INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME STUDENT AND PARENT HANDBOOK

Transcription

1 INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME STUDENT AND PARENT HANDBOOK New Street Mamaroneck, NY (914)

2 FASNY IB DP Student Handbook 2

3 Contents Contents... 3 Section 1 - Missions, welcome, Overview of Diploma Programme... 8 Mission Statement of the French-American School of New York (FASNY)... 8 Mission Statement of the International Baccalaureate Organization... 8 The IB DP Curriculum... 9 The Core The Courses The Learner Profile Individual Courses and the Core Section 2 - The IB Diploma Programme and School Life at FASNY Time Commitment in School Expectations Course Selection Full Diploma or Individual Certificates? IB DP Grading System (External Examinations + Internal Assessments) Points Matrix for the Extended Essay and Theory of Knowledge Failing conditions Assessment of the DP at FASNY and FASNY s Grading, Equivalencies and Reporting Examinations Internal Examinations External Examination Results Resitting Examinations Calendar of Internal Assessment Deadlines for Students Calendar of IB deadlines in Year 1 and Year 2 of the Diploma Programme FASNY s Student Handbook ( Blue Print ) and Academic Discipline Policy FASNY IB DP Student Handbook 3

4 Special Note about Homework Special note about Time Management (Planning, Balance, Communication) Special note about Stress Management (Golden Rules) Special Note about Academic Honesty Special note about University and College Applications FASNY IB Diploma Subject & Core Teachers / Administrative Support for Section 3 - Policies specific to FASNY s IB Diploma Programme Access Policy Special Needs Policy Language Policy and Maintenance of Mother Tongues FASNY s Language Philosophy FASNY s Community Profile and Curriculum Principles of FASNY s Language Policy Development and Maintenance of Bilingualism (English and French) at FASNY Development and Maintenance of other Mother Tongues at FASNY Parent and Community Involvement in Language Choices at FASNY Language Teaching and Learning Aims at FASNY Language Instructors at FASNY Course Selection Policy Assessment Policy Philosophy and Principles IB Assessment Internal IB Assessment Predicted Grades IA/PG Feedback External IB Assessment FASNY IB DP Student Handbook 4

5 Assessment Practices FASNY Grade Conversion Table Homework Non-diploma candidates Assessment Policy and Non-English speakers Evaluation and Review of the Assessment Policy & Training of new Teachers Honesty Policy & Honesty Contract Expectations of Students in the IB Programme Goal of the Academic Honesty Policy Academic Honesty Authentic Pieces of Work Academic Dishonesty Plagiarism Collusion Duplication of Work Other Malpractice Behavior Practicing Academic Honesty What Acknowledging Sources Means What to Cite Who to See for Help in Acknowledging Sources Correctly Turnitin Roles and Responsibilities The Responsibilities of Each IB Student: The Responsibilities of Each IB Teacher: Role of the School Consequences of Malpractice FASNY IB DP Student Handbook 5

6 Internal Sanctions: FASNY Consequences External Sanctions: IB Consequences ANNEX - Curriculum Outlines for the DP Courses and Core at FASNY The Core The Core Theory of Knowledge (TOK) Course Background Introduction Aims Objectives Assessment External Assessment Internal Assessment Additional Course Information and Keys to Success The Core Creativity, Action and Service (CAS) The nature of creativity, action, service Learning Outcomes The Core The Extended Essay The Courses Group 1 English Literature HL Group 1 French Literature SL-HL Group 2 (6) Language B Spanish SL-HL Group 2 (6) Language B German SL-HL Group 3 History SL-HL Group 4 Biology HL Group 4 Biology SL Group 4 Chemistry SL FASNY IB DP Student Handbook 6

7 Group 5 Math SL Group 5 Math HL Group 5 Math Studies FASNY IB DP Student Handbook 7

8 Section 1 - Missions, welcome, Overview of Diploma Programme Mission Statement of the French-American School of New York (FASNY) FASNY strives to educate globally literate, bilingual lifelong learners who understand, contribute to and thrive in an increasingly interdependent and connected world. FASNY holds its students to high standards of academic excellence, and fosters a spirit of inquiry, service, and social responsibility to the environment and the global community. FASNY provides a bilingual, French-American, multicultural education from Nursery through Grade 12 to an American, French and international community. A FASNY education meets or exceeds the rigorous requirements and highest standards of the French Ministry of National Education, the International Baccalaureate Organization, and the American National Association of Independent Schools. FASNY encourages intellectual curiosity, critical thinking, and love of learning. We cultivate understanding, mutual respect, and appreciation of diversity in cultures and individuals in a safe and nurturing environment. FASNY fosters the social and emotional wellbeing and personal development of our students. We counsel, challenge, and support our students as they seek to achieve their potential, develop their character, and act with integrity. FASNY values a well-rounded student experience and encourages artistic, athletic, and extra-curricular engagement. FASNY prepares our students for admission and success in competitive colleges and universities in North America, Europe, and throughout the world. Mission Statement of the International Baccalaureate Organization The International Baccalaureate 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 organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. FASNY IB DP Student Handbook 8

9 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 DP Curriculum Over the course of the next two years, you will change in many ways. One of the most obvious is that you will be much more academically developed and will be ready to go to university. However, there is more to the IB Diploma Programme than your academic progress. You will see this later in this handbook when we look at the Learner Profile. The IB Diploma Programme curriculum is best illustrated as follows: FASNY IB DP Student Handbook 9

10 The Core The Core components of the IB Diploma are: A course in the Theory of Knowledge (TOK) The Creativity Action Service (CAS) programme The Extended Essay (EE) The Courses In addition to the Core, you will study six subjects; three at Higher Level (HL) and three at Standard Level (SL). You must take one course from each of six groups. 1. Language A: English Literature (at FASNY, you must take this course at HL) 2. Language A: French Literature (SL or HL) 3. Individuals & Societies: History (SL or HL); if approved, online Economics (SL or HL) 4. Experimental Sciences: Biology (SL or HL), Chemistry (SL), or Physics (SL or HL) 5. Mathematics: Mathematical Studies SL, Mathematics SL, or Mathematics HL 6. Electives: Spanish B (SL or HL), German B (SL or HL), a second Group 3 or Group 4 course Generally, subjects studied at Higher Level will reflect your areas of interest and possible intended specialization, and will be covered in greater depth and breadth than subjects studied at Standard Level. HL courses meet for more hours per week, involve about 50% more work, and are significantly more demanding. Available as non-ib FASNY course electives in addition to your IB course choices are, schedule permitting, Art, Music, and Latin, as well as Spanish or German (only in the event that you ve chosen a course other than Spanish or German as your IB Group 6 Elective course). Online Economics, if approved, is only allowed as a second Group 3 course taken chosen by the student as his or her Group 6 Elective. The Learner Profile You will also see the Learner Profile at the very heart of the circular visual representation of the Diploma Programme curriculum. The IB learner profile is the IB s mission statement translated into a set of learning outcomes (adjectives and nouns) for the 21st century. IB programmes promote the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge. By focusing on the dynamic combination of knowledge, skills, independent critical thought, creative thought, and international-mindedness, the IBO espouses the principle of educating the whole person for a life of active, responsible citizenship. FASNY IB DP Student Handbook 10

11 Underlying the Diploma Programme, therefore, is the concept of education of the whole person as a lifelong process. The Learner Profile is a profile of the whole person as a lifelong learner, keeping in mind the overall aim of the IB Diploma Programme which is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. The Descriptors of the Learner Profile IB learners strive to be: Inquirers: We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life. Knowledgeable: We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance. Thinkers: We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions. Communicators: We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups. Principled: We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences. Open-minded: We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience. Caring: We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us. Risk-takers: We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change. Balanced: We understand the importance of balancing different aspects of our lives intellectual, physical, and emotional to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live. Reflective: We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development. FASNY IB DP Student Handbook 11

12 Individual Courses and the Core What follows is an outline of the IB diploma courses as they are delivered at FASNY. The core sections of Theory of Knowledge (TOK), Creativity Action and Service (CAS) and Extended Essay (EE) are followed by each of the six subject areas. Each of these core experiences or subject area courses has an outline of what work will be included in each of the semesters during the two years. Major assignments and links to TOK to the curriculum are also indicated Section 2 - The IB Diploma Programme and School Life at FASNY This section is to outline the demands of the IB diploma at FASNY for you to understand some of the expectations upon you in the coming two years. Time Commitment in School Outline of Subjects Estimated Time of Work 3 SL subjects Four lesson periods per week for each course 3 HL subjects Five or six lesson periods per week for each course Theory of Knowledge Two lesson periods per week The CAS commitment After school, weekends, and vacation time The Extended Essay Approx words of original research (40 hours, including a draft of at least words written in the summer between 11 th and 12 th grade) FASNY IB DP Seminar One lesson period per week (briefings on any and all matters related to the DP courses and core: overviews of core requirements, general check-ins, academic honesty, research methods and process, proper citation of sources, data base usage, online ManageBac platform for FASNY IB DP Student Handbook 12

13 CAS; how to write CAS journal reflections, etc. Study and homework Approximately three hours non - lesson time each day Expectations As IB diploma students FASNY will expect you to Demonstrate self-discipline and responsibility Enjoy the challenge of a demanding academic programme Have the desire and motivation required to obtain maximum benefit from the courses selected Seek assistance when necessary, and not hesitate to give it when possible Learn from fellow students as well as from teachers Share with and contribute to the school community. Course Selection For complete information about Course Selection, please review FASNY s Course Selection Policy in the Policies section of this handbook. By this stage, you should have already chosen your IB diploma subjects. However, do not worry if you have not. What follows is some help in this area What subjects do you enjoy? What subjects are you good at? These are the most important factors. Discuss your options with your parents, FASNY teachers and the IB Coordinator. If you know people who have already taken the IB diploma, talk to them as well. The more information you have, the easier it will be to choose. Conduct some research from books, the Internet, and talk to professionals. If you have a particular career or post-baccalaureate area of concentration in mind, what do universities require? Indeed, if you have made any decisions, however vague, about higher education courses or where you intend to continue your studies after school, it is important to let the school know before you start the Diploma Programme. It is possible that the requirements of your intended university or college course will affect your IB DP subject choices. You must talk to the College Counselors. At this stage many of you will not yet have made any decisions about university or college courses, or future career plans. Do not worry. Your preferences may well become clearer to you during 12 th grade. You will be given guidance and FASNY IB DP Student Handbook 13

14 access to whatever information you require to help you. Information about the entrance requirements of universities throughout the world is available through the IB DP coordinator, College Counselors and/or on the Internet. Your suitability for each IB DP course will be discussed by the subject teachers. They will consider your term grades, your academic performance in recent IGCSE courses, or high school equivalent. They will also take into account your motivation, commitment to hard work and sense of responsibility. While enrollment into any IB course of your ultimate choosing is open to all students at FASNY, the school will certainly give you input, feedback, advice and share its honest and professional opinion and judgment about your intentions. If you are joining FASNY from another school you will have supplied reports and transcripts with recent term grades and year grades. For such students, in some cases it may be necessary to sit entrance examinations to help with course selection, for example, in Mathematics, English and possibly French. You need to be aware that this programme of study will require most of your time over the next two years. We will help your parents to recognize how much support and encouragement you will need. Full Diploma or Individual Certificates? The vast majority of IB diploma students at the French-American School of New York will study for the full IB diploma. In the exceptional and rare event that a student is or becomes unfit or unable academically able to follow the full IB Diploma Programme, arrangements can be made for him or her to take certificates in individual subjects. Providing that both FASNY and New York State graduation requirements are met, students successfully following these certificate courses will be awarded the FASNY High School Diploma, which will allow them access to North American colleges and some European universities. In the rare case of an exceptionally academically talented student who desires to take seven IB courses instead of six, upon successfully approved petition on the student s part, the course formally designated by the student as his or her seventh course may be taken as an individual certificate course. Upon approval and if scheduling permits, a non-ib DP student at FASNY who pursues the French Baccalaureate or OIB French Baccalaureate may take an IB Group 4 Experimental Science course as an individual certificate course. If only some of the course hours (lab or lecture but not both) are able to be schedule, the possibility to take the course still exists, not as an IB certificate course but instead as a FASNY-approved American Science elective course. Again, for more information about Course Selection, please review FASNY s Course Selection Policy below in the Policies section of this handbook. FASNY IB DP Student Handbook 14

15 IB DP Grading System (External Examinations + Internal Assessments) IB DP assessment is based primarily on the external examinations taken in all subjects in May of the 12 th grade year. However, in all courses at least 20% of the officially assessed IB DP course grade is based on specific and very well defined IB-mandated and externally grade-moderated internal assessments (IA s). These might include research or writing assignments, oral examinations, coursework, laboratory practical work, fieldwork or the writing of a project, and will vary from subject to subject as required in the course guides of the IBO in vigor at the time. See specific course outlines (in Annex at the end of this handbook) for further details, and, see further below for a calendar overview of all of the IA s at FASNY in the 11 th and 12 th grade years. After the final examinations each subject is graded on a scale of 1 to 7. 7 Excellent 6 Very Good 5 Good 4 Satisfactory 3 Mediocre 2 Poor 1 Very Poor In order to earn the IB diploma you must meet defined standards and conditions including a minimum total of 24 points and the satisfactory completion of Theory of Knowledge (TOK); the Extended Essay; and CAS activities. The minimum score of 24 is based on the idea that a grade of 4 represents a passing level in each of the six subjects. Excellent performance in the six subject areas results in a grade 7 for each, or a total of 42 points. Theory of Knowledge and the Extended Essay combine to contribute a possible 3 additional points to the overall score, giving a maximum diploma score of 45 points. These are graded on a scale of A E. The allocation of these bonus points is best understood from the following matrix. FASNY IB DP Student Handbook 15

16 Points Matrix for the Extended Essay and Theory of Knowledge Theory of Knowledge A B C D E A F F B F Extended Essay C F D F E F F F F F Failing conditions The following failing conditions apply to all candidates: Candidate s total points are less than 24. A grade of N has been awarded for one or more subjects, Theory of Knowledge or the Extended Essay. A grade of E has been awarded for both Theory of Knowledge and the Extended Essay. There is a grade of 1 awarded in any subject and level. CAS requirements have not been completed. Candidate is guilty of malpractice (serious breach of academic honesty) FASNY IB DP Student Handbook 16

17 There are four or more grades of 3 or below awarded. The following failing conditions apply to diploma (and retake) candidates with 24 to 27 points inclusive: There is one or more grade of 2 awarded at higher level. There are two or more grades of 2 awarded at standard level. A grade of E has been awarded for Theory of Knowledge or the Extended Essay. Candidate has registered for three higher level subjects, and gained fewer than 12 points on these. Candidate has registered for three standard level subjects, and gained fewer than 9 points on these. Candidate has registered for four higher level subjects, and gained fewer than 16 points on these. Candidate has registered for two standard level subjects, and gained fewer than 6 points on these. The following failing conditions apply to diploma (and retake) candidates with 28 points or more: There are two or more grades of 2 awarded at higher level. There are three grades of 2 awarded at standard level. Candidate has registered for three higher level subjects, and gained fewer than 11 points on these. Candidate has registered for three standard level subjects, and gained fewer than 8 points on these. Candidate has registered for four higher level subjects, and gained fewer than 14 points on these. Candidate has registered for two standard level subjects, and gained fewer than 5 points on these. Assessment of the DP at FASNY and FASNY s Grading, Equivalencies and Reporting For complete information about assessment and grading/reporting policies which are specific to FASNY, such as IB DP grading at FASNY, grade equivalencies at FASNY, grade reporting on trimester report cards ( bulletins ) at FASNY, grade reporting on high school transcripts at FASNY, determination of predicted grades at FASNY (upon request by colleges or universities), etc., please review FASNY s complete IB DP Assessment Policy found below in the Policies section of this handbook. Examinations Internal There will be one period of internal (school) summative IB examinations at FASNY for all IB DP students to take place during mock examinations week in February of the 12 th grade year. These are intended to give you some familiarity with the experience of taking several demanding exams in a short period of time. They will help you recognize your strengths and weaknesses before you attempt the real exams. FASNY IB DP Student Handbook 17

18 Examinations External The final examinations typically contribute about 70 percent to your diploma score. They are held during an intense three-week period in May of the 12 th grade year. Examination Results IB diploma results are sent to school by the IB in the first week of July. If you are going to be elsewhere at that time, it is possible to arrange to access your own results via the Internet. A final official IB diploma certificate will be available later in the summer. If the universities to which you have applied require your results earlier than the second week of July, please contact the IB DP Coordinator. Resitting Examinations Occasionally students do not achieve the results they had hoped for. The deadline to register for retaking examinations in the November session is 27 July each year. This means that you must make a decision very quickly after receiving your results. Calendar of Internal Assessment Deadlines for Students As mentioned above, Internal Assessment (IA) is a continuous process in each course throughout the DP during the 11 th and 12 th grade years. The following calendars of deadlines are designed to help you manage your time effectively and maintain a balanced workload throughout the two years of your IB DP coursework. These deadlines have been arranged to try to avoid you being overwhelmed by the workload. It is most important to keep to these deadlines from the outset. The best piece of advice an IB DP student could be given is to do an assignment as soon as possible after it is set, and not wait until it is nearly time to hand it in. Even though major deadlines for the Extended Essay are included in the below calendars, a separate and more specific deadline schedule will be issued for the completion of the Extended Essay. Failure to meet the completion deadline for the Extended Essay will result in a student not being entered as an IB diploma candidate for the examinations at the end of the 12 th grade year. Calendar of IB deadlines in Year 1 and Year 2 of the Diploma Programme All deadlines are at the start of the lesson on the day stated, or 17h30 if no lesson. September 2015 Date Event 09/08 First day of school October /26-10/30 October Break November /20 End 1 st Trimester December /19- Winter Break 01/04 FASNY IB DP Student Handbook 18

19 January /04-01/17 February /13- English Literature and French Literature Individual Oral Presentations President s Day Weeklong Break 02/22 02/26 Extended Essay Group Choice End of 2nd Trimester March /12 Extended Essay Topic Declared 03/26 Extended Essay Supervisor Assigned April /22 Draft of French Literature Writing Assignment due 04/29 Math Studies Internal Assessment draft due (project) 04/30 Extended Essay: Draft Research Question due May /05, 12, 19 and 26 Theory of Knowledge Oral presentations 05/07 French Literature Writing Assignment returned with teacher comments 05/13 English Literature: Writing Assignment: 1 st draft due 05/14 Math Studies Internal Assessment draft (project) returned with teacher comments 05/20 French Literature Writing Assignment due (hardcopy and digital) 05/21 Extended Essay Final Research Question 05/25 Group 4 Science Project over 2 morning hours 9all other IB classes cancelled) 05/28 English Literature: Writing Assignment draft returned with teacher comments June /03 Math Studies Internal Assessment project due (hardcopy and digital) 06/07-08 Group 4 Science project all other IB classes cancelled 06/10 English Literature: Writing Assignment final draft due (hardcopy and digital) 06/11 EE Research Plan and Outline due FASNY IB DP Student Handbook 19

20 EE Contract signed 06/11 End of 3 rd trimester for Year 1 IB students September /04 Rough draft (3,000 words) Extended Essay due 09/13 Extended Essay draft with peer review changes submitted for EE Supervisor feedback Extended Essay draft with EE feedback returned to SSs October /18 Completed final draft of Extended Essay turned in and uploaded to IB November /13 Teacher returns Draft of SL / HL Math IA Project to SSs 11/19 End of 1 st trimester 11/26 Final draft SL / HL Math IA Project turned in December /06 Draft of Historical Investigation IA 12/09-13 French Literature Individual Oral Commentary 12/16-20 English Literature Individual Oral Commentary January /10 Teacher returns Draft of Historical Investigation IA 01/13 TOK draft due (1500 words) 01/24 Final draft of Historical Investigation IA turned in 01/27 TOK draft with feedback comments returned to SSs February /10 Final draft of TOK paper uploaded to IBO SL/HL Spanish B & German B Written Tasks (3 hours) 02/28 End of 2 nd Trimester 02/28 FASNY INTERNAL DEADLINE for UPLOADING & SUBMISSION of IB WRITTEN WORK February/March /26-03/04 IB MOCK EXAMS March /24-28 SL/HL Spanish B & German B Individual Oral Exams 03/31 TOK teacher completes anticipated grades for TOK papers FASNY IB DP Student Handbook 20

21 April /01 FASNY INTERNAL DEADLINE for UPLOADING & SUBMISSION of IB ORALS 04/25 End of 3 rd trimester for 12 th grade IB Students FASNY s Student Handbook ( Blue Print ) and Academic Discipline Policy In conjunction with FASNY s IB DP Student Handbook (present document), it is important that you also read, understand and follow all of the rules, regulations and guidelines of the FASNY Student Handbook and FASNY Academic Discipline Policy. These documents provide full description of all of the school s procedures expectations which govern all areas of school life, including homework, major assignments, punctuality / tardiness / absence, academic honesty and plagiarism/copying, respect, dress code, attitude and behavior, cell phone and laptop use, open campus sign in & sign out, student drivers, parking, substance abuse, counseling, library use, student lounges, scheduling, guests, safety, and more. For specific policies related to FASNY IB Diploma Programme, please read the policies section of this handbook found below. Special Note about Homework Homework set, including reading, should be completed by the date specified. If you experience problems with any assignment, please go directly to the teacher for clarification. If you find a subject particularly challenging, ensure you are allowing yourself ample time to do assignments; start as soon as the work is set, and ensure that you first spend time working on it yourself before going for help. Once you have attempted the work, seek out the teacher for any additional explanations you need. If you are continually finding a course too difficult, you may be advised to switch from HL to SL, or to another course. Remember your manners and thank your teachers for their time and help. It is an expectation that work we will printed, stapled and ready to hand in at the start of the lesson. Special note about Time Management (Planning, Balance, Communication) ABOVE ALL if you have no work due the next day, do something due for the day after or even the next week. You should establish regular study habits Remember you can expect to have to study for about three hours outside lessons every day Use a timetable system to set up a study schedule Maintain the right balance between your HL and SL subjects Don t leave anything until the last minute Keep to deadlines right from the beginning Expect to have to spend some vacation time studying too Talk to your parents and teachers if you have a problem Make time to have a life outside school Special note about Stress Management (Golden Rules) Exercise regularly FASNY IB DP Student Handbook 21

22 Maintain normal sleep and eating habits Review your objectives periodically you are in control Recognize early warning signs of stress, and take action Think and plan ahead to achieve your objectives Give yourself treats and rewards for achieving short term objectives Try to keep things in proportion When you feel under pressure and stress is building, talk with someone and seek help At some stage during the IB Diploma Programme you will probably encounter the following problem: It will seem that there is far too much work to do and too little time in which to do it. As soon as one assignment is completed more will have piled up. As you know from previous years, this can cause even the most conscientious students to worry so much that productive schoolwork becomes almost impossible. With care, the effects of stress and insufficient time can be minimized. Special Note about Academic Honesty Teachers regularly stress the importance of academic honesty and emphasize that you should always take great care to avoid plagiarism. It has not happened at FASNY, but in other schools it is not uncommon for IB diploma students to fail the diploma because of a lack of academic honesty. Avoiding plagiarism is important. When you properly acknowledge the contributions to knowledge made by other people, you are showing respect for their work, and you are giving credit where credit is due. You are not misleading the reader to believe that your work is solely your own. Make sure you are familiar with FASNY s published guidance in the areas of Referencing and Citations contained within the school s Extended Essay and IB Writing Guide. Whenever in doubt, ask. All IB DP students will be required to complete and sign an academic honesty contract. For more detailed information about academic honesty as it relates to the Diploma Programme at FASNY, please see the policy section of this handbook found below. Special note about University and College Applications Detailed college application information, calendars, guidelines and advice are available in the college counseling office and within FASNY s college counseling webpages, compiled by the school s Director of College Counseling Ms. Kay Kurashige and College Counselor Jessica De Domenico. You will be encouraged to start the serious business of considering possible higher education options during 11 th grade and expected to finalize your choices at the beginning of 12 th grade. Applying to colleges and universities is an extremely timeconsuming process and cannot be rushed. Students regularly underestimate the time they will have to spend doing it. Wherever you apply to you will be required to write a detailed personal statement, possibly some essays, and an activities résumé, as well as take a number of standardized tests (if applying to schools in the USA). The school will be asked to support your application with information regarding your academic performance and comprehensive references about you as a student. You will be given FASNY IB DP Student Handbook 22

23 the help and advice you need. It is essential that you respect the deadlines set by the College Counseling office. A good IB diploma will give you access to colleges and universities throughout the world, many of which offer advanced standing or course credit to students with strong IB DP examination results. FASNY IB Diploma Subject & Core Teachers / Administrative Support for Subject Theory of Knowledge Teacher & Coordinator Creativity, Action and Service Coordinator Extended Essay Coordinator English Literature Higher Level Teacher Ms Claudia CASTAYBERT Ms Anita GIORDANO Ms Lauren WEISHOLZ Mr Jim LAWHON French Literature Higher and Mme Fanny VAN CEUNEBROECK Standard Level German B - Higher and Standard Level Ms Christa HENRARD Spanish B - Higher and Standard Level History - Higher and Standard Level Biology - Higher and Standard Level Physics Higher and Standard Level Chemistry Standard Level Mathematics Higher Level Mathematics Standard Level Mathematical Studies Standard Level Visual Arts elective course (Non-IB DP) Music elective course (Non-IB DP) Latin elective course (Non-IB DP) IB Diploma Programme Coordinator Director of College Counseling Head of High School Ms PILAR FERNANDEZ Ms Mara GUYOT Ms. Ghada JABBOUR To Be Announced Ms Fadia NASSAR To Be Announced To Be Announced Ms Olivia MASSÉ Mr Jon MURRAY Mme Dinah VERO Ms Maryvonne MAMELOK Mr Jim LAWHON Ms Kay KURASHIGE Mr Mark ROSENBLUM FASNY IB DP Student Handbook 23

24 Section 3 - Policies specific to FASNY s IB Diploma Programme Access Policy FASNY s IB Diploma Program is open to all students who meet the admissions criteria of the school. It is current practice for all 10 th grade students and parents to meet with members of the administration and college counseling office in the spring to determine if the student should follow the French Baccalaureate ES or S track. With the addition of the IBDP, the IB will be discussed during these meetings as another option for students to pursue. The necessity of special needs accommodations will not prevent a student from joining the IBDP. Beginning in the 8 th grade, materials about the IB will be offered to families in both French and English, and all families will be encouraged to explore the IBDP as an option. Special Needs Policy Special Education Needs and the IB The IB provides accommodations for students with the intellectual capacity to meet all assessment requirements leading to the award of the diploma so that their level of attainment, as measured using the same standards as used for other candidates, can be assessed accurately while reducing the adverse effects of a candidate s special needs. The IB will consider granting accommodations normally available to the candidate on inspection of the appropriate documentation. This is completed on an individual basis and on its own merit. The IB does not guarantee acceptance of a school s request in full or in part. Responsibility of the School It is the responsibility of FASNY, and not the IB, to determine whether the special needs of a student allows the Diploma Program to be taught and assessed. FASNY intends to fully and completely offer all students the full extent of accommodations allowed by the IBO. However, the school is not equipped to handle extreme cases of special needs that would be determined on a case-by-case basis. District services are available for certain forms of support unavailable at FASNY. FASNY will not inform examiners of the special needs of a candidate. School staff will never tell a student who is in the IB DP that he or she cannot sit for a paper or handle a particular assignment. It is up to the student or family to decide whether or not to proceed with the IBDP or with a specific course choice. Responsibility of the IB Coordinator Oversee the application process for students with special needs who wish to pursue the IB diploma. FASNY IB DP Student Handbook 24

25 Work with the Head of High School, Dean of Students, Secondary School Counselor (SSC), and School Social Worker/Psychologist to assess the degree to which accommodations can be provided and the suitability of DP courses for a student. Submit D1 applications for accommodations to the IB. Track the progress of IB students with special needs through discussions with individual teachers/ssc and examination of grades and comments. Guarantee that the special needs provisions given to a student do not contravene IB regulations and so invalidate the student s IB assessment. Report to the high school administration on the success of the application of the FASNY IB Special Needs Policy and, where necessary and appropriate, on the progress of individual students with special needs. Provide additional invigilation for mock and May examinations where separate exam testing is required and to determine, with the assistance of the Dean of Students, the suitable location of separate exams. Responsibility of the Learning Support Staff Make information about students with special needs available to the IB Coordinator as they progress through the school so that an early evaluation of a student s suitability for the IB program can be made. This will also facilitate the most appropriate choice of courses, whether IB or non-ib. Copies of any SSC reports from the Middle School/High School Transition meeting, or from the 9 th or 10 th grade year, should be sent to the IB Coordinator, together with any other important notes, s, letters, summaries, evaluations, outside testing results, prior requests or applications for accommodations, Student Support Team (SST) findings and recommendations, etc. Be familiar with the range of accommodations and the guidelines governing their suitability, extent and use as described in the current IB document on special needs. Discuss appropriate IB accommodations with the IB Coordinator. Gather the appropriate documentation for approval and subsequent submission by the IB Coordinator. Contact individuals who can provide specialist services such as scribes, readers, communicators, etc. Responsibility of the IB teachers Apply all accommodations as directed by the SSC. When a teacher is unsure of how to apply the accommodations, advice must be sought from the SSC. Provide feedback to the SSC and IB Coordinator on the provision of accommodations in a confidential manner at regular intervals. They should not refer to accommodations in grade reports or other official school documents. When communicating with parents about accommodations related to the IB they should make the SSC and IB Coordinator aware of the content of the communication. IB teachers should not make adjustments when marking internal assessment and should not indicate on a student s work that an accommodation has been granted. The IB will, where appropriate, make adjustments to marks. FASNY IB DP Student Handbook 25

26 Responsibility of the parents and students Parents must inform FASNY at the time of application to join the IB program of any special needs of their child. They must provide all of the necessary supporting documentation when entering the IBDP so that it can be submitted to the IB. Parents and/or students must agree to a request for IB accommodations, and should be asked if they accept the accommodations that are granted. They should be informed that there is no guarantee that FASNY accommodations will be matched by IB accommodations. Where there are additional costs involved in the provision of accommodations (extra exam invigilators, readers, amanuenses, communicators, etc.) that go beyond what can be reasonably be expected to be covered by the school, the parents will be asked to cover the costs. IB Accommodations Accommodations will be made in accordance with IB policy and can include one or more of the following: Additional time Rest periods Information and communication technology (ICT) Scribes (Amanuenses) Readers Communicators Prompters Modifications to examination papers Audio recordings of examination papers Audio recordings of responses to examination papers Transcriptions Alternative venues for examinations Extensions to deadlines Assistance with practical work Exemptions from assessment Examinations If, in the opinion of the IB Coordinator, the accommodations required by a candidate will disturb other candidates, a separate room should be provided and the regulations governing the conduct of IB examinations must be followed in the invigilation of the separate exam. Accommodations not requiring IB consent IB Coordinators are given the discretion to provide the following accommodations based on demonstrated need: A separate room e.g. for the visually impaired who require better lighting. Special seating arrangements. Medicines/food for a known medical complaint e.g. diabetes. An aid normally used by the student e.g. hearing aid. The presence of a care assistant for the safety and wellbeing of a candidate. The naming of colors for the color blind in examinations. FASNY IB DP Student Handbook 26

27 A communicator to explain the regulations governing the conduct of the exams and exam instructions for the hearing impaired, but not any information about questions. Additional time beyond internal submission deadlines for assessed work, but not beyond external IB deadlines. Procedure for requesting IB accommodations The required IB form and supporting documentation should be given to the IB Coordinator for submission to the IB as early as possible in the first year of the IB program, but at the latest by May 1 st of that year. All applications for IB accommodations must have the approval of the Head of High School and obtain the consent of the student and/or parents/guardian. Language Policy and Maintenance of Mother Tongues FASNY s Language Philosophy FASNY recognizes that language development is concerned with acquiring and applying a set of skills and attitudes, ways of perceiving and thinking, understanding of the different forms and uses of language, as well as the development of an appreciation of what different languages share in common and do not. The language and communication elements of listening, speaking, writing, reading, translating, interpreting, grammar knowledge, non-verbal cues and gestures, and language-related cultural awareness should be addressed across the curriculum. These elements are interrelated and interactive, and the development of skilled language use depends upon a holistic approach that incorporates all of them across the three primary modes of communication interpersonal, interpretive and presentational as defined by the American Counsel on the Teaching of Foreign Languages (ACTFL), or four kinds of language activities reception, production, interaction and mediation as defined by the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR). Every teacher, coordinator, administrator, counselor, advisor, and staff person at FASNY is a language teacher and should aim to provide good models of language learning behaviors and attitudes, and of effective communication. From a language philosophy perspective, the essence of FASNY s mission is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world through increased communication and understanding. At FASNY, students learn language, learn about language and learn through language. Adults strive to develop students use of language, appreciation of language, awareness of the nature of language, of the many influences on language, and of the variety in and between languages and dialects. At FASNY, we recognize that language does not operate in isolation but in the context of human communication. It is bound up with cultural identity and ways of viewing the world. Learning a language is part of forming our own identities, exploring thoughts and beliefs, and impacting the thoughts, beliefs and identities of others. It is, therefore, key to our personal cognitive and cultural development. Mother tongue language development is crucial for maintaining cultural identity and emotional stability, and FASNY IB DP Student Handbook 27

28 acquisition of more than one language enriches personal growth and helps facilitate international understanding. Stated otherwise, FASNY recognizes that language is used as a tool to communicate needs, feelings, ideas and experiences, and to develop an understanding of the world. Language is a vehicle for learning and for processing ourselves and our world; it structures the articulation of our thoughts and perceptions, affects their very nature, and is even the tool we use for metalinguistic inquiry (developing knowledge and understanding about the nature, structure and functions of language). The acquisition of language is a dynamic, life-long process that permeates all learning and is intimately interwoven and interconnected with culture, identity, meaning making, and the construction of knowledge and understanding, attitudes and beliefs. FASNY s Community Profile and Curriculum Since its founding in 1980, FASNY has evolved from a three-teacher, seventeen-student nursery into a thriving N-12 school on three campuses. Roughly 870 students representing more than 45 nationalities belong to FASNY s four school divisions, hailing from local Westchester communities, greater metropolitan New York City, and from around the globe. Of FASNY s 450 or so families, 53% are of French or francophone origin, and/or represent upwards of 45 different nationalities. Many have at least one parent or guardian who speaks French as a first or second language in the home. The remaining 47% of FASNY s students are American citizens, many of whom also speak French or a language other than English in the home. A non-negligible number of FASNY s American or international students do not speak French in the home, and some speak neither French nor English as a mother tongue. The bilingual curriculum at FASNY combines the best of American, French, and other international educational systems and cultural heritages. Students, most of whom are multilingual, are taught that there is more than one way to approach questions and issues, regardless of the discipline. For example, they learn both the deductive and inductive methods when writing essays, internalize different national and cultural points of view as concerns their investigation of particular historical events, and approach math questions alternatively through the rigorous logic of a demonstrated step-by-step written proof or by reaching the same or similar conclusions through less formalized mathematical processes of the student s more creative choosing. Most important, FASNY s students know from their direct experience in FASNY s classrooms and hallways that the world is a multilingual, multicultural and multidimensional place. At school, students are allowed and encouraged to speak in the language of their choice French or English (or other) in the hallways and courtyards, on the courts and playing fields, and during any other non-language-specific social, artistic, athletic, service-oriented, club, committee, or academic activity. Both French and English (as well as other languages) are appreciated and equally valued at FASNY; there is no linguistic elitism at the school. In classrooms wherein the content is taught in French, students are expected to participate and complete coursework through the medium of the French language, and vice versa for those courses wherein instruction is designated to occur in English. FASNY IB DP Student Handbook 28

29 Principles of FASNY s Language Policy Encourage IB students to become good communicators who, in the words of the IB learner Profile, understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. Promote the maintenance and development of a student s mother tongue language(s). Develop a student s language skills to a native-like level in English and French, and, in addition, develop proficiency in at least one other language. Provide access to language learning support for all students. Clarify expectations for language instruction across the curriculum. Implement and communicate guidelines and procedures to allow students to be placed in appropriately challenging language classes. Development and Maintenance of Bilingualism (English and French) at FASNY A key element of FASNY s mission is to develop bilingual students in French and English. To that end, a bilingual curriculum in grades N-10 feeds into FASNY s IB track for those students who choose the IB Diploma Programme. Students in grades 6-12, who are not native or native-like English and French speakers, are required to provide writing samples once accepted for admission or upon arrival to the school. The school offers three levels of English in grades 6-12 so as to effectively promote and support the learning of the host country language for all students: ESL, Intermediate, and Regular (native-like). For courses taught in French, the school offers at present only the native-like level. However, French courses at every grade level include within the timetable for all students a weekly hour of extra help and language support in French. In its IB curricular offerings, FASNY offers two Group 1 languages. FASNY IB students are required to take Group 1 English Literature at the Higher Level and Group 1 French Literature at either the Standard or Higher Levels. As such, FASNY IB students who successfully complete the IB Diploma Programme requirements will each earn bilingual IB Diplomas. Students will be permitted to write the extended essay in a Group 1 language other than English, for example in French, Spanish, German, or even upon special request in another language (if approved by the IB Coordinator). In grades 6-12, students may choose to participate in extracurricular activities and clubs that further support the development and maintenance of English and French bilingualism, such as bilingual French-English student newspaper, multilingual literary magazine, bilingual French-English yearbook, bilingual French-English alumni magazine, and bilingual English-French weekly newsletters to students and parents. FASNY offers French lessons for non-french speaking adults in the community through the school s extensions program. FASNY IB DP Student Handbook 29

30 Development and Maintenance of other Mother Tongues at FASNY FASNY offers Spanish-as-a-third language to non-native or non native-like Spanish speakers, and offers Spanish native-level language and literature classes in service of our Spanish-speaking community in grades FASNY offers Spanish-as-a-fourth language as of the 10 th grade year (if student demand is sufficient). FASNY currently offers a Spanish native-level class for 6 th and 7 th graders (if student demand is sufficient) through the after-school extensions program. At the IB Diploma Programme level, FASNY offers Spanish as a Language B at both the Standard and Higher Levels. FASNY offers German-as-a-third language in grades 8-12 and German-as-a-fourth language as of the 10 th grade year (if student demand is sufficient). At the IB Diploma Programme level, FASNY offers German as a Language B at both the Standard and Higher Levels. FASNY encourages students from within the school s Arabic-speaking community to study Arabic language and literature through the school s After-School Extensions Program. FASNY encourages students wishing to study language for the purpose of either acquisition or maintenance, beyond FASNY s offerings (or in special cases when approved in lieu of FASNY s offerings), to engage in formal study of any of the nine languages other than English or French offer by the French Ministry of Education through its Centre National d Education à Distance (CNED) program ( Spanish, Portuguese, Italian, German, Russian, Arabic, Modern Hebrew, Japanese or Chinese. FASNY encourages (and where possible facilitates) the enrollment of students in local or New York City metropolitan area language schools or academies for the purpose of maintenance of virtually any other conceivable mother tongue language via courses after school, in evenings or on weekends. FASNY will make available to students, on an exceptional basis, any language authorized by the IB but not taught as a class at FASNY, plus any authorized special request languages. Such languages can be studied as Group 1 School-Supported Self-Taught Languages (SSSTs). In such cases, the school will provide reasonable guidance and support. As FASNY s IB program develops and the language profile of its learning community evolves, assuming the need arises and funds can be made available, the school will develop and add Language B in French at the Standard and Higher Levels, with courses in French as an acquired language beginning in the 8 th or 9 th grades. Additionally, the school will at some point in time consider adding Ab Initio courses and/or full course sequences in grades 8-12 in other languages, such as Arabic or Mandarin Chinese. FASNY IB DP Student Handbook 30

31 FASNY has allocated budget funds as of its first year of IB Candidacy status ( ) and on an annual basis into the future to continually enhance its library collections and access to media in mother tongue languages other than French and English. Acquisitions are made based on an annual assessment of prioritized need, and even upon individual student or family request, to support the maintenance and development of mother tongue languages. Parent and Community Involvement in Language Choices at FASNY Parents will be involved first and foremost in the planning of their children s language development by being made actively aware of available language course and language support options at each grade level within and outside of the curriculum, beginning in the 6 th grade. Furthermore, in the second half of the 10 th grade year, every student and his or her parents or guardians participates in a 30-minute counseling and orientation meeting at the school, which includes presence and input from the Homeroom Teacher, Dean of Students or Head of High School, and a College Counselor. At these individual conferences, students, parents, teachers and administrators discuss the development of each student s language learning profile to date, and explore curricular and extracurricular choices for the final two years of high school. Language Teaching and Learning Aims at FASNY IB students, parents, teachers, coordinators, administrators, counselors, librarians, Extended Essay supervisors, and other support staff at FASNY: Understand that communicative competence comes before emphasis on accuracy and strive to develop the confidence to take risks in all language experiences. Understand that students use language to clarify and extend their experiences. Understand that listening and speaking, reading and writing, translating and interpreting, grammar knowledge, non-verbal cues and gestures, and languagerelated cultural awareness are interrelated and interdependent linguistic elements. Appreciate the richness and variety of language. Understand that language changes according to context, style, audience, and purpose. Share the responsibility for students' language learning and evaluation. Develop language to support student reflection. Are aware of and respect differences and similarities between languages. Language Instructors at FASNY Given the central role of language in learning, all IB teachers, coordinators, administrators and support personnel should consider themselves to be language teachers. FASNY IB DP Student Handbook 31

32 Teachers of IB languages are expected to have native or native-like proficiency in the target language and to teach in the target language (other than SSST languages). All IB language teachers are expected to have received officially recognized IB training. They are expected to avail themselves of external and in-house professional development opportunities as well as to take regular advantage of the support provided by the IBO s Online Curriculum Centre (OCC). They are expected to be familiar with the current subject requirements as provided in the subject guides and to be familiar with the internal and external assessment requirements of the language course. All IB language instruction and instructors should be evaluated in line with the FASNY professional development guidelines and practices. In addition, all FASNY administrators, IB teachers and coordinators, librarians, Extended Essay supervisors, counselors, deans and other support staff involved with the Diploma Programme will engage in training sessions organized by the IB Coordinator regarding the school s language policy, its implementation, and evolving best practices in the field of language instruction and support. References and acknowledgements Guidelines for school self-reflection on its language policy (International Baccalaureate, 2012) Guidelines for developing a school language policy (International Baccalaureate, 2008) Learning in a language other than mother tongue in IB Programmes (International Baccalaureate, 2008) Diploma Programme: Principles into Practice (International Baccalaureate, 2009) The American School in Switzerland (TASIS) Language Policy International School of Lausanne (ISL) Language Policy Canadian Academy Language (CA) Policy Mesa Public Schools IB Language Policy ACTFL Performance Descriptors for Language Learners American Counsel on the Teaching of Foreign Languages (ACTFL) Common European Framework of Reference for Languages: Learning, teaching assessment (CEFR) Counsel of Europe / Conseil d Europe (COE) Course Selection Policy Group 6 Course Selection In Group 6, most students at FASNY will probably want to consider choosing to take a Group 2 Language B in Spanish or German FASNY IB DP Student Handbook 32

33 Students may choose instead of taking IB Language B Spanish or German at FASNY to take a second Group 4 Science course, a second Group 3 course as an online IB course (see below), a Group 6 course in the Arts as an online IB course(see below), or even a different Group 2 Language B course as an online IB course (see below). Any student who does NOT take IB Group 2 Spanish or German may still request to take FASNY Spanish or German (sitting with French Bac/OIB students in the twohour-per-week FASNY language courses) as FASNY course electives during 11 th and/or 12 th grades. Requests for Online Courses Students may request to take only the following select IB courses, upon approval from the DP Coordinator and Head of High School: Economics SL or HL as a second Group 3 course taken as the Group 6 elective (from Pamoja or another IB-approved provider). Cost of course is the responsibility of the student s family. Language B (Mandarin Ab Initio) as a Group 6 elective (from Pamoja or another IBapproved provider). Cost of course is the responsibility of the student s family. Film Studies SL as a Group 6 Arts Elective (from Pamoja or another IB-approved provider). Cost of course is the responsibility of the student s family. Requests for 7 th Certificate Course Students may request to take a 7 th IB course as a Certificate Course meaning that this course, if approved by the DP Coordinator and Head of High School, will not count toward the final Diploma Programme marks and score but will instead be treated as an adjunct IB course that will be marked (and an official IB course certificate provided) for potential college credit requests. Conditions: (1) Compelling reason. A compelling reason for taking a 7 th IB course as a certificate course must be articulated by the student. (2) Compatible scheduling logistics. The 7 th Certificate course, online or through a FASNY IB course, must be able to be scheduled given the other graduation requirements (P.E.), IB DP course demands, and other requested FASNY course electives. FASNY IB DP Student Handbook 33

34 (3) Student ability. The student must have demonstrated in 9 th and 10 th grades an exceptional work ethic, organizational ability, level of engagement, and capacity to manage an additional heavy HL course on top of an already full IB course load. The determination is made by the DP Coordinator and Head of High School through consultation with the student s former teachers. (4) Ongoing eligibility once enrolled. If at the end of any trimester during the student s two year DP program, the DP Coordinator and Head of Head School determine (based on the student s grades) that the student is not performing at his or her potential in the required six DP courses, the administration reserves the right to un-enroll the student for the 7 th certificate course. Requests for four HL Courses The normal (required) IB course load consists of three SL courses and 3 HL courses. The great majority of IB Diploma Programme students around the world, even in the most rigorous IB programs and schools, take no more than three (3) Higher Level (HL) courses. On rare occasion, a highly capable and qualified student may wish to request to take a fourth (4 th ) HL subject as part of his or her chosen DP curriculum. This is acceptable to the IB. Parents and students should be advised that IB research has clearly shown over the past 40+ years that the decision to take a fourth HL course can ultimately lower a student s final IB diploma score, due to the increased difficulty level and more challenging assessment criteria in an HL course, thereby disadvantaging a student for college or university admissions. Conditions: Compelling reason. A compelling reason for taking a fourth HL course must be articulated by the student. (1) Student ability. The student must have demonstrated in 9 th and 10 th grades an exceptional work ethic, organizational ability, level of engagement, and capacity to manage an additional heavy HL course on top of an already full IB course load. The determination is made by the DP Coordinator and Head of High School through consultation with the student s former teachers. (2) Ongoing eligibility once enrolled. If at the end of any trimester during the student s two year DP program, the DP Coordinator and Head of FASNY IB DP Student Handbook 34

35 Head School determine (based on the student s grades) that the student is not performing at his or her potential in all of the required six DP courses, the administration reserves the right to require that the student change his or her status in one of the four HL courses to SL status in that course. At the time of initial registration and enrollment, the student will indicate which three (3) HL courses are his or her most desired HL courses; the 4 th HL course will be the one which undergoes a status change if overall performance becomes worrisome to the DP Coordinator and Head of High School. Assessment Policy Philosophy and Principles Assessment is the tracking and measurement of what students know and can do. Effective assessment encourages teachers to monitor student progress and adjust instruction to improve achievement. It addresses individual learning styles and needs and relies on regular, clear communication. Expectations are written, conveyed and regularly referred to throughout the learning process. Assessment is managed through collaboration between students, teachers, and administrators. It is linked to FASNY s mission to encourage intellectual curiosity, critical thinking and love of learning, to cultivate understanding, mutual respect, and appreciation of diversity in cultures and individuals, as well as to foster a spirit of inquiry, service, and social responsibility to the environment and the global community. 1 Assessment promotes intercultural understanding; students develop knowledge and appreciation of different cultural perspectives and why different perspectives exist. A goal of learning, teaching and assessment is for the growth and development of students' intellectual, analytical and reflective skills. Strong emphasis is placed on teaching students to learn how to learn. Students achieve deep understanding through the interpretation and construction of knowledge and skills. 2 FASNY seeks to develop confident, self-aware learners who are both autonomous and skilled at working collaborative in groups. Indicators of effective assessment include: Students who demonstrate engagement in and responsibility for their learning, in both academic and non-academic settings; Diploma Programme assessment: Principles and practice FASNY IB DP Student Handbook 35

36 Students who can articulate their understanding of how to learn as well as discuss their own growth and progress; IB scores and course grades; Assessment methods understood and supported by the academic leadership team (Division Directors, Diploma Program Coordinator, Academic Dean, Head of School). IB Assessment FASNY promotes IB goals for assessment as stated in From Principles to Practice. The aim of FASNY IB teachers is, therefore, to support curricular goals and encourage appropriate student learning 3 (p. 39) by using criterion-referenced assessment which judges student work in relation to identified levels of attainment, and not in relation to the work of other students. 4 Teacher collaboration is a key element to successful teaching and attainment of best practice and is particularly important in establishing valid, reliable assessment practices. Teacher collaboration focused on assessment practice at FASNY includes: Encouragement of collegial observation and sharing of best practices across subject areas and grade level, including with other IB schools; Department work between IB DP teachers and 9 th and 10 th grade FASNY and Education Nationale curriculum teachers; Literature teachers of French and English working together on approaches to literature, essay writing and assessment practice; History and Extended Essay Coordinator working together to share effective methods of research and argumentation, feedback and assessment; Biology, Chemistry and Physics teachers sharing effective methods of feedback and assessment; Math SL/HL and Math Studies SL teachers sharing effective methods of feedback and assessment; Spanish B and German B teachers sharing effective methods of assessment; and Collaboration between TOK and subject teachers in 11 th and 12 th grades; Recognition that all teachers are language teachers. Teachers provide students with IB course Aims and Objectives, IB rubrics, IB grading descriptors and IB mark schemes. They provide rubrics, grading criteria and other relevant standards of measurement for internal tasks as well. The goal is to make students better judges of their own performance and help them learn strategies for improvement. 5 Teachers use a range of formative and summative assessments; through formative assessment, teachers monitor student progress toward meeting IB criteria and standards. The goals of formative assessment are to inform students of what 3 From Principles to Practice 4 Guidelines for developing an assessment policy, IBO, 2010 p. 3 5 Guidelines for developing an assessment policy, IBO, 2010, p. 3 FASNY IB DP Student Handbook 36

37 constitutes excellence and where their own work stands in relation to this measure. 6 Students receive thorough, detailed and prompt feedback designed to guide improvement. Teachers use past IB and internal exams as learning tools and models for summative IB assessment. Internal IB Assessment Teachers oversee the Internal Assessment (IA) requirements in each subject area according to the procedures described by relevant IB Subject Guides and the Handbook of procedures for the Diploma Programme. Specifically, teachers receive relevant information from sections A and B of the Handbook. They must be familiar with and complete all forms provided by the DP Coordinator that are required for the submission of Internal Assessments. Teachers must explain to students in advance of beginning each IA all grading criteria and other standards to be applied. Teachers encourage students to evaluate their own IA work following the published grading criteria. At FASNY, no Internal Assessment (IA) work can be counted for a grade as part of internal FASNY coursework or averages, nor are IB teachers at FASNY allowed to share any predicted grade impressions with students about any of the IAs in any IB course. Teachers provide Internal Assessment (IA) and predicted grades only to the DP Coordinator (by April 1 of the Senior year), and this only for the purpose of FASNY s formal uploading of IA work to the International Baccalaureate Organization (IBO) as mandated by the IBO s Assessment Policy (see below). Predicted Grades Teachers provide predicted course grades to the DP Coordinator following IB requirements. Students discuss their progress with the DP Coordinator and predict their course grades in the second trimester meetings of 12 th grade, following Mock IB Exam Week in late February / Early March, and at latest by Spring Break. By Spring Break, each student will receive a Mock IB Transcript reflecting each teacher s predicted grade in that course based on Internal Assessment performance and recent exam results. Teachers provide the predicted IB course grades to the DP Coordinator (by April 1) for formal submission to the IBO as required by the IBO s Assessment Policy. Given that some coursework is fully externally assessed, students and parents need to understand that the predicted grades are just that a prediction and one that may or may not ultimately correspond to the IB grade formally earned in that class as a final mark given and approved by the International Baccalaureate Organization. 6 Guidelines for developing an assessment policy, IBO, 2010, p. 3 FASNY IB DP Student Handbook 37

38 IA/PG Feedback The IA/PG feedback reports provided to IBO member schools serve as the basis for refinement of teaching and assessment practices. These reports are kept in teachers permanent personnel files. External IB Assessment External IB assessment occurs primarily as exams held in May of 12 th grade but also includes specific work completed in Group 1 English Literature, Group 1 French Literature, and Theory of Knowledge as well as in the submission of the Extended Essay. External examiners assess this work. Assessment Practices Grading reflects the most accurate demonstration of student performance and is not just the averaging of grades over a reporting period. 7 Teachers must complete G2 forms to provide feedback to IBO during the May exam session. Teachers must participate yearly in round tables conducted by our sub-regional IB organization (Guild of IB Schools of the Northeast). Teachers participate in IBO professional development including online courses and Category II and/or Category III workshops. Teachers must attend relevant workshops when the 5 year curriculum changes are enacted. Therefore, teachers may request IBO professional development any time within the 5-year cycle but are required to pursue training at least once every five years. Teachers must read Subject Guides, Teacher Support Material, Subject Reports (paying particular attention to advice for the teaching of future candidates ) and mark schemes of past exams. They use past IB exam papers for formative and summative purposes. Teachers supervising Extended Essays attend mandatory training sessions led by the DP Coordinator and must read the Extended Essay guides carefully. Copies of past exams and mark schemes are kept in paper form and electronically for teacher use. Such exams must be used throughout each course, as appropriate. Teachers must complete and keep thorough curriculum maps of each of their courses, including attachments regarding assessment (rubrics, assessment tasks, internal assessment, reflection on student outcomes when appropriate, student progress toward the Learner Profile where applicable, and reflection on all 7 Guidelines for developing an assessment policy, IBO, 2010 p. 3 FASNY IB DP Student Handbook 38

39 aspects of the course through ongoing formal and informal meetings with the IB Coordinator). Grading Courses are designed to prepare students with the knowledge and skills needed for successful attainment of IB standards on formal IB assessments. Internal coursework seeks to balance formative and summative assessments. IB teachers will use the IB grading scale of 1-7 in their IB courses when providing feedback on student work and performance; however, these IB scores of 1-7 will not be reflected in the school s electronic grading software, for viewing on the Internet (Campus.net) or on the trimester report cards ( bulletins ). Instead, all IB grades, including formative and summative coursework, will be converted to a grade out of 20 using the conversion table below. For an IB student s American college transcript and Midyear Grade Report to colleges in the Senior Year, both the American letter grade on a percentage scale as well as the corresponding FASNY grade out of 20 will be indicated. Any non-ib FASNY course or elective course that the student takes in addition to IB Diploma Programme coursework will also be indicated on the transcript as a FASNY grade out of 20 together with the corresponding American letter grade on a percentage scale. All IB students at FASNY will have a separate piece of paper attached to their FASNY transcripts indicating the IB grade equivalencies out of 7 points for each of their IB courses. The following scale is used to show the conversion of grades from the FASNY internal grading systems out of 20 to the IB mark bands out of 7, and vice versa: FASNY IB DP Student Handbook 39

40 FASNY Grade Conversion Table FRENCH GRADING SCALE AMERICAN % / LETTER IB MARKING BAND A A A A B B B C C C D D D F 1 Reporting Reporting of student progress is done through a multitude of tools and procedures including: individualized comments by teachers on trimester report cards, specialized progress reports when requested that provide students and parents with information ranging from formative and summative assessment results to student attitude and student input about his/her learning process, bi-weekly discussions among IB faculty about each student, and Conseil de Classe meetings, which are grade level gatherings of faculty at the end of each trimester to discuss and share insights about the learning process experienced by each student. Students attend these meetings and are able to reflect upon their learning and ask questions of all their teachers. The DP Coordinator keeps ongoing records of each student s development along the Learner Profile, recording specific examples of achievement and growth. FASNY IB DP Student Handbook 40

41 IB teachers are required to keep curriculum maps of each of their courses which track and record the following course elements: Essential Questions, Content, Skills, Assessment and Learning Outcomes. As concerns assessment, teachers must include links to their assessments, rubrics, grading schemes, course and assignment requirements and other expectations. The IB Coordinator regularly reviews the curriculum maps of each teacher to ensure alignment among the different areas. The DP Coordinator also regularly meets with each IB teacher formally and informally to discuss course and student progress and to address any issues or questions which may arise. Except for students whose parents speak French and do not readily understand English, all teacher comments are written in English. Homework Homework is designed to augment student learning and should be assigned judiciously to avoid unnecessary work. Reading assignments, essay drafts and other long-term projects should be broken down into manageable steps to help students handle larger assignments. Homework is entered onto the FASNY portal system so students and parents have access to all assignments and supplemental material. Non-diploma candidates Students in 11 th grade at FASNY all enroll in either the French Baccalaureate program (S or ES track, with or without OIB option) or the full IB diploma program. Students who have significant struggles academically or are otherwise unable to complete the full IB diploma program may choose to pursue the following option: Enroll as an IB certificate candidate in any courses for which this is deemed appropriate, in consultation with the IB DP Coordinator, College Counselors and Head of Head School; and, simultaneously, change diploma tracks to become a New York State FASNY diploma candidate, removing IB title from all non-ib certificate courses on the report cards, transcripts, and Senior Year midyear report. When students change their status to New York State FASNY diploma candidate, teachers adapt assessments to the specific needs of these non-ib diploma or non-ib certificate students so that their learning experiences are meaningful, appropriate and relevant. All attempts by teachers, the DP Coordinator, and the Division Director are made to support students as full diploma candidates before any change of status in considered or agreed upon. FASNY IB DP Student Handbook 41

42 Assessment Policy and Non-English speakers Students whose first language is neither English nor French may take ESL classes and/or may receive accommodations in regular IB classes from their teachers. Evaluation and Review of the Assessment Policy & Training of new Teachers The Assessment Policy Draft will be reviewed for approval or further work by March 17, Once approved, it will remain a separate entity from any (as yet undeveloped) policy pertaining to the French Baccalaureate program, but it may serve as a model for other divisions. A school-wide Assessment Policy will not be developed owing to the complexity of two different programs in the school. New teachers in the Secondary School (grades 6-10) and/or High School IB DP program will receive the Assessment Policy as part of orientation. Assessment issues arise regularly at IB faculty meetings, so training teachers about the aspects of assessment in the IB program will progress naturally. Assessment practices are a key part of teacher evaluations. 8 Honesty Policy & Honesty Contract Expectations of Students in the IB Programme In keeping with the IB Learner Profile, IB students are expected to be principled and therefore 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. IB students who create authentic pieces of work, who honestly and properly acknowledge sources, who acknowledge the contributions of others, and who do not work to gain an unfair advantage on IB assessments are living up to the expectations of the IB Honesty Policy. Goal of the Academic Honesty Policy In conjunction with the work of the IB faculty and staff to guide IB students to be honest and forthright in all of their IB endeavors, FASNY s IB Programme Academic Honesty policy exists to provide IB students in all IB academic subjects, the CAS program, and IB support classes with the information and guidance they may need to ensure they are fulfilling the expectations of academic honesty in the IB Programme. 8 The section headings and much of the language of this Draft IB DP Assessment Policy for FASNY are based off of a careful reading and adaptation of the Assessment Policy for IS Boston ( a school similar in nature to FASNY in terms of its mission, student body, curriculum and programs offered. FASNY IB DP Student Handbook 42

43 The IB Programme provides specific definitions and expectations for academic honesty and academic dishonesty, which will be detailed below. All participants in the IB Programme, from students to the Head of the School, should familiarize themselves with these definitions and expectations. FASNY IB students are expected to read the IB Academic Honesty Policy and complete the Academic Honesty Contract. Completion of the Academic Honesty Contract is required for students at FASNY to continue in the IB Programme and indicates that students are fully aware of the content of the IB Academic Honesty Policy, are aware of the principles of academic honesty, and are aware of the penalties that may result from failing to live up to the standards of academic honesty expected of them as FASNY and IB students. Academic Honesty Academic honesty, as defined by the IB regulations, is a set of values and skills that promote personal integrity and good practice in teaching, learning and assessment. Academic honesty places responsibilities and obligations on both teachers and students. Teachers are required to facilitate students acquiring the knowledge and skills necessary to give proper credit to the work of others, and students are expected to acquire those skills and apply them to creating authentic pieces of work. Academic honesty also requires that students do not seek to gain unfair advantages on IB assessments or participate in malpractice. Authentic Pieces of Work In order to develop as an IB learner, students must create authentic pieces of work. An authentic piece of work is work that expresses the individual efforts of a student while also using proper citation methods to clearly indicate material that has come from other sources. Authentic pieces of work do not provide any confusion to the reader as to which work is solely the work of the student, and which material may have come from an external source. An authentic piece of work also means that a student has not presented the same, or similar, work for two different assessments; however, students may study one aspect of a topic for internal assessment in one of their courses and another aspect of the same topic for an extended essay. FASNY IB DP Student Handbook 43

44 An authentic piece of work also does not contain any fabrication of data. Academic Dishonesty The IB defines malpractice as behavior that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in one or more assessment component. Malpractice includes: Plagiarism Collusion Duplication of work Any other behavior that gains an unfair advantage for a candidate or that affects the results of another candidate. It is important that IB students remember that intentionality does not matter in cases of academic dishonesty. Passing off the work of others as your own, or colluding with another student, or presenting the same work for different IB assessments, or engaging in any other behavior that gains an unfair advantage, is considered malpractice, even if there was no intention to commit academic dishonesty. Plagiarism The IB regulations state that plagiarism is the representation of the ideas or work of another person as the candidate s own. Copying material that is the work of others, including words, syntax, ideas, maps, photographs, illustrations, data, graphs, etc., without properly attributing and citing the source of the material, is plagiarism, regardless of student oversight or intent. Collusion The IB regulations state that collusion is supporting malpractice by another candidate, as in allowing one s work to be copied or submitted for assessment by another. Collusion differs from collaboration. In collaborative work, students may work together with the teacher s permission, with their final work produced independently; in collusion, students use each other s data, ideas, words, or other materials covertly, using the intellectual work of others without providing proper citation for such work. FASNY IB DP Student Handbook 44

45 Duplication of Work The IB regulations state that the duplication of work is the presentation of the same work for different assessment components and/or diploma requirements. IB students may not submit the same, or a very similar piece of work, for two different assessments, such as an internal assessment and an extended essay; however, students may study one aspect of a topic for internal assessment in one of their courses and another aspect of the same topic for an extended essay. Other Malpractice Behavior IB regulations state that a wide range of behaviors not specifically outlined by the previous terms are also malpractice, including: Malpractice in internal and external examinations Taking unauthorized materials into an examination room (e.g. cell phones or written notes) Leaving and/or accessing unauthorized material in a bathroom/restroom that may be visited during an examination Misconduct during an examination (including any attempt to disrupt the examination or distract another candidate) Exchanging information or in any way supporting the passing on of information to another candidate about the content of an examination Failing to comply with the instructions of the invigilator or other member of the school s staff responsible for the conduct of the examination Impersonating another candidate Stealing examination papers Using an unauthorized calculator during an examination, or using a calculator when one is not permitted for the examination paper Disclosing or discussing the content of an examination paper with a person outside the immediate school community within 24 hours of the examination Malpractice in other situations Translating research materials in one language to insert into work in another language, without properly citing the source Fabricating data Falsifying a CAS record Malpractice vs. Academic Infringement FASNY IB DP Student Handbook 45

46 In addition to penalties for malpractice, the IB regulations provide for the lesser charge of academic infringement. Academic infringement occurs when a student does not deliberately attempt to present the ideas or work of another as their own; academic infringement may occur when a student does not live up to the expectations of academic honesty by failing to properly acknowledge and cite source material because of negligence or a lack of awareness. For example, a student may neglect to put quotation marks around a brief excerpt of material in the text of his or her work, but may indicate its source in a footnote or bibliography. In such cases, a lesser penalty by the IB Final Award Committee may apply. Practicing Academic Honesty Practicing academic honesty means that students produce authentic work that properly acknowledges sources of external material and that does not commit malpractice or academic infringement, as defined by the IB Diploma Programme. If students have concerns about how to ensure their work is authentic and lives up to the standards of academic honesty, they should ask a faculty member, a librarian, their extended essay advisor, the extended essay coordinator, or the IB Diploma Programme Coordinator. What Acknowledging Sources Means Authentic work is work that acknowledges any and all material that comes from an external source. Acknowledging sources means that students provide proper in-text citations for every source of external material and include a Works Cited page that provides full reference information for every source cited in the text. FASNY prefers the use of the Modern Language Association (MLA) style of citation when acknowledging sources. Reference books for proper citation can be found in the FASNY library; additionally, there are many excellent websites (such as the Purdue OWL) that provide information about proper citation formats. If in doubt, students should ask for guidance in how to properly acknowledge sources. What to Cite Any material that comes from an external source, including words, syntax, structure, ideas, or images, must be properly quoted and cited. FASNY IB DP Student Handbook 46

47 Such external sources of material include: Books Journals Articles Websites Maps Photographs Illustrations Data Graphs Interviews Electronic Media (including CD-Roms, DVDs, messages, etc.) Any other external source of material Paraphrasing is defined as the rendition of another person s words presented in a new style and integrated grammatically into the writing (IB Diploma Programme: Academic Honesty). Any material that is paraphrased is also considered material from an outside source, and students must be sure to cite such material appropriately and correctly. Who to See for Help in Acknowledging Sources Correctly If students need help in figuring out how to cite material correctly, how to paraphrase appropriately, or any other questions connected to making sure their work is authentic and meets the standards of academic honesty, they should avail themselves of the following resources: Course teacher Other faculty members Extended essay advisor Extended essay coordinator Librarians IB Diploma Programme Coordinator Turnitin FASNY uses Turnitin, an online program that allows teachers to check the originality of students work. Students may be required to submit their written work for originality checking, and they will receive information from their teachers as to how to register and submit their work to the program. FASNY IB DP Student Handbook 47

48 Submission of work to Turnitin may be a requirement of an assignment, and teachers may choose not to grade work until students have fulfilled all requirements of an assignment, including submission to Turnitin. Roles and Responsibilities Both teachers and students in the IB Diploma Programme have roles they must fulfill in order to assure that the standards and expectations of academic honesty are understood and fulfilled by all those involved in the IBDP. The Responsibilities of Each IB Student: Students must hand in unique and authentic work. Students must acknowledge the ideas of another person by citing the source directly This includes reviewing submitted work to ensure that all passages, ideas, photographs, computer data, or other material properly acknowledge the sources of external material. Students must hand in work on time either directly to the teacher or using Turnitin, if the teacher requests it. Students should be aware that a teacher may refuse to accept work if he/she believes it wasn t completed by the student or was plagiarized. Students must demonstrate that they haven t plagiarized if they have been accused of doing so. Students are required to respect deadlines. Students must understand and fulfill these responsibilities for all work required by the IB. The Responsibilities of Each IB Teacher: Teachers must read and check students work to ensure, to the best of their abilities, that there is no malpractice. Teachers should ensure that: There is no change in the writing style of the candidate. The vocabulary level matches the one of the student. The work isn t too error-proof. The knowledge doesn t exceed that expected of a secondary student The work is indeed authentic. Teachers are encouraged to use Turnitin. If the whole or part of a piece of work counting towards the final IB Diploma Programme grade is deemed unauthentic due to possible plagiarism or collusion, then it is the teacher s responsibility to: FASNY IB DP Student Handbook 48

49 Allow the accused student to revise and resubmit work to the IB Diploma Programme Coordinator before the IB deadline, time permitting. Give an F to the student if there is an insufficient amount of time remaining. (This student will not be granted a diploma). Give an F to a student who is incapable of presenting sufficient evidence proving that his/her work is indeed authentic. Teachers must use questioning and good judgment towards evidence presented when they must decide whether or not a candidate has proven his/her authorship. When a teacher suspects malpractice, he/she will consult with the IB Diploma Coordinator and school administration prior to initiating any further action. The penalty for any work found to be plagiarized before submission will be decided within the school by the school administration and IB Diploma Programme Coordinator pursuant to those outlined in the student handbook, The Blueprint. Role of the School If plagiarism or other malpractice is suspected after a candidate s work has been accepted or submitted for assessment, the school must report such suspicion to the IB information desk for investigation. Consequences of Malpractice FASNY students in the IB Diploma Programme are expected to uphold the principles of academic integrity in all of the work they do. However, if malpractice should occur, students may be subject to consequences both as outlined by FASNY (internal sanctions) and as outlined by the IB (external sanctions). All participants in the IB Programme, from students to the Head of the School, should familiarize themselves with these sanctions. Internal Sanctions: FASNY Consequences FASNY S Upper School Student Handbook, The Blueprint, uses academic integrity in much the same way the IB uses academic honesty and sets forth the following sanctions for academic integrity violations: A work submitted that demonstrates cheating or plagiarism will be given a zero, and the work must be redone. In such cases, the student puts at risk the possibility of receiving an academic merit award on his or her end of trimester calendar. A student who gives his/her homework to another to copy or who gives an answer to another FASNY IB DP Student Handbook 49

50 student during a test will be sanctioned in the same manner as above. Parents will be notified by letter, and they will be requested to provide a signature and return it to the administration. If a student is found guilty of a second offense of cheating or plagiarism, he/she risks suspension or expulsion from the French-American School of New York. External Sanctions: IB Consequences In addition to internal sanctions, external sanctions may be imposed when work that counts toward the award of the final Diploma conveys the perception that academic dishonesty has occurred. External sanctions may be either imposed by the IB, or by the school in compliance with IB regulations. Should malpractice be suspected in the first draft of an Internal Assessment (IA), an Extended Essay (EE), or the Theory of Knowledge (TOK) essay, internal school sanctions will likely apply. However, if the suspected malpractice should occur at a later stage, either once the work has been submitted to the IB, or when final versions of IAs are handed in with little time before the final submission date, a malpractice investigation will take place as outlined by the IB Diploma Programme: Academic Honesty handbook. Consequences of a malpractice investigation are ultimately determined by the Final Award Committee. Following a malpractice investigation in which the Final Award Committee determines either academic infringement or malpractice has occurred, there are several possible sanctions that may result, including: If the final award committee decides that an academic infringement has been established: o No mark will be awarded for the component or part(s) of the component. o The candidate will still be eligible for a grade in the subject or diploma requirement concerned. o No further penalty will be imposed and the case will not be recorded as malpractice. o If the final award committee decides that a case of malpractice has been established: o No grade will be awarded in the subject concerned. o In the case of a Diploma Programme candidate the consequence is that no diploma will be awarded to the candidate. For a fully detailed list of possible malpractice sanctions resulting from an IB investigation, students should consult the IB Diploma Programme: Academic Honesty handbook. FASNY IB DP Student Handbook 50

51 Contents based on IB Diploma Programme: Academic Honesty. International Baccalaureate Organization. (2009, 2011). Print. FASNY IB DP Student Handbook 51

52 ANNEX - Curriculum Outlines for the DP Courses and Core at FASNY The Core The Core components of the IB Diploma are: A course in the Theory of Knowledge (TOK) The Creativity Action Service (CAS) programme The Extended Essay (EE) The Core Theory of Knowledge (TOK) Course Background Our knowledge can only be finite, while our ignorance must necessarily be infinite. Karl Popper Tell a man there are 300 billion stars in the universe and he ll believe you. Tell him a bench has wet paint on it and he ll have to touch it to be sure. Anonymous Introduction Theory of knowledge teaches us how to approach and explore the very question of knowledge itself. You will gain the skills to thoughtfully and thoroughly explore the questions surrounding knowledge. You will learn how to identify and discuss knowledge. You will understand how it is constructed, how we justify claims to knowledge and how we challenge them. Aims The aims of this course are to engage you in reflection, and in the questioning of, the bases of knowledge, so that you: Develop an understanding of why critically examining knowledge claims is important. Develop a critical capacity to evaluate beliefs and knowledge claims. Make interdisciplinary connections. Become aware of the interpretative nature of knowledge including personal and ideological biases. Consider that knowledge may place responsibilities on the knower. Understand the strengths and limitations of individual and cultural perspectives. FASNY IB DP Student Handbook 52

53 Develop a concern for rigor in formulating knowledge claims and intellectual honesty. Objectives Having followed the course, you should be able to: Demonstrate an understanding of the strengths and limitations of the various Ways of Knowing and of the methods used in the different Areas of Knowledge. Demonstrate a capacity to reason critically. Make connections between and across Ways of Knowing and Areas of Knowledge. Make connections between personal experience and different Ways of Knowing and Areas of Knowledge. Demonstrate an understanding of knowledge at work in the world. Identify values underlying judgments and knowledge claims pertinent to local and global issues. Demonstrate an understanding that personal views, judgments and beliefs may influence their own knowledge claims and those of others. Use oral and written language to formulate and communicate ideas clearly. Course outline The course is divided into three parts. 1. Knower and Knowing 2. Areas of Knowledge 3. Ways of Knowing In each year of the course these three will be studied, with connections considered. The course is constructed around questions about knowledge. 1. Knower and Knowing Nature of Knowing What does it mean to know something? The word means different things in different languages. Is there a definition that is absolute? How is belief different from knowledge? Is there a difference between believing in and believing that? What are information, data, wisdom, faith and opinion? Knower and Sources of Knowledge Is individual or personal knowledge the same as shared or group knowledge? What are the sources of knowledge? Are these the same for all ages, cultures, and educational backgrounds? How much does the individual shape his/her own knowledge? Does FASNY IB DP Student Handbook 53

54 knowledge come from within? Can one waste knowledge? Can machines have knowledge? Justification of Knowledge Claims What is the difference between I am certain and It is certain? How do we justify a knowledge claim? Are these valid justifications: reasoning, authority, memory, group consensus, intuition, perception, evidence? Many other questions might be asked. 2 - Areas of Knowledge We use a range of methods of inquiry to help construct our understanding of the world in different areas of knowledge. In each area of knowledge, we can identify a certain scope, concepts, a methodology, historical developments and links to our personal understanding of the world. Mathematics What is the language of mathematics? Is math nothing more than a game? Is math nothing more than the application of logic to questions of quantity and space? What are the differences between the formal and realist schools of thought? Is math invented? What is the origin of axioms? Is mathematical proof significant? Is mathematical proof a guarantee of knowledge? Is mathematical knowledge finite? How have mathematical discoveries shaped the world? Is mathematics an art? Is mathematics affected by culture? What would the world be like without mathematics? Natural Sciences Is science a method or a body of facts? What is the scientific method? What is an experiment? How can experiments be reliable? Can experiments prove anything? Is creativity valid in science? Can science lead to the discovery of everything? What do we mean by cause and effect? What is a theory? Is scientific knowledge progressive? Is scientific knowledge finite? Is there a conflict between science and belief? Should scientists be held morally responsible for their inventions? Should scientific investigation be limited? Does scientific language interpret or describe the world? Is all science merely a metaphor for life? Human Sciences Can human behavior be reliable? FASNY IB DP Student Handbook 54

55 Is social science different to natural science? Are empathy, intuition and feeling useful in finding knowledge? Does language in human research influence results? What difficulties arise in explaining human behavior? Can quantitative methods explain human behavior? How valuable are qualitative methods? Can human behavior be categorized? What is culture? Do social, political, cultural and religious factors influence knowledge? History What is history? Can knowledge of the past help us predict the future? Can one control the past? What is a historical fact? Has technology influenced history? Is it right to interpret the past? Is it valid? Is an expansion of data valid? Does current epoch thinking affect accurate historical analysis? Can one prove anything from history? Who decides what is studied? How? What judgments are made about events and characters? The Arts What are the arts? What is beauty? Can the arts be considered knowledge? How do the arts represent reality? How do the arts influence our knowledge? Is originality essential in the arts? Does familiarity with art provide knowledge? Must one create to know? Can art show truth? Are there value judgments in art? Can artwork be immoral? Why is art important? Are their values associated with art? Is the artist more important than the art? Can the art convey meaning unknown to the artist? What knowledge can be gained by focusing on the perceiver of arts? What knowledge can be gained by focusing on the context of the artwork? Ethics What is a moral judgment? Does morality involve thought and/or action? What is the difference between morality and ethics? What is the source of right and wrong? What are the claims for absolute standards of morality? Who can judge an ethical issue? Does living a moral life matter? Should one preach morality? Is discipline the same as morality? What ethical issues are connected to the Internet? FASNY IB DP Student Handbook 55

56 How does one decide? What knowledge can be gained by focusing on the individual? What knowledge can be gained by focusing on the judgment? What knowledge can be gained by focusing on the consequences? What knowledge can be gained by focusing on the context? What is a dilemma? Are there moral obligations? Must one always act? What is politics? Can political systems be wrong? Does politics affect the ethics of society? Should a nation fight another over ethical issues? 3. Ways of Knowing While areas of knowledge enable us to explore the essential questions about what we know, it is through various ways of knowing that we take in this knowledge. I saw it with my own eyes! I am absolutely sure he meant that! He told me! It all adds up. Perception Are we limited to five senses? Are these reliable windows on the world? Are we missing something? Is our knowledge unique? How does culture and language affect perception? How subjective is perception? Does prior knowledge affect perception? Is technology blurring the line between reality and simulation? What are the consequences of shared dreaming? Language How have sounds acquired meaning? Who decides meaning? Can one think without language? Does language limit thinking? Is a shared language a guarantee of shared understanding? Is language comparable to other gestures and body language or symbols? Does language define or limit knowledge? Is a computer language similar to our language? Is the capacity to acquire language innate? How can an examination of language distinguish biases? What are the functions of language? Is written language different to spoken language? Should there be one language? Does language divide society? Does language spoil experience or enhance it? Is it advantageous to speak many languages? How important is silence, tone and body movement in language? Is knowledge distorted in translation? How much does language reflect culture? Reason What is good reason? Can one give reasons for faith? Does reason vary for differing cultures? If knowledge claim cannot be rationally defended is it not knowledge? Why do we believe fallacies? How do beliefs affect one s ability to reason? Are there advantages in expressing arguments in symbols? Is the rational choice always best? Does logic prove truth? FASNY IB DP Student Handbook 56

57 Emotion Can feelings be rational? Are there correct emotional responses? Are there emotions that cannot be put into language? Can people be wrong about their emotions? Are emotions universal? Is emotion needed for knowledge? Assessment External Assessment Essay on a prescribed title ( words) 20 points Criteria for marking Degree of focus on relevant Knowledge Questions Depth of understanding distinctions within Ways of Knowing and Areas of Knowledge Breadth of Understanding comparisons between Ways of Knowing and Areas of Knowledge Quality of analysis of Knowledge Questions relevance of Knowledge Questions to the title Internal Assessment One presentation to the class (approximately 10 minutes per candidate) 10 points Criteria for marking Identification of a relevant and effective real-life situation Extraction and formulation of a single Knowledge Question to explore Identification and exploration of different perspectives in relation to central question Relating findings and insights back to real-life situation; relevance of findings to other situations Main Topics Activities Assessment Autumn Term 2015 September December Introduction to Theory of Knowledge Knowers and Knowing A first look at Areas of Knowledge and Activities will focus on introducing the students to the subject and expectations, before embarking on an exploration of A mixture of oral and written assignments will prepare students for their final assessed presentation FASNY IB DP Student Handbook 57

58 A first look at Ways of Knowing Areas of knowledge: The Arts each Area of Knowledge. and essay in Year 13. Winter Term 2015 January March Areas of Knowledge: Natural Sciences Areas of Knowledge: Mathematics Areas of Knowledge: Ethics Activities will continue to develop students as critical thinkers. A mixture of oral and written assignments will prepare students for their final assessed presentation and essay in Year 13. Spring Term 2016 April June Areas of Knowledge: History Areas of Knowledge: Human Sciences Activities will continue to develop students as critical thinkers. A mixture of oral and written assignments will prepare students for their final assessed presentation and essay in Year 13. Autumn Term 2016 September December Ways of Knowing: Sense Perception Ways of Knowing: Language Ways of Knowing: Emotion Ways of Knowing: Reason Ways of Knowing Memory Activities will focus on the final assessed presentation and essay. Presentations FASNY IB DP Student Handbook 58

59 Ways of Knowing: Intuition Winter Term 2016 January March Concluding the course. Activities will focus on the final assessed presentation and essay. Final TOK essay submitted Spring Term 2016 April Preparation for IB examinations in other subjects May Additional Course Information and Keys to Success Attendance This is a demanding course, intellectually as well as structurally. Attendance in all TOK class sessions is mandatory, and that any missed classes or assignments are the responsibility of the absent student. Student Participation Participation in group discussions and activities is the key to a successful TOK class. As knowers, students are invited and urged to bring their real world experiences as well as the knowledge that they are constructing in Diploma Program courses into the TOK class. Student participation will be assessed on an ongoing basis. Weekly Assignments Weekly assignments, written, reading and oral mini-presentations will be given throughout this two-year course. Students must keep on top of all required reading and respect deadlines for set work. Being well organized is essential to success in all IB Diploma courses and Theory of Knowledge is no exception. Note Taking This course will be divided between teacher-directed and student-directed class time. You are expected to take careful notes throughout the course that will enable you to write and present effectively in 12 th grade. Materials FASNY IB DP Student Handbook 59

60 Each student will need a binder, file paper and writing equipment at all times. Students are expected to keep a personal dossier of relevant and important information from class or elsewhere. Reading and Other Media Throughout the course students will be expected to read an assortment of articles on various topics, and to watch quality documentaries and other media sources relevant to TOK explorations. It is hoped that students will pursue issues they are interested in with additional reading and research. The Core Creativity, Action and Service (CAS) The nature of creativity, action, service Creativity, action, service (CAS) is at the heart of the Diploma Programme. It is one of the three essential elements in every student s Diploma Programme experience. It involves students in a range of activities alongside their academic studies throughout the Diploma Programme. The three strands of CAS, which are often interwoven with particular activities, are characterized as follows. Creativity: arts, and other experiences that involve creative thinking. Action: physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the Diploma Programme. Service: an unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected. CAS enables students to enhance their personal and interpersonal development through experiential learning. At the same time, it provides an important counterbalance to the academic pressures of the rest of the Diploma Programme. A good CAS programme should be both challenging and enjoyable, a personal journey of self-discovery. Each individual student has a different starting point, and therefore different goals and needs, but for many their CAS activities include experiences that are profound and life changing. For student development to occur, CAS should involve: Real, purposeful activities, with significant outcomes Personal challenge tasks must extend the student and be achievable in scope Thoughtful consideration, such as planning, reviewing progress, reporting Reflection on outcomes and personal learning. FASNY IB DP Student Handbook 60

61 All proposed CAS activities need to meet these four criteria. It is also essential that they do not replicate other parts of the student s Diploma Programme work. Concurrency of learning is important in the Diploma Programme. Therefore, CAS activities should continue on a regular basis for as long as possible throughout the programme, and certainly for at least 18 months. Successful completion of CAS is a requirement for the award of the IB diploma. CAS is not formally assessed but students need to document their activities and provide evidence that they have achieved eight key learning outcomes Learning Outcomes By the end of the two years, CAS students should have Increased their awareness of their own strengths and areas for growth They are able to see themselves as individuals with various skills and abilities, some more developed than others, and understand that they can make choices about how they wish to move forward. Undertaken new challenges A new challenge may be an unfamiliar activity, or an extension to an existing one. Planned and initiated activities Planning and initiation will often be in collaboration with others. It can be shown in activities that are part of larger projects, for example, ongoing school activities in the local community, as well as in small student led activities. Worked collaboratively with others Collaboration can be shown in many different activities, such as team sports, playing music in a band, or helping in a kindergarten. At least one project, involving collaboration and the integration of at least two of creativity, action and service, is required. Shown perseverance and commitment in their activities At a minimum, this implies attending regularly and accepting a share of the responsibility for dealing with problems that arise in the course of activities. Engaged with issues of global importance Students may be involved in international projects but there are many global issues that can be acted upon locally or nationally (for example, environmental concerns, caring for the elderly). Considered the ethical implications of their actions FASNY IB DP Student Handbook 61

62 Ethical decisions arise in almost any CAS activity (for example, on the sports field, in musical composition, in relationships with others involved in service activities). Evidence of thinking about ethical issues can be shown in various ways, including journal entries and conversations with CAS advisers. Developed new skills As with new challenges, new skills may be shown in activities that the student has not previously undertaken, or in increased expertise in an established area. Examples of possible CAS activities Creativity Action Service Art-at-Lunch Art activities: cartoon drawing, ceramics, graphics, jewelry making, textiles, etc. (outside of FASNY art elective class) Music Lessons Music Concerts (outside of those as part of FASNY music elective class) Jazz Club Rock Band Musical Theater Production Sharkapella Singing Club French Theater Club English Theater Club Dance lessons Filmmaking Club Photography Yearbook production Soccer (outside FASNY) Basketball (outside FASNY) Tennis (outside FASNY) Rugby (outside FASNY) Baseball (outside FASNY) Softball (outside FASNY) Track & Field (outside FASNY) Badminton (outside EPS) Rock Climbing (outside EPS) Swimming (outside EPS) Fitness training (outside EPS) Weight training (outside EPS) Aerobics Gymnastics Martial Arts Yoga Dance lessons Thanksgiving Soup Kitchen Midnight Run Habitat for Humanity Diversity Committee Youth-to-Youth Peer tutoring Nicaragua with BTC My Sister s Closet in White Plains Haitian Resource Center at the Slater Center in White Plains Local community coaching or referee-ing of sports Local community Soup Kitchen Local community Food Pantry Student Council officer Elected Class Representative Nursing home volunteer FASNY IB DP Student Handbook 62

63 Messenger (HS Newspaper) Literary Magazine Model United Nations Finance Club Math Club (Math Competition) Ancient Greek Club Slam Poetry Club Art & Science Club Child Writing for Children Club Diversity Committee Language Classes (outside of FASNY coursework) Boys or Girls Scouts Horseback Riding Squash Volleyball Diving Football Ice hockey Figure Skating Ski Club Ski Racing Sailing Surfing Trampoline Boxing Hiking/Orienteering Bowling league Golf tournaments And many more Hospital volunteer work Orphanage assistance Green / Recycling Club Children Writing for Children Big Brother / Big Sister Amnesty International The Core The Extended Essay The extended essay is an in-depth study of a focused topic chosen from the list of approved Diploma Programme subjects normally one of the student s six chosen courses for the IB diploma. It 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 on a topic of their own choice, under the guidance of a supervisor (a teacher in the school). This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject chosen. The extended essay is assessed against common criteria and interpreted in ways appropriate to each subject. FASNY IB DP Student Handbook 63

64 The Extended Essay is: Compulsory for all Diploma Programme students Externally assessed and, in combination with the grade for Theory of Knowledge, contributes up to three points to the total score for the IB diploma A piece of independent research/investigation on a topic chosen by the student in cooperation with a supervisor in the school Chosen from the list of approved Diploma Programme subjects Presented as a formal piece of scholarship containing no more than 4,000 words The result of approximately 40 hours of work by the student Concluded with a short interview, or viva voce, with the supervising teacher (recommended). In the Diploma Programme, the extended essay is the prime example of a piece of work wherein the student has the opportunity to show knowledge, understanding, and enthusiasm about a topic of his or her choice. In those countries where it is the norm for interviews to be required prior to acceptance for employment or for a place at university, the extended essay has often proved to be a valuable stimulus for discussion. Further details about the extended essay can be found in the Extended Essay Handbook. The Courses Group 1 English Literature HL This course will be taught over 5 weekly periods. Like many schools, we would choose to do Part IV first. We will begin the first unit with an emphasis on close analysis as well as oral presentation. Students will practice both analytical and creative oral responses so that when it comes time for the actual IOP, they will be comfortable with both types. The actual IOP is completed in January of the first year. Part I starts in January with an emphasis on World Literature and understanding the ways in which cultures influence works of art. We work our way through the many stages of the Written Assignment in the spring being certain to keep very good records of the interactive orals, reflective statements, supervised writings and finally the completed essay itself. The Written Assignment is completed by May of the first year of the program. FASNY IB DP Student Handbook 64

65 Part II begins in the fall unit of the final year of the program. The emphasis on close reading and passage analysis has the dual benefit of preparing students for the IOC as well as the Paper One exam. Students spend much of the fall discussing key passages in the text and gradually building the assessment requirements so as to be similar to the IOC itself. Students will also need to retain good working knowledge of the program as a whole for the guided discussion part of the IOC. The IOC itself would be scheduled for December. Part III and its emphasis on writing the essay for the Paper Two exam begin in January of their last year. The texts will be discussed using a Socratic seminar technique, as is done for most of the texts throughout the two years, and students will prepare a study guide for the dominant literary features (conventions) and their relationships across the works. Students will also practice outlining a range of response to the various general literature and genre specific questions that have been released in the past. Students will focus specifically on the convention issues related to the novel since this is the genre chosen. Part 4: September to January, year 1 Works studied : The Cider House Rules, Irving, 1985, USA Night, Wiesel, 1958, France Alive, Read, 1974, England, Uruguay This unit will have a focus on oral presentation skills in order to get ready for the Individual Oral Presentation that is worth 15% of the final IB English grade. Students will be encouraged to participate in a wide range of presentations to stretch their comfort zones: dramatic monologues, empathic responses, letters, debates, hot seating, and discussion questions are all distinct possibilities. At the same time, students will continue their reading as we work our way through the major works of the unit. The response to the literature will be through the lenses of literary features and how they affect the reader. In the course of this unit, students will become more fluent in the language of literary analysis as they prepare to tackle the Individual Oral Presentation Part 1: February to June, Year 1 Works studied: We, Yevgeny Zamyatin, 1921, Russia Persepolis, Marjane Satrapi, 2000, Iran The Wind-up Bird Chronicles, Murakami, 1994, Japan FASNY IB DP Student Handbook 65

66 This unit focuses on Works in Translation as we immerse ourselves in three different texts originally written in a language other than English. Students will analyse the texts in detail through interactive oral discussions, reflective statements, and supervised writing. One of the pieces of supervised writing will then be developed into the student s final Written Assignment, worth 25% of the overall IB mark. Students will work intensely on writing activities throughout the unit as well as understanding the cultural context of each of the works. Part 2: September to January, year 2 Works Studied: The Merchant of Venice, Shakespeare, 1596, England Heart of Darkness, Conrad, 1899, England, Belgian Congo Poems of Blake, , England In this unit students have the opportunity to perform their Individual Oral Commentary. For the IOC, students select, at random, a passage of roughly 20 lines from one of the poems covered in the unit. Students are then given only twenty minutes to prepare a recorded, ten-minute oral commentary on the passage. After that, there will immediately follow a recorded ten-minute literary discussion of one of the other works. It is a high-pressure performance based on some very important skills. Obviously, the focus of this unit will be in preparing students to tackle this challenging assessment. Students will begin by delivering small commentaries on known passages. By mid-december, when students deliver their actual IOCs, they will be able to annotate, organize, and delivery their commentaries with relative ease. Part 3: February to May, Year 2 The Awakening, Chopin, 1899, USA The Handmaid s Tale, Atwood, 1985, Canada The Road, McCarthy, 2006, USA Beloved, Morrison, 1987, USA In this short unit, HL students need to balance speed and precision as they have just twelve weeks to cover four complex novels. The emphasis will be covering the texts efficiently using the literary features and their effects on the reader as the basis for analysis. Throughout the unit, students will discuss the links among the four works and prepare a detailed study chart that will be useful to them in preparing for their IB Paper Two exam in May. In this exam, students will answer one of three genre-based questions based on their knowledge of the four works covered in the unit. The IB Paper One Exam, also in May, will be the standard commentary exam based on an unseen poetry or prose passage. Students will spend at least three weeks in specific FASNY IB DP Student Handbook 66

67 preparation for these two exams after completing the four novels. It is perhaps the busiest unit, but it also very rewarding to see students feeling confident about their exams in May. Assessment: In the very beginning of the course, students will be introduced to the four parts of the course and the assessments associated with each. Group 1 French Literature SL-HL Works studied: Year 1 : Part 4 : Options - Thème «Autres cultures, autres regards» Je me souviens de Babylone, Malouf Une si longue lettre, Ba Ru, Thuy Part 1: Oeuvres traduites ; Thème Conscience et destin Antigone, Sophocle (HL only) Demian, Hermann Hesse La Visite de la vieille dame, Dürrenmatt Year 2 : Part 2 :Etude Approfondie ; thème «Passions humaines et choix moraux» Le Cid, Corneille Les Fleurs du mal, Baudelaire L Etranger, Camus (HL only) Part 3: Genre littéraire: le roman; thème Société et aliénation» Manon Lescaut, Abbé Prévost (HL only) Paul et Virginie, Bernardin de Saint-Pierre Pierre et Jean, Maupassant FASNY IB DP Student Handbook 67

68 Moderato Cantabile, Duras Part 4 : Options - Thème «Autres cultures, autres regards» Je me souviens de Babylone, Malouf Une si longue lettre, Ba Ru, Thuy Exemple de travail pour la 3e partie: Genre littéraire, le roman Thème: Société et aliénation - Pierre et Jean, Maupassant Introduction de l oeuvre Pierre et Jean de G. de Maupassant - La structure du roman - Le Réalisme (mouvement littéraire) - L Impressionnisme et les transformations de la société (évolution industrielle, transports, mode et Grands Magasins, photographie, invention du tube de peinture) - Maupassant, le Monet des mots - La peinture d une époque : la bourgeoisie de province au XIXe siècle l argent, les femmes (femmes à marier - femmes mariées veuves - filles du peuple), la place et le statut des hommes dans la société. - Le thème des frères ennemis La Genèse: Caïn et Abel Les fils d Oedipe : Etéocle et Polynice La fondation de Rome (Romulus et Rémus) - Le thème de la mer et celui de la mère. Exemple d un cours d analyse littéraire: Analyse littéraire d un extrait du chapitre V de Pierre et Jean de Maupassant. Extrait : Le mouvement du bateau dans la maison close. ( 2 pages) Préparation: - Les élèves ont lu individuellement ce passage et doivent répondre aux questions suivantes: Introduction: - Quelle est la place du chapitre V dans le roman? Justifiez. FASNY IB DP Student Handbook 68

69 - Chapitre central de l oeuvre ( 4 chapitres=> chapitre V=> 4 chapitres) - Cadre spatio-temporel du chapitre (nuit/ lendemain matin maison familiale/ port de Trouville, bateau) - Paroxysme de l intrigue : point de vue de Pierre - Découpage du passage : - Les 4 premiers paragraphes décrivent les lieux et la foule. - Les 3 paragraphes suivants décrivent les relations humaines. Analyse de l extrait: - I - Etudiez le paragraphe qui décrit la sortie du port du Havre. - Quelle est la technique utilisée par l auteur? - choix des verbes, rythmes, couleurs, textures - Trouvez la reproduction d un tableau impressionniste correspondant au passage descriptif. - Impressions, soleil levant C. Monet - II- Description de la plage de Trouville - Montrez que cette description est influencée par l art pictural impressionniste. - Choix de l expression: elle avait l air - comparaisons, métaphores - Quels sens sont invoqués? Comment? - Relevez le champ lexical des couleurs. - Relevez le champ lexical de l impressionnisme (termes qui marquent l imprécision) - Trouvez la reproduction d un tableau impressionniste correspondant au passage descriptif. - Les Coquelicots C. Monet - III- Isolement de Pierre ( Pierre marchait.heureux et contents.) - Comment est représentée la solitude de Pierre au sein de la foule? - Champ lexical de l isolement + figures de style - Relevez le champ lexical de la mort / de la vie. - - IV Relations hommes-femmes dans la société bourgeoise - Comment Maupassant décrit-il les femmes bourgeoises? FASNY IB DP Student Handbook 69

70 - Mode, accumulation des détails et élargissement de la phrase - Comment la mode et la sensualité des femmes sont-elles mises au service du matérialisme bourgeois de l époque? - Que représente le mariage dans la société bourgeoise de l époque? - Trouvez des reproductions de tableaux impressionnistes correspondant au passage. - ( E. Boudin, E. Manet) - Quel regard Maupassant porte-t-il sur la relation amoureuse? Champs lexicaux de la chasse, du commerce Evaluations : Semestre 1: 4e partie: Options: Evaluation interne Présentation orale individuelle (de 10 à 15 minutes) d un élément d une des trois oeuvres étudiées. - première quinzaine de janvier: Présentations orales individuelles (15% de la note) Semestre 2: 1e partie: Oeuvres traduites: - Evaluation interne - Premier bilan interactif; Choix justifié de l une des trois oeuvres étudiées. - 3eme semaine d avril: premier jet du devoir écrit - fin de la 1ère semaine de mai: compte rendu du 1er jet du devoir écrit commenté par le professeur - Jet final rendu tapé. - Evaluation externe: Dissertation de 6 pages. (25% de la note) Semestre 3: 2e partie: Etude approfondie: - Evaluation externe - Commentaire oral individuel de 8 minutes environ suivi d une discussion de 10 minutes sur un extrait de l une des trois oeuvres étudiées (20 à 30 lignes) - 2eme et 3eme semaines de décembre (15% de la note) Semestre 4: 3e partie: Genre littéraire, le roman: - Evaluation externe - Examen n 1 Analyse littéraire d un texte en vers ou en prose ( 20% de la note) Examen n 2 : Composition reposant sur la comparaison et l opposition. ( 25 % de la note) FASNY IB DP Student Handbook 70

71 Group 2 (6) Language B Spanish SL-HL This course is taught over 3 weekly periods. Works Studied: El Cantar del Mío Cid, Anónimo El Lazarillo de Tormes, Anónimo Comparación entre este curso y el Bac Francés Tenemos el convencimiento de que la enseñanza de los cursos de IB Lengua B tanto a Nivel Estándar como a Nivel Superior, son compatibles con los cursos del BAC Francés nivel LV2. En términos de evaluación, los estudiantes del BAC Francés tienen que estudiar cuatro nociones en sus dos años finales de la Escuela Superior. Dichas nociones son: Mitos y Héroes, Espacios e intercambios, La idea de progreso y Lugares y formas de poder. La evaluación de estos cursos consiste en tres exámenes finales basados en las cuatro nociones. Los exámenes son: - Dos exámenes internos: Comprensión auditiva (25%), Comprensión oral (25%). Este examen se administra y corrige en FASNY. - Un examen externo: Comprensión lectora y expresión escrita (50%). Este examen se administra y corrige en el Liceo Francés de Manhattan. Los temas del BAC Francés y los temas troncales y las opciones del IB se superponen en su contenido. Nosotras las hemos clasificado de la siguiente manera: Nociones BAC Francés Tema troncal Opciones Mitos y Héroes Relaciones Sociales Costumbres y tradiciones Espacios e intercambios Comunicación y Medios Diversidad cultural FASNY IB DP Student Handbook 71

72 Cuestiones Globales La idea de progreso Cuestiones Globales Science and Technology Lugares y formas de poder Comunicación y Medios Diversidad cultural Los temas a estudiar no se enseñan en orden consecutivo, debido a la estructura del Bac Francés, no obstante los estudiantes de IB cubrirán la totalidad del contenido requerido para completar el curso. Year 1: Topic: Relaciones Sociales Contents: Costumbres y Tradiciones Diversidad Cultural La vida de los desplazados (destierro) en la Edad Media y los desplazados (emigrantes) en nuestros días. Dónde queda el honor? Qué les motiva? Cuál es el futuro de los niños que quedan atrás? Qué papel jugaban y juegan las mujeres en los movimientos migratorios? Septiembre a Febrero. Año 1 (El Cid) Lectura en grupo del poema y discusión cultural y de vocabulario. (castellano antiguo) Explicación y contraste de comprensión individual a través de preguntas orales planteadas por el profesor. (los estudiantes pueden tomar nota de la información que desconozcan.) Prueba escrita de comprensión lectora. Utilizando la película El Cid, la Leyenda como estímulo para afianzar conceptos para que los estudiantes comiencen un escrito creativo (Ej.: imagina que El Cid es desterrado/emigra por motivos políticos al Nueva York de nuestros días. A qué dificultades tendría que hacer frente? (Tecnología, sistemas sociales, el vestir, la acomodación de la familia, encontrar un trabajo, el rol de la mujer el honor, qué papel tiene en nuestra sociedad. Es un valor en alza? Debate en clase sobre los escritos literarios Quiénes son los desterrados en nuestros días? FASNY IB DP Student Handbook 72

73 Tarea: Busca una noticia en un periódico en español y preséntala en clase como base de tu argumento de debate. Marzo a Junio. Año 1 El Lazarillo de Tormes: Lectura en grupo del texto literario y discusión cultural y de vocabulario. (Castellano antiguo) Explicación y contraste de comprensión individual a través de preguntas orales planteadas por el profesor. (los estudiantes pueden tomar nota de la información que desconozcan) Prueba escrita de comprensión lectora. Utilizando la película El Lazarillo de Tormes como estímulo para que los estudiantes comiencen un ensayo contrastando los motivos para la migración de El Cid y de El Lazarillo. (Ej.: tanto el Cid como el Lazarillo son héroes, Por qué? Los estudiantes tendrán que buscar información y documentación actualizada sobre héroes de nuestro tiempo que hayan de emigrar por motivos políticos y/o económicos. Presentación oral: Los estudiantes presentaran los ejemplos y argumentos que fundamentan su ensayo. La clase tomará notas sobre las presentaciones para realizar un debate en clase sobre los ensayos. Proyecto en grupo: Los estudiantes divididos en grupos realizarán una presentación visual con fotografías que representen sin palabras a héroes y a personas afectadas por la emigración, en el mundo que nos rodea. (Habrán de explicar a la clase a qué corresponden las imágenes y elegir música relevante que acompañe a la presentación.) Presentación oral a la clase: Entrevista a un emigrante de su entorno familiar o de la comunidad (Expatriados/ abuelos/ exiliados/ exilio económico ) A modo de conclusión: Realizar un proyecto (formato a elección del alumno) con posibles acciones que pueden realizar los estudiantes para transformar y mejorar las condiciones de vida de los héroes que nos rodean. Year 2: Comunicación y medios Ciencia y Tecnología Diversidad Cultural FASNY IB DP Student Handbook 73

74 Idea de progreso Tecnología Impacto de la tecnología en el mundo pros y contras. Impacto en la vida de los estudiantes.(cyberbullying) Redefinición de las distancias y de las relaciones humanas Septiembre a Enero. Año 2 Utilizando la película Cobardes como estímulo para la discusión por parte de la clase, de las ventajas y desventajas del uso de las nuevas tecnologías en el mundo de los adolescentes. Pros y contras. El papel de las tecnologías en el abuso escolar. Prueba escrita de comprensión auditiva. Escrito de opinión: Tecnología y familia, amistad, vida privada y tecnología. Desarrollo mundial y tecnología: Globalización Resumen escrito de contenidos y opinión. Debate en clase: Sobre el papel de la tecnología en la vida de los estudiantes de la clase. Usos positivos y negativos de la misma. Controlamos a las tecnologías o nos controlan ellas a nosotros? Los padres y educadores como mediadores y protectores. Deben inmiscuirse?... Tarea: Busca noticias en prensa en español y preséntalas en clase como base de tu argumento de debate. Tarea: Los Apps favoritos de los estudiantes. Hacer una selección en casa y preparar una presentación oral del funcionamiento y características de los Apps para la clase. (Compartiendo recursos) (Dialogo y preguntas espontáneas en clase) Lectura en clase y en casa de la novela: Magia de una noche de verano. : Lectura en grupo y discusión cultural y de vocabulario. (jerga informática) Explicación y contraste de comprensión individual a través de preguntas orales planteadas por el profesor. (los estudiantes pueden tomar nota de la información que desconozcan) Prueba escrita de comprensión lectora. Escrito creativo. (Ej.: Imagina que puedes vivir en una realidad virtual, Cómo sería tu mundo ideal? Lo cambiarías por el mundo en el que vives? Por qué? Presentación de los ensayos a la clase. La clase tomará notas sobre las presentaciones para realizar un Debate en clase sobre los ensayos. FASNY IB DP Student Handbook 74

75 Tarea: Búsqueda de artículos de prensa actualizados y en español que se refieran a la tecnología en los países desarrollados y en los países en vías de desarrollo. (dos grupos) Presentación oral de la información contenida en los artículos. Discusión oral en clase. Escrito individual, elige el articulo o artículos que más te han interesado y explica porque. (opinión) A modo de conclusión, realizar un proyecto (formato a elección del alumno) con Posibles acciones que pueden realizar los estudiantes para transformar y mejorar las condiciones de vida de los héroes que nos rodean. Group 2 (6) Language B German SL-HL This course is taught over 4 weekly periods. Works Studied: Gedichte durch die Jahrhunderte: Von Paul Gerhard bis heute Was ist ein Gedicht, wie ist es aufgebaut? Vokabeln, Gedichtserklärung Warum ist es z.b. ein romantisches oder ein klassisches Gedicht, was ist der Unterschied? Manche Gedichte sind zu Volksliedern geworden. Warum? 1. Max und Moritz, Wilhelm Busch Ist es ein Buch für Kinder oder für Erwachsene? Sind es nur Streiche? Sehen wir nicht auch die Sitten und Bräuche der Zeit? : Comparison between this course and the French Bac: We believe that the IB Language B courses at both Standard and Higher Levels are compatible to the French BAC LV2 Level courses. In terms of assessment, French BAC students have to study four notions in the two final years of High School. These notions are: Heroes and Myths, Spaces and Exchanges, The Idea of Progress and Places and Forms of Power. The Assessments consist of three final tests based on the four notions. These are: FASNY IB DP Student Handbook 75

76 - Two internal tests: Listening comprehension (25%), Oral Expression (25%) This test is administered and corrected at FASNY. - One external test: Written comprehension and essay (50%). This test is administered and corrected at the French Lycee in Manhattan. The BAC topics and the IB core topics and options overlap in content. We have classified them as follows: BAC Notions Core Topics Options Heroes and Myths Social Relationships Customs and Traditions Spaces and exchanges The idea of progress Places and forms of power Media and Communications Global Affairs Global Affairs Media and Communications Cultural Diversity Science and Technology Cultural Diversity The themes will not be taught in consecutive order, due to the French Bac s curricular structure, nevertheless the IB students will cover all the required content by the end of the course. The requirements for all assessments will be communicated to the students at the beginning of year 1. There will be regular assessments at the end of each part of the unit. Internal Assessment 30% oral coursework externally moderated Individual oral (20%) linked to options Students will be reminded of the requirements toward the end of year 1. FASNY IB DP Student Handbook 76

77 In the first weeks of year 2 students will have the individual oral (Powerpoint, oral presentation, commentary of a picture with discussion afterwards ) Group oral ( 10%) - linked to core Interactive oral discussions, debates, conversations External Asessment 70% Examination Paper 1: Text handling and written response in target language (40%) The exam will take place in May of year 2 It consists of listening comprehension, answering questions. Paper 2: One piece of writing in the target language from a choice of 6/4 HL/SL requiring different registers (30%) The essay is due on March 15 and will require 2 3 weeks preparation. Group 3 History SL-HL This course will be taught over 4 weekly periods at the Standard Level, and over six weekly periods at the Higher Level. The IB History course is a demanding two-year program that encourages an understanding of the present through a critical reflection of the past and seeks to develop an awareness of one s own historical identity through the study of historical experiences of different cultures. Thus students will study the global events and themes that have shaped the modern world. The official IB History program is currently undergoing significant review; and the new program will be announced in January. For your information, included below is our preliminary understanding of the new program: The course consists of a core curriculum at the Standard Level that includes in-depth case studies from different regions of the world. Topics will include Independence Movements (from ), Rights and Protest (for example the Civil Rights Movement in the U.S. and Apartheid in South Africa), and the Origins, Development and Impact of Industrialization ( ). Students who choose Higher Level History will also be engaged in an in-depth study of the history of a particular region of the world. Year 1: Origins, Development and Impact of Industrialization ( ); Independence Movements ( ) -Emergence of capitalist economic theory FASNY IB DP Student Handbook 77

78 -The revolution in Energy and Industry -The new industrial society -The rise of cities; urban society -Opposition to capitalism: Ideologies and Upheavals -Industrialization and Imperialism -The rise of global inequality -Industrialization and war -Aspects of history (regional) HL only Year 2: Independence Movements ( ); Development and Impact of Industrialization ( ); Rights and Protest -Decolonization -Origins of the Crisis in the Middle East -Emerging economies -Market socialism in China -Globalization -Civil Rights in the U.S. -Apartheid in South Africa -Aspects of history (regional) HL only All students will develop their ability to analyze and interpret both primary and secondary sources. Frequent research papers will be an integral part of the course in both years. In the second year of the program, students will be required to complete a Historical Investigation, an IB-specific research paper in which students not only conduct research, but also critically evaluate their sources and reflect on the challenges facing historians. Group 4 Biology HL This course is taught over 6 weekly periods. Year 1: Statistical Analysis The Chemistry of Life: Chemical elements and water (2hrs) Carbohydrates, lipids, and proteins (2hrs) Proteins FASNY IB DP Student Handbook 78

79 Enzymes Cells: Cell theory Prokaryotic cells Eukaryotic cells Membranes Cell Respiration and Photosynthesis Photosynthesis Cell Respiration Genetics Cell division-mitosis Meiosis Chromosomes, genes, alleles, and mutations Theoretical genetics Genetic engineering and biotechnology Dihybrid crosses and gene linkage Polygenic Inheritance Nucleic Acids and Proteins DNA Structure DNA Replication Transcription and Translation Transcription Translation Evolution Evolution Classification Plant Science Plant structure and growth Transport in angiospermophytes Reproduction in angiospermophytes Ecology Year 2: Human Health and Physiology FASNY IB DP Student Handbook 79

80 Digestion The transport system Defense against infectious disease Gas exchange Nerves, hormones, and homeostasis Reproduction Muscles and movement The kidney (4hrs) Evolution Origin of life on Earth Species and speciatio Human evolution The Hardy-Weinberg principle Phylogeny and systematics Neurobiology and Behavior Stimulus and response Perception of stimuli Innate and learned behaviour Neurotransmitters and synapses The human brain Further studies of behaviour Experiments Students will undergo 60 hours of practical work related to the syllabus. Year 1: Biochemical analysis of urine to demonstrate chemical tests for major organic groups. (1.5 hrs.) A comparative study of the characteristics of prokaryotic and eukaryotic cells using the microscope (1.5 hrs.) Osmosis and diffusion as it occurs in a model of the cell-using dialysis tubing. (2.5 hrs.) A detailed study of the action and the factors which affect the action of the enzyme catalase (2.5 hrs.) Factors that affect photosynthetic activity using Pasco sensing equipment and spreadsheet analysis (2.5 hrs.) Measuring aerobic cellular respiration in yeast using Pasco sensing equipment (1.5 hrs.) An analysis of time spent in cell cycle stages of the Allium (onion) rot tip (1.5 hrs.) A modelling lab illustrating the stages of meiosis, crossing over, segregation, and independent assortment (2hrs.) A Chi-square analysis of a polygenic trait (2 hrs.) An electrophoresis analysis of DNA using restriction enzymes (3hrs.) FASNY IB DP Student Handbook 80

81 A modelling activity demonstrating gene splicing in genetic engineering (1.5 hrs.) An analysis of a squirrel population using the Hardy-Weinberg equation (1.5 hrs.) Factors affecting plant growth, Gizmo lab (computer simulation) (1.5 hrs.) Transpiration using PASCO sensing equipment. (2hrs) A comparative study of different types of pollen using the microscope (1.5 hrs.) 10 hours of Group 4 project: The group 4 project will take place in the spring of junior year. It will be a collaborative experience with the chemistry and physics departments where students, groups of 3-4, will choose a topic that can be investigated in each of the science disciplines. The emphasis will be on the processes involved in the scientific investigation and on the students cooperation throughout the scientific process. This project will help students understand limitations of scientific study. Starting after February break, students will first meet for 2 hrs to brainstorm ideas and plan their projects, then they will meet three times for 2 hrs every two weeks to fulfil the action stage (investigation, experiments, surveys,..). Once the projects are completed, 2 hr sessions of formal evaluation of students presentations will be conducted. Year 2: A study of cell hydration using dialysis tubing and various drinks (3.5 hrs.) IA involving a study of some aspect of plant science (5 hrs) A study of the sheep brain relating structure to function and comparing the structure of the sheep brain to the human brain (1.5 hrs.) A dissection of a diarthrotic joint involving the chicken wing (1.5 hrs.) A sheep heart dissection and study relating structure to function (1.5 hrs.) IA lab on the human circulatory system (5 hrs.) A study of the respiratory system involving lung capacity, and lung sounds (2hrs.) using Pasco sensing equipment. Spermatogenesis and oogenesis using microscope slides (1.5hrs.) Kidney Function --- Science takeout (1.5hrs.) Comparing DNA sequences to understand evolutionary relationships with BLAST. (2 hrs) Human Evolution-compare the size of skull of various human ancestors- a computer simulation Gizmo lab (1.5hrs.) Sight and sound reaction time- a computer simulation Gizmo lab (1.5hrs.) Group 4 Biology SL Year 1: Statistical Analysis FASNY IB DP Student Handbook 81

82 The Chemistry of Life: Chemical elements and water (2hrs) Carbohydrates, lipids, and proteins (2hrs) Enzymes Cells: Cell theory Prokaryotic cells Eukaryotic cells Membranes Cell Respiration and Photosynthesis Photosynthesis Cell Respiration Genetics Cell division-mitosis Meiosis Chromosomes, genes, alleles, and mutations Theoretical genetics Genetic engineering and biotechnology Nucleic Acids and Proteins DNA Structure DNA Replication Transcription and Translation Evolution Evolution Classification Ecology Communites and Ecosystems The Greenhouse effect Populations Year 2: Human Health and Physiology Digestion The transport system FASNY IB DP Student Handbook 82

83 Defense against infectious disease Gas exchange Nerves, hormones, and homeostasis Reproduction Evolution Origin of life on Earth Species and speciatio Human evolution Neurobiology and Behavior Stimulus and response Perception of stimuli Innate and learned behaviour Neurotransmitters and synapses Experiments Students will undergo 40 hours of practical work related to the syllabus. Year 1: Biochemical analysis of urine to demonstrate chemical tests for major organic groups. (1.5 hrs.) A comparative study of the characteristics of prokaryotic and eukaryotic cells using the microscope (1.5 hrs.) Osmosis and diffusion as it occurs in a model of the cell-using dialysis tubing. (2.5 hrs.) A detailed study of the action and the factors which affect the action of the enzyme catalase (2.5 hrs.) Factors that affect photosynthetic activity using Pasco sensing equipment and spreadsheet analysis (2.5 hrs.) Measuring aerobic cellular respiration in yeast using Pasco sensing equipment (1.5 hrs.) An analysis of time spent in cell cycle stages of the Allium (onion) rot tip (1.5 hrs.) A modelling lab illustrating the stages of meiosis, crossing over, segregation, and independent assortment (2hrs.) A Chi-square analysis of a polygenic trait (2 hrs.) 10 hours of Group 4 project: The group 4 project will take place in the spring of junior year. It will be a collaborative experience with the chemistry and physics departments where students, groups of 3-4, will choose a topic that can be investigated in each of the science disciplines. The emphasis will be on the processes involved in the scientific FASNY IB DP Student Handbook 83

84 investigation and on the students cooperation throughout the scientific process. This project will help students understand limitations of scientific study. Starting after February break, students will first meet for 2 hrs to brainstorm ideas and plan their projects, then they will meet three times for 2 hrs every two weeks to fulfil the action stage (investigation, experiments, surveys,..). Once the projects are completed, 2 hr sessions of formal evaluation of students presentations will be conducted. Year 2: A study of the respiratory system involving lung capacity, and lung sounds (2 hrs.)using Pasco sensing equipment A sheep heart dissection and study relating structure to function (1.5 hrs.) IA lab on the human circulatory system (5 hrs.). Spermatogenesis and oogenesis using microscope slides (1.5hrs.) IA involving enzyme activity (digestive system)) Human Evolution-compare the size of skull of various human ancestors- a computer simulation Gizmo lab (1.5hrs.) Sight and sound reaction time- a computer simulation Gizmo lab (1.5hrs.) Group 4 Chemistry SL This class is taught over 4 weekly periods Year1: Measurement and data processing: Uncertainty and error in measurements Uncertainties in calculated results Significant figures Atomic Structure: The atom, atomic models and subatomic particle Electron arrangement Periodicity: The periodic table, physical and chemical properties of the elements Bonding: Ionic, covalent and metallic bonding FASNY IB DP Student Handbook 84

85 Intermolecular forces Physical properties of ionic, covalent compounds Quantitative Chemistry Chemical equations Mole concept and Avogadro s number Formulas Solutions Energetics: Exothermic and endothermic reactions Enthalpy changes Hess Law Bond enthalpies Kinetics Collision Theory Rate of reaction Chemistry in industry and technology Year 2: Measurement and data processing Uncertainty and error in measurements Uncertainties in calculated results Equilibrium Dynamic and position equilibrium Acids and Bases Theories and properties of acids and bases Strong and weak acids and bases The ph scale Oxidation and Reduction Introduction to Redox Redox equations Reactivity Voltaic cells FASNY IB DP Student Handbook 85

86 Electrolytic cells Organic chemistry Alkanes Alkenes Alcohols Halogen alkanes Reaction pathways Medicines and drugs Tentative Group 4 project : Sustainability and the environment. The initial planning will take place over 2 classes during the second trimester of year 1, and then every 3 weeks after that for a total of 10 classes. During the last week of year 1, a whole school day is already assigned for presentations. This could be done in a science fair format where all other students, teachers and parents are invited and will rotate visiting the different presentations or in a series of presentations scheduled one after the other. The students personal skills will be continuously assessed during that project Assessment Experiments Measurement and data processing: Thickness of an Aluminum sheet, Density of wood blocks, Factors affecting the production of soap bubbles, Atomic Structure :Atomic spectra of selected elements, Thomson Cathode Ray experiment Periodicity Melting and Boiling points of representative elements, Chemical properties in metal chlorides and oxides Bonding: Testing liquids for polarity, Properties of ionic and covalent compounds Quantitative Chemistry: Mole lab: measuring Mass to determine Avogadro s number, How many carbon particles are used to write a message in pencil, Observing reaction of metals and writing equations for simple replacement reactions, Verifying Charles and Boyle s Laws Energetics: Endothermic and exothermic reactions, Determining the enthalpy change for the Mg + HCl reaction, Bond enthalpy: Enthalpy changes in Alkanes, Determining the molar heat of solution for ionic compounds FASNY IB DP Student Handbook 86

87 Kinetics: Radioactive decay simulation, Effects of temperature on reaction rates, Effects of size on reaction rates, Factors affecting chemical reactions, Chemistry in industry and technology: Density of different metals; Is less copper used in newer American pennies and why? Polymerisation: Nylon Rope syntheses Graphing data lab Equilibrium Analyses of data for the equilibrium of NO 2 N 2O 4; Simulation of effects of stress on a system in equilibrium; Determining the solubility constant of various salts Acids and bases Analysis of a titration of a strong acid by a strong base; Analysis of Aspirin. Determining the buffering capacity of different Aspirin brands/types; Determining the relationship among parent acid, parent base, and resulting salt solutions; Redox reactions: Determining an activity series for metals; Determining the oxidizing strength of halogens (chlorine, bromine, iodine), Determining the actual percentage of H 2O 2 in a drugstore bottle of Hydrogen peroxide Organic Chemistry: Observation of physical and chemical properties of organic compounds, Observation of reactions in different classes of alcohol, Reactions of aldehydes and ketones, Fractal distillation of a homogenous mixture of cyclohexane and pentane, Esterification reaction: Synthesis of an aroma How can TUMS relieve heartburn? The Novartis Quick ache relief recall problem: Separating the individual components of a pill to detect a probable cross contamination Group 5 Math SL This class will be taught over 3.5 periods a week. Year 1. Algebra: Arithmetic and geometric sequences & series. Exponents & logarithms: basics. Counting principles, binomial theorem. Functions and equations: Concept of function, composition, inverse. FASNY IB DP Student Handbook 87

88 Graphs, equation of a function. Absolute value, reciprocal of a function. Transformations of graphs, graph of inverse function. The quadratic function: graph, various forms of equations. Mathematical exploration: Discussing the assessment criteria, suitable topics, writing of the draft of the students explorations. Statistics and probability: Basic concepts in statistics: population, sample, frequency distribution, grouped data. Statistical measures: central tendency, dispersion. Transformations. Cumulative frequency: graphs, median, percentiles. Bivariate data: linear correlation, correlation coefficient. Lines of best fit. Linear regression. Applications. Basic concepts of probability: trial, outcome, equally likely outcomes, sample space, event, complementary event. Use of various techniques to solve problems. Combined events, mutually exclusive events. P(A B) = P(A) + P(B) P(A B). Conditional probability: P(A B) = P(A B). Independent events. Bayes theorem. P(B) Functions and equations The reciprocal function, the homographic function: graphs, asymptotes. The exponential and logarithmic functions in base a and graphs. Graphical or algebraic resolutions of equations, use of technology. Quadratic formula. Exponential equations. Applications of graphing skills. Circular functions and trigonometry The circle: radian, length of an arc, area of a sector Unit circle: definition of sin θ, cos θ and tan θ. Exact values of sin, cos and tan of special values expressed in terms of π. The Pythagorean identity. Double angle identities. Relationships between trigonometric ratios. Trigonometric functions sin, cos and tan. Composite functions of the form: asin(b(x+c)) + d. Calculus Intuitive ideas of limit, continuity and convergence. f(x+h) f(x) f (x) = lim. h 0 h Derivative as a gradient function, a rate of change. Derivative FASNY IB DP Student Handbook 88

89 Tangent and normal to a curve. Variations of a function. Second derivative, higher derivatives. Derivatives of x n, sin x, cos x, tan x, e x and ln x. Differentiation of sums and multiples of functions. Product and quotient rules, chain rule. Related rates of change. Implicit differentiation. Derivatives of sec x, csc x, cot x, a x, log a x, arcsin x, arcos x and arctan x. Year 2 Vectors: Concept and representations of a vector. Unit vector, base vector: components, addition, multiplication by a scalar, magnitude, position vector. Scalar product: definition, properties. Angle between two vectors. Perpendicular, parallel vectors. Vector equation of a line, angle between two lines. Relative position of lines in 3-D. Point of intersection. Circular functions and trigonometry: Solving trigonometric equations in a finite interval. Equations leading to quadratic equations in sin x, cos x or tan x. Solution of triangles. Cosine rule. Sine rule. Area of triangle. Statistics and probability: Discrete random variables: probability distributions. Expected value for discrete data. Applications. Binomial distribution: mean and variance. Normal distribution: curves, properties. Standardization of normal variables. Properties. Mathematical exploration: Discussing progress and final writing of the students explorations. Calculus: Local minimum and maximum values, optimization problems. Point of inflexion. Graphical behaviour of functions, relationship between the graphs of f, f and f. Indefinite integration as anti-differentiation. Indefinite integral of x n, sin x, cos x, and e x The composites of any of these with a linear function. FASNY IB DP Student Handbook 89

90 Integration by inspection or substitution. Anti-differentiation with a boundary condition to determine the constant of integration. Definite integrals. Areas enclosed by a curve and one axis, or by two curves and volumes of revolution about one axis. Kinematics problems. Total distance travelled. Assessment: Formative assessments: - daily class work and homework in the form of application and practice exercises, quizzes, and oral interrogations. - weekly class work, in the form of tests and investigations, conducted throughout the unit to give feedback to the students on their learning. Summative assessments: conducted after each topic in the form of tests and 3 combined topics in the form of an exam Exploration The whole exploration process, spread over a period of approximately 12 to 15 weeks, will be introduced 2 to 3 months before the end of the first year of the DP. Stages will be as follows: 1) Choosing a topic: 2 weeks, 2) Draft exploration: 3 weeks, 4-5 hours of class time; writing the exploration in class and outside the class. 3) Teacher s review and comment on drafts: 4 to 8 weeks, 1-2 hours class time. Further guidance. 4) Final writing: 2 weeks, class 1-2 hours. Two meetings in class (2-3 hours all together) in order to choose a topic, explain the purpose of the exploration, prepare a preliminary plan of how to approach the exploration. The class will then meet two to three times for a total period of around 5 hours used for writing the exploration, during which there will be discussions among the students and with the teacher, but the student should still submit his or her own personal draft exploration and should be prepared to explain any aspect of it. For a period of 4 to 8 weeks, beside 1 to 2 hours of class meetings, I will meet individually with the students in order to review and comment on their draft; this is also a time when the students will consider the implications of their draft. Deadlines: FASNY IB DP Student Handbook 90

91 October 15: First draft. November 15: Return of 1 st draft to students. November 26: Final draft turned in to teacher. Group 5 Math HL This class will be taught over 5 periods a week. Year 1. Algebra: Arithmetic and geometric sequences & series. Exponents & logarithms: basics. Counting principles, binomial theorem. Proof by mathematical induction. Functions and equations: Concept of function, composition, inverse. Graphs, equation of a function. Absolute value, reciprocal of a function. Transformations of graphs, graph of inverse function. Polynomial functions and their graphs, factor and remainder theorem, fundamental theorem of algebra. The quadratic function: graph, various forms of equations. The homographic function, exponential and logarithmic functions in base a and graphs. Exponential equations. Solving equations using technology. Solutions of g(x) f(x). Graphical or algebraic methods, use of technology for solving various equations. Circular functions and trigonometry The circle: radian, length of an arc, area of a sector Unit circle: definition of sin θ, cos θ and tan θ and their reciprocal ratios. Exact values of sin, cos and tan of special values expressed in terms of π. Pythagorean identities. Compound angle, double angle identities. Trigonometric functions and their inverse functions: domains, ranges, graphs. Mathematical exploration: Discussing the assessment criteria, suitable topics, writing of the draft of the students explorations. FASNY IB DP Student Handbook 91

92 Vectors: Concept and representations of a vector. Unit vector, base vector: components, addition, multiplication by a scalar, magnitude, position vector. Scalar product: definition, properties. Angle between two vectors. Perpendicular, parallel vectors. Vector equation of a line, angle between two lines. Applications to kinematics. Relative position of lines in 3-D. Point of intersection. Statistics and probability: Basic concepts in statistics: population, sample, frequency distribution, grouped data, mean, variance, standard deviation. Basic concepts of probability: trial, outcome, equally likely outcomes, sample space, event, complementary event. Use of various techniques to solve problems. Combined events, mutually exclusive events. P(A B) = P(A) + P(B) P(A B). Conditional probability: P(A B) = P(A B). Independent events. Bayes theorem. Calculus P(B) Intuitive ideas of limit, continuity and convergence. f(x+h) f(x) f (x) = lim. h 0 h Derivative as a gradient function, a rate of change. Derivative Tangent and normal to a curve. Variations of a function. Second derivative, higher derivatives. Derivatives of x n, sin x, cos x, tan x, e x and ln x. Differentiation of sums and multiples of functions. Product and quotient rules, chain rule. Related rates of change. Implicit differentiation. Derivatives of sec x, csc x, cot x, a x, log a x, arcsin x, arcos x and arctan x. Local minimum and maximum values, optimization problems. Point of inflexion. Graphical behaviour of functions, relationship between the graphs of f, f and f. Indefinite integration as anti-differentiation. Indefinite integral of x n, sin x, cos x, and e x. Other indefinite integrals using the results of unit 6.2. The composites of any of these with a linear function. Anti-differentiation with a boundary condition to determine the constant of integration. Definite integrals. Areas enclosed by a curve and one axis, or by two curves and volumes of revolution about one axis. FASNY IB DP Student Handbook 92

93 Year 2: Algebra: Complex number: the number i, real part, imaginary part, conjugate, modulus and argument. Cartesian form. Operations with complex numbers. Polar form, Euler s form. The complex plane. Powers of complex numbers: de Moivre s theorem. N th roots of a complex number. Conjugate roots of polynomial equations with real coefficients. Solutions of systems of linear equations. Circular functions and trigonometry: Composite functions of the form: asin(b(x+c)) + d. Trigonometric equations in a finite interval. The cosine rule, the sine rule, area of a triangle ½ absinc. Applications. Vectors: Vector product: definition, properties, geometric interpretation. Vector equation of a plane. Normal vector of a plane. Cartesian equation. Intersection of a line and a plane, two planes, three planes.angle between a line and a plane, two planes. Statistics and probability: Random variables: discrete or continuous, probability distributions. Probability density functions. Expected value, mode, median, variance and standard deviation. Applications. Binomial distribution, Poisson distribution; mean and variance. Normal distribution: properties. Standardization of normal variables. Calculus: Kinematics problems involving displacement s, velocity v and acceleration a. Total distance travelled. Integration by substitution. Integration by parts. Mathematical exploration: Discussing progress and final writing of the students explorations. Option: Calculus Infinite sequences of real numbers. Infinite series: tests for convergence. The p-series. FASNY IB DP Student Handbook 93

94 Absolute, conditional convergence. Alternating series. Power series. Continuity, differentiability of a function. Riemann sums. Fundamental theorem of calculus. Improper integrals. First-order differential equations. Slope fields, Euler s method. Various differential equations: variables separable, homogeneous. Substitution method, integrating factor. Rolle s theorem, mean value theorem. Taylor polynomials, Lagrange remainder. Mc Laurin series. Other series obtained by substitution, products, integration and differentiation. Taylor series obtained from differential equations. Assessment: Formative assessments: daily class work and homework in the form of application and practice exercises, quizzes, and oral interrogations. weekly class work, in the form of tests and investigations, conducted throughout the unit to give feedback to the students on their learning. Summative assessments: conducted after each topic in the form of tests and 3 combined topics in the form of an exam Exploration The whole exploration process, spread over a period of approximately 12 to 15 weeks, will be introduced 2 to 3 months before the end of the first year of the DP. Stages will be as follows: 1) Choosing a topic: 2 weeks, 2) Draft exploration: 3 weeks, 4-5 hours of class time; writing the exploration in class and outside the class. 3) Teacher s review and comment on drafts: 4 to 8 weeks, 1-2 hours class time. Further guidance. 4) Final writing: 2 weeks, class 1-2 hours. FASNY IB DP Student Handbook 94

95 Two meetings in class (2-3 hours all together) in order to choose a topic, explain the purpose of the exploration, prepare a preliminary plan of how to approach the exploration. The class will then meet two to three times for a total period of around 5 hours used for writing the exploration, during which there will be discussions among the students and with the teacher, but the student should still submit his or her own personal draft exploration and should be prepared to explain any aspect of it. For a period of 4 to 8 weeks, beside 1 to 2 hours of class meetings, I will meet individually with the students in order to review and comment on their draft; this is also a time when the students will consider the implications of their draft. Deadlines: October 15: First draft. November 15: Return of 1 st draft to students. November 26: Final draft turned in to teacher. Group 5 Math Studies This course is taught over 4 weekly periods. Year 1: Number and Algebra 1 1. Review Prior learning: Natural numbers, integers, rational and real numbers 2. Approximations: decimal place, significant figure, percentage error 3. Standard form: scientific notations 4. SI units of measurement: basic units and conversion Descriptive Statistics FASNY IB DP Student Handbook 95

96 1. Data classification as discrete or continuous 2. Simple discrete data: frequency table 3. Grouped discrete data: frequency tables, mid-interval values, upper and lower boundaries 4. Measure of central tendency: mean, mode, median (for simple discrete data) & mean estimate, modal class. 5. Cumulative frequency curves 6. Box and whisker graphs 7. Measures of dispersion: range, inter-quartile range, standard deviation Geometry and Trigonometry: 1. Review prior learning: equation of a line in two dimensions 2. Gradient of a line: slope, intercepts, parallel and perpendicular lines 3. Equations of a line 4. Sine, cosine, tangent ratios: angles of elevation, include Pythagorean theorem 5. Sine and cosine rules Mathematical Models: 1. Functions: domain, range, graph, notations 2. Linear models: Linear functions and their graphs 3. Quadratic models: graphs, properties of parabola, axis of symmetry 4. Exponential models: exponential functions and graphs 5. Graphs of functions f(x) = ax m bx n... m, y axis as vertical asymptote 6. Getting most out of GDC 7. Using GDC to solve equations: combinations of functions FASNY IB DP Student Handbook 96

97 8. Graphs of real life situations: creating a sketch, interpreting a graph Project (Part 1): 1. Introduction 2. Assessment criteria 3. Analysing previous projects 4. Working on your project 5. Discussing progress with partner & teacher Statistical Applications: 1. Normal distribution: concept of random variable, diagrammatic representations, normal probability, expected value, inverse normal calculations 2. Correlation: Bivariate data, scatter diagrams, Pearson s product moment correlation 3. Regression line: calculation, prediction use 4. Chi-squared test: null and alternative hypothesis, significance levels, contingency tables, expected frequencies Project (Part 2): 1. Discuss progress with partner 2. Discuss with teacher 3. Work in class Year 2: Number and Algebra 2: 1. Arithmetic sequence 2. Geometric sequence 3. Currency conversion 4. Compound interest: simple and compound interest, depreciations and personal loans 5. Use of GDC to solve pairs of linear equations in two variables and quadratic equation Sets and probabilities FASNY IB DP Student Handbook 97

98 1. Basic set theory 2. Venn diagrams 3. Extending to 3 sets 4. Problem solving with Venn diagrams 5. Basic probability theory 6. Conditional probability 7. Mutually exclusive and dependent events 8. Sample space diagrams 9. Tree diagrams Logic: 1. Introduction to logic: definition of proposition and notation 2. Compound statements: implication, equivalence, negation, conjunction, disjunction 3. Truth table: negation 4. Truth table: conjunction 5. Truth table: ambiguity 6. Logical equivalence 7. Compound statements from 3 simple statements 8. Arguments Introducing Differential Calculus: 1. Introduction to differentiation: as a rate of change; if f(x)= then f (x)= 2. Gradient function: for given values of x, 3. Calculating the gradient of a curve at a given point 4. Tangent and normal to a curve. 5. Rates of change 6. Local maximum and minimum points 7. Differentiation in modelling 8. Getting most out of GDC Geometry & trigonometry 2: 1. Geometry of three-dimensional solids 2. Distance between points in a solid 3. Angles between two lines FASNY IB DP Student Handbook 98

99 4. Surface area 5. Volume Review for papers 1 & 2 1. Algebra 1 2. Statistics 3. Geometry 4. Algebra 2 Assessment: Requirements for the Math Study course will be explained the first day of class; including a brief description of the IB internal assessment that weighs 20% of the final grade; As a class, we will spend 12 hours in April of the first year working on the first draft of the project. By then, students will have studied algebra, statistics, geometry and math modelling; so they might choose a topic within those units of studies. During those class hours, we will discuss previous projects, possible topics, methods of data collections and progress. Students will then plan to spend 12 hours of their time to collect data, apply mathematical processes and structure their project. On May 1, Students will submit their first draft. The teacher will return it with comments by May 16. After May 16, we will spend 13 hours in class to discuss feedback on the first draft of the project. Students will be expected to spend another 13 hours checking results and validity, notation, terminology and making sure their second draft read well. Students will submit their final draft before year I ends (June 15). Expected Project Timeline: Year 1 September: Brief overview of requirement for IB Math Studies; Year 1 April: 12 hours in class project introduction / 12 hours individual work outside class; Year 1 May 1: Draft 1 due; Year 1 May 16: Feedback on draft 1; Year 1 May 17: 13 hours in class to discuss feedback to work on draft 2 / 13 hours individual work outside class; Year 1 June 15: final draft due. FASNY IB DP Student Handbook 99

100 IB Physics SL-HL* Curricular Overview *HL students only Topic 1: Measurement and Uncertainties 1.1 Measurement in Physics 1.2 Uncertainties and Errors 1.3 Vectors and Scalars Topic 2: Mechanics 2.1 Motion 2.2 Forces 2.3 Work Energy - Power 2.4 Momentum Topic 3: Thermal Physics 3.1 Thermal concepts 3.2 Modeling a gas Topic 4: Waves 4.1 Oscillations 4.2 Travelling waves 4.3 Wave characteristics 4.4 Wave behavior 4.5 Standing waves Topic 5: Electricity and Magnetism 5.1 Electric Fields 5.2 Heating effect of electric current (includes Circuits) 5.3 Electric cells 5.4 Magnetic effects of electric currents Topic 6: Circular Motion and Gravitation 6.1 Circular Motion 6.2 Newton s Law of Gravitation Topic 7: Atomic Nuclear - Particle Physics 7.1 Discrete energy and radioactivity 7.2 Nuclear reactions 7.3 Structure of matter FASNY IB DP Student Handbook 100

101 Topic 8: Energy Production 8.1 Energy sources 8.2 Thermal energy transfer Topic 9: Wave Phenomena 9.1 Simple Harmonic Motion 9.2 Single slit diffraction 9.3 Interference 9.4 Resolution 9.5 Doppler effect HL students only Topic 10: Fields 10.1 Describing fields 10.2 Fields at work Topic 11: Electromagnetic Induction 11.1 Electromagnetic Induction 11.2 Power generation and transmission 11.3 Capacitance HL students only Topic 12: Quantum and Nuclear Physics 12.1 Interaction of matter with radiation 12.2 Nuclear physics HL students only Option A: Relativity A.1 Beginnings of Relativity A.2 Lorentz Transforms A.3 Spacetime Diagrams A.4 Relativistic Mechanics HL students only A.5 General Relativity Option D: Astrophysics D.1 Stellar quantities D.2 Stellar characteristics and stellar evolution D.3 Cosmology D.4 Stellar processes HL students only D.5 Further cosmology FASNY IB DP Student Handbook 101