenvironmentalsystemsandsocieties;onethatenablesthemtoadoptaninformedpersonalresponsetothewiderangeofpressingenvironmentalissuesthattheywillinevitablycometoface.Students’attentionisconstantlydrawntotheirownrelationshipwiththeirenvironmentandthesignificance of choices and decisions that theymake in their own lives. It is intended that students developa soundunderstandingof the interrelationshipsbetweenenvironmental systemsandsocieties, rather thanapurelyjournalisticappreciationofenvironmentalissues.Theyshouldrecognizethemanypossiblesolutionsto

Assessment componentsExternal assessmentPaper 1 (1 hour)40multiple-choicequestionsonthecoreandHLextensionmaterial(40marks)Paper 2 (1 hour 30 minutes)SectionA:onedata-basedquestionandseveralshort-answerquestionsonthecorematerial(allcompulsory)SectionB:oneextended-responsequestiononthecorematerial(fromachoiceofthree)(50marks)Paper 3 (1 hour 30 minutes)SectionA:twostructuredquestionsontheHLextensionmaterial,bothcompulsorySectionB:onestructuredquestionontheHLextensionmaterialbasedonacasestudy(40marks)Internal AssessmentIndividual design project (60 hours) External AssessmentPaper 1 (45 minutes)30multiple-choicequestionsonthecorematerial(30marks)Paper 2 (1 hour 30 minutes)SectionA:onedata-basedquestionandseveralshort-answerquestionsonthecorematerial(allcompulsory)SectionB:oneextended-responsequestiononthecorematerial(fromachoiceofthree)(50marks)Internal AssessmentIndividual design project (40 hours)

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environmentalproblemsthatarewithinhumanity’scapabilitiesandthatmakeasustainablefuturepossible.Theteachingapproachisconducivetostudentsevaluatingthescientific,ethicalandsocio-politicalaspectsofissues.

Thecourseishighlydemandingandcombinesscienceandhumanities,thereforemakingsoundknowledgeofbothfieldscrucial.

Group 5: Mathematics

AtISHweofferthreecoursesinmathematics:mathematicalstudiesSL,mathematicsSL,andmathematicsHL.

Mathematical Studies SL

Mathematicalstudies(or:mathstudies)isdesignedforstudentswhodonotanticipateaneedformathematicsintheirfuturestudies.

Abasicknowledgeofarithmetic,algebraandgeometry isexpectedandnecessary for success in this course,whichemphasisestheapplicationsofmathematicstorealworldsituations. Inordertoenrol inmathematicalstudies,thestudentmusthavedemonstratedevidenceofsuchpreparationintheirMYPworkor,forstudentsnewtotheschool,intheplacementtest.

Throughtheintroductiontosomemathematicaltheory,studentsbegintoseetherelationshipsbetweenvariousbranchesofmathematics,whichgivesthemtheopportunitytoappreciatethesubjectasalogicalwholewithitsunderlyingpatternsandrelationships.

Topics studied in this course include: numbers and algebra, descriptive statistics, logic sets and probability,geometryandtrigonometry,andfunctions.

Assessment componentsExternal assessmentPaper 1 (1 hour)Casestudy:Studentswillbeprovidedwitharangeofdatainavarietyofformsrelatingtoaspecific,previouslyunseencasestudy.Questionswillbebasedontheanalysisandevaluationofthedatainthecasestudy.Allofthequestionsarecompulsory.(35marks)Paper 2 (2 hours)Shortanswersandstructuredessays:SectionAismadeupofshort-answeranddata-basedquestions.SectionBrequiresstudentstoanswertwostructuredessayquestionsfromachoiceoffour(65marks)Internal assessmentIndividual investigation (10 hours)ThepurposeoftheinternalassessmentinvestigationistofocusonaparticularaspectofanESSissueandtoapplytheresultstoabroaderenvironmentaland/orsocietalcontext.Theinvestigationisrecordedasawrittenreport(1,500to2,250words).(60marks)

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MathematicsSLisdesignedforstudentswhowillneedasoundmathematicalbackgroundastheyprepareforfuturestudiesinsubjectsaschemistry,economics,psychologyandbusinessadministration.

Thiscourserequiresstudentstopossessagoodlevelofpreparationinalltheoreticaltopics,inparticularalgebra,functionsandtrigonometry.InordertoenrolinmathematicsSL,thestudentmusthavedemonstratedevidenceofsuchpreparation in theirMYPworkor, forstudentsnewtotheschool, in theplacementtest. Inaddition,studentsmusthavedemonstratedacapacityforhardworkandsolidcommitmenttotheirstudies.

Theemphasisintheprogrammeisonapplicationofmathematicaltechniques.Thecoursemovesatafastpace,whichmeans that studentswho select this courseneed very solid preparation inorder to keepupwith thematerialandbesuccessful.

Topicsstudiedinthisprogrammeinclude:algebra,functionsandequations,trigonometry,vectors,statisticsandprobability,anddifferentialandintegralcalculus.

Mathematics HL

TheHLcourseisdesignedforstudentswhohaveaverygoodaptitudeforandastronginterestinmathematics.Someuniversities,particularly those inEurope, requiremathsHL for the studyofmathematics,engineering,physicsandsimilarprograms.

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Assessment componentsExternal assessmentPaper 1 (1 hour 30 minutes) 15compulsoryshort-responsequestionsbasedonthewholesyllabus(calculatorrequired)(90marks)Paper 2 (1 hour 30 minutes) 6compulsoryextended-responsequestionsbasedonthewholesyllabus(calculatorrequired)(90marks)Internal assessmentProjectTheprojectisanindividualpieceofwork,beguninyear12andcompletedinyear13,involvingthecollectionofinformationorthegenerationofmeasurements,andtheanalysisandevaluationoftheinformationormeasurements.Studentsareencouragedtochooseatopicofpersonalinterestthatlendsitselftomathematicalinvestigationandanalysis–e.g.architecture,travel,basketball,music.(20marks)

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Theabstractnatureofthesubject,aswellastheamountofwork involved,mustbetakenintoconsiderationwhenmakingthechoicetotakemathematicsHL.Thecourserequiresstudentstopossessanexcellentlevelofpreparationinalltheoreticalmathematicstopics,inparticularalgebra,functions,trigonometry,andahighlevelofmathematicalaptitudeandgiftedness.InordertoenrolinmathematicsHL,thestudentmusthavedemonstratedevidenceofthisexcellentpreparationintheirMYPworkor,forstudentsnewtotheschool,intheplacementtest.Inaddition,studentsmusthavedemonstratedacapacityforhardworkandsolidcommitmenttotheirstudies.

TheMathsHLcourseencouragesstudentstoquestiontheirexistingmathematicalassumptions,toinvestigatetopicsinmodernmathematics,andtolearntoreasonandjustifytheirresults.Inaddition,studentsacquireavastsetofnewmathematicalskills.TheIBDPexaminationinmathematicsHLisdesignedtotestthestudents’analytical skillsaswellas theirknowledgeofmathematical concepts. Inorder todevelopanalytical thinking,teamworkandapursuitofexcellenceinmathematics,theMathematicsDepartmentofferstrainingforvariousinternationalcompetitionstostudentswhowishtoparticipate.

Topicsstudiedinthisprogrammeinclude:algebra,functionsandequations,trigonometry,vectors,statisticsandprobability,differentialandintegralcalculusandoneoptiontopic;atISHtheoptiontopicstudiedissets,relationsandgroups.

Use of Technology

Agraphiccalculator is required forall IBDPMathematicscoursesand it isessential for followingthe lessons,completing the assignments and performingwell on tests and in exams. Inmathematical studies the use ofacalculator isallowedinallexampapers; inmathematicsSLandHL,theuseofacalculator isnotallowedinPaper1.ThegraphiccalculatorusedatISHisselectedatthebeginningofeachschoolyearbytheMathematicsdepartment.Themodelthatwearecurrentlyusing istheTexas InstrumentsTI-84,TI-84plusorTI InspireCXstudentversion. It is important that studentshave the ISHmodelofgraphic calculatorand theyarestronglyadvisedtopurchaseonethroughalocalbookstoreorelectronicshopbeforethestartofthelessons.

Group 6: The Arts

ISHofferscoursesinvisualarts,music,andtheatre.TheIBDPvisualartscourseaimstodevelopcreativethinking,technical skillsandcriticalartappreciationthatwillprovidestudentswitha foundationfor furtherstudies inarchitecture, graphic and industrial design, fashion, (art) history and photography. The IBDPmusic course isdesignedtopromotegreaterawarenessandunderstandingofboththepowerandvarietyofmusicalexperiences.

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Assessment componentsExternal assessmentPaper 1 (2 hours) SectionA:Compulsoryshort-responsequestionsbasedonthecoresyllabusSectionB:Compulsoryextended-responsequestionsbasedonthecoresyllabus(calculatornotallowed)(100marks)Paper 2 (2 hours) SectionA:Compulsoryshort-responsequestionsbasedonthecoresyllabusSectionB:Compulsoryextended-responsequestionsbasedonthecoresyllabus(graphicdisplaycalculatorrequired)(100marks)Paper 3 (1 hour) Compulsoryextended-responsequestionsbasedmainlyonthesyllabusoptions(graphicdisplaycalculatorrequired)(50marks)Internal assessmentMathematical explorationThisisanoriginalandindependentpieceofwrittenworkthatinvolvesinvestigatinganareaofmathematics.(20marks)


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StudentsareexposedtoabroadspectrumofmusicrangingfromWesternmusic,frommanyperiodsandstyles,toworldmusic.ThroughtheDPtheatrecoursestudentsdeveloptheirskillsasactors,directors,designers,theoristsandpractitioners.Avarietyoftheatricalpracticesfromdifferenterasandplacesarestudied,andstudentshavetheopportunitytopursueareasofspecificinterest.

Trips and the ISH Artist in Residence Programme

Visual Arts Trip and Artist in Residence

In Year 12, students and teachers go on a trip abroad (UK) that offers exposure to curatorial practices andmodernandcontemporaryart.Throughoutthecourse,tripstolocalmuseumsandgalleriestakeplace,providingopportunitiesforcriticalappreciationandlearning.Yearly,ISHhostsanartistinresidenceofferingthestudentsexposuretohowaprofessionalartistthinksandworks.

Theatre Trip

InYears12and13,studentsandteachersattendanISTATaPSFestivalintheUK.TheInternationalSchool'sTheatreAssociationrunsthisannualeventtosupporttheDPtheatrecourse,andoffersavarietyofworkshopstostudentsbasedonthefourassessmenttasks.Includedinthistriparespecialticketstoseeprofessionalproductions,oftenofferingtheopportunitytoworkwithdirectorsandactorsfromtheindustry.

Visual Arts

TheIBDPvisualartscourse,offeredatHLandSL,combinescreativity,criticalthinkingandartappreciationthatprovidesafirmfoundationforuniversitystudies.ISHstudentsgoontostudyartanddesignatcollegesallovertheworld.Possiblecareersforstudentswithanartanddesignqualificationinclude:architecture,engineering,interior design, graphic/digital design, advertising, fine art, publishing, fashion, photography, film, television,videoandindustrialdesign,aswellasmanyotherrelatedprofessions.

Central to the course is the development of an increasingly personal line of investigation. Throughout years12and13, studentsgraduallydevelop theirownwork,usinga rangeofmediaof theirchoosing.Thecourseencouragesstudentstochallengetheirowncreativeandculturalexpectationsandboundaries.Itisathought-provoking course inwhich studentsdevelopanalytical skills inproblem-solvinganddivergent thinking,whileworkingtowardstechnicalproficiencyandcreativeself-confidence.Inadditiontoexploringandcomparingvisualartsfromdifferentperspectivesandindifferentcontexts,studentsareexpectedtoengagein,experimentwithandcriticallyreflectuponawiderangeofcontemporaryartpracticesandmedia.Thecourseculminateswithanexhibitionofthestudent’swork,curatedbythestudentsthemselves.

Therangeofmediaofferedincludes:sculpture,painting,drawing,printmaking,(analogue)photography,3Danddigitalmedia.


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Music

TheDPmusiccourse,offeredatHLandSL,offersstudentsanopportunitytoexpandtheirabilitytounderstand,create,andperformmusic.Itisrelevantforanystudentsconsideringacareerinmusic,butalsovaluableforanystudentbyvirtueofitsfocusoncreativeprocess,long-termprojectwork,andfosteringengagementwithandunderstandingofavarietyofhistoricalandculturalcontexts.

ThemainaimsoftheDPmusiccourse,bothatHLandSL,aretodevelopthestudent’sabilitiesintwomainareas:musicalperceptionandmusicalcreationandperformance.Throughoutthecourse,studentsdoavarietyofshort-andlong-termprojectsdesignedtoimprovetheirabilitiesinoneoforbothoftheseareas.

Musical Perception

Studentsstudyavarietyofmusic,bothwithnotatedscoreandwithout,andanalysewithrespecttoitsstructure,musicalfeatures,andhistorical/socialcontext.Particularlyinthefirstyearofthecourse,afocusisputontheoryknowledgeandscorereadinginordertoallowstudentstofullyaccessmusicfromtheWesternclassicaltradition.Additionally,awidevarietyofmusicisstudiedandanalysed,includingelectronic,traditional/worldmusic,jazz,rock,andpopmusic.

Additionally,afocusisgiventocomparingdivergentmusicalexamplesandfindingcommonmusicallinksacrosstime,place,andculturalcontext.InDPmusic,studentslearnthatevenwildlydifferentmusicalexamplesoftenhavemanycommonalities,whichgivesthemusiccourseasubstantialpotentialtofosterthestudent’sgeneralinterculturalunderstanding.

TheMusical links investigationisa2,000-wordmediascript(article,report,website,blog,podcast)comparingtwomusicalexamplesfromtwodifferentmusicalcultures.Studentsareaskedtoanalysethemusicalandtechnicalcontentofthetwoexamplesanddemonstratetheircommonalitiesanddifferences.

Studentsalsostudytwosetworks,chosenbytheIBeverytwoyears,fromtheWesternartmusiccanon.Thesetwopiecesarestudied indepthoverthetwo-yearcourse,asstudentswilleventuallybeexpectedtoansweranalysisquestionsonthesepieceswithouttheaidofanaudiorecording(scoreonly)intheirfinalexam.

Thelistening paperisanexternalexamconsistingof5long-form(essay)questionsforHLand4forSLbasedonmusicalanalysisofavarietyofexamples.Studentsanalyseanddiscussdifferentmusicalexamplesfromboththe

Assessment componentsExternal assessmentComparative study: Culture, context and critical thinking in visual artsStudentsanalyseandcomparedifferentartworksbydifferentartists.Thisindependentcriticalandcontextualinvestigationexploresartworks,objectsandartifactsfromdifferingculturalcontexts.Process portfolio: Exploring and acquiring skills, techniques and processes involved in making artworkStudentssubmitcarefullyselectedmaterialswhichevidencetheirexperimentation,exploration,manipulationandrefinementofavarietyofvisualartsactivitiesduringthetwo-yearcourse.Internal assessmentExhibition: The processes involved in selecting work for exhibition and public displayStudentsaselectionofresolvedartworksfromtheirexhibition.Theselectedpiecesshouldshowevidenceoftheirtechnicalaccomplishmentduringthevisualartscourseandanunderstandingoftheuseofmaterials,ideasandpracticesappropriatetovisualcommunication.

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Westernartmusicrepertoire,alongwithpiecesfromthejazz,world,andpopmusictraditions.Examplesonthetestmaybescore-only(noaudio,asonthesetworks),scoreandaudio,oronlyaudio.

Musical Creation and Performance

InmusicHL,studentsmustcompileacreatingportfolioandaperformingportfoliooverthetwo-yearcourse.

The creating portfolioconsistsofthreecompositions,each3-6minutesinlength,inavarietyofmediaandstyles.Studentscandoanotatedcomposition,electronicmusicpiece,improvisation,arrangement,orstylisticexercises,andthepiecesareassessedontheirstructure,controlofmusicalelements,andvariousotheraspects.ThesepiecesarecompletedthroughoutYear12andthebeginningofYear13,underavarietyofspecificstimuli,suchascreatinganelectronicdancepieceorcomposingapieceofprogrammusic.AttheendofYear13,studentshavetheopportunitytoreviseandimprovethesecompositionsbeforesubmittingthemforfinalassessment.

The performing portfolioconsistsof20minutesofrecordingsofthestudent’sinstrumentalorvocalperformances,inwhichthestudentisfeatured.StudentsareassessedforthemusicalandstylisticvarietyoftheCDprogram,andassuchtheyareencouragedtoattemptpiecesfromdifferentgenresandmusicalmoods.Whilestudentsareassessedforthetechnicalmasteryandmusicalexpressionaswell,thecriteriaarefocusedonhowappropriatethemusic’s difficulty is for the students’ ability level. Therefore, students are encouraged to search out andattemptawidevarietyofmusicinmanydifferentcontexts.

AtHL,studentsmustsubmitasolo performingCD(20minutes)inwhichtheyarefeaturedprimarilyonalltheexamples.AtSL,studentschooseoneoptionfromsolo performing, creating or group performing.AtSL,ifstudentschooseperforming(soloorgroup),theysubmita15-minuteCD.Forthegroupperformance,studentsareassessedpersonallyfortheirroleinanoverallgroupperformance(suchasasymphonyorchestraorwindbandmember).

Assessment componentsExternal assessmentPaper 1 (2 hours 30 minutes)Fivemusicalperceptionquestions(100marks)Musical links investigationAwrittenmediascriptofnomorethan2,000words,investigatingthesignificantmusicallinksbetweentwo(ormore)piecesfromdistinctmusicalcultures(20marks)Internal assessmentCreating (75 hours)Threepiecesofcoursework,withrecordingsandwrittenwork(30marks)Solo performing (75 hours)Arecordingselectedfrompiecespresentedduringoneormorepublicperformance(s),20minutes(20marks)External assessmentPaper 1: Listening Paper (2 hours) Fourmusicalperceptionquestions(80marks)Musical links investigationAwrittenmediascriptofnomorethan2,000words,investigatingthesignificantmusicallinksbetweentwo(ormore)piecesfromdistinctmusicalcultures(20marks)Internal assessment: students choose one of the following options:Creating (75 hours)Twopiecesofcoursework,withrecordingsandwrittenwork(30marks)Solo performing (75 hours)Arecordingselectedfrompiecespresentedduringoneormorepublicperformance(s),15minutes(20marks)Group performing (75 hours)Arecordingselectedfrompiecespresentedduringtwoormorepublicperformances,20–30minutes(20marks)

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Theatre

TheatreisofferedatbothHLandSLintheIBDPatISH.Allworkshopsandassessmentsarefirmlylinkedtothecorecurriculumfortheatre:theatreincontext,theatreprocessesandpresentingtheatre.

Thetheatrecourseprovidesarelevantlearningopportunityforadiverserangeofstudentsasitlaysanappropriatefoundation for further study in theatre, performing arts and other related subjects. In addition, by instillingdiscipline,andrefiningcommunicationandgroup-workskills, itoffersavaluablecourseofstudyforstudentswhomaywishtopursueacareerorfurthereducationstudiesinareasunconnectedtotheatre.

TheaimsofthetheatrecourseatSLandHLaretoenablestudentsto:uexplore theatre in a variety of contexts and understand how these contexts inform practice (theatre in

context);uunderstandandengageintheprocessesoftransformingideasintoaction(theatreprocesses);udevelopandapplytheatreproduction,presentationandperformanceskills,workingbothindependentlyand

collaboratively(presentingtheatre);u[forHLonly]understandandappreciatetherelationshipbetweentheoryandpractice(theatre incontext,

theatreprocesses,presentingtheatre).

Ajournalofthestudent’sexperiencesofthecourseiswrittenthroughoutthecourseandchartsdevelopmentofknowledge,ideas,research,responsesandpersonalchallengesandachievements.Theaimofthejournalistosupportandnurturethestudent’spersonal reflectionof theirexperience,and it isexpectedthatmuchofthestudents’assessedworkinthesecondyearwillemergefromit.Studentscanchoosewhatformthejournalshouldtake,andareencouragedtochooseaparticularformatwhichsupportstheirpersonallearningstyle.Aworkbookcanbeused,ascouldrecordedjournalingoreventhecreationoftheirownYouTubechannel!

Online Courses

ThereareanumberofIBDPcoursesthatcanbetakenthroughPamojaOnlineEducation.ThecoursesthatISHstudentscanchoosefromare:uGroup 2:FrenchabinitioSL,MandarinabinitioSL,SpanishabinitioSLuGroup 3:PhilosophySL,ITGSSLuGroup 6:FilmSL

Assessment components

External assessmentDirector’s notebookStudentschooseapublishedplaytexttheyhavenotpreviouslystudiedanddevelopideasregardinghowitcouldbestagedforanaudience.Research presentationStudentsplananddeliveranindividualpresentation(15minutesmaximum)totheirpeersinwhichtheyoutlineandphysicallydemonstratetheirresearchintoaconventionofatheatretraditiontheyhavenotpreviouslystudied.Solo theatre piece [HL only] StudentsatHLresearchatheatretheoristtheyhavenotpreviouslystudied,identifyanaspect(s)oftheirtheoryandcreateandpresentasolotheatrepiece(4–8minutes)basedonthisaspect(s)oftheory.Internal assessmentCollaborative projectStudentscollaborativelycreateandpresentanoriginalpieceoftheatre(lasting13–15minutes)forandtoaspecifiedtargetaudience,createdfromastartingpointoftheirchoice.

SL65%35%

30%

-

35%35%

HL75%20%

20%

35%

25%25%

Weighting


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Forinformationaboutthecoursespleaseseehttp://pamojaeducation.com/IB-online-courses/andcontactMsH.John([email protected]),ourSite-basedCoordinator.

Pleasenotethatthereareadditionalcostsinvolvedintakinganonlinecourseandforastudenttobesuccessfulinanonlinecoursehe/sheneedstohavestrongself-managementskills.

Physical and Health Education

TheIBDPphysicalandhealtheducationprogrammeoffersstudentsawidevarietyofphysicalexperiences.Theaims of the programme are to help students acquire knowledge and understanding ofmovement and howphysicalactivityandwell-beingcorrelatetoahealthylife-style,aswellastopreparethemforparticipationinsports,bothnowandinthefuture.

AllIBDPstudentsfollowanactivityprogrammeoftheirchoice,fortwolessonhoursperweek.Oneactivitylastsfiveweeks;attheendofthisperiod,effortandattendanceandwillbeevaluated.

AtISHstudentswillgettheopportunitytocombinephysicalandhealtheducationandCAS.

Thephysicalandhealtheducationactivitiesofferedat ISH include: football, touch rugby,flag football,Gaelicfootball,badminton,basketball,self-defence,fitness,volleyball,golf,dance,yoga,softball,squash,tennis,andrescueswimming.InYear12,thestudentsarealsoinvolvedinthepreparationandorganisationofSportsdayfortheYear7-11students.

Afterfollowinganinductioncourseatthefitnesscentreandsigningafitnesscontract,weallowourstudentstoworkoutinourfitnesscentreintheirfreetime.

After-school Clubs

Studentsmay also choose to participate in various after-school clubs and teams. These teams playmatchesagainstlocalschools,competeinlocaltournaments,andintheInternationalSchoolsSportsTournaments(ISST).Wewelcomesuggestionsfornewactivitiestotheafter-schoolprogramme.



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Assessment and Grading

Assessment in the DP

AssessmentintheDPincludes:uin-school assessment: this includes formative assessment tasks and summative assessments completed

duringtheschoolyearandmarkedbytheteacher.Summativeassessmentscanbeteststakenattheendofaunitofworkorothertypesofassignments.TheseincludetwoexamsessionsinYear12(inDecemberandJune)andonemockexamsessioninYear13(inFebruary).Summativeassessmentscontributetoreportgrades,andprovideabasisforpromotionfromYear12to13.

uformalsummativeassessment:thisistheassessmentthatdirectlycontributestothefinalIBdiplomaresultsandincludesinternallyandexternallyassessedcomponentstoassessstudentperformance:■ externalassessment(EA):thisisassessmentwhichisexternallymarkedbyIBexaminers,andincludesthe

examinationstakenattheendofYear13andavarietyofothertasksspreadoverdifferentsubjectsandcompletedbystudentsatvarioustimesundervariousconditionsduringtheircourse(e.g.theextendedessay, theTOKessay, thewrittenassignments in theLanguagecourses).Externalassessment includes:essays,structuredproblems,short-responsequestions,data-responsequestions,text-responsequestions,case-studyquestions,multiple-choicequestions.

■ internalassessment(IA):mostcoursesalsoincludeassessmentcomponentsinternallymarkedbyteachersandexternallymoderatedbytheIB. Internalassessment includes:oralwork in languages,fieldwork ingeography,laboratoryworkinthesciences,investigationsinmathematics,artisticperformances,theTOKoralpresentation.

Theformalassessmentcomponentsforeachsubjectandtheirweightinginthefinaldiplomagradearelistedinthepreviouschapter“TheDPSubjects”.

DP Grades

In the IBDP, studentwork is assessed as direct evidence of achievement against the stated goals of the DPcourses.Studentresultsaredeterminedbyperformanceagainstsetstandards,notbyeachstudent'spositionintheoverallrankorder.

IntheDPsubjectsinGroups1-6,studentsreceivegradesrangingfrom1to7,with7beingthehighest.InTOK,studentsreceivegradesrangingfromAtoE,withAbeingthehighest.TheEEisentirelyexternallymarked;gradesalsorangefromAtoE,withAbeingthehighest;teachersareonlyrequiredtoprovideapredictedgrade.NogradesareawardedforCAS,butauthenticatedparticipationisarequirementfortheawardofthediploma.

IntheIBDP,weworkwithamixofmarksbasedoncriteriaandpointscores.ThecriteriaforeachsubjectarespecifiedintheIBDPsubjectguides.

InYears12and13,gradeboundaries,expressedaspercentages,areused for convertingassessment criteriamarksandpointscores intogradesona1–7scale intheDPsubjects inGroups1-6,unlessothercriteriaorspecificarrangementsapply.Thesegradeboundariesdifferpersubject.ThefinalgradeinYear12iscomprisedoftheexamgradesand/orothersummativeassessmentgrades(seesection“CalculationoftheFinalYear12Grade”formoredetails)andisusedtodeterminepromotionfromYear12toYear13.

ThegradeboundarieswillbepublishedonManageBac.


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Promotion from Year 12 to Year 13

PromotionfromYear12toYear13dependsuponsatisfactionofallofthefollowingrequirementsattheendofYear12:uaminimumtotalpointscoreof24points,outofwhich12pointsinthehigher-levelsubjects(seesection:

“CalculationoftheFinalYear12Grade”fordetailsonhowthefinalYear12gradesarecalculatedineachsubjectgroup);

usatisfactoryprogressontheextendedessay(indicatedbyatleastagreenflag)asjudgedbytheEEsupervisorbasedonthesubject-specificrequirementsestablishedbytheEECoordinator;

usatisfactoryprogressinCAS(indicatedbyatleastagreenflag)asjudgedbytheCASadvisor/mentorbasedontherequirementsforthefinalY12checkpointestablishedbytheCASCoordinator;

usatisfactoryprogressinTOK,indicatedbyapassinggrade(atleastD);usatisfactoryparticipationinPHE;uall courseworkup todate (see section: “CourseworkRequirements forPromotion intoYear13” formore

details);uagoodrecordofattendanceandpunctuality.

Calculation of the Final Year 12 Grade

InordertobepromotedtoYear13,studentsmustobtainaminimumtotalpointscoreof24points,outofwhich12pointsinthehigher-levelsubjects,attheendofYear12.ThetotalpointscoreisbasedonthefinalYear12gradesstudentsobtainintheirGroup1-6subjects.ThemodelforcalculatingthefinalYear12gradeisdifferentacrosssubjects/subjectgroups.ThisgradeisbasedonthegradesthestudentshaveobtainedintheDecemberand/orJuneexamsand/orinothersummativeassessmentscompletedduringtheyear.


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Subject group/ SubjectGroup 1

Group 2

Group 3Interdisciplinary Group 3 & 4: ESSGroup 4: Biology, Chemistry, Physics, Computer Science

Group 4: Design Technology

Group 5

Music

Group 6

Theatre

Visual Arts

Final Year 12 reportJune exams: 50%+other summative assessments (including oral work): 50%June exams: 50% + December exams: 20% + other summative assessments: 30%June exams: 40% + December exams: 10% + other summative assessments (practical and

design tasks, tests): 50% (IA criteria A and B: 20%; light project: 10%; er-

gonomic project: 5%; poster: 5%; tests: 10%)June exams: 50% + December exams: 20% + other summative assessments: 30%HL: exam: 30% + written analysis work: 20% + Performing: 25% + Creating: 25%SL: exam: 30% + written analysis work: 20% + Performing: 50% OR Creating: 50% (depending on student’s course)HL: Director’s Notebook: 20% + Research Presentation: 20% + Collaborative Project: 25% + Solo Piece: 35%SL: Director’s Notebook: 35% + Research Presentation: 30% + Collaborative Project: 35%May Exhibition: 50%+Process Portfolio: 50%

Mid-year report

December exams+

other summative assessments

summative assessments

Previous page | Tabel of contents | Next page

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Coursework Requirements for Promotion into Year 13

In addition to the point requirements, students must also meet other requirements. Thus, students mustcompletealltherequiredcourseworkbytheendofYear12.Therequiredcourseworkincludescompulsoryformalassessmentcomponents(IAs,EAs)thatmustbecompletedinYear12.

Subject group/ Subject English A Lang Lit

English A Literature

Dutch A Lang Lit

Group 1

French, Spanish & German A Lang Lit

Group 3

Interdisciplinary Group 3 & 4: ESSGroup 4

Group 5

Music

Group 6 Theatre

Visual Arts

Extended essayTheory of Knowledge

Compulsory coursework componentsHL:successfulcompletionof3writtentasks(EA)and1FOA(IAcomponent)SL:successfulcompletionof2writtentasks(EA)and1FOA(IAcomponent)satisfactoryprogressintheplanningforthewrittenassignment(EA)+satisfactorycompletionoftheIOP(IAcomponent)Successfulcompletionof2writtentasks(EA)and1FOA(IAcomponent)All:successfulcompletionoftheindividualoralcommentary(IAcomponent)+ French:HL:successfulcompletionof3writtentasks(EA)and3FOAs(IAcomponent)SL:successfulcompletionof3writtentasks(EA)and2FOAs(IAcomponent)German:HL&SL:successfulcompletionof2writtentasks(EA)and1FOA(IAcomponent)Spanish:HL:successfulcompletionof3writtentasks(EA)and1FOA(IAcomponent)SL:successfulcompletionof2writtentask(EA)and1FOA(IAcomponent)IAup-to-date:• BusinessmanagementHL:IAOutlinecompleted• Economics:firstcommentarycompleted• Geography:firsttwosectionsdrafted(geographicalcontextandmethodology)

• Globalpolitics:IAplanapproved• History:IAcompletedGroup4projectcompleted+ IAup-to-date:• ComputerScience,DesignTechnology:criteriaA&Bcompleted• ESS:IAdraftcompletedMathematicsIAprogressreportHL:Completionof3Creatingassessments(IA);atleast5minutesofPerformingCD(IA);completed2,000MLIdraft(EA)SL:Completionof3Creatingassessments(IA)ORatleast5minutesofPerformingCD(IA);completed2,000MLIdraft(EA)HL:FinalResearchPresentation(EA);DraftDirector’sNotebook(EA)(criteriaA,B,C,D);DraftSoloPiece(EA);DraftCollaborativeProject(IA)(criteriaA,B,C,D)SL:FinalResearchPresentation(EA);DraftDirector’sNotebook(EA)(criteriaA,B,C,D);DraftCollaborativeProject(IA)(criteriaA,B,C,D)HL:Exhibition(IA):5-7resolvedartpieces&curatorialrationale(firstdraft);ProcessPortfolio(EA):aminimumof10PowerPointslides(representingthebestoftheProcessPortfolio)SL:Exhibition(IA):3-5resolvedartpieces&curatorialrationale(firstdraft);ProcessPortfolio(EA):minimumof8PowerPointslides(representingthebestoftheProcessPortfolio)satisfactorycompletionofthesubject-specificrequirementstheoralpresentationdelivered(IA)andthecorrespondingPresentationPlanningDocument(PPD)submitted


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Re-sit Examinations at the End of Year 12

IncaseastudenthasfailedtomeetthepointrequirementsforpromotionintoYear13,theschoolcandecidetoofferre-sitexaminationstogivethestudentanotheropportunitytoobtainthegradesnecessaryforpromotion.Studentswillonlybeallowedtore-sitamaximumoftwosubjects;thismeansthatonlystudentswhoareatmost2pointsbelowtherequirementswillbeallowedtodore-sits.

TheDeputyHeadsandYearLeaderwillcompilealistofre-sitcandidatesandwillinformthestudentsthattheyhavere-sitexamsandwhentheyshouldsitthepapers.There-sitstakeplaceonaschooldayaboutaweekpriortothesummerholidayandthestudentswillhaveoneortwostudyleavedayspriortotheexaminationdayinordertoprepare.Itistheresponsibilityofthestudenttorevisefortheexam(s)andtobepresentandontimeforthere-sitexaminations.Failuretoshowup(withoutgoodreason)willresultinautomaticfailure.

Re-sitswillbemarkedaccordingtotheusualsubjectcriteria.There-sitresultswillsubstitutefortheinitialJuneexamresult(s)andwillbeaddedtotheotherassessmentcomponentsinordertocalculatethenewfinalYear12grade,whichdeterminespromotion.

Award of the IB Diploma

TheIBdiplomaisawardedbasedonperformanceacrossallpartsoftheDP.

Requirements for the Award of the IB Diploma

Atotalofsixsubjectsmustbestudied,withacombinationofSLandHL.StudentsmustalsocompletetheDPcore,whichconsistsofCAS,TOKandEE.

Eachsubjectisgraded1–7,with7beingthehighestgrade.Thesegradesarealsousedaspoints(thatis,7pointsforagrade7,andsoon)indeterminingifthediplomacanbeawarded.TOKandtheEEaregradedA–E,withAbeing the highest grade. These two grades are then combined in the diploma points matrix to contributebetween0and3pointstothetotal(seethesection“BonusPointsMatrix”fordetails).CASisnotassessedbutmustbecompletedinorderforthediplomatobeawarded.

TheoverallmaximumpointsfromsubjectgradesandTOK/EEistherefore45=(6×7)+3.Theminimumthresholdfortheawardofthediplomais24 points.

Theadditionalrequirementsarethefollowing:uThecandidatehasgained12pointsormoreintheHLsubjects(forcandidateswhoregisterforfourHLsubjects,

thethreehighestgradescount).uThecandidatehasgained9pointsormoreintheSLsubjects(candidateswhoregisterfortwoSLsubjects

mustgainatleast5pointsatSL).uCASrequirementshavebeenmet.uThereisno“N”awardedforTOK,theEEorforacontributingsubject.uThereisnogradeEawardedforTOKand/ortheEE.uThereisnograde1awardedinasubject/level.uTherearenomorethantwograde2sawarded(HLorSL).uTherearenomorethanthreegrade3sorbelowawarded(HLorSL).uThecandidatehasnotreceivedapenaltyforacademicmisconductfromtheFinalAwardCommittee.

Inaddition, studentswhohavecompleted theseconditions throughmultiple languagesmaybeeligible forabilingualdiploma.


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AmaximumofthreeexaminationsessionsisallowedinwhichtosatisfytherequirementsfortheawardoftheIBdiploma.Theexaminationsessionsneednotbeconsecutive.

Summary

uStudentsmuststudysixsubjects,plusTOK,EEandCAS.Theymustaccumulatenofewerthan24pointsfromassessmentinthesesubjectsinadditiontogradestipulations.

uTheymustmeetalloftheadditionalrequirementslistedabove.uTheymustdosowithinamaximumofthreeexaminationsessions.uCandidateswhosuccessfullymeettheseconditionswillbeawardedthediploma.uCandidateswhotakethediplomainmultiplelanguagesmaybeeligibleforabilingualdiploma.

The Bilingual Diploma

Abilingualdiplomawillbeawardedtoasuccessfulcandidatewhofulfilsoneorbothofthefollowingcriteria:uCompletionoftwolanguagesselectedfromgroup1withtheawardofagrade3orhigherinboth;uCompletionofoneofthesubjectsfromgroup3orgroup4inalanguagethatisnotthesameasthecandidate's

nominatedgroup1language(thecandidatemustattainagrade3orhigherinboththegroup1languageandthesubjectfromgroup3or4).

Ifastudentfulfilsthesecriteria,thebilingualdiplomawillbeautomaticallyawardedbytheIB;norequestneedstobesubmitted.

Thefollowingcannotcontributetotheawardofabilingualdiploma:uanextendedessayuaschool-basedsyllabusuasubjecttakenbyacandidateinadditiontothesixsubjectsforthediploma("additionalsubjects").


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THE IB CAREER-RELATED PROGRAMME

Welcome to the IB Career-related Programme at ISH

WelcometotheInternationalBaccalaureate(IB)CareerrelatedProgramme(CP)attheInternationalSchoolofTheHague (ISH). Youhavenow successfully completed yourmiddle school education and youhavedecidedto continueyoureducationby following the IBCP inorder to gain skills andknowledge thatprepareyou forprofessionallifeoruniversity.

TheCareer-relatedProgramme(CP)isacomprehensiveeducationframeworkthatbringstheacademicrigourandglobalfocusoftheInternationalBaccalaureate(IB)classroomtoatailored,career-focusedpathwaythatbroadensopportunitiesforyoutocombineacareerrelatededucationwithauniqueIBexperience.TheCPcreatesnewopportunitiesforyoutoaccessafocused,flexibleeducationthatwillgiveyoutheknowledgeandpracticalskillsyoucanusetodayandtheintellectualengagementyouneedtogrowandadaptintomorrow`sglobalworkplace.TheCPincorporateslocallydevelopedcareer-relatedcourseworkwithastrongacademicprogrammepromotingmultilingualism,globalengagementandinterculturalcompetence.

TheCareer-relatedProgrammepreparesyouforflexibilityandmobilityinarangeofemploymentopportunitiesaswellascontinuinglifelonglearning.Itintegratesbroad,generallearningareasaswellasspecificcareer-relatedcontentintoarigorousandchallengingframeworkofeducation.

Thedetailedknowledge,skillsandunderstandinggainedfromstudyingDiplomaProgrammecourses,theCareer-relatedProgrammecoreandthecareer-relatedstudy(BTEC)provideopportunitiesfor:

Employment:thetransferrableskillsfosteredinthepersonalandprofessionalskillscourse,combinedwiththespecificknowledgeandskillsdevelopedbystudentsintheircareer-relatedstudiesprovideanopportunityforstudentstomovedirectlyintoemploymentintheirchosenfield.

Apprenticeships:apprenticeshipschemesareavailableinmanycountrieswherestudentsaregivenon-the-jobtrainingaswellasclassroominstructioninaparticularcraftortrade.

Further education:studentsmaywishtocontinuetheireducationateducationalinstitutionsthatspecializeintheirchosenfieldofstudy.

Higher education:themixofcareer-relatedskillscombinedwiththeknowledgeandskillsobtainedfromstudyingDiplomaProgrammecourses allows students access tohighereducation institutions suchasuniversities andcolleges.

Asaschool,weofferanacademicandpastoralstructurethatsupportsyou.However,wealsoexpectourstudentstogrowinmaturityandresponsibility,sothatyoucanincreasinglyorganizeyourworkloadaccordingtolong-termdeadlines.Beingreliableinmeetingdeadlinesformorecomplexworkisagreatskilltoacquire,asitpreparesyoufortheapproachtolearningyouwillneedatuniversity.

WebelievethattheIBCPattheISHisamostenjoyableandunforgettableexperienceandwewishyouallthebest.

The IB Career-related Programme IBCP at a Glance

“Career-related programme studentswill access a broad, flexible educationwhichwill give them knowledge,practicaltraining,intellectualengagement,andinternational-mindedness,whiledevelopinghigher-ordercognitiveskillsandacademicbehavioursthatwillenhancetheiremployabilityanddramaticallyaltertheirworldview.“Dr Siva Kumari, IB Director General 2014


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TheInternationalBaccalaureateCareer-relatedProgramme(IBCP)isarigorousanduniqueacademicprogrammethatoffersstudentsadifferent learningenvironmentthanthatoftheolderandmoreestablishedIBDiplomaProgramme(DP).

TheIBCPprovidesabalanceofacademicandcareer-relatededucation,whichallowsstudentstheopportunitytogainavaluablequalificationthatwillenablethemtoattenduniversitiesbothhereinTheNetherlandsandtheUK,aswellasinothercountriesaccordingtoequivalence,aswellasintoapprenticeshipsoremployment.

The IBCP certainly meet the needs of the international student body at our school. It gives students theopportunitytogainameaningfulandrecognizedqualificationinaneducationalcontextthatprovidesthemadifferentlearningexperiencetothatwhichiscurrentlyofferedbytheIBDP.

TheIBCPisaveryexcitingappliedlearningcoursesthatenablestudentstoacquireskillsthatmanypeopledonotlearnuntiltheybeginuniversity.

With the IBCP at ISH, we promote access to an IB education, to satisfy a worldwide trend of demand forqualificationsthatcombineacademicwithcareer-relatedachievement,tobroadenstudentoptions,tochallengeandsupportourstudentseverystepoftheway,andtoensurethatourstudentsareuniquelypreparedtoserve,leadandsucceed.

The CP Curriculum Model

TheCP’sthree-partframeworkcomprisesthestudyofthreeDPcoursesalongsidethecoreandacareer-relatedstudy(BTEC).

The DP courses provide and enhance thetheoreticalunderpinningandacademicrigouroftheprogramme.

The Core (Personal and Professional Skills,Language Development, Reflective ProjectandServiceLearning)aimstodeveloppersonalqualitiesandskills,aswellasprofessionalhabitsrequiredforlifelonglearning.

TheCareer-relatedstudyfurthersupportstheprogramme’academicstrengthandprovidespractical,real-worldapproachestolearning.

Central to the philosophy of the IBCP, in addition to the four CP Core elementsmentioned above, are the IB Learner Profileandtheapproaches to learningandapproaches to teaching.

TeachingandlearningintheCareer-relatedProgramme(CP)engagesstudentsasinquirersandthinkers;promotestheunderstandingandpracticeofacademichonesty;addressesthediversityofstudents;developsIB learnerprofileattributes;andaddresses languageneeds, includingthoseforstudents learning ina language(s)otherthanmothertongue.

The tenattributesof the IB Learner Profile express thevalues inherent to the IBcontinuumof internationaleducation:thesearevaluesthatshouldinfuseallelementsofthefourprogrammesand,therefore,thecultureandethosofallIBWorldSchools.IBstudentsstrivetobe:inquirers,knowledgeable,thinkers,communicators,principled,open-minded,caring,risk-takers,balanced,andreflective.TheIBprogrammespromotetheeducationof thewholeperson,emphasizing intellectual,personal,emotionalandsocialgrowth throughalldomainsofknowledge.


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Theapproaches to learning(ATL),whichtheIBprogrammesaimtodevelop,arecognitive,meta-cognitiveandaffectiveskillswhicharecrucialforeffectivelearningaswellasinpreparingstudentseffectivelyforlifebeyondschool.TherearefiveATLcategories:thinkingskills,communicationskills,socialskills,self-managementskills,andresearchskills.BydevelopingATLskillsandtheattributesof the learnerprofile,DPandCPstudentscanbecome“self-regulatedlearners”(Kaplan1998).

The IB promotes a broadly constructivist and student-centred approach to teaching which is based on connectedness and concurrency of learning. There are six key pedagogical principles that underpin all IBprogrammes.Teachingis:basedoninquiry;focusedonconceptualunderstanding;developedinlocalandglobalcontexts; focused on effective teamwork and collaboration; differentiated tomeet the needs of all learners;informedbyassessment(formativeandsummative).

The CP Assessment Model

DP Courses

Thestudents’chosenDiplomaProgrammecoursesareassessedaccordingtothespecificrequirementslistedinthesubjectguides.MoredetailsonassessmentcanbefoundinDiplomaProgrammeassessment.

The Career-related Programme Core

ThepersonalandprofessionalskillsandLanguageDevelopmentcoursesareinternallyassessedbytheschool.ThereflectiveprojectisinternallyassessedbytheschoolbutexternallymoderatedbytheIB.Thepersonalandprofessionalskills,languagedevelopmentandservicelearningcoursesmustbesatisfactorilycompletedfortheawardoftheCareer-relatedProgramme;satisfactorycompletionisdeterminedbytheschoolandreportedtotheIBthroughtheIBInformationSystem(IBIS).

The career-related study

Thecareer-relatedstudyisassessedbytheschoolandverifiedbytheBTEC.

The IBCP Core

The Career-related Programme core is designed to enhance students’ personal qualities and professionaldevelopment.TheprogrammecoreplacestheDiplomaProgrammecoursesandthecareer-relatedstudy intocontextanddrawsallaspectsoftheframeworktogether.The IBCP core specifically promotes attributes of an IB education such as reflection, open-mindedness,communication,andthinkingthrougharangeofactivities.

TheIBCPcoreismadeupof4components:1. PersonalandProfessionalSkills2. LanguageDevelopment3. ServiceLearning4. ReflectiveProject


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Personal and Professional Skills

ThePersonalandprofessionalskills(PPS)courseisdesignedforstudentstodevelopattitudes,skillsandstrategiestobeappliedtopersonalandprofessionalsituationsandcontextsnowandinthefuture.In thiscourse theemphasis isonskillsdevelopment for theworkplace,as theseare transferableandcanbeappliedinarangeofsituations.

The PPS course aims to develop responsibility, practical problem-solving, good intellectual habits, ethicalunderstanding,perseverance,resilience,anappreciationofidentityandperspectiveandanunderstandingofthecomplexityofthemodernworld.Emphasisisplacedonthedevelopmentofskillsneededtosuccessfullynavigatehighereducation,theworkplaceandsociety.

Five main aimsTheoverallaimsofthepersonalandprofessionalskillscourseareforstudentsto:uDevelopasreflectiveandlifelonglearnerswhocanadapttodiversesituationsuRecognizepersonalstrengthsandidentifywaystoovercomechallengesuBeawareofandrespondeffectivelytoethicaldilemmasuValuediversityofculturesandperspectivesuDemonstratethetenattributesoftheIBLearnerProfile

Five central themesTherearefivethemesinthepersonalandprofessionalskillscourse:1. Personaldevelopment2. Interculturalunderstanding3. Effectivecommunication4. Thinkingprocesses5. AppliedEthics

Eachofthesethemesisfurtherdividedintotopicsandsubtopics.ThetopicsforPersonaldevelopmentare:1.1 Self-awareness1.2 Self-management1.3 Relationshipmanagement

ThetopicsforInterculturalunderstandingare:2.1CulturalIdentity2.2CulturalDiversity2.3Interculturalengagement

ThetopicsforEffectivecommunicationare:3.1Interpersonalskills3.2Literacies3.3Self-expression

ThetopicsThinkingprocessesare:4.1Criticalthinking4.2Creativethinking4.3 Applicationofthinking

ThetopicsofAppliedethicsare:5.1Introducingethicaldilemmas5.2Casestudiesinappliedethics5.3Professionalethics


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Bytheendofthecourse,studentswillbeableto:

LO1 IdentifytheirownstrengthsanddevelopareasforgrowthLO2 DemonstratetheabilitytoapplythinkingprocessestopersonalandprofessionalsituationsLO3 RecognizeandbeabletoarticulatethevalueofculturalunderstandingandappreciationfordiversityLO4 Demonstratetheskillsandrecognizethebenefitsofcommunicatingeffectivelyandworking

collaborativelyLO5 Recognizeandconsidertheethicsofchoicesandactions

ThePPScourseattheInternationalSchoolofTheHaguewillrunconcurrentlywiththecareer-relatedstudywhichisaBTECLevel3courseinBusiness.TherewillbemanylinksastheskillsdevelopedinthePPScoursewillservetostrengthenthestudents’achievementintheBusinesscourseandintheothercomponentsoftheCPcoresuchasServiceLearningandtheReflectiveProject.Therewillbemanysignificantconnectionsmadethroughoutthecoursewiththecareer-relatedstudy,theCPcorecomponents,theDPsubjectsandeventsandactivitiesgoingonwithinandwithouttheschool.Studentswillreceivetwolessonsperiodsof instructioneveryweek.Theywillneedtocompletevarioustasksandassignmentsthroughoutthecoursewhichwillbeassessedusingvariousstrategies.Thestudentswillneedtocompletethetasksandassignmentsaccordingtothegradingcriteria.Theywillneedtomeettheminimumrequirementsforeachtaskandassignment.TheystudentsneedtobeactivelyengagedparticipantsinclassandachieveallthelearningoutcomesforthemtosuccessfullycompletethePPScourse.

Assessment

Therewill be ongoing assessment throughout the course. A variety of assessment taskswill be designedbyteachersandbystudentsthemselves.TheschoolwillreporttotheIBwhetherornotthePPScoursehasbeensatisfactorilycompletedbyeachstudent.

Service Learning

Service learning provides opportunities for students to understand their capacity to make a meaningfulcontributiontotheircommunityandsociety.Throughservice learning,studentsdevelopandapplyacademicknowledge, personal skills and social skills in real-life situations involving decision-making, problem-solving,initiative,responsibilityandaccountabilityfortheiractions.Servicelearningemphasizesreflection,whichiscentraltobuildingadeepandrichexperience.Reflectioninformsstudents’learningandgrowthbyallowingthemtoexploreideas,skills,strengths,limitationsandareasforfurtherdevelopmentandconsiderhowtheymayusepriorlearninginnewcontexts.Theschoolandstudentsmustgiveservice learningasmuch importanceasanyotherelementof theCareer-relatedProgrammeandensuresufficienttimeisallocatedforengagementintheservicelearningprogramme.

Learning outcomes

Studentcompletionofservicelearningisbasedontheachievementofthefiveservicelearningoutcomesrealizedthrough the students’ commitment to their service learningprogramme. These learningoutcomes articulatewhatstudentsareabletodoatsomepointduringtheirservicelearningprogramme.Throughmeaningfulandpurposefulservicelearningexperiences,studentsdevelopthenecessaryskills,attributesandunderstandingstoachievethefiveservicelearningoutcomes.Thefiveservicelearningoutcomesare:

LO1 IdentifyownstrengthsanddevelopareasforgrowthDescriptor Studentsareabletoseethemselvesasindividualswithvariousabilitiesandskills,ofwhich

somearemoredevelopedthanothers.LO2 Demonstrateparticipationwithservicelearningexperiences


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Descriptor Studentscanarticulatethefivestagesfrominvestigatingandconceivinganideatoexecutingaplanforaservicelearningexperienceorseriesofservicelearningexperiences.Studentsmayshowtheirknowledgeandawarenessbybuildingonapreviousservicelearningexperience,orbylaunchinganewideaorprocess,orbyadvancingtheworkofothers.Thismaybeaccomplishedincollaborationwithotherparticipants.

LO3 DemonstratetheskillsandrecognizethebenefitsofworkingcollaborativelyDescriptor Studentsareabletoidentifyandcriticallydiscussthebenefitsandchallengesofcollaboration

gainedthroughservicelearningexperiences.LO4 DemonstrateengagementwithissuesofglobalsignificanceDescriptor Students are able to identify and demonstrate their understanding of global issues,make

responsibledecisionsandtakeappropriateactioninresponsetotheissueeitherlocally,nationallyorinternationally.

LO5 RecognizeandconsidertheethicsofchoicesandactionsDescriptor Studentsshowawarenessoftheconsequencesofchoicesandactionsinplanningandcarrying

outservicelearningexperiences.

Assessment

Student’sreflectionswillbemonitoredbytheschool.TheschoolwillreporttotheIBwhetherornoteachstudenthassatisfactorilycompletedtheServiceLearningrequirements.

Language Development

Theabilitytocommunicateinavarietyofmodesinmorethanonelanguageisessentialtotheconceptofaninternationaleducationthatpromotesmultilingualismandinterculturalunderstanding,bothofwhicharecentraltotheIB’smission.

TheIBCPLanguageDevelopmentcoursehasbeendevelopedto“ensurethatallstudentshaveaccessto,andareexposedto,asecondlanguagethatwillassistandfurthertheirunderstandingofthewiderworld.Studentsareencouragedtoextendorbeginasecondlanguagethatsuitstheirneeds,backgroundandcontext.Languagedevelopmentaimstoprovidestudentswiththenecessaryskillsandinterculturalunderstandingtoenablethemtocommunicateinanenvironmentwherethelanguagestudiedisspoken.Thisprocessencourageslearnerstoexpandtheirawarenessoftheworldandfostersrespectforculturaldiversity,"(www.ibo.org).

AtISHallIBCPstudentsneedtocompletealanguagedevelopmentcourseandaportfoliooverthecoursetwoyearperiod.Studentsneedtocompleteaminimumof50hours(overthetwoyearperiod)onLanguagedevelopmenttasks.ThelanguageportfolioisarequirementforLanguageDevelopment.Thisportfoliowillhelpstudentsreflectontheirlanguagelearninganddocumenttheevidenceoftheirlearning.Studentswillneedtousethe“languagephases”providedinordertoassesstheirprogresstowardstheirlanguageowngoals.Itisimportantthatstudentsupdatetheirportfolioregularly.

AtISHIBCPstudentsarerequiredtogothroughanappropriateLanguageDevelopmentcoursewhichisrelevanttotheirneedsandsupportstheircareer-relatedstudies.

Assessment

There is no formal examination. There will be ongoing assessment through the course through variety ofassessmenttools.Theschoolwillmonitorthesatisfactorycompletionofthelanguageportfolio,whichmayberequiredtobesendtotheIBforVerification.


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The Reflective Project

TheReflectiveProjectisanin-depthbodyofworkproducedoverthedurationoftheprogrammeandsubmittedbytheendofthecourse.ItistheproductofthestudentowninitiativeandshouldreflecthisorherexperienceoftheIBCP.ItisdesignedtodrawtogetherkeyelementsoftheIBCP:career-relatedstudies,servicelearning,andpersonalandprofessionalskills.Studentswillneedto identifyanethical issue/dilemma,stemmingfromtheircareer-relatedstudies,whichtheywouldliketoexploreingreaterdepth.

Thereflectiveprojectaimstogivestudentstheopportunityto:uProduceanextendedpieceofworkuEngageinpersonalinquiry,actionandreflectiononaspecificethicaldilemmauPresentastructuredandcoherentargumentuEngagewithlocalandglobalcommunitiesuDevelopresearchandcommunicationskillsuDeveloptheskillsofcriticalandcreativethinking

DifferentformatsoftheReflectiveProject:

}Essay/dialogue/shortplay(3000words)}Shortfilm(10minutesinlengthaccompaniedbya750wordwrittenreport}Radioplay/interview(10minuteslengthaccompaniedbya1500wordwrittenreport)}Webpage(5singleimagesaccompaniedby2500wordsofwrittenmaterial)}MicrosoftPowerPointpresentation(10singleslidesaccompaniedbya1500wordwrittenreport)}Storyboard/photographicpresentation(15singleimagesaccompaniedbya1500wordwrittenreport.

Assessment

Theschoolassessesallreflectiveprojects.TheIBwillthenselectasamplefortheschooltosendtoanexternalmoderatorforconfirmationoftheschool’smarks.Studentswillbeassessedontheapproachtheyusetocompletethereflectiveproject—theprocess,andtheoutputfromthatprocess—theproduct.The reflective project is assessed using five assessment criteria designed to foster independent study andencouragestudentstousetheirowninitiative.


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Career-related Studies: BTEC in Business

Pearson BTEC Level 3 National Diploma in Business

The Pearson BTEC Level 3 National Diploma in Business is a vocational qualification with the equivalent of two A levels.Inordertoachievethequalificationaminimumof120creditsneedstobeearnedacrosstwoyearsofstudy.

Thecourserequiresthecompletionof12units.Four(4)aremandatoryandeight(8)optionalunits.Eachunitissplitintopreparatorytasksthatteachtheskillsneededforeachassignment,followedbytheformalassignmentsfortheunit.Eachunitmustbecompletedandhandedinbythelearnerbythedeadlinedateshownoneachassignmentbrief.

Assessment

Studentswillcompletetheirassignmentsthroughouttheircourse,usingmanydifferentassessmentmethods,suchasreallifecasestudies,projectsandpresentation.TheirassignmentsarebasedonlearningoutcomessetbyPearsonEdexcel.Thesearelistedforeachunitintheunitspecifications.Theymustachieveallthelearningoutcomestopasseachcourse.

Pearson BTEC Level 3 National Diploma in BusinessUnit

Number

1

2

3

4

Credit

10

10

10

10

Type

Mandatory

Mandatory

Mandatory

Mandatory

Assessed

Assignments1&2

Assignments1,2&3

Assignments1,2&3

Assignments1,2&3

Unit Title

TheBusinessEnvironment

BusinessResources

IntroductiontoMarketing

BusinessCommunication

Mandatory units – leaners complete and achieve all units

Optional units – Learners complete eight (8) units10

12

13

18

29

34

36

37

Credit

10

10

10

10

Optional

Optional

Optional

Optional

Optional

Optional

Optional

Optional

Assignments1&2

Assignments1,2&3

Assignments1,2&3

Assignments1&2

Assignments1,2&3

Assignments1&2

Assignments1&2

Assignments1&2

MarketResearchinBusiness

InternetMarketinginBusiness

Recruitment&SelectioninBusiness

ManagingaBusinessEvent

UnderstandingRetailing

WebDesignStrategy

StartingaSmallBusiness

UnderstandingBusinessEthics


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TheBTECcourseismadeupofanumberofunitsworth10credits.

Asummativeunitgradecanbeawardedasapass,meritordistinction:uToachieveapassalearnermusthavesatisfiedallthepassassessmentcriteriauToachieveameritalearnermustadditionallyhavesatisfiedallthemeritgradingcriteriauToachieveadistinctionalearnermustadditionallyhavesatisfiedallthedistinctiongradingcriteria.

Skills needed to successfully complete the course

Studentsshould:uWorksteadilythroughoutthecourseuMakefulluseoftutorialsuAttendallsessionstogetthemostfromthecourse.

Theywillneedto:uHaveahighlevelofcommitmenttothecourseuHavegoodandregularattendancetolessonsuBewellorganiseduBeresponsiblefortheirownlearningwhichmeansahighlevelofself-motivationuHaveapositiveandprofessionalapproach,whichmustbemaintainedthroughoutthecourse.

Recording Student Achievement

Yourcourseismadeupofanumberofunitsworth10credits.Whenyouhavecompletedalltheunitsofthecourseyouwillreceiveanoverallgradeforyourqualification-Pass,Merit,Distinctionordistinction*.Thesearethegradesthatwillbeshowninyourcertificate.

Asummativeunitgradecanbeawardedaspass,meritordistinction:uToachieveapassalearnermusthavesatisfiedallthepassassessmentcriteriauToachieveameritalearnermustadditionallyhavesatisfiedallthemeritgradingcriteriauToachieveadistinctionalearnermustadditionallyhavesatisfiedallthedistinctiongradingcriteria.Pointsgivenperunit:

Thepointsareaddedtogethertogiveyourfinalgradesasfollows:

Credit10

Pass7

Merit8

Distinction9

Grade Boundaries840-879880-919920-959960-999

1000-10291030-1059

1060&above

BTEC GradePPMPMMDMDDDD*D*D*

UCAS Tariff Points3248648096104112


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Promotion from Year 12 to Year 13

PromotionfromY12toY13dependsuponsatisfactionofallofthefollowingrequirements:uSatisfactoryprogressintheCareerrelatedstudy(BTEC),indicatedbyapassinggrade(atleastaPass)uAgradeof3ormoreinat leasttwooftheDiplomaProgrammecoursesregisteredfortheCareerRelated

Programme.uSatisfactoryprogressinPersonalandprofessionalskills(PPS)andLanguageDevelopment(LD),indicatedbya

passinggrade(atleastaPass)uSatisfactoryprogressinServicelearning(SL)indicatedbyatleastagreenflagasjudgedbytheServicelearning

coordinator.uSatisfactoryparticipationinPHEuAllcourseworkuptodateuAgoodrecordofattendanceandpunctuality.

Re-sit examination at the end of Year 12

Re-sits in the DP Subjects

IncaseastudenthasfailedtomeetthepointrequirementsforpromotionintoYear13,theschoolcandecidetoofferre-sitexaminationtogivethestudentanotheropportunitytoobtainthegradesnecessaryforpromotion.Studentswillonlybeallowedtore-sitamaximumof1DPsubject.

TheDeputyHeadsandYearLeaderwillcompilealistofre-sitcandidatesandwillinformthestudentsthattheyhave re-sit examsandwhen they should sit thepapers. The re-sit takeplaceon a school day about aweekpriortothesummerholidayandthestudenttorevisefortheexamandtobepresentandontimeforthere-sitexamination.Failuretoshowup(withoutgoodreason)willresultinautomaticfailure.

Re-sitswillbemarkedaccordingtotheusualsubjectcriteria.There-sitresultswillsubstitutefortheinitialJuneexamresultandwillbeaddedtotheotherassessmentcomponentsinordertocalculatethenewfinalYear12grade,whichdeterminespromotion.

Re-submissions and Retakes for the BTEC

Re-submissions

Each internalassignmentcanberesubmittedonce,within15daysoftheoriginalworkbeingreturnedtothestudent.Studentscanimprovetheirgrade,whetherthat’storeachthePassthreshold,ortoachieveanarrowlymissedMeritorDistinction.

TheLeadInternalVerifier(BTECteacher)canonlyauthorizearesubmissionifallofthefollowingconditionsaremet:uStudentshavemetinitialdeadlinessetintheassignment,orhavemetanagreeddeadlineextension.uThe Assessor (BTEC teacher) judges that the studentwill be able to provide improved evidencewithout

furtherguidance.uTheAssessor(BTECteacher)hasauthenticatedtheevidencesubmittedforassessmentandtheevidenceis

accompaniedbyasignedanddateddeclarationofauthenticitybythestudent.

Re-takes

IfstudentsarestillshortofthePassthreshold,thentheycanretaketheassessmentforthatunit,againstanewassignmentbriefwhichcoversonlythePasscriteria.


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Theconditionforretakinganewassignmentisthatstudentsmusthavemetalloftheconditionslistedaboveinresubmissionbutstillnotachievedthetargetedpasscriteriafollowingresubmissionofanassignment.TheLeadInternalVerifier(BTECteacher)mayauthorizeoneretakeopportunitytomeettherequiredpasscriteria.TheLeadInternalVerifier(BTECteacher)mustonlyauthorizearetakeintheexceptionalcircumstanceswheretheybelieveitisnecessary,appropriateandfairtodoso.

Award of the CP Certificate

TheCertificateoftheCareer-relatedProgrammeoftheInternationalBaccalaureatewillbeawardedsubjecttosatisfactorycompletionofthefollowingrequirementsbyacandidate:a. Thecandidatehascompletedthespecifiedcareer-relatedstudy(BTEC).b. The candidate has been awarded a grade 3 ormore in at least two of the Diploma Programme courses

registeredfortheCareer-relatedProgramme.c. ThecandidatehasbeenawardedagradeofatleastDforthereflectiveproject.d. Personalandprofessionalskills,servicelearningandlanguagedevelopmentrequirementshavebeenmet.e. Thecandidatehasnotreceivedapenaltyforacademicmisconduct.

Allcandidateswill receiveprogrammeresultsdetailingtheir levelofachievement intheDiplomaProgrammecoursesandthereflectiveprojectalongwiththestatusofcompletionoftheCareer-relatedProgrammecore.

Bilingual CP Certificate

Students successfully completing the Career-related Programmemay, under certain conditions, be awardeda Bilingual Certificate of the Career-related Programme of the International Baccalaureate. This can benefitstudents’applicationtouniversitiesinadditiontothenumerousgeneralbenefitsofdemonstratingproficiencyinmorethanonelanguage.ABilingualCertificatefortheCareer-relatedProgrammewillbeawardedtosuccessfulcandidateswhofulfilatleastoneofthefollowingcriteriaintheirDiplomaProgrammecourses:CompletionoftwoDiplomaProgrammelanguagecoursesselectedfromstudiesinlanguageandliterature,withtheawardofagrade3orhigherinboth.CompletionofoneDiplomaProgrammelanguagecourseselectedfromstudiesinlanguageandliterature,withtheawardofagrade3orhigher.Inaddition,completionofoneDiplomaProgrammecoursefromindividualsandsocietiesorsciences,inalanguagethatisnotthesameasthestudent’schosenlanguagefromstudiesinlanguageandliterature.Thestudentmustattainagrade3orhigher.

CoursesinindividualsandsocietiesandsciencesareavailableinEnglish,FrenchandSpanish,andasmallnumberofcoursesareavailableinGerman.


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LIFE IN THE UPPER SCHOOL

Beingtheoldeststudentsintheschoolbringswithitprivilegesaswellasresponsibilities.Youngerstudentsoftenlookatthewaytheolderstudentsbehaveandcopylanguageandbehaviour.Therefore,itisvitalthatourIBDP/CPstudentsareawareofbeingrolemodelsandactaccordingly.IBDP/CPstudentsincreasinglyrepresenttheirschoolaspartoftheeventsteam,thestudentcouncil,ISSTteams,atTHIMUNandinotherfunctions.Theyshapeschoollifeandhelpyoungerstudentsacademicallyaswellasintheprocessofsettlingin.

DuringfreeperiodsIBDP/CPstudentscanusevariousareastostudy,doresearchorsocialize.AllIBDP/CPstudentsareresponsibleforkeepingtheseareastidyandwillbeassignedcleanupduty.Thenoticeboardsofferstudentsthe chance tofindout aboutCAS/ Service Learningactivities, career informationandalso importantnoticesfromtheteachers,YearLeadersandtheDeputyHeads.Inaddition,thescreenonthePlazaprovidesup-to-dateinformation about timetable changes.ManageBac is used for important assignments (under “Assignments”),resources(under“Files”)andothermessages,includingworksetwhenteachersareabsent(under“Messages”).(See“MissedLessons”formoreonlessonsmissedorcancelledintheDP/CP.)Itisthestudents’responsibilitytochecktheseplatformsdailyinordertoobtainvitalinformationandtoactontheinformationpublished.

An IBDP/CP Student’s Study Programme

Timetable and Free Periods

AnIBDP/CPstudent’stimetablemaycontain“freeperiods”inadditiontoclasses.Thosefreeperiodsareidealtogetworkdoneduringtheday.Theycanbespentathome,inthelibrary,orwithotherstudentsinthestudyareas.AnIBDP/CPstudentisexpectedtoworkonaverageforabout2.5hoursoutsidescheduledlessonseachday,soitmakessensetousefreeperiods.Moreover,studentshaveresourcesavailableinschoolthattheymightnothaveaccesstoathome.

Planningisessentialtomanagetheworkload.Thestudentwillbegivenshort-termhomeworkandlong-termassignments. Someworkwill be coursework already counting towards final grades, e.g. IAs in sciences, theTOKoral presentation and other assignments.One key component is the extended essay. It is the student’sresponsibilitytobeproactiveincopingwithallthiswork,asno-onewillbeabletodoallofitthenightbeforetheworkisdue.

Missed Lessons

WhenaDP/CPteacherisabsent,acoverteacherisnotprovidedbydefault,unlikeintheMYP.However,DP/CPclassesaresometimescoveredbysubjectteachers;this isarrangedwithineachdepartmentespecially inthecaseoflonger-termorrecurrentabsences.Eveniftheclassisnotcoveredbyanotherteacher,workissetforthestudents;studentscanandmustcompletethisworkindependentlyduringthetimenormallyallocatedtothelesson.

Studentsmustcheckthedisplayscreens/theirUntistimetableapptoknowiftheir lessoniscancelledornot(covered).StudentsmustcheckManageBacforworksetandtheymustcompletethiswork:intheclassroom,duringthelesson,ifthereisateachercoveringthelesson,orindependently,bythedeadlineindicatedbytheirteacher(usuallybeforetheirnextclass).Studentsmustcompletethiswork;otherwise,theusualconsequencesfornotcompletingworkwillapply.

Pastoral Care

AtISHwesafeguardthesuccessofourstudents’learningthroughapastoralstructurethatconsistsofaDeputyHeadPastoralUpperSchool,aYearLeaderandAssistantYearLeaderforeachyearandateamofmentors.The


57

studentwillhavetheclosestcontactwiththementor,whoworkscloselywiththeYearLeader,theAssistantYearLeaderandtheDeputyHeadUpperSchool,toensurethatallstudentsaresupportedinmeetingtheexpectationsoftheprogrammeandourschoolcommunity.

The Role of the Mentor

EachstudentisassignedtoamentorwhoisalsotheCAS/ServiceLearningadvisor.Duringregularmeetingsandconversations,thementorandstudentswillgettoknoweachotherverywell,sothatindividualizedguidancecanbeprovided.Thementoristhefirstpersonstudentsandparentsshouldcontactincaseofquestionsandconcerns.He/Shecanbecontactedviaemail([email protected]).

The Mentor Programme

DPstudentshavetwomentorclasseseachweek;eachperiodwillfocusononeofthefollowingtwostrands:uOneofthementorlessonswillfocusonthementorprogramme;thiswhichcentresaroundissuesthatare

ofrelevancetoDPstudentsandtakesintoaccounttheirinterestsandconcerns.Topicsaddressedinclude:planning and organization, career exploration, university applications, exam preparation and study skills,digitalcitizenship,copingwithstress,etc.

uThesecondmentorclassisacorelesson.TheselessonsfocusonskillsthatarecrucialtosuccessintheDPcorecomponents,especiallyCASandtheEE,suchasresearchskills,referencing,reflection,presentationskillsetc.

CP students only have one mentor class, focusing on the mentor programme.

TheDPandCPmentorclassesfocusontopicsandskillsrelevanttoallstudents.Someofthesessionsareheldinaplenaryformat,someareinmentorgroupsandsomesessionswillincludeindividualinterviews.

TheRoleoftheYearLeaderandAssistantYearLeader

Inaddition to thementors,aYearLeadermaintains standardsandensures thatexpectationsaremetby thestudentsineachyeargroup.AstudentwillhaveanappointmentwithaYearLeaderifamatterisconsideredofseriousbehaviouraloracademicconcern.TheAssistantYearLeadersupportstheYearLeaderinthisrole.Thus,theymaybeinvolvedindealingwithbehavioural/pastoralissuesinaccordancewiththeBehaviourExpectationsatISHpolicyandmonitorandsupportstudentsofconcern.

Other Support Structures

Library Resource Centre

TheLibraryResourceCentreisanactivecentreforresearch,homework,leisurereadingandliteratureappreciation.Itaimstoprovideappropriatematerialsforstudy,revisionandresearchintheIBDP.Thelibraryisopenfrom8:15a.m.until4:45p.m.StudentsinYears12and13mayborrowuptotwelvebooksormagazinesatatime,usuallyforthreeweeks.Exceptionstothisrulearemadeatthediscretionofthelibrarian.Printingandphotocopyingoflibrarymaterialsisallowedfreeofcharge.

Theheadlibrarian,togetherwithlibraryassistants,areavailableduringschoolhours.Theytakeanactiveroleinadvisingstudentsinlocatingthematerialsandinresearchtechniques.Thelibrarianalsoparticipatesinmentorgroupactivitiesfocusingonresearchskills.

With thehelpofaweb-basedcatalogue,Oliver, studentscaneasily search the librarycollections,whichalsoincluderecommendationsoneducationalandreliablewebresources.Thelibrary’sprintcollectioncomprisesawidevarietyofbooks,magazines,andnewspapersinEnglish,French,Dutch,SpanishandGerman.ThejournalsubscriptionstoaseriesentitledPhilipAllanReviews,forexample,areveryusefulforprojectsinanumberof



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IBDPcourses.The libraryalso subscribes toavarietyofgeneralandsubject-basedonlinedatabases, suchasEbscoHost,GlobalNewsBank,ModernWorldHistory.Thelibrarystrivesnotonlytoholdcurrentandrelevantmaterials,butalsowelcomesinputfromtheteachersandstudentsforfuturepurchases.StudentsinYear12and13alsohaveanopportunitytolearnmoreaboutthelibrarybyvolunteeringtheirtimeandassistinginarangeofactivitiesaspartofCASaswell.

Incasetheofferingsofthelibraryarenotsatisfactory,studentscantakeadvantageofthevastcollectionoftitlesinthelocalpubliclibraries,manyofwhichareinEnglish.SincetheISHlibraryandtheDutchlibrariesusethesameclassificationsystem(basedonDeweyDecimalSystem),itispossibleforstudentsevenwithalimitedknowledgeofDutchtousethelocallibrarieswithease.Membershipinlocalpubliclibrariesisfreeofchargeforstudentsunder18.

Careers Guidance

ClearlytheIBDP/CPisonlyonestepinthefuturecareerofourstudents.AllstudentsenteringfromYear11havealreadyhadtheopportunityoftakingtheInterquestCareerstest,andaninterviewwithacareersadvisor.OnceinY12-13,studentsareexpectedtotakeanactiveinterestintheirownfuture.AtISH,thecareerscounsellorsaretheretoprovideinformation,adviceandguidanceintheapplicationprocedures,butitisuptostudents(andparents)totakedecisionsforthemselves.Furthermore,itisthestudents’andguardians’responsibilitytocheckthattheirIBDP/CPpackagemeetsanyspecificrequirementsoftheUniversity/countrywherethestudentaimstostudy.

Amajority of our students go on to study a growing number of courses offered in English at variousDutchuniversitiesandcolleges.About5%goontotakeuniversitycoursestaughtinDutchandbetween40%to50%apply toUKuniversities, thoughnotmore than15% to20%endup studying there. Some students apply tocollegesinothercountriesaroundtheworldsuchastheUSandCanada.

BridgeU,anonlinecareerssupportplatform,hasbeenintroducedtofurtherhelpstudentsfindandgetintothebestglobaluniversitiesforthem.StudentsareencouragedtovisitUniversityandCollegeOpenDays.Therearevariousopportunitiesforstudentstofindoutinformationoneducationalsystemsinothercountries,notablytheUK,CanadaandtheUS.Studentsshouldkeepaneyeontheweeklynewsletter(ISHVibes),theSecondarystudentgroupspace-CareersGuidanceandUniversityApplications,noticeboards,butalsoreviewtheinformationgivenviatheschoolwebsiteandemail.

Perhapsthemostimportantlessontolearnisthatitisnevertooearlytostartplanningforthefuture.AspartofYear12,studentsareencouragedtostartwritingpersonalstatements(‘lettersofmotivation’)andCVs,whichare requiredbyuniversitiesandcolleges (includingTheNetherlands). Studentsoftenfind theirCASactivitiesandEE(DP),ServiceLearning,Personal&ProfessionalSkillsandReflectiveProject(CP)assomethingusefultoinclude.Studentsshouldbearinmindthatmanycompetitivecoursesareveryinterestedinwhatstudentsdoasextracurricularactivities.Forexample,MedicalSchoolsintheUKnowoftenregardworkexperienceinhospitalsorthecaresectorasalmostanindispensablepartofastudentapplication.Itisalsoworthrememberingthatmanycourses/universitiesrequirestudentstogetanIBdiplomawithacertainminimumnumberofpoints;someverycompetitivecoursesmayrequire38-43IBDPpoints!

Learning Support

The Learning Support department is an academic support service; it serves those educational needs ofour students that cannot be fullymet in the context of the regular classroom setting, and aim to empowerstudentsand staffwith the tools and strategies for increasing studentaccessandengagement to curriculumandassessments.Thedepartmentprovidesaninclusiveeducationalenvironmentthatwelcomesdiversityandencouragesindependentlearning.Inclusionisanongoingprocessthataimstoincreaseaccessandengagement


59

inlearningforallstudentsbyidentifyingandremovingbarriers.Valuingdiversityanddifferencesisakeyaspectofbecomingmoreinternationallyminded.

Thus, the objectives of the Learning Support department are to identify and remove learning barriers, toidentifyingassessmentaccessrequirementsinordertoensureequityandfairnesstoall,toinvolvestudentsinself-reflectionandgoalsettingto improve learning,andtowork incollaborationwithteachers, indevelopingdifferentiatedapproachestooptimizelearningforstudents.

Supportmaybeofferedingrouporindividualsessions,aswellasintheclassroom.

Student Well-Being

TheStudentWellbeingdepartmentofferssupporttoallstudentstobeemotionallyresilientandwell-balancedindividuals.

Thestudentwellbeingcoordinatorleadsthedepartmentandisthemainpointofcontactforstaff,parentsandexternalorganisations.Thestudentwellbeingcounsellorsprovideindividualandgroupsupporttostudentsandtheirfamilies,workingcollaborativelywithteachersandotherprofessionals.Theschoolpsychologistsconductpsycho-educationalassessmentsandcontributetothedevelopmentofschool-widepoliciesandprocedures,inadditiontoprovidingcounsellingsupportasabove.Thesocialworkerprovidescounsellingsupporttostudentsandtheirfamiliesintheirhomesaswellasinschool.Theysupportstudentsandfamiliesthroughtheprocessoffindingadditionalprofessionalsupportoutsideschool.

Supportisofferedinthefollowingways:uIndividual counselling: a one-to-one counselling session lasts for 45minutes and the department usually

offers8-10sessionsuThereisanopen-doorpolicysothatstudentscanaccesssupportwithoutanappointmentuReferralstoexternalprofessionals/agenciesareprovidedwhenadditionalprofessionalsupportisneededuStafftraininguSpecialisedprogrammesandsupportgroups:

■ RockandWater:anassertivenessandresiliencytrainingthatusesphysicalandself-defenseexercisesastoolstoincreasephysical,emotionalandself-awareness

■ NourISH:asocial-emotional/learningskillsprogram.Thisprogramincludesdifferentsupportgroupsthattargetvariousissuesthatstudentscanstrugglewith:copingandlivingmindfully(CALM),stressreduction,friendshipskills,fearoffailure,depressionprevention, identity,anxietyprevention,assertivenessskills,self-esteem,movingintomeditation

■ TheCaminogroup:specificsocialandemotionalsupportforstudentswithanAutisticSpectrumDisorderorrelateddifficulties


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SCHOOL RULES

ISHpridesitselfonthefactthatitistrulyaninternationalschoolwithstudentsofapproximately90nationalities,andamulticulturalstaffbody.RespectisfundamentaltotheISHcommunityandtheexpectationshereprovideguidanceforeveryonewhoisapartofit.Theseexpectationsapplytoallaspectsofschoollifeincludingtripsandeventsonorofftheschoolpremises.

Allstudentshavearesponsibilityto:uRespectallmembersof the ISHcommunity (i.e.allstudents,staff,parents/guardiansandvisitors),and its

premisesuStriveforpersonalexcellenceinallaspectsofschoollifeuAlwaysbeprepareduBehaveinawaythatissafeforthemselvesandforothers

Inadditiontothesegeneralexpectations,therearesomespecificrulesthatapplytoourstudents.Studentswill:uNoteatordrinkanythingotherthanwaterinclassuCorrectlyrecordallassignmentsandhomeworkuStoreballsinlockersunlesstheyarecarriedinabaguOnlygotolockersatbreakandlunchtimes,NOTbetweenlessonsuMovecalmlyandsafelyaroundthebuildinguNotbringskateboardsand/orskatesontoschoolpremisesuAvoidsittinginspacesthatmakemovementofothersaroundtheschoolchallengingorunsafeuWherepossible,onlyarriveintimeforthefirstlessonofthedayandleavetheschoolpremisesafterthelast

lessonunlesstheyare:waitingforanextracurricularclass,asibling,and/orameetingwithateacher;forquietstudyinadesignatedstudyarea

BeinganIBDP/CPstudentmeansthatastudenthasgainedtheprivilegeofbeingtreatedasamaturelearnerwhocanbetrustedtoorganizehis/herworkoutsideclassandtobehaveinaresponsibleway.ThefactthatanIBDPstudentisallowedtoleavecampusreflectstheschool’strustinitsstudents.

However, this trust is aprivilege. If a studentdoesnotaccept the rules thatapply to IBDP/CP students theywillseesomeprivilegestakenaway.Itisimportantthatallstudentsfamiliarizethemselveswiththerulesandprocedures,asweexpectthemtobefollowed.Ignoranceisnotavalidexcuse.Schoolrulesandproceduresaretheretosupportthelearningprocessofallstudentsinourcommunity.

The document Behaviour Expectations at ISH contains all the relevant rules and regulations; other relevantdocuments are: The Academic Integrity Policy and The LateWork Procedures. These rules, regulations andguidelineswillnotbereproducedhereinfull.Onlyasummarywillbeprovided,andstudentsarereferredtothedocumentsmentionedaboveforfurtherdetails.Seethesection“FurtherReading”.

Absences and Lates

All students areexpected to attend lessonsunless theyhavea valid excuse.Having to catchuponwork forothersubjectsisnotavalidexcuse.Parents/guardiansshouldreportabsencesimmediatelytotheschool(phoneoremail).Attendanceisrecordedforall lessonsandsharedwithparentsviadailye-mails.Ifabsencesremainwithoutexcuse,disciplinarymeasureswillbetaken.Whenunexcusedabsencesorlatesoccurmorethan16timeswithinaperiodoffourweeks,theDutchtruancyoffice(Leerplicht)willbenotified.


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Meeting School Expectations

Expectationsforstudentattitudes,workethicandbehaviourinsideandoutsidetheclassroomareclearlyoutlinedinourstudentcharter,inguides,assemblies,bymentorsandteachers.EspeciallyintheIBDP/CPyearsitisvitalthatallstudentsfocusonlessonsandfeelsafeintheirenvironment,astheacademicexpectationsarehigh.Eachstudentshouldcontributetothesmoothrunningofourprogrammebymeetingschoolexpectations.

Consequences of Not Meeting School Expectations

Consequencesforminormisbehaviour:uStep1:Verbalwarningandadiscussionwiththememberofstaffwhohasobservedthebehaviour.uStep2:Whereabehaviouroccursduringlessontime,teacherswillapplytheirownadditionalmeasuressuch

asaconversationduringbreaktimeorapologyletterstoaddressthebehaviourissues.uStep3:Ifamemberofstaffhasimplementedtheirownmeasuresbutmisbehaviourcontinues,theywillsend

anemailhometoparents/guardiansandthementorisnotified.Thementorandstudentwilldiscusshowtoavoidproblematicbehaviourinthefuture.

Consequencesformoreseriousmisbehaviourand/orrepeatedminormisbehaviours:uIfminormisbehaviourcontinuesdespitefollowingsteps1-3asdetailedaboveand/oramemberofstaff

observesamoreseriousmisbehaviour,thememberofstaffwilltakeoneofthefollowingsteps:■ Year12-13StudyLab:Wherestudents’repeatedbehavioursmeanthattheyarenotmakingthenecessary

progressintheirlearning(e.g.missedhomework,notcompletingclasswork),studentswillbesignedupforaStudyLab.Theteacherwillprovidesuitableworkforthestudentand,wherepossible,willcomeandspeaktothestudenttodiscusshowtoavoidtheproblematicbehaviourinfuture.Thestudent/parents/mentor/YearLeaderareautomatically informedby theemailgeneratedby theonline signup. (PleasenotethatstudentsmayalsobesignedupforaStudyLabwhentheyneedtocompleteamissedin-classsummativeassessmentduetoabsence;this isnotaconsequenceofmisbehaviour,buttosupportthestudentingettingbackontrackwiththeirlearning.)

■ Year Leader Detention: Where students’ repeated or more serious misbehaviours are, for example,disrespectfuland/orimpactnegativelyonthelearningofothers,theYearLeaderwillbeinformedandwillassignaYearLeaderDetentionasappropriate.Parents/guardianswillbeinformedofthisconsequence.

Consequencesformajormisbehaviourand/orillegalbehavioursuStep1:Suspensionorexpulsion(thisisdependentontheseverityofthemisbehaviour)uStep2:After3suspensions,thefollowingnextstepswillbetaken:Intheeventthattheplaceofthestudent

isnolongertenable(duetoseriousnessofthebehaviourattheschooland/orrepeatedmisbehaviour)■ thePrincipalwillasktheparentstowithdrawtheirchildfromtheschool;■ or thestudentwillbeexpelled. In thecaseofexpulsion fromtheschool, thePrincipalwill informthe

ExecutiveDirectoroftheRijnlandsLyceum,whoactsastheCompetentAuthorityonsuchmatters.ThePrincipal will then work with the education authorities to find suitable schooling for the student, inaccordancewiththeDutchMinistryofEducation.

Parents/guardiansarenotifiedofdetentionsandsuspensions.Detentionsandsuspensionswillalsoberecordedin theschoolfiles.Pleasebear inmindthatattendance,completenessofcourseworkandbehaviourarealsoconsideredforpromotionintoyear13.

ThedocumentBehaviour Expectations at ISHcontainsalltherelevantrulesandregulationsaswellasthefulldetailsoftheconsequencesstudentsfacewhennotmeetingexpectations.


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Homework Guidelines

In preparation for class, students are expected to completehomework (workoutsideof the classroom) thatdevelopsnewcontentknowledge,conceptualunderstanding,andskills.

IntheIBDP,thesearetheminimumexpectationsconcerningstudents’workoutsideoftheclassroom:uTotal:13hoursapprox.perweek(2hoursperweekday,3hoursonweekend)u4.5hoursapprox.perweekforSLsubjects(1.5persubject)u7.5hoursapprox.perweekforHLsubjects(2.5persubject)u1hourapprox.perweekTOKand/orEETheexpectationisthatstudentsusethisasaguidetotheamountofpreparationandstudyrequiredtosucceedintheDP.Theaimistohelpstudentsbetterorganisetheirtimeandmeetdeadlines.

Late Work Protocol

Formal Written Assessments

ThisprocedurewillbeappliedforallwrittenIBDPinternalassessments(IAs)andexternalassessments(EAs)thatstudentscompleteatvarioustimesduringtheircourseandthatdirectlycontributetotheIBdiplomaqualification,andforBTECassessmentsintheIBCP.

Inthecaseofastudentnotsubmittingadraftformalassessmentbytheduedate:uTheteacherisnotobligedtoprovideformalfeedback.uThesubjectteacherwillsignthestudentupfortheY12-13StudyLabonthefollowingWednesdayafternoon.

Whenfillingintheonlineform,thesubjectteacherwillspecifythattheoutstandingworkisthedraftforaformalIBDP/CPassessment(IA,EAorBTECcomponent).Whentheformissubmitted,anemailisgeneratedandsenttothestudent,theparent(s)/guardian(s),theYearLeaderandtheDeputyHeads.

uWhateverworkhasbeensubmittedbytheendofthisextensionwillconstitutethedraft.Inthecaseofnoworkhavingbeensubmittedbytheendoftheslot,ablankpieceofpaperwillconstitutethedraft.

Inthecaseofastudentnotsubmittingafinalformalassessmentbytheduedate:uThesubjectteacherwillsignthestudentupfortheY12-13StudyLabonthefollowingWednesdayafternoon.

Whenfillingintheonlineform,thesubjectteacherwillspecifythattheoutstandingworkisthefinalversionofaformalIBDP/CPassessment(IA,EAorBTECcomponent).Whentheformissubmitted,anemailisgeneratedandsenttothestudent,theparent(s)/guardian(s),theYearLeaderandtheDeputyHeads.

uWhateverworkhasbeensubmittedbytheendofthisextensionwillconstitutethefinalversion.Inthecaseofnoworkhavingbeensubmittedbytheendoftheslot,thestudent’sdraftwillbesubmittedtotheIB/BTEC.

Oral Formal Assessments

Ifastudentissickonthedayofaninternalassessmentdeadlinethatmustbecompletedinclass,apresentationoranoralexam(e.g.theTOKoralpresentation,theoralexamsinthelanguages,theGroup4projectetc.):uThestudentandtheparents/guardianneedtoinformtheteacherbyemailthathe/shewillnotbeinschool.uAdoctor’snotewillberequired.uUponreceiptofthedoctor'snote,theoralassessmentwillberescheduled/thedeadlinewillbeextendedto

thedaythestudentisbackinschool.Thestudentandtheparents/guardianswillbeinformedofthenewdatebyemail.(Pleasenotethatreschedulingwillbeparticularlydifficultintheeventofagroupactivity,suchastheGroup4projectorapairorgroupTOKpresentation.)

Failuretokeepasecondappointmentwillbetakenevenmoreseriously.Unlessamedicalnoteisavailable,thesameapproachwillbetakenasinthecaseofwrittenformalassessments(seeabove).


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Other Late Work

Ifastudentislatesubmittingcoursework,theteacherwillfirsttrytosolvetheissue,forexample,bydiscussingitwiththestudentandre-emphasizingtheexpectations.Afollow-upstepwouldbesigningthestudentupforaStudyLab.

Catch-up Work or Tests

Ifastudentmissesatest(orsimilarassignment),itcanbeagreedwiththestudentthatheorshecompletesitintheStudyLabasthisdoesnotimpingeonlessontimeandthereisasupervisorpresent.

Ethical Behaviour and Academic Integrity

StudentsarerequiredtoactinaresponsibleandethicalmannerthroughouttheirparticipationintheIBDPandIBCPatISH.Beingacommunitybasedonintegrityispartofourschool’smissionandphilosophy.Studentsofallagesare,therefore,expectedtomaintainthehigheststandardsof integrity intheiracademicworkandmustavoidanyformofmalpractice.

Academicintegrityreferstotheuseofone'sownthoughtsandmaterialsinthewritingofpapers,takingoftests,andotherclassroomrelatedactivities.Studentsareexpectedtogivefullcreditforusingothers’ideas,wordsorworkorindeedworkthatthestudenthaspreviouslysubmitted.

The IB programmes taught at ISH require academic rigour and active student involvement in all aspects ofthe curriculum. The IB programmes place “a strong emphasis on the ideals of international understandingand responsible citizenship. The aimof all IB programmes is to develop internationallymindedpeoplewho,recognizingtheircommonhumanityandsharedguardianshipoftheplanet,helptocreateabetterandmorepeacefulworld”(EthicalPracticeintheDiplomaProgramme).IBlearnersstrivetobeprincipled:“Theyactwithintegrityandhonesty,witha strongsenseof fairnessand justice,andwith respect for thedignityand rightsofpeopleeverywhere.Theytakeresponsibility for theiractionsandtheirconsequences” (IBLearnerProfile).“Behavingandlearninginanethicalwaymeansthatstudentswillobserve[amongothers]thefollowingpractices:uStudentswill exercise academic integrity in all aspects of theirwork. Theywill acknowledge thework of

others,includingmaterialtakenfromothersources.Theywillnotclaimastheirowntheworkofothers.Theywillnotgivetheirworktootherstopassoffastheirown.Theywillobservetheintegrityoftheexaminationroom.

uLaboratoryorfieldexperimentsandinvestigationswillbeundertakeninanethicalway.■ No experiments involving other people will be undertaken without their written consent and their

understandingofthenatureoftheexperiment.■ Noexperimentwillbeundertakenthatinflictspainonhumansorliveanimals.■ Noexperimentorfieldworkwillbeundertakenthatdamagestheenvironment.

uNoartwork,performanceorfilmwillbeundertakenthatdamagestheenvironment.uNoartwork,performanceorfilmwillincludeexcessiveorgratuitousviolenceorexplicitsexualactivity.uAllpresentationswillrespectthepersonal,politicalandspiritualvaluesofothersandwillcontainnointention

tooffendinremarksaboutrace,genderorreligiousbeliefs.”(EthicalPracticeintheDiplomaProgramme).

WefollowtheIBindefiningacademicmisconductasbehaviour(whetherdeliberateorinadvertent)thatresultsin,ormayresultin,thestudentoranyotherstudentgaininganunfairadvantageinoneormorecomponentsofassessment.Behaviourthatmaydisadvantageanotherstudentisalsoregardedasacademicmisconduct.ThedefinitionsweusearebasedonofficialIBOpublications(General regulations: Diploma Programme12-13;The conduct of IB Diploma Programme examinations26)Thus,academicmisconductisabreachofregulationsandincludes,butisnotrestrictedto:


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1) Plagiarism and duplication of work:uplagiarism:thisisdefinedastherepresentationoftheideasorworkofanotherpersonasthestudent'sown;uduplication of work:thisisdefinedasthepresentationofthesameworkfordifferentassessmentcomponents

and/orcorerequirements;uany other behaviour which gains the student an unfair advantage-forexample:

■ falsifyingaCASrecord,■ substantialeditorialorcompositionalassistance,■ falseclaimsorfabricatedreferences.

2) Cheating and other types of misconduct during a test or an examination or other summative assessments:ucheating and other types of misconduct-forexample:utakingunauthorizedmaterialintoanexamination,ucopyingoffsomeoneelse’sexam/quizetc.,ucommunicatingwithanotherstudent,ufailingtoobeythecoordinator’s/invigilator’sinstructionsinatestorexamination(e.g.tostopwritingatthe

endofatestorexamination,nottowriteduringthereadingtime).uany other behaviour which gains an unfair advantage for a student - forexample:receiptofconfidential

informationaboutexaminations,testsorothersummativeassessments.

3) Behaviour which gains an unfair advantage for a student or which affects the results of another student:ucollusion:thisisdefinedassupportingmalpracticebyanotherstudent,forexample,allowingone’sworkto

becopiedorsubmittedforassessmentbyanother;udisclosureofconfidentialinformationaboutexaminations,testsorothersummativeassessments;umisconduct during a test or an examination - for example: behaviour that disrupts the examination or

distractsothercandidates.

MalpracticeorattemptedmalpracticeistreatedasaseriousmatterattheISHandbytheIBandwillresultinaseverepenalty.

Pleasereadourschool’sAcademic Integrity Policyformoreinformationandalwaysconsultthe ISH Referencing Guide for Years 12-13toensurethatyouknowhowandwhentoreference.

Teachershelpstudentsplantheirworkandmonitorthedevelopmentoflongerpiecesofworkorprojects(e.g.brainstorming,planning,draftsetc.).Ifstudentsfindtheyrequireassistanceinordertocompleteanassignmentproperly,theymustseetheirteacherwellinadvanceoftheduedate.

Consequences of Academic Misconduct

Academicmisconductwillhaveseriousconsequencesforstudentsofallages.

Arecordofstudentmisconductwillbekeptcentrallyandconsequenceswillbemoresevereforrepeatedoffencesacrosssubjects.

When lack of academic integrity is suspected, students will be interviewed by the teacher and the subjectcoordinator in an attempt to determine whether the transgression was inadvertent or deliberate. If it wasinadvertent, thestudentmaybecounseledandwillbeallowedtorevisetheworkasappropriate. If itwasadeliberateactofdishonesty,thefollowingprocedureappliesinthecaseofsummativeassessments.


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School Summative Assessments

Plagiarism and duplication of work

Firstoffence:uTheteacherreportstheacademicmisconducttotheYearLeaderandalsoinformsthementor.Theteacher

shouldprovideacopyoftheassignmentandthesourceswhereitwascopiedfrom(e.g.TurnItInoriginalityreport)whichcanbeusedasevidenceandshowntoparents.

uThe Year Leader informs the parents and invites the student to ameeting to discuss the importance ofacademicintegrityandtheconsequencesofacademicmisconduct.

uThestudentwillberequiredtore-dotheworkorcompleteanalternateassessmentwithhonestyandintegrity;thishasthepurposeofprovidingaccurateevidenceofthestudent’sachievement.Thestudentwillcompletetheworkundersupervision(intheStudyLab).Theteacherwillmarktheworkandprovidefeedback,andgiveasummativegradefortheassessment.

Repeatedoffence:uTheteacherreportstheacademicmisconducttotheYearLeaderandalsoinformsthementor.Theteacher

shouldprovideacopyoftheassignmentandthesourceswhereitwascopiedfrom(e.g.TurnItInoriginalityreport)whichcanbeusedasevidenceandshowntoparents.

uTheYearLeaderinformstheparentsandinvitesthemtoameetingtodiscusstheimportanceofacademicintegrity and the consequences of repeated academicmisconduct. The following partieswill attend: thestudent,thestudent’sparents/guardiansandtheYearLeader.

uThestudentwillreceivea0gradefortheassessment.uThestudentwillserveaYearLeaderdetentionandwillberequiredtowriteapaperonthesubjectofacademic

ethicsandintegrity.uThe student will be required to re-do the work or complete an alternate assessment with honesty and

integrity; this has thepurposeof providing accurateevidenceof the student’s achievement. The studentwillcompletetheworkundersupervision(intheStudyLab).Theteacherwillmarktheworkformativelyandprovidefeedback.

uIfastudentrepeatsanactofacademicmisconductmorethantwicethiswillleadtomoreseveremeasuresincludingsuspension.

Cheating in exams, tests or other summative assessments

Firstoffence:uTheteacherorinvigilatorreportstheacademicmisconducttotheYearLeader,whoinformstheparents.uThestudentisgivenaYearLeaderdetention.uTheworkisgivenazero.

Repeatedoffence:uTheYearLeaderinformstheparentsandinvitesthemtoameetingtodiscusstheimportanceofacademic

integrity and the consequences of repeated academicmisconduct. The following partieswill attend: thestudent,thestudent’sparents/guardiansandtheYearLeader.

uThestudentisgivenaYearLeaderdetention.uTheworkisgivenazero.uIfastudentrepeatsanactofacademicmisconductmorethantwicethiswillleadtomoreseveremeasures

includingsuspension.

Collusion and disclosing information about an exam or test to peers

Theseareincidentsof“moreseriousmisbehaviourand/orrepeatedminormisbehaviours”andtheconsequencesare as defined in the Behaviour Expectations at ISH – see section “Consequences of Not Meeting SchoolExpectations”above.


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Formal Assessments

uIf questions arise about the authenticity of a student’s work before submission to the IB or BTEC forassessment,thesituationwillberesolvedwithintheschoolusingthefollowingprocedure:■ TheteacherreportstheacademicmisconducttotheYearLeaderandtherelevantDeputyHeadAcademic,

andalsoinformsthementor.■ TheDeputyHeadAcademicinformstheparentsandinvitesthemtoameetingtodiscusstheimportance

ofacademicintegrityandtheconsequencesofacademicmisconduct.Thefollowingpartieswillattend:thestudent,thestudent’sparents/guardians,andtherelevantDeputyHeadAcademic.

■ Thestudentwillserveanin-schoolsuspensionandwillberequiredto:● re-dotheworkwithhonestyandintegrityundersupervision.Theteacherwillmarkthework

andprovidefeedback,subjecttotheapplicableIBproceduresandtheschool’slateworkpolicy.● writeapaperonthesubjectofacademicethicsandintegrity.

■ Arecordwillbekeptcentrallyandconsequenceswillbemoresevereforrepeatedoffences.Ifastudentrepeats an act of academicmisconduct, thiswill lead tomore severemeasures including suspension;the schoolmayalsowithdraw the student from the sessionor from the subject(s) inwhichacademicmisconductmayhaveoccurred.

uIfpossibleacademicmisconduct (forexample,plagiarism,collusion) is identifiedafter the student’s work has been submitted to the IBorduring an IB examination,theDeputyHeadAcademicmustinformtheIBwithoutdelay.In this case, the following IB regulations (inaccordancewithofficial IBpublications -General regulations: Diploma Programme 13-14;The conduct of IB Diploma Programme examinations26-27)apply:■ When the school, an examiner or the IB establishes evidence to suspect academic misconduct by a

candidate,theschoolwillberequiredtoconductaninvestigationandprovidetheIBwithstatementsandotherrelevantdocumentationconcerningthecase.

■ StudentssuspectedofacademicmisconductwillbeinvitedbytheMYP/DP/CPcoordinatortopresentawrittenstatementthataddressesthesuspicionofacademicmisconduct.Ifastudentdeclinestopresentastatement,theinvestigationanddecisiononwhetherthecandidateisinbreachofregulationswillstillproceed.

■ If the IB notifies the school that a student is suspected of academicmisconduct and that the IB hasthe intentionof initiatingan investigation,at thediscretionof theheadof school it ispermissible forthecandidatetobewithdrawnfromthesessionor fromthesubject(s) inwhichacademicmisconductmayhaveoccurred.However,atthediscretionoftheIBtheinvestigationintothesuspectedacademicmisconductbythecandidatemaystillproceedandadecisionbereachedonwhethertoupholdordismissacademicmisconduct.Ifacandidateiswithdrawnfromasubjectnomarkforthatsubjectmaycontributetotheawardofagradeinafutureexaminationsession.

■ Academicmisconductconstitutesabreachofregulationsthat,ifconfirmedbythefinalawardcommittee,will result in no grade being awarded in the subject and level concerned. If no grade is issued for asubject thatcontributes toacandidate’s IBDiploma,no IBDiplomawillbeawardedto thecandidate.ForIBDiplomacandidates,DPCourseResultswillbeawardedforothersubjectsinwhichnoacademicmisconducthasoccurred.

■ AnIBdiploma,oracertificate,maybewithdrawnfromacandidateatanytimeifmalpracticeissubsequentlyestablished.

■ Except incasesofseriousorrepeatedmisconduct, thestudentwillbepermittedtoregister for futureexamination sessions, which may include the session that follows six months later, if the relevantregistrationdeadlinesaremet.

■ Ifthestudenthasalreadybeenfoundinbreachofregulationsinanyprevioussession,thiswillnormallyleadtodisqualificationfromparticipationinanyfutureexaminationsession.


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Subject Changes

Itistheresponsibilityofthestudentandtheirparent(s)/guardian(s)todoresearchonuniversitiesandcoursesprior tothestudentmakinghis/herDPsubjectchoicestomakesurethatthesubjectpackagemeetstheentryrequirementsforthecourses,attheuniversities,inthecountriesthatthestudentisinterestedin.

First window of opportunity to change a DP subject:AYear12studenthasthefirstopportunitytorequestachangeofsubjectwithinthefirsttwoweeksofstartinghis/herYear12classes.

Second window of opportunity to change a DP subject:AYear12studenthasthesecondopportunitytorequestachangeofsubjectwithinthefirsttwoweeksafterhis/herfirstreportispublished.

Therewillbeno more opportunitiesforstudent-initiatedsubjectchangerequestsafterthispoint.

Studentsandparents/guardiansmustbeawarethatevenwhenachange isrequestedwithinthetimeframeindicatedabove,wecannotguaranteethatthechangecanbeimplementedduetotimetableconstraintsandclasssizes.

A subject changemayalsoaffectan IBDP student’sother subjects.Before starting theprocessof requestingasubjectchange,studentsmustdiscussthiswiththeirparent(s)/guardian(s)andwiththeirmentorandYearLeader.TheyshouldasktheirmentorandYearLeaderforadviceconcerningtheimplicationsthatchangingonesubjectmighthavefortheirsubjectpackage:uWhatotherchangesmightneedtobemade?Ifastudentdropsasubject,whichothersubjectwilltheytake

oninstead?uArethesechangespossiblegiventhetimetable/clusterconstraintsandthenumberofstudentsintheclass

theywouldliketojoin?(usethetablebelowtochecktheclusters)uWilltheirpackagestillfulfiltheIBrequirementsforacorrectDPsubjectpackage(e.g.3HLand3SLsubjects,

asubjectfromeachGroup1-5etc.)?

ThementorandYearLeaderwillalsoinformthestudentswhotherelevantsubject coordinatorsandsubject area leadersare,asthestudentswillhavetodiscusstheirmotivationfordropping/addingsubjectswiththemandtoobtaintheirapproval.ThefinalapprovalneedstobegivenbytheDeputyHeadAcademicIBDP.

When,afterdiscussionswithparents/guardians,thementorandYearLeader,studentsdecidetorequestasubjectchange,theymustcontacttheDeputyHeadAcademicIBDP,andforCPstudents,alsotheDeputyHeadAcademicIBCP,whowillprovidethemwiththesubjectchangeformtheyneedtofillintosubmittheirrequest.ThisformcanalsobefoundattheSecondaryOffice.


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KEY STAFF FOR THE UPPER SCHOOL

The Role of the Deputy Heads

TheDeputyHeadsoverseetheIBDP;theyareresponsibleforallstudentsdoingtheDPatISHandensurethequalityoftheprogramme.TheprimaryfocusoftheDeputyHeadPastoralUpperSchoolisonpastoralmatters,whilethefocusoftheDeputyHeadsAcademicisonacademicmatters.TheDeputyHeadsAcademicalsohavetheroleofIBDP/CPCoordinatorsandareresponsibleforcommunicationwiththeIB,fortheregistrationofallstudentswiththeIBfortheirfinalexaminationsandforrunningtheexaminations.

DeputyHeadAcademicIBDP/IBDPCoordinator DrC.Constantinescu (roomB204)DeputyHeadAcademicIBCP/IBCPCoordinator DrA.Trumic (roomB227)DeputyHeadPastoralUpperSchool MrR.Verloop (roomB217)

Other Key Staff

YearLeader(Year12) MsZ.Conroy (roomA211)YearLeader(Year13) DrR.Hogg (roomA211)

AssistantYearLeader(Year12) MsB.Bouwman (roomA020)AssistantYearLeader(Year13) MrS.Power (roomB205)

ISH IBDP Clusters


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CASCoordinator Mr.A.Toye (roomQ004)ExtendedEssayCoordinator MrL.Reygel (roomR004)ExtendedEssayAssistantCoordinator MsE.Kooiman (roomR004)TOKCoordinator MsB.Bouwman (roomB205)

ServiceLearningCoordinator MsD.Lira (roomD204)ReflectiveProjectCoordinator MrS.Inziria (roomA206)PersonalandProfessionalSkillsCoordinator MrR.Verloop (roomB217)LanguageDevelopmentCoordinator MsD.Lira (roomD204)BTECCurriculumCoordinator MrS.Inziria (roomA206)BTECWork-relatedLearningCoordinator MrB.Brunas (roomA206)

CareersAdvisor(Years9-13) MsC.Maaswinkel (roomR105)CareersCounsellorDutchuniversities MsY.vanderHorst (roomR105)CareersCounsellorUKuniversities MsJ.Austin (roomA206)CareersCounselloralluniversities MsK.Holley (roomR105)

TutoredLanguagesCoordinator MsA.Bowden (roomB207)Self-TaughtLanguagesCoordinator MsH.Bergman (roomB208)

HeadLibrarian MsI.Tomljanovic

SubjectAreaLeader–English MrT.Kidd (roomR004)SubjectAreaLeader–Dutch MrT.Veken (roomA023)SubjectAreaLeader–ModernLanguages MsG.Fredrieksen (roomA025)SubjectAreaLeader–IndividualsandSocieties MsJ.Austin (roomA206)SubjectAreaLeader–Mathematics MrD.Trembirth (roomP009)SubjectAreaLeader–Science MsI.Howland (roomA212)SubjectAreaLeader–ComputerScience&Design MrR.Hare (roomD204)SubjectAreaLeader–PhysicalandHealthEducation MsK.AdamSubjectAreaLeader–EnglishasanAdditionalLanguage MsH.Harmander (roomR003)

FURTHER READING

AllthesedocumentscanbefoundonManageBac.Someofthem(e.g. the ISH Extended Essay Guide and ISH

Reflective Project Guide),willbereleasedduringtheschoolyearandyouwillbenotifiedofthisinduetime.

BIBLIOGRAPHY

■ Ethical Practice in the Diploma Programme.InternationalBaccalaureateOrganization,2006.resources.ibo.org//data/d_x_dpyyy_sup_0906_1_e.pdf.Accessed1September2017.

■ IB Learner Profile.InternationalBaccalaureateOrganization,2013.resources.ibo.org//data/g_0_iboxx_amo_1702_1_e.pdf.Accessed10September2017.

■ General Regulations: Diploma Programme.InternationalBaccalaureateOrganization,September2016.www.ibo.org/globalassets/publications/become-an-ib-school/dp-general-regulations-sept-16-en.pdf.Accessed20August2017.

■ The Conduct of IB Diploma Programme Examinations - May and November 2018.InternationalBaccalaureateOrganisation,2017.resources.ibo.org//data/d_x_dpyyy_sup_1704_3c_e.pdf.Accessed1July2017.

Behaviour Expectations at ISH Academic Integrity PolicyISH Referencing Guide for Years 12-13IBDP Internal & External Assessment Guide

ISH Extended Essay GuideCAS HandbookISH Reflective Project Guide


International Baccalaureate (IB) Diploma …...The International Baccalaureate (IB) Diploma Programme (DP) is a comprehensive and rigorous two-year academic programme, which offers

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