Heidelberg International School International Baccalaureate Diploma Programme

Transcription

1 Heidelberg International School International Baccalaureate Diploma Programme Subject Selection Handbook

2 Table of Contents H.I.S. Guiding Statements 3 1. Subjects to be offered in The International Baccalaureate Learner Profile 5 3. The International Baccalaureate IB Mission Statement 7 4. Options for Grade 11/12 Students at H.I.S H.I.S. Diploma Students IB Diploma Programme Courses Students IB Diploma Programme Students 9 6. The Structure of the IB Diploma Programme at H.I.S Distinctions between Standard Level and Higher Level Classes Components of an IB Course: Assessment (IA) and IB Exams Assessment (20 30% of the Course Grade) IB Exams (70 80% of the Course Grade) Results for IB Diploma Students Course Information for Subjects Offered Group 1 Studies in Language and Literature 14 Literature Higher Level and Standard Level 14 Language and Literature Higher Level and Standard Level Group 2 Language Acquisition 17 Language B Higher Level and Standard Level 17 Language ab initio Standard Level Group 3 Individuals and Societies 19 History Higher Level and Standard Level 19 Psychology Higher Level and Standard Level 20 Economics Higher Level and Standard Level 22 Business and Management Higher Level and Standard Level 23 Information Technology in a Global Society (ITGS) HL and SL 24 Philosophy Standard Level Group 4 Sciences 28 Biology Higher Level and Standard Level 29 Chemistry Higher Level and Standard Level 30 Physics Higher Level and Standard Level 30 Computer Science Higher Level and Standard Level Group 5 Mathematics 33 Mathematics Higher Level 33 Mathematics Standard Level 33 Mathematical Studies Standard Level Group 6 Arts and Electives 35 Visual Arts Higher Level and Standard Level 35 Film Standard Level 36 H.I.S. Guiding Statements Mission We, the H.I.S. community, work together to facilitate the intellectual, emotional and social development of our students, to promote international understanding and enable students to make a difference to the world in which they live. Philosophy We believe that education is the key to individuals becoming responsible global citizens. We believe that education should address all aspects of the students development and that it should value and respect their individuality. The whole staff, parents and students themselves significantly contribute to the growth of the students intellectual curiosity, understanding, creativity and international mindedness. The H.I.S. Definition of International Mindedness A Journey from Self to Other Open-mindedness is our constant companion on this journey. We need to develop an active and sensitive frame of mind, a respecting and caring attitude and a desire to know and explore otherness without fear. With our minds open, we need to be nourished with cumulative experiences that shape our worldview. Through opportunities, which are fully integrated into school life, we become part of a flourishing culture of new perspectives. We start to demonstrate an understanding of our diversity, by appreciating and respecting ourselves and others, and celebrating our origins and differences. By connecting and co-operating with others, locally and globally, we begin to realise the interdependence of the natural, cultural and social systems of which we are part. International mindedness becomes a collaborative commitment to peaceful and sustainable action worldwide. Core Values Respect is a fundamental value of our school, which influences, and is the basis for, the environment of learning at H.I.S. Respect for self and others is an integral part of our community, be it in the way we learn, what we learn, why we learn, where we learn or from whom we learn. We support respectful learning by encouraging everyone to appreciate and develop the International Baccalaureate Learner Profile ( attributes by becoming: Inquirers Open-minded Knowledgeable Caring Thinkers Risk-takers Communicators Balanced Principled Reflective Page 2 of 38 Page 3 of 38

3 1. Subjects to be offered in The International Baccalaureate Learner Profile Grade 11 and 12 Group 1: Studies in Language and Literature English Literature English Language & Literature German Language & Literature The aim of all IB programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners are: Group 2: Language Acquisition German B Spanish B* German ab initio Mandarin ab initio* Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Spanish ab initio* French ab initio* History Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Group 3: Individuals and Societies Psychology* Business and Management* Economics* Thinkers They exercise initiative in applying thinking skills critically and creatively to recognise and approach complex problems, and make reasoned, ethical decisions. ITGS* Philosophy* Biology Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Group 4: Science Chemistry Physics Computer Science Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Group 5: Group 6: Mathematics The Arts and Electives Mathematics Mathematical Studies Visual Arts Film* Biology Chemistry Computer Science History Psychology* Business and Management* Economics* ITGS* German B Spanish B* German ab initio Mandarin ab initio* Spanish ab initio* French ab initio* Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Philosophy* Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. * This is a Pamoja Education online course, availability is restricted and extra costs are incurred. Page 4 of 38 Page 5 of 38

4 3. The International Baccalaureate 3.1. The IB Mission Statement The International Baccalaureate Diploma Programme (IB DP) is an advanced two-year course of study designed to prepare students for university and life. The IB Diploma Programme founders recognised a need to create a university preparatory curriculum with high standards, which is recognised around the world. Since its inception in 1968, the Diploma Programme has grown to include over 2,600 schools. The IB Diploma Programme is more than just a curriculum, it is also a teaching and educational philosophy designed to inspire students to think beyond factual recall of information. The spectrum of IB classes is designed to teach students to think critically, to appreciate the importance of seeing events or knowledge claims from different perspectives, to understand strengths and weaknesses of what students or others claim to know, to understand and explore ethical controversies inherently relevant to what they learn, and to be able to apply what they learn in meaningful ways to the real world. The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the IB works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. The IB Diploma programme has the strengths of a traditional and broad curriculum as shown by the graphic below: While the IB Diploma Programme is not designed exclusively for the elite or gifted academic student, the IB Diploma is most appropriate for those students who are highly motivated, open-minded, and highly responsible. The IB Diploma Programme is much more, however, than a series of academic subjects. Its unique additional features of Creativity, Activity and Service (CAS), Extended Essay (EE) and Theory of Knowledge (TOK) ensure that students are opened up to their community responsibilities, are encouraged to develop their research skills and become independent analytical thinkers. Page 6 of 38 Page 7 of 38

5 4. Options for Grade 11/12 Students at H.I.S. 5. H.I.S. Diploma Students Students, who have decided NOT to enrol in either the full IB Diploma Programme or to undertake the IB Courses as a certificate candidate, work towards an H.I.S. Diploma. In addition to completing the requirements of six subject areas as set by their teachers, H.I.S. Diploma candidates will be required to perform OPTION 1 OPTION 2 OPTION 3 approx.150 hours of Creativity, Activity and Service (CAS) they will complete a modified Extended Essay (EE) to a maximum of 1500 words, and will take a modified Theory of Knowledge (TOK) course. The courses at Students officially register with Students officially register with the Students do not register with the H.I.S. are taught over a two-year period and examinations are undertaken in May in the second year of the the IB to take official IB exams in IB for one or more IB exam(s) to IB for any IB exam(s). They will be programme (Grade 12). at least 6 subjects. They will be considered earn an IB Course Certificate. They will be considered considered H.I.S. Diploma students IB Diploma Programme Courses Students IB Diploma Programme students. IB Diploma Programme Courses students. Students who want to earn official recognition for the IB classes but who have decided not to enrol in the full IB Diploma can undertake the IB courses as a Courses Student. These courses can be taken at either the Higher or Standard Level. Courses students may, if they want, choose to take only Standard Level classes. Courses students will be required to perform approx. 150 hours of Creativity, Activity and Service (CAS) they will choose to complete either a full or modified Extended Essay and TOK (Theory of Knowledge) course. Like Students take IB exams in at least Students take IB exams in the Students fulfil the assessment the full-diploma students, courses students can have the official grades earned in their subjects sent to universi- 6 subjects, complete TOK, an EE, subjects that they officially regis- requirements and take H.I.S. final ties directly from the IB. The IB courses at H.I.S. are taught over a two-year period and IB examinations are and meet all IB CAS requirements ter in at the end of the two-year exams in all their subjects at the undertaken in May in the second year of the programme (Grade 12). (approx. 150 hours). programme. end of the two-year programme IB Diploma Programme Students Students will not take H.I.S. final Students will take H.I.S. final exams Students must meet all IB CAS exams at the end of the two-year IB in subjects other than those they requirements Students who pursue the full IB Diploma must complete six examinations: three at Higher Level and three at Diploma Programme only official have chosen as IB Courses at the (approx. 150 hours) and will be a Standard Level. The IB courses at H.I.S. are taught over a two-year period and IB examinations are under- IB exams that are assessed by IB end of the two-year programme. required to complete modified TOK taken in May in the second year of the programme (Grade 12). examiners outside of the school. & EE components Students must meet IB CAS requirements (approx. 150 hours) and can opt to complete full or modified TOK & The heart of the full IB diploma includes: 1. The CAS requirement 2. Theory of Knowledge 3. The Extended Essay EE components 1. CAS Requirement CAS is an acronym, which stands for Creativity, Activity and Service. Both diploma and certificate candidates are required to participate in appropriate activities balanced evenly between the three components, averaging about three to four hours a week for a total of approx. 150 hours over the two years of the programme. To complete the IB Diploma, students must show evidence of their participation and Students receive an official IB Students receive an official IB Students receive an official H.I.S. personal growth through on-going reflections and a final review towards the end of the programme. Diploma and transcript indicating transcript indicating their results in transcript indicating their results their results in the IB Courses that the IB Course(s) that they completed in the H.I.S. Courses that they 2. Theory of Knowledge Theory of Knowledge (TOK) interweaves all the IB subject areas, distinguishes they completed. including TOK & EE if chosen. completed. between how knowledge is acquired in each area, and explores the difference between truth and belief. The course emphasizes a great deal of critical thinking, personal reflection and the stresses the importance of see- In addition students receive the In addition students receive the Students receive the ing events from multiple perspectives. TOK does not have a formal IB examination, but candidates will submit H.I.S. Diploma H.I.S. Diploma H.I.S. Diploma a final TOK essay and make an oral presentation that will be internally and externally moderated. 3. Extended Essay The Extended Essay (EE) is a required analytic paper of 4000 words. The EE is intended to promote high-level research and writing skills, intellectual discovery and creativity. It provides students with an opportunity to engage in personal research in topics of their own choice (chosen from the list of approved Diploma Programme subjects), under the guidance of a supervisor (a teacher in school). Page 8 of 38 Page 9 of 38

6 Award of Diploma points: the EE contributes to the overall IB Diploma score through the award of points in conjunction with TOK. A maximum of three bonus points are awarded according to student s combined performance in both the EE and TOK. Both the EE and TOK are measured against published assessment criteria. According to the quality of the work, and based on the application of these assessment criteria, a student s performance in each of the EE and TOK will fall into one of the following five bands: A = Work of an excellent standard B = Work of an good standard C = Work of an satisfactory standard D = Work of an mediocre standard E = Work of an elementary standard N = If candidates do not comply all IB assessment requirements, then no grade will be awarded 6. The Structure of the IB Diploma Programme at H.I.S. Full-diploma candidates complete the core requirements of the Programme: The Extended Essay, Theory of Knowledge, and CAS. Diploma candidates must take six courses from four, five or six subject areas, referred to as groups. Three of these classes must be chosen at the Higher Level (HL) and three at Standard Level (SL). In addition, diploma students must take the Theory of Knowledge class. The diagram below shows core components and the IB courses and the courses within the six subject groups offered at H.I.S. Group 1 The total number of points awarded is determined by the combination of the performance levels achieved by the student in both the EE and TOK according to the following matrix. Extended Essay Theory of Knowledge Grade A B C D E No grade N A B C D E Group 2 Language Acquisition German B HL/SL Spanish B - SL* German ab initio SL Mandarin ab initio SL* Spanish ab initio SL* French ab initio SL* Group 4 Experimental Sciences Biology HL/SL Chemistry HL/SL Physics HL/SL Computer Science HL/SL Studies in Language and Literature English Lit HL/SL English Lang & Lit HL/SL German Lang & Lit HL/SL Creativity, Activity, Service (CAS) Extended Essay (EE) Theory of Knowledge (TOK) Group 5 Mathematics Mathematics HL/SL Math Studies SL Group 3 Individuals and Societies History HL/SL Psychology HL/SL* Economics HL/SL* Business & Mgmt HL/SL* ITGS HL/SL* Philosophy SL* Group 6 Arts and Electives Visual Arts HL/SL Film SL* OR an additional subject from groups 2, 3 or 4 No grade N IMPORTANT: Some courses may not be offered due to insufficient student enrollment. In addition, it is not always possible to accommodate all course selections due to scheduling conflicts. Every effort will be made to accommodate student preferences but the students must sometimes make compromise choices. * This is an online course, availability is restricted and extra costs are incurred. Page 10 of 38 Page 11 of 38

7 7. Distinctions between Standard Level and Higher Level Classes Whether a student pursues the full IB Diploma or IB courses, students will usually have a certain amount of choice whether they take each class at Higher Level (HL) or Standard Level (SL). The exact difference in terms of content, standards, and requirements of class taken at the SL or Higher Level varies between subjects in the IB curriculum. In some subjects, Higher Level and Standard Level vary substantially in degree of difficulty and material covered. However, for most IB subjects, the levels differ primarily in the amount of material covered rather than degree of difficulty. Regardless of the type of project, students are asked to apply the knowledge and skills they are learning in the class to this assignment. To ensure consistency, IA projects are also moderated. This means that while the individual teacher is responsible for grading and assessing the students work, the IB randomly requests samples of this work to be examined by IB examiners who check to see that teachers are applying the correct grading criteria. This step is essentially a safeguard to ensure that teacher-grading practices are consistent with IB standards. The moderation process is an important part of maintaining consistency, fairness, high standards, and accountability in the IB DP. The IA requirement also serves to lessen the relative impact of the examination at the end of the Course. Students who are not necessarily good test-takers may excel at the IA project, thereby helping to help balance any unexpected exam results IB Exams (70 80% of the Course Grade) SL courses require approximately 150 class hours while Higher Level courses require approximately 240 class hours. In practice, SL students have additional in-school study time, cover fewer units, or have fewer demands in regard to their internal assessment. Students who pursue any course at the Higher Level should do so because they have a particular aptitude or high-level of motivation in this class. In making the final decision about the level of coursework, students need to carefully balance their interests and abilities with projected university entrance requirements. 9. In May of the second year of the IB Diploma/Courses Programme, students will undertake IB exams. IB exams are comprehensive; they are usually based on two years worth of teaching materials. Therefore, they require a great deal of revision and preparation by the student. These exams are created by the IB and sent by courier to each IB school. The exams themselves are externally assessed (graded) by trained examiners, throughout the world, based upon published grading criteria. Results for IB Diploma Students In order to achieve the IB Diploma a candidate must fulfil certain requirements; at its most basic a candidate must achieve at least 24 points from their combined grades in six subjects, together with their grades for theory of knowledge and the extended essay, and also complete the Creativity, Activity, Service (CAS) element. However, to ensure a diploma reflects sufficient breadth in achievement across subjects and the core there are nine particular requirements stated in the articles of the IB s General regulations: Diploma Programme: 8. Components of an IB Course: Assessment (IA) and IB Exams 1. CAS requirements have been met. 2. Candidate s total points are 24 or more. 3. An N has not been given for theory of knowledge, extended essay or for a contributing subject. 4. A grade E has not been awarded for one or both of theory of knowledge and the extended essay. 5. There is no grade 1 awarded in a subject/level. 6. There are no more than two grade 2s awarded (HL or SL). 7. There are no more than three grade 3s or below awarded (HL or SL). 8. Candidate has gained 12 or more points on HL subjects (for candidates who register for four HL subjects, the three highest grades count). 9. Candidate has gained 9 or more points on SL subjects (candidates who register for two SL subjects must gain at least 5 points at SL) Assessment (20 30% of the Course Grade) The IB curriculum requires that students complete a major project in each IB Course they take. Such projects are formally called Assessments (IA) because they are assessed internally by the subject teachers. Page 12 of 38 Page 13 of 38

8 10. Course Information for Subjects Offered Group 1 Studies in Language and Literature Languages and Levels available: + English Higher Level and Standard Level, Literature Higher Level and Standard Level Literature is concerned with our conceptions, interpretations and experiences of the world. The study of literature can therefore be seen as an exploration of the way it represents the complex pursuits, anxieties, joys and fears to which human beings are exposed in the daily business of living. It enables an exploration of one of the more enduring fields of human creativity, and provides opportunities for encouraging independent, original, critical and clear thinking. It also promotes respect for the imagination and a perceptive approach to the understanding and interpretation of literary works. Through the study of a wide range of literature, the Language A: Literature Course encourages students to appreciate the artistry of literature and to develop an ability to reflect critically on their reading. Works are studied in their literary and cultural contexts, through close study of individual texts and passages, and by considering a range of critical approaches. In view of the international nature of the IB and its commitment to intercultural understanding, the Language A: Literature Course does not limit the study of works to the products of one culture or the cultures covered by any one language. The study of works in translation is especially important in introducing students, through literature, to other cultural perspectives. The response to the study of literature is through oral and written communication, thus enabling students to develop and refine their command of language. The Course: Literature is a flexible Course that allows teachers to choose works from prescribed lists of authors and to construct a Course that suits the particular needs and interests of their students. It is divided into four parts, each with a particular focus. Part 1: Works in translation Part 2: Detailed study Part 3: Literary genres Part 4: Options (in which works are freely chosen) Prerequisite: There are no formal requirements for students undertaking the Literature Course. Students who take this Course will often have varied language profiles and may be multilingual. While it is recommended that students have had experience of writing critical essays about texts, not having done so should not exclude you from studying Literature. Higher Level and Standard Level assessment: 70% assessment: 30% Written Examination 20% SL: Paper 1 Guided literary analysis HL: Paper 1 Literary commentary Written Examination Paper 2 essay: 25% Written assignment 25%: HL: words; assignment 1 is a comparative study of at least two works whilst assignment 2 could be a comparative study on different works, an imaginative or creative assignment or a detailed study. SL: one assignment of words. Ind ividual Oral commentary 15% HL (20 minutes) Formal oral commentary on poetry studied in part 2 with subsequent questions (10 minutes) followed by a discussion based on one of the other Part 2 works (10 minutes). SL (10 minutes) Students present a formal oral commentary and answer subsequent questions on an extract from a work studied in Part 2. Individual Oral Presentation 15% (10 15 minutes) The presentation is based on works studied in Part 4. It is internally assessed and externally moderated through the Part 2 Assessment Task Language and Literature Higher Level and Standard Level Language and Literature comprises four parts two relate to the study of language and two to the study of literature. The study of the texts produced in a language is central to an active engagement with language and culture and, by extension, to how we see and understand the world in which we live. A key aim of the Language and Literature Course is to encourage students to question the meaning generated by language and texts, which, it can be argued, is rarely straightforward and unambiguous. Helping students to focus closely on the language of the texts they study and to become aware of the role of each text s wider context in shaping its meaning is central to the course. The Language and Literature Course aims to develop in students skills of textual analysis and the understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to culturally determined reading practices. The Course is designed to be flexible teachers have the opportunity to construct it in a way that reflects the interests and concerns that are relevant to their students while developing in students a range of transferable skills. An understanding of the ways in which formal elements are used to create meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception. The Course: Language and Literature is a flexible Course that allows teachers to choose works from prescribed lists of authors and to construct a course that suits the particular needs and interests of their students. It is divided into four parts, each with a particular focus. Page 14 of 38 Page 15 of 38

9 Part 1: Language in cultural context Part 2: Language and mass communication Part 3: Literature texts and contexts Part 4: Literature critical study Prerequisite: There are no formal requirements for students undertaking Language and Literature. Students who take this course will often have varied language profiles and may be multilingual. While it is recommended that students have had experience of writing critical essays about texts, not having done so should not exclude you from studying Language and Literature. Languages and Levels available: English Higher Level and Standard Level, German Higher Level and Standard Level Higher Level and Standard Level assessment: 70% assessment: 30% Paper 1: 25% HL: Comparative textual analysis The paper consists of two pairs of unseen texts. Students write a comparative analysis of one pair of texts. SL: Textual analysis The paper consists of two unseen texts. Students write an analysis of one of these texts. Paper 2: Essay 25% W ritten task 20% HL: Students produce at least four written tasks based on material studied in the course. Each task must be 800 1,000 words in length plus a rationale of words. SL: Students produce at least three written tasks based on material studied in the course. One task must be 800 1,000 words in length plus a rationale of words. Ind ividual oral commentary 15% Students comment on an extract from a literary text studied in part 4 of the course. Students are given two guiding questions. Fur ther oral activity 15% Students complete at least two further oral activities, one based on Part 1 and one based on Part 2 of the Course Group 2 Language Acquisition Group 2 consists of modern languages, which can be studied at different levels depending on the level of proficiency of the student in that language. Modern languages are studied through the four primary main language skills (listening, speaking, reading and writing) to ensure that the student can communicate spontaneously, appropriately and effectively with an audience of the language in both familiar and unfamiliar circumstances. This level of competence is achieved through an understanding of three interrelated areas which form the basis of the assessment criteria: using the language accurately in terms of grammar and vocabulary, selecting language appropriate to a particular cultural and social context and understanding how ideas are organized for appropriate communication. Language B Higher Level and Standard Level PLEASE NOTE: Spanish is an online course provided by Pamoja Education supervised by H.I.S. Faculty. In this course language B students will focus mainly on language acquisition and the development of the linguistic skills of listening, speaking, reading and writing, up to a fairly sophisticated level. The Course: Language B students will learn basic language structures and use these in a range of situations and purposes which can include work situations, social relationships and the discussion of abstract ideas. They will also explore the culture using a variety of texts in the language. Prerequisite: The Language B course is designed for genuine second language learners with some previous experience, 4 to 5 years for HL and 2 to 5 years for SL, of learning the language. As a result a language B student should have a good knowledge of grammar and vocabulary and be fairly frequent in conversation. Languages and Levels available: German B Higher Level and Standard Level Spanish B Standard Level Higher Level and Standard Level 70% 30% Paper 1 (25%) consists of text handling exercises and a short writing exercise. Paper 2 (25%) consists of one writing task from a number of choices Written Assignment (20 %) consists of one piece of writing Individual Oral (20%) Interactive Oral (10%) Page 16 of 38 Page 17 of 38

10 Language ab initio Standard Level Group 3 Individuals and Societies PLEASE NOTE: Mandarin, Spanish and French are online courses provided by Pamoja Education supervised by H.I.S. Faculty. If you want to learn a new language or do not have a second language you should choose an ab initio course. The courses provide an opportunity for students to enhance their linguistic skills. The Course: You will acquire a good basic knowledge of the language so that you can engage in everyday conversations in a variety of situations and understand and write short pieces. The course aims to develop a good command of the grammatical structures of the language, a variety of linguistic skills and a basic awareness of the culture associated with the language. The courses also focus on everyday situations and aspects of the culture related to these situations. Prerequisite: None required as this is for the beginner who has little or no previous experience of the language. However, any start you can make on the language in the summer before you start Grade 11 would help you make a good start to these courses. Languages and Levels available: German ab initio Standard Level Spanish ab initio Standard Level Mandarin ab initio Standard Level French ab initio Standard Level History Higher Level and Standard Level History offers a unique international perspective to turning points of the 20 th Century. History helps students to understand the political and economic forces that have shaped the world as we know it and provides an inside look into decision making of the world leaders. Through the study of historical sources and visits to historical sites students can relive the past and become more aware of the forces that have shaped their own identity and understanding. History is much more than learning about the past; it helps to develop critical thinking, debating and public speaking skills that are useful for careers in journalism, politics, international relations and law. In this way studying history is really about building your future. The Course: The course comprises six units. HL students study all six units and SL students three units. 1. Peacemaking, peacekeeping international relations (Higher Level and Standard Level) th century world history: Causes, practices and effects of war (Higher Level and Standard Level) th century world history: The Cold War (Higher Level and Standard Level) 4. European history: Imperial Russia, revolutions, emergence of Soviet State (HL) 5. European history: European diplomacy and the First World War (HL) 6. European history: Interwar years conflict & cooperation (HL) Higher Level Three written papers: Paper 1: 20% A document-based paper set on prescribed subjects drawn from the 20th century world history topics Paper 2: 25% An essay-based paper on the 20th century world history topics. Paper 3: 35% essay paper based on the regional options; answer three out of 25 questions. 75% Paper 1 (30%) consists of text handling exercises and a short writing exercise. Paper 2 (25%) consists of two writing exercises. Written Assignment (20 %) consist of one piece of writing. 80% 25% Individual oral (25%) consists of a three part oral assessment. 20% Historical investigation Page 18 of 38 Page 19 of 38

11 Standard Level Assessments Two written papers: Higher Level 75% Paper 1: 30% A document-based paper set on prescribed subjects drawn from the 20 th century world history topics Paper 2: 45% Three written papers: Paper 1: 35% (2 hours) Section A: Three compulsory questions on Part 1 of the syllabus. An essay-based paper on the 20 th century world history topics. Section B: Three questions on Part 1 of the syllabus. Students choose one question 25% Historical investigation 80% to answer in essay form. [46 marks] Paper 2: 25% (1 hour) Fifteen questions on Part 2 of the syllabus. Students choose two questions to answer in essay form. [44 marks] Paper 3: 20% (1 hour) Three compulsory questions based on an unseen text, covering part 3 of the syllabus. [30 marks] Psychology Higher Level and Standard Level PLEASE NOTE: This is an online course provided by Pamoja Education supervised by H.I.S. Faculty. Psychology is the systematic study of the human through a variety of approaches. Such investigative approaches include the experimental method, observation, clinical interviews, and questionnaires. Seen through three major perspectives, the study of psychology offers a field of study that brings together several academic traditions. 20% A report of a simple experimental study conducted by the student. [28 marks] Students will study psychology through the three major perspectives developed over the last one hundred years: Biological, Cognitive and Learning. Assumptions of psychology that are addressed include motivations underlying human behaviour, social interaction, language and thinking, memory and emotion. The students will be engaged in a variety of practical activities including observations, experiments and interviews. There is an emphasis on writing as a way of thinking. Course Topics 1. Introduction to the International Baccalaureate Psychology syllabus 2. Introduction to Psychology 3. Research Methods 4. Biological Perspective 5. Learning Perspective 6. Cognitive Perspective 7. Psychology of Dysfunctional Behaviour 8. Simple Experimental Study Standard Level 75% 25% Two written papers: Paper 1: (2 hours) 50% Section A: Three compulsory questions on Part 1 of the syllabus. Section B: Three questions on Part 1 of the syllabus. Students choose one question to answer in essay form. [46 marks] Paper 2: 25% (1 hour) Fifteen questions on part 2 of the syllabus. Students choose one question to answer in essay form. [22 marks] A report of a simple experimental study conducted by the student [20 marks] These IB assessments are in addition to the regular class assessments and assignments. Page 20 of 38 Page 21 of 38

12 Economics Higher Level and Standard Level PLEASE NOTE: This is an online course provided by Pamoja Education supervised by H.I.S. faculty Higher Level Aim:To develop an awareness of the impact of economics on the global environment, students will develop their understanding of how the impact of economics can be damaging and beneficial. Students will be expected to use newspapers and visit (international) newspaper websites on a regular basis. Economic theories will be applied to real world examples and related to elements of politics, history and other fields of study where appropriate. Content: The course will include standard economics concepts and theories from 4 key areas: Microeconomics, Macroeconomics, International Economics and Development Economics. For both Higher Level and Standard Level the syllabus covers the following topics. At Higher Level certain aspects are studied in greater detail. 1. MicroEconomics Markets, Elasticities Theory of the Firm Market Failure ities, Monopoly 2. MacroEconomics National Income Macroeconomic models Demand and Supply-side policies Unemployment, Inflation and the Distribution of Income 3. International Economics Trade and Protectionism Economic Integration WTO Balance of Payments, Trade, Exchange Rates 4. Development Economics Economic Growth and Development Barriers to Growth 80% 20% Standard Level 75% 25% Three written papers: Paper 1: Three data response questions Paper 2: An extended response question Three short essays Four written pieces of words Two written papers: Paper 1: Three data response questions Paper 2: An extended response question Four written pieces of words Business and Management Higher Level and Standard Level PLEASE NOTE: This is an online course provided by Pamoja Education supervised by H.I.S. Faculty Business and Management is a rigorous and dynamic discipline that examines business decisionmaking processes and how these decisions impact on and are affected by internal and external environments. It is the study of both the way in which individuals and groups interact in an organization and of the transformation of resources. It is, therefore, perfectly placed within the Group 3 subject area. The IB DP Business and Management Course is designed to develop an understanding of business theory, as well as an ability to apply business principles, practices and skills. The application of tools and techniques of analysis facilitates an appreciation of complex business activities. The course considers the diverse range of business organizations and activities and the cultural and economic context in which business operates. Emphasis is placed on strategic decision-making and the day-to-day business functions of marketing, production, human resource management and finance. Links between the topics are central to the course, and this integration promotes a holistic overview of business activity. Page 22 of 38 Page 23 of 38

13 The Business and Management Course aims to help students understand the implications of business activity in a global market. It is designed to give students an international perspective of business and to promote their appreciation of cultural diversity through the study of topics like international marketing, human resource management, growth and business strategy. The ideals of international cooperation and responsible citizenship are at the heart of IB DP Business and Management. The Course encourages the appreciation of ethical concerns and issues of social responsibility in the global business environment. Students should be able to make sense of the forces and circumstances that drive and restrain change in an interdependent and multicultural world. The Business and Management Course will contribute to students development as critical and effective participants in local and world affairs. Higher Level 75% Paper 1 (2 hours and 15 minutes) 35% Based on a case study issued in advance, with additional unseen material. Students answer structured questions in sections Paper 2 (2 hours and 15 minutes) 40% Students answer structured questions in sections Course Goals/Objectives: This course focuses on the study and evaluation of the impact of information technology on individuals and society. It explores the advantages and disadvantages of the use of digitised information at the local and global level. ITGS provides a framework for the student to make informed judgments and decisions about the use of information technology within social contexts. ITGS shares methods of critical investigation and analysis with other social sciences and also considers the ethical questions found in the study of philosophy. Students come into contact with IT on a daily basis because it is so pervasive in the world in which we live. This widespread use of IT inevitably raises important questions about social and ethical issues that shape our society of today. ITGS offers a systematic study of these issues, whose range is such that they fall outside the scope of any other single discipline. The course covers social and ethical issues related to the use of IT, such as security of information, authenticity and policies and standards. It also focuses on IT systems in a social context, where students will take a closer look at the hardware requirements of IT systems; have a look at a broad coverage of different software applications; make a study of communication systems such as the Internet and a look at integrated systems such as robotics and artificial intelligence. All these areas under study will be linked to the impact IT has had on business and employment, education, health, arts, entertainment and leisure, science and the environment and politics and the government. 25% Research project Students research and report on an issue facing an organization or a decision to be made by an organization (or several organizations). Maximum 2000 words. Higher Level Three written papers: Standard Level 80% Paper 1: 35% 4 structured questions Paper 2: 20% One unseen article. Students are required to write a response to this article. 75% Paper 1 (1 hour and 15 minutes) 35% Based on a case study issued in advance, with additional unseen material. Students answer structured questions in sections Paper 2 (1 hours and 45 minutes) 40% Paper 3: 25% Four questions based on a pre-seen case study. Project 25% Students answer structured questions in sections Written commentary Students produce a written commentary based on three to five supporting documents about a real issue or problem facing a particular organization. Maximum 1500 words. 20% The development of an original IT product for a specified client. Students must produce: a cover page using prescribed format an original IT product documentation supporting the product (word limit 2,000 words). Information Technology in a Global Society (ITGS) Higher Level and Standard Level PLEASE NOTE: This is an online course provided by Pamoja Education supervised by H.I.S. faculty Course Description: In general the course is the study and evaluation of the impact of information technology on individuals and society where information technology is defined as the acquisition, processing, storage, manipulation and dissemination of digital information by computing or telecommunications or a combination of both. Page 24 of 38 Page 25 of 38

14 Standard Level 70% 30% Philosophy Standard Level Two written papers: Paper 1 (1 hour 45 minutes) 40% Students answer three of five structured questions on any of the SL/HL core topics. (60 marks) Paper 2 (1 hour 15 minutes) 30% This paper consists of one unseen article. Students are required to write a response to this article. Project The development of an original IT product for a specified client. Students must produce: a cover page using prescribed format an original IT product documentation supporting the product (word limit 2,000 words). PLEASE NOTE: This is an online course provided by Pamoja Education supervised by H.I.S. faculty 1.2 Optional Themes One optional theme for study from must be selected at SL from the list eight possibilities: Grounds of epistemology, Theories and problems of ethics, Philosophy of religion, Philosophy of art, Political philosophy, Non-Western traditions and perspectives, Contemporary social issues, People, nations and cultures. Part 2: Prescribed Texts This consists of the study of one text at SL from the IB Philosophy Prescribed Text List. The purpose of studying a prescribed philosophical text is to allow students to achieve an in-depth knowledge and understanding of a challenging work, and to extend their overall comprehension of philosophy. The detailed study of a philosophical text can be seen as another way in which students learn to do philosophy by entering into dialogue with another philosopher. In studying the prescribed text, students should develop their ability to present a philosophical argument by testing their own position against the standpoint of the author, and using the author s ideas to expand their own thinking on the issue(s) under discussion. Students are expected to develop the skills required to undertake a critical analysis of the text. Part 3: assessment Students are required to produce a philosophical analysis of non-philosophical material, to demonstrate their philosophical skills. The Assessment exercise takes the form of a philosophical analysis of nonphilosophical material, which allows students to be rewarded for doing philosophy under ordinary s, without the time constraints associated with written examinations. It reflects common activities used in teaching and doing philosophy. Philosophy deals with issues that are profound, usually difficult, and important for humanity. It is a systematic critical enquiry into profound, fascinating and challenging questions that people have asked since the beginning of time, and confronts new problems arising within contemporary society. The emphasis of the IB DP Philosophy Course is very much on doing philosophy. Students develop their skills through the study of philosophical themes and the close reading of philosophical texts. They also learn to apply their philosophical knowledge and skills to real-life examples or situations and how non-philosophical material can be treated in a philosophical way. Philosophical questions are explored through an examination of themes and texts. Students learn through tools, such as critical and systematic thinking, careful analysis and evaluation, and construction of arguments. Students are challenged to develop their own philosophical voice and independence of thought. IB DP Philosophy aims to bring the subject of philosophy alive, gaining a sense of its richness and practical value in daily life and expanding our appreciation of ourselves and the world around us. It teaches us not what to think, but how to think. By participating in the great philosophical debates, students will develop their skills of rigorous reasoning; by study, analysis and criticism of the great works of philosophy, ancient and modern, students will develop their capacity to make reasoned judgments for themselves. The Course: The IB Philosophy course is composed of three parts at SL. Part 1: Themes This is divided into two further parts the core theme and the optional themes. 1.1 The Core Theme This is the study of the core theme What is a human being?. The core theme offers students the opportunity to search for a better understanding of ourselves, both as individuals and as members of groups and wider communities. Awareness of the human inspires us to examine our characteristics and notions of person or identity. Page 26 of 38 Page 27 of 38

15 10.4. Group 4 Sciences Biology Higher Level and Standard Level All Group 4 courses share a common structure as each one is in 3 parts: a core of material that is studied at both Higher and Standard Level, additional material that is taken at Higher Level only and one option studied at both Standard and Higher Levels. Group 4 students at Standard Level (SL) and Higher Level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the option studied. They are presented with a syllabus that encourages the development of certain skills, attributes and attitudes. While the skills and activities of group 4 science subjects are common to students at both SL and HL, students at HL are required to study some topics in greater depth, in the Additional Higher Level (AHL) material and in the common option. The distinction between SL and HL is one of breadth and depth. The group 4 Project is a compulsory interdisciplinary activity in which all Diploma Programme science students must participate. The intention is that students from the different group 4 subjects analyze a common topic or problem. The exercise is a collaborative experience where the emphasis is on the processes involved in, rather than the products of, such an activity. Higher Level 80% 20% Standard Level 80% 20% Three written papers Paper 1: (20%) 40 multiple-choice questions Paper 2: (36%) short answer and extended answer-response questions Paper 3: (24%) short answer and extended answer-response questions on practical skills and the option One extended scientific investigation Three written papers Paper 1: (20%) 30 multiple-choice questions Paper 2: (40%) short answer and extended answer-response questions Paper 3: (20%) short answer and extended answer-response questions on practical skills and the option One extended scientific investigation Biology is the study of life. The first organisms appeared on the planet over 3 billion years ago and, through reproduction and natural selection, have given rise to the 8 million or so different species alive today. Estimates vary, but over the course of evolution 4 billion species could have been produced. Most of these flourished for a period of time and then became extinct as new, betteradapted species took their place. There have been at least five periods when very large numbers of species became extinct and biologists are concerned that another mass extinction is under way, caused this time by human activity. Nonetheless, there are more species alive on Earth today than ever before. This diversity makes biology both an endless source of fascination and a considerable challenge. The IB Diploma Programme biology course covers the relationship of structure and function at all levels of complexity. Students learn about cell theory, the chemistry of living things, plant structure and growth, and the difference between genes and alleles, among many other topics, to further their understanding of and learning about biology. Throughout this challenging course, students become aware of how scientists work and communicate with each other. Further, students enjoy multiple opportunities for scientific study and creative inquiry within a global context. The course includes the essential principles of the subject but also, through selection of an option, flexibility to tailor the course to meet the needs of the students. The course is available at both standard level (SL) and higher level (HL), and therefore accommodates students who wish to study biology as their major subject in higher education and those who do not. All students undertake both theory and practical study. These should complement one another naturally, as they do in the wider scientific community. The Diploma Programme biology course allows students to develop traditional practical skills and techniques and to increase facility in the use of mathematics, which is the language of science. It also allows students to develop interpersonal skills, and digital technology skills, which are essential in 21st century scientific endeavour and are important life-enhancing, transferable skills in their own right. Core Topics Cell biology Molecular biology Genetics Ecology Evolution and biodiversity Human physiology Additional higher level (AHL) Topics Nucleic acids Metabolism, cell respiration and photosynthesis Plant biology Genetics and evolution Animal physiology Options Neurobiology and behaviour Biotechnology and bioinformatics Ecology and conservation Human physiology Page 28 of 38 Page 29 of 38

16 Chemistry Higher Level and Standard Level Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is often called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful preparation for employment. The Diploma Programme chemistry course includes the essential principles of the subject but also, through selection of an option, flexibility to tailor the course to meet the needs of the students. The course is available at both standard level (SL) and higher level (HL), and therefore accommodates students who wish to study chemistry as their major subject in higher education and those who do not. All students undertake both theory and experiments. They should complement one another naturally, as they do in the wider scientific community. The Diploma Programme chemistry course allows students to develop traditional practical skills and techniques and to increase facility in the use of mathematics, which is the language of science. It also allows students to develop interpersonal skills, and digital technology skills, which are essential in 21st century scientific endeavour and are important life-enhancing, transferable skills in their own right. Core Topics Stoichiometric relationships Atomic structure Periodicity Chemical bonding and structure Energetics/thermochemistry Chemical kinetics Equilibrium Acids and bases Redox reactions Organic chemistry Measurements and data processing. Additional Higher Level (AHL) Topics All core topics are studied in more breadth and depth in AHL. Options Materials Biochemistry Energy Medicinal Chemistry Alongside the growth in our understanding of the natural world, perhaps the more obvious and relevant result of physics to most of our students is our ability to change the world. This is the technological side of physics, in which physical principles have been applied to construct and alter the material world to suit our needs, and have had a profound influence on the daily lives of all human beings for good or bad. This raises the issue of the impact of physics on society, the moral and ethical dilemmas, and the social, economic and environmental implications of the work of physicists. These concerns have become more prominent as our power over the environment has grown, particularly among young people, for whom the importance of the responsibility of physicists for their own actions is self-evident. The syllabus for the IB DP Physics Course is divided into three Parts: the core, the Additional Higher Level (AHL) material and the options. Core Topics Measurements and uncertainties Mechanics Thermal physics Waves Electricity and magnetism Circular motion and gravitation Atomic, nuclear and particle physics Energy production Additional Higher Level (AHL) Topics Wave phenomena Fields Electromagnetic induction Quantum and nuclear physics Option Relativity Engineering physics Imaging Astrophysics Physics Higher Level and Standard Level Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself, from the very smallest particles quarks, which may be truly fundamental to the vast distances between galaxies. All students should cover theory and undertake experiments. Theory and experiment should complement one another naturally, as they do in the wider scientific community. The IB DP Physics Course allows students to develop traditional practical skills and techniques and to increase facility in the use of mathematics, which is the language of physics. It also allows students to develop interpersonal skills, and information and communication technology skills, which are essential in modern scientific endeavour and are important life-enhancing, transferable skills in their own right. Page 30 of 38 Page 31 of 38

17 Computer Science Higher Level and Standard Level Computer science requires an understanding of the fundamental concepts of computational thinking as well as knowledge of how computers and other digital devices operate. During the course the student will develop computational solutions. This will involve the ability to: identify a problem or unanswered question design, prototype and test a proposed solution liaise with clients to evaluate the success of the proposed solution and make recommendations for future developments. Computer science has links with subjects outside of group 4, notably information technology in a global society (ITGS), but it should be noted that there are clear differences between the subjects. The syllabus for the IB DP Computer Science Course is divided into four Parts: the core, the Higher Level Extension material, the Case Study and the Option. Core Topics System fundamentals Computer organization Networks Computational thinking, problem-solving and programming HL extension Abstract data structures Resource management Control Higher Level Case study Additional subject content introduced by the annually issued case study Option SL/HL core HL extension Students study one of the following options: Databases Modelling and simulation Web science Object-oriented programming Group 5 Mathematics All students take Mathematics at an appropriate level. Mathematics Higher Level The Course: A challenging programme designed for students with a strong background and ability in Mathematics. You may choose this level because you need it to support further study at university, for example Physics, Engineering or Technology, or simply because you enjoy Mathematics. The HL Course extends each topic in the SL Course (see below), expecting students to have not only wider knowledge, but also greater insight and ability to apply that knowledge. Additionally students will study one option in depth, chosen by the teachers. The course is assessed by an exploration and three examination papers: non-calculator, calculator and options. Prerequisite: It is essential HL students have an excellent background in Mathematics; in general they will have gained an excellent grade in Grade 10. A high degree of competence in algebra is required. 80% 20% Three written papers (total 5 hours) Paper 1: (30%) Extended and Short-response questions Paper 2: (30%) Extended and Short-response questions Paper 3: (20%) Extended-response on the syllabus option The exploration is a short report based on a mathematical topic chosen by the student. The emphasis is on mathematical communication (including formulae, diagrams, graphs and so on), with accompanying commentary, good mathematical writing and thoughtful reflection. 80% 30% Three papers totally 4 hours 30 minutes > Paper 1 (40%) several compulsory short answer questions and five compulsory structured questions. > Paper 2 (20%) between three and seven compulsory questions linked to the option studied. > Paper 3 (20%) four compulsory questions based on a pre-seen case study. > Solution (20%) The development of a computational solution. Mathematics Standard Level The Course: Like HL this is a challenging programme requiring good background knowledge and ability in Mathematics. It is a good programme for those who wish to pursue further studies in fields such as Chemistry, Geography and Business. During the Course students study six topics: algebra, functions and equations, circular functions and trigonometry, vectors, probability and statistics, and calculus. The Course is assessed by an exploration and two examination papers: non-calculator and calculator. Standard Level 70% 30% Two papers totally 2 hours 30 minutes > Paper 1 (45%) several compulsory short answer questions and three compulsory structured questions. > Paper 2 (25%) between two and five compulsory questions linked to the option studied. > Solution (30%) The development of a computational solution. Prerequisite: SL students will have a good background in Mathematics; normally they will have gained a high grade in Grade 10 Mathematics. Page 32 of 38 Page 33 of 38

18 10.6. Group 6 Arts and Electives 80% 20% Two written papers (total 3 hours) Paper 1: (40%) Extended and Short-response questions Paper 2: (40%) Extended and Short-response questions The exploration is a short report based on a mathematical topic chosen by the student. The emphasis is on mathematical communication (including formulae, diagrams, graphs and so on), with accompanying commentary, good mathematical writing and thoughtful reflection. Mathematical Studies Standard Level The Course: This programme is designed to develop the skills needed to cope with the mathematical demands of a technological society for the non-specialist. Emphasis is placed on the development of mathematical models and their application to real-life situations. You should usually choose this Course if you do not need advanced mathematics for your future studies. The course includes number and algebra, logic, sets and probability, statistics and statistical applications, geometry and trigonometry, mathematical models and an introduction to differential calculus. 80% 20% Two written papers (total 3 hours) Paper 1: (40%) Short-response questions Paper 2: (40%) Extended-response questions Project. This involves the collection of information or measurements and the analysis and evaluation of this information or measurements. In this Group you can choose to study Visual Arts Higher Level and Standard Level, Film SL or a subject from another Subject Group. IB DP Visual Arts is a rigorous programme, which allows students to explore the possibilities if visual art through their own practical work and research. The IB DP Visual Arts Course provides students with opportunities to explore art on a number of levels including: Aesthetic, Cultural, Social and Personal. Visual Arts Higher Level and Standard Level The IB Diploma Programme visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as artmakers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to study visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts. Supporting the International Baccalaureate mission statement and learner profile, the course encourages students to actively explore the visual arts within and across a variety of local, regional, national, international and intercultural contexts. Through inquiry, investigation, reflection and creative application, visual arts students develop an appreciation for the expressive and aesthetic diversity in the world around them, becoming critically informed makers and consumers of visual culture. Distinction between Visual Arts HL and SL The visual arts syllabus demonstrates a clear distinction between the course at SL and at HL, with additional assessment requirements at HL that allow for breadth and greater depth in the teaching and learning. The assessment tasks require HL students to reflect on how their own work has been influenced by exposure to other artists and for them to experiment in greater depth with additional art-making media, techniques and forms. HL students are encouraged to produce a larger body of resolved works and to demonstrate a deeper consideration of how their resolved works communicate with a potential viewer. Higher Level and Standard Level assessment Studio: 60% Part 1: Comparative study 20% Students analyse and compare different artworks by different artists. Part 2: Process portfolio 40% Students submit carefully selected materials which evidence their experimentation, exploration, manipulation and refinement of a variety of visual arts activities during the two-year course. assessment Investigation: 40% Part 3: Exhibition Students submit for assessment a selection of resolved artworks from their exhibition. Page 34 of 38 Page 35 of 38

19 Film Standard Level PLEASE NOTE: This is an online course provided by Pamoja Education supervised by H.I.S. faculty Film is both a powerful communication medium and an art form. The film course aims to develop students skills so that they become adept in both interpreting and making film texts. Through the study and analysis of film texts and exercises in film-making, the film course explores film history, theory and socio-economic background. The course develops students critical abilities, enabling them to appreciate the multiplicity of cultural and historical perspectives in film. To achieve an international understanding within the world of film, students are taught to consider film texts, theories and ideas from the points of view of different individuals, nations and cultures. The film course emphasizes the importance of working individually and as a member of a group. Students are encouraged to develop the professional and technical skills (including organizational skills) needed to express themselves creatively in film. A challenge for students following this course is to become aware of their own perspectives and biases and to learn to respect those of others. This requires willingness to attempt to understand alternative views, to respect and appreciate cultural diversity, and to have an open and critical mind. Thus, the film course can become a way for the student to celebrate the international and intercultural dynamic that inspires and sustains a type of contemporary film, while appreciating specifically local origins that have given rise to cinematic production in many parts of the world. Option A assessment 50% assessment 50% Independent study: 25% Rationale, script and annotated list of sources for a documentary production of 8 10 pages Presentation: 25% An oral presentation of a detailed textual analysis of an extract from a prescribed film of up to a maximum of 10 minutes Film production: One completed film project of 4 5 minutes including titles Documentation in relation to the film production Rationale of no more than 100 words Written commentary of no more than 1,200 words For any student to create, to present and to study film requires courage, passion and curiosity: courage to create individually and as part of a team, to explore ideas through action and harness the imagination, and to experiment; passion to communicate and to act communally, and to research and formulate ideas eloquently; curiosity about self and others and the world around them, about different traditions, techniques and knowledge, about the past and the future, and about the limitless possibilities of human expression through film. At the core of the film course lies a concern with clarity of understanding, critical thinking, reflective analysis, effective involvement and imaginative synthesis that is achieved through practical engagement in the art and craft of film. The Course: Textual analysis Study one extract, of approximately 5 minutes, from a prescribed film and offer a detailed textual analysis of the extract within the context of the film as a whole. Film theory and history Study of at least two films from more than one country Creative process (Film production) Create and produce an original film as part of a team or as an individual. Page 36 of 38 Page 37 of 38

20 Please look for more information about: DP Info events at H.I.S.: At the end of January or start of Febuary each year there is a parent information meeting held to provide more details. H.I.S. Newsletter Weekly information about events, important dates Information and feedback about past events H.I.S. Information Boards General information about the IB Programmes: Please contact the H.I.S. DP Coordinator for questions about the Diploma Programme at H.I.S.