LA CHATAIGNERAIE 2 Chemin de la Ferme 1297 Founex

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2 LA CHATAIGNERAIE 2 Chemin de la Ferme 1297 Founex Telephone : Fax : Website : [email protected] La Châtaigneraie is one of the three campuses of the International School of Geneva. This guide is an important communication from the school to parents and students. This new edition for the academic year 2013/2014 contains certain changes. We recommend that you read it carefully since the goal is to clarify what the school expects from each pupil. We hope in this way to develop a frank and open communication between the school and the families of students, leading to a climate of confidence in the school community as a whole. We hope that 2013/2014 will be a year of academic achievement for every student

3 Table of Contents Contents INTRODUCTION CURRICULUM OVERVIEW Foundation Curriculum Years 7, 8 and 9 Homework Homework Club VISUAL ARTS ENGLISH FRENCH GEOGRAPHY HISTORY INFORMATION AND COMMUNICATION TECHNOLOGY MATHEMATICS MODERN LANGUAGES THEATRE MUSIC PHYSICAL EDUCATION SCIENCES THE LIBRARY MEDIA CENTRE GUIDANCE THE LEARNING SUPPORT DEPARTMENT THE PSYCHOLOGICAL SERVICES - 3 -

4 Introduction At La Châtaigneraie each student is encouraged to develop his/her intellectual abilities and all other talents to the full. A student's achievement of the best possible examination results and admission to the most appropriate tertiary education or employment is one element of this goal. So too is the full realisation of all of a student's talents, the appreciation of the value of hard work, the development of independent critical thinking, and the mastering of skills, competence in languages and computer literacy for example, that are essential in the modern world. The Secondary curriculum includes three main stages: Foundation Years: 7, 8 and 9 IGCSE Years: 10 and 11 or Brevet Years: 10 International Baccalaureate Years: 12 and 13 or Maturité Suisse Years: 11, 12 and 13 The curriculum is under constant review by the staff. The students at La Châtaigneraie cover a wide range of academic ability and it is important that each individual is valued not only for his/her academic attainments. Nevertheless, we aim to help each student to reach the highest academic level attainable. The Learning Support Unit, whose activities are described in more detail later in this guide, exists to support those who are experiencing particular learning difficulties, either in small groups or individually. In the younger age groups a great deal of help and advice is given with the organisation of homework. As students move up through the school they are expected to take on this responsibility so that, by the time of leaving Year 13, each one is ready for the independent work required for university or other studies. The counselling and learning support staff give a great deal of formal and informal advice on study and organisational skills, but students are expected gradually to develop a level of independent work and an attitude appropriate to their stage of the school. This Curriculum Guide describes the academic programme of the school, which is absolutely central to our mission. Field Weeks and Study Visits during the year form an integral part of the academic programme. In addition the programme at La Châtaigneraie includes a variety of extra-curricular activities - sport, winter sports, music, dance, theatre, art, field week, cultural and historical visits, various outdoor activities, social services both within and outside the school, Student Council activities, Student League of Nations, for example - which are designed to contribute to the overall personal development of each student. Parents are encouraged to discuss the progress of their children with registration tutors, Heads of Year and subject teachers. Regular information evenings on the academic programme and parentteacher consultations are held throughout the year

5 Curriculum Overview International Baccalaureate Diploma Years 12 and 13. (ages 16-18) This is an academically demanding course widely recognised for the purpose of university admission in many countries around the world. Prepares students for the International Baccalaureate (IB). The day begins at 8h15. At year 12 and 13, students have an individualised timetable. The school day can finish at 16:50 for some students. To meet the International Baccalaureate Diploma requirements a student must select 6 subjects to study, one subject from each of the following groups: Group 1 - Language A English, French Group 2 - Language B English, French, German, Spanish Group 3 - Individuals and Society History, Geography, Economics, Environmental Systems and Societies Group 4 - Experimental Sciences Biology, Chemistry, Physics, Environmental Systems and Societies Group 5 - Mathematics Mathematics Higher, Mathematics Standard, Mathematical Studies Standard, Computer Science Group 6 Visual Arts, Theatre Arts, Music or any subject from groups 1 to 4 above. All of the above subjects are offered at Higher and Standard levels except for Mathematics where the specific Higher and Standard courses are mentioned, and in Environmental Systems and Societies (Standard level only) Languages are offered at different levels designated A1 and B and within each of these at Higher and Standard level. A1 is aimed at students with fluency in the language and have a substantial literary content. B is aimed at students for whom the language is a second language and has a much lower literary content. We currently offer: English A1, English B French A1, French B Spanish A1 and B and German A1 and B Mathematics, there are three maths subjects: Mathematics Higher level Mathematics Standard level Mathematical Studies Standard level

6 Additional Requirements, to meet the IB diploma requirements students must complete the following in addition to studying the six subjects mentioned above: the Creativity, Action, Service programme (CAS) the Theory Of Knowledge course (TOK) the Extended Essay - a research essay of approximately 4,000 words. Although the majority of our students follow an IB diploma programme not all do so. Students not following a diploma programme can choose any six subjects and at any level. Homework All students in the secondary school are expected to do homework. This reinforces the studies at school and gives the student the opportunity of learning to organise himself / herself without supervision. It also provides an opportunity for students to learn to prepare themselves for examinations through individual study, and be selective in their reading. It is very difficult to describe how many hours should be necessary each evening as individual students approach their work in very different ways. What for one would be one hour of work, could be two hours for another. There may be a case sometimes for students to receive help with their homework from their parents: however both should remember that the primary purpose of homework is that the student should be learning information or practising a skill rather than simply getting a good mark, and that getting a good mark by having someone else do the work is of very doubtful short-term advantage. If a teacher is deceived into believing that a student knows the work when in fact it has been done by the parent then no-one has gained anything and the student's progress will probably suffer as a result. Parents should, therefore, indicate on the completed homework if any substantial help has been given. IB students should expect to do an average of some 3 hours per week of homework in each Higher Level subject and two hours per week in Standard Level subjects. In addition it will be necessary to plan time carefully for such requirements as Maths Studies projects, Field Work, Guided Coursework, and the Extended Essay - the first draft of which should be completed during the summer holidays between Years 12 and 13. Some time will be available during study periods at school, but everyone embarking on the IB programme must be prepared to manage time at school and at home very productively. This will be a key factor in success at the IB Level

7 External Examinations and Tests The curriculum of the English Language Secondary programme at La Châtaigneraie is primarily geared towards the International Baccalaureate (IB) examination in Year 13. This curriculum however allows students to take a variety of other examinations in particular those required by students applying to colleges and universities in the United States. The following examinations are organised by the school: For information TOEFL Test Of English as a Foreign Language: A test of ability to understand and use the English language for non-native speakers. Guidance Office Mrs. Jacobson DELF Diplôme d'etudes de Langue Française: An official diploma of French as a foreign language; it is awarded by the French Ministry of Education. French Department Mme Lauriane Duboc IB International Baccalaureate: Students may take either the full IB diploma or IB certificates. IB Co-ordinator Mr. Tyner IGCSE International General Certificate of Secondary Education: This is an international version of the British national exam. Students may take as many or as few subjects as they wish, in any of the subjects they are studying, following the advice of the school. Examinations Office Mrs. Long/Mrs. Mahler PSAT/ NMSQT Preliminary Scholastic Attainment Test/ National Merit Qualifying Test: This is a short version of the SAT I and is offered once a year in October. Students in Years 9 to 11 are eligible to take this exam; however they must take it in their junior year to qualify for the National Merit Scholarship program (for US citizens only). Examinations Office Mrs. Long/Mrs. Mahler SAT I A test designed to measure verbal and mathematical reasoning skills. This exam is offered to students in Years 11 to 13 who are interested in applying for higher education in the United States. Guidance Office Mrs. Jacobson SAT II One hour tests designed to measure knowledge in specific subjects. A student may take 3 tests on one date. This examination is offered to students in Years 11 to 13 who are interested in applying for higher education in the United States. Guidance Office Mrs. Jacobson ECDL European Computer Driving Licence. A set of 7 tests leading to an internationally recognised qualification proving competence in computer skills. Mmes Lifschitz & Pollak - 7 -

8 Special aspects of the International Baccalaureate Introduction to the International Baccalaureate The International Baccalaureate is both a two-year international pre-university curriculum and, for those who gain sufficient marks in the examinations and other forms of assessment, a university admissions qualification. Development of the IB began in the 1960 s, with the International School of Geneva playing a leading role, in response to the need to provide schooling for the children of the growing internationally mobile population, the demand for a university-admissions qualification which would be accepted internationally, and a determination to produce a curriculum and examinations system which drew on the best educational practices around the world. There are now over 2000 schools in 125 countries offering the IB and involving over half a million students. The Head Office has always been in Geneva (which also serves as the regional office for Europe, Africa, and the Middle East). The IB Curriculum and Assessment Centre is now in Cardiff, and there are regional offices in New York, Singapore, and Buenos Aires, with representatives in Amman, Sydney, and Yokohama. The IB represents a balance between a broad curriculum, requiring the candidate to study a range of subjects drawn from a variety of disciplines, and the possibility of some degree of specialisation in the choice of subjects. Examinations, taken at the end of the two-year course of study, are set and marked externally, by international teams consisting of a Chief Examiner, Assistant Chief Examiners, and Assistant Examiners (many are IB teachers themselves). In all subjects there is an element of coursework completed during the two-year programme, all of which is moderated externally. Each candidate has the right to take Language A examinations in her/his mother-tongue and we do our best to arrange tuition in any language. The IB is now accepted as an admissions qualification by universities all over the world, with very few exceptions. In most European universities it is necessary to possess the full IB diploma to gain admission. In certain countries, including Britain, Ireland, and Australia, for example, it is normally necessary to gain not only the Diploma but also specified grades to enter particular faculties or courses. In Suisse Romande, it is currently necessary to gain 32 points for admission (excluding bonus points ) as well as to present a French language qualification. Admission requirements change from time to time, and the school - through the university guidance counsellors should be consulted for advice on the current situation in each country. The full IB Diploma is not required for admission to universities in the USA, but credit or advanced standing is often given for marks obtained. In Canada, those applying on the basis of the IB are normally required to gain the diploma, sometimes with a specified minimum total mark. The IB is a very rigorous course, and this is certainly one of the features which makes it of interest to universities. Other elements which appeal to universities are the demands that are made on the - 8 -

9 student for independent work (most obviously in the Extended Essay, but also throughout the whole course), critical and individual thinking, the ability to analyse and evaluate rather than simply learn and memorise, and the management of one s time in order to meet the requirements of the course - not to mention the determination and willingness to work which is required to complete the course successfully. Everyone embarking on the IB should be aware of the demands it makes and be prepared to sustain the necessary effort. All courses normally last two years, with the examinations taken in May of the final year. It is, however, possible to take certain Standard Level examinations, notably French B, at the end of the first year on the advice of the teacher. There are several deadlines throughout the course - e.g. for the submission of internally assessed work, Theory of Knowledge essays, CAS and Extended Essays, and it is critical that these deadlines are adhered to: according to the IB regulations internal submission dates are as sacred and non-negotiable as their own dates and have the same status as examination dates during the examination session. Students who do not wish to take the full Diploma may enter for examinations in individual subjects, and gain Certificates for their performance in each one

10 Creativity Action Service. (CAS) Creativity Action All students must take part in a creative activity. Creativity is to be interpreted as widely as possible and covers a range of arts and related activities. Students may use their intelligence and imagination in designing and carrying out projects. All students must take part in a physical activity. This does not necessarily restrict itself to sports but may include physical training, outdoor pursuits or expeditions. Service All students must participate in social service. This can include working in the local community or environmental and international projects. "Service should be a responsibility undertaken with the prime purpose of benefiting the community; the need should be real and not artificial; it should be of educational value to the individual." International Schools and International Education Yearbook Objectives In Years 12 and 13, students are required to participate in the extracurricular programme of the IB for a variety of reasons. The school's CAS programme provides a healthy counter balance to the academic demands of the IB. CAS encourages students to do work which benefits others and helps them gain international understanding and awareness. It also develops a sense of selfreliance, commitment and responsibility. Students can become physically fit and learn new skills and techniques. It is also an essential and integral part of the IB diploma. Our aim is to educate the whole person. How much time should be spent on CAS? Throughout the two-year diploma, it must be the equivalent of one-half day, i.e. three to four hours per week (to create a minimum of 150 hours over the course spread evenly through the three areas). Some students do eight or nine hours per week! Students who are certificate candidates must complete at least 25 hours of community service each year in order to satisfy the graduation requirements of the International School of Geneva. How to organise the CAS programme Students begin to list areas of skill and interest before the start of the programme, this will lead to a more productive and rewarding use of time. Students can also then ensure that their CAS programme contains a balance of creativity, action and service. Students are encouraged to develop a diverse CAS programme. An individual project may cover all three CAS requirements or students can select different activities for each of the three areas. During Year 12 students have the opportunity to fulfil the Creativity and Action components of CAS by participating in classes offered within the school's curriculum, in Music, Visual Arts or Drama and Physical Education. In Year 13 often participate in off-campus activities. Social service may be an on or off-campus project in both years. It is highly recommended that students work to attain the majority of their required hours in Year12, due to the increased academic pressures of the final year programme

11 Students are responsible for their CAS records and should maintain a diary from the start of the programme. Diaries are checked at the end of each term. Students should contact the relevant CAS supervisors at the beginning of the school year and submit CAS Plan Forms to the CAS co-ordinator. CAS activities may commence from the June of Year 11. Additional CAS opportunities will be posted on the CAS bulletin board. At the end of each evaluation period, each student will be required to complete a self-evaluation form. Included must be the student's reflections on how they feel they have personally developed from engaging in the activity or project. Details of the number of hours spent on activities or projects must be included. The evaluation forms and the student's CAS diary should be completed and signed by the CAS supervisor. Students are responsible for obtaining comments and signatures from teachers or adult supervisors. CAS records provide important reference material for teachers, Mrs. Curtin and Mrs. Jacobson when writing testimonials and university references. Also, the IB Office will request to inspect some students' CAS records at the end of the Year 13 before diplomas are awarded. Evaluation Forms can be collected from your registration teacher. It is important that all students meet the evaluation deadlines. Students must make sure that evaluation forms and diaries are up to date. Deadlines need to be met in order to prepare CAS reports. Further information The CAS student handbook contains all the information and documentation students need; copies are made available on the school website or from the CAS Co-ordinator, Ms. Seymour

12 Extended Essay Full guidelines for the Extended Essay are made available to candidates by the IB Director of Studies and the Extended Essay supervisor. Diploma candidates are required to complete an Extended Essay under supervision. Aims The Extended Essay is defined as an in-depth study of a limited topic within an IB subject. Its purpose is to provide candidates with an opportunity to engage in independent research at an introductory level. Emphasis is placed on the process of engaging in personal research, on the communication of ideas and information in a logical and coherent manner, and on the overall presentation of the Extended Essay in compliance with the published guidelines. This emphasis is reflected in the relative weighting of 2:1 between the General and Subject Assessment Criteria. Choice of Subject The subject in which the Extended Essay is registered must be chosen from the list of available IB subjects or World studies. Candidates are strongly advised to write the Extended Essay in one of the six subjects being studied as part of the diploma programme. In choosing a topic, the personal interest of the candidate is an essential consideration. Research Question Title The research question of the Extended Essay is the specific issue under investigation. Candidates are encouraged to identify a research question that can be explored within the constraints of time and other resources available to them. The title of the Extended Essay should provide a clear indication of the specific issue to be investigated. It is not expected that the title of the Extended Essay will be phrased as a question. Organisation of the Essay It is likely that the majority of Extended Essays will follow a plan similar to that outlined below Introduction Indicate why the chosen topic is interesting, important or worthy of study. Development Examine background information and where relevant, theoretical aspects of research. Where appropriate include the method by which information/data has been collected or generated and your interpretations, evaluation and analysis. The use of clearly labelled diagrams, statistics, graphs and sketch maps is encouraged. Conclusion This should be clearly stated, relevant to the issue being investigated, substantiated by the evidence presented, and clearly indicate issues, unresolved questions and new questions that have emerged from the research. Abstract An abstract must be included: it must not exceed 300 words

13 The Requirements of the Extended Essay Presentation Presentation and overall neatness are important, and it is essential that illustrative material is well set out and used effectively. Graphs, diagrams, tables and maps are only effective if they are well labelled and can be interpreted with ease. All such material incorporated into the Extended Essay must be directly related to the text. A contents page must be provided at the beginning of the Extended Essay and all pages should be numbered. An Index is not required. The use of word processors is encouraged. References The direct use of the ideas, data, and words of another person, either written or oral, must be acknowledged by a reference. A candidate s failure to comply with this requirement will be treated as a case of malpractice. Bibliography The bibliography should only include those works (such as web sites, books and journals) referred to in the essay. The bibliography should specify: author(s), title, date and place of publication, and the name of the publisher, following consistently one standard method of listing sources. Appendices Examiners are not required to read appendices; therefore, care should be taken to include all information of direct relevance to the argument/discussion in the main part of the essay. The Length of the Extended Essay The upper limit is 4000 words for all Extended Essays. This includes: the main part of the essay and any quotations. It does not include: any acknowledgements; the contents page; the references (for example footnotes, end-notes); any maps, charts, diagrams, annotated illustrations and tables; the bibliography; the appendix (if included); the abstract

14 Theory Of Knowledge Théorie de la connaissance (Le cours est aussi dispensé en français pour les étudiants qui le souhaitent) Nature of the Subject Despite a similarity between the title of this programme and that branch of philosophy called epistemology, Theory of Knowledge is not meant to be a programme strictly in the latter. Neither does TOK promote the acquisition of new knowledge but aims to increase students understanding of what they have already learned and to help them reflect upon it. At the center of the TOK curriculum model is the student as knower. Aims The aims of the Theory of Knowledge (TOK) programme are to: develop a fascination with the richness of knowledge as a human endeavour develop an awareness of how knowledge is constructed, critically examined, evaluated and renewed reflect on the students experiences as learners in everyday life and the diploma program, and to make connections among academic disciplines encourage an interest in the diversity of ways of thinking and an awareness of personal and ideological assumptions Objectives Students should be able to: analyse critically knowledge claims, their underlying assumptions and implications generate questions, explanations, conjectures, alternative ideas and possible solutions in response to knowledge issues demonstrate an understanding of difference perspectives on knowledge issues draw links and make comparisons among different approaches to knowledge issues demonstrate an ability to give a personal, self-aware response to a knowledge issue formulate and communicate ideas clearly with due regard for accuracy and academic honesty. Overview of the syllabus Ways of knowing: perception language reason emotion

15 Areas of knowledge: mathematics natural sciences human sciences history the arts ethics Linking Questions : belief certainty culture evidence experience truth intuition technology Course Requirements The assessment model in TOK comprises two components. An essay on a prescribed title ( words). The essay (40 points) is assessed by an external examiner. and An oral (20 points) involving : a presentation to the class, and a written self-evaluation report

16 Visual Arts Since every child is born with the power to create, that power should be released early and developed wisely. It may become the key to joy and wisdom, and possibly to self-realisation. Whether or not the child becomes an artist is immaterial. - Florence Cane The artist in each of us, 1951 Nature of the Subject Art is a universal language which transcends all national and individual differences. Through Art, it is possible to develop the individual to become more aware of these differences and to recognise similarities. Our programme is designed to encourage and develop aspects of the student through a broad sequential experience, to provide the basic skills and language so that each student is able to appreciate our diverse historical and cultural heritage, and to partake in his/her own developing creativity. Aims It is our goal to give our students an understanding and, appreciation and confidence in visual literacy - students should be able to comprehend, solve and integrate a wide spectrum of visual phenomena. In a fast changing world of new technology, the traditional views of creativity also change: never before has visual literacy been more relevant - every student should be encouraged to be discerning and visually informed. Everyone has the desire to create in different ways and at different levels, and we encourage this with the emphasis on the problems and processes of creation rather than the perfection of the end result. Design is problem solving. Through the processes the student is required to engage in a wide range of learning situations - from the brief to the investigation and research and from the solution to the evaluation. This will naturally reflect a wide variety of aesthetic and cultural values. Objectives The programme covers a broad base of skills and vocabulary which the students will use continuously throughout their art education. These areas are returned to each year with the addition of new skills and choices of media. In all areas of study the use of visual material and Art History is included where appropriate, to encourage appreciation, awareness and the use of an appropriate vocabulary. To provide students with the opportunities to develop the aesthetic, imaginative and creative faculties. To stimulate and train visual awareness, perception and criticism of the arts of various cultures and to make connections between the visual arts and different disciplines and other studies - the similarities and the differences. To enable students to discover, develop and enjoy means of creative visual expression in the studio and elsewhere. To encourage a lively, enquiring and informed attitude towards art and design in all its forms, both in history and today. Visual art should not only be recognised on a simple level but as a body of knowledge and activity that exists on many planes, and an awareness of this demands an enquiring mind and a respect for the achievement of others

17 Overview of the syllabus Higher and Standard level students follow the same course but the expectations in the amount of work produced at standard level may be less. The IB curriculum encourages individual development and exploration, each student has the opportunity to experiment and explore a variety of media and techniques. Higher level students have allocated 240 hours and Standard level students have 150 hours studio time. Commitment, motivation, persistence and interest are all prerequisites for the IB Visual Arts student - in order to expand awareness to include other areas of learning and experience beyond the studio and to stimulate creative growth. It is hoped that students will become active participants and that the course will foster the following: Multi-cultural awareness Inspiration Observational skills Decision making Organisational skills Problem solving skills Encourage independence Self understanding Insight and enquiry Higher level thinking skills Discrimination and appreciation. All work is supervised with continual assessment and self assessment. The examination takes the form of a portfolio exhibition where the students discuss their work and select certain final pieces along with Investigation workbook pages for external examination. Periodic peer presentations take place and each student is expected to keep an excellent high quality photographic record of their works. At all levels the Investigation workbook is a compulsory element in option A or B. This is internally assessed in option A. At Higher and Standard Level students may choose between the following: HLA & SLA (emphasis on studio production) 60% Studio Work (externally assessed) 40% Research Workbook (internally assessed) HLB & SLB (emphasis on Investigation) 60% Research Workbook (externally assessed) 40% Studio Work (internally assessed) Option B at both Higher level and Standard level is well suited to students who are interested in Art and who would like to study or research in depth art and artistic development but who may lack studio skills

18 Aims of the Visual Arts Programme The aims of the visual arts course at HL and SL are to enable students to: investigate past, present and emerging forms of visual arts and engage in producing, appreciating and evaluating these develop an understanding of visual arts from a local, national and international perspective build confidence in responding visually and creatively to personal and cultural experiences develop skills in, and sensitivity to, the creation of works that reflect active and individual involvement take responsibility for the direction of their learning through the acquisition of effective working practices. Assessment All work is supervised with continual assessment and self assessment; the finale to the course is the exhibition of the students work. The 'examination' takes the form of a digital portfolio which is uploaded for external examination & IA moderation. It will include: a short video interview [ max 15 minutes] in front of the selected pieces of work for assessment a photographic upload of the selected studio pieces a 300 word artist statement selected investigation workbook pages which best demonstrate the criteria for assessment All IB Visual Arts students are issued with an International Baccalaureate guide which contains all information pertaining to the criteria and assessment of their work together with exam procedures and course guidelines

19 English Nature of the Subject English is taught in classes of mixed ability and linguistic competency, where the teaching of English language and literature is approached in an integrated way. Staff focus on providing an ideal learning environment for each student within a structured, dynamic and challenging programme. Students needs are frequently reappraised and students who require additional support may be referred for ESL or Learning Support. In addition, the English Department plays a key role in supporting other Departments regarding English as one of the school s two languages of instruction and liaises closely with the Learning Support Department, referring students and encouraging, whenever possible, the in-class support of students with specific learning difficulties. Methods Mindful of the wide range of learning styles, the English Department utilises a rich variety of teaching methodology to address the needs of individual students and challenge each student to fulfill their potential. Staff encourage a clear focus on accuracy, fluency, creativity, critical thinking, presentation, publication, performance and active participation in class. Teaching methods and materials are differentiated to cater to students abilities and levels of English language fluency. Staff create a supportive, stimulating learning environment in which all students are challenged and given the opportunity to succeed. Students are provided with a solid foundation in English skills, preparing them for the full range of English courses offered in the school. All teachers of English in Year 7 are also teachers of other English programmes, including IGCSE, Pre-IB, Brevet, Maturité and IB. The Department has a wide range of resource materials and all classrooms are well equipped. Students have the opportunity to access an IT room and the Multi Media Centre on a regular basis. There is also a trolley of 24 netbooks, which can be used by small groups or whole classes. The use of personal laptops is welcomed and encouraged, especially for students who experience difficulties with handwriting, language acquisition, or processing speed. Students should always bring a USB key on which to save their work. Aims and Objectives The specific objectives of the English curriculum centre on the four interactive skills of reading, writing, speaking, and listening. The Department aims to: Foster students enjoyment of literature, encouraging them to become inquisitive, critical and lifelong readers. The course aims to stimulate students aesthetic appreciation of a range of genres, including media and non-literary texts. Students own reading interests, including texts in other languages, are valued and shared through independent reading projects. Develop students abilities as fluent, thoughtful and imaginative users of English, in its oral and written forms. Students are encouraged to take ownership of their work, as creators, collaborators, editors and critics. Introduce students to texts from around the world, encouraging an appreciation of the exciting diversity of English speaking cultures and communities across the globe. Empower students as effective and judicious users of ICT, through the use of new technologies both in and outside of the classroom

20 Overview of the Syllabus The courses offered are Language A: Literature and Language A: Language & Literature. Both courses are designed for students who have experience of using English in an academic context. The language background of students is likely to vary considerable - from monolingual students to students with more complex language profiles. The study of texts, both literary and non-literary, provides a focus for developing an understanding of how language works to create meanings in a culture, as well as in particular texts. All texts may be understood according to their form, content, purpose and audience, and through the social, historical, cultural and workplace contexts that produce and value them. Responding to, and producing, texts promotes an understanding of how language sustains or challenges ways of thinking and being. Each course offers the opportunity for continued language development and the acquisition of a range of skills including, for example, textual analysis and the expression of literary appreciation. In Language A: Literature, the course focus is directed towards developing an understanding of the techniques involved in literary criticism and promoting the ability to form independent literary judgements. The focus of the Language A: Language and Literature course is directed towards developing and understanding the constructed nature of meanings generated by language and the function of context in this process. Aims The aims of Language A: Literature and Language A: Language and Literature at SL and at HL are to: introduce students to a range of texts from different periods, styles and genres develop in students the ability to engage in close, detailed analysis of individual texts and make relevant connections develop the students powers of expression, both in oral and written communication encourage students to recognize the importance of the contexts in which texts are written and received from other cultures, and how these perspectives construct meaning encourage students to appreciate the formal, stylistic and aesthetic qualities of texts promote in students an enjoyment of, and lifelong interest in, language and literature. Language A: Literature aims In addition, the specific aims of the Language A: Literature course at SL and at HL are to: develop in students an understanding of the techniques involved in literary criticism develop the students ability to form independent literary judgments and to support those ideas Part of the course Part 1: Works in translation Part 2: Detailed study SL Study of two works in translation from the prescribed literature in translation (PLT) list Study of two works, each of a different genre, chosen from the prescribed list of authors (PLA) HL Study of three works in translation from the prescribed literature in translation (PLT) list Study of three works, each of a different genre (one of which must be poetry), chosen from the prescribed list of authors

21 Part 3: Literary genres Study of three works of the same genre, chosen from the PLA (PLA) Study of four works of the same genre, chosen from the PLA Part 4: Options Study of three works freely chosen Study of three works freely chosen STANDARD LEVEL ASSESSMENT OUTLINE External assessment (3 hours) 70% Paper 1: Guided literary analysis (1 hour 30 minutes) 20% The paper consists of two passages: one prose and one poetry. Students choose one and write a guided literary analysis in response to two questions. Paper 2: Essay (1 hour 30 minutes) 25% The paper consists of three questions for each literary genre. In response to one question, students write an essay based on at least two works studied in part 3. Written assignment 25% Students submit a reflective statement and literary essay on one work studied in part 1. The reflective statement must be words in length. The essay must be 1,200 1,500 words in length. 30% Internal assessment This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Individual oral commentary (10 minutes) 15% Students present a formal oral commentary and answer subsequent questions on an extract from a work studied in part 2. Individual oral presentation (10 15 minutes) 15% The presentation is based on works studied in part 4. It is internally assessed and externally moderated through the part 2 internal assessment task

22 HIGHER LEVEL ASSESSMENT OUTLINE External assessment (4 hours) 70% Paper 1: Literary commentary (2 hours) 20% The paper consists of two passages: one prose and one poetry text. Students choose one and write a literary commentary. Paper 2: Essay (2 hours) 25% The paper consists of three questions for each literary genre. In response to one question students write an essay based on at least two works studied in part 3. Written assignment 25% Students submit a reflective statement and literary essay on one work studied in part 1. The reflective statement must be words in length. The essay must be 1,200 1,500 words in length. Internal assessment 30% This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Individual oral commentary and discussion (20 minutes) 15% Formal oral commentary on poetry studied in part 2 with subsequent questions (10 minutes) followed by a discussion based on one of the other part 2 works (10 minutes). Individual oral presentation (10 15 minutes) 15% The presentation is based on works studied in part 4. It is internally assessed and externally moderated through the part 2 internal assessment task. Language A: Language and Literature aims The specific aims of the Language A: Language and Literature course at SL and at HL are to: develop in students an understanding of how language, culture and context determine the ways in which meaning is constructed in texts encourage students to think critically about the different interactions between text, audience and purpose

23 Part 1: Language in cultural context In part 1 texts are chosen from a variety of sources, genres and media and students explore how language develops in specific cultural contexts, how it impacts on the world, and how language shapes both individual and group identity. Students will: Analyse how audience and purpose affect the structure and content of texts. Analyse the impact of language changes. Demonstrate an awareness of how language and meaning are shaped by culture and context. Part 2: Language and mass communication In part 2 students consider the way language is used in the media. Students will: Examine different forms of communication within the media. Show an awareness of the potential for educational, political or ideological influence of the media. Show the way mass media use language and image to inform, persuade or entertain. Part 3: Literature texts and contexts SL two literary texts. One text from the list of prescribed literature in translation (PLT) One text chosen freely but written in the language A studied HL three literary texts. One text from the list of prescribed literature in translation (PLT) One text from the prescribed list of authors (PLA) One text chosen freely which may be in translation Students will: Consider the changing historical, cultural and social contexts in which texts are written and received. Demonstrate how the formal elements of the text, genre and structure can not only be seen to influence meaning but can also be influenced by context. Understand the attitudes and values expressed by literary texts and their impact on readers, recognizing that the context of reception influences the way a text is read Part 4: Literature critical study SL HL Students study two literary texts, both of which must be taken from the PLA Students study three literary texts, all of which must be taken from the PLA Students will: Explore literary works in detail Analyse elements such as theme and the ethical stance or moral values of literary texts Understand and make appropriate use of literary terms

24 STANDARD LEVEL ASSESSMENT OUTLIN External assessment (3 hours) 70% Paper 1: Textual analysis (1 hour 30 minutes) 25% The paper consists of two unseen texts. Students write an analysis of one of these texts. Paper 2: Essay (1 hour 30 minutes) 25% In response to one of six questions students write an essay based on both the literary texts studied in part 3. The questions are the same at HL but the assessment criteria are different. Written task 20% Students produce at least three written tasks based on material studied in the course. Students submit one written task for external assessment. This task must be 800 1,000 words in length plus a rationale of words. Internal assessment 30% This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Individual oral commentary 15% Students comment on an extract from a literary text studied in part 4 of the course. Students are given two guiding questions. Further oral activity 15% Students complete at least two further oral activities, one based on part 1 and one based on part 2 of the course. The mark of one further oral activity is submitted for final assessment. HIGHER LEVEL ASSESSMENT OUTLINE External assessment (4 hours) 70% Paper 1: Comparative textual analysis (2 hours) 25% The paper consists of two pairs of unseen texts.students write a comparative analysis of one pair of texts. Paper 2: Essay (2 hours) 25% In response to one of six questions students write an essay based on at least two of the

25 literary texts studied in part 3. The questions are the same at SL but the assessment criteria are different. Written tasks 20% Students produce at least four written tasks based on material studied in the course. Students submit two of these tasks for external assessment. One of the tasks submitted must be a critical response to one of the prescribed questions for the HL additional study. Each task must be 800 1,000 words in length plus a rationale of words. Internal assessment 30% This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Individual oral commentary 15% Students comment on an extract from a literary text studied in part 4 of the course. Further oral activity 15% Students complete at least two further oral activities, one based on part 1 and one based on part 2 of the course. The mark of one further oral activity is submitted for final assessment. Language B - Higher and Standard Level Language B is a language acquisition course, studied at two levels standard level (SL) and higher level (HL) for students with some background in the target language. The Language B syllabus approaches the learning of language through meaning. It places greater emphasis on the practical, communicative aspects of using English, and acquiring insights into the culture and civilisation of countries where English is the first language. Both SL and HL will study three Core topics (communication and media, global issues, social relationships) and 2 cultural options The syllabus focuses on exploring a wide range of written, spoken, literary and non-literary material, with the aim of developing students confidence and mastery of language skills. The SL and HL courses are differentiated by the depth of the syllabus coverage, the study of Literature at HL and the level of difficulty and demands of assessment and assessment criteria

26 Assessment Higher Level Whilst the nature of assessment is the same for both Higher and Standard level students, at Higher level, the examination papers are longer, demanding a more sustained, detailed and precise response. External Assessment: Written Component 70% Paper 1: Receptive skills 25% Text-handling exercises responding to questions based on five unseen written texts, linked to the Core and Literature Paper 2: Written Productive skills 25% Section A: One writing task from a choice of 5, based on the options Section B: Personal response, based on the Core Written assignment: Receptive and written productive skills 20% Creative writing task written during the course but externally assessed Students complete one written task based on the literature studied and a rationale. Internal Assessment: Oral Component 30% Oral activities are conducted during the course which are internally assessed by the teacher but externally moderated. Formal Individual Oral 20% A taped oral based on a stimulus chosen by the teacher. Interactive Oral Activity 10% During the course students must take part in a minimum of three oral activities based on the core that enable appropriate assessment of the application of their interactive skills. The highest of the three marks will be submitted as the student s final mark. Assessment Standard Level External Assessment: Written Component 70% Paper 1: Receptive skills 25% Text-handling exercises responding to questions based on four unseen written texts linked to the Core Paper 2: Written Productive skills 25%

27 One writing task from a choice of 5, based on the options Written assignment: Receptive and written productive skills 20% Creative writing task written during the course but externally assessed Students complete one written task based on the Core and a rationale. Internal Assessment: Oral Component 30% Oral activities are conducted during the course which are internally assessed by the teacher but externally moderated. Formal Individual Oral 20% A taped oral based on a stimulus chosen by the teacher. Interactive Oral Activity 10% During the course students must take part in a minimum of three oral activities based on the core that enable appropriate assessment of the application of their interactive skills. The highest of the three marks will be submitted as the student s final mark. Homework Although the majority of homework in English will involve reading, other assignments will evolve naturally from the course as preparatory, follow-up or complementary studies. Students should have a comfortable and quiet environment where they can focus fully on their reading or other work. In addition students should always be encouraged to read for pleasure, as this is the best way to develop their skills and will promote a life-long enjoyment of reading. At IB level, students are expected to spend longer on their English homework but have the advantage of some study periods in the school day. Students should spend a minimum of 2.5 hours per week at SL and 3 hours at HL. Written work can either be handwritten or word processed but must be submitted on the due date. As students vary in the speed at which they work, parents are advised to contact their child s English teacher if they have concerns about the time spent on English homework

28 French Nature of the Subject The French department of the International School of Geneva, La Châtaigneraie truly believes in and consequently follows the philosophy statements made by the school as a whole. We welcome students from all cultural and language backgrounds without any distinction and with all the respect due to their home country. Aims French at La Châtaigneraie is taught as: a compulsory second or foreign language (Language B ) a mother tongue (Language A ) and aims to provide a means of communication with the local community and an insight into the French and francophone culture to all the students of our school. Participation in French classes should enable students to develop skills in: speaking listening reading writing Students should acquire and develop their understanding of the concepts of the French language, its grammar and syntax, its specific use according to the context and the environment. Students should become familiar with the different registers of the language, aiming at as much fluency as possible and, wherever feasible, seek bi-lingual competence. They should therefore develop their interest in French literature, keep up with current events and profit from every given opportunity to be in close contact with arts, theatre or film in French. Through their French classes all students in the school should recognise the usefulness of speaking and understanding French in order to communicate with the world around them. These classes will also promote the awareness of ways of being and thinking of their host-country. Objectives The language B courses will give the student from a beginner's stage to an advanced level all the basic skills necessary for the understanding and the use of the French language. They will eventually lead to external examinations such as IGCSE in year 11, or year 10 for the students in the language A classes and also DELF/DALF diploma (B2 DELF level at the end of the 11 year is the reference for language A - niveau exigé par les universités suisses.. In years 12 and 13, the students will prepare the IB diploma with French language B at a standard or higher level. The students with no or very little knowledge of French, will follow the ab initio French language examination program. The language A courses are aimed at students who speak and write the language fluently and who are able to use it as a working language. While reinforcing the knowledge in years 7, 8 and 9, students then may prepare for external exams

29 Overview of the Syllabus Students should choose from the following options: Language A higher or standard level, 2 courses available: - Literature - Langue & Literature Language B higher or standard level Ab-initio standard level only Language A: Language and Literature: Le cours de langue A : langue et littérature a pour objectif de développer chez les élèves des compétences en matière d analyse de texte, et de leur faire comprendre que les textes, littéraires et non littéraires, peuvent être considérés comme autonomes même s ils sont influencés par des habitudes de lecture définies par la culture. Une formule flexible a été retenue pour ce cours, pour que les enseignants puissent l élaborer en tenant compte des centres d intérêt et des préoccupations propres à leurs élèves tout en développant chez eux toute une palette de compétences transposables. Ce cours associe la compréhension des façons dont les éléments de la forme sont utilisés pour donner du sens dans un texte et une exploration de la façon dont ce sens est influencé par les habitudes de lecture définies par la culture ainsi que par les conditions de production et d accueil des textes. Étant donné la dimension internationale de l IB et son engagement envers la compréhension interculturelle, le cours de langue A : langue et littérature ne réduit pas l étude des textes aux produits d une culture ou des cultures associées à une langue. Il est particulièrement important pour les élèves du Programme du diplôme de l IB d étudier des œuvres traduites, qui sont issues d autres cultures. Cela contribue à l acquisition d une perspective mondiale, et leur permet ainsi de découvrir et de comprendre les différentes façons dont les cultures influencent et déterminent les expériences de la vie communes à tous les êtres humains. Objectifs globaux du cours de langue A : langue et littérature faire découvrir aux élèves un éventail de textes issus d époques, de styles et de genres différents ; développer la capacité des élèves à mener une analyse détaillée et rigoureuse des textes et à établir des liens pertinents ; développer la capacité des élèves à s exprimer à l oral et à l écrit ; faire comprendre aux élèves l importance des contextes dans lesquels les textes sont rédigés et accueillis ; amener les élèves à apprécier, grâce à l étude des textes, différentes perspectives de personnes issues d autres cultures et la façon dont ces perspectives donnent du sens aux textes ; amener les élèves à apprécier les qualités formelles, stylistiques et esthétiques des textes ; favoriser chez les élèves une appréciation de la langue et de la littérature, et un intérêt permanent pour celles-ci. amener les élèves à comprendre comment la langue, la culture et le contexte influent sur le sens donné aux textes ; amener les élèves à réfléchir de façon critique sur les différentes interactions entre le texte, le public et l objectif

30 Aperçu du cours de langue A : langue et littérature Composantes du programme NM 1re partie : la langue dans un contexte culturel Textes choisis parmi une large gamme de sources, genres et supports. 2e partie : la langue et la communication de masse Textes choisis parmi une large gamme de sources, genres et supports. 3e partie : littérature textes et contextes NM : deux textes, dont un choisi dans la liste d œuvres traduites (PLT) et un rédigé dans la langue A étudiée et choisi dans la liste d auteurs prescrits (PLA) pour la langue étudiée ou choisi librement. NS : trois textes, dont un choisi dans la liste d œuvres traduites (PLT) et un choisi dans la liste d auteurs prescrits (PLA) pour la langue étudiée. Le choix du troisième texte est libre. 4e partie : littérature étude critique NM : deux textes, tous deux choisis dans la liste d auteurs prescrits (PLA) pour la langue A étudiée. NS : trois textes, tous choisis dans la liste d auteurs prescrits (PLA) pour la langue A étudiée Nombre total d heures d enseignement 150 Composantes d évaluation Pondérat ion Évaluation externe (3 heures) 70 % Épreuve 1 : analyse de texte (1 heure 30 minutes) Cette épreuve comporte deux textes inconnus. Les élèves rédigent l analyse de l un de ces textes. (20 points) Épreuve 2 : composition (1 heure 30 minutes) En réponse à l une des six questions imposées, les élèves rédigent une composition portant sur les deux textes littéraires étudiés dans la 3e partie. Les questions sont les mêmes qu au NS, mais les critères d évaluation sont différents. (25 points) Tâche écrite Les élèves produisent au moins trois tâches écrites portant sur du matériel étudié pendant le cours. Les élèves soumettent une tâche écrite à l évaluation externe. (20 points) Cette tâche doit comprendre entre 800 et mots, et être accompagnée d une justification de 200 à 300 mots. Évaluation interne Cette composante est évaluée en interne par l enseignant puis révisée en externe par l IB à la fin du programme. Commentaire oral individuel Les élèves commentent un extrait d un texte littéraire étudié dans la 4e partie du cours. (30 points) Deux questions d orientation sont données aux élèves. 25 % 25 % 20 % 30 % 15 % Activité orale supplémentaire Les élèves effectuent au moins deux activités orales supplémentaires, l une basée sur la 1re partie et l autre sur la 2e partie du cours. La note d une activité orale supplémentaire est communiquée pour l évaluation finale. (30 points) 15 %

31 Composantes d évaluation Pondérat ion Évaluation externe (4 heures) 70 % Épreuve 1 : analyse comparative de textes (2 heures) Cette épreuve comporte deux ensembles de deux textes inconnus. Les élèves rédigent une analyse comparative portant sur l un des deux ensembles de textes. (20 points) Épreuve 2 : composition (2 heures) En réponse à l une des six questions imposées, les élèves rédigent une composition portant sur au moins deux textes littéraires étudiés dans la 3e partie. Les questions sont les mêmes qu au NM, mais les critères d évaluation sont différents. (25 points) Tâches écrites Les élèves produisent au moins quatre tâches écrites portant sur du matériel étudié pendant le cours. Les élèves soumettent deux de ces tâches à l évaluation externe. (20 points par tâche) L une des tâches soumises doit être une évaluation critique en réponse à l une des questions imposées pour l étude complémentaire du NS. Chaque tâche doit comprendre entre 800 et mots, et être accompagnée d une justification de 200 à 300 mots. 25 % 25 % 20 % Évaluation interne Cette composante est évaluée en interne par l enseignant puis révisée en externe par l IB à la fin du programme. Commentaire oral individuel Les élèves commentent un extrait d un texte littéraire étudié dans la 4e partie du cours. (30 points) Deux questions d orientation sont données aux élèves. 30 % 15 % Activité orale supplémentaire Les élèves effectuent au moins deux activités orales supplémentaires, l une basée sur la 1re partie et l autre sur la 2e partie du cours. La note d une activité orale supplémentaire est communiquée pour l évaluation finale. (30 points) 15 % Il existe quatre objectifs d évaluation pour le cours de langue A : langue et littérature au NM et au NS. 1. Connaissance et compréhension Faire preuve d une connaissance et d une compréhension de tout un éventail de textes. Faire preuve d une compréhension de l usage de la langue, de la structure, de la technique et du style. Faire preuve d une compréhension critique des diverses façons dont le lecteur donne du sens au texte et de la façon dont le contexte influe sur le sens donné. Faire preuve d une compréhension de l influence exercée par les différentes perspectives sur la lecture d un texte. 2. Application et analyse Démontrer une capacité à choisir un type de texte adapté à l objectif visé. Démontrer une capacité à utiliser une terminologie adaptée aux différents types de textes étudiés. Démontrer une capacité à analyser les effets de la langue, de la structure, de la technique et du style sur le lecteur. Se montrer conscient des façons dont la production et l accueil des textes contribuent aux sens qui leur sont donnés. Démontrer une capacité à étayer et justifier des idées en s appuyant sur des exemples pertinents

32 3. Synthèse et évaluation Démontrer une capacité à comparer et opposer les éléments de la forme, le contenu et le contexte des textes. Discuter des différentes façons dont la langue et l image peuvent être utilisées dans tout un éventail de textes. Démontrer une capacité à évaluer des points de vue divergents dans un texte et à propos de celui-ci. Au NS uniquement : produire une évaluation critique portant sur certains aspects du texte, du contexte et du sens. 4. Sélection et utilisation des compétences appropriées en matière de présentation et de langue Démontrer une capaciték à exprimer des idées avec clarté et aisance dans une communication écrite comme orale. Démontrer une capacité à utiliser les formes orales et écrites de la langue dans des styles, des situations et des registres divers. Démontrer une capacité à discuter des textes et à les analyser logiquement en poursuivant un objectif bien défini. Au NS uniquement : démontrer une capacité à rédiger une analyse comparative équilibrée. Language B Les objectifs globaux sont de : 1. développer la compréhension interculturelle des élèves ; 2. permettre aux élèves de comprendre et d utiliser la langue étudiée dans divers contextes et à diverses fins ; 3. développer une prise de conscience et une appréciation des différents points de vue d individus provenant d autres cultures par l intermédiaire de l étude de textes et des échanges sociaux ; 4. faire prendre conscience aux élèves du rôle de la langue dans d autres domaines du savoir; 5. faire prendre conscience aux élèves des liens entre les langues et les cultures qui leur sont familières; 6. fournir aux élèves des bases pour que la langue supplémentaire leur serve ultérieurement dans leurs études, leur profession et leurs loisirs ; 7. favoriser le plaisir, la créativité et la stimulation intellectuelle par le biais de la connaissance d une langue supplémentaire. Sujets Le cours comprend cinq sujets : trois issus du tronc commun et deux issus des options. Pour chacun des cinq sujets du cours, au moins deux aspects doivent être étudiés. En outre, les élèves du NS doivent lire deux oeuvres littéraires. Un cours peut ainsi être structuré de la manière suivante. Sujet Communications et médias Questions mondiales Relations sociales Santé Aspects abordés Publicité Partialité des médias Réchauffement de la planète Migrations Langue et identité Structures sociales Régime et nutrition Abus de drogues

33 Sciences et technologie Éthique et sciences Impact des technologies de l information sur la société Tronc commun Le tronc commun se compose de trois sujets : communications et médias questions mondiales relations sociales Ces trois sujets sont obligatoires au NM et au NS. Les élèves doivent étudier au moins deux aspects de chacun des sujets du tronc commun. Communications et médias La façon dont les individus interagissent, communiquent et rassemblent des données pour s informer et se divertir. Questions mondiales Questions actuelles et scénarios futurs qui ont un impact au niveau régional, national et/ou international, en gardant à l esprit qu ils doivent être abordés du point de vue de la ou des cultures associées à la langue cible. Relations sociales La façon dont les personnes interagissent et se comportent en tant que membres d une communauté, individuellement ou en groupe. Options Les enseignants doivent choisir deux sujets. Au moins deux aspects de chaque sujet choisi doivent être étudiés. Cinq sujets sont proposés dans les options. Coutumes et traditions Diversité culturelle Loisirs Santé Sciences et technologie Coutumes et traditions Pratiques actuelles et passées, représentations, expressions et connaissances qui appartiennent à une communauté parlant la langue cible. Diversité culturelle Les différences ethniques, sexuelles, raciales, idéologiques et socioéconomiques au sein d une communauté parlant la langue cible. Loisirs Les diverses activités pratiquées par plaisir. Santé Bien-être physique, mental et social ainsi que les sujets liés aux maladies. Sciences et technologie La relation entre les sciences et la technologie, et leur impact sur une communauté parlant la langue cible

34 Littérature (NS uniquement) Lire des oeuvres littéraires dans la langue cible peut être l occasion d un agréable voyage au coeur de la ou des cultures étudiées. Ces lectures aideront les élèves à enrichir leur vocabulaire et à utiliser la langue de manière plus créative. Elles leur permettront d acquérir une aisance en lecture, et favoriseront le développement de leurs compétences d interprétation et de déduction ainsi que de leur compréhension interculturelle. Les élèves doivent comprendre les oeuvres en profondeur mais la critique littéraire en tant que telle n est pas un objectif du cours de langue B NS. Les élèves doivent lire deux oeuvres littéraires écrites à l origine dans la langue cible. Ces oeuvres peuvent être du même genre ou non. Il n est pas nécessaire qu elles soient liées de quelque manière que ce soit (auteur, thème, période). Composantes d évaluation Résumé de l évaluation Niveau Moyen Évaluation externe (70%) Épreuve 1 (1 heure 30 minutes) : compétences réceptives Exercices de lecture interactive portant sur quatre textes écrits qui se rapportent au tronc commun. (25%) Épreuve 2 (1 heure 30 minutes) : compétences productives à l écrit Un exercice de rédaction (250 à 400 mots) en réponse à un sujet choisi parmi les cinq proposés et basé sur les options. (25%) Travail écrit : compétences réceptives et compétences productives à l écrit Lecture intertextuelle suivie d un exercice de rédaction (300 à 400 mots) accompagné d un préambule (100 mots). Le travail écrit porte sur le tronc commun. (20%) Évaluation interne : compétences interactives (30%) Cette composante est évaluée en interne par l enseignant et fait l objet d une révision de notation externe par l IB. Examen oral individuel (20%) L examen oral individuel porte sur les options. L élève dispose de 15 minutes de préparation puis de 10 minutes (maximum) pour sa présentation et la discussion avec l enseignant. Activité orale interactive (10%) Trois activités en classe portant sur le tronc commun et évaluées par l enseignant

35 Composantes d évaluation Évaluation externe (70%) Résumé de l évaluation Niveau Supérieur Épreuve 1 (1 heure 30 minutes) : compétences réceptives (25%) Exercices de lecture interactive portant sur cinq textes écrits qui se rapportent au tronc commun. Épreuve 2 (1 heure 30 minutes) : compétences productives à l écrit (25%) Deux exercices de rédaction obligatoires : Section A : une tâche (250 à 400 mots) choisie parmi les cinq proposées et portant sur les options Section B : une réaction personnelle (150 à 250 mots) à un texte écrit portant sur le tronc commun Travail écrit : compétences réceptives et compétences productives à l écrit (20%) Rédaction créative d une longueur comprise entre 500 et 600 mots, accompagnée d un préambule de 150 mots. La rédaction créative est basée sur l une des deux oeuvres littéraires lues. Évaluation interne : compétences interactives (30%) Cette composante est évaluée en interne par l enseignant et fait l objet d une révision de notation externe par l IB. Examen oral individuel (20%) L examen oral individuel porte sur les options. L élève dispose de 15 minutes de préparation puis de 10 minutes (maximum) pour sa présentation et la discussion avec l enseignant. Activité orale interactive (10%) Trois activités en classe portant sur le tronc commun et évaluées par l enseignant. Language Ab Initio Le cours de langue ab initio est construit autour de trois thèmes : individu et société loisirs et travail environnements urbains et ruraux Chaque thème contient une liste de sujets permettant aux élèves de pratiquer et d explorer la langue, et d améliorer leur compréhension interculturelle. En développant leurs compétences réceptives, productives et interactives, les élèves devraient pouvoir réagir et interagir de façon appropriée dans un certain nombre de situations de la vie quotidienne. Le cours de langue ab initio n est proposé qu au niveau moyen

36 Le cours de langue ab initio est destiné aux élèves ne connaissant pas ou peu la langue qu ils souhaitent étudier. Il convient avant tout de se rappeler que le cours de langue ab initio doit fournir une expérience éducative stimulante à l élève. Dans le cours de langue ab initio, les élèves réfléchissent à ces valeurs et comportements culturels de diverses façons. Le cours se divise en trois thèmes généraux qui favorisent tous une perspective interculturelle. Même si cela reste à un niveau élémentaire, le cours de langue ab initio cherche à développer la compréhension internationale, à susciter un intérêt pour les questions mondiales et à faire prendre conscience aux élèves de leurs responsabilités à l échelle locale. Objectifs globaux du cours de langue ab initio : développer la compréhension interculturelle des élèves ; permettre aux élèves de comprendre et d utiliser la langue étudiée dans divers contextes et à diverses fins ; développer une prise de conscience et une appréciation des différents points de vue d individus provenant d autres cultures par l intermédiaire de l étude de textes et des échanges sociaux ; faire prendre conscience aux élèves du rôle de la langue dans d autres domaines du savoir ; faire prendre conscience aux élèves des liens entre les langues et les cultures qui leur sont familières ; fournir aux élèves des bases pour que la langue supplémentaire leur serve ultérieurement dans leurs études, leur profession et leurs loisirs ; favoriser le plaisir, la créativité et la stimulation intellectuelle par le biais de la connaissance d une langue supplémentaire. Compétences réceptives Compétences productives Compétences interactives Comprend des phrases simples et certaines phrases plus complexes qui sont écrites ou orales et qui sont liées aux trois thèmes et aux sujets connexes. Comprend des textes écrits authentiques et simples (adaptés si nécessaire) ainsi que les questions dans la langue cible qui s y rapportent. Fournit des informations de façon assez précise, à l écrit comme à l oral, en utilisant un vocabulaire et des structures grammaticales de base variés. Communique oralement et répond de manière appropriée à la plupart des questions sur les trois thèmes prescrits et les sujets connexes. Communique à l écrit des informations et des idées simples de façon claire dans le cadre d une tâche écrite. Comprend certaines informations et idées liées aux trois thèmes prescrits ou aux sujets connexes, et y réagit de façon claire. Participe à des conversations simples. Fait preuve d une certaine compréhension interculturelle en réfléchissant sur les similarités et les différences entre sa culture et celle(s) associée(s) à la langue cible, et en fournissant des informations et des exemples appropriés. Nombre total d heures d enseignement

37 Résumé de l évaluation Composantes d évaluation Pondération Évaluation externe Épreuve 1 (1 heure 30 minutes) : compétences réceptives Compréhension de quatre textes écrits (40 points) Exercices de lecture interactive Épreuve 2 (1 heure) : compétences productives Deux exercices de rédaction obligatoires (25 points) Section A (7 points) : répondre à une question au choix parmi les deux proposées Section B (18 points) : répondre à une question au choix parmi les trois proposées Travail écrit (2 heures) : compétences réceptives et productives Un texte d une longueur comprise entre 200 et 300 mots rédigé en classe dans la langue cible sous la surveillance de l enseignant (20 points) 75% 30% 25% 20% Évaluation interne (10 minutes) : compétences interactives Examen oral individuel (25 points) Un examen oral en trois parties évalué en interne par l enseignant et faisant l objet d une révision de notation externe par l IB en fin de programme 1re partie : présentation par l élève d un stimulus visuel (choisi parmi les deux proposés) 2e partie : questions sur le stimulus visuel 3e partie : conversation d ordre général durant laquelle l enseignant pose au moins deux questions sur le travail écrit 25% Le cours de langue ab initio comporte cinq objectifs d évaluation. Les élèves seront évalués en fonction de leur capacité à : 1. Faire preuve d une prise de conscience et d une compréhension des éléments interculturels liés aux sujets prescrits. - Épreuve 1 : Les élèves réagissent de manière appropriée à un texte authentique. - Épreuve 2 : Les élèves effectuent la tâche en utilisant des conventions et un registre appropriés. - Travail écrit : Les élèves montrent qu ils sont conscients des similarités et/ou des différences entre leurs propres cultures et celles associées à la langue cible dans le sujet choisi. - Évaluation interne : Les élèves répondent de manière appropriée aux questions du travail écrit. 2. Communiquer de façon claire et efficace dans différentes situations. - Épreuve 2 : Les élèves accomplissent les tâches écrites en utilisant un langage, un registre et une présentation appropriés. - Travail écrit : Les élèves communiquent de façon claire et efficace dans le contexte de leur recherche. - Évaluation interne : Les élèves décrivent oralement un stimulus visuel, répondent à des questions sur ce stimulus et prennent part à une conversation d ordre général en utilisant un langage, un registre et une présentation appropriés

38 3. Comprendre et utiliser correctement les structures de base de la langue. - Épreuve 1 : Les élèves montrent leur compréhension des textes écrits en effectuant des exercices de lecture interactive. - Épreuve 2 : Les élèves se montrent capables de comprendre la tâche et de répondre de manière appropriée en utilisant divers types de textes. - Travail écrit : Les élèves montrent leur compréhension des divers textes sélectionnés pour la recherche sur le sujet choisi et utilisent correctement les structures de base de la langue. - Évaluation interne : Les élèves dialoguent avec l enseignant de manière appropriée, en utilisant diverses structures de base. 4. Comprendre et utiliser un vocabulaire varié et approprié. - Épreuve 1 : Les élèves montrent leur compréhension des textes écrits en effectuant des exercices de lecture interactive. - Épreuve 2 : Les élèves se montrent capables d utiliser un vocabulaire approprié au sujet. - Travail écrit : Les élèves montrent leur compréhension des divers textes sélectionnés pour la recherche sur le sujet qu ils ont choisi. - Évaluation interne : Les élèves dialoguent de manière appropriée avec l enseignant sur divers sujets. 5. Utiliser un registre et une présentation adaptés à la situation. - Épreuve 2 : Les élèves utilisent un registre approprié à la tâche. - Travail écrit : Les élèves rédigent leur travail en utilisant un registre approprié à la tâche. - Évaluation interne : Les élèves sont capables de discuter avec l enseignant en utilisant un registre approprié. DELF/DALF Le DELF et le DALF constituent un élément de motivation pour les apprenants ainsi que les professeurs dans leur pratique professionnelle. Ils représentent un label de qualité pour tout établissement offrant de la formation de langue. Le DELF (Diplôme d'etudes en Langue Française) et le DALF (Diplôme Approfondi de Langue Française) sont des certifications de langue française destinées aux personnes non francophones. Les diplômes sont délivrés par le Ministère Français de l'education nationale par l'intermédiaire du Centre International d'etudes Pédagogiques (CIEP). Le DELF et le DALF se composent de 7 diplômes indépendants, correspondant aux six niveaux du Cadre Européen Commun de Référence pour les langues (CECR). A chaque niveau, les quatre compétences de communication sont testées : compréhension et production orales et écrites. Les diplômes DELF et DALF sont délivrés dans le monde entier, (soit dans plus de 150 pays) et jouissent d'une réputation internationale. Ils attestent des niveaux de compétences linguistiques et sont très appréciés dans le monde professionnel. En Suisse, les écoles professionnelles, les gymnases et les hautes écoles préparent leurs apprenants à ces examens, de même que de nombreuses institutions de formation continue pour adultes. Les diplômes qui gagnent. [email protected] Copyright 2007 DELF DALF Suisse. Tous droits réservés Zurich, Suisse

39 Economics Nature of the Subject Among the challenges common to all societies is the search for acceptable levels of economic well-being. This quest remains with us, not only because of the vast gulf separating the poorest and richest inhabitants of our planet, but also because of the limits to resources, time and human effort. Individuals, firms and governments must constantly make choices which will affect both their own economic well-being and that of society as a whole. How are such choices made and on what basis are their consequences to be analysed? The questions of what?, how?, and for whom? are central to the field of economics. Economics is a social science, closely related to other academic disciplines such as sociology, political science and mathematics; history and geography also provide background material for the study of economics. At the root of economics as a discipline is the search for a better understanding of the workings of society. Aims The aims of the Economics programme are to: Objectives Gain an understanding of economic principles and theories, structures and relationships. Develop skills of literacy and numeracy within an economic context. Develop an understanding of the diversity of economic realities in which individuals and societies function. Students should be able to: Understand basic economic terminology. Methodology Present economic arguments in a clear and logical manner. Apply basic economic concepts to given situations. Understand the relationships between key economic variables. Evaluate alternative propositions in the light of both economic theory and the evidence presented. Understand and interpret economic data and information. Analyse competing economic systems or theories in a balanced manner. Show awareness of current affairs and global economic issues. A range of teaching methods is used, including the use of information technology

40 Overview of the syllabus Years 12 and 13 - IB Higher Level and IB Standard Level Unit 1 Introduction to Economics and Microeconomics The foundations of economics, positive and normative economics, opportunity cost, factors of production and alternatives to the market system. Market equilibrium, price elasticity of demand and supply, income and cross elasticity of demand, theory of the firm, economic efficiency and market failure. The theory of the firm is mainly in the higher level syllabus. Unit 2 - Macroeconomics Concepts, uses and limitations of national income accounts, macro policy objectives, macroeconomic models (AD/AS), unemployment, inflation, demand side and supply-side policies, taxation, poverty and inequality Unit 3 - International Economics Gains from trade, protectionism, balance of payments, exchange rates, trading blocs, globalistion and terms of trade Unit 4 - Development Economics Measuring the economic development of a nation, the role of: domestic factors, international trade, foreign direct investment, foreign aid and international debt in promoting economic development and the balance between free markets and intervention in securing economic development. Differences between Higher and Standard levels Both higher and subsidiary level courses cover the same topics but in the Higher level course the subjects, other than Development Economics, are studied in greater depth. There is also a difference with assessment in that higher level candidates sit an extra examination paper (with some quantitative content). Assessment - Higher Level External Assessment 80% Paper 1 : Extended response paper(essay, micro and macro). 30% Paper 2 : Data response paper. (international and development) 30% Paper 3 : Higher Level extension paper (Quantitative questions). 20% Internal Assessment 20% Students are to produce a portfolio of three commentaries, each of up to 750 words. The entire portfolio should be approximately 2800 words

41 Assessment - Standard Level External Assessment t 80% Paper 1 : Extended response (essay, micro and macro). 40% Paper 2 : Data response paper. (international and development) 40% Internal Assessment 20% Students are to produce a portfolio of three commentaries, each of up to 750 words. The entire portfolio should be approximately 2800 words

42 Geography Nature of the Subject Geography is the study of the dynamic relationship between humans and the environment. Aims The aims of the Geography programme are to: Promote a global perspective and international understanding through geographical education. Encourage an appreciation of the role Geography can play in the analysis of contemporary issues at a variety of scales. Develop an appreciation of and concern for the diversity of the natural environment, and an understanding of human and physical processes. Promote a respect for different cultures through an understanding of their development and their inter-relationships. Develop an appreciation and understanding of the spatial differentiation of physical and human features in the environment. Understand and apply the tools and techniques of geography. Objectives Make students aware of the dynamic relationships that exist between humans and their environment. An integrated approach is used wherever possible. Give students knowledge of geographical location and key geographical concepts. Strike a balance between modern geographical theory and traditional studies of place. Ensure that students have an understanding of the terminology needed in Geography. Help students develop specific geographical skills such as graphicacy and map-reading. Make students aware of important current environmental issues. Give students an understanding of, and empathy with, people less fortunate than themselves. Provide adequate preparation for future studies including IGCSE and IB examinations. Give students, on an informal and ad hoc basis, the necessary geographical background to understand current affairs

43 Overview of the syllabus Core theme Option themes Extension Higher Level Patterns and change. 4 units: Populations in Transition; Disparities in Wealth and Development; Environmental Quality and Sustainabilty; Resource Consumption There are 7 optional themes from which Higher Level students must study THREE Global Interactions Standard Level Same as for Higher There are 7 optional themes from which Standard Level students must study TWO None In Year 12 all students will study the first two parts of the Core Theme and one option theme, and will attend a fieldtrip in one of three different locations to collect data for their Internal Assessment. The IA is worth 20% of the total IB grade for Higher students and 25% for Standard students. This work will be completed in Year 13. Higher students will study one option theme from the following list while Standard students will start one of them. A. Freshwater issues and conflicts B. Oceans and their coastal margins C. Extreme environments D. Hazards and disasters risk assessment and response E. Leisure, sport and tourism F. The geography of food and health G. Urban environments Teachers will choose the option themes most appropriate to their classes. Year 13 Year 13 will complete their Internal Assessment, based on the fieldtrip in Year 12 and will study parts three and four of the Core Theme (above). Higher Level students will study two more of the Option Themes (above) and Standard level students will complete their study of one of these Option Themes. Teachers may deliver topics in a different order and in different years (12 or 13), depending on circumstances. Any deviations from the above will be communicated clearly and unequivocally to students. Assessment Students are given regular homework, which may be either reading, data handling exercises, questions or short essays or preparing for role plays or power point presentations. Students will also be tested during lessons and at the end of each theme

44 History Nature of the Subject History is about the human past and all that humankind has done or said or undergone, as far as it can be known from the evidence that has survived. Aims The aims of the history programme are to: Stimulate interest in and enthusiasm for the study of the past. Promote the acquisition of knowledge and understanding of human activity of the past. Ensure that the students' knowledge is rooted in an understanding of the nature and use of historical evidence. Promote the acquisition of historical skills (see below). Promote the development of international understanding. Encourage the development of linguistic and communication skills. Objectives The fundamental objective of the History programme is to promote the acquisition of necessarily selected historical knowledge and the mastery of historical skills. The skills to be acquired are divided into two skills domains: Knowledge and understanding Interpretation of evidence Please note that the range of skills to be taught and the pace of the teaching of these skills will be appropriate to the year levels and the level of ability and maturity of the students as judged by the teacher responsible. Knowledge and Understanding Students must be able to recall and select historical knowledge and use historical skills and concepts to show that they understand aspects of the past. Students should be able to: Narrate or describe the issues or events they have studied. Use their knowledge to show that they understand a wide range of historical concepts, e.g. change and continuity, cause and consequence, similarity and difference. Show an ability to look at events and issues from the perspective of people in the past. Interpretation of Evidence Students should be able to interpret and evaluate a wide range of historical sources and their uses as evidence: to comprehend to locate and extract relevant information

45 to distinguish between fact, opinion and judgement - to indicate deficiencies, such as gaps and inconsistencies to detect bias to compare and contrast a range of sources to reach conclusions based upon their use as evidence. Methods Students are presented with both primary and secondary sources (at every year level) and their responses to questions are assessed through various media: written contributions; graphic contributions; oral contributions (via class discussions and debate). Overview of the syllabus A contemporary History course based upon the International Baccalaureate syllabus is followed during the 12th and 13th years. This involves the study of 19th and 20th century history. IB Higher Level Syllabus The higher level Diploma Programme history syllabus consists of three prescribed subjects, five 20th century world history topics, four regional options and a historical investigation. Higher level candidates are required to study one prescribed subject, two 20th century world history topics, one regional option and to undertake one historical investigation. Prescribed subjects (Interpretation of sources) Prescribed Subject 1 Peacemaking, peacekeeping international relations Prescribed Subject 2 The Arab-Israeli conflict Prescribed Subject 3 Communism in crisis th century world history topics (Essay writing) Topic 1 Causes, practices and effects of war Topic 2 Democratic states challenges and responses Topic 3 Origins and development of authoritarian and single-party states Topic 4 Nationalist and independence movements in Africa and Asia and post-1945 Central and Eastern European states. Topic 5 The Cold War Regional options (Essay writing) Aspects of the history of Africa Aspects of the history of the Americas Aspects of the history of Asia and Oceania Aspects of history of Europe and the Middle East. Historical investigation An extended piece of writing involving research

46 Standard Level The standard level Diploma Programme history syllabus consists of three prescribed subjects, five 20th century world history topics and a historical investigation. Standard level candidates are required to study one prescribed subject and two 20th century world history topics and undertake one historical investigation. Prescribed subjects (Interpretation of sources) Prescribed Subject 1 Peacemaking, peacekeeping international relations Prescribed Subject 2 The Arab-Israeli conflict Prescribed Subject 3 Communism in crisis th century world history topics (Essay writing) Topic 1 Causes, practices and effects of war Topic 2 Democratic states challenges and responses Topic 3 Origins and development of authoritarian and single-party states Topic 4 Nationalist and independence movements in Africa and Asia and post-1945 Central and Eastern European states Topic 5 The Cold War Historical investigation An extended piece of writing

47 Information and Communication Technology Nature of the subject Computers and their underlying technology are having a major impact on our society bringing continuous changes to business, education and our personal lives and also raising new ethical and social issues. Students need to know both the current state of the art and have a general grasp of ICT concepts to enable them to adapt successfully to an evolving technological environment both during their education and later as they enter the work force. Information and communication technology is the use of modern technology to aid the capture, storage, retrieval, analysis and communication of information whether it is in the form of data, text, image, sound or voice. Aims Students learn the skills they need to be able to use a PC desktop or PC laptop computer in a responsible manner as an effective tool to enhance their learning process. Encourage students to use skills learnt in their ICT lesson to complete assignments in other subjects whether in school or at home. Enable students to recognise when it is appropriate to use ICT for an assignment and when not. Develop awareness in students for the moral, social and ethical values that they should adopt when using information and communication technology with regard to Internet use, piracy, privacy and plagiarism. Objectives The emphasis of the curriculum in years 7 to 11 is on learning to use a computer effectively and responsibly; students take external exams leading to the European Computer Driving Licence diploma, to confirm their competence. In years 10 and 11 students may take the IGCSE ICT exam. Once students have achieved either the full ECDL diploma or IGCSE qualification they have a choice of following: an introduction to programming using Flash and Visual Basic; more advanced web-site development using Dreamweaver or more advanced graphic design work using PhotoShop. Independent, self-paced learning is encouraged as students have different skill levels when they enter the school. In years students may study IB computer science at higher or standard level, learning the principles of software engineering and software development and the Java programming language; they will develop software and study hardware, software and network concepts. Keyboarding skills are now taught in primary, many secondary students however have poor typing skills, the opportunity to follow a short, intensive typing program in their study periods will be offered to students this year

48 Overview of the syllabus Computer science involves solving problems using computers; this requires a full understanding of logical problem solving as well as a detailed knowledge of how computers operate. Successful computerized systems result from: a clear understanding of the problem to be solved; appropriate use of hardware based on a detailed knowledge of its capabilities and limitations; efficient use of algorithms and data structures; thorough and logical design; careful testing and integration of all these components. Problem solving, design and programming skills are demonstrated through the program dossier this is a significant piece of individual work completed during the course, it accounts for 35% of the IB mark and will take the first term of year 13. The program dossier must address a single problem that can be solved using computer systems and which has an identified end user. The analysis, design and production of the final system must be well documented. The emphasis is on the use of a logical approach and analytical thinking from definition and decomposition of the problem through to its solution by constructing appropriate classes implementing algorithms and data structures in the Java programming language. Standard Level (The Core Syllabus) topics are: systems life cycle and software development students learn to analyse and solve problems, not just to write programs. The software life cycle involves several stages, and students are expected to be involved at some level in all stages. Good systems analysis should include investigation, data collection, careful planning and thorough documentation. If the problem is analysed properly, the implementation will be easier and more successful. program construction in Java students are expected to acquire mastery of specified aspects of Java including encapsulation, polymorphism and inheritance. computing system fundamentals computer hardware and software and how they interact. Higher Level encompasses the above topics but is extended to include: computer mathematics and logic topics that allow students to understand the basic principles of computer architecture, to understand the fundamental causes of many common errors, to design simple circuits, and to construct some common algorithms requiring mathematical techniques. abstract data structures and algorithms the Java programming language provides some standard data structures (such as arrays or files) that are adequate for many standard problems. Other problems require further data types to represent more complex structures, improve algorithm efficiency, or provide for more sophisticated memory management. Although Java implements many different types of container class for the convenience of programmers, students are expected to be able to develop their own ADTs from first principles. Higher level students must demonstrate mastery of some of these techniques in the program dossier and should be able to use any of these techniques during the examination. further system fundamentals actual computer system performance is affected by all the components of the system. Students need to know the functions of the individual components and the methods used in their interactions. file organization a variety of file structures are commonly used in computer systems. Students must be familiar with several of the most common structures

49 Mathematics Nature of the Subject Mathematics is an international language - a language of communication, both visual and oral. It is a major intellectual discipline and a tool for use in other subjects at school and in tertiary education, and in life generally. There is a distinction to be made between 'mathematical thinking' (what goes on in a student's mind) and 'mathematics' (an organised body of knowledge and techniques - such as Euclid). The development of these can be carried on simultaneously. It is desirable to be able to recognise when a mathematical argument is false or unfounded. Aims The curriculum of the department is heavily influenced by the two major examinations for which students are prepared - the International Baccalaureate (IB) in year 13, and the International General Certificate of Secondary Education (IGCSE) in year 11. The IGCSE is regarded as an outstanding pre-ib course. We should recognise the variety of linguistic, cultural and educational backgrounds from which our students come. The aims of the mathematics programme are to encourage students to: Develop logical thought. Develop rigorous numerical skills Understand the use of symbols in mathematics. Develop mathematical knowledge, concepts and principles. Read and interpret information and data. Use a graphical calculator or computer efficiently to do non-trivial numerical work accurately. Develop skills in devising, using and presenting mathematical arguments and critical analysis. Develop creativity and persistence in the approach to problem solving. Understand the significance of results obtained and to be alert to the reasonableness of results. Communicate mathematically to a range of audiences. Develop an attitude conducive to both further learning and the application of mathematics at different levels. Gain confidence in applying and using mathematical skills acquired. Gain an appreciation of the beauty, power and usefulness of mathematics. Derive satisfaction and enjoyment from engaging in mathematical pursuits. Become aware that mathematics is a dynamic subject closely related to cultural, social and technological changes. Apply skills and knowledge acquired in mathematics to everyday situations, this aim having particular emphasis in the IB Mathematical Studies programme. Apply skills and knowledge acquired in mathematics to other subject areas, this aim having particular emphasis in the IB Standard Level programme

50 Objectives Students will develop the capacity to: Know and use essential notation and terminology. Know and use mathematical concepts and principles. Represent a given situation in mathematical terms. Select and use mathematical techniques that are appropriate to a given problem. Develop and use mathematical arguments and reasoning at an appropriate level of sophistication. Express arguments in a clear logical manner, both orally and in writing. Organise, interpret and present information/data accurately in writing, symbolic, tabular, graphical and diagrammatic forms. Present and communicate information processed and analysed by appropriate mathematical tools. Interpret derived results in the correct context. Demonstrate good mathematical practice in formulating and presenting answers to written questions. Demonstrate a sensible approach to numerical and graphical accuracy. Recognise patterns and structures in a variety of situations and draw inductive generalisations. Make logical deductions from given data. Demonstrate knowledge of the application of mathematics to life in a technological society. Use a graphical calculator as well as computer graphing and spreadsheet technology to investigate or model mathematical problems or to present solutions. Further Aims and Objectives The primary aim of the department is to help students to maximise their performance in mathematics. It is the intention that each year group will understand and retain a core of knowledge and skills. The materials in use have been chosen as being accessible to students from a wide range of abilities in years 7& 8 and at appropriate levels of difficulty in the examination areas of IGCSE and IB. Careful monitoring of the performance of students throughout the year, with the use of common assessment tests in years 7-10, ensures that students are placed in suitable teaching groups. In year 7, there is a core set, and advanced set and various mixed ability sets, an arrangement that will continue in years 8 and up to 10. In year 11 we still have the old system of 6 sets, which will be replaced next year by the new arrangement. Transfer between sets is possible at certain times as students and teachers gain more information about their learning needs. It is our aim to create an optimum learning environment for all of our students in each phase of their learning process. The curriculum is planned in a 'spiral' fashion so that many topics are dealt with in several different years (although at differing levels of sophistication), so that students who arrive in mid-course are not put at a complete disadvantage by having missed any topic. Over the course of several mathematics lessons students should experience a wide variety of learning styles: from individualised learning to group work; from whole class direction to independent research projects; from traditional paper and pen algorithms to internet-based learning environments; from visual representations on an interactive whiteboard to hands-on practise with manipulatives. Whilst our fundamental aim of the department is to help students to maximise their performance in

51 mathematics, another significant goal is to allow students to enjoy their mathematics and to take increased responsibility for their own learning. Overview of the Syllabus IB Mathematics Higher Level This programme is designed for candidates with an excellent background and ability in mathematics. Some will study the subject because they have a genuine interest in it and enjoy meeting its challenges and problems, others because they need mathematics for future studies in this subject or in physics, engineering or technology at university. Core Algebra Functions and Equations Circular Functions and Trigonometry Vectors Statistics and Probability Calculus Options (one to be studied) Statistics & Probability Sets, relations and Groups Discrete Mathematics Calculus Portfolio (20% of final assessment) The internally assessed component in this course is a mathematical exploration. This is a short report written by the student based on a topic chosen by them and should focus on the mathematics of that particular area. The emphasis is on mathematical communication (including formulae, diagrams, graphs, etc) with accompanying commentary, good mathematical writing and thoughtful reflection. The final report should be approximately 6 to 12 pages long. Graphical calculator: This is a requirement for this course. The calculator must not be able to do symbolic manipulations

52 IB Mathematics Standard Level This programme is designed to provide a background of mathematical thought and a reasonable level of technical ability for those not wishing to take Mathematics at Higher Level. It is intended to provide a sound mathematical basis for those students planning to pursue further studies in such fields as physics and engineering. It is a demanding programme since it requires a substantial amount of background knowledge and contains a wide variety of mathematical topics: Algebra Functions and Equations Circular Functions and Trigonometry Vectors Statistics and Probability Calculus Portfolio (20% of final assessment) The internally assessed component in this course is a mathematical exploration. This is a short report written by the student based on a topic chosen by them and should focus on the mathematics of that particular area. The emphasis is on mathematical communication (including formulae, diagrams, graphs, etc) with accompanying commentary, good mathematical writing and thoughtful reflection. The final report should be approximately 6 to 12 pages long. Graphical calculator: This is a requirement for this course. The calculator must not be able to do symbolic manipulations. IB Mathematical Studies Standard Level This programme is designed to provide a realistic mathematics course for students with varied backgrounds and abilities. The skills needed to cope with the mathematical demands of a technological society are developed and emphasis is placed on the application of mathematics to real-life situations. A substantial piece of personal research, in the form of a project, is a requirement of this programme. Number and Algebra Descriptive statistics Logic, sets and probability Statistical applications Geometry and trigonometry Mathematical models Introduction to differential calculus Project (20% of final assessment) An individual piece of work involving the collection and / or generation of data, and the analysis and evaluation of that data. Graphical calculator: This is a requirement for the course. The calculator must not be able to do symbolic manipulations

53 Homework Homework is an essential component of the learning process. There are many purposes of homework: to consolidate existing ideas through further practice, to extend students with the investigation of new concepts, to allow students to diagnose their own strengths and weaknesses and to allow students to make progress towards becoming reflective practitioners. Some homework may also be set and marked on-line, e.g. MyiMaths, Mathletics. It is expected that students in years 12 and 13 will spend a total of approximately two to three hours per week on homework for SL and four to five hours for HL. This will include review assignments and additional past papers closer to the IGCSE exams. If homework is taking too long, then students should talk to their teacher. They can also attend the Senior Maths Workshop to receive further guidance with classwork, homework or exam revision. These workshops take place during lunch time most days of the week. Students are recommended to attend as often and as long as needed to resolve any problem they might experience. This reduces the need for tutoring and stimulates students to take responsibility for their own learning process. The lunch workshops have become an important ingredient in the Maths department recipe for student success. Assessment 1 Components of evaluation will include classwork, homework, tests, quizzes, online tasks on Mathletics or MyiMaths, group work and extended pieces of work. 2 Semester grades are given relative to the teaching group, and each semester grade (2 in all - except year 13) will be calculated as a percentage, by using the ratio assignments : tests = 1 : 2. 3 The following grid will be used for converting percentage into grades: Grade Percentages (a) The year grade will be calculated from the percentages of the 3 semesters and the end of year exam for all but year 11 and 13. a. For years 7 through to 10 and 12 the end of year test will count towards the year grade. b. Year 11's and 13 s year grade will be : 37.5% for each of the 2 semester grades and 25% of for the mock examination

54 Modern Languages Having another language is having another soul. Carlo Magno The teaching of modern languages at the International School of Geneva is based on the following core principles: a focus on building clearly defined competences: knowledge, skills, attitudes and cultural behaviour (i.e. putting into practice the learning acquired) placing language learning within the broader context of cultural expression and understanding adapting the learning to the students needs, interests and capabilities developing motivation in the student towards lifelong learning of languages, independence of thought and action, and effective social integration as citizens of the world. These principles are also emphasised in the Common European Framework of Reference for Languages: Learning, Teaching, Assessment, adopted by the Council of Europe in Aims The Modern Languages programme at the International School of Geneva aims to: Help students to develop core comprehension and communication competences in the language(s) being learnt, including: a good understanding of the language through the development of listening and reading skills effective speaking in the context of both structured and unstructured social interactions clear writing as a means of recording and thoughtfully communicating ideas to others. Create a stimulating learning environment that motivates students to appreciate the relevance and importance of learning a new language as a means of expanding the range and opportunities for effective communication and understanding in an increasingly globalised world

55 Foster the students interest in and understanding of the cultural context in which the language has developed and of the peoples who use it. Methodology The methodology used for language learning at the School is action-orientated. In other words, it aims to promote student use and application of the language being learnt not only in the classroom but also in as many as possible of the other domains of the students daily life, for instance, in their social relations with other students and friends, in their media interests and exposure (e.g. TV, films and books), in their travels to other countries, etc. Thus the learning of languages must be eminently communicative, practical and relevant to the students individual interests. For this approach to succeed, a high degree of flexibility and of student-teacher interaction is required. The learning process thus includes a combination of the following activities. Details for activities are specified under each year. Here are some samples: instruction on language grammar and practice in a contextualised manner conversations and role playing; student presentations on specific topics reading and writing assignments creative writing research on cultural and social topics learning songs and dances expressive and dramatic reading of drama, novels and poems watching films and DVDs and discussing the main themes interactive activities Assessment Continuous oral and written assessment throughout the year on an on-going basis. Formal and informal assessment throughout the year culminating in a comprehensive end-of-year written examination. Preparation for the IGCSE examination. Choice of Language Studied The only languages normally offered at level A for the IB diploma in the school curriculum are English, French, Spanish and German. If students require tuition in languages other than those offered on the school curriculum to fulfil the language requirements for the IB diploma, the Modern Languages Department undertakes to put them in contact with a suitably qualified tutor, provided one is available. The cost of this tuition is borne by the parents of the student(s) concerned

56 Years 12 & 13 The International Baccalaureate We have increasing numbers of students opting to take German and Spanish at IB and we offer these are A and B level. Both levels are also offered at Higher and Standard levels in accordance with the IB. Italian is available at IB level but normally at the expense of the parents and is considered private tuition. If the timetable allows it, there is the possibility of students attending The French Language Programme classes. For a number of years now, we have also been able to run a Spanish ab initio class. This can only be done at SL. Other languages can be taken at ab initio level, but this would often incur a cost in order to be able to run the class. Language A is aimed at students who have almost first-language proficiency and who wish to obtain a bi-lingual diploma. The programme comprises the study of both literature and themes, and the acquisition of sophisticated commentary and essay skills. The main emphasis in the Language B curriculum is on the development of communication skills. Literature occupies a greater role in those who choose to study their language at Higher Level. The objective is to develop the students' ability to express themselves orally and in writing in a variety of different topical contexts and linguistic registers. Students study a variety of texts, audio- and audio-visual documents taken from a variety of domains. Given the nature of the curriculum, the same texts and materials can largely be used for both the Higher and Standard courses. The difference between the two courses is in the level of expectation in work production. Assessment comprises: oral (incorporating oral interaction), written and reading comprehension. The oral component is assessed internally during the second year of the course. This internal assessment is moderated externally. There is also a written task which is done internally based on literature for the HL candidates and on topics for the SL candidates

57 Theatre The aims of the IB Theatre course at HL and SL are to enable students to: experience and participate in a wide and varied range of theatre activities and develop proficiency in more than one area of theatre technique become familiar with forms of theatre from their own and different cultures explore different theatre traditions in their historical contexts develop academic skills appropriate for the study and understanding of theatre become reflective and critical practitioners in theatre through the keeping of a journal in which their experiences are recorded develop the confidence to explore, to experiment and to work individually and collaboratively on innovative projects, which should involve challenging established notions and conventions of theatre understand the dynamic, holistic and evolving nature of theatre and the interdependencies of all aspects of this art form. The International Baccalaureate Theatre curriculum is followed by more than three hundred and schools through-out the World. Higher and Standard level candidates work closely together. Differences between the two levels lies in both the depth and breadth of work covered in the core components and in the outcomes and applications of practical and theoretical research in the assessment tools. The class meets for six lessons per week irrespective of candidate level. This practical based course consists of four core components of study for both the HL and SL students: Part 1: Theatre in the making The focus of theatre in the making is on the process of theatre making rather than the presentation of theatre. It encompasses the acquisition and development of all skills required to create, present and observe theatre. It is exploratory in nature. Part 2: Theatre in performance The focus of theatre in performance is on the application of skills developed in theatre in the making. This involves students in various aspects of presenting theatre, where their practical skills can be applied in different roles (as performers and as part of the production team), while also building upon the knowledge they have acquired in other areas. Part 3: Theatre in the world The focus of theatre in the world is on a practical and theoretical exploration of a range of theatre traditions and cultural practices around the world. It allows students to explore the origins and traditions of a variety of theatre conventions and practices from diverse cultural and historical contexts. Part 4: Independent project Students at HL are required to choose one from the following two options. Option A: Devising practice allows students to develop and explore in depth the devising and actualisation of a performance concept

58 Option B: Exploring practice allows students to undertake a comparative study of theatre in advanced practice. Students at SL are required to pursue an independent interest in theatre, which may have arisen from their studies within the course. Assessment Descriptors of the levels of criteria used in student assessment are outlined on the next two pages. The method of assessment used in IB examinations judges candidates by their performance in relation to identified criteria and not in relation to the rest of the population being examined. That is to say, the examinations are criterion referenced, not norm referenced. Descriptors are used to ascertain a profile of a candidate's performance in a component of the examination. This being a criterion-referenced examination, comparison is not made between students. Beginners may attain the highest level of achievement. IB Theatre assessment outline Details of the marking criteria for all of these are available in the IB Theatre Syllabus Guide HIGHER LEVEL External Assessment - 50% Research Investigation Practical Performance Proposal HIGHER LEVEL Internal Assessment (Externally moderated) - 50% Theatre Performance and Production Presentation Independent Project Portfolio STANDARD LEVEL External Assessment - 50% Research Investigation Practical Performance Proposal STANDARD LEVEL Internal Assessment (Externally Students are required to produce a research investigation of 2,000 2,500 words with supporting visual materials. Students are required to produce a proposal of 250 words with supporting visual images and a report of 1,000 1,250 words. Students are required to do an oral presentation lasting 20 minutes with 5 7 images. Students are required to produce a portfolio of 3,000 words on their independent project (either option A or B) and its connection to their experiences in the core syllabus. Students are required to produce a research investigation of 1,500 1,750 words with supporting visual materials. Students are required to produce a proposal of 250 words with supporting visual images % 25% 25% 25% 25% 25%

59 moderated) - 50% Theatre Performance and Production Presentation Independent Project Portfolio Students are required to do an oral presentation lasting 30 minutes with 7 10 images. Students are required to produce a portfolio of 2,000 words on their independent project and its connection to their experiences in the core syllabus. 25% 25% IB Theatre grade descriptors Taken from... Group 6 grade descriptors - IB Diploma Programme International Baccalaureate Organization 2010 Grade 7 Excellent Demonstrates: in-depth and comprehensive knowledge and understanding of the media used, with precise use of terminology to communicate this understanding. Highly effective use of research, investigation and technical skills. In-depth understanding of artistic intention and engagement with the artistic process demonstrated in consistent development of ideas, creativity and critical reflection. Grade 6 Very good Demonstrates: detailed knowledge and understanding of the media used, with appropriate and consistent use of terminology to communicate this understanding. Effective use of research, investigation and technical skills. Understanding of artistic intention and engagement with the artistic process demonstrated in development of ideas, creativity and critical reflection. Grade 5 Good Demonstrates: sound knowledge and understanding of the media used, with appropriate use of terminology to communicate this understanding. Research, investigation and technical skills are evident and sometimes well developed. Evidence of understanding of artistic intention and the artistic process and development of ideas, creativity and critical reflection. Grade 4 Satisfactory Demonstrates: secure knowledge and understanding of the media used, with appropriate use of terminology to communicate this understanding. Research and/or investigation skills are evident but not well developed. Some understanding of artistic intention and the artistic process, that is, understanding of the work of others, the student s own work and the connections between these. Some evidence, through the student s own work, of understanding of the artistic process. Technical skills are evident but not necessarily well developed. There is some evidence of development of ideas and some evidence of creativity and critical reflection. Grade 3 Mediocre Demonstrates: basic knowledge and understanding of the media used, with some use

60 of terminology to communicate this understanding. There is evidence of research and/or investigation but this remains undeveloped. Partial understanding of artistic intention, that is, understanding of the work of others and the student s own work. Evidence in the student s own work of limited artistic process and technical skills. Creativity and critical reflection emerge occasionally in the work. Grade 2 Poor Demonstrates: little knowledge and understanding of the media used, with limited use of terminology. There is evidence of superficial research and/or investigation. The student s own work demonstrates very limited artistic process, technical skills, creativity and critical reflection. Grade 1 Very poor Demonstrates: very little knowledge and understanding of the media used, with inadequate use of terminology. Irrelevant research and/or investigation. The student s own work demonstrates almost no artistic process, technical skills, creativity or critical reflection

61 Music This class is taught with Higher and Standard students and 12th and 13th year students in the same class. Higher Level students will take all three disciplines required by the IB: Listening and analysis, Solo Performing and Creative options. Standard Level students have to take the Listening and analysis paper, with "musical investigation" and have a choice between solo performing and creative options. Students will have one set work from the Classical repertoire to study and analyze in detail. They will study works from the medieval, renaissance, baroque, classical, romantic and twentieth century styles. They will also study World Music and will answer questions during the examination on unprepared works in all of these above categories. All students will work regularly in the recording studio and are encouraged to have knowledge of Pro Tools. All students will work on solo repertoire will be expected to perform recitals of 15 minutes duration (for standard level students) and 20 minutes (for Higher level students). All students are expected to complete a musical links investigation of 2000 words after discussion with their teacher. This investigation must be for any current multi-media format. All students are encouraged to perform widely both in and outside of the school. Equally all students are expected to take part in extra curricular musical activities and to develop an all round appreciation of a wide range of music from different genres and cultures

62 Physical Education Nature of the Subject Through the Physical Education (PE) curriculum, the education of the whole child is strived for; we foster the realisation that a healthy mind and healthy body are interchangeable concepts. The student is given opportunities to develop his/her abilities and interests, and to solve problems given, through challenging and enjoyable tasks. Thus, we aim to promote the physical, artistic, aesthetic, social, moral and intellectual development of all students. This is facilitated by our mixed ability, mixed gender, and cross-cultural approach throughout the majority of activities in the PE programme. Aims In an international setting such as ours, it is the prime responsibility of the PE department to provide a varied and flexible programme, which enables the students to fully integrate with one another, and to experience a balance of artistic, aesthetic, health-related, competitive and recreational activities. Objectives The objectives of the Physical Education programme are to: Provide activity that will contribute to natural growth and development and benefit total fitness and general well-being. Teach and give experience of the combining of basic movements into skills and promote and encourage an interest in neuromuscular control. Teach and give experience of the combining of skills into performance, by bringing the student s intelligence and character make-up to bear on the use of the required skills within a competitive and non-competitive framework of rules and conditions. Encourage the development of desirable social attitudes that will not only enrich school life, but will be of value in establishing sound leisure habits outside the school environment and in future life. Foster artistic and aesthetic awareness through a variety of performance-based activities which promote creativity, self-expression, kinaesthetic awareness, body management, self-esteem and an awareness of cultural diversity. Provide a comprehensive range of activities. Overview of the Syllabus The programme is divided into five different modules. During their one double period of PE per week, year 12 students choose from the different modules lasting 6 weeks. In general, these modules offer students the opportunity to pursue health-related fitness, recreational, and/or competitive activities

63 An example of the modules offered for the entire school year is shown below. Option I Option II Option III Option IV Term 1 Module 1: Unihockey Trampoline Fitness Room Football Module 2: Rugby Badminton Badminton Yoga Term 2 Module 3: Basketball Trampoline / Climbing Wall Table Tennis Fitness Room Module 4: Volleyball Gymnastics Core Body Balance Football Term 3 Module 5: Year 12 only. Fitness Room Striking & Fielding Games Striking & Fielding Games Striking & Fielding Games Physical education is compulsory for all students in years 7 to 12. However, very occasionally students who are competing in sport at an elite level (International or National) maybe awarded an exemption. The objective of the exemption is to compensate the amount of time such students would spend training for their sport. If a student wishes to apply for an exemption, they must attend the first physical education lesson at the beginning of the year and submit a letter from their parents or guardian. The conditions of the exemption will be explained to the student and a Physical Education Exemption Form will be issued by the Head of Physical Education. Once the Physical Education Exemption application has been approved by the Head of Physical Education and the Secondary Leadership Team the exemption will commence. Students who are granted an exemption must complete a general fitness tests which will be administered by the Head of Physical Education. These tests will be conducted at the beginning, middle and end of the academic year. Exempted students must also maintain regular contact with the Physical Education Department by providing updates on their training progress and results of competitions

64 Sciences Nature of the Subject The key aim of Science at La Chataigneraie is to provide students with the skills necessary to begin to appreciate the value and role of science in the context of the world we currently live in and that we might aspire to in the future. These skills are centred around the scientific method of developing questions, gathering information, hypothesising, carrying out experimental work to test hypothesis and analysing/evaluating the results, as well as presenting information to others. Without a body of scientific knowledge to draw on students will find it very difficult to meet the key objective of the science department and so we place an appropriate emphasis on scientific knowledge. All our science courses recognise the importance of the use of ICT for research, presentation and data processing work. We also recognise the value of effective communication by scientists and the importance of working in a team. We believe that by relating scientific principles to the wider world and looking at how they interact with environmental, economic, social and ethical factors we will develop students with a greater appreciation of science s place in society. We are committed to giving students an equal experience whether they are studying in French or English and so all students will study the same units, share common learning objectives and outcomes as well as common assessment practices. Students will also have access to common resources via the moodle learning platform and a common textbook. Objectives It is the intention in all science courses that students, at an appropriate level, should be able to: Recall scientific knowledge Apply that scientific knowledge to familiar and unfamiliar situations Critically analyse scientific ideas Apply the scientific method to develop scientific understanding Use ICT effectively for research, presentation and data processing work Communicate effectively Work as an effective member of a team Understand how to remain safe in a science lesson

65 Overview of the Syllabus Higher and Standard level in Biology, Chemistry and Physics; Standard level in Environmental Systems and Societies are offered in English. Environmental Systems and Societies is a transdisciplinary course, and allows students to satisfy both Group 4 or Group 3 IB requirements. Each subject area (Biology, Chemistry, and Physics) follows the same format which can be summarised as follows: Subject Specific Core - common material for both Higher and Standard students. Additional Higher Level Material - for Higher level students only. Options Standard and Higher level students are required to study 2 options. Group 4 Project (10 hours) - part of the internal practical assessment, a problem solving exercise involving teams of biologists, chemists and physicists. Assessment - 24% - Internal assessment (including group 4 project). 76% - Examinations - 3 papers (Standard level 3 hours, Higher level 4 1 / 2 hours). The syllabi which follow are not necessarily a teaching order. Biology Subject Specific Core Statistical Analysis Error bars, mean, standard deviation,t-tests, correlation. Cells: Cell theory; prokaryotic cell structure; eukaryotic cell structure; membranes; cell division - mitosis. The Chemistry of Life: Chemical elements and water; carbohydrates, lipids and proteins; enzymes; DNA structure; DNA replication; transcription and translation; cell respiration; photosynthesis. Genetics: Chromosomes, genes, alleles and mutations; meiosis; theoretical genetics; genetic engineering and biotechnology. Ecology and evolution: Communities and ecosystems; the greenhouse effect; populations, evolution; classification. Human Health and Physiology: Digestion; the transport system; defence against disease; gas exchange; nerves, hormones and homeostasis; reproduction. Additional Higher Level Material Nucleic Acids and proteins: DNA structure; DNA replication; transcription; translation; proteins; enzymes. Cell Respiration and Photosynthesis: Cell respiration; photosynthesis. Plant Science: Plant structure and growth; transport in angiospermophytes; reproduction in angiospermophytes. Genetics: Meiosis; dihybrid crosses and gene linkage; polygenic inheritance

66 Defence Against Infectious Diseases: Blood clotting; Immunity. Muscles and movement: Muscles and movement. The Kidney: Excretion; the human kidney. Reproduction: Human reproduction, Production of gametes; fertilisation and pregnancy. Options - Standard Level Human Nutrition and Health: Components and energy of the human diet; special issues in human nutrition. Physiology of exercise: Muscles and movement; training and the pulmonary system; training and cardiovascular system; exercise and respiration;fitness and training; injuries. Cells and Energy: Proteins; enzymes; photosynthesis; cell respiration. Options - Standard Level and Higher Level Evolution: Origin of life on earth; species and speciation; human evolution; Hardy- Weinberg principle; phylogeny and systematics. Neurobiology and Behaviour: Stimulus and response; perception of stimuli; innate and learned behaviour; neurotransmitters and synapses; the human brain; further studies of behaviour. Microbes and biotechnology: Diversity of microbes; microbes and the environment; microbes and biotechnology; microbes and food production; metabolism of microbes; microbes and disease. Ecology and Conservation: Community ecology; ecosystems and biomes; impacts of humans on ecosystems; conservation of biodiversity; population ecology. Options - Higher Level Only Further Human Physiology: Hormonal control; digestion; absorption of digested foods;functions of the liver; the transport system; gas exchange

67 Environmental Systems and Societies (Group 3 & 4 standard level only) Systems and Models Sets out the theoretical framework for the remainder of the course, and emphasises the holistic nature of the program. The Ecosystem: Structure; measuring physical components of the system; measuring biotic components of the system; biomes; function; measuring productivity of the system; changes; measuring changes in the system. Human Population, Carrying Capacity and Resource Use: Population dynamics; resources - natural capital; energy resources; the soil system; food resources; water resources; limits to growth; environmental demands of human populations. Conservation and Biodiversity: Biodiversity in ecosystems; evaluating biodiversity and vulnerability; conservation of biodiversity. Pollution Management: Nature of pollution; detection and monitoring of pollution; approaches to pollution management; eutrophication; domestic waste; depletion of stratospheric ozone; tropospheric ozone; acid deposition. The issue of Global Warming A major treatment of this increasingly important environmental issue. Environmental Value Systems Students examine and formulate their own attitudes to conservation and environmental issues

68 Chemistry Subject Specific Core Quantitative chemistry: Mole concept and Avogadro s constant; formulae; chemical equations; mass and gaseous volume relationships in chemical equations; solutions. Atomic Theory: The nuclear atom; electron arrangement. Periodicity: The periodic table; physical properties; chemical properties. Bonding: Ionic bond; covalent bond; intermolecular forces; metallic bond; physical properties. Energetics: Exothermic and endothermic reactions; calculation of enthalpy changes; Hess law; bond enthalpies; entropy; spontaneity. Kinetics: Rates of reaction; collision theory. Equilibrium: Dynamic equilibrium; the position of equilibrium. Acids and Bases: Properties of acids and bases; strong and weak acids and bases; the ph scale; buffer solutions; acid-base titrations. Oxidation and Reduction: Oxidation and reduction; electrolysis of a molten salt; reactivity. Organic Chemistry: Homologous series; hydrocarbons; other functional groups Measurement and data processing: Uncertainty and error in measurement; uncertainties in calculated results; graphical techniques. Additional Higher Level Material Atomic Theory: The mass spectrometer; electronic structure of atoms. Periodicity: Periodic trends Na Ar (the third period); d-block elements (first row). Bonding: Shapes of molecules and ions; multiple bonds; hybridisation; delocalisation of electrons; structures of allotropes of carbon. Energetics: Standard enthalpy changes reaction; lattice enthalpy; spontaneity of a reaction. Kinetics: Rate expression; reaction mechanism; collision theory; activation energy. Equilibrium: Phase equilibrium; the equilibrium law. Acids and Bases: Bronsted-Lowry acids and bases; Lewis theory; calculations involving acids and bases; buffer solutions salt solutions; acid-base titrations; indicators. Oxidation and Reduction: Redox equations; standard electrode potentials; electrolysis. Organic Chemistry: nucleophilic substitution reactions; elimination reactions; condensation reactions; reaction pathways, stereoisomerism. Options - Standard Level and Higher Level Modern Analytical Chemistry: Core - Analytical techniques; principles of spectroscopy; infrared spectroscopy;

69 mass spectroscopy; nuclear magnetic resonance (NMR) spectroscopy; atomic absorption (AA) spectroscopy; chromatography.; Extended - visible and ultraviolet spectroscopy; nuclear magnetic resonance (NMR) spectroscopy; chromatography.; Human Biochemistry: Core Energy; proteins; carbohydrates; lipids; micronutrients and macronutrients;hormones. Extended - Enzymes; nucleic acids; Respiration Chemical in industry and technology: Core -; iron steel and aluminium; the oil industry; addition polymers; catalysts;fuel cells and recharable batteries; liquid crystals; nanotechnology. Extended Condesation polymers; mechanisms in the organic chemicals industry; silicon and photovoltaic cells; liquid crystals the chlor-alkali industry. Medicines and Drugs: Core - Pharmaceutical products; Antacids; Analgesics; Depressants; Stimulants; Antibacterials; Antivirals Extended - Drug action; drug design; Mind-altering drugs. Environmental Chemistry: Core - air pollution; acid deposition; green house effect; ozone depletion; dissolved oxygen in water; water treatment; soil; waste. Extended - ozone depletion; smog; acid deposition; water and soil. Food Chemistry: Core Food groups; Fats and oils; shelf life; colour; Genetically modified foods; texture. Extended oxidation rancididty (auto-oxidation); antioxidants; stereochemistry in food; chemical structures and colour. Further Organic Chemistry: Core - electrophilic addition reactions; nucleophilic addition reactions; elimination reactions; addition- elimination reactions; arenes; organometallic chemistry; reaction pathways; acid-base reactions. Extended - addition- elimination reactions; electrophilic substitution reactions; reaction pathways

70 Physics Subject Specific Core Physics and physical measurement: The realm of physics; measurement and uncertainties; mathematical and graphical techniques; vectors and scalars. Mechanics: Kinematics; forces and dynamics; inertial mass, gravitational mass and weight; momentum; work, energy and power; uniform circular motion. Thermal Physics: Thermal concepts; thermal properties of matter; ideal gases. Oscillations and Waves: Simple harmonic motion, forced oscillations and resonance, wave characteristics, wave properties. Electric Currents: Electric potential difference, current and resistance, electric circuits Fields and Forces Gravitational force and field, electric force and field, magnetic force and field Atomic and Nuclear Physics: The atom; radioactive decay; nuclear reactions, fission and fusion. Energy Power and Climate Change: Energy degradation and power generation, world energy sources, fossil fuel power production, greenhouse effect, global warming Additional Higher Level Material Motion in Fields: Projectile motion, gravitational field, potential and energy, electric field, potential and energy, orbital motion Thermal Physics: Thermodynamic systems and concepts; processes; second law of thermodynamics and entropy. Wave Phenomena: Standing (stationary waves), Doppler effect, diffraction, resolution, polarization. Electromagnetic induction: Electromagnetic induction; alternating current, transmission of electrical power. Quantum physics and nuclear physics: Quantum physics; nuclear physics. Digital Technology Analogue and digital signals, data capture, digital imaging using charge coupled devices. Options - Standard Level Sight and wave phenomena: The eye and sight, standing (stationary) waves, Doppler effect, diffraction, resolution, polarization Quantum physics and nuclear Physics: Quantum physics; nuclear physics Digital technology: Analogue and digital signals, data capture, digital imaging using charge coupled devices Relativity and particle physics Introduction to relativity, concepts and postulates of special relativity, relativistic kinematics, particles and interactions, Quarks

71 Options - Standard Level and Higher Level Astrophysics: Core - Introduction to the universe; stellar radiation and stellar types; stellar distances;cosmology. Extended - Stellar processes and stellar evolution; galaxies and the expanding universe. Communications Core Radio communication, digital signals, optic fibre transmission, channels of communication Extended Electronics, the mobile phone system Electromagnetic waves: Core Nature of electromagnetic waves and light sources, optical instruments, two source interference of waves, diffraction gratings. Extended X-rays, thin film interference Options Higher Level Only Relativity: Introduction to relativity, concepts and postulates of special relativity, relativistic kinematics, some consequences of special relativity, evidence to support special relativity, relativistic momentum and energy, general relativity, evidence to support general relativity. Medical Physics: The ear and hearing, medical imaging, radiation in medicine Particle Physics: Particles and interactions, particle accelerators and detectors, quarks, leptons and the standard model, experimental evidence for the quark and standard models, cosmology and strings Homework Science homework may consist of any of the following: theoretical parts of the syllabus reading textbook re-reading/checking theoretical work done in class revision exercise, problems and calculations completion of laboratory reports and experiment planning Students will be set homework at least once a week. Homework assignments are expected to require a time commitment of 40 minutes. Assessment: Grades are based on: 45% Test grades 15% Assessed practicals 25% Assignments 15% Manipulative & Personal skills

72 The Library Media Centre Mission statement Our mission is to provide students and teachers with access to learning and teaching tools throughout the school day, to help them locate, evaluate and use these resources. We are committed to providing an atmosphere which fosters curiosity, critical thinking skills and a love of literature and learning. Aims The aims of the media centre are to: Provide and manage efficiently a collection of resources designed to support and enhance the school curriculum. Provide instruction and guidance in the use of the centre and research materials, and encourage students to seek information as independently as possible. Provide a wide selection of books and magazines for leisure reading at different levels of age and achievement, and to offer guidance in literary appreciation. Foster a lifelong positive attitude to libraries/information centres by making the school library media centre an attractive and respected environment. Help prepare users for higher education and working life by including the new technologies of information seeking. Resources Our collection is automated with the Mandarin library system, like the other library media centres in the Foundation, thus ensuring a continuity in the skills of using the on-line catalogue in the transition from Primary to Secondary. Books Periodicals Careers Computers Electronic resources Equipment Our collection of fiction, non-fiction and reference books contains approximately 25,000 titles in several languages. New titles are added throughout the year. We subscribe to over 80 magazines and newspapers in several languages. Previous issues may be loaned out. All magazines are catalogued (7800 items). Researchers are encouraged to use electronic indexes to locate articles. A collection of reference books can be consulted about Higher Education in the USA, the UK, Australia, Canada, and Europe. About 40 computers with network and Internet connections are available to the students, each of them featuring the usual applications needed for work. Other computer-related facilities include B&W and colour multifunction photocopy machines (scanner/printer/copier). Encyclopaedias, dictionaries, course information, article banks are available for use on the media centre computers and from home. The Library website ( gathers links to local and international libraries catalogues and valuable educational resources on the Internet which support the curriculum. A conference room with a big screen can be used for DVD, videotape or computer

73 projections to large groups (up to 50 students). Five rooms are available for small group studies, leisure reading and booktalks. Portable AV readers are loaned out for use in these rooms or in the Centre with headphones. A digital camera, video camera, audio recorder and micro-projector are also available for loan in school. Two photocopy machines/printers are installed near the issue desk. Audiovisual resources The audiovisual collection contains more than 800 videos or DVDs and as many audio CDs or tapes (music, fiction, pedagogical content). Contact us: website: [email protected] more information available at

74 Guidance and Counselling Nature of the Guidance and Counselling programme The Guidance and Counselling programme reflects the school s philosophy to support the varied needs of an international student population and the school s goal to provide a framework in which all students may have the opportunity to develop their potential to the full. It strives to support both academic and non-academic needs of the whole student in an international, multicultural school community. The programme is first proactive by providing the opportunities for necessary skill development at critical points in the student s developmental life and major points of transition. It is supportive of individual students and their families. Career and Guidance Counselling Information is provided about the world of work to help students develop an awareness and appreciation of work; a motivation to work for self fulfilment; a knowledge of the range of career opportunities available upon completion of various educational programmes. Year 9 and 11: Option choices Information and advice is given to students and their parents when choosing their options for Year 10 and above and also for choosing between the two examination programmes taught at La Châtaigneraie, the IB and the Maturité Suisse. Year 9 and 10: Information on vocational paths and studies Individual advice and help is given to students who wish to follow a more vocational path after finishing obligatory schooling. Help is given for writing a CV and a cover letters, preparing for interviews, finding internships. Visits to local Centres d Orientation and Career Fairs. Year 11: World of Work All students in Year 11 are expected to find an unpaid work placement for one week at the end of June. Students will be taught how to write resumes and cover letters. Students may take either the Morrisby Careers Profile or the MBTI (in French) for a fee. Students with a strong knowledge of French take part in the Forum Horizon in February (Lausanne University: two days of conferences describing a hundred different careers and studies). Years 12 and 13: College and University Counselling Students in Years 12 and 13 begin to receive information about university applications during their weekly assembly period. The majority of Ecolint students will apply to English or French speaking universities. Students will be supported in their application to any further education course in English or in French in any country around the world. Specific information sessions are organised for the countries where the majority of the students apply; information is provided concerning the wide range of post-secondary educational opportunities, including entrance requirements, scholarships, curricular offerings, costs and related information in many English speaking countries (US, Canada, UK, Australia) as well as the host country Switzerland and nearby France. Support is provided to students in the choice of university, examination preparation, and the application process (provision of recommendations, transcripts, the school profile and relevant supporting documentation). Year 12 and 13: College or University Choice Workshops There is a series of workshops during each year to provide information for students on university choice and placement in Switzerland and France, the United States, Canada, the Netherlands and the United Kingdom. Information is available on other systems and countries on an individual basis

75 The following topics are covered: Higher education systems in the United Kingdom, United States and Canada and the francophone region of Europe. Developing criteria for choosing institutions and courses. Visiting colleges and universities. Completing the application, the personal statement or application essays and collecting all necessary documents, putting together a portfolio. Making the final decision. Completing the transition, preparing to go on to higher education. College Board testing Only the PSAT is given at La Châtaigneraie. The PSAT is organized by Mrs. Long in October. The SAT takes place only at the Ecolint LGB campus or Collège du Léman. Go to for registration information. La Chât s CEEB code is and must be used for ALL registrations. The Test Centre code for LGB is The ACT is another college admissions test that some students prefer. Colleges accept ACT or SAT. Please register at The SSAT (Secondary School Admissions Test) is given at LGB. It is an entrance test for baording schools in the US. Please refer to The TOEFL (Test of English as a Foreign Language) is required by many universities for students whose mother tongue is not English. It is taken on a computer in Geneva. Please refer to for fees and schedules. To receive extra time on any of the tests listed above, please see Mrs. Long for a special form that must be filled out by the student WELL in advance! A student must have full educational needs documented by an Educational psychologist to be considered for extra time. The school CANNOT request extra time on behalf of a student for these tests! Different preparation courses for the SAT are offered during the school year. All Students can receive free preparation for the ACT and SAT on the school s guidance software at Contact us: Krista Despotovic-Jacobson - College Counsellor (United States and Canada) [email protected] Jonathan Halden - University Counsellor (United Kingdom, Ireland, Australia, The Netherlands) [email protected] Beatrice Hoesli - Orientation (Suisse, France et Belgique) [email protected]

76 The Learning Support Department Aims The major aim of the Learning Support Department is to offer help to students with long-term or temporary learning difficulties in a way which builds confidence and encourages a positive outlook. In addition to the particular aspects of the programme described below, considerable emphasis is put on a 'whole-school' approach. Subject teachers are encouraged to develop compensatory measures that will help pupils in the classroom. Students with learning difficulties are more likely to achieve if they are recipients of an approach that is flexible, sensitive and empathetic. The Learning Support Department provides: Support to students whose educational needs cannot be met entirely by a programme in the mainstream class. Support for students who are experiencing temporary difficulties. Work on basic skills for students who need intensive help with these. Individual Learning Programmes for students with specific learning difficulties. Attention to conditions which, although not always directly affecting educational progress, have an effect on general development, e.g. hearing/speech problems and emotional concerns. Identification: Students can be identified as having learning difficulties either by parents or by teachers, or the student can approach the support staff directly. Working together with the Student Support Group, the Learning Support Department will assess the situation and then recommend appropriate action. Teacher Referrals: Subject teachers can make a referral to the Student Support Group and Learning Support Department if they consider that a student in their class is underachieving or not coping with the curriculum. Parent Referrals: Parents with worries about any learning difficulty their child may be experiencing can contact the Learning Support Department directly. Self Referrals: Students are at liberty to request support from the department whenever they need it

77 Assessment Assessments of learning difficulties are made in a number of ways, including: Formal diagnostic tests Exploration of case histories Parental consultations Assessment by a La Chat educational psychologist. Students can also be assessed by an external psychologist. Support After an assessment has been made, an individual programme is designed to meet the needs of the student. Some support is provided in the form of small group lessons and a certain amount of in-class support may also be provided. If such provision does not fully meet the pupil's needs, learning support tutorials are recommended. These tutorials can be offered individually or in a small group, but the cost must be met by the parents. The department has a number of qualified tutors available to cover this part of the programme. Careful attention is paid to match the expertise of the tutor with the identified need of the student. In some years, the department may run a homework club after 3:15. This is another opportunity for students to receive help with either coursework or basic skills. In addition student tutors may work on a voluntary basis with small groups of students. This has proved to be quite successful for the younger children as well as the young tutors. Regular reviews of progress take place throughout the school year. The results of these are communicated to parents through consultations and written reports

78 The psychological services The psychological services cover different areas, each one having several ramifications. Prevention Health Program: plans and organizes the Health education for the campus. (evaluation of needs, analyses of methods of actions, planning programs and coordination primary-secondary). Pastoral care by the development/reinforcement of resilience and social abilities for all students in class 7 (Resourceful Adolescent Program). Units are also developed to address the brain function (memory, sleep or other topics). Network of peers helping peers with the Peer Counsellor s program (grade 10 to 13.) Support for parents (Consultations, parent's discussion group, workshop and conference) Evaluation of situations: general principles Cognitive and emotional difficulties: When things go wrong, no solution can be found without understanding the nature of the difficulty. The parents and the teachers are included in process, as from the beginning. We may decide, if necessary, and in agreement with the family that assessments should be done. This may include psychological assessment (psycho-educational or else), parents' interview, discussion with the teachers. What can be done? Solutions are elaborated and followed using networks internal or external to the school. This plan applies to academic or psychological /emotional difficulties. Support to student Psychologists offer support and counseling but do not conduct therapies at school.. If the needs of a student go beyond what can be offered at school, referral to local qualified professionals will be recommended. The psychologist will be the contact person to advise the family and establish the collaboration with the school if necessary. Support to parents The psychologists offer support and counseling and are available for parents. They work closely, when necessary, with the local community (Geneva and Vaud). They hold lists of qualified professionals (speaking French, English and many other languages) working with different orientation (family therapy, individual therapy, neuropediatricians, hospitals or private practices). Referrals Students are often referred by teachers regarding concerns. Parents often consult the psychologist for family concerns which do not always relate directly to school. Parents and students have the possibility and full right to directly address their concern(s) to the school psychologists. Confidentiality is always kept but sharing relevant information to teachers/staff is recommended in order to better understand and support a student s needs. Special requirements for Examinations The school psychologists make the applications for students requiring special conditions for exams based on the recognized/standardized /appropriate evaluation